Download 3 rd Nine Weeks - Dickson County School District

Dickson County Schools
Grade 3 Social Studies
Studies Weekly
2015-2016
1st Nine Weeks
Weeks
1-5
6-9
2nd Nine Weeks
Topics
Content
Geography Compare and locate information on maps and
North
America
globes, natural resources related to regions,
interactions of people with their
environment, and unique weather events
Interpret culture, physical features summarize
the history, location of regions and countries,
goods and services, import vs. exports, and
natural resources
Weeks
1-5
6-9
Topics
Content
Government North America history, governments three
History
Grand Divisions of TN, structure and purpose
South
America
3rd Nine Weeks
Weeks
1-3
Topics
Europe
4-6
Africa
7-9
Asia
of US government, Constitution; historical
Americans; Canada and Mexico
History of the region, major countries,
physical features, scarcity of the region,
differences between dictatorship and
democratic governments
4th Nine Weeks
Diversity and its contributions to the culture,
history of the region, major countries,
physical features, scarcity, major imports and
exports, compare and contrast monarchy and
democracy
Major components of history and culture,
African folk tale, major countries, major
exports and imports, natural resources,
scarcity around specific regions, and Africa in
April
Major components of history and culture,
story, major countries of the continent, major
physical features, imports and exports, how
supply and demand affect prices of products
Weeks
1-3
Topics
Australia
4-6
Antarctica
7-9
Current
Events and
Culminating
Activity
Page 1 of
Content
Culture and History of the region and people,
major countries, physical features, scarcity of
the region, government, imports and exports,
and economics Great Barrier Reef, New
Zealand, Ayers, Rock, Tasmania
Diversity and its contributions to the culture,
history of the region, major countries,
physical features, scarcity, major imports and
exports, impact of people on the
environment, McMurdo Station
Dickson County Schools
Grade 3 Social Studies
Studies Weekly
2015-2016
1st Nine Weeks Overview
Essential Understandings
Students will:
 Identify, compare and contrast major continents and oceans
 Interpret maps and globes
 Use cardinal directions
 Examine major physical and political feathers on globes and maps
 Interpret digital sources and information text
 Understand natural resources and how they impacted the economy
 Understand that unique weather forces impact the geography and population of a region
Essential Question:
 How does the land shape the people and the people shape the land?
 What are the cultural and geographical characteristics that unite an area creating regions?
 How is cultural contact a catalyst for change?
 How does the distribution of resources affect the interaction between people?
Activities 3.W.2 Write informative pieces on topics or texts, supporting a point of view with reasons.
 Research a country or major city in Tennessee and write an informative newspaper article about an event from that place.
 In small groups, students develop a country, writing descriptions of physical location, social system, economy, and culture as well as creating a
map of the nation and a picture of its flag.
Page 1 of
Dickson County Schools
Grade 3 Social Studies
Studies Weekly
1st Nine Weeks (Weeks 1-4)
Textbook/Suggested Activities
Standards
Geography
3.1 Process and report information identifying,
locating, comparing, and contrasting the major
continents and oceans:
North America
South America
Europe
Africa
Australia
Asia
Antarctica
Arctic
Atlantic
Indian
Pacific
Southern
Using maps, globes, and other technologies.
3.2 Interpret maps and globes using common terms,
including
country
region
hemisphere
latitude
north pole
south pole
time zones
elevation
approximate distances in miles
mountain
longitude
equator
isthmus
strait
3.3 Use cardinal directions, map scales, legends,
titles, and longitude and latitude to locate major
cities and countries in the world.
3.4 Examine major physical and political features on
globes and maps, including:
mountains
buttes
peninsulas
bays
canals
highways
plains
deserts
basins
streams
seas
roads
2015-2016
plateaus
mesas
deltas
islands
canyons
valleys
gulfs
straits
boundaries cities
railroads
Studies Weekly Weeks 1-4, 25
 All About Maps
 The Amazing World of Maps
 Physical and Political Maps
 What is Time?

Humans and Their Environment
Wonders Reading Series:
 Unit 6 Week 2: Writer’s Workshop “The Big
Blizzard” (T80, p.421), Anthology:“Nora’s
Ark” (T89A, p.482)
TNCore Reading Units:
 Oceans and Continents
(Copy and paste site into browser)
http://tncore.org/sites/www/
Uploads/ELA%20Units/G23RUOceansContinentsfinal.pdf
Suggested Activities:
To write/draw each lesson
Color and label a blank world map with the names
of the continents and oceans.




Draw the equator and prime meridian and fold on
those lines.
Label Time zones, and isthmus/canals;
Label the hemispheres and the north and south
poles.
Include a compass rose.
Compare and contrast two types of maps
Look at a map of the community and write
out directions from one point of interest to
Page 1 of
Integration/Resources
Websites for resources:
Copy and paste site into browser

http://exchange.smarttech.com/

http://www.maps101.com

http://tntel.tnsos.org/

http://education.nationalgeographic
.com/education/?ar_a=1

www.discoveryeducation.com/

www.commoncoreconversation.com

www.interactivesites.weebly.com

http://www.mapsofworld.com

www.timeforkids.com

www.scholastic.com

www.googlemaps.com
Printable Resources:
If Hyperlink doesn’t work copy and paste site into
browser


f

Standard 3.1 Labeled World Map
http://www.printableworldmap.net/
preview/continents_labeled_l
Standard 3.1 Blank World Map
http://www.printableworldmap.net/
preview/continents_fill-in_l
Standard 3.2 US Region Map
Dickson County Schools
Correlates with Science standard SPI 0307.7.1 and
SPI 0307.7.2 re: classify landforms and geologic
features.
3.5 Explain the difference between relative and
absolute location.
3.6 Use different types of maps
 political
 physical
 population
 resource
 polar projection
 climate
and globe skills to interpret geographic information
from a graph or chart.
Math re: side bars, key words, information from
graphs, scaled bar graphs.
3.7 Explain how specific images contribute to and
clarify geographical information (diagrams,
landforms, satellite photos, GPS system, maps, and
charts).
Grade 3 Social Studies
Studies Weekly
2015-2016
another.
Make a T chart to categorize geographic features as
either land or water.

Give students a piece of drawing paper and have
them fold it into 4 to 8 squares. Have students label
each square with the names of a landform or a
body of water. Then have them create an
illustration that depicts that landform and write a
caption that describes each landform.

http://www.studentsfriend.com/feed/maps/napol.pdf

Create a model of a specific ecosystem.
Summarize the ways in which human activities can
affect ecosystems. Describe
and compare rivers, lakes, and oceans
Chose a product and trace it from its natural
resource state to a finished product.
Standard 3.3 Latitude and Longitude Practice for
South America
http://www.studentsfriend.com/feed/maps/sapol.pdf

Have students create a world map using a rubric.
Label major physical or political
feature
https://www.teachervision.com/
maps/printable/49039.html
Standard 3.2 Western Hemisphere Map
https://www.teachervision.com/maps
/printable/48992.html
Standard 3.2 Political Map of North Pole
Standard 3.4 US Physical Features Map
http://www.yourchildlearns.com/make-your-ownusa.html


Standard 3.4 US Physical Map
http://www.eduplace.com/ss/
maps/pdf/usphys.pdf
Standard 3.4 Africa Physical Features Map
http://www.eduplace.com/ss/maps/africa.html



3.8 Interpret digital sources and informational text to
describe how humans interact with their environment
Summarize the ways in which human activities can
affect ecosystems.
3.9 Analyze primary and secondary sources, maps,
photographs, texts, and artifacts for contradictions,
supporting evidence, and historical details.
Describe and compare rivers, lakes, and oceans.

Utilize Discovery Education videos about different
regions and types of communities throughout the
world.

Standard 3.6 Political Map
http://www.studentsfriend.com/aids
/curraids/maps/sfworldp.pdf
Standard 3.6 Europe Political Map
http://www.studentsfriend.com/feed/maps/europe.pdf

Standard 3.6 Africa Physical Map
http://www.studentsfriend.com/feed/maps/afrveg.pdf
3.10 Trace the development of a product from its
natural resource state to a finished product.
3.11 Analyze how natural resources have impacted
the economy of each region and their connections to
global trade.
Correlates with Science standards SPI037.73 and
SPI 0307.7.4 re: conserving natural resources
Standard 3.6 World Physical Map
http://www.eduplace.com/ss/maps/world.html
Describe and compare interdependence among
states, countries, and regions.
Make a T-chart with relative vs absolute
locations of famous sites/historical places
Page 1 of
Standard 3.6 Americas Physical Map
http://www.eduplace.com/ss/maps/world.html

Standard 3.6 US Climate Map
http://www.eduplace.com/ss/maps/usa.html

Standard 3.6 World Climate Map
http://www.eduplace.com/ss/maps/world.html

Books for Resources:

Discovery Channel School Series:
o Oceans
o Volcanoes
Dickson County Schools
3.12 Discuss how unique weather forces impact the
geography and population of a region or continent
 hurricanes
 earthquakes
 floods
 tornadoes
 drought
Correlates with Science standards SPI 0307.8.1 and
SPI 0307.8.2 re: could types and atmospheric
condition.
Grade 3 Social Studies
Studies Weekly
2015-2016
Compare and contrast the Blue Ridge, Cascade,
Rockies, and Alaska Range
mountain regions



Choose 2 continents to compare and contrast.

3.13 Summarize how people interact with their
environment to satisfy basic needs and how
geographic challenges are resolved, including:
housing
industry
transportation
communication
bridges
dams
tunnels
canals
freshwater supply
irrigation systems
landfills
CCSS:
3.RIT.7 Use information gained from illustrations
(e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where,
when, why, and how key events occur).
3.RIT.9 Compare and contrast the most important
points and key details presented in two texts on the
same topic.
3.W.2 Write Informative/ explanatory texts to
examine a topic and convey ideas and information
clearly.
3.W.7 Conduct short research projects that build
knowledge about the topic
Page 1 of
Looking at Landforms by Ellen K. Mitten
U. S. Landforms by Dana Meachen Rau
America’s Top 10 Natural Wonders
by Edward Ricciuti
Looking at Maps and Globes by Rebecca
Olien
Dickson County Schools
Standards
North America
3.14 Interpret different texts and primary sources
to describe the major components of culture
including language, clothing, food, art, beliefs,
customs, music (C, H)
3.17 Compare and contrast a primary source and
secondary source of the same event or topic (C, H)
3.18 Identify and locate on a map: (G)
 Canada
 Mexico
 Central America
 the 50 states of the U.S.
3.19 Compare and contrast different maps to show
the location of Alaska and Hawaii as outside of
the contiguous United States, using a globe to
refine understanding of the location of the two
states. (G)
3.20 Identify on a map major cities of the
continent (G, TN)
 Charleston
 Chicago
 Knoxville
 Los Angeles
 Memphis
 Mexico City
 Miami, Montreal
 Nashville
 New York
Grade 3 Social Studies
Studies Weekly
2015-2016
1st Nine Weeks (Weeks 5-9)
Textbook/Suggested Activities
Studies Weekly Weeks 5-9
 The Americas
 North America
 East Tennessee
 Middle Tennessee
 West Tennessee
Wonders Reading Series:
Unit 1 Week 5 “A Natural Beauty” and “A
Mountain of History” (3.22)
Unit 3 Week 5 “The Long Road to Oregon” and
“Riding the Rails West”
Suggested Activities:
Make a Venn diagram that compares two cultural
groups and the components of their culture.
Student can draw an original representation of
culture within their environment, then exchange
their art piece with another student to analyze their
artwork and write descriptive piece to describe that
individual’s culture.
Look at pictures of another culture in their
environment. Students will explain how that
culture would be able to meet their basic needs.
Create a puzzle with the regions of the US. Have
students categorize pictures or
scenarios as barter of money economy
Integration/Resources
Websites for resources:
Copy and paste site into browser

http://exchange.smarttech.com/

http://www.maps101.com

http://tntel.tnsos.org/

education.nationalgeographic.com

www.PBS.org

www.discovery education.com

www.commoncoreconversation.com

www.interactivesites.weebly.com

http://www.mapsofworld.com

www.timeforkids.com

www.scholastic.com
Printable Resources

Standard 3.18 Blank Map to Label
http://www.eduplace.com/ss/maps/pdf/us_nl.pdf

Standard 3.19 Blank Map of US including
Hawaii and Alaska
http://geography.about.com/library
/blank/blxnamerica.htm

Standard 3.21 Blank Map of US
http://www.eduplace.com/ss/maps/pdf/us_nl.pdf

Standard 3.21 Blank US Regions Map
https://www.teachervision.com/maps/printable/49039.html
Page 1 of
Dickson County Schools


Seattle
Washington D.C.
3.21 Locate the states that comprise the regions of
the United States. (G)
3.22 Identify major physical features on a map
(G,TN)
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
Rivers –
o Colorado
o
Cumberland
o Mississippi
o Missouri
o Ohio
o Rio Grande
o St. Lawrence
o Tennessee
Mountains –
o Alaska Range
o Appalachian
o Cascade
o Rockies
Bodies of Water –
o Arctic
o Atlantic
o Great Lakes
o Great Salt Lake
o Gulf of Mexico
o Hudson Bay
o Niagara Falls
o Pacific
Deserts –
o Death Valley
o Great Basin
Landforms – Grand Canyon
3.23 Identify examples of scarcity in and around
specific regions (E,G)
3.50 Explain how people depend on the physical
environment and its natural resources to satisfy
their basic needs. (C, E, G)
Grade 3 Social Studies
Studies Weekly
Create scenarios in which students experience
supply and demand and its changes on economy
based on the scarcity of a product.
Create a cause and effect chart to show how
supply and demand affects price.
Create a comic strip to show supply and
demand
Create a graph to show imports and
exports in North America
2015-2016

http://www.eduplace.com/ss/maps/pdf/usphys.pdf

Standard 3.23 Scarcity Lesson
http://www.econedlink.org/lessons/index.php?
lid=314&type=educator


Have students design a map of a market
area that is made up of goods and services
Make a model that shows the three Grand
Divisions of Tennessee and their natural
resources
Standard 3.22 US Physical Features Map

Standard 3.37 Divisions of TN Flipbook
http://proverbs24twelve.blogspot.com/2011
/12/homeschooling-unit-on-tennessee.html
Standard 3.37 Passage about 3 Division
http://www.eduplace.com/ss/socsci/books/
content/ilessons/4/ils_tn_gr4_u1_c01_l2.pdf
Standard 3.37 Tennessee Lesson
http://www.tnmuseum.org/Traveling_
Trunks_ Top_Level/Tennessee%3A_I
ts_Land _%26_People/
Create a travel brochure for Tennessee
Write a news article about the formation of
Reelfoot Lake and the New Madrid
earthquake of 1811 and 1812 and how the
Mississippi River path was changed due to a
natural event
Research the importance of the Mississippi River
and the Tennessee River to resources in Tennessee
Research flood zones and effect on
Tennessee farmers
Make a 3D model of North America
showing rivers, lakes, and mountains
Compare and contrast the Pacific Central
and the Union Pacific
Compare and contrast Rocky Mountains
and Appalachian mountains
Page 1 of
Books for Resources:
The Day I Swapped My Dad for Two
Goldfish written by Neil Gaiman
North America by Michael and Jane
Pelusey
North America by Helen Bateman
and Jayne Denshire
In 1492 by Jean Marzollo
Dickson County Schools
Grade 3 Social Studies
Studies Weekly
3.24 Interpret a chart, graph, or resource map of
major imports and exports. (E,G)
3.25 Define supply and demand and describe how
changes in supply and demand affect prices of
specific products. (E)
3.26 Describe how goods and services are
exchanged on local, regional, and international
levels including transportation methods and
bartering and monetary exchange. (C, E, G, TN)
3.27 Compare and contrast
 landforms
 climates
 population
 natural resources
 major cities
of the three Grand Divisions of Tennessee. (G,
TN)
CCSS:
3.RIT.3 Describe the relationship between a series
of historical events, scientific ideas or concepts, or
steps in technical procedures in a text, using
language that pertains to time, sequence, and
cause/effect.
3.RIT.7 Use information gained from illustrations
(e.g., maps, photographs) and the words in a text
to demonstrate understanding of the text (e.g.,
where, when, why, and how key events occur)
3.W.1 Write opinion pieces on topics or texts,
supporting a point of view with reasons.
3.W.2 Write Informative/ explanatory texts to
examine a topic and convey ideas and information
clearly.
3.W.8. Recall information from experiences or
Page 1 of
2015-2016
Dickson County Schools
Grade 3 Social Studies
Studies Weekly
gather information from print and digital sources;
take brief notes on sources and sort evidence into
provided categories.
2nd Nine Weeks Overview
Essential Understandings
Students will:
 Describe major components of culture including language, clothing, food, art, beliefs, customs and music
 Use timelines
 Research inventions, inventors, artist, writer and political figures
 Identify physical features and major cities on a map
 Define supply and demand
 Identify goods and services
 Compare and contrast national governments
 Describe the constitution of the United States and the Tennessee State Constitution
Essential Question:
 How does the land shape the people and the people shape the land?
 What are the cultural and geographical characteristics that unite an area creating regions?
 How is cultural contact a catalyst for change?
 How does the distribution of resources affect the interaction between people?
Page 1 of
2015-2016
Dickson County Schools
Grade 3 Social Studies
Studies Weekly
2015-2016
Writing Activities
 Make a facts chart about North America or South America, then have students write an informative/explanatory text that conveys ideas and
information clearly. (Oral presentations)
 Have students brainstorm words to describe freedom. Then have them create a poem about freedom. (Have them reference dictatorship and
democracy within the poem to show true understanding of the terms.)
Standards
History/Government
3.15 Use information gained from timelines,
primary source, media, and informational text to
identify major historical events and patterns in
North America. Suggestions areas follow: (C, G,
H, P)
 Mayan Culture
 Aztec Culture
 Colonial America
 The American Revolution
 current events
3.16 Use timelines and historical passages to
summarize the history of a region, including:
events (C, G H, P)
 inventions/inventors
 artists
 writers
 political figures.
2nd Nine Weeks (Weeks 1-5)
Textbook/Suggested Activities
Studies Weekly Weeks 10, 12-14
 Achievements of Ancient Civilizations
 Benefits of Government
 Rights and Responsibilities
 Economic Interdependence
Wonders Reading Series:
 Unit 2 Week 2 “Next Stop, America”
Anthology (p. 142)
 Unit 2 Week 3: Writer’s Workshop “Every
Vote Counts” (p.135), Anthology “Vote”
(p.146) and “A Plan for the People” (p.168)
 Unit 3 Week 2: Writer’s Workshop “Jane’s
Discovery” (p. 199, Abraham Lincoln)
 Unit 5 Week 4: Anthology “Suzan B.
Anthony Takes Action!” (T217U) (p.452)
Suggested Activities:
Create a Timeline of events showing
historical Americans and/or inventors
Page 1 of
Integration/Resources
Websites for resources:
Copy and paste site into browser

http://exchange.smarttech.com/

http://www.maps101.com

http://tntel.tnsos.org/

education.nationalgeographic.com

PBS.org/relative and absolute locations

www.discovery education.com

www.commoncoreconversation.com

www.interactivesites.weebly.com

http://www.mapsofworld.com

www.timeforkids.com

www.scholastic.com

www.libertyskids.com
Dickson County Schools
Correlates with Science standard SPI037.T/E2
re: connection between a scientific advances and
the development of a new tool or technology.
Suggestions are as follows:
 Christopher Columbus
 Benjamin Franklin
 George Washington
 Daniel Boone
 Nancy Ward
 Thomas Jefferson
 Betsy Ross
 Noah Webster
 Abraham Lincoln
 Susan B. Anthony
 Harriett Tubman
 Geronimo
 George Washington Carver
 Georgia O’Keefe
 Amelia Earhart
 E.B. White
 Rosa Parks
 Martin Luther King Jr.
 Dian Fossey
 Barack Obama
Grade 3 Social Studies
Studies Weekly
Research a historical figure and create a
timeline of important events in the life of that
person.
Conduct a debate about an issue that a
chosen historical figure faced during their
lifetime.
Compare and contrast two historical
figures
Create a paper doll historical figure and
write a short speech about the figures’ life
to present to class
Make a list of five things the government
should do. Choose one thing and prepare a
speech that proves why it is important.
Create a poster that describes the duties
of the three branches of government in
Tennessee.
Research and compare how Supreme
Court justices are chosen with
(refer to ReadWorks for passages about
these people and newsela.org for current Have students form in to the divisions of
events resources)
government and pass a rule into a law
3.28 Discuss the structure and purpose of
government. (P)
3.29 Compare and contrast the national
governments of (P)
 Canada
 Mexico
 the United States.
Preamble) Place students in small group are
giving one piece of the preamble to each. The
group discusses what their part means, why it is
important and how it affects their personal
rights. After they have discussed their part, the
students work within their group to create a skit
to present to the class. Their skit outlines one
Page 1 of
2015-2016

www.noahwebsterhouse.org

http://www.tnhistoryforkids.org

www.usconstitution.net

Videos for Columbus
http://www.studiesweekly.com/online
/media_search?media_term=Christopher
+columbus&videos=on#reset=1

Videos for Ben Franklin and George Washington
http://www.studiesweekly.com/online
/media_search?media_term=
benjamin+Franklin&videos=on#reset=1

Video for Daniel Boone
http://www.studiesweekly.com/
online/media_search?media_term
=Daniel+Boone&videos=on#reset=1

Videos for Thomas Jefferson
http://www.studiesweekly.com/online
/media_search?media_term=thomas+
jefferson&videos=on#reset=1
Printable Resources:
 Standard 3.15 Map Showing where Aztec,
Incas, and Maya Lives
http://www.studentsfriend.com/
feed/maps/meso.pdf
 Standard 3.16 Columbus
http://www.ducksters.com/biography/explorers
/christopher_columbus.php
Timeline of events
http://www.softschools.com/timelines
/christopher_columbus_timeline/14/
 Standard 3.16 Daniel Boone
http://www.ducksters.com/biography
/explorers/daniel_boone.php
Dickson County Schools
3.30 Describe the Constitution of the United
States and the Tennessee State Constitution in
principle and practice. (P, TN)
Grade 3 Social Studies
Studies Weekly
portion of the preamble and creates a modernday scene showing how it is important today
Page 1 of
2015-2016
Books
 Harriet Tubman, secret agent : how daring
slaves and free Blacks spied for the Union
during the Civil War by Thomas B. Allen
 Abraham Lincoln by Tanya Lee Stone
 Wild Rose : Nancy Ward and the Cherokee
Nation by Mary R. Furbee
 What do you mean? : a story about Noah
Webster by Jeri Ferris
 George Washington by Lenny Hort
 Of thee I sing : a letter to my daughters by
Barack Obama by Stephen Feinstein The
 Constitution by Christine Taylor-Butler.
 Teacher Tube – School House Rock-I’m Just
a Bill
 We the People: The Story of Our
Constitution by Lynne Cheney and Greg
Harlin (Nov 16, 20

Our Nation by James A. Banks, Richard G.
Boehm, Kevin P. Colleary and Gloria
Contreras
Dickson County Schools
Standards
South America
3.31 Conduct short research projects to describe
the major components of history and culture
including, language, clothing, food, art, beliefs,
customs, and music. (C, H)
3.32 Use timelines, primary sources, and
historical passages to summarize the history of a
region, including: (C, G, H, P)
 events
 inventions/inventors
 artists
 writers
 political figures.
3.33 Identify on a map major countries of the
continent (G)
 Brazil
 Colombia
 Cuba
 Peru
 Argentina
Grade 3 Social Studies
Studies Weekly
2nd Nine Weeks (Weeks 6-9)
Textbook/Suggested Activities
Studies Weekly Weeks 11
 South America
Research-South America and tell about its
history and culture
Review the geography of South America with
tutorials, quizzes and games from the South
America Geography link
2015-2016
Integration/Resources
Websites for resources:
Copy and paste site into browser
•http://exchange.smarttech.com/
• http://www.maps101.com
• http://tntel.tnsos.org/
• education.nationalgeographic.com
• PBS.org/relative and absolute locations
Compare and contrast carnival like
celebrations in North America to those in
South America (Rio de Janeiro)
• www.discovery education.com
• www.commoncoreconversation.com
Write a persuasive or informative piece on
the Rio de Janeiro carnival.
• www.interactivesites.weebly.com
Research South American inventions and
inventors, artists, writers, and political figures
• www.timeforkids.com
Create and label a map of South America
labeling major cities, rivers, mountains,
bodies of water and landforms
• www.scholastic.com
Page 1 of
• http://www.mapsofworld.com
• www.scholastic.com
Dickson County Schools
3.34 Identify major physical features of the
continent (G)
• Rivers - Amazon
• Mountains - Andes
• Bodies of Water –
o Straits of Magellan
o Lake Titicaca
• Landforms –
o Caribbean Islands
o Galapagos Islands
3.35 Identify examples of scarcity in and around
specific regions. (E, G)
3.36 Interpret a chart, graph, or resource map of
major imports and exports. (E, G)
3.37 Define supply and demand and describe
how changes in supply and demand affect prices
of specific products. (E)
3.38 Summarize the differences between a
dictatorship and democratic forms of
government. (P)
CCSS:
3.RIT.3 Describe the relationship between a
series of historical events, scientific ideas or
concepts, or steps in technical procedures in a
text, using language that pertains to time,
sequence, and cause/effect.
Grade 3 Social Studies
Studies Weekly
2015-2016
• http://www.sheppardsoftware.com
Write a reflective piece on water scarcity in
Bolivia or the food shortage in Venezuela.
Prove or disprove opinion
• http://www.pancanal.com
• http://www.ilike2learn.com/
Create a graph showing imports and exports
from South America and write three questions
about data gathered for partners to answer.
Students will create a persuasive skit or
commercial in which they are trying to
inform an audience of the scarcity of
resources in South America and how they can
persuade them to help solve it.
Discuss a dictatorship and a democratic
government.
Have students write a persuasive piece on
which form of government they would prefer
to lead or be a part of and have them explain
their selection.
Printable Resources

Standard 3.3 Map of South America
http://www.eduplace.com/ss/maps/s_america.html

Standard 3.4 South America Physical Features
Map
http://www.eduplace.com/ss/maps/world.html

Standard 3.35 Activity to teach what scarcity is

http://perrylocal.org/curriculum/files/2012/08/Play-DoughEconomics-3rd-grade.pdf

Standard 3.36 Lesson to Teach about Imports and
Exports
Create a timeline of historical events from
South America history
www.powellinfo.org/uploads/econexchange/uploads/
.../connect.html

Standard 3.37 Activity to teach supply and
demand
http://www.econedlink.org/lessons/index
.php?lid=369&type=educator
http://www.ehow.com/list_6063884_supply-demand-activitiesthird-grade.html
3.RIT.7 Use information gained from
illustrations (e.g., maps, photographs) and the
words in a text to demonstrate understanding of
the text (e.g., where, when, why, and how key
events occur)
Books: l
South America by Myra Weatherly
3.W.1 Write opinion pieces on topics or texts,
supporting a point of view with reasons.
Page 1 of
Dickson County Schools
Grade 3 Social Studies
Studies Weekly
2015-2016
South America by Helen Bateman and Jayne
Denshire.
3.W.2 Write Informative/ explanatory texts to
examine a topic and convey ideas and
information clearly.
South America (The Seven Continents) by Karen Bush
Gibson
3.W.8. Recall information from experiences or
gather information from print and digital
sources; take brief notes on sources and sort
evidence into provided categories.
South America (Rookie Read-About Geography) by
Rebecca Hirsch
South America (New True Books: Geography) by
Libby Koponen
3rd Nine Weeks Overview
Essential Understandings
Students will:
 Describe the diverse but unified nature of people within a continent
 Use timelines to summarize history of a region
 Identify major countries of Europe
 Identify major physical features of Europe
 Identify difference between a democracy and a monarchy
Essential Question:
 How does the land shape the people and the people shape the land?
 What are the cultural and geographical characteristics that unite an area creating regions?
 How is cultural contact a catalyst for change?
 How does the distribution of resources affect the interaction between people?
Page 1 of
Dickson County Schools
Grade 3 Social Studies
Studies Weekly
2015-2016
Writing Activities 3.SL.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking
clearly at an understandable pace.
 Choose a continent you want to visit and write letter to your parents convincing them to travel there on your next family vacation. Include your
opinions why this content is worth visiting. Include places to visit such as mountains, peninsulas, canals, or cities, culture information, history,
and economics of the continent.
 Create a Geography-in-a-box on a country from Europe, Africa, or Asia. Include a drawing of flag, map, and other items that tell information
about chosen country. Present to classmates in oral presentation
Standards
Europe
3.39 Describe the diverse but unified nature of
people within a continent or region, identifying
the distinct contribution made by their culture
including, language, clothing, food, art, beliefs,
customs, music. (C, H)
3.40 Use timelines, primary sources, and
historical passages to summarize the history of a
region, including: (C, G, H, P)
 events
 inventions/inventor
 artists
 writers
 political figures.
3.41 Identify major countries of the continent
(G)
 France
 Italy
 Germany
3rd Nine Weeks (Weeks 1-3)
Textbook/Suggested Activities
Studies Weekly Weeks 15-17
 How Did They Get From Here to
There?
 The Age of Discovery
 Europe
Wonders Reading Series:
 Unit 2 Week 2: Writer’s Workshop
“Sailing to America” (p.119) and
Anthology: “The Castle on Hester Street”
(p. 124)
 Unit 3 Week 5: Writer’s Workshop “The
Long Road to Oregon” (p.246),
Anthology “Riding the Rails West”(p.
273)
Suggested Activities:
Create a Map of Europe labeling major
countries, regions, physical features
Page 1 of
Integration/Resources
Websites for resources:
Copy and paste site into browser
• http://exchange.smarttech.com/
• http://www.maps101.com
• http://tntel.tnsos.org/
• education.nationalgeographic.com
• PBS.org/relative and absolute locations
• www.discovery education.com
• www.commoncoreconversation.co m
• www.interactivesites.weebly.com
• http://www.mapsofworld.com
• www.timeforkids.com
• www.scholastic.com
Dickson County Schools



Russia
Spain,
United Kingdom
Grade 3 Social Studies
Studies Weekly
2015-2016
• www.scholastic.com
Discuss how different cultures in major
European countries meet their basic needs.
• http://www.sheppardsoftware.com
• http://www.ilike2learn.com/
3.42 Identify major physical features of the
continent : (G)
• Mountains –
o Alps
o Gibraltar
• Bodies of Water –
o Arctic Ocean
o Mediterranean Sea
Research the different governments in the major
countries of Europe.
3.43 Identify examples of scarcity in and around
specific regions. (E, G)
Compare and contrast a monarchy and a
democratic form of government.
3.50 Explain how people depend on the physical
environment and its natural resources to satisfy
their basic needs. (C, E, G)
Research England’s Royal Family and create a
family tree

Research Christmas traditions of the major
countries of Europe and identify traditions that
were brought to The New World by these
cultures.

3.44 Interpret a chart, graph, or resource map of
major imports and exports. (E, G)
3.45 Compare and contrast a monarchy and a
democratic form of government. (P)
CCSS:
3.W.7 Conduct short research projects that build
knowledge about a topic.
3.RIT.3 Describe the relationship between a
series of historical events, scientific ideas or
concepts, or steps in technical procedures in a
text, using language that pertains to time,
sequence, and cause/effect.
3.RIT.4 Determine the meaning of general
academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or
subject area.
3.RIT.7 Use information gained from
illustrations (e.g., maps, photographs) and the
Printable Resources

Choose two countries and compare and contrast
their governments.
http://www.timeforkids.com/around-the-world

Create a travel brochure about a country in
Europe
Standard 3.40 Timeline Templates
http://www.google.com/search?q=template+of+a+
timeline&safe=active&biw=1600&bih=775&tbm=is
ch&tbo=u&source=univ&sa=X&ei=o9s_VbCXKI
WUNqm3gcAM&ved=0CCwQsAQ
Identify major imports and exports of European
countries.
Utilize Discovery Education videos on Europe
Standard 3.39 Description of each Country

Standard 3.41 Blank Map of Europe
http://www.eduplace.com/ss/maps/pdf/eur_countrynl.pdf
Standard 3.41 Political Map of Europe
http://www.studentsfriend.com/feed/maps/europe.pdf
http://www.europeetravel.com/maps/europe-map-blank.htm
Books:
Monarchy by Richard Tames
Olympic Games in Ancient Greece by Shirley Glubok
and Alfred Tamarin
An Online Visit to Europe by Erin M. Hovanec
Children's Book About Paris: A Kids Picture Book About
Paris With Photos and Fun Facts by Emily Taylor
Europe (New True Books: Geography) by Sandra
Newman
Europe (The Seven Continents) by Karen Bush Gibson
Page 1 of
Dickson County Schools
Grade 3 Social Studies
Studies Weekly
2015-2016
words in a text to demonstrate understanding of
the text (e.g., where, when, why, and how key
events occur)
3.W.2 Write Informative/ explanatory texts to
examine a topic and convey ideas and
information clearly.
3.W.8 Recall information from experiences or
gather information from print and digital
sources; take brief notes on sources and sort
evidence into provided categories.
Standards
3rd Nine Weeks (Weeks 4-6)
Textbook/Suggested Activities
3.46 Interpret different texts and primary sources to
describe the major components of history and culture
including language, clothing, food, art, beliefs,
customs, music (C, H)
Studies Weekly Weeks 18-21
 Culture and Diversity, A Look at Africa
 Africa
 Earth’s Population
 Communication in Ancient Times
Websites for resources:
Copy and paste site into browser
Wonders Reading Series:
• education.nationalgeographic.com
Look at pictures of components of culture and
identify them as language, food, clothing, art, and
music
• PBS.org/relative and absolute locations
Africa
3.47 Tell a historic story with appropriate facts and
relevant, descriptive details while speaking audibly
in coherent sentences using information gained from
timelines, primary sources and informational text.
(C, G, H, P)
Suggestions are:
 Ancient Egypt and the pyramids
 Nile River
 Tutankhamen
 Bartholomew Diaz lands on Cape of Good Hope
 Nelson Mandela
 current events
3.48 Identify major countries of the continent (G)
Make a list human basic needs and how they are
met in TN, Africa, and the world.
Integration/Resources
• /exchange.smarttech.com/
• www.maps101.com
• www.discovery education.com
• www.commoncoreconversation.com
• www.interactivesites.weebly.com
Research Nelson Mandela’s Nobel Peace Prize in
1993.
• www.mapsofworld.com
Create an ”I Have, Who Has?” game using the
physical features of African and their location.
• www.scholastic.com
Page 1 of
• www.timeforkids.com
Dickson County Schools




Egypt
Kenya
Libya
South Africa
3.49 Identify major physical features of the continent
(G):
• Rivers –
o Congo
o Niger
o Nile
• Mountains –
o Kilimanjaro
o Mt. Kenya
o Atlas Mountains
• Desert – Sahara
• Bodies of Water –
o Indian Ocean
o Lake Victoria
o Southern Ocean
• Landforms – Cape of Good Hope
Grade 3 Social Studies
Studies Weekly
Have students identify major continents and
landforms on an outlined map of Africa and its
countries.
Students can create a commercial, skit or song that
provides a solution to water scarcity in Africa.
Africa in April Activities from website
Think about the word "Africa". What five words
come to mind when you think of "Africa"? After
jotting down your ideas, your teacher will ask you
to share them with the class. Were there many
similarities between your answers and those of your
classmates
Research a djembe West Africa drum Make an A-Z
book about African facts
2015-2016
• http://www.sheppardsoftware.com
• http://www.ilike2learn.com/
• www.yourchildlearns.com
• www.worldatlas.co
• www.africainapril.org
Printable Resources:
 Standard 3.47 Ancient Egypt
http://royalbaloo.com/ancient-egypt-unit-study-2nd-grade/

Standard 3.48 Blank Map w/ List of Countries
https://www.teachervision.com/africa/printable/63538.html

Standard 3.48 Blank Map of Africa
https://www.teachervision.com/maps/printabl
e/48997.html
Books for Resource:
Africa: A Biography of the Continent by John
Reader
3.50 Explain how people depend on the physical
environment and its natural resources to satisfy their
basic needs. (C, E, G)
Of Africa by Wole Soyinka
A Is for Africa by Ifeoma Onyefulu
3.51 Identify examples of scarcity in and around
specific regions. (E, G)
Africa Is Not A Country by Margy Burns Knight
and Anne Sibley O'Brien
3.52 Interpret a chart, graph, or resource map of
major imports and exports. (E, G)
Africa (True Books) by Mel Friedman
CCSS:
3.RIT.3 Describe the relationship between a series
of historical events, scientific ideas or concepts, or
steps in technical procedures in a text, using
language that pertains to time, sequence, and
cause/effect.
Africa (The Seven Continents) by A. R. Schaefer
Nelson Mandela's Favorite African Folktales by
Nelson Mandela
Page 1 of
Dickson County Schools
Grade 3 Social Studies
Studies Weekly
2015-2016
3.RIT.4 Determine the meaning of general academic
and domain-specific words and phrases in a text
relevant to a grade 3 topic or subject area.
3.W.2 Write Informative/ explanatory texts to
examine a topic and convey ideas and information
clearly 3.W.7 Conduct short research projects that
build knowledge about a topic.
3rd Nine Weeks (Weeks 7-9)
Standards
Asia
3.57 Interpret different texts and primary sources to
describe the major components of history and culture
including: (C, H)
 language
 clothing
 food
 art
 beliefs
 customs
 music
3.58 Tell a historic story with appropriate facts and
relevant, descriptive details while speaking audibly
in coherent sentences. Use information gained from
timelines, primary sources and informational text.
(C, G, H, P)
Suggestions are as follows:
Textbook/Suggested Activities
Integration/Resources
Studies Weekly Weeks 22-24
 Eastern Hemisphere
 Asia
 Resources and How They Are Used
Websites for resources:
Copy and paste site into browser
• /exchange.smarttech.com/
Wonders Reading Series
Unit 4 Week 1 “Nail Soup” and The Read Story of
Stone Soup”
Unit 5 Week 2 “The New Hoop” and “Bravo
Tavo”
Unit 1 Week 2 “The Dream Catcher” and “Yoon
and the Jade Bracelet”
• education.nationalgeographic.com
• www.maps101.com
• PBS.org/relative and absolute locations
• www.discovery education.com
• www.commoncoreconversation.com
• www.interactivesites.weebly.com
Suggested Activities:
Compare and contrast African and Asian elephants
Investigate major physical features of a map of
Asia. Create a map of Asia and label major cities
can countries
Page 1 of
• www.mapsofworld.com
• www.timeforkids.com
• www.scholastic.com
• http://www.sheppardsoftware.com
Dickson County Schools
•
•
•
•
Mesopotamia including the creation of the
written alphabet;
important technologies of China such as bronze
casting, silk manufacture, gunpowder and the
invention of paper;
The Great Wall of China; Marco Polo and trade
along the Silk Route;
2004 Indian Ocean Tsunami, and current
events.
3.59 Identify the major countries of the continent (G)
 China
 India
 Israel
 Japan
3.60 Identify (G)
 the Himalayas
 Mount Everest
 Mesopotamia.
3.61 Interpret a chart, graph, or resource map of
major imports and exports. (E, G)
3.62 Describe how goods and services are exchanged
on local and international levels.(E, G)
CCSS:
3.RIT.3 Describe the relationship between a series
of historical events, scientific ideas or concepts, or
steps in technical procedures in a text, using
language that pertains to time, sequence, and
cause/effect.
3.RIT.4 Determine the meaning of general academic
and domain-specific words and phrases in a text
relevant to a grade 3 topic or subject area.
3.W.2 Write Informative/ explanatory texts to
examine a topic and convey ideas and information
clearly
Grade 3 Social Studies
Studies Weekly
Describe the typical Chinese dragon used in
ceremonies. What significance does the dragon
have in Chinese culture?
Make a timeline of the Ottoman Empire, the
Mogul Empire, or the Ming Dynasty
Research and discuss Tsunami that destroyed the
Japanese Nuclear Plant
Write a news summary about a sudden change in a
community and what that community will have to
adapt to that change
Make a chart or graph to show imports and
exports from countries
Research how good and services are exchanged
and how important China and Japan are to US
economy
Research the major components of history and
culture including language, clothing, food, art,
beliefs, customs, and music of Asia
Compare and contrast Hinduism and Buddhism
Determine what separates Asia from Europe and
Africa
2015-2016
• http://www.ilike2learn.com/
• www.yourchildlearns.com
• www.worldatlas.com
Printable Resources:









http://www.misspandachinese.
com/acelebrationofcultureheritagewithkids/
http://kidworldcitizen.org/
2014/05/29/5waystocelebrateasiapacificam
ericanheritagemonth/
http://mesopotamia.mrdonn.org/
http://www.ducksters.com/history/china
/inventions_technology.php
http://www.sciencekids.co.nz/sciencefacts/
engineering/greatwallofchina.html
http://mrnussbaum.com/explorers/marcopolo/
https://www.dosomething.org/facts/11-facts-about-2004indian-ocean-tsunami
http://www.eduplace.com/ss/maps/pdf/asia_pacific_nl.pdf
https://pierstransportation.wordpress.com
/2013/05/02/topusimportsandexportsfromasia/
http://education.nationalgeographic.com/
education/activity/the-trading-game/?ar_a=1
Books
This Place is Crowded by Vicki Cobb, 1992
The Empty Pot by Demi, 199
Asia (Rookie Read-About Geography) by Rebecca
Hirsch
Children's Book on China: A Kids Picture Book
About China With Photos and Fun Facts by Emily
Taylor
Page 1 of
Dickson County Schools
Grade 3 Social Studies
Studies Weekly
2015-2016
Asia (New True Books: Geography) by Gary
Drevitch
Asia (Pull Ahead Books Continents) by Madeline
Donaldson
Magic Tree House Fact Tracker #31: China: Land of
the Emperor's Great Wall . by Mary Pope Osborne,
Natalie Pope Boyce and Carlo Molinari
4th Nine Weeks Overview
Essential Understandings
Students will:
 Describe major components of culture including language, clothing, food, art, beliefs, customs and music
 Use timelines
 Research inventions, inventors, artist, writer and political figures
 Identify physical features and major cities on a map
 Define supply and demand
 Identify goods and services
 Compare and contrast national governments
Essential Question:
 How does the land shape the people and the people shape the land?
 What are the cultural and geographical characteristics that unite an area creating regions?
 How is cultural contact a catalyst for change?
 How does the distribution of resources affect the interaction between people?
 How do culture, history, geography, people, and government shape the development of a community?
Page 1 of
Dickson County Schools
Grade 3 Social Studies
Studies Weekly
2015-2016
Writing Activities
 Students create a persuasive writing piece in which they are to imagine they live in Australia or Antarctica and they are only allowed two natural
resources to live
 Create and write a postcard from Australia or Antarctica. Design the front of the card to reflect something about the continent Write to a friend
or family member telling him or her about Australia or Antarctica and important facts about the continent
Standards
Australia
3.53 Interpret different texts and primary sources
to describe the major components of history and
culture including language, clothing, food, art,
beliefs, customs, and music (C, H)
3.54 Use information gained from timelines,
primary sources and informational text to identify
major historical people, events and patterns. (C,
G, H, P)
3.55 Identify (G)
 the Great Barrier Reef
 New Zealand
 Ayers Rock
 Tasmania
3.56 Interpret a chart, graph, or resource map of
major imports and exports. (E, G)
4th Nine Weeks (Weeks 1-3)
Textbook/Suggested Activities
Studies Weekly Weeks 25
 Australia
Wonders Reading Series:
TNCORE Resources:
ELA Unit: Storms
(copy and paste site into browser)
http://tncore.org/sites/www/Uploads
/files/ELA_/Grade%2023%20Reading_Unit.pdf
Suggested Activities:
Research and discuss the origins of Aboriginal
people in Australia.
Discuss James Cook and his exploration in
1770, landing in Botany Bay aboard the ship
named HM Bark Endeavour.
Page 1 of
Integration/Resources
Websites for resources:
Copy and paste site into browser
• http://exchange.smarttech.com/
• http://www.maps101.com
• education.nationalgeographic.com
• PBS.org/relative and absolute locations
• www.discovery education.com
• www.commoncoreconversation.com
• www.interactivesites.weebly.com
• http://www.mapsofworld.com
• www.timeforkids.com
• www.scholastic.com
Dickson County Schools
CCSS:
3.RIT.3 Describe the relationship between a
series of historical events, scientific ideas or
concepts, or steps in technical procedures in a
text, using language that pertains to time,
sequence, and cause/effect.
3.RIT.4 Determine the meaning of general
academic and domain-specific words and phrases
in a text relevant to a grade 3 topic or subject
area.
3.W.2 Write Informative/ explanatory texts to
examine a topic and convey ideas and
information clearly.
Grade 3 Social Studies
Studies Weekly
Compare the gold rushes in Ballarat, and
Bendigo to the California gold rush.
2015-2016
• http://www.sheppardsoftware.com
• http://www.ilike2learn.com/
Research the creation of The Commonwealth of
Australia-1901.
• www.australia.com Power Point presentations
Create a timeline depicting the history of
Australia (http://www.tiki-toki.com/
-excellent timeline website)
(terrific website!)
Research Australian customs and holidays. How
do they compare to those in the United States?
Compare the culture of Australia with that of
the United States.
http://australia.mrdonn.org/powerpoints.html
Printable Resources:


Create a drawing of the Great Barrier Reer, New
Zealand, Ayers Rock or Tasmania

Make a chart or graph about major imports and
exports
Compare and contrast Australia government
with American government




http://kids.nationalgeographic.com/explore/countries/australi
a/
http://www.factmonster.com/spot/aboriginal1.html
http://www.michellehenry.fr/jamescook.htm
http://www.loc.gov/law/help/child-rights/australia.php
http://www.sciencekids.co.nz/sciencefacts
/earth/greatbarrierreef.html
http://kids.nationalgeographic.com
/explore/countries/newzealand/
http://www.outbackaustraliatravelsecrets.
com/ayersrockfacts.html
http://www.kidsafetas.com.au/

https://www.google.com/search?q=imports+and+expo
rts+of
+australia&safe=active&biw=1600&bih=775&tbm
=isch&tbo=u&source=univ&sa=X&ei=QBBBVY
P0LMeuggTfloHwCQ&ved=0CDEQsAQ
Books
Discover Australia by Chris Ward
The Aboriginal Peoples of Australia by Anne Bartlett
James Cook by Zachary Ken
Page 1 of
Dickson County Schools
Grade 3 Social Studies
Studies Weekly
2015-2016
Over in Australia: Amazing Animals Down Under by
Marianne Berkes and Jill Dubin
Australia and Oceania (True Books) by Mel Friedman
Australia ABCs: A Book About the People and Places
of Australia (Country ABCs) by Sarah Heiman and
Arturo Avila
This is Australia by Miroslav Sasek
Magic Tree House #20: Dingoes at Dinnertime by
Mary Pope Osborne and Sal Murdocc
Standards
Antarctica
3.63 Create a multimedia presentation of social
studies stories about explorations to Antarctica;
add drawings or other visual displays to stories
or accounts of experiences when appropriate to
clarify ideas, thoughts, and feelings. (C, G)
3.64 Use timelines and historical passages to
summarize the history of a region including:
 event
 inventions/inventors
 artists
 writers
 political figures. (C, H, P)
Suggestions are:
 James Clark Ross
 Richard E. Byrd
4th Nine Weeks (Weeks 4-6)
Textbook/Suggested Activities
Integration/Resources
Studies Weekly Weeks 27
 Antarctica
Websites for resources:
Copy and paste site into browser
Research the history of the Antarctic. Create a
timeline of people who have explored this
continent.
• http://exchange.smarttech.com/
Research the American McMurdo Station
which is a center for all manner of scientific
programs and experiments.
Have student pretend to be a scientist from the
McMurdo Station and discovery something
very important to the world
Make a power point commercial for the
explorations to Antarctica
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• http://www.maps101.com
• http://tntel.tnsos.org/
• education.nationalgeographic.com
• PBS.org/relative and absolute locations
• www.discovery education.com
• www.commoncoreconversation.com
• www.interactivesites.weebly.com
• http://www.mapsofworld.com
Dickson County Schools

South Magnetic Pole.
3.65 Conduct a short research project to
examine the Antarctic Treaty. (P)
3.66 Explain why there are only temporary
residents found on Antarctica and the impact the
physical environment and its natural resources
have on how basic needs are met. (G)
3.67 Read and interpret information about the
impact of people on the environment. (G)
3.68 Identify McMurdo Station. (G)
Grade 3 Social Studies
Studies Weekly
2015-2016
Research the Antarctic Treaty and prove or
disprove its importance to other countries
• www.timeforkids.com
Research animals and extinction due to global
warming
• www.scholastic.com
Make a timeline of the development of the
region
• http://www.ilike2learn.com/
• www.scholastic.com
• http://www.sheppardsoftware.com
• http://www.discoveringantarctica.org.uk
Compare and contrast life styles of Americans
and people from Antarctica
• http://www.usap.gov/videoclipsandmaps
Compare and contrast the climate of today with
the climate of the past
Printable Resources:
Discuss global warming and effects on people
http://classroom.antarctica.gov.au/exploring/early-exploration
http://www.enchantedlearning.com/explorers/page/r/ross.shtml
http://www.enchantedlearning.com/explorers/page/b/byrd.shtml
http://kidcyber.com.au/tag/facts-for-kids-about-north-and-southpoles/
http://classroom.antarctica.gov.au/international/antarctic-treaty
http://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polarenvironment/natural-resources-at-the-poles-a-story-ofcontroversy-and-debate spi 3.66
http://www.timeforkids.com/news/life-mcmurdo/140131
Books
Antarctica by Helen Cowcher
Explore Antarctica (Explore the Continents) by
Bobbie Kalman and Rebecca Sjonger
Antarctica (New True Books: Geography) by Mel
Friedman
Magic Tree House Fact Tracker #18: Penguins and
Antarctica
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Dickson County Schools
Grade 3 Social Studies
Studies Weekly
2015-2016
Antarctica (World Continents) by Irene Evagelelis
and David McAleese
A Trip to the Bottom of the World with Mouse: Toon
Books Level 1 by Frank Viva
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