Troup County School System
Social Studies Curriculum Map
Third Grade~ Unit 1
Each underlined standard/element is a direct link to formative assessment examples.
Roots of Our Democracy / Our Government / Geography / Paul Revere/ Frederick Douglass
GMAS Content Weights: History - 30%, Geography – 20%, Government/Civics – 30%, Economics – 20%
Informational Process Skills:
2. Organize items chronologically
4. Distinguish between fact and fiction
5. Identify main idea, details, sequence of events, and cause and effect
11. Draw conclusions and make generalizations
13. Translates dates into centuries, eras, or ages
Map Skills
3. Use a letter/number grid system to determine location
5. Use inch to inch map scale to determine distance on map
7. Use a map to explain impact of geography on historical and current events
9. Use latitude and longitude to determine location
Pacing: Introduction to Social Studies/SLO/Build rituals and routines – about 5 days
Roots of Our Democracy – about 7 days, Geography – about 8 days, Paul Revere – about 7 days, Frederick Douglass – about 7 days,
Economics – about 5 days, Review – about 5 days
Roots of Our Democracy – about 7 days
GPS Standards
Roots of Our Democracy
SS3H1
The student will explain
the political roots of our
modern democracy in
the United States of
America.
Understand
Roots of Our
Democracy
SS3H1
Beliefs and Ideals
a. Identify the influence
of Greek architecture
(columns on the
Parthenon, U. S. Supreme
Court building), law, and
the Olympic Games on
the present.
How did Greek
architecture
influence columns on
American
government
buildings?
How does the present
day Olympics
compare to ancient
Know
Roots of Our
Democracy
SS3H1
Architecture
Ionic
Doric
Corinthian
Columns
Parthenon
Supreme Court
Building
Be Able To
Roots of Our Democracy
SS3H1
a.(DOK1) Identify the influence of
Greek architecture, law, and the
Olympic games on the present
a.(DOK 3) Explain how Greek
architecture influenced
American architecture (Identify
Doric, Ionic and Corinthian
columns found on US buildings-US
Supreme Court Building)
a.(DOK 2) Compare the
beginning of the Greek Olympic
games and discuss their influence
today
Troup County Schools 2015-2016
3rd Grade Social Studies Map
First Quarter
System Resources
Roots of Our Democracy
SS3H1
Best Practices Example Lesson Plan –
Ancient Greece
Activators
Discovery Education:
America’s Roots (3:34)
We Are From…: Greece (11:06)
Virtual Tour of Lincoln Memorial – point
out different types of columns
I Do/We Do
GADOE Frameworks Foundations of USA
1
a.(DOK2) Describe the
Ancient Greek legal
system and how it
influenced the American
legal system
a.(DOK 2) Identify ways
the Greek form of
government influenced US
government
b. Explain the ancient
Athenians’ idea that a
community should
choose its own leaders.
c. Compare and contrast
Athens as a direct
democracy with the
United States as a
representative
democracy.
How does direct
democracy differ
from representative
democracy?
What influence did
ancient Greek
democracy have on
the modern
democracy in the
US?
Democracy
Representative
democracy
Direct
democracy
Greece
b.(DOK 3) Explain why
Athenians wanted to
choose their leaders
SS3G1
Where is Greece
located in relation to
the United States?
Georgia Studies Weekly:
*Week 1
*Week 2
Lincoln Memorial architecture
Brainpop: Olympics
H1 Greek Influence – flipchart
Brainpop: Democracy
3 Branches of Gov't
c.(DOK 2) Compare and
contrast representative
democracy versus a
direct democracy
You Do
H1.c Democracy: Direct / Representative
Assessments
What is a republican
form of government?
SS3G1 The student will
locate major
topographical features.
Georgia Experience:
*Chapter 1 Ancient Greece
*Chapter 2 Map Skills (SS3H1)
Georgia Studies Weekly Teacher Resource
pages 7-10 Olympics
SS3G1
d.(DOK 1) Locate
Greece on a World map
Georgia Studies Weekly Teacher Resource
(White Booklet) pages 11-14 Democracy and
maps
Location
Click here for other lessons and resources
d. Locate Greece on a
world map.
Troup County Schools 2015-2016
3rd Grade Social Studies Map
First Quarter
2
US Geography – about 8 days
GPS Standards
SS3G1 The student will
locate major
topographical features.
Location
a. Identify major rivers of
the United States of
America: Mississippi River,
Ohio River, Rio Grande
River, Colorado River,
Hudson River.
b. Identify major mountain
ranges of the United
States of America:
Appalachian, Rocky
c. Locate the Equator,
Prime Meridian, and lines
of latitude and longitude
on a globe.
Understand
(Essential Question)
Know
Be Able To
(Matches EQ)
Geography
Geography
Geography
SS3G1
Where is the Mississippi
River?
Where is the Ohio
River?
Where is the Rio
Grande River?
Where is the Colorado
River?
Where is the Hudson
River?
Where are the
Appalachian
Mountains?
Where are the Rocky
Mountains?
SS3G1
Mississippi River
Ohio River
Rio Grande River
Colorado River
Hudson River
SS3G1
a.(DOK 1) Locate
the Mississippi River,
Hudson River,
Colorado River,
Ohio River and Rio
Grande River on
the map
Appalachian
Mountains
Rocky Mountains
b.(DOK 2) Locate
and describe the
Appalachian
Mountains and
Rocky Mountains
Where is the equator?
Prime meridian?
What is latitude and
longitude?
How does latitude and
longitude help you
locate places on a
map?
Globe
Equator
Prime Meridian
Longitude
Latitude
c.(DOK 1)Locate
the Equator
c.(DOK 1)Locate
the Prime Meridian
c.(DOK 1) Define
latitude and
longitude
c.(DOK 1) Identify
lines of latitude and
longitude
System Resources
Best Practices Example Lesson Plan –Geography
Activators
G1.a,b Review mnemonic
G1.a,b U.S. Rivers Mountain Ranges – powerpoint
I do/We do
Georgia Experience: map skills
 Chapter 2
 Chapter 3
Georgia Studies Weekly:
Week 8
Week 9
G1 Geography - powerpoint
G1 Major Rivers and Mountains -review powerpoint
G1.a,b U.S. Map with mnemonic
You do
Students use blank anchor chart map to identify
rivers and mountains
Assessment
Studies Weekly Teacher Resource Q2
Frameworks Lessons from GA DOE
G1 Global_Knowledge – flipchart
Click here for other lessons and resources
Troup County Schools 2015-2016
3rd Grade Social Studies Map
First Quarter
3
Paul Revere (Independence) – about 7 days
GPS Standards
Understand
(Essential Question)
Know
Be Able To
(Matches EQ)
Paul Revere
Paul Revere
Paul Revere
Paul Revere
SS3H2 The student will discuss the lives
of Americans who expanded people’s
rights and freedoms in a democracy.
SS3H2
SS3H2
SS3H2
a.(DOK 1 )Describe
characteristics of Paul Revere
a.(DOK 2) Explain the impact
that Paul Revere had on the US
democracy (freedom from
England, events that led to the
Revolutionary War)
Individuals, Groups, and Institutions
a. Paul Revere (independence)
Conflict and Change
b. Explain social barriers, restrictions,
and obstacles that these historical
figures had to overcome and describe
how they overcame them
Independence
Who was Paul
Revere?
How did Paul
Revere impact US
democracy?
How did Paul
Revere impact our
culture?
Sons of Liberty
Boston Tea Party
Patriots
Colony
Midnight Ride
What obstacles did
Paul Revere have
to overcome?
Liberty
Democracy
Taxes
Representation
Courage
Social barriers
Character traits
b.(DOK 2) Explain the obstacles
that Paul Revere had to
overcome and how did he
overcome them(ex. death of
father, captured by British, etc.
overcame by using character
traits of courage,
independence, liberty and
leadership)
Declaration of
Independence
Constitution
Revolutionary War
a.b.(DOK 2) Describe how Paul
Revere showed the character
traits of leadership, diligence,
cooperation and
courage(Midnight Ride, Sons of
Liberty, Boston Tea Party,
American Revolution)
Troup County Schools 2015-2016
3rd Grade Social Studies Map
First Quarter
System Resources
Paul Revere
SS3H2
Best Practices Example
Lesson Plan – Paul Revere
Activators
Paul Revere House – website
Paul Revere –video
Paul Revere - narrative
chain
Paul Revere - graphic
organizer for narrative chain
I do/We do
Georgia Studies Weekly:
Week 3
1000 Readers #12
H2 Paul Revere – flipchart
Georgia Experience:
 Chapter 5
Various Paul Revere activities
- website
Resources continued on the
next page
4
SS3CG2 The student will discuss the
character of different historical
figures in SS3H2a.
Individuals, Groups, and Institutions
a. Describe how the different
historical figures in SS3H2a display
positive character traits of
cooperation, diligence, courage,
and leadership.
b. Explain how the historical figures in
SS3H2a used positive character traits
to support their beliefs in liberty,
justice, tolerance, and freedom of
conscience and expression.
c. Explain how the historical figures in
SS3H2a chose when to respect and
accept authority
SS3CG2
Paul Revere
SS3G2 The student will describe the
cultural and geographic systems
associated with the historical figures
in SS3H2a.
Location
a. Identify on political map specific
locations significant to the life and
times of these historic figures.
Paul Revere
SS3G2
You Do
H2, CG2, G2 Paul Revere –
graphic organizer
What character traits
describe Paul Revere
and why?
Assessments
Studies Weekly Teacher
Resource pages 15-18
How did Paul Revere
demonstrate
independence?
c.(DOK 2) Explain how Paul
Revere chose to respect and
accept authority while working
for social change
Paul Revere
a.(DOK 1) Locate where Paul
Revere, lived, worked and
traveled on the map (Boston,
Lexington and Concord)
H2, CG2 American Heroes
Anchor Chart - complete
Paul Revere section
Frameworks Lessons from GA
DOE
Click here for other lessons
and resources
Where did Paul
Revere live?
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5
Conflict and Change
b. Describe how place (physical
and human characteristics) had an
impact on the lives of these historic
figures.
What opportunities
did Paul Revere have
because of where he
lived?
How did the place
where Paul Revere
lived effect the
choices he could
make?
How did Paul Revere
impact our culture?
c. Describe how each of these
historic figures adapted to and was
influenced by his/her environment.
Location
d. Trace examples of travel and
movement of these historic figures
and their ideas across time.
b.(DOK 2) Discuss how Paul’s life
was influenced by being a
patriot in Boston, a messenger, a
member of the Sons of Liberty
and a silversmith
b.(DOK 2) Describe how Revere
adapted to and was influenced
by his environment (colonization
and the desire to break away
from England, the influence this
had on the colonists
c.e.(DOK 2) Discuss where Paul
Revere lived and worked and
how it impacted his life, others
and our country
Conflict and Change
e. Describe how the region in which
these historic figures lived affected
their lives and had an impact on
their cultural identification.
Troup County Schools 2015-2016
3rd Grade Social Studies Map
First Quarter
6
Frederick Douglass – about 7 days
(Civil Rights)
GPS Standards
Understand
Know
(Essential Question)
Frederick Douglass
SS3H2 The student will discuss the
lives of Americans who expanded
people’s rights and freedoms in a
democracy.
Individuals, Groups, and Institutions
a. Frederick Douglass (civil rights)
Conflict and Change
b. Explain social barriers,
restrictions, and obstacles that
these historical figures had to
overcome and describe how they
overcame them.
Frederick Douglass
SS3CG2 The student will discuss the
character of different historical
figures in SS3H2a.
Individuals, Groups, and Institutions
a. Describe how the different
historical figures in SS3H2a display
positive character traits of
cooperation, diligence, courage,
and leadership.
b. Explain how the historical figures
in SS3H2a used positive character
traits to support their beliefs in
liberty, justice, tolerance, and
freedom of conscience and
expression.
c. Explain how the historical figures
in SS3H2a chose when to respect
and accept authority.
Frederick
Douglass
SS3H2
How did Frederick
Douglass work to
improve expand
people’s rights
and freedoms?
What was the
political climate
during Frederick
Douglass’s time?
Frederick
Douglass
SS3CG2
What social
barriers did
Frederick
Douglass have to
overcome? How
did he overcome
them?
How does
Frederick
Douglass exhibit
positive character
traits?
Be Able To
System Resources
(Matches EQ)
Frederick
Douglass
SS3H2
 Frederick
Douglass
 Civil rights
 Slavery
 Anti-slavery
 Abolitionist
 Courage
 Leadership
 Diligence
 Freedom of
conscience
and expression
Frederick Douglass
SS3H2
a.(DOK 2 )Discuss how
Frederick Douglass’ worked
to expand the rights and
freedoms of Americans’
democracy (civil right, antislavery)
b.(DOK 2) Discuss the
obstacles Frederick Douglass
had to overcome (ex.
beaten for learning to read,
escaped from slavery, etc.)
Frederick Douglass
a.b.(DOK 2) Describe how
Frederick Douglass showed
leadership, diligence,
cooperation and courage
(escaped slavery, learned to
read, North Star,
abolitionist)
a.b.(DOK 2) Discuss how
Frederick Douglass’ belief in
freedom of conscience and
expression impacted his
actions.
Troup County Schools 2015-2016
3rd Grade Social Studies Map
First Quarter
Frederick Douglass
SS3H2, SS3CG2
Best Practices Example Lesson Plan –
Frederick Douglass
Activators
Frederick Douglass (1:33)- video (can
be used as an activator or summarizer)
Frederick Douglass Quote – display
when you are discussing Douglass
learning to read
Frederick Douglass – anticipation guide
Famous American Rap – begin with
Douglass
Brain Pop – Frederick Douglass
Frederick Douglass (4:03) – video (can
be used as an activator or summarizer)
I Do/ We do
Frederick Douglass – flipchart
Frederick Douglass – location
Be sure to identify these locations on
your United States classroom map as
well.
Frederick Douglass – interactive
American Heroes Series Biography
Frederick Douglass – biography
response sheet (to be used during or
after reading interactive biography)
*Students should make a graphic
organizer to record important
information
7
SS3G2 The student will describe the
cultural and geographic systems
associated with the historical
figures in SS3H2a.
Location
a. Identify on a political map
specific locations significant to the
life and times of these historic
figures.
Conflict and Change
b. Describe how place (physical
and human characteristics) had
an impact on the lives of these
historic figures.
c. Describe how each of these
historic figures adapted to and
was influenced by his/her
environment.
Frederick Douglass
Location
d. Trace examples of travel and
movement of these historic figures
and their ideas across time.
Conflict and Change
e. Describe how the region in
which these historic figures lived
affected their lives and had an
impact on their cultural
identification.
SS3G2
Where was
Frederick
Douglass raised?
What examples of
travel and
movement were
significant during
Frederick
Douglass’
lifetime?
How did growing
up in the south
affect Frederick
Douglass’ feelings
about how
different groups
of people were
treated?
Frederick
Douglass
How was Fredrick
Douglass
influenced by his
environment?
a.b.d.(DOK 1) Locate where
Georgia Experience:
Frederick Douglass lived,

Chapter 6
worked and traveled on the
map (southeast to northeast)
Georgia Studies Weekly:
*Week 5
c.(DOK2) Describe how
Frederick Douglass’ belief in
liberty was influenced by his
environment (born a slave,
ran away, worked against
slavery)
1000 Readers #101
Frederick Douglass – narrative chain
Frederick Douglass – narrative chain
graphic organizer
You do
Frederick Douglass – character trait
organizer
Frederick Douglass – anchor chart
Frederick Douglass – graphic organizer
Assessment
Frederick Douglass
Georgia Studies Weekly Teacher
Resource Pages 23-26
H2, CG2 American Heroes Anchor Chart
- complete Frederick Douglass section
e.Describe how the region
that Douglass lived affected
his life and cultural
identification
How did where
Frederick
Douglass live
impact his
cultural
identification?
After teaching Frederick Douglass, add
his picture to your classroom timeline.
Frameworks Lessons from GA DOE
Click here for other lessons and
resources
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3rd Grade Social Studies Map
First Quarter
8
Economics
GPS Standards
Production, Distribution,
Consumption
SS3E2 The student will explain
that governments provide
certain types of goods and
services in a market
economy and pay for these
through taxes and will
describe services such as
schools, libraries, roads,
police/fire protection, and
military.
(Note: In Kindergarten,
students explained that
people earn income by
exchanging their human
resources for wages or
salaries. In 1st grade, they
identified goods that people
make and services they
provide. In 2nd grade, they
identified ways in which
goods and services are
allocated. New learning is to
explain that government
provides certain goods and
services and pays for these
through taxes.)
Economics: Goods and Services Provided by the Government (E2) – about 5 days
Understand
Know
Be Able To
System Resources
(Essential Question)
Economics
SS3E2
What are the 3 levels of
government?
What kinds of goods
and services does our
local government
provide?
What kinds of goods
and services does our
national government
provide?
Why do we have to
pay taxes?
Economics
SS3E2
 Market
economy
 Taxes
 Schools
 Libraries
 Roads
 Police
 Fire
 Military
 Public
 Private
 Goods
 Services
 Local
 National
 Labor
 Sales tax
 Property tax
 Income tax
 National level
 State level
 Local level
(Matches EQ)
Economics
SS3E2
(DOK1) Define a market
economy
(DOK 2) Distinguish
between goods and
services.
(DOK2) Compare goods
provided by local
government and the
national (federal)
government
Economics
SS3E2
Best Practices Example Lesson Plan –
Economics Q1
Activator
Tax Man Max – video activator
BrainPop – Goods & Services
I do/ We do
Georgia Experience:
 Chapter 16 (Your Taxes at Work)
Georgia Studies Weekly:
*Week 16
(DOK2) Compare services
Tax Man – short Readers Theatre
provided by the local
Discovery Education:
government and the

Taxes (1:08)
national government
(DOK2) Explain how the
You do
government uses money
Paying for Community Services - activity
generated through tax
collection to pay for goods
Assessment
and services
Georgia Studies Weekly Teacher Resource
Frameworks Lessons from GA DOE
Click here for other lessons and resources
Troup County Schools 2015-2016
3rd Grade Social Studies Map
First Quarter
9