Orangeburg
Consolidated School
District Five
Curriculum Pacing Guide
2012 - 2013
Social Studies
Grade 3
Acknowledgements
 We would like to thank the following teachers for their dedication to the
students of Orangeburg Consolidated School District Five. These teachers gave
time and professional knowledge to modify and enhance the curriculum pacing
guides to move our students and district towards being a world-class
organization.
Beatrice Keitt-Williams - 3rd Grade ELA (Whittaker)
Chedra Anthony - 3rd Grade ELA (Whittaker)
Denise Brown-Johnson - 4th Grade ELA (Rivelon)
Dyrese Houser-Jackson Grade - 4th Grade ELA (Bethune-Bowman)
Dabetta Smith - 5th Grade ELA (Brookdale)
Chinyeaka Ihekweazu -3rd Grade Math (Whittaker)
Tonya Yarbrough -3rd Grade Math (Marshall)
Elaine Rice - 4th Grade Math (Bethune-Bowman)
LaToya Glen - 4th Grade Math (Marshall)
Latasha Little-Robinson - 5th Grade Math (Brookdale)
Ada Akins - 5th Grade Math (Marshall)
Lynn Rivers - 3rd Grade Science (Dover)
Shalanda Shuler- 3rd Grade Science (Brookdale)
Patricia Hampton - 4th Grade Science (Rivelon)
Mary Robinson - 4th Grade Science (Whittaker)
Natasha Berry - 5th Grade Science (Brookdale)
Thomas Smalls - 5th Grade Science (Mellichamp)
Tawana Frederick - 5th Grade Science (Whittaker)
Wendy Richardson - 3rd Grade Science (Clark)
Chandra Moore - 3rd Grade Science (Rivelon)
Audrey Irick - 4th Grade Social Studies (Marshall)
Andrea Perkins - 4th Grade Social Studies (Whittaker)
Anwar Hodges - 5th Grade Social Studies (Brookdale)
Sarah Hutto -5th Grade Social Studies (Sheridan)
Reminder: This document is in draft form. Based on the most current and
future data, the pacing may change. Please only print one semester at a time
as changes may be made by the team as deemed necessary.
Week of Aug. 20th - Aug. 24th
Aug. 20th - Aug. 24th
Indicator
3-1.1 Categorize the six landform regions of South Carolina—the Blue Ridge, the Piedmont, the Sand Hills, the Inner
Coastal Plain, the Outer Coastal Plain, and the Coastal Zone—according to their climate, physical features, and natural
resources.
Instructional Strategies
1. Provide an outline map of South Carolina, and have students label it with the regions: Blue Ridge, Piedmont,
Sandhills, Inner Coastal Region, Outer Coastal Region and Coastal Zone. Make a map legend showing a
symbol for the physical features and cultural features of South Carolina, and then label each region with the
correct symbols. Construct map, graphs, tables and diagrams to display social studies information.
Quadrant A
2. Write descriptive words on playing cards that describe each region of South Carolina. Students choose cards
and identify which region their card matches. Ex: Land is low and flat= Coastal Plains or Coastal Zone. Ask
geographic questions: Where is it located? Why is it there? What is significant about its location? How
is its location related to that of other people, places, and environments? Quadrant A
3. Compare the geography of any two regions of South Carolina, such as the Piedmont and the Coastal Zone.
Ask geographic questions: Where is it located? Why is it there? What is significant about its location?
How is its location related to that of other people, places, and environments? Quadrant B
4. Provide cut-outs of each region to students: Blue Ridge, Piedmont, Sandhills, Inner Coastal Region, Outer
Coastal Region and Coastal Zone and allow students to put the regions in order. Students will provide one fact
for each region. Construct map, graphs, tables and diagrams to display social studies information.
Quadrant A
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies:
South Carolina
41-55, 58-69
Web Sites:
SC Regions – http://www.sciways.net (search
Blue Ridge, Sand hills, Inner Coastal Plain,
Outer Coastal Plain, Coastal Zone)
United Streaming Video – http://www.unitedstreaming.com
Detective Bonz and the SC History Mystery: Part 5 South Carolina’s 6 Regions
Provides images & maps of various people and places in SC
www.scmemory.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State Standards.
Note: Be sure to change the picture of the governor before sharing the general facts powerpoint with your students.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Social Studies Analogies
PASS Coach Pg. 12-17
Other Resources:
Scott Foresman South Carolina Outline Maps
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Aug. 27th - Aug. 31st
Aug. 27th - Aug. 31st
Indicator
3-1.1 Categorize the six landform regions of South Carolina—the Blue Ridge, the Piedmont, the Sand Hills, the Inner
Coastal Plain, the Outer Coastal Plain, and the Coastal Zone—according to their climate, physical features, and natural
resources.
Instructional Strategies
1. Provide an outline map of South Carolina, and have students label it with the regions: Blue Ridge,
Piedmont, Sandhills, Inner Coastal Region, Outer Coastal Region and Coastal Zone. Make a map legend
showing a symbol for the physical features and cultural features of South Carolina, and then label each
region with the correct symbols. Construct map, graphs, tables and diagrams to display social studies
information. Quadrant A
2. Write descriptive words on playing cards that describe each region of South Carolina. Students choose
cards and identify which region their card matches. Ex: Land is low and flat= Coastal Plains or Coastal
Zone. Ask geographic questions: Where is it located? Why is it there? What is significant about its
location? How is its location related to that of other people, places, and environments? Quadrant A
3. Compare the geography of any two regions of South Carolina, such as the Piedmont and the Coastal
Zone. Ask geographic questions: Where is it located? Why is it there? What is significant about its
location? How is its location related to that of other people, places, and environments? Quadrant B
Resources
(See above Resources)
Additional Resources :
Websites:
South Carolina Maps http://geology.com/state-map/south-carolina.shtml
Regions of South Carolina http://www.scetv.org/index.php/web_of_water/webisode/1_blue_ridge
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Sept. 3rd - Sept. 7th
Sept. 3rd
Indicator
Labor Day (Holiday)
Instructional Strategies
Labor Day (Holiday)
Labor Day (Holiday)
Resources
Labor Day (Holiday)
Assessment
Labor Day (Holiday)
Sept. 4th - Sept. 7th
Indicator
3-1.2 Describe the location and characteristics of significant features of South Carolina, including landforms; river
systems such as the Pee Dee River Basin, the Santee River Basin, the Edisto River Basin, and the Savannah River
Basin; major cities; and climate regions.
Instructional Strategies
1.
Students prepare a flipbook of South Carolina with one section dedicated to each: landforms, river systems and
climate regions in South Carolina. Provide a map of S.C. Using a map, students describe the climate region
they live in and identify which landforms and river systems they live closest to. Ask geographic questions:
Where is it located? Why is it there? What is significant about its location? How is its location related
to that of other people, places, and environments? Interpret calendars, time lines, maps, charts, tables,
graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents,
letters, censuses, and other artifacts. Quadrant B
2.
Use South Carolina Atlas pages 8-10 to show different climates in each region. Construct map, graphs,
tables and diagrams to display social studies information. Interpret calendars, time lines, maps, charts,
tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings,
documents, letters, censuses, and other artifacts. Use tables and graphs to observe and interpret
geographic trends and relationships. Quadrant C
3.
Provide students with an outline map of South Carolina. Students label the major cities. Students tell which city
contains the South Carolina state government and government buildings. What South Carolina symbols would
you expect to find here and why? Ask geographic questions- Where is it located? Why is it there? What is
significant about this location? How is the location related to the locations of other people, places and
environments? Quadrant A
4.
Create a map of South Carolina that displays physical features of the state, such as beaches, rivers, lakes, and
forested areas. Include a key that explains the symbols used on the map. Sample Classroom Activities.
Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A
5.
Students create or design brochure for tourists listing the positive aspects of living or visiting that region. Ask
geographic questions: Where is it located? Why is it there? What is significant about its location?
How is its location related to that of other people, places, and environments? Quadrant C
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies: South Carolina
9, 11, 13-15, 23, 41-47, 52, 54, 58-63
Web Sites:
River systems – http://www.sciway.net (search
for Pee Dee, Santee, Edisto and Savannah
Rivers) River Venture – www.knowitall.org
Provides images & maps of various people and places in SC
www.scmemory.org
SS Lesson Bank-an excellent resource that provides powerpoint and smart lessons that are aligned with the South
Carolina State Standards.
Note: Be sure to change the picture of the governor before sharing the general facts powerpoint with your students.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Social Studies Analogies
PASS Coach Pg. 12-17
Other Resources:
Scott Foresman South Carolina Outline Maps
Assessment
Week of Sept. 10th - Sept. 14th
Sept. 10th - Sept. 14th
Indicator
3-1.3 Explain interactions between the people and the physical landscape of South Carolina over time, including the
effects on population distribution, patterns of migration, access to natural resources, and economic development.
Instructional Strategies
1.
Using South Carolina An Atlas – compare page 15 colonial roads and page 21 rialroads to updated maps on
page 31. Discuss the growth of transportation and population. Use maps to observe and interpret geographic
information and relationships Quadrant C
2.
Use South Carolina: An Atlas pages 28 – 33 to show agriculture patterns and how population relates to
agriculture. Use maps to observe and interpret geographic information and relationships Quadrant C
3.
View Detective Bonz and the SC History Mystery: Part 5-South Carolina Industry. Discuss with class after
video. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies: South Carolina
21-23, 27, 32-33, 36-37, 44-45, 47, 53-55, 59-62,
68-69, 238-239
Web Sites:
United Streaming Video – http://www.unitedstreaming.com
Detective Bonz and the SC History Mystery: Part 5 South Carolina Industry
SS Lesson Bank-an excellent resource that provides powerpoint and smart lessons that are aligned with the South
Carolina State Standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Daily Social Studies Analogies
PASS Coach Pgs.18-23
South Carolina An Atlas
Assessment
Week of Sept. 17th - Sept. 21th
Sept. 17th - Sept. 21st
Indicator
3-2.1 Compare the culture, governance, and physical environment of the major Native American tribal groups of
South Carolina, including the Cherokee, Catawba, and Yemassee.
Instructional Strategies
1.
Students read about Native Americans during colonial times and present times, and compare the differences of
the lives they once lived to their lives now. Distinguish between past, present, and future time. Explain
change and continuity over time. Quadrant B
2.
Invite Native American speakers to give a talk about their tribal customs, area of South Carolina in which their
tribe originally lived, etc. Distinguish between past, present, and future time. Explain change and
continuity over time. Quadrant A
3.
Label library pockets with South Carolina tribal names on each. Each time a student comes across a fact about
any of the South Carolina tribes, they should add it to the index card with the correct tribal name on front.
Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A
4.
Using what you have learned about Native American life before the Europeans came to America, draw pictures
illustrating some of the similarities and differences between the daily lives of Native Americans in the Piedmont
and those in the Coastal Zone of South Carolina. Construct maps, graphs, tables, and diagrams to display
social studies information. Sample Classroom Activity. Quadrant C
5.
Students use a graphic organizer, p. 69 Differentiating Textbooks, to compare different Native American tribes
including homes, resources, and region. Use tables and graphs to observe and interpret geographic
trends and relationships. Quadrant B
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies: South Carolina
83-107
Fort Hill, John C. Calhoun’s Home (864) 656-2475
Web Sites:
Native American Tribes – http://www.sciway.net (search Indians)
United Stream Video – http://www.unitedstreaming.com
Detective Bonz and the SC History Mystery: Part 1 Catawba Indians Overview
SS Lesson Bank - an excellent resource that provides powerpoints and smart lessons that are aligned with the South
Carolina State Standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources: Daily Social Studies Analogies
PASS Coach Pg. 34-37
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
Assessment
Week of Sept. 24th - Sept. 28th
Sept. 24th - Sept. 28th
Indicator
3-2.2 Summarize the motives, activities, and accomplishments of the exploration of South Carolina by the Spanish,
French, and English.
Instructional Strategies
1.
Students pretend that they are Native Americans during the 1500’s. Students write a story about how they are
being treated by the Europeans. Then, students pretend that they are Europeans and write a story defending
how they are treating the Native Americans. Discuss. Conflict Resolution Strategy. Make and record
observations about the physical and human characteristics of places. Quadrant C
2.
Students pretend that they are a Native American or a European and describe how the Yemassee War and the
Cherokee War affected their lives. Explain change and continuity over time. Make and record
observations about the physical and human characteristics of places. Quadrant C
3.
Students pretend to be a Native American and write a paragraph describing what they learned from the
Europeans. Then students pretend to be a European and write a paragraph describing what they learned from
the Native Americans. Explain change and continuity over time. Make and record observations about the
physical and human characteristics of places. Quadrant C
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies: South Carolina
115, 118-119, 126-127, 129-131, 160-161
Web Sites:
History of Lake Wateree – http://www.lakewateree.com/information/history.asp
Native Americans – http://www.sciway.net (search Native Americans)
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Daily Social Studies Analogies
PASS Coach Pg. 38-41
Assessment
Week of Oct. 1st - Oct. 5th
Oct. 1st - Oct. 3rd
Indicator
3-2.3 Describe the initial contact, cooperation, and conflict between the Native Americans and European settlers in
South Carolina.
Instructional Strategies
1.
People came to South Carolina for many different reasons. Explorers were mostly of European descent.
Students write the following question and answer in their social studies journal. “Why did the European
explorers want to settle in South Carolina? Was it voluntary or involuntary?” Discuss. Quadrant A
2.
Students write lists in their social studies journals and explain the different reasons that Europeans (English,
French, Spanish, etc.) came to Carolina. Make and record observations about the physical and human
characteristics of places.  Quadrant A
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies:
South Carolina
80-81, 111-115, 118-121, 123
Websites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg. 28-33
Assessment
Week of Oct. 1st - Oct. 5th
Oct. 4th - Oct. 5th (This indicator will continue through October 12th.)
Indicator
3-2.4 Summarize the development of the Carolina colony under the Lords Proprietors and the royal colonial
government, including settlement by and trade with the people of Barbados and the influence of other immigrant groups.
Instructional Strategies
1.
Read Scott Foresman Social Studies: South Carolina, pp. 124-125. Discuss how South Carolina was governed
by the Lords Proprietors. Also discuss the plantation system used in South Carolina during this time, which was
modeled after a system in Barbados. Conflict Resolution Strategy. Quadrant A
2.
Students pretend to be one of the Lords Proprietors and write a persuasive paragraph trying to get people to
move to the colony of South Carolina. Construct maps, graphs, tables, and diagrams to display social
studies information. Quadrant C
3.
Students pretend to be one of the Lords Proprietors and describe what they would build on their land.
Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant C
4.
Create a list describing the pros and cons of moving to the colonies. Once the list is complete, discuss with the
class the type of people who DID relocate from England to the colonies and the ideas/accomplishments of these
people. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant B
5.
Compare the Lords Proprietors to a landlord and discuss the relationship of tenant/landlord and colonists/Lords
Proprietors. (Make the point that many Proprietors never traveled to the colony they helped start/settle.)
Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant B
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies: South Carolina 124-125, 128-131, 140-141, 156-159, 162-163
Web Sites:
Slave Trade & Plantation system – http://www.sciway.net (search Barbados)
United Streaming Video – http://www.unitedstreaming.com
Making the Thirteen Colonies: The Southern Colonies The Colony of South Carolina, Founded in 1663
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pgs. 42- 49
Assessment
Week of Oct. 8th - Oct. 12th
Oct. 8th - Oct. 12th
Indicator
3-2.4 Summarize the development of the Carolina colony under the Lords Proprietors and the royal colonial
government, including settlement by and trade with the people of Barbados and the influence of other immigrant groups.
Instructional Strategies
1. Read Scott Foresman Social Studies: South Carolina, pp. 124-125. Discuss how South Carolina was
governed by the Lords Proprietors. Also discuss the plantation system used in South Carolina during this
time, which was modeled after a system in Barbados. Conflict Resolution Strategy. Quadrant A
2. Students pretend to be one of the Lords Proprietors and write a persuasive paragraph trying to get people to
move to the colony of South Carolina. Construct maps, graphs, tables, and diagrams to display social
studies information. Quadrant C
3. Students pretend to be one of the Lords Proprietors and describe what they would build on their land.
Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant C
4. Create a list describing the pros and cons of moving to the colonies. Once the list is complete, discuss with
the class the type of people who DID relocate from England to the colonies and the ideas/accomplishments
of these people. Construct maps, graphs, tables, and diagrams to display social studies information.
Quadrant B
5. Compare the Lords Proprietors to a landlord and discuss the relationship of tenant/landlord and
colonists/Lords Proprietors. (Make the point that many Proprietors never traveled to the colony they helped
start/settle.) Construct maps, graphs, tables, and diagrams to display social studies information.
Quadrant B
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies:
South Carolina
124-125, 128-131, 140-141, 156-159,
162-163
Web Sites:
Slave Trade & Plantation system – http://www.sciway.net (search Barbados)
United Streaming Video – http://www.unitedstreaming.com
Making the Thirteen Colonies: The Southern Colonies The Colony of South Carolina, Founded in 1663
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pgs. 42-49
Assessment
Week of Oct. 15th - Oct. 19th
Oct. 15th - Oct. 19th
Indicator
3-2.5 Explain the role of Africans in the developing the culture and economy of South Carolina, including the growth
of the slave trade; slave contributions to the plantation economy; the daily lives of the enslaved people; the development
of the Gullah culture; and their resistance to slavery.
Instructional Strategies
1.
Although Africans settled in South Carolina involuntarily, they did contribute to the areas culture. List some
African American contributions. Students answer the following in their response journals. “How do you think the
culture would have been different had the Africans not been forced to live here as slaves? What contributions
could the Africans have made if they had come to America as volunteers?” (religion, language, customs)
Discuss. Construct maps, graphs, tables, and diagrams to display social studies information. 
Quadrant A
2.
Compare and contrast the life of a slave working in a field with the life of a slave working in a house. Quadrant
C
3.
Students assume the role of a slave. Write a journal entry describing a day’s events through the eyes of the
slave. Establish chronological order in constructing one’s own historical narratives. Quadrant C
Find and bring in a speaker who can speak and explain the Gullah language. Explain change and continuity
over time. Quadrant A
4.
5.
Students compare and contrast, p. 69 Differentiating Textbooks, themselves and a slave. Use tables and
graphs to observe and interpret geographic trends and relationships. Quadrant B
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies:
South Carolina 24-25, 132-135
Community Resources:
York W. Bailey Museum (Penn Center) Museum offers programs about Gullah people and traditional ways of life of
African American in the Lowcountry. P.O Box 126, St. Helena, SC 29920
Websites:
Gullah Tales – http://www.knowitall.org/gullahnet/
United Streaming Video – http://www.unitedstreaming.com
Detective Bonz and the SC History Mystery: Part 5
Gullah Culture: America’s Early Years, 1789-1816: American Slavery: the Southern Way of Life
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg. 46-49
Once upon a Time on a Plantation by Nancy Rhyne
Sweet Clara and the Freedom Quilt by Deborah Hopkinson
Assessment
Week of Oct. 22nd - Oct. 26th
Oct. 22nd - Oct. 25th
Indicator
3-3.1 Summarize the causes of the American Revolution, including Britain’s passage of the Stamp Act, the Tea Act,
and the Intolerable Acts; the rebellion of the colonists; and the writing of the Declaration of Independence.
Instructional Strategies
1.
Discuss reasons why the colonists rebelled against England. Students write a letter to the King of England
explaining why they are unhappy. Consider multiple perspectives of documents and stories. Construct
maps, graphs, tables, and diagrams to display social studies information. Conflict Resolution Strategy.
 Quadrant C
2.
Students create their own version of the Declaration of Independence, rephrasing key parts of the document.
Construct maps, graphs, tables, and diagrams to display social studies information. Conflict Resolution
Strategy Quadrant C
3.
Students develop a time line identifying major events leading up to the Revolutionary War and during the war.
Create and interpret data on time lines. Construct maps, graphs, tables, and diagrams to display social
studies information Conflict Resolution Strategy. Quadrant A
4.
Students create a flipbook on causes of the American Revolution. Create and interpret data on time lines.
Construct maps, graphs, tables, and diagrams to display social studies information Conflict Resolution
Strategy. Differentiating Activity Quadrant A
5.
Students write a summary about the events leading to the American Revolution, pg. 99 Differentiating
Textbooks. Quadrant A
6.
Read George vs. George by Rosalyn Schanzer to illustrate the main conflicts that lead to the American
Revolution. Use texts, photographs, and documents to observe and interpret social studies trends and
relationships. Quadrant A
7.
Students will perform an American Revolution reader’s theater. Create and interpret data on time lines.
Quadrant D
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies: South Carolina 146-147, 151, 164-173, 175, 178-179, 203
Reader’s Theater, Patriot vs. Loyalist
Web Sites:
American Revolution - www.americanrevolution.com
Intolerable Acts – http://www.usfca.edu/fac-staff search: Conwell
United Streaming Video – http://www.unitedstreaming.com
Countdown to Independence: Causes of the American Revolution
- Taxation without Representation and the Quartering Act
- Boston Tea Party
- Declaration of Independence
The American Revolution: From Colonies to Constitution
-The Road to Revolution: 1763-1775
The American Revolution: A Play, Readers Theatre. http://teachers.net/lessons/posts/3726.html
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with SC
standards. http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Palmetto: A Symbol of Courage by Kate Salley
Daily Analogies for Social Studies
PASS Coach Pg.54-57
Assessment
Oct. 26th
Indicator
Professional Development/Workdays
Professional Development/Workdays
Instructional Strategies
Professional Development/Workdays
Resources
Professional Development/Workdays
Assessment
Professional Development/Workdays
Week of Oct. 29th - Nov. 2nd
Oct. 29th – Oct. 31st
Indicator
Continuing from Oct 22nd – 25th:
3-3.1 Summarize the causes of the American Revolution, including Britain’s passage of the Stamp Act, the Tea Act,
and the Intolerable Acts; the rebellion of the colonists; and the writing of the Declaration of Independence.
Instructional Strategies
1. Discuss reasons why the colonists rebelled against England. Students write a letter to the King of England
explaining why they are unhappy. Consider multiple perspectives of documents and stories. Construct
maps, graphs, tables, and diagrams to display social studies information. Conflict Resolution Strategy.
 Quadrant C
2. Students create their own version of the Declaration of Independence, rephrasing key parts of the document.
Construct maps, graphs, tables, and diagrams to display social studies information. Conflict Resolution
Strategy Quadrant C
3. Students develop a time line identifying major events leading up to the Revolutionary War and during the war.
Create and interpret data on time lines. Construct maps, graphs, tables, and diagrams to display social
studies information Conflict Resolution Strategy. Quadrant A
4. Students create a flipbook on causes of the American Revolution. Create and interpret data on time lines.
Construct maps, graphs, tables, and diagrams to display social studies information Conflict Resolution
Strategy. Differentiating Activity Quadrant A
5. Students write a summary about the events leading to the American Revolution, pg. 99 Differentiating
Textbooks. Quadrant A
6. Read George vs. George by Rosalyn Schanzer to illustrate the main conflicts that lead to the American
Revolution. Use texts, photographs, and documents to observe and interpret social studies trends and
relationships. Quadrant A
7. Students will perform an American Revolution reader’s theater. Create and interpret data on time lines.
Quadrant
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies:
South Carolina
146-147, 151, 164-173, 175, 178-179, 203
Reader’s Theater, Patriot vs. Loyalist
Web Sites:
American Revolution - www.americanrevolution.com
Intolerable Acts – http://www.usfca.edu/fac-staff search: Conwell
United Streaming Video – http://www.unitedstreaming.com
Countdown to Independence: Causes of the American Revolution
- Taxation without Representation and the Quartering Act
- Boston Tea Party
- Declaration of Independence
The American Revolution: From Colonies to Constitution
-The Road to Revolution: 1763-1775
The American Revolution: A Play, Readers Theatre. http://teachers.net/lessons/posts/3726.html
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Palmetto: A Symbol of Courage by Kate Salley Palmer
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
Daily Analogies for Social Studies
PASS Coach Pgs. 54-57
Assessment
Week of Oct 29th – Nov 2nd
Nov 1st and Nov 2nd
Indicator
3-3.2 Compare the perspectives of South Carolinians during the American Revolution, including Patriots, Loyalists,
women, enslaved and free Africans, and Native Americans.
Instructional Strategies
1. Each student will write a choose to be a Patriot, Loyalist, woman, enslaved or free African , or a Native American
who lived in South Carolina during the America Revolution. They will each write a letter telling about how the
American Revolution is affecting them and their family. Quadrant D
2. Students will write or participate in a skit or play about South Carolinians during the American Revolution. Quadrant
D
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies: South Carolina 146-147, 151, 164-173, 175, 178-179, 203
Reader’s Theater, Patriot vs. Loyalist
Web Sites:
American Revolution - www.americanrevolution.com
Intolerable Acts – http://www.usfca.edu/fac-staff search: Conwell
United Streaming Video – http://www.unitedstreaming.com
Countdown to Independence: Causes of the American Revolution
- Taxation without Representation and the Quartering Act
- Boston Tea Party
- Declaration of Independence
The American Revolution: From Colonies to Constitution
-The Road to Revolution: 1763-1775
The American Revolution: A Play, Readers Theatre. http://teachers.net/lessons/posts/3726.html
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg.54-57
Palmetto: A Symbol of Courage by Kate Salley Palmer
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
Assessment
Benchmark #2 Testing Window: Nov. 5th - Nov. 16th
Week of Nov 5th - Nov. 9th
Nov. 5th, 7th – Nov 9th
Indicator
Continuing from Nov 1st and Nov 2nd:
3-3.2 Compare the perspectives of South Carolinians during the American Revolution, including Patriots, Loyalists,
women, enslaved and free Africans, and Native Americans.
Instructional Strategies
1. Each student will write a choose to be a Patriot, Loyalist, woman, enslaved or free African , or a Native American
who lived in South Carolina during the America Revolution. They will each write a letter telling about how the
American Revolution is affecting them and their family. Quadrant D
2. Students will write or participate in a skit or play about South Carolinians during the American Revolution.
Quadrant D
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies: South Carolina, pgs.146-147, 151, 164-173, 175, 178-179, 203
Reader’s Theater, Patriot vs. Loyalist
Web Sites:
American Revolution - www.americanrevolution.com
Intolerable Acts – http://www.usfca.edu/fac-staff search: Conwell
United Streaming Video – http://www.unitedstreaming.com
Countdown to Independence: Causes of the American Revolution
- Taxation without Representation and the Quartering Act
- Boston Tea Party
- Declaration of Independence
The American Revolution: From Colonies to Constitution
-The Road to Revolution: 1763-1775
The American Revolution: A Play, Readers Theatre. http://teachers.net/lessons/posts/3726.html
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg.54-57
Palmetto: A Symbol of Courage by Kate Salley Palmer
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
Assessment
Benchmark #2 Testing Window: Nov. 5th - Nov. 16th
Nov. 6th
Indicator
Election Day (Holiday)
Instructional Strategies
Election Day (Holiday)
Election Day (Holiday)
Resources
Election Day (Holiday)
Assessment
Election Day (Holiday)
Week of Nov. 12th - Nov. 16th
Nov. 12th - Nov. 16th
Indicator
3-3.3 Summarize the course of the American Revolution in South Carolina, including the role of William Jasper and
Fort Moultrie; the occupation of Charles Town by the British; the partisan warfare of Thomas Sumter, Andrew Pickens,
and Francis Marion; and the battles of Cowpens, Kings Mountain, and Eutaw Springs.
Instructional Strategies
1.
Students develop a biographical book report about key people of the Revolution. Students present their report
from the reported person’s viewpoint. Construct maps, graphs, tables, and diagrams to display social
studies information. Consider multiple perspectives of documents and stories. Conflict Resolution
Strategy. Quadrant C
2.
Students write a summary, p. 99 of Differentiating Textbooks, on a key conflict and a key leader of the American
Revolution. Consider multiple perspectives of documents and stories. Quadrant A
3.
Create signs with the names of the key leaders of the American Revolution. Have one student go to the front of
the class. Place a sign on the student’s back and have the student ask yes or no questions to figure out the
name on the sign. Consider multiple perspectives of documents and stories Quadrant B
4.
Divide class into groups of 3 or 4 students. Assign each group a key leader and have them create a PowerPoint
slide on their leader. Group slides into a show and view. Consider multiple perspectives of documents and
stories. Quadrant D
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies: South Carolina pgs.148-149, 180-187, 200-201
Web Sites:
PBS – www.pbs.org (search Revolutionary War)
Revolutionary War – www.knowitall.org
Key Leaders – www.knowitall.org (search Francis Marion, Andrew Pickens)
United Streaming Video – http://www.unitedstreaming.com
Detective Bonz and the SC History Mystery:
Part 3
- Francis Marion and SC Patriots
- Chasing the Swamp Fox
- Six Revolutionary War Figures
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg.58-61
Assessment
Benchmark #2 Testing Window: Nov. 5th - Nov. 16th
Week of Nov. 19th - Nov. 23rd
Nov. 19th - Nov. 20th
Indicator
3-3.4 Summarize the effects of the American Revolution, including the establishment of state and national
governments.
Instructional Strategies
1.
Students plan a “capital” of their school building. Students draw a map of their school, put a star at the capital’s
location, and list reasons why they chose that location. Construct maps, graphs, tables, and diagrams to
display social studies information. Quadrant B
2.
Read Scott Foresman Social Studies: South Carolina, p. 191. Discuss the first location of our capital
(Charleston) and the reasons the capital was relocated to Columbia. Use texts, photographs, and documents
to observe and interpret social studies trends and relationships. Quadrant A
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies: South Carolina 190-197
Web Sites:
United Streaming Video – http://www.unitedstreaming.com
Detective Bonz and the SC History Mystery: Part 3
- The Capital City Move
America at its Best
- The American Government
- Founding Our Federal Government
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg.62-65
Woodrow for President by Peter and Cheryl Barnes
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
Assessment
Nov. 21st - Nov. 23rd
Indicator
Thanksgiving (Holiday)
Instructional Strategies
Thanksgiving (Holiday)
Thanksgiving (Holiday)
Resources
Thanksgiving (Holiday)
Assessment
Thanksgiving (Holiday)
Week of Nov. 26th - Nov. 30th
Nov. 26th - Nov. 30th
Indicator
3-3.5 Outline the structure of state government, including the branches of government (legislative, executive, and
judicial), the representative bodies of each branch (general assembly, governor, and supreme court), and the basic
powers of each branch.
Instructional Strategies
1.
Use p. 381 in Scott Foresman Social Studies: South Carolina for background information of the different
branches of government. Demonstrate responsible citizenship within the school community and local
and national communities. Quadrant A
2.
Create a flipbook of the three branches of government. Label each page with one branch. Include important
information about each branch on the page. Construct maps, graphs, tables, and diagrams to display
social studies information. Quadrant A
3.
As a culminating activity, schedule a field trip to the Anderson County Courthouse and/or the State Capital.
Quadrant B
4.
Invite a county official to come to your classroom. Have the students prepare questions (in advance) that will
help them understand the role that cities, towns, and counties play in our state government. Quadrant B
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies: South Carolina
196-197, 350-353, 380-387, 391, 396-397, 399, 404
Web Sites:
Three Branches of Government – http://www.knowitall.org/searchtv/gov3.cfm
United Streaming Video – http://www.unitedstreaming.com
The Executive Branch: Our Federal Government
This is Our Government
The Judicial Branch: Our Federal Government
The Legislative Branch: Our Federal Government
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg.66-71
House Mouse Senate Mouse by Peter and Cheryl Barnes
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
Assessment
Week of Dec. 3rd - Dec. 7th
Dec. 3rd - Dec. 7th
Indicator
3-4.1 Compare the economic conditions for various classes of people in South Carolina, including the elite, the middle
class, the lower class, the independent farmers, and the enslaved and free African Americans.
Instructional Strategies
1.
Students assume the role of a 9 year old child during the Antebellum period. They then write a schedule that
describes a typical day including chores. Establish chronological order in constructing one’s own
historical narratives. Quadrant C
2.
Students use a graphic organizer to compare the daily lives of African Americans and independent farmers in
South Carolina before and after the Civil War. Construct maps, graphs, tables, and diagrams to display
social studies information. Quadrant C
3.
Detective Bonz and the S.C. History Mystery: Part 4 S.C. Plantations. Quadrant A
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies:
South Carolina 214-219
Web Sites:
Slavery – http://school.discovery.com/schooladventures/slavery
United Streaming Video – http://www.unitedstreaming.com
Detective Bonz and the SC History Mystery: Part 4 SC Plantation Home
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg. 76-79
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
Assessment
Week of Dec. 10th - Dec. 14th
Dec. 10th - Dec. 14th
Indicator
3-4.2 Summarize the development of slavery in antebellum South Carolina, including the invention of the cotton gin
and the subsequent expansion of and economic dependence on slavery.
Instructional Strategies
1.
Prepare graphs showing the growth of cotton production after the invention of the cotton gin. Students use
these graphs to hypothesize how this invention affected the institution of slavery. Interpret calendars, time
lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons,
architectural drawings, documents, letters, censuses, and other artifacts. Quadrant D
2.
Put students in groups to discuss what would have happened to the economy if slavery was abolished.
Consider multiple perspectives of documents and stories. Quadrant A
3.
Prepare a content puzzle, p. 68 Differentiating Textbooks, about slavery prior to the Civil War. Students
complete the content puzzle. Construct maps, graphs, tables, and diagrams to display social studies
information Quadrant B
4.
Students think of a task that takes them a long time to do and invent a machine that allows them to complete
their task faster. Quadrant D
5.
Watch Detective Bonz and the SC History Mystery; Part 4 slave discussion. Discuss afterwards. Consider
multiple perspectives of documents and stories. Quadrant A
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies: South Carolina
216-217, 219, 222-225
Web Sites:
Slavery – http://school.discovery.com
United Streaming Video – http://www.unitedstreaming.com
Detective Bonz and the SC History Mystery: Part 4 Slavery Discussion
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg. 76-79
Civil War on Sunday by Mary P. Osborne
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
Assessment
Week of Dec. 17th - Jan. 4th
Dec. 17th - Jan. 2nd
Indicator
Winter Break
Instructional Strategies
Winter Break
Winter Break
Resources
Winter Break
Assessment
Winter Break
Jan. 3rd - Jan. 4th
Indicator
Review American Revolution indicators
 3-3.1
 3-3.2
 3-3.3
 3-3.4
inter Br
Instructional Strategies
Review American Revolution indicators
I Have, Who Has
Use Microsoft Office Publisher to make flashcards (postcard template). Print the definition or description of an event on
one side of the card. Print another term on the back side of the card. Distribute the cards throughout the class. One
student gives his/her definition or event (“I have…”) and then asks “Who has…” and then gives his/her term from the
other side of the card. You can always go to http://www.curriculumproject.com/software_training_LW.php for a tutorial.
Winter Break
Resources
Review American Revolution indicators
www.superteachertools.com
 Jeopardy

Speed Match Quiz Maker

Who Wants to be a Millionaire?

Board Game

Hang Man
Registration is free for basic use. Enter key terms and allow the students to practice using the multiple tools available on
the site. You will be able to save your list weekly. www.spellingcity.com
Jefferson County Schools has a massive bank of interactive websites. http://jc-schools.net/tutorials/interactive.htm
This website covers many topics including the American Revolution. http://www.neok12.com/games.htm
Break
Assessment
Review American Revolution indicators
inter Break
Week of Jan. 7th - Jan. 11th
Jan. 7th
Indicator
Review:
3-4.2 Summarize the development of slavery in antebellum South Carolina, including the invention of the cotton gin
and the subsequent expansion of and economic dependence on slavery.
Instructional Strategies
I Have, Who Has
Use Microsoft Office Publisher to make flashcards (postcard template). Print the definition or description of an event on
one side of the card. Print another term on the back side of the card. Distribute the cards throughout the class. One
student gives his/her definition or event (“I have…”) and then asks “Who has…” and then gives his/her term from the
other side of the card. You can always go to http://www.curriculumproject.com/software_training_LW.php for a tutorial.
Resources
www.superteachertools.com

Jeopardy

Speed Match Quiz Maker

Who Wants to be a Millionaire?

Board Game

Hang Man
Registration is free for basic use. Enter key terms and allow the students to practice using the multiple tools available on
the site. You will be able to save your list weekly. www.spellingcity.com
Jefferson County Schools has a massive bank of interactive websites. http://jc-schools.net/tutorials/interactive.htm
This website covers many topics including the American Revolution. http://www.neok12.com/games.htm
Assessment
Week of Jan. 7th - Jan. 11th
Jan. 8th - Jan. 11th
Indicator
3-4.3 Explain the reasons for South Carolina’s secession from the Union, including the abolitionist movement and the
concept of states’ rights.
Win Break
Instructional Strategies
1.
Discuss the reasons behind the start of the Civil War. Students design alternate solutions to the problems that
led to the Civil War and explain the rationale behind their solutions. Conflict Resolution Strategy. Challenge
ad hominem and other illogical arguments (e.g. name calling, personal attacks, insinuation and
innuendo, circular arguments). Quadrant C
2.
Create a news paper article that explains why South Carolina seceded from the Union and the events leading
up to the Civil War. Use texts, photographs, and documents to observe and interpret social studies
trends and relationships. Quadrant B
3.
Research abolitionists and present information to the class. Construct maps, graphs, tables, and diagrams
to display social studies information. Quadrant B
Winter Break
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies: South Carolina
226-235
Web Sites:
Abolitionists –
www.pbs.org/search abolitionists and neighborhood
United Streaming Video – http://www.unitedstreaming.com
The American Civil War: The Causes of War
American Heroes and Heroines: Abraham Lincoln
The Underground Railroad: Escape from Slavery
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg. 76-79
Civil War on Sunday by Mary P. Osborne
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
inter Break
Assessment
Winter Break
Week of Jan. 14th - Jan. 18th
Jan. 14th - Jan. 17th
Indicator
3-4.4 Summarize the course of the Civil War in South Carolina, including the Secession Convention, the firing on Fort
Sumter, the Union blockade of Charleston, the significance of the Hunley submarine; the exploits of Robert Smalls; and
General William T. Sherman’s march through the state.
Win Break
Instructional Strategies
1.
Create a flip book with the following events: Session Convention, firing of Fort Sumter, Union blockade of
Charleston and Sherman’s march. Students will record what happened and sketch a picture. Create and
interpret data on time lines. Conflict Resolution Strategy. Quadrant C
2.
Civil War Quilt – Each student decorates a square of paper (patch) with a Civil War picture. Put all patches
together into a quilt. Each patch will be hole-punched in order to stitch them together with yarn. Can be
coordinated with the art teacher as a joint project. Construct maps, graphs, tables, and diagrams to display
social studies information. Quadrant B
3.
View Detective Bonz and the SC History Mystery: Part 4 The Civil War. Discuss the video after viewing.
Students act out the Secession Convention. Discuss how not everyone wanted to secede. Consider multiple
perspectives of documents and stories. Quadrant B
Winter Break
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies: South Carolina, pgs. 234-237, 243-253
Web Sites:
South Carolina/Civil War/1861-1865 – http://www.sciway.net (search Civil War)
United Streaming Video – http://www.unitedstreaming.com
Detective Bonz and the SC History Mystery: Part 4 The Civil War
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg. 76-79
The Story of the H.L. Hunley and Queenies’ Coin by Fran Hawk
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollaser Break
Assessment
Break
Jan. 18th
Indicator
Professional Development/Workday
Professional Development/Workday
Instructional Strategies
Professional Development/Workday
Resources
Professional Development/Workday
Assessment
Professional Development/Workday
Week of Jan. 21st - Jan. 25th
Jan. 21st - Jan. 22nd
Indicator
Martin Luther King Jr. Day (Holiday)
Martin Luther King Jr. Day (Holiday)
Professional Development/Workday
Instructional Strategies
Professional Development/Workday
Martin Luther King Jr. Day (Holiday)
Professional Development/Workday
Resources
Martin Luther King Jr. Day (Holiday)
Professional Development/Workday
Assessment
Martin Luther King Jr. Day (Holiday)
Professional Development/Workday
Jan. 23rd - Jan. 25th
Indicator
3-4.5 Explain how the destruction caused by the Civil War affected the economy and daily lives of South Carolinians,
including the scarcity of food, clothing, and living essentials and the continuing racial tensions.
Instructional Strategies
1.
Create a T-chart comparing daily lives before the Civil War and after the Civil War. Establish chronological
order in constructing one’s own historical narratives. Quadrant C
2.
Create a Venn diagram to compare and contrast life in South Carolina during Reconstruction and before
Reconstruction. Construct maps, graphs, tables, and diagrams to display social studies information.
Quadrant B
3.
Using the Internet, find pictures of South Carolina before and after the Civil War and explain what events led to
the change. Combine to make a “South Carolina Then & Now” book.
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies: South Carolina
254-275
Web Sites:
Civil War Effects – http://www.ket.org/civilwar
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg. 76-79
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
Assessment
Week of Jan. 28th - Feb. 1st
Jan. 28th - Feb. 1st
Indicator
3-4.6 Summarize the positive and negative effects of Reconstruction in South Carolina, including the development of
public education; the establishment of sharecropping; racial advancements and tensions; and the attempts to rebuild
towns, factories, and farms.
Instructional Strategies
1. Explain the responsibilities of the federal government during reconstruction. Conflict Resolution Strategy.
Quadrant A
2.
Students create a brochure that describes how their school provides a good education for all students.
Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant C
3. Revisit Scott Foresman Social Studies: South Carolina, p. 297. To compare and contrast the life of a student
during Reconstruction and the life of a student today. Construct maps, graphs, tables, and diagrams to
display social studies information. Quadrant C
4. Students use a graphic organizer, p. 69 Differentiating Textbooks, to compare and contrast public education
after the Civil War and now. Use tables and graphs to observe and interpret geographic trends and
relationships. Quadrant B
Winter Break
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text: Scott Foresman Social Studies: South Carolina 264-271
Community Resources:
Anderson County Public Library
Other Resources:
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
Web Sites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg. 98-103
Winter Break
Assessment
Winter Break
Week of Feb. 4th - Feb. 8th
Feb. 4th - Feb. 8th
Indicator
3-5.1 Summarize the social and economic impact of developments in agriculture, industry and technology, including the
creation of Jim Crow laws, the rise and fall of textile markets, and the expansion of the railroad.
Instructional Strategies
1.
The class creates a timeline that shows what kinds of industry and agriculture flourished in South Carolina at
different periods during the late nineteenth century and the twentieth century. Create and interpret data on
time lines. Explain change and continuity over time. Quadrant A
2.
Read and discuss pages 310-311 in Scott Foresman Social Studies: South Carolina. Answer questions listed
in the Teacher’s Guide. Use texts, photographs, and documents to observe and interpret social studies
trends and relationships. Quadrant A
3. Compare and contrast transportation in the 1900s and transportation today. Which form of transportation do
you prefer? Distinguish between past, present, and future time. Explain change and continuity over
time. Quadrant C
4.
Invite a person who worked in a textile mill to talk with your class. Distinguish between past, present, and
future time. Explain change and continuity over time. Quadrant A
5. Research examples of Jim Crow laws and discuss the effects that resulted from them. Write a letter to the editor
of an 1890 newspaper stating the problems with these laws.
6. Use Animated Atlas.com/movie.html to show map of S.C. in the early 1900s. Compare the map to a current
map of S.C. Make a T-chart comparing industry, tourism etc. Distinguish between past, present, and future
time. Quadrant B.
7.
Integration Lesson 3-41.
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text: Scott Foresman Social Studies: South Carolina 310-311, 319, 359-361
Web Sites:
SC State Museum of Science and Technology History – http://www.museum.state.sc.us/technology/technology.html
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
United Streaming Video – http://www.unitedstreaming.com
Detective Bonz and the SC History Mystery: Part 5 South Carolina Industries
Cotton Mills
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg. 76-79
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
Assessment
Week of Feb. 11th - Feb. 15th
Feb. 11th - Feb. 15th
Indicator
3-5.2 Explain the causes and impact of emigration from South Carolina and internal migration from rural areas to the
cities, including discrimination and unemployment; poor sanitation and transportation services; and the lack of
electricity and other modern conveniences in rural locations.
Break
Instructional Strategies
1. Students write a paragraph pretending they have just moved to a South Carolina city from a different state.
They describe why they moved to the city, what their job will be, and what they will do there. Distinguish
between past, present, and future time. Establish chronological order in constructing one’s own
historical narratives. Conflict Resolution Strategy.  Quadrant B
2. Use the map on page 320 of Scott Foresman Social Studies: South Carolina to illustrate migration from South
Carolina. Respond to the questions. Read and discuss pp. 320-321 to find more information about the great
migration. Use maps to observe and interpret geographic information and relationships. Interpret
calendars, time lines, maps, charts, tabled, graphs, flow charts, diagrams, photographs, painting,
cartoon, architectural drawings, documents, letters, censuses, and other artifacts. Quadrant A
Winter Break
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text: Scott Foresman Social Studies: South Carolina 320-321, 325
Web Sites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
SC State Museum of Science and Technology History – http://www.museum.state.sc.us/technology/technology.html
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg. 76-79
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
Assessment
Winter Break
Week of Feb. 18th - Feb. 22nd
Feb. 18th
Indicator
President's Day (Holiday)
Instructional Strategies
President's Day (Holiday)
President's Day (Holiday)
Resources
President's Day (Holiday)
Assessment
President's Day (Holiday)
Feb. 19th - Feb. 22nd
Indicator
3-5.3 Explain the effects of the Great Depression on daily life in South Carolina, including the widespread poverty and
unemployment and the efforts of the federal government to create jobs through a variety of New Deal programs.
Instructional Strategies
1. Review the “Fact File” on page 327 of Scott Foresman Social Studies: South Carolina. Students work in groups
to illustrate each of the projects. Construct maps, graphs, tables, and diagrams to display social studies
information. Quadrant B
2. Students write from the perspective of a worker in the Civilian Conservation Corps. Explain what you might do
on a typical work day. Consider multiple perspectives of documents and stories. Quadrant D
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text: Scott Foresman Social Studies: South Carolina 326-328
Web Sites:
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Table Rock and Oconee State Park – http://www.southcarolinaparks.com/stateparks/parklocator.asp
CCC – www.knowitall.org
search – CCC (civilian conservation corps)
United Streaming Video – http://www.unitedstreaming.com
America in the 20th Century: The Great Depression: The New Deal
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg. 76-79
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
Assessment
Week of Feb. 25th - Mar. 1st
Feb. 25th - Mar. 1st
Indicator
3-5.4 Summarize the social and economic impact of World War II and the Cold War on South Carolina, including the end
of the Great Depression, improvements in modern conveniences, increased opportunities for women and African
Americans, and the significance of the opening and eventual closing of military.
Instructional Strategies
1. Use a KWL chart to begin discussions of what students know about World War II and the Cold War effects on
South Carolina’s history. Allow the students to share their answers and records. Quadrant A
2. At the end of the unit, use a W.I.N.K. (What I Now Know) chart to allow the students the opportunity to express
what they learned. Quadrant A
3. Use the www.williston.k12.sc.us website to download the Great Depression powerpoint. Discuss the photos and
have students share how the experiences made people feel during that time. Quadrant C
4. Have the students work in groups to compose a skit to represent the events including social and economic
hardships endured by the people after World War II and the Cold War. Quadrant D
5. Using any of the literature resources listed below, make a chart showing how the characters in the books are
affected by the Great Depression and how they do or do not cope with the changes. How would any of the
characters in those books thrive in the present day? Quadrant D
6. Look around your classroom and homes to make lists of things that wouldn't be there if this were the time period
of the Great Depression. What changes would the absence of those things make in your life? Would anything
change for the better for you? Quadrant D Break
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text:
Scott Foresman Social Studies: South Carolina 328 and 329, 332-337, 340 and 341, 358-363
Web Sites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Table Rock and Oconee State Park – http://www.southcarolinaparks.com/stateparks/parklocator.asp
United Streaming Video – http://www.unitedstreaming.com
African Americans and The Great Depression
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pgs. 116 - 127
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
With all the current talk of hard times, this might be a good time to look at the Great Depression in literature.
Picture Books –
-Stewart, Sarah The Gardener Illustrated by David Small
- MacLachlan, Patricia What You Know First Illustrated by Barry Moser
- Turner, Ann Dust for Dinner Illustrated by Robert Barrett
- Booth, David The Dust Bowl Illustrated by Karen Reczuch
- Adler, David A. The Babe and I Illustrated by Terry Widener
Graphic Novels –
- Phelan, Matt. The Storm in the Barn
Novels –
- Taylor, Mildred Roll of Thunder, Hear My Cry
- Curtis, Christopher Paul Bud, Not Buddy
Additional resource for purchase:
Studies Weekly is a magazine style (some issues still resemble newspapers) resource aligned with SC standards. This
tool is an excellent information text resource which will also condition children to read more newspapers and magazines.
“Our unique approach to teaching combines a fun and engaging format kids love with a concise and cost-effective
teaching program that requires less prep time than most textbooks.” www.studiesweekly.com
Assessment
Winter Break
Week of Mar. 4th - Mar. 8th
Mar. 4th - Mar. 8th
Indicator
3-5.5 Summarize the development of economic, political, and social opportunities of African Americans in South
Carolina, including the end of Jim Crow laws; the desegregation of schools (Briggs v. Elliott) and other public facilities;
and efforts of African Americans to achieve the right to vote.
Instructional Strategies
1. Hold a class discussion about how schools would be different if schools were not desegregated due to cases
such as Briggs vs. Elliott and Brown vs. Board of Education. Distinguish between past, present, and future
time. Explain change and continuity over time. Quadrant B
2. Divide class into two groups: One in favor of African American voting rights and one against. Students work
with groups to write a persuasive paragraph to convince other to take their viewpoint. Challenge ad hominem
and other illogical arguments (e.g. name calling, personal attacks, insinuation and innuendo, circular
arguments.). Quadrant D
3. Create a T-chart comparing 1950 and today. Students suggest important people, events, and the general way
of life for each time period. Compare. Distinguish between past, present, and future time. Explain change
and continuity over time. Construct maps, graphs, tables, and diagrams to display social studies
information. Quadrant A
4. Share examples of Jim Crow laws from page 305 in the Teacher’s Edition of Social Studies: South Carolina.
Students write from the perspective of an African American in the 1950s. Ask students how they would have felt
about those laws and how their lives would have been different. Distinguish between past, present, and
future time. Explain change and continuity over time. Quadrant C
5. Divide the class into two groups. Imagine the class is Congress and a bill has been presented to bring back the
Jim Crow laws. Half of the class will argue for the bill and the other half will argue against it. Distinguish
between past, present, and future time. Explain change and continuity over time. Challenge ad
hominem and other illogical arguments (e.g. name calling, personal attacks, insinuation and innuendo,
circular arguments). Quadrant D
6. Students draw pictures, p. 87 Differentiating Textbooks, to explain each Jim Crow law. Construct maps,
graphs, tables, and diagrams to display social studies information. Quadrant A
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text: Scott Foresman Social Studies: South Carolina pgs. 289, 303-305, 396-397
Web Sites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Click on “My State Handbook” to find information about geography, government, culture, economy, and history.
www.eduplace.com/ss/socsci/sc
Knowitall.com has many feature sites including Gullah Net, History of South Carolina Slide Collection, Road Trip, and
many more. www.knowitall.org
SS Lesson Bank-an excellent resource which provides powerpoint and smart lessons that are aligned with the South
Carolina State standards.
http://www.williston.k12.sc.us/kees/Bringing%20SS%20to%20Life/3rd%20grade/3rd%20grade%20SS.html
The Orangeburg County Library allows you to access the Tumblebooks Library from their website. This site is loaded
with e-books which cover a variety of subjects and issues. http://www.orangeburgcounty.org/ocl/default.asp
The Orangeburg County Library also gives access to their entire inventory through the catalog tab on the top of the
page. http://www.orangeburgcounty.org/ocl/default.asp
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pgs. 128-131, 112-115
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
My Brother Martin: A Sister Remembers by Christine King Farris
Martin’s Big Words by Doreen Rappaport
My Friend Martin
Web Sites:
SC African Americans 1865-1900 – http://sciway.net/afam/reconstruction/blackcodes.html
http://www.sciway.net
search: Civil Rights Movement
United Streaming Video – http://www.unitedstreaming.com
American Heroes and Heroines: Dr. Martin Luther King Jr.
Martin’s Big Words: The Life of Dr. Martin Luther King Jr.
Assessment
Benchmark #3 Testing Window: Mar. 4th - Mar. 15th
Week of Mar. 11th - Mar. 15th
Mar. 11th - Mar. 15th
Indicator
Continue from last week…
3-5.5 Summarize the development of economic, political, and social opportunities of African Americans in South
Carolina, including the end of Jim Crow laws; the desegregation of schools (Briggs v. Elliott) and other public facilities;
and efforts of African Americans to achieve the right to vote.
Review for Benchmarks and PASS Writing
Winter Break
Instructional Strategies
See above instructional strategies.
Winter Break
Resources
See above resources.
Winter B
Assessment
Benchmark #3 Testing Window: Mar. 4th - Mar. 15th
Week of Mar. 18th - Mar. 22nd
Mar. 18th
Indicator
Review for PASS Writing
Instructional Strategies
Review for PASS Writing
Resources
Review for PASS Writing
Assessment
Review for PASS Writing
Week of Mar. 18th - Mar. 22nd
Mar. 19th - Mar. 20th
Indicator
PASS Testing (Writing)
Instructional Strategies
PASS Testing (Writing)
Resources
PASS Testing (Writing)
inter Break
Assessment
PASS Testing (Writing)
Winter Break
Week of Mar. 25th - Mar. 29th
Mar. 25th - Mar. 26th
Indicator
3-5.6 Describe the growth of tourism and its impact on the economy of South Carolina, including the development of
historic sites, state parks, and resorts and the expanding transportation systems that allow for greater access to our
state.
Instructional Strategies
1. Use Animated Atlas.com/movie.html to show map of S.C. in the early 1900s. Compare the map to a current
map of S.C. Make a T-chart comparing industry, tourism etc. Distinguish between past, present, and future
time. Quadrant B.
2. Integration Lesson 3-41.
3. Students write a paragraph pretending they have just moved to a South Carolina city from a different state.
They describe why they moved to the city, what their job will be, and what they will do there. Distinguish
between past, present, and future time. Establish chronological order in constructing one’s own
historical narratives. Conflict Resolution Strategy.  Quadrant B
4. Use the map on page 320 of Scott Foresman Social Studies: South Carolina to illustrate migration from South
Carolina. Respond to the questions. Read and discuss pp. 320-321 to find more information about the great
migration. Use maps to observe and interpret geographic information and relationships. Interpret
calendars, time lines, maps, charts, tabled, graphs, flow charts, diagrams, photographs, painting,
cartoon, architectural drawings, documents, letters, censuses, and other artifacts. Quadrant A
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text: Scott Foresman Social Studies: South Carolina pgs. 36-37, 319, 325-331, 355, 357, 359, 360-365, 370-375
Web Sites:
SC State Museum of Science and Technology History – http://www.museum.state.sc.us/technology/technology.html
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg. 116-119, 120-123
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
inter Break
Assessment
PASS Testing (Writing)
Week of Mar. 25th - Mar. 29th
Mar. 27th - Mar. 28th
Indicator
Continue…
3-5.6 Describe the growth of tourism and its impact on the economy of South
Carolina, including the development of historic sites, state parks, and resorts and the expanding transportation systems
that allow for greater access to our state.
Instructional Strategies
1. Use Animated Atlas.com/movie.html to show map of S.C. in the early 1900s. Compare the map to a current
map of S.C. Make a T-chart comparing industry, tourism etc. Distinguish between past, present, and future
time. Quadrant B.
2. Integration Lesson 3-41.
3. Students write a paragraph pretending they have just moved to a South Carolina city from a different state.
They describe why they moved to the city, what their job will be, and what they will do there. Distinguish
between past, present, and future time. Establish chronological order in constructing one’s own
historical narratives. Conflict Resolution Strategy.  Quadrant B
4. Use the map on page 320 of Scott Foresman Social Studies: South Carolina to illustrate migration from South
Carolina. Respond to the questions. Read and discuss pp. 320-321 to find more information about the great
migration. Use maps to observe and interpret geographic information and relationships. Interpret
calendars, time lines, maps, charts, tabled, graphs, flow charts, diagrams, photographs, painting,
cartoon, architectural drawings, documents, letters, censuses, and other artifacts. Quadrant A
inter Break
Resources
Be sure to preview the social studies support document on the
South Carolina Department of Education’s website.
Text: Scott Foresman Social Studies: South Carolina pgs. 36-37, 319, 325-331, 355, 357, 359, 360-365, 370-375
Web Sites:
SC State Museum of Science and Technology History – http://www.museum.state.sc.us/technology/technology.html
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Other Resources:
Daily Analogies for Social Studies
PASS Coach Pg. 116-119, 120-123
Differentiating Textbooks by Char Fortsen, Jim Grant, and Betty Hollas
Break
Assessment
Winter Break
Mar. 29th
Indicator
Professional Development/Workday
Instructional Strategies
Professional Development/Workday
Professional Development/Workday
Resources
Professional Development/Workday
Assessment
Professional Development/Workday
Week of Apr. 1st - Apr. 12th
Apr. 1st - Apr. 5th
Indicator
Spring Break (Holiday)
Instructional Strategies
Spring Break (Holiday)
Spring Break (Holiday)
Resources
Spring Break (Holiday)
Assessment
Spring Break (Holiday)
Apr. 8th - Apr. 12th
Indicator
Standards Review
Winter Break
Instructional Strategies
Standards Review
Winter Break
Resources
Standards Review
Winter Break
Assessment
Standards Review
Winter Break
Week of Apr. 15th - Apr. 19th
Apr. 15th - Apr. 19th
Indicator
Standards Review
Instructional Strategies
Standards Review
Resources
Standards Review
Assessment
Standards Review
Week of Apr. 22nd - Apr. 26th
Apr. 22nd - Apr. 26th
Indicator
Standards Review
nte Breakte Break
Instructional Strategies
Standards Review
Winter Break
Resources
Standards Review
Winter Break
Assessment
Standards Review
Winter Break
Week of Apr. 29th - May 3rd
Apr. 29th - May 3rd
Indicator
Standards Review
Winter Break
Instructional Strategies
Standards Review
Winter Break
Resources
Standards Review
Winter Break
Assessment
Standards Review
Winter Break
Week of May 6th - May 10th
May 6th
Indicator
Standards Review
r Break
Instructional Strategies
Standards Review
Winter Break
Resources
Standards Review
Winter Break
Assessment
Standards Review
Winter Break
Week of May 6th - May 10th
May 7th - May 10th
Indicator
PASS, PASS Field Tests, Make-Ups
Winter Break
Instructional Strategies
PASS, PASS Field Tests, Make-Ups
Winter Break
Resources
PASS, PASS Field Tests, Make-Ups
Winter Break
Assessment
PASS, PASS Field Tests, Make-Ups
Winter Break
Week of May 13th - May 17th
May 13th - May 17th
Indicator
PASS, PASS Field Tests, Make-Ups
Winter Break
Instructional Strategies
PASS, PASS Field Tests, Make-Ups
Resources
PASS, PASS Field Tests, Make-Ups
Winter Break
Assessment
PASS, PASS Field Tests, Make-Ups
Winter Break
Week of May 20th - May 24th
May 20th - May 24th
Indicator
Reteach weak indicators as identified by district benchmarks.
Winter Break
Instructional Strategies
Reteach weak indicators as identified by district benchmarks.
Winter Break
Resources
Reteach weak indicators as identified by district benchmarks.
Winter Break
Assessment
Reteach weak indicators as identified by district benchmarks.
Winter Break
Week of May 27th - May 31st
May 27th - May 31st
Indicator
Reteach weak indicators as identified by district benchmarks.
W Break
Instructional Strategies
Reteach weak indicators as identified by district benchmarks.
Winter Break
Resources
Reteach weak indicators as identified by district benchmarks.
Winter Break
Assessment
Reteach weak indicators as identified by district benchmarks.
Winter Break
Week of Jun. 3rd - Jun. 7th
Jun. 3rd - Jun. 6th
Indicator
Reteach weak indicators as identified by district benchmarks.
Break
Instructional Strategies
Reteach weak indicators as identified by district benchmarks.
Resources
Reteach weak indicators as identified by district benchmarks.
Winter Break
Assessment
Reteach weak indicators as identified by district benchmarks.
Winter Break
Jun. 7th
Indicator
Teacher Workday
Instructional Strategies
Teacher Workday
Teacher Workday
Resources
Teacher Workday
Assessment
Teacher Workday