Third Grade Month: September Social Studies Pacing Guide ... file2 Third Grade Social Studies Pacing Guide Third Grade Month: October Social Studies Pacing Guide Unit: Citizen Involvement

1 Third Grade Social Studies Pacing Guide

Third Grade Month: September Social Studies Pacing Guide Unit: Core democratic Value

Theme/Big Ideas Objectives

Essential/Focus

Questions

Teaching Strategy

(our current performance

indicator)

Assessment Vocabulary/ Concepts Resources

Board

Objectives

Core Democratic Values Use the Core Democratic Value in everyday life, relating these to our constitution and government.

3 – C5.0.1 Identify rights (e.g., freedom of speech, freedom of religion, right to own property) and responsibilities of citizenship (e.g., respecting the rights of others, voting, obeying laws). 3 – P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in Michigan.

What are the rights and responsibilities you have as a citizen of Michigan/USA?

Role-playing Poster-making or book making to illustrate examples of core democratic values.

Achievement Series Unit Test

. Common

good Rights Equal

Treatment under the law

http://www.civicsinstitute.org/curricula/ high/Are_the_Core_Democratic_Va.html http://www.classroomhelp.com/ lessons/cdv/Core_Democratic.pdf http://www.jpsonline.org/elem_media/ CoreDem/index.htm http://www.michiganepic.org/coredemocratic/CDVEducatorNotes.html In School Field Trip/Presentation: http://richardpaul.com/ core_democratic_values.shtml unitedstreaming.com Our Michigan Adventure! Chapter 13: It Happens in Lansing--Our Government http://www.atozkidsstuff.com/mi.html http://members.scope.oakland.k12.mi.us/grade.aspx?id=54

Students will identify rights and responsibilities of citizenship in order to become better citizens.


Third Grade Month: October Social Studies Pacing Guide Unit: Citizen Involvement

Theme/Big Ideas GLCEs

Essential/Focus Questions

Teaching Strategy

(our current performance indicator)


Board Objectives

How to be an involved citizen. (e.g., community service, public elections, takes a stand on, and defends, community/ethical/state issues, etc.)

3 – P3.1.2 Use graphic data and other sources to analyze information about a public issue in Michigan and evaluate alternative resolutions. 3 – P3.3.1 Compose a paragraph expressing a position on a public policy issue in Michigan and justify the position with a reasoned argument.

What are some examples of how differences of opinion cause issues between people? How can you use graphic data and other sources to examine information about a public issue to determine other outcome choices? Explain how the government carries out its purposes?

Surveys Time for Kids or similar resources to learn to analyze graphic data Writer’s workshop lessons on opinion/persuasive writing. Speeches or Debates


Public policy

issues Public issues Reasoned

argument Resolution Action plan Core democratic

values Conflicts Purpose of

government Government resolutions Alternative Develop Graphic Data Citizen

http://www.civicsinstitute.org/curricula/ high/Are_the_Core_Democratic_Va.html http://www.classroomhelp.com/ lessons/cdv/Core_Democratic.pdf http://www.jpsonline.org/elem_media/ CoreDem/index.htm http://www.michiganepic.org/coredemocratic/CDVEducatorNotes.html In School Field Trip/Presentation: http://richardpaul.com/ core_democratic_values.shtml unitedstreaming.com http://www.atozkidsstuff.com/mi.html

Students will understand how differences of opinion cause issues between people in order to become better citizens. Students will express their opinions in writing in order to learn to be involved citizens. Students will identify public issues in Michigan in order to become involved citizens. Students will develop an action plan in order to inform others about a public issue. Students will explain how state courts function to resolve conflict in order to become more informed citzens.


3 – P4.2.2 Participate in projects to help or inform others. 3 – P3.1.1 Identify public issues in Michigan that influence the daily lives of its citizens. 3 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue. C3.0.4 Explain

Our Michigan Adventure! Chapter 13: It Happens in Lansing--Our State Government http://members.scope.oakland.k12.mi.us/grade.aspx?id=54


how state courts function to resolve conflict.


Third Grade Month: November Social Studies Pacing Guide Unit: Economics in Michigan


Essential/Focus

Questions

Teaching Strategy


indicator)


Board Objectives

Economic Roots in Michigan. Goods and services people produced in Michigan because of its natural resources.

E1.0.3 Analyze how Michigan’s location and natural resources influenced its economic development. G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g.,

How does Michigan’s natural resources, transportation hubs and relative locations affect what is produced and consumed in Michigan? How does scarcity, opportunity costs and choices affect what is produced and consumed in Michigan? What do people do when Michigan does not have the resources to make certain products/services?

Make maps or brochures showing the link between resources and products made in Michigan. “Made in Michigan” sculptures


Services Production Goods Human

resource Capital

resources Consumption Michigan

Constitution Agriculture Research and development

industries Choices Economic

Decisions Economic

Development

Incentives Opportunity

Cost Scarcity Alternative Automation

Alley Life Science

Corridor

Children in the Marketplace: Lesson Plans in Economics for Grades 3 and 4 ISBN: 1-56183-367-3 http://cob.jmu.edu/econed/Elementary.htm *You will have to purchase each book that creates a literature connection to economics. http://www.kidseconbooks.com/html/teaching_economics.html *things you can purchase for help http://www.moneyinstructor.com/elementary.asp Teacher created scenario sheets http://www.proteacher.com/cgi-bin/outsidesite.cgi?id=13800&external=http://www.apl.com/boomerangbox/ postskl.htm&original=http:/

Students will analyze how Michigan’s location and natural resources influence its economic development in order to better understand Michigan’s economy. Students will explain how scarcity, opportunity costs, and choices affect what is produced and consumed in Michigan in order to better understand Michigan’s economy.


Automation Alley, life sciences corridor, university communities), and explain the factors influencing the location of these economic activities. E1.0.1 Explain how scarcity, opportunity costs and choices affect what is produced and consumed in Michigan

/www.proteacher.com/090041.shtml&title =Introduction%20to%20International%20Trade http://www.econedlink.org/ *a lot of great lessons on anything economics www.kerc-ks.org/hot_topics/docs/4th_Grade_Econ_LP&benchmarks.doc Our Michigan Adventure! Chapter 6: Using Nature’s Gifts--Natural Resources Our Michigan Adventure! Chapter 7: On the Move-Rivers, Roads, Ships, Trains, and Cars Our Michigan Adventure! Chapter 10: Neat Stuff We Make and Grow http://www.atozkidsstuff.com/mi.html http://members.scope.oakland.k12.mi.us/grade.aspx?id=54


Third Grade Month: December Social Studies Pacing Guide Unit: Goods and Services/ Michigan Businesses



Teaching Strategy

(our current performance indicator)


Board Objectives

Goods and services people produced in Michigan because of its natural resources. How Michigan businesses support our economic development

E3.0.1 Identify products produced in other countries and consumed by people in Michigan. E1.0.4 Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services. E2.0.1 Using a Michigan example, describe how specialization leads to increased interdependence E1.0.5 Explain the role of business development in Michigan’s economic future.

How do Michigan’s businesses use resources to specialize in producing certain goods/services for the growth of Michigan’s economic future? How do incentives influence businesses when it comes to making economic decisions in Michigan?

Scavenger hunt to find products produced in other countries.


Services Production Goods Human resource Capital resources Consumption Michigan

Constitution Agriculture Research and development

industries Choices Economic

Decisions Economic

Development Incentives Opportunity Cost Scarcity Alternative Automation Alley Life Science

Corridor

Children in the Marketplace: Lesson Plans in Economics for Grades 3 and 4 ISBN: 1-56183-367-3 http://cob.jmu.edu/econed/Elementary.htm *You will have to purchase each book that creates a literature connection to economics. http://www.kidseconbooks.com/html/teaching_economics.html *things you can purchase for help http://www.m

Students will identify products produced in other countries and consumed by people in Michigan in order to better understand Michigan’s goods and services.. Students will describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in order to better understand Michigan’s goods and services. Students will describe how specialization leads to increased interdependence in order to better understand Michigan’s goods and services. Students will explain the role of business development in order to better understand Michigan’s economic future. Students will identify


E1.0.2 Identify incentives (e.g., sales, tax breaks) that influence economic decisions people make in Michigan.

oneyinstructor.com/elementary.asp Teacher created scenario sheets http://www.proteacher.com/cgi-bin/outsidesite.cgi?id=13800&external=http://www.apl.com/boomerangbox/ postskl.htm&original=http://www.proteacher.com/090041.shtml&title =Introduction%20to%20International%20Trade http://www.econedlink.org/ *a lot of great lessons on anything economics www.kerc-

incentives that influence economic decisions in order to better understand Michigan’s economic development.


ks.org/hot_topics/docs/4th_Grade_Econ_LP&benchmarks.doc Our Michigan Adventure! Chapter 6: Using Nature’s Gifts--Natural Resources Our Michigan Adventure! Chapter 7: On the Move-Rivers, Roads, Ships, Trains, and Cars Our Michigan Adventure! Chapter 10: Neat Stuff We Make and Grow http://www.atozkidsstuff.


com/mi.html http://members.scope.oakland.k12.mi.us/grade.aspx?id=54


Third Grade Month: January Social Studies Pacing Guide Unit: Native Americans



Teaching Strategy


indicator)


Board Objectives

Native Americans in Michigan History Explorers in Michigan History/Settling in Michigan Interactions between the Michigan People. Various settlements of Michigan’s people because of geographic char

H3.0.1 Identify questions historians ask in examining the past in Michigan. H3.0.2 Explain how historians use primary and secondary sources to answer questions about the past. H3.0.4 Draw upon traditional stories of American Indians who lived in Michigan in order to make generalizations about their beliefs.

What generalizations can you make about Michigan American Indians beliefs by listening to their traditional stories? What type of adaptations did the settlers and Native Americans make to their environment to make their lives easier? What are the different Native American groups in Michigan? What are differences and

Role-playing/readers’ theatre in order to identify historians’ questions. Reading primary and secondary sources Reading traditional stories Use graphic organizers


Migration Wyandot

(Huron) Hopewell Potawatomi Menominee Anishinaabeg European

Explorers

M is for Michigan (general reference) Legend of Sleeping Bear Dunes The Legend of the Loon The Legend of Mackinac Island The Legend of Leelanau The Legend of the Lady's Slipper The Legend of the Petoskey Stone Etc. Books about Native American Tribes in Michigan http://www.michigan.gov/hal/0,1607,7-160-17451_18670---,00.html Our Michigan Adventure! Chapter 2: Michigan’s First People Our Michigan Adventure! Chapter 3: Explorers from Far Away

Students will identify questions historians as in examining the past in Michigan in order to understand the role of Native Americans in Michigan’s history. Students will explain how historians use primary and secondary sources to answer questions about Michigan’s past. Students will draw upon traditional stories of American Indians who lived in Michigan in order to better understand their beliefs. Students will use informational and visual data in order to compare how American Indians and settlers in early history of Michigan adapted to and used their environment. Students will use data and current information about the Anishinaabeg and other American Indians living in Michigan today in order to describe the cultural aspects of American Indian life.


H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to and used their environment. G4.0.4 Use data and current information about the Anishinaabeg and other American Indians living in Michigan today to describe the cultural aspects of modern American Indian life.

similarities between their past lives and modern day life? What are the different ways to divide Michigan into regions? Why did some the groups come to Michigan and talk about why the population of Michigan is so diverse (e.g. religion, movement due to lack of natural resources, better opportunities etc.)?

http://www.atozkidsstuff.com/mi.html http://members.scope.oakland.k12.mi.us/grade.aspx?id=54

ca


Third Grade Month: February Social Studies Pacing Guide Unit: Human Systems


Essential/Focus

Questions

Teaching Strategy


indicator)


Board Objectives

People do different things to adapt to changing environments.

G4.0.3 Describe some of the current movements of goods, people, jobs or information to, from, or within Michigan and explain reasons for the movements. G5.0.1 Locate natural resources in Michigan and explain the consequences of their use. G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan.

How do people use the natural resources in Michigan?

Read and write Michigan current events news articles Revisit natural resource maps or brochures Create tables to show cause and effect of natural resources


natural resources

adapt consequences movement

Our Michigan Adventure! Chapter 6: Using Nature’s Gifts--Natural Resources http://www.atozkidsstuff.com/mi.html http://members.scope.oakland.k12.mi.us/grade.aspx?id=54

Students will describe some of the current movements of goods, people, jobs or information to, from, or within Michigan in order to understand that people do different things to adapt to changing environments. Students will locate natural resources in Michigan and explain the consequences of their use in order to better understand how people adapt to changing environments.. Students will describe how people adapt to, use, and modify the natural resources of Michigan in order to understand how people adapt to changing environments.


Third Grade Month: March Social Studies Pacing Guide Unit: Environment and Society


Essential/Focus

Questions

Teaching Strategy


indicator)


Board Objectives

Interactions between the Michigan People. Various settlements of Michigan’s people because of geographic characteris-tics. Describe the features of Michigan’s land that attracted the early settlers

G2.0.1 Use a variety of visual materials and data sources to describe ways in which Michigan can be divided into regions. G2.0.2 Describe different regions to which Michigan belongs. G4.0.2 Describe diverse groups that have come into a region of Michigan and reason why they came. G1.0.1 Use

What are the different ways to divide Michigan into regions? Why did some the groups come to Michigan and talk about why the population of Michigan is so diverse (e.g. religion, movement due to lack of natural resources, better opportunities etc.)? What part of the United States is Michigan located and Why (e.g. such as The Great Lakes Region, the North Central Region, Midwest

Reading maps Creating maps Graphic Organizers Writing Prompts


Primary source Secondary

source Informational

text Adapt Interactions

between groups

Regions Migration

History Pockets: Colonial America, Grades 4-6-Evan Moore Publishing, by Marc Tyler Nobleman Blank Michigan map http://www.michigan.gov/ documents/hal_mhc_mhm_outlinemap_74426_7.pdf http://www.wildernet.com/pages/ area.cfm?areaID=MITR&CU_ID=165 Our Michigan Adventure! Chapter 1: Meet Michigan http://www.atozkidsstuff.com/mi.html http://members.scope.oakland.k12.mi.us/grade.aspx?id=54

Students will use a variety of materials and data sources to describe ways in which Michigan can be divided into regions. Students will describe different regions to which Michigan belongs in order to understand Michigan’s geographic characteristics. Students will describe diverse groups that have come into a region of Michigan and the reason they came in order to understand how Michigan’s land attracts settlers. Students will use cardinal directions to describe the relative location of significant places in the immediate environment in order to better understand Michigan’s geography.


cardinal directions (north, south, east, west) to describe the relative location of significant places in the immediate environment. G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of Michigan. G4.0.3 Describe some of the current movements of goods, people, jobs or information to, from, or within Michigan and explain reasons for the movements.

Region etc.)?


Third Grade Month: April Social Studies Pacing Guide Unit: Enviroment


Essential/Focus

Questions

Teaching Strategy


indicator)


Board Objectives

People do different things to adapt to changing environments.

H3.0.1 Identify questions historians ask in examining the past in Michigan. H3.0.2 Explain how historians use primary and secondary sources to answer questions about the past. H3.0.6 Use a variety of sources to describe interactions that occurred between American Indians and the first European explorers and settlers in Michigan. H3.0.7 Use a variety of primary and secondary sources to construct a

How did American Indians and Eurpean Settlers interact with one another? What was the daily life of a European settler like? How did the settlers adapte the land to suit their needs (natural resources, geographic feature?

Write a narrative piece from the perspective of either a Native American or a Settler talking about the routine of their daily life.


Historical questions

Primary Source Secondary

source Case study Statehood Constitution Causal

Relationship

Visual Data Settlement Settlers Modify Movement Primary and

secondary sources

Our Michigan Adventure! Chapter 6: Using Nature’s Gifts--Natural Resources http://www.atozkidsstuff.com/mi.html http://members.scope.oakland.k12.mi.us/grade.aspx?id=54


historical narrative about daily life in the early settlements of Michigan.


Third Grade Month: May Social Studies Pacing Guide Unit: State Government


Essential/Focus

Questions

Teaching Strategy


indicator)


Board Objectives

Describe how Michigan’s government works.

C3.0.3 Identify the three branches of state government in Michigan and the powers of each. C3.0.1 Distinguish between the roles of state and local government. C2.0.1 Describe how Michigan state government reflects the principle of representative government. C3.0.2 Identify goods and services provided by the state government

What are Michigan’s three branches of government? What are the roles of state and local? How is Michigan’s government a representative government? What is the purpose of the Michigan Constitution? What is the purpose of Michigan’s government

Flip-books Graphic organizers Relating the state government to our “school government”or other real-life example

Achievment Series

Regions Location Services Specializati

on -Business

development

Thematic maps

Tourism Service

industries

Relative location

Cardinal directions

Physical characteristics

Human characteristics

Economic activity

Trade Routes/flow

Communic

Our Michigan Adventure! Chapter 13: It Happens in Lansing--Our State Government http://www.atozkidsstuff.com/mi.html http://members.scope.oakland.k12.mi.us/grade.aspx?id=54

Students will identify the three branches of state government and their powers in order to better understand how Michigan’s government works. Students will distinguish between the roles of state and local government in order to better understand how Michigan’s government works. Students will identify goods and services provided by the state government and describe how they are funded in order to better understand how Michigan’s government works. Students will describe the purpose of the Michigan Constitution in order to better understand how Michigan’s government works. Students will describe how Michigan state government fulfills one of the purposes of government in order to better understand how Michigan’s government works.


and describe how they are funded (e.g., taxes, fees, fines). C3.0.5 Describe the purpose of the Michigan Constitution. C1.0.1 Describe how Michigan state government fulfills one of the purposes of government

ation Routes



Third Grade Month: June Social Studies Pacing Guide Unit: Michigan Statehood


Essential/Focus

Questions

Teaching Strategy


indicator)


Board Objectives

Michigan Statehood

H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan. H3.0.9 Describe how Michigan attained statehood. C3.0.5 Describe the purpose of the Michigan Constitution H3.0.10 Create a timeline to sequence early Michigan history

What credentials did Michigan have to achieve to obtain statehood? What is the purpose of the Michigan Constitution? How has Michigan changed over time? How have individuals affected the history of Michigan?

Read case studies Use and create timeline to show events which lead to Michigan attaining statehood.

Unit Test Achievment Series

Business development

Migration Movement Natural resources Physical

characteristics Modify Entrepreneurs Interdependence Specialization

Our Michigan Adventure! Chapter 4: Becoming a State--It was Not Easy! http://www.atozkidsstuff.com/mi.html http://members.scope.oakland.k12.mi.us/grade.aspx?id=54

Students will use case studies to describe how the ideas or actions of individuals affected the history of Michigan in order to better understand how Michigan became a state. Students will describe how Michigan attained statehood in order to understand how Michigan became a state. Students will describe the purpose of the Michigan Constitution in order to better understand how Michigan’s government works. Students will create a timeline in order to better understand Michigan’s history. Students will describe the causal relationships between three events in Michigan’s past in order to better understand Michigan’s history.


(American Indians, exploration, settlement, statehood). H3.0.3 Describe the causal relationships between three events in Michigan’s past

Documents

Third Grade Month: September Social Studies Pacing Guide ... file2 Third Grade Social Studies Pacing Guide Third Grade Month: October Social Studies Pacing Guide Unit: Citizen Involvement