Month: September – October (6 Weeks)
Unit 1: Citizen Involvement
Theme/
Big Ideas
Core
Democratic
Values
Use the Core
Democratic
Value in
everyday
life, relating
these to our
constitution
and
government.
GLCEs
3 – C5.0.1 Identify rights (e.g.,
freedom of speech, freedom of
religion, right to own property) and
responsibilities of citizenship (e.g.,
respecting the rights of others,
voting, obeying laws).
3 – P3.1.3 Give examples of how
conflicts over core democratic
values lead people to differ on
resolutions to a public policy issue
in Michigan.
3 – P3.1.2 Use graphic data and
How to be an other sources to analyze
information about a public issue in
involved
citizen. (e.g., Michigan and evaluate alternative
resolutions.
community
service,
3 – P3.3.1 Compose a paragraph
public
expressing a position on a public
elections,
takes a stand policy issue in Michigan and justify
the position with a reasoned
on, and
argument.
defends,
community/e
3 – P4.2.2 Participate in projects to
thical/state
help or inform others.
issues, etc.)
3 – P3.1.1 Identify public issues in
Michigan that influence the daily
lives of its citizens.
Third Grade Social Studies Pacing Guide – May 2008
Social Studies Pacing Guide
Third Grade
Essential/Focus
Questions
What are the rights
and responsibilities
you have as a
citizen of
Michigan/USA?
What are some
examples of how
differences of
opinion cause
issues between
people?
How can you use
graphic data and
other sources to
examine
information about a
public issue to
determine other
outcome choices?
Explain how the
government carries
out its purposes?
Assessment
Relate rules back to
Core Democratic
Values. A cumulative
project at the end of
CDV studies with
various project
choices to
demonstrate student
knowledge of the
topic.
Create a
paper/research
project on a public
issue and determine
other outcome
choices. Present the
information to inform
others about the
public issue.
Pick one of the
responsibilities of our
government and
create a poster
describing one of the
purposes (protecting
individual rights,
promoting the
common good,
ensuring equal
treatment under the
law).
1
Vocabulary/
Concepts
Common good
Rights
Equal treatment
under the law
Public policy
issues
Public issues
Project to help or
inform Others
Reasoned
argument
Resolution
Action plan
Core democratic
values
Conflicts
Purpose of
government
Government
Three branches of
Government
State and local
Government
Representative
Government
resolutions
Alternative
Develop
Graphic Data
Citizen
Resources
http://www.civicsinstitute.org/curri
cula/
high/Are_the_Core_Democratic_V
a.html
http://www.classroomhelp.com/
lessons/cdv/Core_Democratic.pdf
http://www.jpsonline.org/elem_me
dia/
CoreDem/index.htm
http://www.michiganepic.org/core
democratic/CDVEducatorNotes.ht
ml
In School Field Trip/Presentation:
http://richardpaul.com/
core_democratic_values.shtml
unitedstreaming.com
Theme/
Big Ideas
GLCEs
Essential/Focus
Questions
Assessment
3 – P4.2.1 Develop and implement
an action plan and know how,
when, and where to address or
inform others about a public issue.
C3.0.4 Explain how state courts
function to resolve conflict.
Third Grade Social Studies Pacing Guide – May 2008
2
Vocabulary/
Concepts
Resources
Month: October – December (9 Weeks)
Unit 2: Michigan Economics
Theme/Big
Ideas
Economic
Roots in
Michigan.
Goods and
services
people
produced in
Michigan
because of its
natural
resources.
How
Michigan
businesses
support our
economic
development.
Social Studies Pacing Guide
Third Grade
Vocabulary/
Concepts
E1.0.3 Analyze how Michigan’s
Have students do a
Services
location and natural resources
web hunt with
Producer
influenced its economic
teacher created sheet Production
development.
with important
Goods
questions about major Human resource
G4.0.1 Describe major kinds of
cities located in
Capital resources
economic activity in Michigan
Michigan (e.g.
Consumer
today, such as agriculture (e.g.,
Detroit-What is it
Consumption
corn, cherries, dairy),
known for? How
Michigan
manufacturing (e.g., automobiles,
many people live
Constitution
wood products), services and
How does scarcity, there? What natural
Agriculture
tourism, research and development opportunity costs
resources do they
Research and
(e.g., Automation Alley, life
and choices affect
have? Etc.) Then
development
sciences corridor, university
what is produced
have students present
industries
communities), and explain the
and consumed in
what they have found Choices
factors influencing the location of
Michigan?
and elaborate
Economic
these economic activities.
(teacher) on why it is
Decisions
What do people do important to
Economic
E1.0.1 Explain how scarcity,
when Michigan
Michigan’s economy.
Development
opportunity costs and choices
does not have the
Incentives
affect what is produced and
resources to make
Teacher created cause Opportunity Cost
consumed in Michigan.
certain
and effect scenario
Scarcity
products/services?
sheet relating
Alternative
E3.0.1 Identify products produced
scarcity, opportunity
Automation Alley
in other countries and consumed
How do Michigan’s costs, and consumer’s Life Science
by people in Michigan.
businesses use
choices (e.g. What
Corridor
resources to
happens if there is a
E1.0.4 Describe how entrepreneurs specialize in
hail storm in Traverse
combine natural, human, and
producing certain
City and the cherries
capital resources to produce goods goods/services for
are damaged? Student
and services.
the growth of
response example:
Michigan’s
Scarcity: the cherries
economic future?
become scarce and
the price is driven up,
GLCE
Third Grade Social Studies Pacing Guide – May 2008
Essential/Focus
Questions
How does
Michigan’s natural
resources,
transportation hubs
and relative
locations affect
what is produced
and consumed in
Michigan?
Assessment
3
Resources
Children in the Marketplace:
Lesson Plans in Economics for
Grades 3 and 4
ISBN: 1-56183-367-3
http://cob.jmu.edu/econed/Element
ary.htm
*You will have to purchase each
book that creates a literature
connection to economics.
http://www.kidseconbooks.com/ht
ml/teaching_economics.html
*things you can purchase for help
http://www.moneyinstructor.com/e
lementary.asp
Teacher created scenario sheets
http://www.proteacher.com/cgibin/outsidesite.cgi?id=13800&exte
rnal=http://www.apl.com/boomera
ngbox/
postskl.htm&original=http://www.
proteacher.com/090041.shtml&titl
e
=Introduction%20to%20Internatio
nal%20Trade
http://www.econedlink.org/
*a lot of great lessons on anything
economics
Theme/Big
Ideas
GLCE
E2.0.1 Using a Michigan example,
describe how specialization leads
to increased interdependence
E1.0.5 Explain the role of business
development in Michigan’s
economic future.
E1.0.2 Identify incentives (e.g.,
sales, tax breaks) that influence
economic decisions people make
in Michigan.
Essential/Focus
Questions
How do incentives
influence
businesses when it
comes to making
economic decisions
in Michigan?
Assessment
Opportunity Cost:
Consumers are going
to give up buying
cherries because they
are high priced,
Consumers choice is
going to effect how
much the producers
are going to produce)
Using a map of the
world, have students
look at common
items (e.g. shirt,
shoes, pencils,
textbooks, desk,
chairs etc.) and where
they are produced.
Then have them trace
the trade route to get
to Michigan.
Research Topic:
Michigan’s
companies and
discuss how their
products are used in
Michigan. Describe
how they use natural,
human, and capital
resources to produce
specialized good to
serve Michigan. How
is each business
interdependent on
natural, human and
capital resources?
Third Grade Social Studies Pacing Guide – May 2008
4
Vocabulary/
Concepts
Resources
www.kercks.org/hot_topics/docs/4th_Grade_
Econ_LP&benchmarks.doc
Theme/Big
Ideas
GLCE
Essential/Focus
Questions
Assessment
Why do businesses
want to establish
them selves in
Michigan?
Third Grade Social Studies Pacing Guide – May 2008
5
Vocabulary/
Concepts
Resources
Social Studies Pacing Guide
Month: January – March (9 Weeks)
Third Grade
Unit 3: Native Americans/Human Systems/Environment and Society
Theme/Big
Ideas
Native
Americans in
Michigan
History
Explorers in
Michigan
History/Settli
ng in
Michigan
Interactions
between the
Michigan
People.
Various
settlements of
Michigan’s
people
because of
geographic
characteristics.
Describe the
features of
Michigan’s
land that
attracted the
early settlers.
Interactions
between the
GLCE
H3.0.1 Identify questions
historians ask in examining the
past in Michigan.
H3.0.2 Explain how historians use
primary and secondary sources to
answer questions about the past.
H3.0.4 Draw upon traditional
stories of American Indians who
lived in Michigan in order to make
generalizations about their beliefs.
H3.0.5 Use informational text and
visual data to compare how
American Indians and settlers in
the early history of Michigan
adapted to and used their
environment.
Essential/Focus
Questions
What
generalizations can
you make about
Michigan
American Indians
beliefs by listening
to their traditional
stories?
What type of
adaptations did the
settlers and Native
Americans make to
their environment
to make their lives
easier?
What are the
different Native
American groups in
G4.0.4 Use data and current
Michigan? What
information about the
are differences and
Anishinaabeg and other American similarities
Indians living in Michigan today to between their past
describe the cultural aspects of
lives and modern
modern American Indian life.
day life?
What are the
G2.0.1 Use a variety of visual
different ways to
materials and data sources to
divide Michigan
describe ways in which Michigan
into regions? Why
can be divided into regions.
did some the
groups come to
Michigan and talk
Third Grade Social Studies Pacing Guide – May 2008
Assessment
Read examples of
traditional American
Indian stories from
Michigan history.
Have students write a
comparison essay on
how the texts are
linked with a
common theme. Then
have students write
their own stories
about how Michigan
landmarks were
formed (ELA
connections:
folktales, common
theme for MEAP
type writing)
Create a history
pocket on the
interactions of
colonists and
Michigan Native
Americans.
Have students
research some of the
different Michigan
Native American
Groups. Then create a
project talking about
the focus question.
6
Vocabulary/
Concepts
Primary source
Secondary source
Informational text
Adapt
Interactions
between groups
Regions
Migration
Wyandot (Huron)
Odawa (Ottawa)
Ojibway
(Chippewa)
Potawatomi
Menominee
American Indians
Anishinaabeg
European
Explorers
Sequence
Settlement
Statehood
Historical
questions
Causal
Relationship
Visual Data
Visual Materials
Resources
M is for Michigan (general
reference)
Legend of Sleeping Bear Dunes
The Legend of the Loon
The Legend of Mackinac Island
The Legend of Leelanau
The Legend of the Lady's Slipper
The Legend of the Petoskey Stone
Etc.
Books about Native American
Tribes in Michigan
http://www.michigan.gov/hal/0,16
07,7-160-17451_18670---,00.html
History Pockets: Colonial
America, Grades 4-6-Evan Moore
Publishing, by Marc Tyler
Nobleman
Blank Michigan map
http://www.michigan.gov/
documents/hal_mhc_mhm_outline
map_74426_7.pdf
http://www.wildernet.com/pages/
area.cfm?areaID=MITR&CU_ID=
165
M is for Mitten
Theme/Big
Ideas
Michigan
People.
People do
different
things to
adapt to
changing
environments
GLCE
G2.0.2 Describe different regions
to which Michigan belongs.
G4.0.2 Describe diverse groups
that have come into a region of
Michigan and reason why they
came.
G1.0.1 Use cardinal directions
(north, south, east, west) to
describe the relative location of
significant places in the immediate
environment.
G1.0.2 Use thematic maps to
identify and describe the physical
and human characteristics of
Michigan.
G4.0.3 Describe some of the
current movements of goods,
people, jobs or information to,
from, or within Michigan and
explain reasons for the
movements.
G5.0.1 Locate natural resources in
Michigan and explain the
consequences of their use.
G5.0.2 Describe how people adapt
to, use, and modify the natural
resources of Michigan.
Third Grade Social Studies Pacing Guide – May 2008
Essential/Focus
Questions
about why the
population of
Michigan is so
diverse (e.g.
religion, movement
due to lack of
natural resources,
better opportunities
etc.)?
What part of the
United States is
Michigan located
and Why (e.g. such
as The Great Lakes
Region, the North
Central Region,
Midwest Region
etc.)?
What are some
ways people have
adapted Michigan
to better suit their
needs and use the
natural resources?
What are some of
the consequences
for using the
natural resources?
Assessment
Students can choose
from 5 project types
created by the
teacher. (Huron,
Ottawa, Chippewa,
Potawatomi,
Menominee etc.)
Use a Michigan map
and divide it into the
different regions.
Color each region a
different color. Make
sure students include
map key, compass
rose, and title. In the
map key be sure to
include a symbol for
each of the diverse
groups in Michigan
(e.g. religious groups,
Michigan Indians,
and major Michigan
settlements)
Create another
Michigan map
showing the location
of the natural
resources. Have the
students create an
edible map using
different types of
candies for the
different natural
resources. After you
have talked about
each of the natural
resources and its
7
Vocabulary/
Concepts
Resources
www.lessonplanspage.com/SSMic
higan-FactsAndPeninsulOf12.htm
Theme/Big
Ideas
GLCE
Essential/Focus
Questions
Assessment
location have
students eat each
candy and talk about
the consequences of
using up the natural
resources.
Third Grade Social Studies Pacing Guide – May 2008
8
Vocabulary/
Concepts
Resources
Month: March – June (9 Weeks)
Unit 4: Environment/Functions of Government
Theme/Big
Ideas
How did the
settlers adapt
the land to
suit their
needs?
(natural
resources,
geographic
features, etc.)
People do
different
things to
adapt to
changing
environments.
Describe how
Michigan’s
government
works.
Michigan
Statehood
GLCE
H3.0.1 Identify questions
historians ask in examining the
past in Michigan.
H3.0.2 Explain how historians use
primary and secondary sources to
answer questions about the past.
H3.0.6 Use a variety of sources to
describe interactions that occurred
between American Indians and the
first European explorers and
settlers in Michigan.
H3.0.7 Use a variety of primary
and secondary sources to construct
a historical narrative about daily
life in the early settlements of
Michigan.
C3.0.3 Identify the three branches
of state government in Michigan
and the powers of each.
C3.0.1 Distinguish between the
roles of state and local
government.
C2.0.1 Describe how Michigan
state government reflects the
principle of representative
government.
Third Grade Social Studies Pacing Guide – May 2008
Social Studies Pacing Guide
Third Grade
Essential/Focus
Questions
How did American
Indians and
European settlers
interact with one
another? What was
the daily life of a
European settler
like?
What are
Michigan’s three
branches of
government? What
are the roles of
state and local?
How is Michigan’s
government a
representative
government?
What is the purpose
of the Michigan
Constitution?
What is the purpose
of Michigan’s
government?
How have
individuals affected
the history of
Michigan?
Assessment
Write narrative piece
from the perspective
of either a Native
American or Settler
talking about the
routine of their daily
life.
Discuss the branches
and their purposes.
Have students give
you examples of how
the roles of the
people in school
relate to the roles of
the people in
government.
Pick a famous
individual from
Michigan’s history.
Present who they are
and what they are
known for by
impersonating that
individual and
presenting
information about
that person and their
accomplishments.
After teaching how
Michigan became a
9
Vocabulary/
Concepts
Historical
questions
Primary source
Secondary source
Case study
Statehood
Constitution
Causal
Relationship
Visual Data
settlement
settlers
modify
movement
primary and
secondary
sources
Adapt
Environment
Primary source
Secondary source
Informational text
American Indians
Settlers
Interactions
between groups
Sequence
Regions
Location
Services
Specialization
-Business
development
Resources
www.michigan.gov/hal/0,1607,7160-17451_18670_18793-,00.html
www.michigan.gov/hal/0,1607,7160-17451_18670_18793-,00.html
www.michigan.gov/mikids
www.cantonpl.org/kids/mgov/html
www.courts.michigan.gov/plc/
resources.htm
www.edhelper.com
www.remc11.k12.mi.us/bstpract/
bplll/064/064.PDF
www.edhelper.com
www.michigan.gov/mikids
Social Studies Curriculum
Social Studies Text
Michigan History Magazine
Theme/Big
Ideas
GLCE
C3.0.2 Identify goods and services
provided by the state government
and describe how they are funded
(e.g., taxes, fees, fines).
C3.0.5 Describe the purpose of the
Michigan Constitution.
C1.0.1 Describe how Michigan
state government fulfills one of the
purposes of government
H3.0.8 Use case studies or stories
to describe how the ideas or
actions of individuals affected the
history of Michigan.
Essential/Focus
Questions
Assessment
What credentials
did Michigan have
to achieve to obtain
statehood? What is
the purpose of the
Michigan
Constitution?
state and about its
constitution have
groups of students
create their own state.
Tell the credentials
their state has and
why each one of
those are needed to
become a state. Then
create their own state
constitution.
How has Michigan
changed over time?
Create a timeline of
Michigan’s history
from American
Indians to statehood.
H3.0.9 Describe how Michigan
attained statehood.
C3.0.5 Describe the purpose of the
Michigan Constitution
H3.0.10 Create a timeline to
sequence early Michigan history
(American Indians, exploration,
settlement, statehood).
H3.0.3 Describe the causal
relationships between three events
in Michigan’s past
Third Grade Social Studies Pacing Guide – May 2008
10
Vocabulary/
Concepts
Thematic maps
Tourism
Service industries
Relative location
Cardinal
directions
Physical
characteristics
Human
characteristics
Economic activity
Trade Routes/flow
Communication
Routes
Business
development
Migration
Movement
Natural resources
Physical
characteristics
Modify
Entrepreneurs
Interdependence
Specialization
Resources