STANDARD 3.1
GRADE LEVEL 3
The student will explain the term civilization and describe the ancient civilizations of Greece and Rome, in terms of geographic features, government, agriculture, architecture, music, art, religion, sports, and roles of men, women, and children.
Essential Understandings A civilization is a group of people who come together to share and develop language, arts, and sciences and to organize the culture society.
Essential Questions What is a civilization? What are some characteristics of a civilization? In what ways were Greece and Rome civilized?
Essential Knowledge Understand the meaning of Civilization: a group of people who come together to share their culture, to develop and use written language, to make advances in the arts and sciences, and to form a government Geographic features of Greece and Rome Lands next to the Mediterranean Sea Located on the European continent
Essential Skills Locate and use information from print and non-print sources. (R) Use resource materials. (R) Use technology references. (R) Gather, classify, and interpret information. (R)
Governments of Greece and Rome Greece: Birthplace of democracy (government by the people) Rome: Republican (representative) form of government Agriculture of Greece and Rome Food products: olives, grapes Farming practices: small farms, terraced hillsides, irrigation systems I = Initial Introduction R = Reinforcement of the Skill M = Mastery of the Skill MC = Mastery of Complex New Material
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GRADE LEVEL 3
STANDARD 3.1 (continued)
The student will explain the term civilization and describe the ancient civilizations of Greece and Rome, in terms of geographic features, government, agriculture, architecture, music, art, religion, sports, and roles of men, women, and children.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Architecture of Greece and Rome Greece Parthenon Rome Coliseum Aqueducts Music and art in Greece and Rome Musical instrument: lyre Art: mosaics, pottery, sculpture, architecture Religion of Greece and Rome Multiple gods and goddesses Sports in Greece and Rome Olympic Games (Greece) Roles of men, women, and children in Greece and Rome Only men were citizens and could vote.
I = Initial Introduction R = Reinforcement of the Skill M = Mastery of the Skill MC = Mastery of Complex New Material
2
STANDARD 3.1 (continued)
GRADE LEVEL 3
The student will explain the term civilization and describe the ancient civilizations of Greece and Rome, in terms of geographic features, government, agriculture, architecture, music, art, religion, sports, and roles of men, women, and children.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Women were the caretakers of children. Only boys were educated. Girls were taught handicrafts and household chores by their mothers.
I = Initial Introduction R = Reinforcement of the Skill M = Mastery of the Skill MC = Mastery of Complex New Material
3
STANDARD 3.2
GRADE LEVEL 3
The student will describe the discovery of the Americas by Columbus and other European explorers and also the first permanent Spanish, French, and English settlements in North America, with emphasis on the people (explorers and their sponsors), their motivations, the obstacles they encountered, and the successes they achieved.
Essential Understandings America was discovered by European explorers. The first explorers had different motivations, different sponsors, faced different obstacles, and met different successes. Permanent Spanish, French, and English settlements were a result of early exploration.
Essential Questions
Who were some of the important European explorers from Spain, England, and France? What were the names of the first permanent Spanish, French, and English settlements in North America? What were the different motivations of these early European explorers?
Essential Knowledge
First Permanent Settlements in North America
Country (Sponsor)
Location
Spain
St. Augustine, Florida
Ponce de Leon
England
Jamestown, Virginia
Newport
France
Quebec, Canada
Cartier
Essential Skills
Locate and use information from print and nonprint sources. (R)
Explorer
Distinguish between relevant and irrelevant information. (R) Gather, classify, and interpret information. (R)
What obstacles did these early European explorers encounter? What were the successes of these early European explorers?
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STANDARD 3.2 (continued)
GRADE LEVEL 3
The student will describe the discovery of the Americas by Columbus and other European explorers and also the first permanent Spanish, French, and English settlements in North America, with emphasis on the people (explorers and their sponsor), their motivations, the obstacles they encountered, and the successes they achieved.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
European Explorers Explorer
Country (Sponsor)
Motivations
Obstacles
Successes/ Achievements
Columbus
Spain
To find a western sea route to Asia
Small ships Weather Disease
First European to discover a sea route America. Discovered New World.
Ponce de Leon Spain
To discover riches and land to conquer
Poor weather Indians Poor maps
Landed at St. Augustine, Florida.
de Champlain France
To colonize the New World
Poor maps War with Iroquois Indians
Established the first successful French settlement at Quebec, Canada.
Cabot
To find a direct route to Asia
Small ships Poor weather Poor maps
Explored the coast of North America and Newfoundland. Gave England claim to North America.
England
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GRADE LEVEL 3
STANDARD 3.3
The student will describe the settlement of Jamestown and the Virginia colony, with emphasis on economic and other reasons that brought settlers to Virginia, the establishment of representative government, the economy, settlers interactions with American Indians, and the introduction of slavery into Virginia.
Essential Understandings
Essential Questions
Jamestown was the first permanent English settlement.
Why did the settlers come to Virginia?
Settlers came to the New World for economic, social, and political reasons.
In what ways did settlers adapt to the new life in Jamestown?
The Jamestown settlers established the representative form of government in America. Relationships of settlers and Indians varied during different events in Virginia. Slavery was introduced to Virginia.
How did the Jamestown settlers govern themselves? How did the Powhatan Indians interact with the Jamestown settlers? Why was slavery brought to America?
Essential Knowledge Understand the meaning of Indentured servants: people who agreed to work for seven years without pay in exchange for passage to America Slave: a person who is owned by another person and can be sold at the owners will
Essential Skills Gather, classify, and interpret information. (R) Explain cause and effect relationships. (R)
People to know King James I Pocahontas Captain John Rolfe Chief Powhatan Captain John Smith Powhatan Indians Jamestown Settlement and the Virginia Colony King James I sponsored the first Jamestown settlement. John Smith was the leader of the first Jamestown settlement. Jamestown was the first permanent English settlement.
I = Initial Introduction R = Reinforcement of the Skill M = Mastery of the Skill MC = Mastery of Complex New Material
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STANDARD 3.3 (continued)
GRADE LEVEL 3
The student will describe the settlement of Jamestown and the Virginia colony, with emphasis on economic and other reasons that brought settlers to Virginia, the establishment of representative government, the economy, settlers interactions with American Indians, and the introduction of slavery into Virginia.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
People came to make a better life for themselves. Trading companies wanted to make money. Settlers established a representative form of government. (A form of government in which people elect a group of citizens to represent them in making and establishing public rules and laws.) Powhatan Indians taught settlers how to survive in a new land. They helped them grow crops, fish, and hunt. As a result of John Rolfes discovery of a better tasting tobacco, indentured servants and slaves were needed to harvest the crop.
I = Initial Introduction R = Reinforcement of the Skill M = Mastery of the Skill MC = Mastery of Complex New Material
7
STANDARD 3.4
GRADE LEVEL 3
The student will identify historical cause-and-effect relationships such as colonists establishing governments similar to those that governed those colonists in Europe.
Essential Understandings
Essential Questions
Essential Knowledge
Historical events have cause (reason) and effect (result) relationships.
How were the colonists governed? How was it similar to the way they were governed in England?
Examples of Cause and Effect Relationships
Cause/Reasons
Effect/Results
Why were slaves introduced to the new colonies?
Colonists needed a government.
King of England appointed a royal governor to rule the colonies.
In England citizens were elected to help the king rule.
The Virginia colonists followed the English practice of representative government by electing citizens to help the royal governor rule.
Colonists needed to produce more tobacco to trade with Europe.
Slavery was introduced to Virginia to produce more tobacco to trade with Europe.
Essential Skills
Explain cause and effect relationships. (R)
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STANDARD 3.5
GRADE LEVEL 3
The student will distinguish between meridians of longitude and parallels of latitude and use the equator and prime meridian to identify the Northern, Southern, Eastern, and Western hemispheres and the locations of the ancient civilizations, European nations, and American colonies which the student is studying.
Essential Understandings Meridians of longitude and parallels of latitude indicate the absolute location of places on the Earth. The equator and the prime meridian divide the globe into hemispheres.
Essential Questions How are the meridians of longitude drawn on a map and globe? How are the parallels of latitude drawn on a map and globe? In which hemispheres were the ancient civilizations of Greece and Rome located? In which hemispheres are the European nations (England, Spain, and France) and the United States located? What imaginary lines are used to create hemispheres?
Essential Knowledge Understand the meaning of Meridians of longitude: imaginary lines that are drawn from North to South on maps and globes Parallels of latitude: imaginary lines that are drawn from East to West on maps and globes Hemisphere: half of a sphere (globe) created by the prime meridian or the equator Equator: imaginary line that divides the globe into the northern and southern hemispheres Prime meridian: imaginary line that divides the globe into the eastern and western hemispheres Meridians of longitude and parallels of latitude are imaginary lines drawn around the Earth to help locate places.
I = Initial Introduction R = Reinforcement of the Skill M = Mastery of the Skill MC = Mastery of Complex New Material
Essential Skills Locate places, using longitude and the latitude. (I)
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GRADE LEVEL 3
STANDARD 3.5 (continued)
The student will distinguish between meridians of longitude and parallels of latitude and use the equator and prime meridian to identify the Northern, Southern, Eastern, and Western hemispheres and the locations of the ancient civilizations, European nations, and American colonies which the student is studying.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Find the following locations on a world map. Ancient civilizations: Greece, Rome European nations: England, Spain, France American colony: Jamestown, Virginia Northern, Southern, Eastern, and Western hemispheres
I = Initial Introduction R = Reinforcement of the Skill M = Mastery of the Skill MC = Mastery of Complex New Material
10
STANDARD 3.6
GRADE LEVEL 3
The student will use maps, tables, graphs, and charts to classify regions with common characteristics, such as deserts.
Essential Understandings Use maps, tables, graphs, charts, and pictures to classify regions. Regions are places that have common characteristics.
Essential Questions
What are regions? What visual aids are used to gather and classify information on regions?
Essential Knowledge
Understand the meaning of Regions: places that have common characteristics; areas having no specific boundaries Common characteristics: same features that belong to a place/region Pictures, maps, tables, graphs, and charts are used to gather and classify geographic information. Regions of the United States
Characteristics
East Coast
Forests/Woodlands
Midwest
Grasslands
Southwest
Deserts
West Coast
Mountains and Valleys
Essential Skills
Make and explain bar and pie graphs. (R) Draw maps of familiar, objects or areas. (R) Construct and explain simple charts. (R)
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GRADE LEVEL 3
STANDARD 3.7
The student will describe the economic specialization and interdependence involved in the production of goods and services in various types of communities in the past.
Essential Understandings Economic specialization and interdependence existed in the production of goods and services in past communities.
Essential Questions What is economic specialization? What is interdependence?
Essential Knowledge Understand the meaning of Economic specialization: individuals or groups of people that concentrate on one product or service Interdependence: depending on others for providing goods and services that are needed
Essential Skills Gather, classify, and interpret information. (R) Draw conclusions and make generalizations about data. (R)
Economic specialization occurs when people concentrate on the production of selected kinds of goods and services. Economic specialization and interdependence of communities in the past Ancient Greece and Rome both specialized in building ships, farming, and pottery. (Economic Specialization) Greeks and Romans traded their goods with Egypt and other nearby communities. (Interdependence) I = Initial Introduction R = Reinforcement of the Skill M = Mastery of the Skill MC = Mastery of Complex New Material
12
STANDARD 3.7 (continued)
GRADE LEVEL 3
The student will describe the economic specialization and interdependence involved in the production of goods and services in various types of communities in the past.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Jamestown settlers specialized in growing a better tasting tobacco. (Economic Specialization) In Jamestown, some settlers specialized in protecting the settlement while others specialized in growing food for the settlers. (Interdependence) Jamestown settlers traded bettertasting tobacco with Europe for cloth. (Interdependence)
I = Initial Introduction R = Reinforcement of the Skill M = Mastery of the Skill MC = Mastery of Complex New Material
13
GRADE LEVEL 3
STANDARD 3.8 The student will explain in simple terms how opportunity cost, scarcity, and price influence economic decision making.
Essential Understandings
Essential Questions
All choices require giving up something. (Opportunity Cost)
What factors influence economic decision making?
Because resources are limited (scarcity), people try to make careful decisions. The price of the good or service influences purchasing decisions.
Essential Knowledge
Understand the meaning of Opportunity cost :the next best choice that is given up when a decision is made Scarcity: a lack of supplies occurring because wants are greater than resources can provide Price: the amount paid for a good, service, or resource
Essential Skills
Gather, classify, and interpret information. (R) Make decisions. (R)
Economic decision making requires comparing the cost (both opportunity cost and monetary cost) of choices with the benefits. Scarcity*
I only have $1.00
Opportunity Cost
I want to buy ice cream for $1.00. I also want to buy a soda for $1.00. If I choose ice cream, the soda becomes the opportunity cost.
Price
If the price of ice cream is $1.00 and the price of a soda is $0.75, I may choose the soda because of the lower price.
I = Initial Introduction R = Reinforcement of the Skill M = Mastery of the Skill MC = Mastery of Complex New Material
*Teachers may use examples other than ice cream and soda to teach the concepts of scarcity, opportunity cost, and price.
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STANDARD 3.9
GRADE LEVEL 3
The student will explain the relationship between taxation and government services.
Essential Understandings Taxes help pay for services provided by the government.
Essential Questions How can government pay for public goods and services? What benefits do people receive from government provided services?
Essential Knowledge Understand the meaning of Taxation: money paid to the government to provide services
Essential Skills Gather, classify, and interpret information. (R)
Taxes provide the money to pay for these government services: Public schools Public police stations/armed forces Public fire stations Public libraries Public streets/highways Public parks
I = Initial Introduction R = Reinforcement of the Skill M = Mastery of the Skill MC = Mastery of Complex New Material
15
STANDARD 3.10
GRADE LEVEL 3
The student will describe the impact of changing modes of transportation and communication on the distribution of goods and services.
Essential Understandings
Essential Questions
Transportation and communication have changed over time and have influenced the distribution of goods and services.
What impact has transportation had on the distribution of goods and services? What impact has communication had on the distribution of goods and services?
Essential Knowledge
Essential Skills
Goods and services have been delivered to people and businesses in different ways:
Explain cause and effect relationships. (R)
Modes of Transportation and Communication Over Time
Gather, classify, and interpret information. (R)
Present
Present
Space stations
Internet
Airplanes
Computers
Cars/trucks
Space satellites
Railroads
Postal service
Wagon trains
Telephones
Horses
Telegraph
Boats
Pony Express
Canoes
Handwritten letters
Past
I = Initial Introduction R = Reinforcement of the Skill M = Mastery of the Skill MC = Mastery of Complex New Material
Past
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STANDARD 3.10 (continued)
GRADE LEVEL 3
The student will describe the impact of changing modes of transportation and communication on the distribution of goods and services.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Impact of changing modes of transportation and communication on the distribution of goods and services Speed Dependability Safety Convenience Cost Savings
I = Initial Introduction R = Reinforcement of the Skill M = Mastery of the Skill MC = Mastery of Complex New Material
17
GRADE LEVEL 3
STANDARD 3.11
The student will explain the fundamental ideals and principles that form the foundation of our republican form of government including inalienable rights (life, liberty, and the pursuit of happiness), the rule of law, justice, and equality under the law.
Essential Understandings Some fundamental ideals and principles of a republican form of government include inalienable rights, the rule of law, and justice and equality under the law.
Essential Questions What is a republican form of government? What are inalienable rights?
Essential Knowledge Understand the meaning of Government: people who make laws, enforce laws, and determine if laws have been broken Republican form of government: people elect representatives to run the government Inalienable rights: privileges that people are born with and that cannot be taken away (life, liberty, and the pursuit of happiness) Rule of Law: laws are made to help people know what they should and should not do. All people must obey laws. Justice and Equality Under the Law: all people are treated the same.
I = Initial Introduction R = Reinforcement of the Skill M = Mastery of the Skill MC = Mastery of Complex New Material
Essential Skills Gather, classify, and interpret information. (R) Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions. (I)
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GRADE LEVEL 3
STANDARD 3.12
The student will explain the interaction between rights and responsibilities; why we have rules, laws, and constitutional mandates to protect rights and make sure responsibilities are carried out; consequences for violating them; and the role of citizenship in promoting them.
Essential Understandings Citizens have rights and responsibilities. Rules and laws protect rights and define the responsibilities of citizens. There are consequences for violating rules and laws.
Essential Questions
What is citizenship? What are rights? What are responsibilities? Why do we have rules and laws? What happens when people break rules and laws?
Essential Knowledge
Essential Skills
Understand the meaning of Citizenship: the duties, rights and privileges of being a member of a nation Rights: freedoms protected by the government Responsibility: the duty to take care of ones self, respect the rights of others, obey rules and laws
Gather, classify, and interpret information. (R)
Reasons for rules and laws Protect rights of people Describe how people should behave Keep people safe
Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions. (I) Explain cause and effect relationships. (R)
Consequences for breaking rules and laws: punishments based on the offenses Relationships between Rights and Responsibilities* Rights
Responsibilities
Choose our jobs
To do our jobs well (take care of ourselves)
Freedom of speech
To use appropriate language (respect others)
To go where we want to go
To obey traffic laws (obey laws)
I = Initial Introduction R = Reinforcement of the Skill M = Mastery of the Skill MC = Mastery of Complex New Material
*Other examples may be used to teach the relationship between rights and responsibilities. Assessment items should focus on the essential understandings for this standard (the relationship between rights and responsibilities).
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GRADE LEVEL 3
STANDARD 3.13
The student will identify examples from history of conflicts over rights, how those conflicts were resolved, and the important people who helped to resolve them.
Essential Understandings
Essential Questions
Essential Knowledge
People have worked to resolve conflicts over rights in many ways.
Did women have the right to vote in elections a hundred years ago?
Examples of Historical Conflicts
Did African-Americans have the same civil rights as other Americans fifty years ago? Who were three important people who helped resolve these two conflicts?
Conflict
Resolution
Leaders Involved
Women could not vote or hold public office.
Women formed groups to work towards being allowed to vote.
Susan B. Anthony
Essential Skills
Identify and state a problem. ( R) Draw conclusions and make generalizations about data. (R)
Laws were changed, allowing women the right to vote and to hold public office. AfricanAmericans were not treated equally.
African-Americans were allowed to vote in elections to bring about change in civil rights.
Rosa Parks Martin Luther King, Jr.
Non-violent means were used to bring about change. Civil Rights laws were passed, guaranteeing that all Americans would
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