Troup County School System
Social Studies Curriculum Map
Third Grade –Second Quarter
Each underlined standard/element is a direct link to formative assessment examples.
Susan B. Anthony / Mary McLeod Bethune /Franklin D. Roosevelt/ Eleanor Roosevelt /Economics
GMAS Content Weights: History - 30%, Geography – 20%, Government/Civics – 30%, Economics – 20%
Informational Process Skills:
Map Skills:
1. Compare similarities and differences
2. Organize items chronologically
3. Identify issues and/or problems and alternative solutions
4. Distinguish between fact and fiction
5. Identify main idea, details, sequence of events, and cause and
effect
7. Interpret time lines
12. Analyze graphs and diagrams
13. Translates dates into centuries, eras, or ages
3. Use a letter/number grid system to determine location.
4. Compare/Contrast categories of natural, cultural, and political features found
on maps.
5. Use inch to inch map scale to determine distance on map.
6. Use map key/legend to acquire information from, historical, physical, political,
resource, product, and economic maps.
7. Use a map to explain impact of geography on historical and current events.
8. Draw conclusions and make generalizations based on information from maps.
9. Use latitude and longitude to determine location.
Pacing:
Susan B. Anthony – about 7 days, Mary McLeod Bethune – about 7 days, Franklin D. Roosevelt – about 7 days, Eleanor
Roosevelt – about 7 days, Economics – about 11 days, Review – about 5 days
Note: In 1st grade, students read about and discussed the lives of historical figures in American history, described how they displayed positive character
traits, and described their cultural and geographic systems. In 2nd grade, students read about and discussed the lives of the Creek and Cherokee and
historical figures in Georgia history, gave examples of how they demonstrated positive character traits, and described the cultural and geographic
systems associated with Georgia’s Creek and Cherokee.
New learning is to discuss how Frederick Douglass, Susan B. Anthony, and Mary McLeod Bethune expanded rights and freedoms, discuss their positive
character traits, and describe the cultural and geographic systems associated with them.
Continue to use an anchor chart to list facts about these historical figures and a map to chart their travel and movement. Use
these tracks of learning to review the historical figure(s) you have already taught as well as to compare and contrast them as
you learn about each new person.
Troup County Schools 2015-2016
3rd Grade Social Studies Map
Second Quarter
1
Susan B. Anthony (H2.a,b; CG2.a,b,c; G2.a,b,c,d,e) – about 7 days
Susan B. Anthony: Women’s Rights (H2, CG2) - about 5 days
Location (G2)- about 2 days
GPS Standards
Understand
Know
Be Able To
System Resources
Susan B. Anthony
SS3H2 The student will discuss the
lives of Americans who
expanded people’s rights and
freedoms in a democracy.
Individuals, Groups, and
Institutions
a.Susan B. Anthony (women’s
rights),
Susan B. Anthony
SS3H2
What did Susan B.
Anthony do to expand
people’s rights and
freedoms?
Susan B. Anthony
SS3H2
Susan B. Anthony
SS3H2
a. (DOK 1 )Describe
characteristics of Susan B.
Anthony’s life and how she
expanded people’s rights and
democracy
a.(DOK 2) Discuss how Susan B.
Anthony had an impact on
women’s rights
Susan B. Anthony
SS3H2, SS3CG2
Conflict and Change
b.Explain social barriers,
restrictions, and obstacles that
these historical figures had to
overcome and describe how
they overcame them.
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.
Why did Susan B.
Anthony believe it was
important for everyone
in the United States to
have equal rights?
What social barriers did
Susan B. Anthony have
to overcome? How did
she overcome them?
Susan B. Anthony
SS3CG2
How does Susan B.
Anthony exhibit positive
character traits?
 Susan B.
Anthony
 Women’s rights
 Women’s
Suffrage
 Equality
Susan B. Anthony
SS3CG2
 Diligence
 Courage
 Leadership
 Freedom of
conscience and
expression
Best Practices Lesson Susan B.
Anthony
Activators
Susan B. Anthony – voting activator
Brain Pop Jr. – Susan B. Anthony
Brain Pop – Women’s Suffrage
b. (DOK 2) Discuss the
Discovery Education:
obstacles Susan B. Anthony

Women’s Suffrage Movement:
had to overcome (ex. Arrested
Gaining Equality for Women (3:17)for voting, women paid less
video (can be used as an activator
than men, unfair treatment of
or a summarizer)
women, all property belonged
to men, etc.)
I do/We do
Georgia Experience:
Susan B. Anthony
 Chapter 7
SS3CG2
a.(DOK 2) Describe how Susan
Georgia Studies Weekly
B. Anthony showed leadership
 Week 7
and courage.
1000 Readers #4-Susan B. Anthony
Susan B. Anthony – flipchart
Susan B. Anthony – interactive
American Heroes Series Biography
Susan B. Anthony – biography
response sheet
Troup County Schools 2015-2016
3rd Grade Social Studies Map
Second Quarter
2
GPS Standards
Understand
Susan B. Anthony
SS3CG2
Susan B. Anthony
SS3CG2
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.
How did Susan B.
Anthony’s desire to
vote change life for
women?
c. Explain how the historical
figures in SS3H2a chose when to
respect and accept authority.
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.
Location
d. Trace examples of travel and
movement of these historic
figures and their ideas across
time.
Know
Be Able To
System Resources
Susan B. Anthony
SS3CG2
Susan B. Anthony
SS3CG2
b.(DOK 2) Discuss how Susan B.
Anthony’s belief in freedom of
conscience and expression
impacted her actions.
Susan B. Anthony
SS3H2, SS3CG2
Susan B. Anthony – anchor chart
Susan B. Anthony – location
Be sure to identify these locations
on your United States classroom
map as well.
SS3G2
In what region of the
U.S. was Susan B.
Anthony born and
raised?
How was Susan B.
Anthony’s life
impacted by growing
up as a Quaker in the
Northeast?
How was Susan B.
Anthony influenced by
her environment?
SS3G2
 Northeast
 Quaker
SS3G2
a. (DOK 1)Locate where Susan
B. Anthony lived and traveled
(Massachusetts and the
Northeast region)
b.(DOK 2) Explain how Susan B.
Anthony’s life was impacted
by growing up as a Quaker in
the Northeast.
c.(DOK2) Describe how Susan
B. Anthony’s belief in women’s
rights was influenced by her
environment
What examples of
travel and movement
were significant during
Susan B. Anthony’s
lifetime?
You Do
Susan B. Anthony – character trait
organizer
Suffrage – primary source activity
Famous American Rap – add
Anthony
Assessments
Georgia Studies Weekly Teacher
Resource Pages 30-32
American Heroes anchor chart
(complete section for Susan B.
Anthony)
Life, Liberty, and the Pursuit of
Happiness - unit from GA
Frameworks (great lesson ideas for
Susan B. Anthony)
After teaching Susan B. Anthony,
add her picture to your classroom
timeline.
Troup County Schools 2015-2016
3rd Grade Social Studies Map
Second Quarter
3
GPS Standards
Susan B. Anthony
SS3G2
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.
Understand
Susan B. Anthony
SS3G2
What affect did
location and culture
have on Susan B.
Anthony’s beliefs in
women’s right?
Know
Be Able To
Susan B. Anthony
SS3G2
d.e.(DOK 2) Describe how
location and culture had an
effect on Susan B. Anthony’s
beliefs in women’s rights.
Troup County Schools 2015-2016
3rd Grade Social Studies Map
Second Quarter
System Resources
Click here for other lessons and
resources
4
Mary McLeod Bethune (H2.a,b; CG2.a,b,c; G2.a,b,c,d,e) – about 7 days
Mary McLeod Bethune: Education (H2, CG2) - about 5 days
Location (G2) – about 2 days
GPS Standards
Understand
Mary M. Bethune
SS3H2 The student will discuss the
lives of Americans who
expanded people’s rights and
freedoms in a democracy.
Individuals, Groups, and
Institutions
a. Mary McLeod Bethune
(education),
Mary M. Bethune
SS3H2
How did Mary McLeod
Bethune expand
people’s rights and
freedoms?
Conflict and Change
b. Explain social barriers,
restrictions, and obstacles that
these historical figures had to
overcome and describe how
they overcame them.
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.
Know
Mary M. Bethune
SS3H2
 Mary McLeod
Bethune
 Education
 Slave
 Freed slave
Why did Mary McLeod
Bethune believe
education was
important?
What effect did being
raised by freed slaves
have on Mary McLeod
Bethune’s life?
SS3CG2
How did Mary McLeod
Bethune exhibit an use
positive character
traits?
Why was it important
to Mary McLeod
Bethune that all
children get a good
education?
SS3CG2
 Diligence
 Cooperation
 Leadership
 Tolerance
Be Able To
Mary M. Bethune
SS3H2
(DOK 1 )Describe how the
characteristics of Mary
McLeod Bethune expanded
people’s rights and freedoms
in a democracy and the
impact it had on women’s
rights.
System Resources
Mary M. Bethune
SS3H2, SS3CG2
Best Practices Lesson Plan Mary
McLeod Bethune
Activators
Mary McLeod Bethune (4:05)- video
(can be used as an activator or a
summarizer)
b.(DOK 2) Discuss the
obstacles Mary McLeod
Bethune had to overcome (ex.
Older brothers and sister sold
into slavery, started a school
with no money for desks or
supplies, etc.)
SS3CG2
a.b.(DOK 2) Describe how
Mary McLeod Bethune
showed cooperation,
courage, leadership and
diligence.
Mary McLeod Bethune - flipchart
b.(DOK 2) Discuss how Mary
McLeod Bethune’s belief in
tolerance impacted her
actions.
Mary McLeod Bethune – interactive
American Heroes Series Biography
Troup County Schools 2015-2016
3rd Grade Social Studies Map
Second Quarter
I do/We do
Georgia Experience:
 Chapter 8
Georgia Studies Weekly
 Week 10
1000 Readers #164 – Mary McLeod
Bethune
Mary McLeod Bethune - location
Be sure to identify these locations
on your United States classroom
map as well.
Mary McLeod Bethune – biography
response sheet
5
GPS Standards
Understand
Mary M. Bethune
SS3CG2
c. Explain how the historical
figures in SS3H2a chose when to
respect and accept authority.
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.
Mary M. Bethune
SS3CG2
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.
As a teacher, why did
Mary McLeod Bethune
move from South
Carolina to Georgia to
Florida?
What role did Mary
McLeod Bethune’s
location play in her
work to improve
education?
Know
Mary M. Bethune
SS3CG2
Be Able To
Mary M. Bethune
SS3CG2
System Resources
You do
Mary McLeod Bethune - sort
SS3G2
In what region of the
U.S. did Mary McLeod
Bethune grow up?
SS3G2
 Southeast
SS3G2
a.( DOK 1) Locate where Mary
McLeod Bethune lived and
traveled
Mary McLeod Bethune – character
trait organizer
Mary McLeod Bethune - graphic
organizer
Famous American Rap – add
Bethune
How did where Mary
McLeod Bethune live
impact her life?
b.(DOK 2) Explain how Mary
McLeod Bethune’s location
played a role in her work to
improve education
How was Mary McLeod
Bethune influenced by
her environment?
c.(DOK2) Describe how Mary
McLeod Bethune’s belief in
education was influenced by
her environment
American Heroes – anchor chart
(complete section for Mary
McLeod Bethune)
d.e.(DOK 2) Explain how Mary
McLeod Bethune’s movement
from South Carolina to Florida
affected her life and had an
impact on her cultural
identification.
After teaching Mary McLeod
Bethune, add her picture to your
classroom timeline.
Troup County Schools 2015-2016
3rd Grade Social Studies Map
Second Quarter
Assessments
Georgia Studies Weekly Teacher
Resource Pages Second Quarter
Life, Liberty, and the Pursuit of
Happiness- unit from GA
Frameworks (great lesson ideas for
Mary McLeod Bethune)
Click here for other lessons and
resources
6
Franklin D. Roosevelt (H2.a,b; CG2.a,b,c; G2.a,b,c,d,e) – about 7 days
Franklin D. Roosevelt: New Deal and World War II (H2, CG2) – about 5 days
Location (G2) – about 2 days
GPS Standards
Franklin D. Roosevelt
SS3H2 The student will discuss the
lives of Americans who
expanded people’s rights and
freedoms in a democracy.
Individuals, Groups, and
Institutions
a. Franklin D. Roosevelt (New
Deal and World War II),
Conflict and Change
b. Explain social barriers,
restrictions, and obstacles that
these historical figures had to
overcome and describe how
they overcame them.
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.
Understand
Franklin D. Roosevelt
SS3H2, SS3CG2
How did Franklin D.
Roosevelt expand
people’s rights and
freedoms?
How did Franklin
Delano Roosevelt help
Americans when many
people lost most of
their money and their
jobs?
What social barriers did
Franklin D. Roosevelt
have to overcome?
How did he overcome
them?
SS3CG2
What character traits
did President Roosevelt
possess in order to help
so many Americans
during a hard time?
Know
Be Able To
System Resources
Franklin D.
Roosevelt
SS3H2, SS3CG2
Franklin D. Roosevelt
SS3H2
a.(DOK 1 )Describe characteristics
Franklin D. Roosevelt
SS3H2, SS3CG2
 Franklin Delano
Roosevelt
 FDR
 New Deal
 World War II
of Franklin D. Roosevelt
a.b.(DOK 2) Discuss the Great
Depression and how FDR helped
Americans during this time.
a.b.(DOK 3) Explain why FDR
developed his “New Deal”
programs.
 Social Barriers
 Restrictions
 Obstacles
 Polio
 Poverty
 Great Depression
SS3CG2
 Positive
character traits
 Cooperation
 Diligence
 Liberty
 Northeast
b.(DOK 2) Discuss the
obstacles Franklin D. Roosevelt
had to overcome and how he
overcame them.
SS3CG2
a.b. (DOK 2) Describe how
Franklin D. Roosevelt showed
leadership, cooperation and
courage.
a.b.(DOK 2) Discuss how
Franklin D. Roosevelt’s belief in
justice and tolerance
impacted his actions.
Best Practices Lesson Plan Franklin
Roosevelt
Activators
Brain Pop: Franklin D. Roosevelt
Brain Pop: New Deal
Brain Pop: Great Depression
Discovery Education:
 The “New Deal” (4:45)
 Entry into WWII (5:52)
 Polio and Disability (1:26)
 Franklin D. Roosevelt (3:07)
 Primary Source tab- FDR Fireside
Chat
Franklin Roosevelt - podcast (short
video) – Can be used as an
activator.
I do/We do
Georgia Experience:
 Chapter 9
Georgia Studies Weekly
 Week 13
1000 Readers #92 – Franklin Delano
Roosevelt
Troup County Schools 2015-2016
3rd Grade Social Studies Map
Second Quarter
7
GPS Standards
Franklin D. Roosevelt
SS3CG2
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
SS3G2 The student will describe
the cultural and geographic
systems associated with the
historical figures in SS3H2a.
Understand
Franklin D. Roosevelt
SS3CG2
How did WWII help
provide jobs to
Americans?
Franklin D.
Roosevelt
SS3CG2
Be Able To
Franklin D. Roosevelt
SS3CG2
Why did President
Franklin D. Roosevelt
think it was important
to get involved in other
countries’ wars?
Why did President
Roosevelt think it was
important to stop the
leader of Germany
from trying to take over
other countries?
SS3G2
In which region of the
U.S. was Franklin D.
Roosevelt born and
raised?
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.
Know
How did where Franklin
D. Roosevelt live
impact his life?
System Resources
Franklin D. Roosevelt – location
Be sure to identify these locations
on your United States classroom
map as well.
Franklin Roosevelt – PowerPoint
(can be used as a review)
Franklin Roosevelt – flipchart
Franklin Roosevelt – interactive
American Heroes Series Biography
SS3G2
SS3G2
a.(DOK 1) Locate where
Franklin D. Roosevelt lived,
worked and traveled on the
map (born in NY, went to
school in Mass., moved to
Washington, DC when he
became President, traveled to
Warm Springs, GA to treat
polio, traveled the world as
President)
b.(DOK 2) Describe how
Roosevelt’s early life (born to a
wealthy family in the northeast,
attended a school where he
was taught to honor the
obligation to help the needy)
affected his life.
Troup County Schools 2015-2016
3rd Grade Social Studies Map
Second Quarter
You Do
Franklin Roosevelt – character trait
organizer
Franklin D Roosevelt - task cards
Franklin D Roosevelt Biography Reading activity
Click here for other lessons and
resources
Franklin Roosevelt – newspaper
Franklin Roosevelt – printable book
Assessments
Georgia Studies Weekly Teacher
Resource pages Second Quarter
8
GPS Standards
Understand
Franklin D. Roosevelt
SS3G2
c. Describe how each of these
historic figures adapted to and
was influenced by his/her
environment.
Franklin D. Roosevelt
SS3G2
How was Franklin D.
Roosevelt influenced
by his environment?
How did where Franklin
D. Roosevelt live
impact his cultural
identification?
What examples of
travel and movement
were significant during
Franklin D. Roosevelt’s
lifetime?
How did where Franklin
Roosevelt live impact
his cultural
identification?
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
Know
Be Able To
Franklin D. Roosevelt
SS3G2
c.(DOK2) Describe how
Roosevelt adapted to and was
influenced by his environment
d.(DOK2) Discuss Roosevelt’s
travels and how the regions
affected his cultural
identification
System Resources
The Work Force in a Democracy unit from GA Frameworks (great
lesson ideas for Franklin Roosevelt)
American Heroes – anchor chart
(complete section for Franklin D.
Roosevelt)
After teaching Franklin D.
Roosevelt, add his picture to your
classroom timeline.
Click here for other lessons and
resources
Troup County Schools 2015-2016
3rd Grade Social Studies Map
Second Quarter
9
Eleanor Roosevelt (H2.a,b; CG2.a,b,c; G2.a,b,c,d,e) – about 7 days
Eleanor Roosevelt: United Nations and Human Rights (H2, CG2) – about 5 days
Location (G2) – 2 days
GPS Standards
Eleanor Roosevelt
SS3H2 The student will discuss the
lives of Americans who
expanded people’s rights and
freedoms in a democracy.
Individuals, Groups, and
Institutions
a. Eleanor Roosevelt (United
Nations and human rights),
Conflict and Change
b. Explain social barriers,
restrictions, and obstacles that
these historical figures had to
overcome and describe how
they overcame them.
Understand
Eleanor Roosevelt
SS3H2, SS3CG2
How did the actions of
Eleanor Roosevelt
expand the rights and
freedoms of people in
our country?
What obstacles did
Eleanor Roosevelt face
as a child? How did
she overcome them?
Know
Eleanor Roosevelt
SS3H2, SS3CG2
 Eleanor
Roosevelt
 United Nations
 Human rights
 First Lady
 Social Barriers
 Obstacles
 Shyness
 Northeast
Be Able To
System Resources
Eleanor Roosevelt
Eleanor Roosevelt
SS3H2
SS3H2, SS3CG2
a.b.(DOK 1 )Describe
Activators
characteristics of Eleanor
Roosevelt
BrainPop:Eleanor Roosevelt
a.(DOK 2) Explain how Eleanor
Roosevelt expanded the rights Discovery Education:
and freedoms of people in our  Eleanor Roosevelt (2:25)
country and the world through
I do/We do
her various affiliations,
especially the United Nations.
Georgia Experience:
b.(DOK 2) Discuss the
 Chapter 10
obstacles Eleanor Roosevelt
had to overcome (ex. Grief of
Georgia Studies Weekly
losing her mother, father and
 Week 14
brother before she was ten
1000 Readers #163 – Eleanor
and how she had to go live
Roosevelt
with her grandmother, her
shyness, FDR’s illness, etc.)
Eleanor Roosevelt – location
Be sure to identify these locations
on your United States classroom
map as well.
Eleanor Roosevelt – PowerPoint
(can be used as a review)
Eleanor Roosevelt – flipchart
Eleanor Roosevelt – interactive
American Heroes Series Biography
Troup County Schools 2015-2016
3rd Grade Social Studies Map
Second Quarter
10
GPS Standards
SS3CG2 The student will describe
the cultural and geographic
systems associated with the
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.
Eleanor Roosevelt
Understand
SS3CG2
How did Eleanor
Roosevelt exhibit
positive character
traits?
Know
SS3CG2
Be Able To
SS3CG2
a.b.(DOK 2) Describe how
Eleanor Roosevelt showed
leadership and diligence.
a.b.(DOK 2) Discuss how
Eleanor Roosevelt’s belief in
liberty and freedom of
conscience and expression
impacted her actions.
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.
Eleanor Roosevelt
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.
System Resources
Eleanor Roosevelt – biography
response sheet
You do
Eleanor Roosevelt – character trait
organizer
Assessments
Georgia Studies Weekly Teacher
Resource Second Quarter
American Heroes – anchor chart
(complete section for Eleanor
Roosevelt)
Rights and Freedoms for Everybody
- unit from GA Frameworks (great
lesson ideas for Eleanor Roosevelt)
Eleanor Roosevelt
SS3G2
In which region of the
U.S. did Eleanor
Roosevelt spend most
of her life?
What examples of
travel and movement
were significant during
Eleanor Roosevelt’s
lifetime?
Eleanor Roosevelt
SS3G2
a.(DOK 1) Locate where
Eleanor Roosevelt lived and
traveled (northeast region and
later in the southeast region
when she became first lady –
also spent time in Warm
Springs, GA when
visiting/vacationing at the Little
White House)
b.d.e.(DOK2) Discuss
Roosevelt’s travels and how
the regions influenced and
affected her cultural
identification and her life
Troup County Schools 2015-2016
3rd Grade Social Studies Map
Second Quarter
After teaching Eleanor Roosevelt,
add her picture to your classroom
timeline.
Click here for other lessons and
resources
11
GPS Standards
Eleanor Roosevelt
SS3G2
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.
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.
Understand
Know
Be Able To
System Resources
Eleanor Roosevelt
SS3G2
How was Eleanor
Roosevelt influenced
by her environment?
How did where Eleanor
Roosevelt lived impact
her life?
How did where Eleanor
Roosevelt live impact
her cultural
identification?
Troup County Schools 2015-2016
3rd Grade Social Studies Map
Second Quarter
12
Economics (E1, E4) – about 11 days
GPS Standards
Economics
SS3E1 The student will describe
the four types of productive
resources:
Production, Distribution,
Consumption
a. Natural (land)
b. Human (labor)
c. Capital (capital goods)
d. Entrepreneurship (used to
create goods and services)
(Note: In Kindergarten,
students discussed the types of
work that people do. In 1st
grade, they identified goods
that people make and services
they provide. New learning is
to describe each of the four
types of productive resources.)
Economics: Productive Resources (E1) – about 7 days
Economics: Personal Spending and Saving Choices (E4) – about 4 days
Understand
Know
Be Able To
Economics
SS3E1
What are the types of
productive
resources?
What are natural
resources?
What are human
resources?
Economics
SS3E1
 Productive
resources
 Natural resources
 Human resources
 Capital resources
 Entrepreneurship
 Goods and
services
Economics
SS3E1
a.b.c.d.(DOK 2)
Identify and describe
types of natural
resources, human
resources, capital
resources and
entrepreneurship
What are capital
resources?
System Resources
Economics
SS3E1
Sample Lesson Plan: Economics
Activators
BrainPop – Natural Resources
Discovery Education:
 Three Types of Resources (4:17)
 Ben &Jerry’s Homemade Ice Cream (4:22)
Discusses challenges of entrepreneurship
I do/We do
Georgia Experience:
 Chapter 15
What is
entrepreneurship?
Georgia Studies Weekly
 Week 16
Types of Productive Resources – flipchart
Messy Bessey’s Holiday – lesson
flipchart
You do
Types of Productive Resources
Natural, Human, Capital Resources
Company Resources – activity
Resources continued on the next page
Troup County Schools 2015-2016
3rd Grade Social Studies Map
Second Quarter
13
GPS Standards
Understand
Know
Be Able To
System Resources
Economics
SS3E1
You do (continued)
Productive Resources Foldable
(To make foldable, print back to back then
have students cut along dashed lines to
make flaps for each productive resource.)
The next two activities do not include
entrepreneurship. Be sure to include
something about entrepreneurship.
Productive Resources – activity
Productive Resources – cut/paste
Assessments
Georgia Weekly Teacher Resource
Click here for other lessons and resources
Troup County Schools 2015-2016
3rd Grade Social Studies Map
Second Quarter
14
GPS Standards
Economics
SS3E4 The student will describe
the costs and benefits of
personal spending and saving
choices.
(Note: In Kindergarten,
students explained that people
make choices because they
cannot have everything they
want. In 1st and 2nd grade,
students described the costs
and benefits of personal
spending and saving choices.
Students should continue to
describe costs and benefits of
spending and saving.)
Understand
Know
Economics
SS3E4
Economics
SS3E4
How does saving
money benefit
you?
 Choices
 Costs
 Benefits
 Spending
Be Able To
System Resources
Economics
SS3E4
(DOK 2) Describe
costs and benefits of
personal spending
and saving choices
Economics
SS3E4
Activators
Brainpop Jr – Saving & Spending
BrainPop - Budgets
Discovery Education:
 Managing Money (7:00)
I do/We do
Georgia Experience:
 Chapter 17
Georgia Studies Weekly
 Week 18, 19
Economic Lessons – from EconEdLink
A Chair for My Mother – lesson
flipchart
You do
Financial Literacy Lessons
A Difficult Choice – activity
Making an Economic Choice - activity
Assessments
Georgia Studies Weekly Teacher Resource
Rights of Workers in the United States - unit from GA
Frameworks (great lesson ideas for Economics)
Click here for other lessons and resources
Troup County Schools 2015-2016
3rd Grade Social Studies Map
Second Quarter
15