Gesu Catholic School / Schetter , Emily / Social Studies 3 / Grade 3 (Gesu Catholic School)

	*Curriculum Map 2006-2007*
	Gesu Catholic School Schetter , Emily / Social Studies 3 / Grade 3 (Gesu Catholic School)

	*Content*	*Skills*	*Assessment*	*Activities*	*Resources*
*Living In Communities I* (Week 1, 6 Weeks)	Local Communities National Communities World Communities Types of Communities Technology Transportation Current Events	Students will explore the history of the city of Cleveland Students will explore important events, monuments, and people connected with Cleveland's history Students will discover information about the immigrants who formed local communities in Cleveland e.g. Little Italy Students will appreciate the importance of helping new immigrants Students will explore their own cultural heritage Students will compare and contrast the cultural traditions of people in the communities of Cleveland Students will explore various types of communities: rural, village, town, city, suburb, urban Students will develop an understand of how suburbs are formed near major cities Students will identify the mayor of their own suburb Students will discover the population of their suburb Students will learn about their own environment as an example of a local community Students will discuss advantages and disadvantages of the location of Cleveland and its suburbs Students will develop an understanding of the importance of transportation for the movement of people within a community Students will learn the government leaders for the state of Ohio (governor and senators) Students will understand responsibilities of living in our national community, the United States Students will develop an understanding of our country's relationship with other world communities Students will appreciate that technology should be used for the good of all people in the world Students will develop an awareness of daily news events that impact local, national, and world communities	Reflective Writing Graphic Organizer	Students will collect Flat Stanley letters from communities around the world Service project with Catholic Charities to help new immigrants Students create a prayer relating to communities ( Thank you God for this day, bless us as we live, work, and play)	Videos ( Landforms, Immigrants), current events, newspapers, magazines, documentaries www.cybersmart curriculum.org

*Study Skills Taught Throughout the Year* (Week 1, 38 Weeks)	Using Graphic Organizers Using the School Library Learning to Do Independent Research on the Internet Taking Notes from a Reference Source Forming An Outline Forming a Bibliography Interpreting Data on Graphs, Maps, Etc. Conducting An Interview Classifying Identifying Cause and Effect Using 6 Trait Writing to Revise and Edit Written Reports Timelines Line and Bar Graphs Flow Charts Vocabulary Development	Students will be able to use graphic organizers to do the following: distinguish main idea/details; compare and contrast topics and people; organize information from reference reading; classifying information into categories; identifying cause and effect Students will learn how to use the reference sections of various textbooks Students will learn how the school library is organized and how it can be used for reference work Students will learn how to use a variety of resources to obtain information for written reports: books (picture, fiction, non-fiction), encyclopedias, instructional videos, Internet resources Students will learn how to take notes from reference materials to capture main idea and pertinent details Students will learn how to create an outline for a written report Students will learn how to cite references in a simple bibliography Students will learn how to prepare to conduct an interview with another person Students will employ steps of the writing process in order to do written research reports on Native Americans, Mexico, Washington DC Students will create timelines from historical events Students will create and interpret line and bar graphs Students will read flow charts and product maps Students will develop the habit of identifying key vocabulary words and logging their definitions into their notebook for Social Studies class	Teacher Observation Taught, But Not Assessed	Students will use Kidspiration software to create graphic organizers Students will work with parent helpers to edit/revise the rough drafts of their written reports	6 Trait Writing Graphic Organizers Bibliography and research worksheets internet smartboard school library maps and graphs

*Geography - Landforms* (Week 3, 4 Weeks)	Types of Landforms Impact of Landforms on Communities	Students will be able to define the following types of landforms: plains, plateau, river, valley, peninsula, bay, mountain, mesa, cliff, canyon, etc. Students will be able to locate various types of landforms on a map/globe Students will develop an understanding of how landforms affect how communities operate Students will be able to identify landforms on a map	Unit Exam	fill in a map showing where various landforms would be located identifying landforms on a landform map	video on landforms maps in the classroom maps in the Social Studies Book

*Early Communities in America* (Week 7, 6 Weeks)	Native American Communities Influence of Christopher Columbus Pilgrim Communities at Jamestown Colonial Communities Historical Leaders of Early American Communities Pioneer Communities and the Westward Movement Little House in the Big Woods	Students will build on their understanding of Native Americans and their ways of life Students will understand how the travels of Christopher Columbus influenced the Americas Students will explore the Pilgrims' way of life in the Jamestown Settlement Students will compare and contrast three American communities: Pilgrims, Pioneers, Colonists Students will develop an understanding of how many years ago the colonists lived Students will develop an understanding of how our country grew as it expanded westward Students will be introduced to the contributions of historical leaders of the Early American communities: George Washington, Squanto, Benjamin Franklin, Lewis and Clark, etc. Students will understand the development of the Oregon Trail Students will compare and contrast the culture of the Native American communities with the culture of the Pioneer communities Students will compare and contrast Laura Ingalls Wilder's life with their own Students will write a report about a Native American tribe in the United States Students will fill out a bibliograhy for their reports Students will design a project that depicts the culture of a certain Native American Tribe	Report Test Project	Students will develop a timeline to understand the relationship of the colonial era to modern times Students will read Little House in the Big Woods by Laura Ingalls Wilder Students will spend the day at Century Village in Burton, Ohio to experience how a pioneer community in the local area lived in the 1700's a guest speaker from a Native American tribe (Dan Fant) Students will participate in Colonial Day activities at school : clothes, games, school, food, music, etc. Century Village	http://www.geaugahistorical.org/ videos (Native Americans, Pioneers, Lewis and Clark, Jamestown/Pilgrims, Little House Series, computer research ( smartboard, yahooligans, google, type in search) Laura Ingalls - Power Point Presentation Read Brother Eagle, Sister Sky encarta encyclopedia Century Village school and public libraries Nonfiction books for reports

*Economics / Junior Achievement Project* (Week 13, 5 Weeks)	Supply and Demand Producers and Consumers Goods and Services Production and Distribution Costs and Resources Assembly Lines Costs of Doing Business Employers and Employees Decision Making Earning, Saving, and Spending Money Taxes Trade - Imports and Exports Inventions That Help Others	Children will make a plan for the Poetry Party ( they will have groups that are responsible for preparing and developing the activities correlated with the party Students will learn to make responsible decisions Students will understand the concepts of making money and paying taxes Students will develop an understanding of the idea of supply and demand Students will learn how to save, spend, and share money	Listening Task Response Journal	Students will participate in weekly Junior Achievement lessons during their ABC class period Service project for the needy	Speaker from Junior Acheivement Social Studies Book The Ox Cart Man

*Mexico: Our Southern Neighbor* (Week 18, 6 Weeks)	Native American Communities of Mexico Our Lady of Guadalupe Mexico in Ancient and Modern Times People and geography in Mexico	Students will study the history of Mexico Students will make a timeline of Mexico Students will take notes from nonfiction books Students will take notes in class Students will complete a bibliography Students will appreciate the culture of Mexico Students will appreciate the influence of Our Lady of Guadalupe on the Mexican culture Students will learn about life in modern day Mexico	Research Project Student Portfolio Lab Assignment	Students will do research reports on topics related to the culture of Mexico Students will create a project that reflects a certain aspect about the culture of Mexico	videos on Mexico and Mexico City, book and video about Our Lady of Guadalupe nonfiction books for reports computer research on Mexico smartboard presentation on Mexico encarta encyclopedia school and public libraries parent speakers

*Geography - Maps and Globes* (Week 24, 5 Weeks)	Using Maps and Globes Cardinal Directions Intermediate Directions Hemispheres Compass Rose Continents and Oceans Types of Maps Product Maps and Transportation Maps Keys and Symbols on Maps Map Scales	Students will be able to navigate on a map/globe using cardinal directions (North, South, East, West) Students will be able to navigate on a map/globe using intermediate directions (Northeast, Northwest, Southeast, Southwest) Students will be able to identify hemispheric regions on a map/globe Students will be able to locate a compass rose on a map and use it properly Students will be able to define the terms: continent and ocean Students will be able to name the major continents and oceans and locate them on a map/globe Students will be able to use and distinguish various types of maps: physical, political, aerial Students will be able to read product maps and transportation maps Students will be able to navigate within a grid map and locate areas by using directions given Students will be able to identify and use a map key Students will be able to interpret symbols on a map using the a map key Students will be able to estimate distances on a map using map scales	Performance Quiz	Use maps in the Social Studies Book to practice map skills Use the globe to identify continents and oceans Make a map and create a key for it Have children place cardinal directions and hemishperes on a map using the smartboard	Social Studies book Weekly Reader Mapping Skills Booklets Smartboard ( map ) Atlas

*Our Government and Its Symbols* (Week 29, 4 Weeks)	Our Nation's Beginning Declaration of Independence Constitution Bill of Rights Branches of Government Presidency of the U.S. U.S. Court System Washington DC: Our Nation's Capitol Good Citizenship Caring for Our Environment	Students will understand how our nation was founded Students will understand the rights and responsibilities guaranteed by key documents: Declaration of Independence, U.S. Constitution, Bill of Rights Students will define the three main branches of our federal government: federal, legislative, judicial Students will distinguish among the powers and responsibilities of the three main branches of government Students will become familiar with the duties and responsibilities associated with the presidency of the U.S. Students will develop an understanding of how the U.S. Court system operates Students will study the monuments and famous people associated with Washington DC Students will understand that there are responsibilities to U.S. citizenship which include: respecting the Bill of Rights, voting, volunteering, making a difference Students will understand the need to promote justice and peace within our country Students will understand that responsible citizens will care for others and learn to respect their points of view in order to promote communication Students will understand that responsible citizens will care for our natural resources Students will understand that responsible citizens do their part to care for the environment (reduce, reuse, recycle) Students will take notes and fill in a bibliography for their reports Students will develop a plan for their projects	Expository Essay Project Report	Students will do research reports on Washington DC Students will participate in a presentation by a judge Read Brother Eagle, Sister Sky to develop habits of environmental care Students will use kidspiration to create a graphic organizer for their reports	videos on Washington DC, White House website: WhiteHouse.gov, yahooligans for doing a search on topics for reports encarta encyclopedia, Smartboard - kidspiration, nonfiction books, Social Studies book, Books about Washington DC, children's book: Arthur Goes to Washington DC parent speakers ( Judge Baughman ) school and public libraries

*Living in Communities (Immigrants)* (Week 33, 4 Weeks)	Immigrants	see skills from Living in Communities I		see activities from Living in Communities I	see resources from Living in Communities I

Updated: Thursday, July 27, 2006

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