3 Third Grade Social Studies Curriculum Guide 2017-2018

Social Studies
Third Grade Instructional Curriculum Guide
Third Grade pg. 1 2017-2018

SOCIAL STUDIES
THIRD GRADE
Geographical and Historical Studies: People, Places, and Regions
During third grade, teachers capitalize upon students natural curiosity and their interest in the unfamiliar as geographic information is introduced regarding areas of the United States as well as
the world. Students in Grade 3 learn from concrete experiences and benefit from resources such as pictures, graphs; maps, globes, and information technology that help make abstractions more
concrete. Instruction of this nature plays a dual role in helping students learn not only to use these geographic tools, but also to learn in real and interesting ways about other people, places, and
cultures.
This year-long study focuses on skills necessary for students to organize information about people, places, and environments in a spatial context. Although all four content strands are interwoven
into instruction, the greatest emphasis is placed on the geography strand. Content expands upon geographic knowledge acquired by students from kindergarten through second grade to help
students establish a firm geographic foundation to build upon throughout life.
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (the Standards) are the culmination of an extended, broad-
based effort to fulfill the charge issued by the states to create the next generation of K12 standards in order to help ensure that all students are college and career ready in literacy no later than
the end of high school. The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must
learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career
readiness in multiple disciplines.
The same ten CCR anchor standards for Reading apply to both literary and informational texts, including texts in history/social studies, science, and technical subjects. The ten CCR anchor
standards for Writing cover numerous text types and subject areas. This means that students can develop mutually reinforcing skills and exhibit mastery of standards for reading and writing
across a range of texts and classrooms.

Student Reading
Reading is critical to building knowledge in history or social studies as well as in science and technical subjects. College- and career-ready reading in these fields requires an appreciation of the
norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and
the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be
able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that
often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with
independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these reading standards
are meant to complement the specific content demands of the disciplines, not replace them.
Student Writing
For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be
college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be
able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately,
reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality, first-draft text
under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students
must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year.

Components
The Montgomery Public Schools Social Studies Instructional Framework has seven components: Instructional Pacing, ALCOS Standards, Teaching Resources, Fundamental Standards-
Based Academic Vocabulary, Skill and I can Statement, Guiding Question(s), Supporting Literacy Standards and Accountability. The Standards are taken directly from the Alabama
Course of Study for each grade level and content area. The content standards describe what a student should know and be able to do by the end of a grade level or course; the standards address
what is fundamental to the content.
The Instructional Pacing column provides the teacher with the expected schedule for teaching the standard.
The resources listed under Teaching Resources are a starting point for instruction; not a mandate limiting instructional materials. Teaching Resources reflect where lessons and other
supplemental materials for particular standards may be located. The change from textbook-driven to standards-based instruction is an important shift in the teaching paradigm. Professional
teacher judgment is a vital component for building resources to meet the needs of all students.
Understanding and appropriate use of vocabulary is essential to mastering standards, concepts, and integrating knowledge. The knowledge of words and word meanings is tantamount to
comprehension. As students get older, we expect them to read text that is more complex which means that the students vocabulary must expand and grow. The Fundamental Standards-Based
Academic Vocabulary is provided to establish a basic, not exhaustive, listing of terms that students must know and be able to use in order to master given standards. Vocabulary instruction
should include but not be limited only to those terms provided. Supplementary vocabulary should be addressed instructional based on student need.
The English Language Literacy for College and Career Readiness standards are to be integrated throughout the Third Grade content standards and methods of instructional delivery in social
studies. Literacy strategies and skills are applied as students acquire information and communicate their learning and understanding in social studies. Integration of literacy and social studies is
critical for student success. It is essential that literacy strategy and skill instruction be purposefully and appropriately planned and embedded within social studies instruction; i.e. planning
for the literacy and social studies outcomes, differentiating, matching instruction to the learners, and in consideration of resources. The role of the teacher is to continually evaluate student
performance and examine instructional decisions to ensure that all students are meeting the desired learning outcomes. Thoughtful and effective planning throughout the school year is crucial for
student mastery of standards and writing opportunities should be included in all content areas. Reading Informational Text (RI) standards should not only be addressed in Reading, but in Science and
Social Studies as well. Literacy standards for K-5 reading in history/social studies, science, and technical subjects are integrated into the K-5 Reading standards but still need to serve as an
instructional focal point. The Supporting Literacy Standards provided in this document are meant to serve as the instructional foundation for lesson development. Teachers are encouraged to
incorporate additional Literacy Strategies and Skills that are aligned to the standards and best support instructional resources being utilized.
Reading Standards for Informational Text
Key Ideas and Details
10. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RI.3.1]
11. Determine the main idea of a text; recount the key details and explain how they support the main idea. [RI.3.2]

12. 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 and effect. [RI.3.3]
Craft and Structure
13. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 topic or subject area. [RI.3.4]
14. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [RI.3.5]
15. Distinguish their own point of view from that of the author of a text. [RI.3.6]
Integration of Knowledge and Ideas
16. 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). [RI.3.7]
17. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI.3.8]
18. Compare and contrast the most important points and key details presented in two texts on the same topic. [RI.3.9]
Range of Reading and Level of Text Complexity
19. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 2-3 text complexity band
independently and proficiently. [RI.3.10]
Shifts in Literacy
Regular practice with complex text and its academic vocabulary
Reading, writing, and speaking grounded in evidence from text
Building knowledge through reading content-rich nonfiction
Literacy standards for K-5 reading in history/social studies, science, and technical subjects are integrated into the K-5 Reading standards. Once a literacy standard is introduced, it is understood that
the standard is continuously taught and/or reviewed throughout the entire school year (e.g., explicit instruction, learning centers, IXL, ScootPad, etc.). The Supporting Literacy Standards provided in
this document are meant to serve as the instructional foundation for lesson development. Teachers are encouraged to incorporate additional Literacy Standards, Strategies and Skills that are
aligned to the standards and best support instructional resources being utilized.
The guiding questions behind a curriculum or unit of study are those that address the underlying concepts. In social studies, guiding questions are particularly important because social studies is
by and large a conceptual discipline. Though students will, of course, learn specific facts about history and geography over the course of their educational career, the most abiding aspects of their
social studies education will be the conceptual understanding they gain about how human society works and how different people interact with one another. The guiding questions provided in
this document by no means represent all of the questions that might underlie a social studies program, but they provide you a window into initial guiding questions related to standards-based
instruction. Teachers are encouraged to develop, introduce, and integrate additional questions, especially appropriate text dependent questions, as students delve deeper into conceptual learning.
Information provided in this document is based on the Alabama State Department of Educations Course of Study for Social Studies. Retrieved from:
http://www.alsde.edu/sec/sct/COS/2010%20Alabama%20Social%20Studies%20Course%20of%20Study.pdf
Supporting
Fundamental Guiding Questions Literacy
Alabama Course of Study Standards-Based & Skills & *Add and incorporate Text Dependent
Additional Teaching Resources Standards
Standards for Social Studies Academic I Can Statements Questions as directed by ANET and
* specify those
Vocabulary School Leadership Team
incorporated
Suggested: Topic: Maps and Globes
Instructional 1. Locate the prime meridian, equator, Tropic of Capricorn, https://jr.brainpop.com/socialstudies/geography/readingm Prime meridian Student are able to : What roles do lines of latitude Supporting
Pacing
1st Tropic of Cancer, International Date Line, and lines of aps/ Equator Use a map or globe to locate specific and longitude, cardinal and Literacy
Quarter latitude and longitude on maps and globes. Tropic of Capricorn geographical features. intermediate directions, and Standards
Using cardinal and intermediate directions to https://www.brainpop.com/socialstudies/geography/contin Tropic of Cancer Use cardinal and intermediate coordinates play in locating
locate on a map or globe an area in Alabama or entsoftheworld/ International Date Line directions. the prime meridian, the
the world Latitude Use labels, symbols and legends on a equator, Tropic of Cancer,
Using coordinates to locate points on a grid https://www.brainpop.com/socialstudies/worldhistory/grea Longitude map. International Date Line,
Determining distances between places on a map twallofchina/ Maps Use a map scale to determine distance. physical and cultural regions,
using a scale Thematic Maps Use geospatial technologies. and thematic information on
Locating physical and cultural regions using https://www.brainpop.com/socialstudies/geography/latitu Globes maps and globes?
Use geographical terms associated
labels, symbols, and legends on an Alabama or deandlongitude/ Scale
with maps and globes.
world map Megalopolis How have technological
https://jr.brainpop.com/socialstudies/geography/readingm Landlocked Locate coordinates on a grid. advancements such as
Describing the use of geospatial technologies
aps/ Border Interpret thematic maps. geospatial technologies
Examples:
Global Positioning System (GPS), Geographic Elevation I can use a map or globe to locate specific impacted the interpretation of
Information System (GIS) http://alex.state.al.us/learningasset_view.php?asset_id=103 Physical Regions geographical features. information found on thematic Accountability
Interpreting information on thematic maps 0 Geospatial Technologies maps?
Examples: Cultural Regions I can use cardinal and intermediate T:
population, vegetation, climate, growing http://alex.state.al.us/lesson_view.php?id=33851 Directions directions. A:
seasons, irrigation Cardinal I can use labels, symbols and legends on a %M:
Using vocabulary associated with maps and Quick Reads, B-2, Maps, pgs. 10-23 Intermediate map. R:
globes, including megalopolis, landlocked, border,
and elevation Studies Weekly First Grade I can use a map scale to determine distance.
Week 1: All About Maps; Week 2: The Amazing World of I can use geospatial technologies.
Maps; Week 3: Physical and Political Maps; Week 9: The
Eastern Hemisphere; Week 10: Achievements of Ancient I can use geographical terms associated
Civilizations with maps and globes.
I can locate coordinates on a grid.
http://alex.state.al.us/podcast_view.php?podcast_id=411
I can use interpret thematic maps.

Supporting
* specify those
incorporated
Suggested: Topic: Maps and Globes (Continued)
Instructional 2. Locate the continents on a map or globe. https://www.brainpop.com/socialstudies/geography/mapsk Continents Students are able to: How do geographical features Supporting
Pacing
1st Using vocabulary associated with geographical ills/ Geographical Features Locate continents on a map or globe. of Earth, including hill, Literacy
Quarter features of Earth, including hill, plateau, valley, Hill Use vocabulary associated with plateau, valley, peninsula, Standards
peninsula, isthmus, ice cap, and glacier https://www.brainpop.com/science/earthsystem/rivers/ Plateau geographical features of Earth. isthmus, ice cap and glacier
Locating major mountain ranges, oceans, rivers, Valley Locate major mountain ranges, oceans, assist with identification of the
and lakes throughout the world. http://alex.state.al.us/lesson_view.php?id=35035 Peninsula rivers and lakes throughout the world. continents, major mountain
Isthmus ranges, oceans, rivers, and
http://alex.state.al.us/podcast_view.php?podcast_id=411 Ice Cap I can locate continents on a map or globe. lakes throughout the world?
Glacier
http://alex.state.al.us/learningasset_view.php?asset_id=150
5 I can use vocabulary associated with
geographical features of Earth. Accountability
http://alex.state.al.us/lesson_view.php?id=33872
T:
I can locate major mountain ranges, oceans, A:
http://alex.state.al.us/lesson_view.php?id=16871 rivers and lakes throughout the world. %M:
http://alex.state.al.us/lesson_view.php?id=16868 R:
Quick Reads, Level D-2, Geography and How We Live, p.10-

18
Studies Weekly First Grade

Week 1: All About Maps; Week 2: The Amazing World of
Maps; Week 3: Physical and Political Maps; Week 16: The Age
of Discovery

Supporting
* specify those
incorporated
Suggested: Topic: Maps and Globes (Continued)
Instructional 11. Interpret various primary sources for reconstructing the past, https://www.brainpop.com/socialstudies/geography/mapsk Primary Sources Students are able to: What significance does the Supporting
Pacing
1st including documents, letters, diaries, maps, and photographs. ills/ Secondary Sources Organize, represent, and interpretation of various Literacy
Quarter Comparing maps of the past to maps of the present Interpret interpret data. primary sources play in Standards
Comparing Analyze primary sources. reconstructing the past?
I can organize, represent, and interpret data.
Quick Reads, Level B-1, National Symbols, p. 10-23; Being a I can analyze primary sources. Accountability
Citizen, p. 24-37;
Brave Americans, p. 38-51; Quick Reads, Level C-1, Our T:
National Government, p.80-88; American Heroes, p. 53-65.; A:
Level D-1, The Constitution of the United States , p. 24-37. %M:
Six Minute Solutions, Primary, passages 206-210; Six Minute R:
Solutions, Inter-mediate, passage 207
Studies Weekly Third Grade
Week 4: What is Time?; Week 17: Conflict and Change

Supporting
* specify those
incorporated
Suggested Topic: Environment
11. 3. Describe ways the environment is affected by humans in
Instructional https://www.brainpop.com/science/ourfragileenvironment/ Environment Students are able to: In what ways do Alabamians Supporting
Pacing
2nd 12. Alabama and the world. wangarimaathai/ Crop Rotation Use vocabulary to relate the impact positively and negatively Literacy
Quarter Examples: Oil Spills human activity has on the impact the environment? Standards
crop rotation, oil spills, landfills, clearing of forests, http://alex.state.al.us/lesson_view.php?id=35089 Landfills environment of Alabama and the
replacement of cleared lands, restocking of fish in Clearing of Forests world.
waterways http://alex.state.al.us/lesson_view.php?id=29802 Replacement of Cleared
Using vocabulary associated with human influence Lands I can use vocabulary to relate the impact
on the environment, including irrigation, aeration, Studies Weekly Third Grade Restocking of Fish human activity has on the environment of Accountability
urbanization, reforestation, erosion, and migration Week 5: Earth's Population; Week 20: Humans and Their Irrigation Alabama and the world.
Environment Aeration T:
Urbanization A:
Reforestation %M:
Erosion R:
Migration
13.
Instructional
Pacing
9. Identify ways to prepare for natural disasters. https://www.brainpop.com/science/earthsystem/naturaldis Natural Disasters Students are able to: How have natural disasters Supporting
2nd Examples: asters/ Flood-Prone Areas Establish an emergency plan. spurred advancements in Literacy
Quarter constructing houses on stilts in flood-prone areas, buying Insurance preparedness? Standards
earthquake and flood insurance, providing hurricane or https://www.brainpop.com/science/earthsystem/volcanoes Emergency Routes I can establish an emergency plan.
tornado shelters, establishing emergency evacuation / Shelters
routes Hurricane
https://www.brainpop.com/socialstudies/geography/geogr Tornado
aphythemes/
Accountability
T:
http://alex.state.al.us/lesson_view.php?id=35430 A:
%M:
Quick Reads, C-2, Hurricanes, p. 10-23; Earthquakes, p. 24- R:
37.
Six Minutes Solutions, Intermediate, passages 401, 404, 416.

Week 22: People and Natural Disasters

Supporting
* specify those
incorporated
Suggested Topic: Population Dispersion
14. 4. Relate population dispersion to geographic, economic, and
Instructional https://jr.brainpop.com/socialstudies/geography/continents Population Dispersion Students are able to: How has population Supporting
Pacing
2nd historic changes in Alabama and the world. andoceans/ Geographic Changes Relate population dispersion to dispersion affected Literacy
Quarter Examples: Economic Changes geographic, economic and historic geographic, economic, and Standards
geographic - flood, hurricane, tsunami https://jr.brainpop.com/socialstudies/geography/mexico/ Historic Changes changes. historic changes in Alabama
economic crop failure Flood Discover ways physical and human and the world?
historic disease, war, migration https://www.brainpop.com/socialstudies/geography/geogr Hurricane criteria differ from one another.
Identifying human and physical criteria used to aphythemes/ Tsunami
define regions and boundaries Crop failure
Examples: https://www.brainpop.com/socialstudies/worldhistory/grea Disease I can relate population dispersion to
human city boundaries, school districts lines twallofchina/ War geographic, economic and historic changes.
physical hemispheres, regions within continents or Migration
countries https://www.brainpop.com/science/earthsystem/savanna/ Physical Criteria I can discover ways physical and human
Boundaries criteria differ from one another. Accountability
https://www.brainpop.com/technology/scienceandindustry Regions
/skyscrapers/ T:
A:
http://alex.state.al.us/lesson_view.php?id=11234 %M:
R:
Quick Reads, D-1, Immigration to America, p. 10-23

Week 3: Physical and Political Maps; Week 5: Earth's
Population; Week 8: The Americas; Week 9: The Eastern
Hemisphere; Week 10: Achievements of Ancient Civilizations;
Week 12: How Did They Get From Here to There?; Week 16:
The Age of Discovery; Week 21: Culture and Diversity, A Look
At Africa; Week 23: Resources and How They Are Used;
Week 24: Why Do People Migrate?
http://alex.state.al.us/podcast_view.php?podcast_id=413

Supporting
* specify those
incorporated
Suggested Topic: Population Dispersion
15. 7. Describe the relationship between locations of resources and
Instructional https://www.brainpop.com/science/earthsystem/northpol Describe Students are able to: What is the relationship Supporting
Pacing
2nd 16. patterns of population distribution. e/ Relationship Explain the relationship between between locations of resources Literacy
Quarter Examples: Resources locations of resources and and patterns of population Standards
presence of trees for building homes, availability of natural http://alex.state.al.us/learningasset_view.php?asset_id=13 Population Distribution patterns of population distribution?
gas supply for heating, availability of water supply for 60 Topographical Map distribution.
drinking and for irrigating crops Comparing Locate natural resources and
Locating major natural resources and deposits http://alex.state.al.us/learningasset_view.php?asset_id=35 Mechanization of Labor deposits in the world.
throughout the world on topographical maps 5 Historical Use of Human Compare present-day
Comparing present-day mechanization of labor Labor mechanization of labor with
with the historical use of human labor for http://alex.state.al.us/lesson_view.php?id=11234 Major Energy Sources historical use of human labor.
harvesting natural resources Geographic Impact Analyze the geographic impact
Examples: http://alex.state.al.us/podcast_view.php?podcast_id=596 Petroleum of major energy sources in the
present-day practices of using machinery versus human Coal twenty-first century.
labor to mine coal and harvest cotton and pecans http://alex.state.al.us/podcast_view.php?podcast_id=790 Nuclear Power
Explaining the geographic impact of using Solar Power I can explain the relationship between
petroleum, coal, nuclear power, and solar power as https://www.brainpop.com/games/timezonexconquistadors
locations of resources and patterns of
major energy sources in the twenty-first century /
population distribution.
Quick Reads, Level D-2, Natural Resources and the
I can locate natural resources and deposits Accountability
Economy, p.24-30
in the world.
T:
Studies Weekly Third Grade A:
Week 5: Earth's Population; Week 6: Rights and I can compare present-day mechanization
Responsibilities; Week 9: The Eastern Hemisphere; Week 10: %M:
of labor with historical use of human labor. R:
Achievements of Ancient Civilizations; Week 11:
Communication in Ancient Times; Week 12: How Did They
Get From Here to There?; Week 13: Institutions - Then and I can analyze the geographic impact of
Now; Week 16: The Age of Discovery; Week 20: Humans and major energy sources in the twenty-first
Their Environment; Week 23: Resources and How They Are century.
Used

Supporting
* specify those
incorporated
Suggested Topic: Government
17. 10. Recognize functions of the Declaration of Independence and
Instructional https://www.brainpop.com/games/executivecommand/ Functions Students are able to: How are the functions of the Supporting
Pacing
3rd 18. the Constitution of the United States. Declaration of Independence Analyze a primary document. Declaration of Independence Literacy
Quarter Describing the process by which a bill becomes a https://www.brainpop.com/games/lawcraft/ Constitution of the and the US Constitution Standards
law. United States I can analyze a primary document. expressed within the three
Explaining the relationship between the federal https://www.brainpop.com/socialstudies/usgovernment/c Describing branches of government and
government and state governments, including the ourtsystem/ Processes the relationship between the
three branches of government Laws federal and state
Defining governmental systems, including https://www.brainpop.com/socialstudies/usgovernment/s Bills governments?
democracy, monarchy, and dictatorship upremecourt/ Relationship
Defining
https://www.brainpop.com/socialstudies/usgovernment/b Governmental Systems
ranchesofgovernment/ Democracy
Monarchy
https://www.brainpop.com/games/courtquest/ Dictatorship
Three Branches of
https://www.brainpop.com/socialstudies/worldhistory/de Government
mocracy/ Governments Accountability
Federal
http://alex.state.al.us/lesson_view.php?id=33924 T:
State
A:
Local
Quick Reads, D-1, Immigration to America, p. 10-23 %M:
R:
Week 6: Rights and Responsibilities; Week 7: Benefits of
Government; Week 15: Forms of Government
* Constitution Day is September 18, 2017.
https://www2.ed.gov/policy/fund/guid/constitutionday.
html
http://www.cde.ca.gov/ci/hs/im/constitutionday.asp
http://www.cde.ca.gov/ci/hs/im/constdayresources.asp

Supporting
* specify those
incorporated
Suggested Topic: Government (Continued)
19. 12. Explain the significance of representations of American
Instructional https://jr.brainpop.com/socialstudies/citizenship/ussymbo Explain Students are able to: How are American values and Supporting
Pacing
3rd 20. values and beliefs, including the Statue of Liberty, the ls/ Significance Use primary sources to identify the beliefs represented and Literacy
Quarter21. Statue of Lady Justice, the United States flag, and the American Values connected through the Statue Standards
intended significance of important
22. national anthem. https://jr.brainpop.com/socialstudies/citizenship/statueofl American Beliefs American symbols. of Liberty, Statue of Lady
iberty/ Statue of Liberty Justice, the US flag, the
United States Flag I can use primary sources to identify the national anthem and other US
http://alex.state.al.us/lesson_view.php?id=33904 National Anthem intended significance of important symbols?
Statue of Lady Justice American symbols.
Quick Reads, Level B-1, National Symbols, p. 10-23; Being a

Citizen, p. 24-37; Accountability
Brave Americans, p. 38-51
T:
Quick Reads, Level C-1, Our National Government, p.80-88; A:
American Heroes, p. 53-65. %M:
R:
Quick Reads, Level D-1, The Constitution of the United
States, p. 24-37.
Six Minute Solutions, Primary, passages 206-210
Six Minute Solutions, Inter-mediate, passage 207

Week 7: Benefits of Government; Week 18: Research Issue

Supporting
* specify those
incorporated
Suggested Topic: Prehistoric and Historic American Indians
23. 13. Describe prehistoric and historic American Indian cultures,
Instructional Quick Reads, C-1, Dinosaurs, p. 13 & 17. Describe Students are able to: How are the cultures, Supporting
Pacing
3rd 24. governments, and economics in Alabama Archaeologists Distinguish between the governments governments and economics of Literacy
Quarter Example: Studies Weekly Third Grade Paleontologists and economics of prehistoric and prehistoric and historic Standards
prehistoric Paleo-Indian, Archaic, Woodland, Week 5: Earth's Population; Week 8: The Americas; Week 9: Paleo-Indian historic American Indian cultures in American Indian cultures
Mississippian historic Choctaw, Chickasaw, Cherokee, The Eastern Hemisphere; Week 10: Achievements of Ancient Archaic Alabama. similar and different to those
Creek Civilizations; Week 17: Conflict and Change; Week 23: Woodland Identify the roles of archaeologists and of present day?
Identifying roles of archaeologists and paleontologists Resources and How They Are Used Mississippian paleontologists.
Choctaw
http://alex.state.al.us/podcast_view.php?podcast_id=538 Chickasaw I can distinguish between the governments
Cherokee and economics of prehistoric and historic
http://alex.state.al.us/lesson_view.php?id=32913 Creek American Indian cultures in Alabama.
American Indian Culture -
http://alex.state.al.us/podcast_view.php?podcast_id=551 Alabama I can identify the roles of archaeologists and Accountability
Prehistoric cultures paleontologists.
http://alex.state.al.us/podcast_view.php?podcast_id=586 Prehistoric government T:
Prehistoric economics A:
http://alex.state.al.us/lesson_view.php?id=35066 Historic cultures %M:
Historic government R:
http://alex.state.al.us/lesson_view.php?id=35093 Historic
economics

Supporting
* specify those
incorporated
Suggested Topic: Geographic Regions (Continued)
25. 5. Compare trading patterns between countries and regions.
Instructional
Pacing
https://jr.brainpop.com/socialstudies/economics/needsand Trading Patterns Students are able to: How does the relationship Supporting
4th Differentiating between producers and consumers wants/ Producers Analyze information. between producers and Literacy
Quarter Differentiating between imports and export Consumers Explain how things are related. consumers and imports and Standards
https://www.brainpop.com/socialstudies/ushistory/recessi
Examples: Imports Recognize patterns. exports influence trading
on/
imports coffee, crude oil exports corn, wheat, Exports patterns between countries
automobiles https://www.brainpop.com/technology/scienceandindustr Differentiate I can analyze information. and regions?
y/assemblyline/
Accountability
https://jr.brainpop.com/socialstudies/economics/goodsand I can explain how things are related.
services/ T:
I can recognize patterns. A:
5 %M:
R:
Week 14: Economic Interdependence; Week 18: Research
Issue; Week 19: Economics and You; Week 23: Resources and
How They Are Used
26.
6. Identify conflicts within and between geographic areas
Instructional https://www.brainpop.com/socialstudies/geography/geog Conflict Students are able to: How does change emerge Supporting
Pacing
4th 27. involving use of land, economic competition for scarce raphythemes/ Scarce resources Analyze how cooperation and conflict from conflicts between Literacy
Quarter28. resources, opposing political views, boundary disputes, and Opposing Political Views geographic areas use of land, Standards
https://www.brainpop.com/socialstudies/worldhistory/ris among people contribute to political,
29. cultural differences eoftheromanempire/ Cultural Differences economic and cultural conflicts. economic competition for
Identifying examples of cooperation among Cooperation Locate places on physical and scarce resources, opposing
governmental agencies within and between different https://www.brainpop.com/socialstudies/worldhistory/uni American Red Cross political maps. political views, boundary
geographic area tednations/ FEMA Identify and summarize information disputes, and cultural
Examples: https://www.brainpop.com/socialstudies/worldhistory/ap WHO related to cooperation of differences?
American Red Cross, Federal Emergency artheid/ UN governmental agencies. Accountability
Management Agency (FEMA), World Health Natural Disasters
Organization (WHO) http://alex.state.al.us/learningasset_view.php?asset_id=13 I can analyze how cooperation and conflict
among people contribute to political, T:
Locating areas of political conflict on maps and 60
economic and cultural conflicts. A:
globes http://alex.state.al.us/learningasset_view.php?asset_id=35 %M:
Explaining the role of the United Nations (UN) and 5 R:
the United States in resolving conflict within and I can locate places on physical and political
between geographic areas https://www.brainpop.com/games/timezonexriseoftheroma maps.
nempire/
Studies Weekly Third Grade I can identify and summarize information
Week 15: Forms of Government; Week 17: Conflict and related to cooperation of governmental
Change; Week 22: People and Natural Disasters agencies.

Supporting
* specify those
incorporated
Suggested Topic: Geographic Regions (Continued)
30. 8. Identify geographic links of land regions, river systems, and
Instructional https://www.brainpop.com/socialstudies/geography/geog Appalachian Mountains Students are able to: What impact do geographic Supporting
Pacing
4th interstate highways between Alabama and other states. raphythemes/ Tennessee-Tombigbee Use a map or globe to locate land links of land regions, river Literacy
Quarter Examples: Waterway regions, river systems, interstate systems, and interstate Standards
Appalachian Mountains, Tennessee-Tombigbee http://alex.state.al.us/lesson_view.php?id=33038 Interstate 65 highways, and state and national highways between
Waterway, Interstate Highway 65 (I-65), Natchez Trace Natchez Trace Parkway parks. surrounding states have on the
Parkway http://alex.state.al.us/lesson_view.php?id=16871 Geographic Regions five geographic regions of
Locating the five geographic regions of Alabama National Parks I can use a map or globe to locate land Alabama? Accountability
Locating state and national parks on a map or globe. http://alex.state.al.us/lesson_view.php?id=16868 Geographic Links regions, river systems, interstate highways,
Land Regions and state and national parks. T:
Studies Weekly Third Grade River Systems A:
Week 18: Research Issue Interstate Highways %M:
R:
* Constitution Day is September 18, 2017.
In 2004, at the urging of the late Sen. Robert Byrd of West Virginia, Congress passed a law designating Sept. 17 as "Constitution Day and Citizenship Day." Fifty-two years later, Byrd's law
added two requirements: -- The head of every federal agency must provide each employee with "educational and training materials" concerning the Constitution; -- "Each educational institution
that receives Federal funds for a fiscal year shall hold an educational program" on the Constitution on Sept. 17 (if the date falls on a Saturday or Sunday, the observance shall beheld the
following week) each year. Federal mandates require that all grades, Kindergarten through twelfth grade, provide instruction, educational programs and professional development for Constitution
Day each year. To indicate compliance, MPS requires that documentation relating to this must be submitted to K. Atkins in the Office of Instructional Support by September 30 each year.

Literacy strategies and skills are applied as students acquire information and communicate their learning and understanding in social studies. Integration of literacy and social studies is critical
for student success. It is essential that literacy strategy and skill instruction be purposefully and appropriately planned and embedded within social studies instruction; i.e. planning for the literacy
and social studies outcomes, differentiating, matching instruction to the learners, and in consideration of resources. The role of the teacher is to continually evaluate student performance and
examine instructional decisions to ensure that all students are meeting the desired learning outcomes.
Resources for Teachers

http://alex.state.al.us/ccrs/sites/alex.state.al.us.ccrs/files/Literacy_Standards_0.pdf
http://alex.state.al.us/brows_podcasts.php?subj=ss
http://alex.state.al.us/staticfiles/teacherzone/Purposeful_Planning_Guide.pdf
http://www1.udel.edu/dssep/literature.html
http://alex.state.al.us/ccrs/node/300
Incorporating Literacy
https://mullinshe.wordpress.com/2011/11/29/making-sense-of-integrating-literacy-in-historysocial-studies-science-and-technical-subjects/
Standards into
http://centeroninstruction.org/bringing-literacy-strategies-into-content-instruction
Social Studies
https://thecornerstoneforteachers.com/social-studies-in-literacy-routines/
https://www.literacyta.com/literacy-standards/common-core/reading/1/english-informational-text
https://historytech.wordpress.com/2013/09/24/12-reading-and-writing-resources-for-teaching-social-studies/
https://app.studiesweekly.com/publications/Alabama-First-Grade-Social-Studies
http://alex.state.al.us/ccrs/sites/alex.state.al.us.ccrs/files/Toolkit_for_Evaluating_the_Alignment_of_Instructional_and_Assessement_Materials_to_the_C
CSS.pdf

Teaching and learning for cognitive rigor is very different from teaching
and learning in traditional educational settings that are driven solely by
objectives and outcomes. Cognitive rigor prompts and encourages students
to think deeply and to express and share the depth of their learning.
Teachers need to examine if their required student work and activities are
keeping students engaged in activity or engaged in learning. Not all
activities help students learn. Utilizing Webbs Depth of Knowledge
(DOK) provides teachers with another tool as they plan cognitive rigor
questioning, instructional activities and assessments to guide students to
pursue deeper knowledge and respond insightfully. Teachers should
utilize this resource to develop activities, questions, and assessments that
focus on rigor and relevance and meet the demands of the Alabama Course
of Study for Social Studies.
Information adapted from:

http://www.nciea.org/sites/default/files/publications/rigorpresentation_KH11.pdf

Social Studies Instructional Planning Guide
Development Committee
Teresa Baxley Brewbaker Technology Mamie Likely Lee High School
Nicole Boyd Floyd Elementary Frederick McCoy Johnson Elementary
Camilla Broadnax Jeff Davis High Denise McNeil Jeff Davis High
Rashondra Bryant Davis Elementary Keri Patrick Goodwyn Middle
Loretta Payne Lee High School Sharyi Rabb Carr Middle
Susan Clark Dalraida Elementary Willie Reynolds Georgia Washington
John Conway BTW High Willie Shelby Capitol Heights
Rico Cox Jeff Davis High Natalie Smith Wares Ferry Elementary
Ronnie Doughty Dannelly Elementary Shewan Stewart Capitol Heights Middle
TaWanda DuBose Southlawn Elementary Katrina Timmons Brewbaker Intermediate
TaMeeka Ellis Carr Middle Nicole Tolbert Capitol Heights Middle
Dena Goodson Dalraida Elementary Tamika Townsend E. D. Nixon Elementary
Jasmine Hardy Floyd Elementary Anita Watson McKee Middle
Christie Harrison Floyd Middle Magnet Nyenya Webster Davis Elementary
Jessica Jones Morris Elementary Kenneth White Capitol Heights Middle
Shamika Kennedy Lanier High Lasheenia Williams Jeff Davis High
Stacie King Carr Middle Natalie Wright Brewbaker Middle
Mamie Likely Lee High School Cherelle Young MacMillian International

3 Third Grade Social Studies Curriculum Guide 2017-2018

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Social Studies

Third Grade Instructional Curriculum Guide

Third Grade pg. 1 2017-2018

Geographical and Historical Studies: People, Places, and Regions

Third Grade pg. 2 2017-2018

Third Grade pg. 3 2017-2018

Reading Standards for Informational Text

Key Ideas and Details

Third Grade pg. 4 2017-2018

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Third Grade pg. 6 2017-2018

Quick Reads, Level D-2, Geography and How We Live, p.10-

Studies Weekly First Grade

Third Grade pg. 7 2017-2018

Third Grade pg. 8 2017-2018

Studies Weekly Third Grade

Third Grade pg. 9 2017-2018

Studies Weekly Third Grade

Third Grade pg. 10 2017-2018

Third Grade pg. 11 2017-2018

* Constitution Day is September 18, 2017.

Third Grade pg. 12 2017-2018

Quick Reads, Level B-1, National Symbols, p. 10-23; Being a

Six Minute Solutions, Primary, passages 206-210

Six Minute Solutions, Inter-mediate, passage 207

Studies Weekly Third Grade

Third Grade pg. 13 2017-2018

Third Grade pg. 14 2017-2018

Third Grade pg. 15 2017-2018

Third Grade pg. 16 2017-2018

Resources for Teachers

Third Grade pg. 17 2017-2018

Information adapted from:

Third Grade pg. 18 2017-2018

Third Grade pg. 19 2017-2018

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