Third Grade Social Studies
Teaching Unit 3
Our Democratic Heritage
Marlo Mong
October 21, 2008
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 using a
concept wall.
K-5 Suggested Enduring Understandings
Teaching Greece…it’s not that scary
 SS3H1 The student will explain the political roots of our modern
democracy in the United States of America.
a.
b.
c.
Identify the influence of Greek architecture (columns on the Parthenon, US
Supreme Court building), law, and the Olympic Games on the present.
Explain the ancient Athenians’ idea that a community should choose its own
leaders.
Compare and contrast Athens as a direct democracy with the United States as a
representative democracy.
Concrete
Ideas
•Olympics
•Architecture
Abstract
Ideas
•Law
•Democracy
•Direct
•Representative
Concrete Ideas
 Your students can make immediate connections to these
ideas!
• We borrow from others all the time.
– Engage students in an activity that discusses why we do
this.
• What did we borrow from ancient Athens?
– The Olympics - Compare ancient Olympics with modern
Olympics.
• Why do we continue this tradition?
• http://multimedia.olympic.org/pdf/en_report_658.pdf
• http://multimedia.olympic.org/pdf/en_report_668.pdf
• http://teacher.scholastic.com/ACTIVITIES/athens_games/modern.htm
Concrete Ideas
• What else did we borrow?
• Architecture - Show pictures of the Parthenon and US
Supreme Court. What do they have in common? COLUMNS!
• What do you think happened or happens in these buildings?
• Help students think about the kind of activities that would be done in
these buildings.
• Why is this important to students? Look within our own communities to
see the influence of others.
Abstract Ideas
• We live in a representative democracy.
– Explain to students we have a voice in the laws our government
makes by voting on the right person to represent our beliefs.
• Our voice is heard most in making community laws.
– Help students decide what to do if their chosen representative
doesn’t listen to their voice.
• Choose another representative or run for office
• We have a government that shares powers.
– In the U.S. there is a separation of powers.
• Why? Teach about the three levels and branches of government.
• Name the levels and branches
• State an example of some of the responsibilities of the government.
An oldie but a goody…
• The “Tree” Branches of government with a twist!
1.
2.
3.
Use brown construction paper to make a tree with three branches.
Label the three levels of government on each branch.
Have students write a responsibility of the different levels of government on leaves
the students make on green construction paper.
•
4.
In a “squirrel hole” or bird nest, students can put the shared powers of the national
and state levels.
Glue the leaves on the appropriate branch.
A job opportunity…
• Create a classified ad for a job in one of the
branches of government
1. Have students research responsibilities of the different
branches of government.
2. Students will write a job ad that describes the duties and
character traits that are needed to carry out the job of
executive, legislative, or judicial branch.
The right stuff…
• Create a poster that describes the lawmaking body of the different levels of
the government.
1.
2.
3.
Have students identify the names of the
different levels of the legislative branch:
Congress, General Assembly, city council,
and county commission.
Allow students time to research the different
groups of the legislative branch.
Students will decorate a poster that uses
words, phrases, and pictures (drawn or from
a magazine) that matches the different
groups of the legislative branch.
Trade Books to Try!
http://www2.scholastic.com/browse/article.jsp?id=3747797: background idea for
teaching election-related vocabulary (I would probably focus on only a FEW of these
terms.)
http://pbskids.org/democracy/: PBS’s Democracy Project homepage – the
President for a Day activity is particularly fun & engaging – helps students see that
being President of the United States is a job, not just an honorary title.
http://bensguide.gpo.gov/k-2/government/index.html: Our government, as told
by the government in Ben’s Guide. Sort of like an online book, and very easy to use if
you have projection capability for your computer.
http://www.duckforpresident.com/: Look – Duck has his very own homepage!
Visit for Duck’s campaign materials, teacher guides, background information on the
author & illustrator, and a fun contest.
http://www.christelow.com/pdf/VoteGuide_2007.pdf: Discussion guide/resources
for Vote! by Eileen Christelow.
http://www.cbcbooks.org/readinglists/election_2008.pdf: List of recommended
children’s books from the Children’s Book Council.
http://www.whitehouse.gov/kids/: What happens when you get to the White
House? Read here to find out more.
http://www.pocanticohills.org/election/election.htm/: One high school’s
students put together these resources, including a slide show of sorts for
students about the current candidates. {Be sure to double-check all information
before using.}
http://www.teachervision.fen.com/elections/teacher-resources/6615.html:
Overall set of links for elections past and present – not specific to K-2, but you
might find some useful information.
http://www.timeforkids.com/TFK/election08/: Time For Kids’ coverage of the
events of the election – most of these are easy to use even if you don’t subscribe
to the magazines.
http://www.atozteacherstuff.com/Themes/Elections/: While for some reason
this site has not been updated for this year’s election, many of the printables are
still useful for information-gathering activities.
Duck for President – author: Doreen Cronin
My Teacher for President – author: Kay Winters
So You Want to Be President – author: Judith St. George
Vote! – author: Eileen Christelow
Election Day – author: Patricia J. Murphy (check the media center)
President Pennybaker – author: Kate Feiffer
Otto for President – author: Rosemary Wells
Madam President – author: Lane Smith
If I Ran for President – author: Catherine Stier
**Note: Sarah has not yet had time to find and read all of these – some
are recommended solely on the basis of others’ reviews – please use your
own discretion to determine what will be best for your students!**