ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Social Studies
GRADE LEVEL: Grade 3
CREATION DATE: March, 2003
Essential Question, Concept or Theme: A. Introduction to Pennsylvania: What is the importance of each Pennsylvania
symbol? What does Pennsylvania’s government do? What is the significance of Pennsylvania’s historical places and
artifacts? What make Pennsylvania special?
PA Standards: 5.1.3 (D, E, F, G, H, I), 8.2.3 (B)
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will . . .
 locate where they live on a
 Social Studies Alive! Our
 describe the purposes of government in
map and globe
Community and Beyond, 2003
Pennsylvania
 dioramas
 Videos
 identify Pennsylvania state symbols
 make and label
 Pennsylvania packets
 discuss importance of local historical sites
topographical maps
 Individual student atlases –
and documents
 journal entry comparing
Nystrom Map Champ Atlas for
communities
Third Grade
 Venn diagrams
 Spotlight on Literacy
Anthologies: MacMillan
 dramas related to the culture
McGraw-Hill
of an area
 Internet
 create flow charts showing
daily activities
 Library resources
 collage of goods and
 Classroom atlases
services
 Globes
 unit test
 Maps
 PowerPoint presentation
 Daily Geopgraphy:
 posters
McDougal
 written/oral reports
 Biography books – still need
more
 Super Print maps
 teacher observation
Approx. Time Allotment:
Instructional Strategies
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Social Studies Grade 3
Page 1
-1-
walking tour of Media
research industries in a particular
area
comparison chart of community
types
thematic map study
interviews of employees
Internet research
written communication with other
children
interviews with pen pals about
geographical features and
influences
class discussions
videos
trade books
run the classroom as a community
International luncheon
brainstorming
cooperative learning groups
learning centers
field trip to historical
reflective thinking
content/inquiry charts
think/pair/share
word banks
note taking
famous people time line
Pennsylvania site
March 2003
Essential Question, Concept or Theme: A. Introduction to Pennsylvania: What is the importance of each Pennsylvania
symbol? What does Pennsylvania’s government do? What is the significance of Pennsylvania’s historical places and
artifacts? What make Pennsylvania special?
PA Standards: 5.1.3 (D, E, F, G, H, I), 8.2.3 (B)
Adaptations/Inclusion Techniques
















partially completed graphic organizers
assistance with pen pal letters
preferential seating
alternate assessments
modified assignments
audio taped trade books
special adaptations as specified in IEP
auditory and visual cues
repeated directions
extended time
oral testing
peer assistance
highlighter pens and tape
individualized word banks
check-in dates
extended wait time
Social Studies Grade 3
Enrichment Strategies











Oral reports
Creative writing
Problem - based
learning activities
Supplemental readings
Tiered assignments
Independent study
Research
Learning contracts
Special adaptations as
specified in GIEP
Computer programs
Internet investigations
Page 2
Approx. Time Allotment:
Remediation Strategies




Modified assignments
Leveled research materials
Peer support
Graphic aids




-2-
Multicultural/Interdisciplinary
Connection
Language Arts- Spotlight on
Literacy Anthology
Math- graphing, measuring, and
estimating
Art- dioramas, painting
interpretation, culture bags
Children’s Weekly current
events publications; Scholastic
News, Time for Kids, Weekly
Reader
March 2003
Essential Question, Concept or Theme: B. Geography: What is a region? What is a natural resource? What is a landform? Why are the various US
regions divided the way that they are? How do the natural resources of an area affect how people live? (e.g., jobs, recreation) Where are we in relation to
the world? What are the physical properties of various regions? What is culture? How do people use and change geographic areas?
PA Standards: 7.1.3 (A, B), 7.2.3 (B), 7.3.3 (A, B, E), 7.4.3 (B), 8.1.3 (B)
Benchmark/Skills
Students will...
 name and use geographic tools and their uses; maps,
globes, graphs, diagrams, photographs, sketch maps, and
thematic maps
 identify and locate the physical features of continents,
oceans, and land forms
 identify and locate the human features of countries,
states, and cities
 identify and describe regions with uniform geographical
characteristics in the U.S.
 identify basic physical processes that affect the physical
characteristics of places and regions; earth-sun
relationships and weather and climate *Solar System science, Weather - math
 identify the effects of extreme physical events and
disasters; floods, tornados, hurricanes, and earthquakes
 MacMillan McGraw-Hill - Forces of Nature Unit
 identify the human characteristics of places and regions
by their cultural characteristics
 identify the human characteristics of places and regions
by their political activities; local political units
 describe the impact of physical systems on people
*MacMillan McGraw-Hill - Forces of Nature Unit
 identify the impact of people on physical systems;
animal extinction, land use - Earth Day Activities,
*MacMillan McGraw-Hill - Community Spirit Unit
 use historical maps to create graphs showing data over
time
Social Studies Grade 3
Aligned Materials/
Resources/Technology
Assessment














locate where they live
on a map and globe
dioramas
make and label
topographical maps
journal entry
comparing
communities
Venn diagrams
dramas related to the
culture of an area
create flow charts
showing daily activities
collage of goods and
services
unit test
PowerPoint
presentation
posters
written/oral reports
Super Print maps
teacher observation












Social Studies Alive!
Our Community and
Beyond, 2003
Videos
Pennsylvania packets
Individual student
atlases – Nystrom Map
Champ Atlas for Third
Grade
Spotlight on Literacy
Anthologies:
MacMillan McGrawHill
Internet
Library resources
Classroom atlases
Globes
Maps
Daily Geopgraphy:
McDougal
Biography books – still
need more
Instructional Strategies














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




Page 3
Approx. Time
Allotment:
-3-
walking tour of Media
research industries in a particular
area
comparison chart of community
types
thematic map study
interviews of employees
Internet research
written communication with other
children
interviews with pen pals about
geographical features and
influences
class discussions
videos
trade books
run the classroom as a community
International luncheon
brainstorming
cooperative learning groups
learning centers
field trip to historical
reflective thinking
content/inquiry charts
think/pair/share
word banks
note taking
famous people time line
Pennsylvania site
March 2003
Essential Question, Concept or Theme: B. Geography: What is a region? What is a natural resource? What is a landform? Why are the various US regions divided the
way that they are? How do the natural resources of an area affect how people live? (e.g., jobs, recreation) Where are we in relation to the world? What are the physical
properties of various regions? What is culture? How do people use and change geographic areas?
PA Standards:
7.1.3 (A, B), 7.2.3 (B), 7.3.3 (A, B, E), 7.4.3 (B), 8.1.3 (B)
Adaptations/Inclusion Techniques
















partially completed graphic organizers
assistance with pen pal letters
preferential seating
alternate assessments
modified assignments
audio taped trade books
special adaptations as specified in IEP
auditory and visual cues
repeated directions
extended time
oral testing
peer assistance
highlighter pens and tape
individualized word banks
check-in dates
extended wait time
Social Studies Grade 3
Enrichment Strategies











Oral reports
Creative writing
Problem - based learning
activities
Supplemental readings
Tiered assignments
Independent study
Research
Learning contracts
Special adaptations as
specified in GIEP
Computer programs
Internet investigations
Page 4
Multicultural/Interdisciplinary
Connection
Remediation Strategies




Approx. Time
Allotment:
Modified assignments
Leveled research materials
Peer support
Graphic aids




-4-
Language Arts- Spotlight
on Literacy Anthology
Math- graphing,
measuring, and estimating
Art- dioramas, painting
interpretation, culture
bags
Children’s Weekly
current events
publications; Scholastic
News, Time for Kids,
Weekly Reader
March 2003
Essential Question, Concept or Theme: C. Government: Why do we need government? How does the government
Approx. Time Allotment:
work? What does good citizenship look like?
PA Standards: 5.1.3 (A, B, C, D, E, F, G, H, I, J), 5.2.3 (A, B, C, D, E, F, G), 5.3.3 (A, B, C, D, E, F, G, H, I, J, K), 5.3.3 (D, G), 6.2.3 (G, H, I, J), 6.4.3 (G),
7.3.3 (E), 8.2.3 (A, C), 8.3.3 (A, B, C)
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
Students will...
 locate where they
 Social Studies Alive!
 walking tour of Media

describe what government is
live on a map and
Our Community and
 research industries in a

explain the purposes of rules and laws and why they are important in the school,
globe
Beyond,
2003
particular area
community, state and nation

dioramas

Videos

comparison chart of

define the principles and ideals shaping government; diversity of people and ideas,
common good, rule of law, leadership, and citizenship
 make and label
 Pennsylvania packets
community types

describe the purpose of the United States Flag, Pledge of Allegiance, and The
topographical maps
 Individual student
 thematic map study
National Anthem
 journal entry
atlases – Nystrom
 interviews of employees

explain the importance of respect for the property and opinions of others
comparing
Map
Champ
Atlas
for
 Internet research

identify symbols and political holidays
communities
Third Grade

identify examples of the rights and responsibilities of citizenship; personal rights
 written communication
and civic responsibilities
 Venn diagrams
 Spotlight on Literacy
with other children

identify sources of conflict and disagreement and different ways conflicts can be
Anthologies:
 dramas related to the
 interviews with pen pals
resolved
MacMillan McGrawculture
of
an
area
about geographical

identify the importance of political leadership and public service in the school,
Hill
 create flow charts
features and influences
community, state and nation
 Internet
showing daily

describe ways citizens can influence the decisions and actions of government
 class discussions

explain the benefits of following rules and laws and the consequences of violating
 Library resources
activities
 videos
them
 collage of goods and  Classroom atlases
 trade books

identify ways to participate in government and civic life
services

Globes
 run the classroom as a

identify the role of the three branches of government: judicial, executive, legislative
 unit test
 Maps

identify reasons for rules and laws in the school and community
community
 PowerPoint

identify positions of authority at school, in the community, and state and national
 Daily Geopgraphy:
 International luncheon
governments
presentation
McDougal
 brainstorming

explain what an election is
 posters

Biography
books
–
 cooperative learning

explain why being treated fairly is important
 written/oral reports
still need more
groups

identify individual interests and explain ways to influence others
 Super Print maps

explain why taxes are necessary and identify who pays them
 learning centers

define what a tax is
 teacher observation
field trip to historical

identify goods and services produced by the government; postal service, firefighters,
 reflective thinking
police
 content/inquiry charts
explain the relationship between taxation and government services

define specialization and the concept of division of labor
 think/pair/share

identify the human characteristics of places and regions by their political activities
 word banks

recognize the importance of individuals who have made a difference in the United
 note taking
States government; Washington, Jefferson, Lincoln, Roosevelts
 famous people time line
 Pennsylvania site
Social Studies Grade 3
Page 5
-5-
March 2003
Essential Question, Concept or Theme: C. Government: Why do we need government? How does the government
Approx. Time Allotment:
work? What does good citizenship look like?
PA Standards: 5.1.3 (A, B, C, D, E, F, G, H, I, J), 5.2.3 (A, B, C, D, E, F, G), 5.3.3 (A, B, C, D, E, F, G, H, I, J, K), 5.3.3 (D, G), 6.2.3 (G, H, I, J), 6.4.3 (G),
7.3.3 (E), 8.2.3 (A, C), 8.3.3 (A, B, C)
Multicultural/Interdisciplinary
Adaptations/Inclusion Techniques
Enrichment Strategies
Remediation Strategies
Connection
 partially completed graphic organizers
 Oral reports
 Modified assignments
 Language Arts- Spotlight on
Literacy Anthology
 assistance with pen pal letters
 Creative writing
 Leveled research materials
 Math- graphing, measuring, and
 preferential seating
 Problem - based learning  Peer support
estimating
activities
 alternate assessments
 Graphic aids
 Art- dioramas, painting
 Supplemental readings
 modified assignments
interpretation, culture bags
 Tiered assignments
 audio taped trade books

Children’s Weekly current events

Independent
study
 special adaptations as specified in IEP
publications; Scholastic News,
 Research
 auditory and visual cues
Time for Kids, Weekly Reader
 Learning contracts
 repeated directions
 Special adaptations as
 extended time
specified in GIEP
 oral testing
 Computer programs
 peer assistance
 Internet investigations
 highlighter pens and tape
 individualized word banks
 check-in dates
 extended wait time
Social Studies Grade 3
Page 6
-6-
March 2003
Essential Question, Concept or Theme: D. Famous People/Historical Biographies: Who are people who have
made a difference in our state, country, and world?
PA Standards: 5.1.3 (M), 8.1.3 (A), 8.2.3 (A), 8.3.3 (A)
Benchmark/Skills






Students will...
identify portions of famous speeches and
writings that reflect the basic ideals and
principles of government; “I have a
dream” - Martin Luther King Jr.
identify chronological thinking and
develop a sense that history happens over
time; time lines
identify historical research
recognize the importance of individuals
and groups who have made a difference in
the history of Pennsylvania
recognize the importance of individuals
who have made a difference in the United
States
Aligned Materials/
Resources/Technology
Assessment














Approx. Time Allotment:
locate where they live on a map
and globe
dioramas
make and label topographical
maps
journal entry comparing
communities
Venn diagrams
dramas related to the culture of
an area
create flow charts showing
daily activities
collage of goods and services
unit test
PowerPoint presentation
posters
written/oral reports
Super Print maps
teacher observation












Instructional Strategies


Social Studies Alive! Our
Community and Beyond, 2003
Videos
Pennsylvania packets
Individual student atlases –
Nystrom Map Champ Atlas for
Third Grade
Spotlight on Literacy
Anthologies: MacMillan
McGraw-Hill
Internet
Library resources
Classroom atlases
Globes
Maps
Daily Geopgraphy: McDougal
Biography books – still need
more





















Social Studies Grade 3
Page 7
-7-
walking tour of Media
research industries in a
particular area
comparison chart of
community types
thematic map study
interviews of employees
Internet research
written communication with
other children
interviews with pen pals about
geographical features and
influences
class discussions
videos
trade books
run the classroom as a
community
International luncheon
brainstorming
cooperative learning groups
learning centers
field trip to historical
reflective thinking
content/inquiry charts
think/pair/share
word banks
note taking
famous people time line
Pennsylvania site
March 2003
Essential Question, Concept or Theme: D. Famous People/Historical Biographies: Who are people who have made a
difference in our state, country, and world?
PA Standards: 5.1.3 (M), 8.1.3 (A), 8.2.3 (A), 8.3.3 (A)
Adaptations/Inclusion Techniques
















partially completed graphic organizers
assistance with pen pal letters
preferential seating
alternate assessments
modified assignments
audio taped trade books
special adaptations as specified in IEP
auditory and visual cues
repeated directions
extended time
oral testing
peer assistance
highlighter pens and tape
individualized word banks
check-in dates
extended wait time
Social Studies Grade 3
Enrichment Strategies











Oral reports
Creative writing
Problem - based learning
activities
Supplemental readings
Tiered assignments
Independent study
Research
Learning contracts
Special adaptations as
specified in GIEP
Computer programs
Internet investigations
Page 8
Approx. Time Allotment:
Remediation Strategies




Modified assignments

Leveled research materials

Peer support
Graphic aids


Multicultural/Interdisciplinary
Connection
Language Arts- Spotlight on
Literacy Anthology
Math- graphing, measuring, and
estimating
Art- dioramas, painting
interpretation, culture bags
Children’s Weekly current events
publications; Scholastic News,
Time for Kids, Weekly Reader
-8-
March 2003
Essential Question, Concept or Theme: E. Other Content Area Units
PA Standards: 7.2.3 (B), 7.3.3 (B), 7.4.3 (B), 8.1.3 (D)
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment














locate where they live on a map
and globe
dioramas
make and label topographical
maps
journal entry comparing
communities
Venn diagrams
dramas related to the culture of
an area
create flow charts showing
daily activities
collage of goods and services
unit test
PowerPoint presentation
posters
written/oral reports
Super Print maps
teacher observation












Social Studies Alive! Our
Community and Beyond, 2003
Videos
Pennsylvania packets
Individual student atlases –
Nystrom Map Champ Atlas for
Third Grade
Spotlight on Literacy Anthologies:
MacMillan McGraw-Hill
Internet
Library resources
Classroom atlases
Globes
Maps
Daily Geopgraphy: McDougal
Biography books – still need more
Instructional Strategies























Social Studies Grade 3
Page 9
-9-
walking tour of Media
research industries in a particular
area
comparison chart of community
types
thematic map study
interviews of employees
Internet research
written communication with other
children
interviews with pen pals about
geographical features and
influences
class discussions
videos
trade books
run the classroom as a community
International luncheon
brainstorming
cooperative learning groups
learning centers
field trip to historical
reflective thinking
content/inquiry charts
think/pair/share
word banks
note taking
famous people time line
Pennsylvania site
March 2003
Essential Question, Concept or Theme: E. Other Content Area Units
PA Standards: 7.2.3 (B), 7.3.3 (B), 7.4.3 (B), 8.1.3 (D)
Adaptations/Inclusion Techniques
















partially completed graphic organizers
assistance with pen pal letters
preferential seating
alternate assessments
modified assignments
audio taped trade books
special adaptations as specified in IEP
auditory and visual cues
repeated directions
extended time
oral testing
peer assistance
highlighter pens and tape
individualized word banks
check-in dates
extended wait time
Social Studies Grade 3
Approx. Time Allotment:
Enrichment Strategies











Oral reports
Creative writing
Problem - based learning
activities
Supplemental readings
Tiered assignments
Independent study
Research
Learning contracts
Special adaptations as
specified in GIEP
Computer programs
Internet investigations
Page 10
Multicultural/Interdisciplinary
Connection
Remediation Strategies




Modified assignments

Leveled research materials

Peer support
Graphic aids


- 10 -
Language Arts- Spotlight on
Literacy Anthology
Math- graphing, measuring, and
estimating
Art- dioramas, painting
interpretation, culture bags
Children’s Weekly current events
publications; Scholastic News,
Time for Kids, Weekly Reader
March 2003