Third Grade Social Studies
Looking at Unit 6
The Workforce in a Democracy
Marlo Mong
February 12, 2009
How do I know what concepts to teach?
• Use your curriculum map!
– Unit One on every map lists the concepts
used for the rest of the year
– Every piece of content for the rest of the
year is listed under a relevant concept
• These are suggestions – make
them work for your class!
• Keep up with it all by using your
concept wall.
– Because you have been organizing the
standards using the concept wall since
unit 1, students should be starting to
make some connections between
concepts and units.
Franklin D. Roosevelt: How did the New Deal and World War II
help expand people’s rights and freedoms?
• President: How did his actions impact society?
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– Think about the positive/negative effects of his actions.
New Deal: Change in government practice!
• The government is going to be responsible for its citizens
• No longer “government takes care of government” and “business takes care of
business” approach.
• Initiatives to help people begin to recover from economic hardships
• More “hands-on” help for the people by creating jobs, assisting with mortgages, and
establishing Social Security
• World War II: Effort to help people on two fronts:
• The home front: Changed the dynamic of the work force
• Women working proving they could the same work as others
• Overseas: Battle between authoritarian societies and democratic societies
• Aggressor nations in Europe and Asia needed to be stopped
• Established the United Nations, a group working to promote and maintain peace
throughout the world.
Framework Support
As students create their attribute chart, continue to encourage students
to think of the positive character traits that are a part of the Civics
standards for Third Grade. Students can sort significant events that had
an influence and impacted the cultural identification on President
Roosevelt into the character trait it may describe.
Government Services
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http://www.econedlink.org/lessons/index.php?lesson=EM281&page=teacher&page=
teacher
Students can take a virtual field trip to City Hall and learn about the responsibilities
of the Mayor and City Council.
This is a very basic lesson that introduces both the concept of local government
and the goods and services provided by government.
The lesson includes discussion questions, activity ideas, and assessment
suggestions.
http://www.econedlink.org/lessons/index.php?lesson=EM198&page=teacher
This lesson takes students to the next level and explains the role of the different levels
of government when it relates to taxes and services provided.
This is more in-depth than what requires of SS3E2, but addresses parts of SS3CG1.
Interdependence
• http://www.econedlink.org/lessons/index.php?lesson=EM448&page=t
eacher
• This lesson provides great background information. Teachers can
easily change the focus from Florida to Georgia.
– Have students determine what fruits (or vegetables) are grown
mostly in Georgia.
• As a follow-up to the above activity, students can “go grocery
shopping” to complete this activity: http://www.teachnetlab.org/miami/2005/mgomez1/world%20in%20a%20supermarket%20b
ag%20worksheet%20lesson%20three.htm
• For full lesson, go to this link: http://www.teachnetlab.org/miami/2005/mgomez1/lesson%203%20soup.htm
Price
Supply and
Demand
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Price
Allocation of
goods and
services
In this standard, price is the key concept to focus on but some knowledge of supply and demand would be helpful.
– Supply and demand influences price of goods and services in a market economy.
Elements a and b deal with the idea of markets. How much we pay for a good when we go to the store is largely determined by
the market. How much are we willing to pay versus how much is the producer willing to sell for? A variety of items play into
this:
– Related Goods: What would you expect to happen to the amount of cereal sold if the price of milk tripled? What would
you expect to happen to the amount of Pepsi sold if the price of Coke was cut in half? Whether goods are substitutes or
complements, interdependence is important when one good in a market changes.
– Preferences: Why don’t Beanie Babies sell as much as they used to? Why has the diet drink industry boomed in the
last 10-15 years? Consumer preferences often dictate prices (especially short term) and amount sold in a particular
market.
– Number of Buyers/Sellers: Fairly self explanatory. As the number of buyers in a market increase, price is likely to
increase. As the number of sellers increase, the price of a good or service is likely to decrease.
– Government, technology, expectations, and income also affect markets for goods and services.
http://www.fte.org/teachers/programs/rightstart/curriculum/topic3/marketbasics.php
– Great website for teacher background on Price Determination.
http://www.councilforeconed.org/ei/lessons/economicsFromHereToThere/1-56183-636-2_02.pdf
– By participating in a market simulation, students will understand many concepts in this lesson.
• Interdependence, producers/consumers, price (incentives)
– The thing to be careful here, in this lesson, everyone has the same “income”. In the real world, that is not realistic.
Resources
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Remember! These are only suggested resources. Make sure to
preview these sites before sharing them with your students. You
know your students better than I do!
http://www.whitehouse.gov/about/presidents/franklindroosevelt/: From the official White House website,
read the biography of President Roosevelt and the 43 others who have served in this office.
http://www.fdrlibrary.marist.edu/educat33.html: Part of the FDR Library and Museum, this webpage
gives teachers and students lessons and activities that teach about our 32nd president.
http://www.time.com/time/time100/leaders/profile/fdr.html: Another great Time 100 article. This time the
article focuses on President Roosevelt.
http://www.nps.gov/hofr: Visit President Roosevelt’s beloved home in Hyde Park, NY. This is also
where the FDR Library and Museum is housed.
http://www.kidseconposters.com/econsongs.html: Teach econ through songs! The concepts that
taught is listed right next to the song title.
http://www.kidseconposters.com/keb/Title%20List%20Alphabetical.htm: Integrate economics with
Children’s Literature. Lesson ideas and comprehension questions are included with each title
description.
http://www.fas.rutgers.edu/cms/econkids/index.php?option=com_content&task=section&id=25&Itemid=
154: Another website that uses literature to help teach economic concepts. This is part of the Rutgers
University Project on Economics and Children.
http://www.econedlink.org/lessons/: Search by economic concepts and grade level bands to find
teacher created lessons that support the standards.
Resources for Integration
Make Your Mark, Franklin Roosevelt
By: Judith St. George
Publisher: Penguin Group (USA)
The Go-Around Dollar
By: Barbara Johnston Adams
Publisher: Simon & Schuster
Children's Publishing
Concept-Currency
Franklin D. Roosevelt
By: Judy Emerson
Publisher: Coughlan
Publishing
The World in a Supermarket
By: Rozanne Williams
Publisher: Creative Teaching
Press
Concept-Interdependence
Franklin & Eleanor
By: Cheryl Harness
Publisher: Penguin
Young Readers Group
Leah’s Pony
By: Elizabeth Friedrich
Publisher: Boyds Mills Press
Concept-Allocation of Price
Franklin D. Roosevelt: A Leader in Troubled
Times
By: Time for Kids Biographies with Jeremy
B. Caplan
Publisher: HarperCollins Children's Books
Ox-Cart Man
By: Donald Hall
Publisher: The Penguin Group
Concept-Producers & Consumers
Agatha’s Feather Bed
By: Carmen Agra Deedy
Publisher: Peachtree Publishers