Download Standards Based Map 3rd Grade Social Studies Timeline NxG

Standards Based Map
3rd Grade Social Studies
Timeline
Unit 1:
Geography
NxG Standard(s)
SS.3.G.1
use global information
systems to compare and
contrast various types of
maps (e.g., climate,
resource, physical,
political, road, etc.).
SS.3.G.2
distinguish between a
continent, country, state
and capital.
SS.3.G.3
label maps to
demonstrate knowledge
of map skills (e.g., label
cardinal directions,
intermediate directions,
borders, continents,
oceans, equator, Tropic
of Cancer, Tropic of
Capricorn, North Pole,
South Pole and Prime
Meridian).
SS.3.G.4
Student I Can
Statement(s) /
Learning
Target(s)
*I can label
borders,
latitude and
longitude lines,
map scale,
equator, poles,
Prime
Meridian,
Tropic of
Cancer, Tropic
of Capricorn,
cardinal
directions,
intermediate
directions,
continents,
oceans and
time zones of
North America
on a map.
*I can locate
world
geographic
features.
Essential
Questions
*How does
geography
affect the way
we live?
*
*
*
Academic
Vocabulary
Strategies / Activities
*landform
*mesa
*plateau
*canyon
*floodplain
*region
*desert
*boundary
*weather
*climate
*temperature
*precipitation
*humidity
*elevation
*natural resource
*capital resource
*human resource
*economy
*product
*renewable
*Draw/label
continents and
oceans
*Create own country
*Create craft dough
landform - CrossCurricular: Paint in art
class
*Label/identify
various features (e.g.
equator, Prime
Meridian, North Pole,
South Pole) on
balloon with partner
*Map activities
*Tech Step:
Neighborhood Map
*Interactive maps
*Foldables
(vocabulary, notes,
etc.)
Cross-Curricular:
*ELA: Hottest Coldest
Resources / Materials
*Google Earth
*Tech Steps
*YouTube
*Maps
*PBS.org (Mr. Roger
Products)
*Study Island
Assessments
*Quizzes/tests
*Hands-on
activities
*Labeling world
map
(continents,
oceans and
Compass Rose)
*Determine
world time using
time zones
*classroom
observations
*Rubrics
Duration
1st 9 wks
using a grid system,
locate specific points on
a map and explain the
use of lines of latitude
and longitude.
SS.3.G.5
explain the reason time
zones were developed,
identify the four time
zones of North America
and calculate the
variance in time from
one zone to another.
SS.3.G.6
use a map scale to
determine the distance
between two given
points.
SS.3.G.7
recognize, define and
illustrate world
geographic features
(e.g., peninsulas, islands,
mountains, canyons,
plateaus, mesas,
harbors, gulfs, rivers,
deserts, forests, valleys
and plains).
SS.3.G.8
compare and contrast
regions of the United
States in regard to plant
and animal life,
landforms, climate and
human interactions with
the environment
SS.3.G.9
create a legend to
*I can compare
regions of the
United States in
regard to plant
and animal life,
landforms,
climate and
human
interactions
with the
environment.
*I can identify
and chart the
journey of
major explorers
on a world
map.
*I can use a
legend to
identify
features on
various types of
maps and
global
information
systems.
*nonrenewable
*conserve
*adapt
*technology
*Compass Rose
*Cardinal
Directions
*tropical
*subtropical
*temperate
*polar
*continent
*state
*country
*capital
Deepest, Volcanoes:
Natures Fireworks,
Rocks in His Head,
Penguin Chick
identify the path of
major explorers and
chart those journeys on
a world map (e.g., Marco
Polo, Christopher
Columbus, John Cabot,
Hernando Cortes and Sir
Walter Raleigh).
SS.3.G.10
obtain information from
appropriate types of
maps, globes, charts,
graphs and timelines in a
research project (e.g.,
political, physical and
historical).
SS.3.H.CL1.1
Unit 2:
illustrate the spread of
History:
the Native American
Examine the
population into the
settlement of
various regions of North
North America
America.
by Native
SS.3.H.CL1.2
Americans
determine settlement
and
Determine the patterns based on
natural resources
causes and
SS.3.H.CL1.3
effects of
explain how Native
European
American groups
exploration.
adapted to geographic
factors of a given region
SS.3.H.CL1.4
compare and contrast
the cultures of the
different Native
American groups (e.g.,
source of food, clothing,
shelter and products
*I can use
artifacts and
historical
pictures to
compare and
contrast the
cultures of
various Native
American
groups based
on their
geographic
locations.
*I can
determine the
cause and
effect of
European
exploration
based on their
motives, the
information
*How does our
past affect our
present?
*How can you
learn about the
people who
lived in your
community long
ago?
*What are some
reasons a
person might
explore?
*community
*custom
*longhouse
*confederacy
*cooperate
*reservation
*government
*tradition
*route
*explorer
*legend
*fort
*colony
*mission
*citizen
*expedition
*territory
*Pilgrim
*tax
*protest
*legislature
*patriot
*Research various
tribes and present
information
Cross-Curricular:
*ELA: William’s
House, Pushing Up
The Sky
*PBS.org (primary
resources)
*National Archives
*Brainpop
*YouTube
*Study Island
*Quizzes/tests
*Student
projects and
presentations
*classroom
observations
1st & 2nd 9
weeks
used).
SS.3.H.CL1.5
make historical
inferences by analyzing
artifacts and illustrations
SS.3.H.CL1.6
analyze the Native
American interactions
with others (e.g., other
Native American groups,
explorers and settlers).
SS.3.H.CL2.1
chronologically organize
major explorers and
determine the reasons
for their journeys (e.g.,
Marco Polo, Amerigo
Vespucci, Christopher
Columbus, John Cabot,
Hernando Cortes,
Balboa, Ponce de Leon,
Sir Walter Raleigh, etc.).
SS.3.H.CL2.2
investigate the motives
for exploration by the
various European
nations (e.g., England,
Spain, France, Portugal,
etc.).
SS.3.H.CL2.3
determine the
information the
explorers gained from
their journeys.
SS.3.H.CL2.4 explain how
their travels impacted
the Native Americans
and the world.
gained and the
impact on
Native
Americans and
the world.
*independence
*revolution
*constitution
Unit 3:
Civics
SS.3.C.1
identify and explain the
following commonly held
American democratic
values, principles and
beliefs:
*I can provide
examples of
and explain
democratic
values and
beliefs; practice
principles of
good
 diversity
citizenship and
 rule of law
respect for
 family values
diversity.
 community
*I can compare
service
and contrast
 justice
basic forms of
 liberty
government
and their
SS.3.C.2
impact on
determine the need for
society.
government and
*I can examine
compare and contrast
customs of
the following forms:
one’s own
tribal, monarchy, and
society and
democracy.
determine the
SS.3.C.3
cultural origin.
investigate significant
cultural contributions of *I can describe
historical
various groups creating
our multicultural society. conflicts and
discuss their
SS.3.C.4
resolutions.
examine historical
*I can examine
conflicts and their
resolutions (e.g., conflict how the rights
and
between Native
Americans and Explorers, responsibilities
of citizens are
Boston Tea Party and
reflected in
Civil Rights Movement).
patriotic
SS.3.C.5
symbols, songs
examine how rights and
and holidays.
*Why do we
have
government?
*How does
Congress make
a new law?
*What is the
system of
checks and
balances?
*How does life
change
throughout
history?
*What does it
means to be a
good citizen?
*government
*principles
*beliefs
*democracy
*represent
*liberty
*Legislative
*executive
*judicial
*Congress
*representative
*bill
*veto
*Cabinet
*advisor
*local
*state
*national
*mayor
*council
*governor
*census
*citizen
*deed
*amendment
*volunteer
*conflict
*resolution
*convention,
*suffrage
*civil rights
*segregate
*delegate
Cross-Curricular:
*ELA: The Story of the
Statue of Liberty
*YouTube
*School House Rock
DVD
*Study Island
*Quizzes/tests
*Student
projects and
presentations
*classroom
observations
2nd 9 wks
Unit 4:
Economics
responsibilities of
citizens are reflected in
patriotic symbols, songs
and holidays of the
United States (e.g., the
meaning of our flag’s
colors, the Pledge of
Allegiance and the
meaning of the words,
the National Anthem,
Veteran’s Day and
Memorial Day).
SS.3.C.6
participate in a local
service project and
discover the importance
of working together and
how participation leads
to improvement in the
lives of individuals, as
well as communities
SS.3.E.1
study bank services
including checking
accounts, savings
accounts and borrowing
and create a mock
budget.
SS.3.E.2
construct and interpret
graphs that illustrate the
basic concept of the
exchange of goods and
services as related to
supply and demand and
the impact of scarcity of
resources.
SS.3.E.3
*I can
participate in a
community
service project,
and determine
how working
together can
improve lives
and
communities.
*I can explain
banking
services and
create a mock
budget.
*I can illustrate
understanding
of goods and
services, supply
and demand
and scarcity of
resources
through the
creation and
interpretation
of graphs.
*I can
*How do people
get what they
need?
*What are
things that you
need in your
life?
*What is the
difference
between
something you
need and
something you
want?
*need
*want
*scarcity
*abundance
*opportunity cost
*value
*goods
*service
*producer
*consumer
*human resource
*capital resource
*profit
*trade
*barter
*supply
*demand
Cross-Curricular:
*ELA-Alexander Who
Used to Be Rich Last
Sunday, Rows & Piles
of Coins, If You Made
a Million,
*YouTube
*School House Rock
DVD
*Study Island
*Quizzes/tests
*Student
projects and
presentations
*classroom
observations
2nd & 3rd
9 weeks
Unit 5:
West
Virginia
History
sequence the path of a
product from the raw
material to the final
product.
SS.3.E.4
use charts, maps and
other data sources to
correlate occupations
with the economy and
the available resources
of a region (e.g., West
Virginia has coal mining;
Pennsylvania has steel
mills; etc.).
SS.3.E.5
correlate competition for
products with increases
in advertising and
changes in pricing.
sequence the
path of raw
material to a
finished
product.
*I can relate
occupations of
given regions
based on the
natural
resources using
graphic
resources.
*I can compare
pricing
strategies and
advertising
with product
demand.
SS.3.WV.1
locate counties, county
seats and bordering
states on a West Virginia
map.
SS.3.WV.2
use a grid system to
locate natural and manmade items on a map.
SS.3.WV.3
identify the four physical
geographic regions of
West Virginia, the major
communities and the
natural resources found
within each region.
SS.3.WV.4
investigate the nine
*I can use a
grid system to
locate West
Virginia
counties and
county seats,
bordering
states and
selected items.
*I can identify
the four
physical
geographic
regions and the
major
communities
within each
region.
*free market
*import
*export
*credit
*credit card
*savings
*bank
*interest
*deposit
*loan
*budget
*specialization
*division of labor
*interdependence
*What are the
counties in WV?
*Where are the
county seats?
*What are the
physical
geographic
regions in WV?
*What natural
resource are in
WV?
*What points of
interest are in
the tourist
regions of West
Virginia?
*county
*county seat
*community
*natural resource
*tourism
*state
*region
*Map activities
(involving counties,
county seats,
bordering sates)
*Study Island
*YouTube
*Study Island
*Quizzes/tests
*Student
projects and
presentations
*classroom
observations
4th 9 wks
tourist regions of West
Virginia.
*I can
describe the
natural
resource
location and
physical
geography of
each region.
*I can
investigate
points of
interest in the
tourist regions
of West
Virginia.