Troup County School System
Social Studies Curriculum Map
Third Grade – Third Quarter
To be taught the FIRST 4 weeks of the grading period
Franklin D. Roosevelt / Eleanor Roosevelt/ Thurgood Marshall / Government / Lyndon B. Johnson /
Cesar Chavez
The underlined standard/element links to examples of formative assessment.
Informational Process Skills:
Map Skills:
1. Compare similarities and differences
3. Use a letter/number grid system to determine location.
2. Organize items chronologically
4. Compare/Contrast categories of natural, cultural, and political features found
3. Identify issues and/or problems and alternative solutions
on maps.
4. Distinguish between fact and fiction
5. Use inch to inch map scale to determine distance on map.
5. Identify main idea, details, sequence of events, and
6. Use map key/legend to acquire information from, historical, physical, political,
cause and effect
resource, product, and economic maps.
7. Interpret time lines
7. Use a map to explain impact of geography on historical and current events.
12. Analyze graphs and diagrams
8. Draw conclusions and make generalizations based on information from maps.
13. Translates dates into centuries, eras, or ages
9. Use latitude and longitude to determine location.
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 Franklin Roosevelt, Eleanor Roosevelt, Thurgood Marshall, Lyndon Johnson, and Cesar Chavez 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.
Troup County Schools 2014
3rd Grade Social Studies Map
Third Quarter
Franklin D. Roosevelt
GPS Standards
Franklin D. Roosevelt: New Deal and World War II (H2, CG2)
Essential Questions
Vocabulary
System Resources
SS3H2 The student will discuss the lives of
Americans who expanded people’s rights
and freedoms in a democracy.
Individuals, Groups, and Institutions
a. Paul Revere (independence), Frederick
Douglass (civil rights), Susan B. Anthony
(women’s rights), Mary McLeod Bethune
(education), Franklin D. Roosevelt (New Deal
and World War II), Eleanor Roosevelt (United
Nations and human rights), Thurgood Marshall
(civil rights), Lyndon B. Johnson (Great Society
and voting rights), and Cesar Chavez
(workers’ rights).
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.
c. Explain how the historical figures in SS3H2a
chose when to respect and accept authority.
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?
SS3H2, SS3CG2
 Franklin
Delano
Roosevelt
 FDR
 New Deal
 World War II
What social barriers did
Franklin D. Roosevelt have
to overcome? How did he
overcome them?
What character traits did
President Roosevelt possess
in order to help so many
Americans during a hard
time?
 Social Barriers
 Restrictions
 Obstacles
 Polio
 Poverty
 Great
Depression
How did WWII help provide
jobs to Americans?
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?
 Positive
character
traits
 Cooperation
 Diligence
SS3H2, SS3CG2
Franklin Roosevelt - podcast (short video) –
Can be used as an activator.
Franklin Roosevelt – flipchart- Day 1
Day 2
Franklin Roosevelt – interactive American
Heroes Series Biography
Franklin Roosevelt – biography response
sheet
Franklin Roosevelt – anchor chart
Franklin Roosevelt – character trait organizer
Franklin D Roosevelt - task cards
Franklin D Roosevelt Biography - Reading
activity
 Liberty
Troup County Schools 2014
3rd Grade Social Studies Map
Third Quarter
Georgia Experience:
 Chapter 9
Discovery Education:
 The “New Deal” (4:45)
 Entry into WWII (5:52)
 Polio and Disability (1:26)
 Franklin D. Roosevelt (3:07)
Click here for other lessons and resources
Franklin D. Roosevelt: Location (G2)
GPS Standards
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.
Essential Questions
Vocabulary
System Resources
SS3G2
SS3G2
SS3G2
While teaching H2 and CG2 students
have been exposed to cultural and
geographic systems associated with
Frederick Douglass. The following activities
have students locating these important
places on a map.
 Northeast
In which region of the U.S.
was Franklin D. Roosevelt
born and raised?
How did where Franklin D.
Roosevelt live impact his
life?
Franklin D. Roosevelt – location
Be sure to identify these locations on your
United States classroom map as well.
Franklin Roosevelt – newspaper
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.
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 her
cultural identification?
Franklin Roosevelt – printable book
Franklin Roosevelt – PowerPoint (can be
used as a review)
Georgia Experience:
 Chapter 9
After teaching Franklin D. Roosevelt, add
his picture to your classroom timeline.
Click here for other lessons and resources
Troup County Schools 2014
3rd Grade Social Studies Map
Third Quarter
Eleanor Roosevelt
Eleanor Roosevelt: United Nations and Human Rights (H2, CG2)
GPS Standards
Essential Questions
Vocabulary
SS3H2 The student will discuss the lives of Americans
who expanded people’s rights and freedoms in a
democracy.
SS3H2, SS3CG2
SS3H2, SS3CG2
 Eleanor
Roosevelt
 United Nations
 Human rights
 First Lady
Individuals, Groups, and Institutions
a. Paul Revere (independence), Frederick Douglass
(civil rights), Susan B. Anthony (women’s rights), Mary
McLeod Bethune (education), Franklin D. Roosevelt
(New Deal and World War II), Eleanor Roosevelt
(United Nations and human rights), Thurgood
Marshall (civil rights), Lyndon B. Johnson (Great
Society and voting rights), and Cesar Chavez
(workers’ rights).
How did the actions of
Eleanor Roosevelt expand
the rights and freedoms of
people in our country?
Conflict and Change
b. Explain social barriers, restrictions, and obstacles
that these historical figures had to overcome and
describe how they overcame them.
What obstacles did Eleanor
Roosevelt face as a child?
How did she overcome
them?
 Social Barriers
 Obstacles
 Shyness
How did Eleanor Roosevelt
exhibit positive character
traits?
 Positive
character traits
 Volunteer work
 Tolerance
 Leadership
 Liberty
 Freedom of
conscience and
expression
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.
System Resources
SS3H2, SS3CG2
Eleanor Roosevelt – flipchart
Eleanor Roosevelt – interactive
American Heroes Series Biography
Eleanor Roosevelt – biography
response sheet
Eleanor Roosevelt – anchor chart
Eleanor Roosevelt – character trait
organizer
Troup County Schools 2014
3rd Grade Social Studies Map
Third Quarter
Georgia Experience:
 Chapter 10
Discovery Education:
 Eleanor Roosevelt (2:25)
Click here for other lessons and
resources
GPS Standards
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.
Eleanor Roosevelt: Location (G2)
Essential Questions
Vocabulary
SS3G2
In which region of the U.S.
did Eleanor Roosevelt
spend most of her life?
Conflict and Change
b. Describe how place (physical and human
characteristics) had an impact on the lives of
these historic figures.
How did where Eleanor
Roosevelt live impact her
life?
c. Describe how each of these historic figures
adapted to and was influenced by his/her
environment.
How was Eleanor Roosevelt
influenced by 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.
SS3G2
 Northeast
System Resources
SS3G2
While teaching H2 and CG2 students
have been exposed to cultural and
geographic systems associated with
Frederick Douglass. The following activities
have students locating these important
places on a map.
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)
Georgia Experience:
 Chapter 10
What examples of travel
and movement were
significant during Eleanor
Roosevelt’s lifetime?
How did where Eleanor
Roosevelt live impact her
cultural identification?
After teaching Eleanor Roosevelt, add his
picture to your classroom timeline.
Click here for other lessons and resources
Troup County Schools 2014
3rd Grade Social Studies Map
Third Quarter
Thurgood Marshall
GPS Standards
Thurgood Marshall: Civil Rights (H2, CG2)
Essential Questions
Vocabulary
SS3H2 The student will discuss the lives of
Americans who expanded people’s rights and
freedoms in a democracy.
Individuals, Groups, and Institutions
a. Paul Revere (independence), Frederick
Douglass (civil rights), Susan B. Anthony (women’s
rights), Mary McLeod Bethune (education),
Franklin D. Roosevelt (New Deal and World War II),
Eleanor Roosevelt (United Nations and human
rights), Thurgood Marshall (civil rights), Lyndon B.
Johnson (Great Society and voting rights), and
Cesar Chavez (workers’ rights).
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.
c. Explain how the historical figures in SS3H2a
chose when to respect and accept authority.
SS3H2, SS3CG2
How did Thurgood
Marshall expand
people’s rights and
freedoms?
SS3H2, SS3CG2
 Thurgood
Marshall
 Civil Rights
 Lawyer
 Supreme
Court Justice
System Resources
SS3H2, SS3CG2
Thurgood Marshall – flipchart- Day 1
Day 2
Thurgood Marshall – interactive American
Heroes Series Biography
Thurgood Marshall – biography response
sheet
Thurgood Marshall – anchor chart
Thurgood Marshall – anchor chart 2
Thurgood Marshall – character trait
organizer
What social barriers did
Thurgood Marshall
have to overcome?
How did he overcome
them?
How did Thurgood
Marshall exhibit positive
character traits?
 Social Barriers
 Segregation
 Integrated
 Positive
character
traits
 Justice
 Diligence
 Liberty
 Respect for
and
acceptance
of authority
Troup County Schools 2014
3rd Grade Social Studies Map
Third Quarter
Thurgood Marshall – mini book
Georgia Experience:
 Chapter 11
Discovery Education:
 Brown v Board of Education (3:08)
 The Supreme Court (1:38)
Click here for other lessons and resources
GPS Standards
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.
Thurgood Marshall: Location (G2)
Essential Questions
Vocabulary
SS3G2
In which U.S. region was
Thurgood Marshall born?
In which two U.S. regions
did Thurgood Marshall
work?
Conflict and Change
b. Describe how place (physical and human
characteristics) had an impact on the lives of
these historic figures.
How did where Thurgood
Marshall live impact his
life?
c. Describe how each of these historic figures
adapted to and was influenced by his/her
environment.
How was Thurgood
Marshall influenced by his
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.
SS3G2
 Southeast
 Northeast
System Resources
SS3G2
While teaching H2 and CG2 students
have been exposed to cultural and
geographic systems associated with
Frederick Douglass. The following activities
have students locating these important
places on a map.
Thurgood Marshall – location
Be sure to identify these locations on your
United States classroom map as well.
Thurgood Marshall – printable book
Thurgood Marshall – PowerPoint (can be
used as a review)
Georgia Experience:
 Chapter 11
What examples of travel
and movement were
significant during Thurgood
Marshall’s lifetime?
What affect did location
and culture have on
Thurgood Marshall’s work
to improve civil rights?
After teaching Thurgood Marshall, add his
picture to your classroom timeline.
Click here for other lessons and resources
Troup County Schools 2014
3rd Grade Social Studies Map
Third Quarter
Government
GPS Standards
SS3CG1 The student will explain the
importance of the basic principles that
provide the foundation of a republican form
of government.
Distribution of Power
a. Explain why in the United States there is a
separation of power between branches of
government and levels of government.
Essential Questions
Vocabulary
System Resources
SS3CG1
SS3CG1
SS3CG1
Levels and Branches of Government PowerPoint
Why is there a separation
of power between the
branches of government?
b. Name the three levels of government
(national, state, local) and the three
branches in each (executive, legislative,
judicial), including the names of the
legislative branch (Congress, General
Assembly, county commission or city council).
What are the 3 levels of
government?
c. State an example of the responsibilities of
each level and branch of government.
What is the responsibility of
each level and branch of
government?
What are the 3 branches
of government?
 National
Government
 State
Government
 Local
Government
 Executive Branch
 Legislative Branch
 Judicial Branch
 Congress
 General Assembly
 County
Commission
 City Council
3 Levels of Government – graphic
organizer
Branches of Government - graphic
organizer
What They Do – graphic organizer
One Two Tree Branches of Government –
activity
Branches of Government - group sorting
activity
Government – task card sort
Georgia Experience:
 Chapter 14
Click here for other lessons and resources
Troup County Schools 2014
3rd Grade Social Studies Map
Third Quarter
Lyndon B. Johnson
Lyndon B. Johnson: Great Society and Voting Rights (H2, CG2)
GPS Standards
Essential Questions
Vocabulary
System Resources
SS3H2 The student will discuss the lives of
Americans ho expanded people’s rights and
freedoms in a democracy.
Individuals, Groups, and Institutions
a. Paul Revere (independence), Frederick Douglass
(civil rights), Susan B. Anthony (women’s rights),
Mary McLeod Bethune (education), Franklin D.
Roosevelt (New Deal and World War II), Eleanor
Roosevelt (United Nations and human rights),
Thurgood Marshall (civil rights), Lyndon B. Johnson
(Great Society and voting rights), and Cesar
Chavez (workers’ rights).
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.
c. Explain how the historical figures in SS3H2a chose
when to respect and accept authority.
SS3H2, SS3CG2
SS3H2, SS3CG2
How did Lyndon B
Johnson expand
people’s rights and
freedoms?
 Lyndon B.
Johnson
 Great Society
 Head Start
 Job Corps
 Voting Rights

Why was it important to
Lyndon B. Johnson that
all people had the right
to vote?
SS3H2, SS3CG2
Lyndon Johnson – flipchart- Day 1
Day 2
Lyndon Johnson – interactive American
Heroes Series Biography
Lyndon Johnson – biography response
sheet
Lyndon Johnson – anchor chart
Lyndon Johnson – anchor chart 2
Lyndon Johnson – character trait
organizer
How did the actions of
the government impact
Lyndon B. Johnson?
What obstacles did
Lyndon B Johnson have
to overcome? How did
he overcome them?
How did Lyndon B
Johnson exhibit positive
character traits?
Georgia Experience:
 Chapter 12
 Obstacles
Discovery Education:
 LBJ Wins Reelection and Passes Social
Reform Bills (5:00)
 Positive
character
traits
 Justice
 Tolerance
 Liberty
Click here for other lessons and resources
Troup County Schools 2014
3rd Grade Social Studies Map
Third Quarter
GPS Standards
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.
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.
Lyndon Johnson: Location (G2)
Essential Questions
Vocabulary
SS3G2
Lyndon Johnson was born
and grew up in which U.S.
region?
SS3G2
 Southwest
How did where Lyndon B
Johnson live impact his life?
System Resources
SS3G2
While teaching H2 and CG2 students
have been exposed to cultural and
geographic systems associated with
Frederick Douglass. The following activities
have students locating these important
places on a map.
Lyndon Johnson – location
Be sure to identify these locations on your
United States classroom map as well.
Lyndon Johnson – printable book
How did the region in which
Lyndon B. Johnson lived
have an impact on the
people of America?
Lyndon Johnson – PowerPoint (can be
used as a review)
Georgia Experience:
 Chapter 12
How was Lyndon B Johnson
influenced by his
environment?
What examples of travel
and movement were
significant during Lyndon B
Johnson’s lifetime?
After teaching Lyndon Johnson, add his
picture to your classroom timeline.
How did where Lyndon B
Johnson live impact his
cultural identification?
Click here for other lessons and resources
Troup County Schools 2014
3rd Grade Social Studies Map
Third Quarter
Cesar Chavez
GPS Standards
Cesar Chavez: Workers’ Rights (H2, CG2)
Essential Questions
Vocabulary
SS3H2 The student will discuss the lives of
Americans who expanded people’s rights and
freedoms in a democracy.
Individuals, Groups, and Institutions
a. Paul Revere (independence), Frederick Douglass
(civil rights), Susan B. Anthony (women’s rights),
Mary McLeod Bethune (education), Franklin D.
Roosevelt (New Deal and World War II), Eleanor
Roosevelt (United Nations and human rights),
Thurgood Marshall (civil rights), Lyndon B. Johnson
(Great Society and voting rights), and Cesar
Chavez (workers’ rights).
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.
c. Explain how the historical figures in SS3H2a chose
when to respect and accept authority.
SS3H2, SS3CG2
SS3H2, SS3CG2
How did Cesar
Chavez expand
people’s rights and
freedoms?
 Cesar Chavez
 Worker Rights
 Migrant farm
workers
How did Cesar
Chavez’s words and
actions help farm
workers in California?
 Boycott
 Restrictions
 Obstacles
SS3H2, SS3CG2
Cesar Chavez – flipchart- Day 1
Day 2
Cesar Chavez – interactive American
Heroes Series Biography
Cesar Chavez – biography response sheet
Cesar Chavez – anchor chart
Cesar Chavez – character trait organizer
Why did Cesar
Chavez feel that there
needed to be change
for farm workers?
What were some
things that Cesar
Chavez did to help
bring change for farm
workers?
System Resources
Cesar Chavez and Eleanor Roosevelt –
compare and contrast activity
Georgia Experience:
 Chapter 13
Discovery Education:
 Cesar Chavez: Leader of California’s
Migrant Workers (4:50)
 Positive
character traits
 Justice
 Diligence
How did Cesar
Chavez exhibit
positive character
traits?
Click here for other lessons and resources
Troup County Schools 2014
3rd Grade Social Studies Map
Third Quarter
GPS Standards
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.
Cesar Chavez: Location (G2)
Essential Questions
Vocabulary
SS3G2
In which U.S. region was
Cesar Chavez born?
Where did Cesar Chavez’s
family move to find work?
SS3G2
 Southwest
 California
 Pacific Coast
System Resources
SS3G2
While teaching H2 and CG2 students
have been exposed to cultural and
geographic systems associated with
Frederick Douglass. The following
activities have students locating these
important places on a map.
Cesar Chavez – location
Be sure to identify these locations on your
United States classroom map as well.
How did where Cesar
Chavez live impact his life?
Cesar Chavez – printable book
Cesar Chavez – PowerPoint (can be used
as a review)
c. Describe how each of these historic figures
adapted to and was influenced by his/her
environment.
How was Cesar Chavez
influenced by his
environment?
Location
d. Trace examples of travel and movement
of these historic figures and their ideas across
time.
What examples of travel
and movement were
significant during Cesar
Chavez’s lifetime?
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.
How did where Cesar
Chavez live impact his
cultural identification?
Georgia Experience:
 Chapter 13
 Cultural
identification
 Cultural Systems
After teaching Cesar Chavez, add his
picture to your classroom timeline.
Click here for other lessons and resources
Troup County Schools 2014
3rd Grade Social Studies Map
Third Quarter