Indiana’s

Academic Standards Resource Social Studies Grade 3

Developed by the Indiana Department of Education Indiana Commission for Higher Education Indiana University Center for Innovation in Assessment Corporation for Educational Technology In conjunction with Indiana’s Education Roundtable Indiana State Board of Education Published February 2003

Copyright © 2003 by the Indiana Department of Education. All rights reserved. No part of this publication may be reproduced or transmitted in any form without permission from the Indiana Department of Education. Exclusive license for the reproduction of these materials is provided to Indiana teachers for instructional purposes at schools accredited by the Indiana State Board of Education.

FOREWORD Few things in life are more important than inspiring our children to learn. Those who decide to help children on this journey − parents, teachers, and other education leaders − must be dedicated to the task. They must be creative and have resources that help them reach every child. Working with educators across the state, Indiana’s Academic Standards Resources have been developed as supporting materials to help educators successfully complete this essential mission. These resources are provided to help you in your work to ensure all students meet the rigorous learning expectations set by the Academic Standards. Consisting of Curriculum Frameworks and Classroom Assessments directly aligned to Indiana’s Academic Standards, these resources are designed to supplement existing instruction and include:








Worksheets for assessing alignment of current curriculum to the Standards Lesson plans and student blackline masters Instructional strategies Ways to incorporate technology Tips for meeting individual student needs Ideas for extending activities Short Standards-based quizzes, and more

These materials also are available on the Department of Education’s Web site at www.doe.state.in.us/standards and have been distributed on CD-ROM to all Hoosier teachers. In addition, each school has been provided two print copies for use in resource areas. You have dedicated your life to helping students excel. We hope Indiana’s Academic Standards Resources will help you build on what you already do in your classroom every day. We appreciate your commitment to enriching the lives of our children.

Governor Frank O’Bannon

Dr. Suellen Reed Superintendent of Public Instruction

Stan Jones Commissioner for Higher Education

ABOUT THIS RESOURCE What Is the Purpose of This Resource? Indiana’s Academic Standards Resources are tools for teachers to use in aligning classroom instruction and assessment to Indiana’s Academic Standards.

What Does This Resource Include? Standards Resources are divided into sections by Standard. Within each section, you will find the following:


Information on how each Standard spans previous and next grade levels;




Worksheets for assessing alignment of current curriculum to the Standards;










A series of instructional activities with blackline masters provided for teachers across Indiana and geared toward the teaching of each Standard. The activities also feature opportunities to incorporate technology, other content areas, and other content Standards as well as tips for meeting the individual needs of students and extending the activities; Classroom assessments designed to measure what students know and what they need to learn in relation to the Standards. Two short Standards-based quizzes are provided for each Standard or cluster of related Standard Indicators, as well as scoring guides and information on how each item maps to the Standards; and A list of helpful materials to turn to for additional information on teaching and assessing each Standard.

This resource is not a complete curriculum and is neither required nor prescriptive, but it can be a valuable instructional tool.

How Do I Use This Resource? An inventory worksheet for assessing how your current curriculum and assessments match the Standards is included. You will likely find that much of your current instruction already aligns with the Standards. If gaps exist, use the resource materials to supplement your curriculum.

A Note About Internet Resources All Web addresses included in this resource were accurate at the time of publication. Due to the ever-changing nature of Internet materials, some URLs may have changed. Teachers are advised to monitor the suggested Web sites to ensure that content remains appropriate.

Indiana Social Studies Grade 3 Standards Resource, February 2003

page 1

A KEY TO THE CURRICULUM FRAMEWORK ACTIVITIES Each activity has a title to distinguish it from others.

This number refers to the Standard Indicator(s) addressed by the activity.

Standard Indicators

3.3.1, 3.3.2

Title Purpose The purpose is a statement that explains the objective of the activity.

incorporating

TECHNOLOGY Materials The materials section provides a list of items necessary to work through the activity.

Activity The activity segment offers step-by-step procedures needed to complete the activity.

Questions for Review

This callout box offers suggestions for integrating technology in the classroom.

extending THE

ACTIVITY

This callout box provides teachers with ways to further develop the activity.

Basic Concepts and Processes Concept assessment evaluates student understanding of specific objectives in respect to the Standard Indicator(s) addressed by the activity. Process assessment encourages students to think about how they have generated a particular response about a concept.

meeting individual

NEEDS

This callout box helps teachers to adapt instruction for students with special academic needs.

Black Line Master (BLM) Black Line Masters (BLMs) accompany many of the activities. They are optional reproducibles available for teacher use (some activities do not include BLMs). On the back of the BLM, Teacher Directions and an Answer Key are provided in gray in order to allow for ease of photocopying.

This number refers to Standard Indicators to which the activity is closely related.

page 2

connecting across the

curriculum

This callout box provides teachers with options to use interdisciplinary approaches in instruction.

Standards Links 3.2.1, 3.2.3

Indiana Social Studies Grade 3 Standards Resource, February 2003

A KEY TO THE CLASSROOM ASSESSMENTS The Classroom Assessments in this resource provide ready-made opportunities to assess how your students are doing in meeting particular Standards. Consisting of items directly aligned to the Academic Standards, these assessments are diagnostic and are designed as a means to gain information about your students and your class so that you can adjust instruction accordingly. Each Classroom Assessment targets a single Standard or cluster of related Standard Indicators and can be administered in any order to reflect your individual teaching sequence. Two versions of each assessment (Option A and B) are provided. The following suggestions might help you determine when to use the Classroom Assessments in your classroom:


Instructional Use: Use one form (Option A or B) to assess what students know before you teach a concept, during the instruction of a concept, or directly after teaching a concept. Use this administration as an opportunity for early intervention. You can then shape your instruction to meet the academic needs of your class, as revealed in students’ performance on the assessment.




Additional Use: You may choose to use the remaining form (Option A or B) after you have reviewed or re-taught certain Standard Indicators. Consider this administration a second check to indicate student progress or retention of knowledge.

Teacher scoring guides are provided for each assessment and include answer keys and corresponding Standard Indicators.

Indiana Social Studies Grade 3 Standards Resource, February 2003

page 3

ASSISTING STUDENTS WITH SPECIAL ACADEMIC NEEDS It is essential to know how all students are performing in relation to the Standards. Some students have special learning needs and might need special accommodations when working through the various classroom activities and assessments. Students in special education and students with 504 Plans may have assessment accommodations included in their individualized education programs (IEPs) or Section 504 Plans. Students with disabilities use the specialized accommodations throughout their educational programs. Some students do not have such helpful plans but may need general accommodations. General accommodations are designed to adapt activities or schedules for learners with varying needs. The charts below provide general and specialized accommodations to assist students with varying learning needs.

General Accommodations Work with students individually. Work with students in small groups. Designate preferential seating. Work with students in quiet places, possibly in study carrels. Increase the font size on the assessment. Read directions aloud for students.

Specialized Accommodations Provide extra or extended time. Use devices to assist students, such as magnifiers or hearing aids. Allow students to use specialized writing instruments. Use large print and Braille versions of assessments. Allow students to use a calculator or mathematics table on mathematics assessments but show work on problems. Have a scribe record student responses. Have questions or directions signed to students by an interpreter. Allow students to type answers using a computer or word processor without access to spell check or grammar check.

page 4

Indiana Social Studies Grade 3 Standards Resource, February 2003

TECHNOLOGY AND TEACHING TOOLS Technology is an essential part of today’s environment in which Indiana families live, work, and play. It also is a valuable tool to support and enhance student learning experiences at home and at school. Technology can be used to support authentic interdisciplinary learning projects, motivate reluctant learners, and extend learning opportunities beyond the constraints of existing school information resources, time, and/or place. Appropriate integration of technology in instruction will help students achieve the knowledge and skill expectations set forth in Indiana’s Academic Standards while enabling them to be confident users of technology throughout their lives. Technology integration in third grade classrooms will become evident when students can select and confidently use appropriate technology tools to support learning. Students in Grade 3 can use technology to create multimedia projects with support of other students, teachers, or family members. They may also be expected to use technology tools such as graphic organizers, word processors, drawing programs, and presentation software, for problem solving and communication of thoughts, ideas and stories. With support from teachers or family members, Grade 3 students can use telecommunications to communicate with other students and adults as well as to access information resources beyond those found in the home, classroom, or school library. Grade 3 Classroom Scenario: Ms. Wilson’s class has been on a quest to learn about the symbols of the United States. In an earlier brainstorming session, students identified several symbols from our country’s history, such as the U.S. flag, national anthem, Statue of Liberty, and the bald eagle. A Web quest was the chosen learning adventure into this topic. The students used the Ben’s Guide to U.S. Government for Kids Web site, bensguide.gpo.gov/3-5 to find the necessary information for their research. Each student also interviewed an older relative or friend to obtain information about our country’s symbols as they were growing up. The student recorded this information to be used in a presentation about the symbols later. The final product will be a slide presentation including a graphic of each symbol, information found on the Internet, and a memory from the student’s interview with an older relative or friend. The students will present their information to another third-grade class, as well as to the relative or friend who was interviewed.

1 These suggestions are aligned with the National Educational Technology Standards for Students, © ISTE 2000.

Indiana Social Studies Grade 3 Standards Resource, February 2003

page 5

READING THE KEY TO EACH STANDARD Each social studies Standard includes the following components to aid teachers in understanding the Standards and incorporating the Curriculum Framework activities and Classroom Assessments into their current curriculum:

A Key to Standard 2 Use this table to locate the Curriculum Frameworks and Classroom Assessments for this Standard.

Title

Standard 2

Civics and Government Students learn that they are citizens of their school, community, and country; identify symbols of the state and nation; understand examples of responsible citizenship; follow school rules; and know why rules are needed for order and safety. Curriculum Framework pages

Classroom Assessment pages

Identify and describe the roles and responsibilities of school personnel.

61

77/81

Functions of Government K.2.2

Give example of rules in the classroom and school and provide reasons for the specific rules.

65

77/81

K.2.3

Identify symbols and traditions associated with being citizens of Indiana and the United States.

67

77/81

Roles of Citizens K.2.4

Identify examples of responsible citizenship in the school setting and in stories about the past and present.

K.2.5

Identify and follow school rules to ensure order and safety.

These page numbers tell you where to find Assessment Options A and B for each Indicator. These page numbers tell you where to find the Frameworks for each Indicator.

69, 73 75 Legend

page 6

Category (not in every Standard)

Foundations of Government K.2.1

Teaching Beyond the Standards (see legend below)

Description

77/81

Indicator These icons indicate additional features of the activities. See page 2 for more information.

Indiana Social Studies Grade 3 Standards Resource, February 2003

THE SOCIAL STUDIES STANDARDS: A SUMMARY The Standards describe a connected body of historical, civic, and social understandings and competencies, and are a comprehensive foundation that all students should learn. They describe the knowledge and skills that students should acquire from Kindergarten through high school. At all levels, skills for thinking, inquiry, and participation in a democratic society are integrated throughout the Standards.

Kindergarten through Grade 8 Standards Overview History This Standard addresses the relationship between the past and the present. Students examine the relationship and significance of themes, concepts, and movements in world and United States histories; learn methods for comprehension, analysis, and interpretation of historical events and documents; and explore the resources available to them for research and problem solving. Civics and Government In this Standard, students learn what it means to be a citizen with rights and responsibilities in several communities: local, state, national, and world. Students also learn to identify the services and information provided by their government, and about the major principles, values, and institutions of various political structures and governments across history. Geography This Standard focuses on the relationships between physical and cultural characteristics of the Earth. Students learn how Earth/sun relationships affect climate, culture, and world events; how humans have interacted with their environment over time; how geography has affected settlement and population; and how geographic factors influence economies and governments. Students also learn to identify and map physical features of their community, Indiana, the United States, and the world. Economics In this Standard, students learn how economies, large and small, function. Supply and demand are covered in depth, and students learn to identify the production, consumption, and circulation of different types of resources in local, state, national, and world economies. Students also learn about employment and personal finance, as well as the influence of economic factors on major historical events. Individuals, Society, and Culture This Standard addresses the influences, causes, and effects of cultural and social factors on human life and history. Students learn to identify themselves as members of various social and cultural groups, and learn to analyze the roles of diverse groups and individuals in history. Concepts relating to cultural heritage are introduced, and students examine the ways in which science, technology, and the arts have influenced life in their community, state, nation, and world.

K − 8 Grade Level Focus Kindergarten: Living and Learning Together Students focus upon their immediate environment and emphasis is placed on social and civic learning experiences, including interaction with peers and respect for others.

Indiana Social Studies Grade 3 Standards Resource, February 2003

page 7

Grade 1: Home, School, and Nearby Environments Students examine changes in their own communities over time, explore the way people live and work together around the world, and learn about the rights and responsibilities of citizens as they interact in home, school, and local environments. Grade 2: The Local and Regional Community Students describe their basic rights and responsibilities in a democratic society as they examine local and regional communities in the present and past and how these communities meet people’s needs. Grade 3: The Local Community and Communities Around the World Students study development and change in the local community and in communities in other states and regions of the world, including how people have developed and used technology, as well as human and natural resources, in shaping communities and interacting with their environment. They also study how citizens participate in the government and civic life of communities. Grade 4: Indiana in the Nation and the World Students study Indiana and its relationships to regional, national, and world communities. They consider the influence of physical and cultural environments on the state’s growth and development and the principles and practices of citizenship and government in Indiana. Grade 5: The United States − The Founding of the Republic Students study the history of the United States to 1800, focusing on the influence of political, geographical, economic, and cultural factors on early development. Emphasis is placed upon the study of American Indian cultures, exploration, colonization, settlement, and the founding period that produced the United States Constitution and Bill of Rights. Grade 6: Peoples, Places, and Cultures in Europe and the Americas Students study the regions and countries of Europe and the Americas, including geographical, historical, economic, political, and cultural relationships. The areas emphasized are Europe and North and South America, including Central America and the Caribbean. Grade 7: Peoples, Places, and Cultures in Africa, Asia, and the Southwest Pacific Students study the regions and nations of Africa, Asia, and the Southwest Pacific, including historical, geographical, economic, political, and cultural relationships. This study includes the following regions: Africa, Southwest and Central Asia, South Asia, Southeast Asia, East Asia, and the Southwest Pacific. Grade 8: United States History − Growth and Development Students briefly review the early history of the nation and then focus on national and state development through the Civil War and Reconstruction periods. Emphasis is placed upon principles of the United States and Indiana Constitutions and the influence of political, geographic, economic, and cultural factors on the development of Indiana and the United States.

High School Course Focus: At the high school level, academic standards for specific courses continue to build upon the skills and knowledge acquired at earlier stages of instruction. The high school courses focus on one of the five content areas that make up the social studies curriculum: history; civics and government; geography; economics; and individuals, society, and culture (psychology, sociology, and anthropology). The structure of the high school Standards may vary since each course has its own organizing principles based on the major concepts or ideas that make up the discipline. The five content areas used as organizers for page 8

Indiana Social Studies Grade 3 Standards Resource, February 2003

Grades K-8 continue to play an important role. At the high school level, one content area is the major focus of a course, while the other areas play supporting roles or become completely integrated into the subject matter. World History and Civilization This two-semester course emphasizes key events and developments in the past that influenced people and places in subsequent eras. Students are expected to practice skills and processes of historical thinking and inquiry that involve chronological thinking, comprehension, analysis and interpretation, research, issues-analysis, and decision-making. They examine the key concepts of continuity and change, universality and particularity, and unity and diversity among various peoples and cultures from the past to the present. World Geography Students use maps, globes, graphs, and information technology as they study global patterns of physical and cultural characteristics. Students are expected to apply knowledge of geographic concepts to research, inquiry, and participatory processes. Standards are organized around six elements: the world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography. United States History This two-semester course builds upon concepts developed in previous studies of American history and emphasizes national development from the late nineteenth century into the twenty-first century. After review of fundamental ideas in the early development of the nation, students study the key events, people, groups, and movements in the late nineteenth, twentieth, and early twenty-first centuries as they relate to life in Indiana and the United States. United States Government This course provides a framework for understanding the purposes, principles, and practices of American government as established by the United States Constitution. Students are expected to understand their rights and responsibilities as citizens and how to exercise these rights and responsibilities in local, state, and national government. Economics This course examines the allocation of scarce resources and the economic reasoning used by people as consumers, producers, savers, investors, workers, voters, and as government agencies. Key elements include the study of scarcity, supply and demand, market structures, the role of government, national income determination, money and the role of financial institutions, economic stabilization, and trade. Psychology This course provides students the opportunity to explore psychology as the scientific study of mental processes and behavior. Areas of study include the Scientific Method, Development, Cognition, Personality, Assessment and Mental Health, and the Socio-Cultural and Biological Bases of Behavior. Sociology Students study human social behavior from a group perspective, including recurring patterns of attitudes and actions and how these patterns vary across time, among cultures, and in social groups. Students examine society, group behavior, and social structures, as well as the impact of cultural change on society, through research methods using scientific inquiry.

Indiana Social Studies Grade 3 Standards Resource, February 2003

page 9

SCOPE AND SEQUENCE: Indiana’s Academic Standards for Grades K-8 Social Studies Note: The gray-shaded boxes indicate the grade levels at which each Standard is represented.

Grade Level

K

1

2

3

4

5

6

7

8

History Living and Learning Together Home, School, and Nearby Environments The Local and Regional Community The Local Community and Communities Around the World Indiana in the Nation and the World The United States − The Founding of the Republic Peoples, Places, and Cultures in Europe and the Americas People, Places, and Cultures in Africa, Asia, and the Southwest Pacific United States History − Growth and Development

Civics and Government Living and Learning Together Home, School, and Nearby Environments The Local and Regional Community The Local Community and Communities Around the World Indiana in the Nation and the World The United States − The Founding of the Republic Peoples, Places, and Cultures in Europe and the Americas Peoples, Places, and Cultures in Africa, Asia, and the Southwest Pacific United States History − Growth and Development

page 10

Indiana Social Studies Grade 3 Standards Resource, February 2003

SCOPE AND SEQUENCE: Indiana’s Academic Standards for Grades K-8 Social Studies Note: The gray-shaded boxes indicate the grade levels at which each Standard is represented.

Grade Level

K

1

2

3

4

5

6

7

8

Geography Living and Learning Together Home, School, and Nearby Environments The Local and Regional Community The Local Community and Communities Around the World Indiana in the Nation and the World The United States − The Founding of the Republic Peoples, Places, and Cultures in Europe and the Americas People, Places, and Cultures in Africa, Asia, and the Southwest Pacific United States History − Growth and Development

Economics Living and Learning Together Home, School, and Nearby Environments The Local and Regional Community The Local Community and Communities Around the World Indiana in the Nation and the World The United States − The Founding of the Republic Peoples, Places, and Cultures in Europe and the Americas Peoples, Places, and Cultures in Africa, Asia, and the Southwest Pacific United States History − Growth and Development

Indiana Social Studies Grade 3 Standards Resource, February 2003

page 11

SCOPE AND SEQUENCE: Indiana’s Academic Standards for Grades K-8 Social Studies Note: The gray-shaded boxes indicate the grade levels at which each Standard is represented.

Grade Level

K

1

2

3

4

5

6

7

8

Individuals, Society, and Culture Living and Learning Together Home, School, and Nearby Environments The Local and Regional Community The Local Community and Communities Around the World Indiana in the Nation and the World The United States − The Founding of the Republic Peoples, Places, and Cultures in Europe and the Americas Peoples, Places, and Cultures in Africa, Asia, and the Southwest Pacific United States History − Growth and Development

page 12

Indiana Social Studies Grade 3 Standards Resource, February 2003

SCOPE AND SEQUENCE: Indiana’s Academic Standards for High School Social Studies

Sociology

Psychology

Economics

United States Government

United States History

World Geography

World History and Civilization

Note: The gray-shaded boxes indicate the courses in which each Standard topic is represented.

Beginnings of Human Society Early Civilizations: 4000 to 1000 B.C.E. Classical Civilizations of Greece and Rome: 2000 B.C.E. to 500 C.E. Major Civilizations, States, and Empires in Asia, Africa, and the Americas: 1000 B.C.E. to 1500 C.E. Medieval Europe and the Rise of Western Civilization: 500 to 1500 The Renaissance and Reformation in Europe and the Development of Western Civilization: 1250 to 1650 Worldwide Exploration, Conquest, and Colonization: 1450 to 1750 Scientific, Political, and Industrial Revolutions: 1500 to 1900 Global Imperialism: 1750 to 1900 An Era of Global Conflicts, Challenges, Controversies, and Changes: 1900 to the Present Historical Research The World in Spatial Terms

Indiana Social Studies Grade 3 Standards Resource, February 2003

page 13

SCOPE AND SEQUENCE: Indiana’s Academic Standards for High School Social Studies

Sociology

Psychology

Economics

United States Government

United States History

World Geography

World History and Civilization

Note: The gray-shaded boxes indicate the courses in which each Standard topic is represented.

Places and Regions Physical Systems

Human Systems

Environment and Society

The Uses of Geography

Early National Development: 1775 to 1877 Development of the Industrial United States: 1870 to 1900 Emergence of the Modern United States: 1897 to 1920 The Modern United States in Prosperity and Depression: 1920 to 1940 The United States and World War II: 1939 to 1945 Postwar United States: 1945 to 1960 The United States in Troubled Times: 1960 to 1980

page 14

Indiana Social Studies Grade 3 Standards Resource, February 2003

SCOPE AND SEQUENCE: Indiana’s Academic Standards for High School Social Studies

Sociology

Psychology

Economics

United States Government

United States History

World Geography

World History and Civilization

Note: The gray-shaded boxes indicate the courses in which each Standard topic is represented.

The Contemporary United States: 1980 to the Present The Nature of Citizenship, Politics, and Government Foundations of Government in the United States Purposes, Principles, and Institutions of Government in the United States The Relationship of the United States to Other Nations in World Affairs Roles of Citizens in the United States Scarcity and Economic Reasoning

Supply and Demand

Market Structures

The Role of Government National Economic Performance

Indiana Social Studies Grade 3 Standards Resource, February 2003

page 15

SCOPE AND SEQUENCE: Indiana’s Academic Standards for High School Social Studies

Sociology

Psychology

Economics

United States Government

United States History

World Geography

World History and Civilization

Note: The gray-shaded boxes indicate the courses in which each Standard topic is represented.

Money and the Role of Financial Institutions Economic Stabilization Trade

The Scientific Method

Development

Cognition Personality, Assessment, and Mental Health Socio-Cultural Dimensions of Behavior

Biological Bases of Behavior

Foundations of Sociology as a Social Science

Culture Social Status

page 16

Indiana Social Studies Grade 3 Standards Resource, February 2003

SCOPE AND SEQUENCE: Indiana’s Academic Standards for High School Social Studies

Sociology

Psychology

Economics

United States Government

United States History

World Geography

World History and Civilization

Note: The gray-shaded boxes indicate the courses in which each Standard topic is represented.

Social Groups

Social Institutions Social Change

Social Problems

Individual and Community

Indiana Social Studies Grade 3 Standards Resource, February 2003

page 17

COURSE DESCRIPTION FOR INDIANA SCHOOLS

Grade 3 Social Studies In Grade 3, students will study continuity and change in their local community and in communities in other states of the United States and in other regions of the world. Students will describe how people have shaped their communities over time and make simple comparisons of their community with communities in other times and places. Students will explain the roles of citizens and functions of government in the community, state, and nation. They will identify the major physical and cultural features of their own community, explain how climate affects the way people live, and explain how people adapt to their environment. Students will explain how people make choices about using goods, services, and productive resources and engage in trade. Students will explore local connections with communities in other places and how people from various cultures have contributed to the development of the community. Students will explain how communities are made up of individuals and groups of people. They will use community resources, such as museums, libraries, historic buildings, and other landmarks, to gather information about the community. They will ask questions and use a variety of information resources, such as historical stories, reference books, magazines, databases, and Web sites to seek answers.

page 18

Indiana Social Studies Grade 3 Standards Resource, February 2003

CURRICULUM INVENTORY WORKSHEET Indiana’s Academic Standards are the foundation of what every student in the state must learn. Your local curriculum may go beyond the Standards. Textbooks, local materials, and these resources are tools to help you ensure that all students meet the Standards.

3.1.1

Needs Development

History

Adequate

Standard 1

Excellent

This inventory worksheet provides an easy way to review your current curriculum. Evaluating how your current lessons and assessments match the Standards is an effective way of identifying gaps in instruction that can be addressed through the activities, assessments, and additional materials provided.

Describe American Indian groups who lived in the region when European settlers arrived.

Support from Current Curriculum: 3.1.2

Explain why and how the local community was established, and identify founders and early settlers.

Support from Current Curriculum: 3.1.3

Describe the role of specific communities in the development of the region.

Support from Current Curriculum: 3.1.4

Give examples of people, events, and developments that brought important changes to the local community or region.

Support from Current Curriculum: 3.1.5

Develop simple timelines of events in the local communities.

Support from Current Curriculum:

Indiana Social Studies Grade 3 Standards Resource, February 2003

page 19

Adequate

Needs Development

Adequate

Needs Development

3.1.6

(continued)

Excellent

History

Excellent

Standard 1

Read fiction and non-fiction stories to identify the qualities of leaders, such as community leaders, soldiers, presidents, teachers, and inventors.

Support from Current Curriculum: 3.1.7

Use a variety of community resources, such as libraries, museums, and county historians, to gather information about the local community.

Support from Current Curriculum:

Standard 2

Civics and Government 3.2.1

Explain that people are citizens of their community, state, and nation, and explain the importance of good citizenship.

Support from Current Curriculum: 3.2.2

Identify fundamental democratic principles and ideals in American songs, stories, and symbols.

Support from Current Curriculum: 3.2.3

Discuss the reasons why governments are needed, and identify specific services that governments provide.

Support from Current Curriculum: 3.2.4

Explain the consequences of violating laws, and identify the duties of and selection process for local officials who make, apply, and enforce laws through government.

Support from Current Curriculum: 3.2.5

Explain that the world is divided into different countries with their own governments, and identify neighboring countries, such as Canada and Mexico.

Support from Current Curriculum:

page 20

Indiana Social Studies Grade 3 Standards Resource, February 2003

Needs Development

Adequate Adequate

3.2.6

(continued)

Excellent

Civics and Government

Excellent

Standard 2

Discuss and explain the meaning of the Pledge of Allegiance. Explain other ways citizens can affirm their citizenship.

Support from Current Curriculum: 3.2.7

Use a variety of information resources to gather information about community leaders and civic issues.

Standard 3

Geography 3.3.1

Needs Development

Support from Current Curriculum:

Distinguish between physical and political features on maps and globes, and label a map of North America identifying countries, oceans, major rivers, the Great Lakes, and mountain ranges. Locate the United States, Indiana, and the local community.

Support from Current Curriculum: 3.3.2

Identify the continents and oceans, the equator, Northern and Southern hemispheres, Eastern and Western hemispheres.

Support from Current Curriculum: 3.3.3

Explain that regions are areas which have similar physical and cultural characteristics, and locate the local community in a specific region.

Support from Current Curriculum: 3.3.4

Explain basic Earth/sun relationships, including how they influence climate, and identify major climate regions of the United States.

Support from Current Curriculum:

Indiana Social Studies Grade 3 Standards Resource, February 2003

page 21

Adequate

Needs Development

Adequate

Needs Development

3.3.5

(continued)

Excellent

Geography

Excellent

Standard 3

Explain how climate affects the vegetation and animal life of a region, and describe the physical characteristics that relate to form an ecosystem.

Support from Current Curriculum: 3.3.6

Construct maps and graphs that show aspects of human/environment interaction in the local community.

Support from Current Curriculum: 3.3.7

Use a variety of information resources to identify local environmental issues and examine the ways that people have tried to solve these problems.

Support from Current Curriculum:

Standard 4

Economics 3.4.1

Give examples from the local community that illustrate the scarcity of productive resources. Explain how this scarcity requires people to make choices and incur opportunity costs.

Support from Current Curriculum: 3.4.2

Give examples of goods and services provided by local government.

Support from Current Curriculum: 3.4.3

Give examples of trade in the local community and explain how trade benefits both parties.

Support from Current Curriculum: 3.4.4

Define interdependence and give examples of how people in the local community depend on each other for goods and services.

Support from Current Curriculum:

page 22

Indiana Social Studies Grade 3 Standards Resource, February 2003

Needs Development

Adequate Adequate

3.4.5

(continued)

Excellent

Economics

Excellent

Standard 4

List the characteristics of money and explain how money makes trade easier.

Support from Current Curriculum: 3.4.6

Identify different ways people save their income and explain advantages and disadvantages of each.

Support from Current Curriculum: 3.4.7

Explain that buyers and sellers interact to determine the prices of goods and services in markets.

Support from Current Curriculum: 3.4.8

Illustrate how people compare benefits and costs when making choices and decisions as consumers and producers.

Support from Current Curriculum: 3.4.9

Gather data about a proposed economic change in the community using a variety of information resources.

Standard 5

Individuals, Society, and Culture 3.5.1

Needs Development

Support from Current Curriculum:

Give examples of how the local community is made up of many individuals, as well as many different groups.

Support from Current Curriculum: 3.5.2

Identify connections that the local community has with other communities, including cultural exchanges of several types, and ways that technology links communities in other places.

Support from Current Curriculum:

Indiana Social Studies Grade 3 Standards Resource, February 2003

page 23

3.5.3

Needs Development

(continued)

Adequate

Individuals, Society, and Culture

Excellent

Standard 5

Examine the contributions of individual artists (painters, sculptors, writers, musicians, and traditional artists) in enriching the culture of the community.

Support from Current Curriculum: 3.5.4

Identify factors that make the local community unique, including how the community is enriched through foods, crafts, customs, languages, music, visual arts, architecture, dance, and drama representing various cultures.

Support from Current Curriculum: 3.5.5

Use community resources, such as museums, libraries, historic buildings, and other landmarks, to gather cultural information about the community.

Support from Current Curriculum:

page 24

Indiana Social Studies Grade 3 Standards Resource, February 2003

A Key to Standard 1 Use this table to locate the Curriculum Frameworks and Classroom Assessments for this Standard.

Standard 1

Standard 1

History Students will describe how significant people, events, and developments have shaped their own community and region; compare their community to other communities and regions in other times and places; and use a variety of resources to gather information about the past.

Historical Knowledge

Curriculum Framework pages

Classroom Assessment pages

3.1.1

Describe American Indian groups who lived in the region when European settlers arrived.

29

3.1.2

Explain why and how the local community was established, and identify founders and early settlers.

35

3.1.3

Describe the role of specific communities in the development of the region.

41

63/67

3.1.4

Give examples of people, events, and developments that brought important changes to the local community or region.

47

63/67

Teaching Beyond the Standards (see legend below)

Chronological Thinking, Comprehension, Analysis, and Interpretation 3.1.5

Develop simple timelines of events in the local communities.

3.1.6

Read fiction and non-fiction stories to identify the qualities of leaders, such as community leaders, soldiers, presidents, teachers, and inventors.

51 57, 59

63/67

Research Capabilities 3.1.7

Use a variety of community resources, such as libraries, museums, and county historians, to gather information about the local community.

41

Legend

Standard 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 25

The chart below traces the progression of Standard 1 from Grade 2 to Grade 4. This information should assist with what you can expect students to have learned in Grade 2 and how your teaching during Grade 3 will prepare students for Grade 4.

2.1.2 Identify changes that have occurred in the local or regional community.

American Indians and the Arrival of Europeans to 1770

3.1.1 Describe American Indian groups who lived in the region when European settlers arrived.

Grade 4 4.1.2 Identify and describe historic Indian groups that lived in the region that became Indiana at the time of early European exploration and settlement in the seventeenth century.

Statehood and Development: 1816 to 1850s

Grade 3

4.1.6 Explain how key individuals and events influenced the early growth of the new state of Indiana.

American Indians and the Arrival of Europeans to 1770

Grade 2

HISTORICAL KNOWLEDGE

Standard 1

History Across Grade Levels

4.1.1 Identify and compare the major early cultures that existed in the region that became Indiana prior to contact with Europeans.

3.1.2 Explain why and how the local community was established, and identify founders and early settlers. 3.1.3 Describe the role of specific communities in the development of the region.

2.1.3 Identify individuals who had an impact on the local or regional communities.

3.1.4 Give examples of people, events, and developments that brought important changes to the local community or region.

2.1.1 Listen to historical stories and compare daily life in the past and present. 2.1.4 Explain the meaning of community celebrations and traditions.

page 26

Standard 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

Grade 3

Grade 4

Statehood and Development: 1816 to 1850s The Civil War Era: 1850 to 1880s Growth and Development: 1880 to 1920

HISTORICAL KNOWLEDGE Standard 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

4.1.3 Explain the importance of the Revolutionary War and other key events and people that influenced Indiana’s development. 4.1.4 Explain the significance of key documents in Indiana’s development from a United States territory to statehood. 4.1.5 Describe the removal of Indian groups from Indiana in the 1830s.

4.1.7 Explain the roles of various individuals, groups, and movements in the social conflicts leading to the Civil War. 4.1.8 Summarize the participation of Indiana citizens in the Civil War. 4.1.9 Give examples of Indiana’s increasing agricultural, industrial, and business development in the nineteenth century. 4.1.10 Describe the participation of Indiana citizens in World War I and the changes the war brought to the state.

page 27

Standard 1

The American Revolution and the Indiana Territory: 1770s to 1816

Grade 2

Grade 3

2.1.5 Develop a simple timeline of important events in each student’s life.

page 28

CHRONOLOGICAL THINKING, COMPREHENSION, ANALYSIS, AND INTERPRETATION

1920 to the Present

HISTORICAL KNOWLEDGE CHRONOLOGICAL THINKING, COMPREHENSION

Grade 4 4.1.11 Identify important events and movements that changed life in Indiana in the twentieth century.

RESEARCH CAPABILITIES

Standard 1

Grade 2

4.1.12 Research Indiana’s agricultural and industrial transformation, emphasizing new technologies, transportation and international connections, in the last part of the twentieth century.

3.1.5 Develop simple timelines of events in the local communities.

4.1.13 Organize and interpret timelines that show relationships among people, events, and movements in the history of Indiana.

3.1.6 Read fiction and non-fiction stories to identify the qualities of leaders, such as community leaders, soldiers, presidents, teachers, and inventors.

4.1.14 Distinguish fact from opinion and fact from fiction in historical documents and other information resources.

3.1.7 Use a variety of community resources, such as libraries, museums, and county historians, to gather information about the local community.

4.1.15 Using primary source and secondary source materials, generate a question, seek answers, and write brief comments about an event in Indiana history.

Standard 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

American Indians of Indiana Purpose Students will describe American Indian groups who lived in the region when European settlers arrived.

Materials For the teacher: chalkboard, chalk, bulletin board, overhead projector, transparency of Black Line Master (BLM) American Indian Cultural Regions For each student: copy of BLM Miami Indians, two 4" × 6" pieces of paper For each group of students: paper, pencil, American Indian reference materials

Activity

incorporating

TECHNOLOGY Direct students to use the Internet to complete their research on their topic. Have students use a word processing or graphics program to supplement their reports to the class.

A. Pre-Activity Preparation Prepare a bulletin board with the title “Learning about American Indians in Indiana: What We Think.” B. What We Think 1. Ask students if they think anyone was living on the land where they are now living when the first explorers and settlers came from Europe. 2. Have students draw on 4" × 6" pieces of paper their ideas of what the local region and its inhabitants would have looked like when European settlers first arrived. 3. Display these pictures on the bulletin board under “What We Think.” C. American Indians in Our Region 1. Display the transparency of the BLM American Indian Cultural Regions and have students point out where Indiana would be on this map. Ask students: “What tribes of American Indians lived in this region?” 2. Start a vocabulary list of names and terms on the chalkboard as you explain the following to students:  The land we live on now is considered the Great Lakes Region because it is believed that American Indians traveled through the Great Lakes to areas such as Indiana.  The Native Americans who lived in this area were part of the Algonquin Indian group because they all spoke a similar Algonquin Indian language. (continued)

Standard 1 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

connecting across the

curriculum

English/ Language Arts Have students keep a journal for a week in which they pretend to be a boy or girl of the Miami tribe and describe their daily life.

Standards Links 3.1.7, 3.3.3, 3.3.5 page 29

Standard 1

3.1.1

Standard 1

Activity (continued)  The Algonquins were considered Woodland Indians because they lived and grew crops in the wooded areas of this region.  The Miami Indians were the biggest tribe in most of Indiana, followed by the Potawatomi Indians. D. Describing Tribes 1. Give each student a copy of the BLM Miami Indians and, as a class, read the information on the BLM. 2. Have students work individually to answer the questions at the bottom of the BLM. 3. When students have finished, divide the class into six groups. Give each group a piece of paper and pencil, have groups elect a recorder to write down the group’s research, and direct students’ attention to the reference materials you have gathered. 4. Assign each group one of the following topics to research: type of home, types of dress, men’s responsibilities in the tribe, women’s responsibilities in the tribe, Frances Slocum, Chief Little Turtle. 5. When groups have finished their research, bring them back together as a class to discuss answers to the questions. E. What We Learned 1. Allow each group to present its research to the rest of the class. 2. Ask students to draw another picture of what an American Indian and the region would have looked like when the European settlers first arrived here. 3. Discuss with students the differences between these drawings and the ones they drew in the beginning. 4. Write a second subtitle “What We Learned” on the bulletin board next to “What We Think” and post students’ drawings on the bulletin board.

Questions for Review Basic Concepts and Processes After students have presented their research to the class, ask them questions, such as the following: In what kind of home did the Miami Indians live? What kind of clothes did they wear? How did they spend their daily lives? How did your understanding of American Indians living in your region change?

page 30

Standard 1 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

American Indian Cultural Regions ntr e C

Arctic

Su b-

Arc

Sub-Arctic

Great Lakes

Northern Woodland

Pra irie

ornia Calif

Plains

Great Basin

a

tic

Pl at ea u

Nor thwes t Coast

rn ste e W

st Arctic a E d l an

Southwest

Southern Woodland

te Az c Ma

ya

Standard 1 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 31

American Indian Cultural Regions Teacher Directions Make a transparency of the BLM American Indian Cultural Regions and display it on the overhead. Have students point out where Indiana would be on this map.

Answer Key Not applicable.

Black Line Master 1 page 32

Standard 1 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

Miami Indians The Miami Indian tribes were part of the Algonquin Indians. Two French explorers first recorded finding some Miami Indians in 1654 near Green Bay, Wisconsin. The Miami lived in different areas near the Great Lakes. They moved south into Indiana on the Maumee and Wabash Rivers. Their villages were built in woodlands on freshwater lakes and rivers. They lived in dome-shaped wigwams, and fields of corn surrounded their villages. Corn was their main crop. They also raised small fruits and vegetables. They grew a special white corn that was ground into soft, white flour. The women were the workers in the fields. They worked the crops, gathered the corn, and prepared the deer, bear, and buffalo meat. They fixed meals and gathered wood. They also sewed the bark canoes together and carried the wigwam material on their backs when they moved from one place to another. The Miami men hunted, skinned, and tanned the animal hides; trapped animals; and went to war. They were skilled warriors.

Questions: 1. Where did the Miami Indians live before they came to Indiana? ________________________________________________________________________________ 2. How did they move into Indiana? _________________________________________ ________________________________________________________________________________ 3. What did they eat? _____________________________________________________ 4. What was the main crop grown? __________________________________________ Standard 1 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 2 page 33

Miami Indians Teacher Directions Give each student a copy of the BLM Miami Indians and, as a class, read the information on the BLM. Have students work individually to answer the questions at the bottom of the BLM.

Answer Key Students’ answers should include the following information: 1. They lived in areas around the Great Lakes. 2. They moved into Indiana along the Maumee and Wabash Rivers. 3. They ate corn, fruits, vegetables, and deer, bear, and buffalo meat. 4. The main crop was corn.

Black Line Master 2 page 34

Standard 1 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

Our Town’s History Purpose Students will explain why and how the local community was established and identify founders and early settlers.

meeting individual

NEEDS

Materials For the teacher: copy of Black Line Master (BLM) Teacher Resources, chalk, chalkboard For each student: copy of BLM Our Community’s History, pencil

Activity A. Pre-Activity Preparation 1. Gather information about why and how the local community was established and who the founders and early settlers were. Use the BLM Teacher Resources for suggestions. 2. Use the information you gather to create research materials, such as mock newspapers articles or historical documents (students will be conducting research in small groups using these materials). 3. On the chalkboard create a vertical list of the following words: “water,” “rapids,” “crossroads,” “resources,” and “government.” B. Pre-Activity Discussion 1. Read the words on the chalkboard aloud to the students and provide them with a brief explanation of each term. 2. Tell students that the words on the chalkboard are some of the things that influenced people’s decisions about where to create communities. 3. Ask students to brainstorm reasons why the items on the chalkboard would be important to a community. 4. Guide students to understand the following connections between the items listed and a community’s needs:  water: transportation of goods, ports for ships (deep water)  rapids: waterwheels could power millstones and factories  crossroads: where people’s paths crossed; businesses and towns started  resources: soil, growing season, minerals, fuel  government: capital needed to be created

Direct students who need a challenge to research how a nearby county was established and who its founders and early settlers were. Instruct those students to compare the early history of their home county with that of the county they researched.

extending THE

ACTIVITY

Direct students to give an oral presentation to a parent or another adult about why and how the local community was established. Instruct students to share information about the founders and early settlers.

(continued)

Standard 1 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standards Links 3.1.3, 3.1.5, 3.1.6, 3.1.7 page 35

Standard 1

3.1.2

Activity (continued) Standard 1

C. Group Research 1. Tell students that they are going to research why their community was started and who started it, as well as describe some of the first people to live there. 2. Divide the class into groups of four students. 3. Give each student a copy of the BLM Our Community’s History. 4. Read the BLM aloud to students and explain each question. 5. Hand out the research materials you prepared to each group. 6. Discuss with students several ways in which they can work cooperatively, such as having each team member research a question and then share information or having all team members search the resources for answers to all of the questions. 7. Clarify that each student needs to complete his/her own BLM using the information researched by his/her group. 8. After students complete their BLMs, have each group present to the class what they learned about their community’s history.

Questions for Review Basic Concepts and Processes As students share information from their BLMs, ask them: Why was our community started? Explain whether the reason it was started is the same or different as the reasons on the chalkboard. Who founded our community? Who were some of the early settlers that lived in our community? Why do you think those people chose to live in this area?

page 36

Standard 1 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

Teacher Resources Visit these Web sites for information about your community: www.indianahistory.org/resources.php?page=22 This directory contains the names and addresses of Indiana’s official county historians arranged alphabetically by county. It is provided courtesy of the Indiana Historical Society’s Local History Services Department. The County Historian Program is jointly sponsored by the Indiana Historical Bureau and the Indiana Historical Society. home.att.net/~Local_History/IN_History.htm This site provides links to information about the history of each of Indiana’s counties. Individual county pages contain information about county history, locating public libraries, and contacting historical societies. www.indico.net Find your county on the Indiana map at this Web site. Click on your county to look for information about local newspapers, libraries, and government officials.

Check your public library for local history books, such as: Harden, Samuel, The Pioneers of Madison and Hancock Counties, Indiana, Heritage Books, Inc., Bowie, Md., 1990. Pumroy, Eric, et al., A Guide to Manuscript Collections of the Indiana Historical Society and Indiana State Library, Indiana Historical Society, Indianapolis, Ind. 1986. Leffel, John C., History of Posey County, Higginson Book Company, Salem, Mass., 1992. Powell, Jehu Z., History of Cass County, Indiana, Higginson Book Company, Salem, Mass., 1995. Kennedy, P. S., History of Montgomery County, Indiana, Higginson Book Company, Salem, Mass., 1992. Warr, Ann, et al., History of the Fairmount Indiana Area, Curtis Media, Inc., Colleyville, Tex., 1997. Birch, Jesse S., History of Benton County, Indiana, and Historic Oxford, Higginson Book Company, Salem, Mass., 1993. Counties of Warren, Benton, Jasper and Newton, Indiana: Historical and Biographical, Higginson Book Company, Salem, Mass., 1992. Forkner, John L., History of Madison County Indiana, Higginson Book Company, Salem, Mass., 1992. History of Lawrence, Orange, and Washington Counties, Indiana, Higginson Book Company, Higginson Book Company, Salem, Mass., 1992.

Standard 1 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 37

Teacher Resources Teacher Directions Use the BLM Teacher Resources to help you gather information about why and how the local community was established and who the founders and early settlers were.

Answer Key Not applicable.

Black Line Master 1 page 38

Standard 1 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

Our Community’s History 1) Why was our community started? ______________________________________

______________________________________________________________________________

2) How was our community started? ______________________________________

______________________________________________________________________________

3) Who started our community? ___________________________________________

______________________________________________________________________________

4) Who were the early settlers that lived in our community? _____________

______________________________________________________________________________

Standard 1 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 2 page 39

Our Community’s History Teacher Directions Tell students that they are going to research why their community was started, who started it, and who were some of the first people to live there. Divide the class into groups of four students. Give each student a copy of the BLM Our Community’s History. Read the BLM aloud to students and explain each question. Hand out research materials to each group. Discuss with students ways in which they can work cooperatively, such as having each team member research a question and then share information or having all team members search the resources for answers to all of the questions. Clarify that each student needs to complete his/her own BLM using the information researched by the group.

Answer Key Answers will vary.

Black Line Master 2 page 40

Standard 1 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicators

Regional History Purpose Students will describe the role of specific communities in the development of the region, using a variety of community resources, such as libraries, museums, and county historians.

Materials For the teacher: transparency of a map of your region of Indiana, copy of Black Line Master (BLM) Teacher Resources, overhead projector For each student: copy of BLM Pick Your Spot

Activity A. Pre-Activity Preparation 1. Create a general list on the chalkboard of reasons that communities are founded in certain regions. For example:  water: transportation of goods, ports for ships (deep water)  rapids: waterwheels could power millstones and factories  crossroads: people’s paths crossed, so people started businesses and others settled there  resources: soil, growing season, minerals, fuel  government: a capital needed to be created 2. Use the BLM Teacher Resources to help you plan two research experiences for the students or visit www.wvec.k12.in.us/canaltrek for an example of a class project. B. Pre-Activity Discussion 1. Tell students that they are going to learn about the ways different communities contribute to the region of Indiana in which they live. 2. Direct students’ attention to the chalkboard. Read the terms aloud, explaining how each could be part of a community’s contribution to its region. 3. Place the transparency of the map of your region on the overhead projector. 4. Point out the various communities in the region and list these on the chalkboard. 5. Discuss the map with students, asking students to look for reasons that certain communities might have influenced the region. (continued)

Standard 1 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

incorporating

TECHNOLOGY Show students how to use statewide resources online by visiting www.ai.org/ism with them. At this site, students can learn about the state museum or take virtual visits to historic sites around the state.

connecting across the

curriculum

English/ Language Arts Have each group from part D create a page about the community it researched. Direct each student to write a paragraph about the community his/her group researched. Bind all the pages together in a book about the region.

Standards Links 3.1.2, 3.1.4 page 41

Standard 1

3.1.3, 3.1.7

Activity (continued) Standard 1

C. Research 1. As you hand out the BLM Pick Your Spot to students, explain they will each be focusing on one community within the region. 2. Read the BLM Pick Your Spot aloud to students. 3. Have students select communities to focus on and direct them to record their names and the community names on their BLMs. 4. Explain to students the research opportunities that you have arranged for them and tell them that their responsibility is to search for and record information about the communities they selected. 5. Help students locate information as they participate in the research experiences you arranged. D. Group Work 1. Group students so that students who researched the same community are together. 2. Direct students to share the information they recorded on the BLM Pick Your Spot. 3. Instruct the groups to decide which information they would like to share with the class and how they would like to present the information. 4. Encourage groups to explore various presentation methods, such as skits, murals, and puppet shows. 5. Have each group take a turn presenting information about the community it researched.

Questions for Review Basic Concepts and Processes As groups share their research, ask the class: Did [insert specific community name] play a major role in the development of the region? What was this community’s role? How did you learn about this community’s connection to the rest of the region? How are the roles of [insert specific community name] and [insert another community name] in developing the region alike? How are they different? Which community do you think was the most important in developing the region? Give reasons for your opinion.

page 42

Standard 1 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Teacher Resources Visit these Web sites for information about your community: www.in.gov/dot/pubs/maps/counties/index.html Visit this site to locate a map of your region. www.indianahistory.org/resources.hp?page=22 This directory contains the names and addresses of Indiana’s official county historians arranged alphabetically by county. It is provided courtesy of the Indiana Historical Society’s Local History Services Department. The County Historian Program is jointly sponsored by the Indiana Historical Bureau and the Indiana Historical Society.

Look for books, if you take your class to a library or museum: Peters, Pamela R., The Underground Railroad in Floyd County, Indiana, McFarland & Company, Inc., Jefferson, N.C., 2001. Counts, I. Wilmer, et al., Bloomington Past and Present, Indiana University Press, Bloomington, Ind., 2002. Roberts, E.C., et al., English, Indiana: Memories of Main Street, Indiana University Press, Bloomington, Ind., 1991. Hawfield, Michael C., Fort Wayne Allen County: Cityscapes, American Historical Press, Sun Valley, Calif., 1980. Indiana Biographical Dictionary: People of All Times and All Places Who Have Been Important to the History and Life of the State; Somerset Publishers, Inc., Santa Barbara, Calif., 1997. Marsh, Carole, Indiana UFOs and Extraterrestrials!: A Look at the Sightings and Science in Our State, Gallopade International, Peachtree City, Ga., 1997. Forkner, John L., et al., Historical Sketches and Reminiscences of Madison County, Indiana, Higginson Book Company, Salem, Mass., 1993.

Standard 1 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 43

Teacher Resources Teacher Directions Use the information on the BLM Teacher Resources to help you plan two research experiences for students. These experiences, which should help students understand the role of specific communities in the development of the region, might include taking field trips to a library or a museum or listening to a guest speaker.

Answer Key Not applicable.

Black Line Master 1 page 44

Standard 1 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

1) Which community did you choose? _____________________________________ ______________________________________________________________________________

2) What made this community a good place to settle? ____________________ ______________________________________________________________________________ ______________________________________________________________________________

3) How did the reasons that people settled in the community help the region develop? _____________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4) Explain how your research helped you learn about this community. ______________________________________________________________________________ ______________________________________________________________________________ Standard 1 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 2 page 45

Teacher Directions Tell students that they are going to learn about the ways different communities contribute to the region of Indiana in which they live. As you hand out the BLM Pick Your Spot to students, explain that they will each be focusing on one community within the region. Read the BLM Pick Your Spot aloud to students. Have students select communities to focus on and direct them to record their names and the community names on their BLMs. Explain to students the research opportunities that you have arranged for them. Tell students that their responsibility during the research opportunities is to search for and record information about the communities they selected. Help students locate information as they participate in the research experiences you arranged.

Answer Key Answers will vary.

Black Line Master 2 page 46

Standard 1 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

A Changing Region Purpose Students will give examples of people, events, and developments that brought important changes to the local community or region.

Materials For the teacher: chalk, chalkboard, Maybelle the Cable Car by Virginia Lee Burton For each student: copy of Black Line Master (BLM) Changes in Our Community, pencil, construction paper or tag board, markers or crayons

Activity A. Pre-Activity Preparation Create a three-column chart on the chalkboard. Head the columns “People,” “Events,” and “Developments.” B. Pre-Activity Discussion 1. Say to students: “Communities today are not the same as they were a century ago.” 2. Direct students’ attention to the chalkboard and read the words aloud to them. Explain that people, events, and developments are three of the main reasons that communities change. 3. Tell students that you are going to read them a book about the city of San Francisco. Instruct them to listen for what caused the city to change. 4. Have students name things that caused change in San Francisco. Record their responses on the chart in the appropriate column. 5. Ask students: “What are some other things that cause communities to change?” Add their ideas to the chart. C. Our Community Changes 1. Explain to students that their community, like all other communities, changes. 2. Ask them to brainstorm ways that their community is currently changing. 3. Guide them to discuss changes, such as road construction, store openings and closings, and new technology (e.g., grocery self-checkout lanes). (continued)

Standard 1 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

connecting across the

curriculum

English/ Language Arts Tell students to use their imaginations to board a time machine and travel back several decades. Have them visualize what their community looked like and write a short story about their community at that time.

extending THE

ACTIVITY

Locate the name and address of your county’s official Indiana historian at www.indianahistory. org/resources.php? page=22. Request information from this expert about people, events, and developments that changed your region. Have students compare this information to their own research. Standards Links 3.1.3, 3.1.6, 3.1.7 page 47

Standard 1

3.1.4

Activity (continued) Standard 1

4. Tell students that they will be researching people, events, and developments that brought important changes to the local community in the past. 5. Give students the BLM Changes in Our Community and explain that they will be interviewing older community members to learn about changes in the community. 6. Read aloud and clarify the BLM directions for students. D. Illustrate Change 1. Give students pencils, markers or crayons, and tag board and show them how to fold the tag board into thirds (lengthwise). 2. Model how to label the sections so that “People” is at the top of one third, “Events” heads another third, and “Developments” is in the final third. 3. Explain to students that in each section they need to draw a picture and write a sentence about how the community changed. Clarify that the picture and the sentence need to match the heading. 4. Direct them to complete their “Illustrating Change” projects. E. Project Sharing 1. Post the “Illustrating Change” projects where they can easily be seen by students. 2. Provide students with ample time to examine all of the projects. 3. Guide students to discuss interesting information they learned from doing their project and from looking at other students’ projects.

Questions for Review Basic Concepts and Processes During the discussion of the projects, ask students: Have the changes in our community been alike or different from the changes in San Francisco? Describe the similarities and differences. Were there any people, events, or developments that were illustrated in more than one project? From looking at the projects, which event do you think caused the most change? Why do you think that event is significant?

page 48

Standard 1 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

Changes in Our Community 1. Arrange to talk to a community member who has lived in the area for several decades. 2. Record the name of this community member. ____________________________________________________________ 3. Ask this person to tell you about people, events, and developments that have brought important changes to the local community. 4. Record below the information you learn during your talk. Use the back of this sheet if you need more room to write. People:____________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Events: ____________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Developments: ____________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Standard 1 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 49

Changes in Our Community Teacher Directions Tell students that they will be researching people, events, and developments that brought important changes to the local community in the past. Give students the BLM Changes in Our Community and explain that they will be interviewing older community members to learn about changes in the community. Read aloud and clarify the BLM directions for students.

Answer Key Answers will vary.

Black Line Master 1 page 50

Standard 1 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

Time Is on the Line Purpose Students will develop simple timelines of events in the local communities.

Materials For the teacher: transparency of Black Line Master (BLM) Happyville Timeline, overhead projector, chalk, chalkboard For each student: copy of BLM Town Timeline, pencil For each group of students: copy of last year’s school calendar or school newspapers, several different community sections of the local paper

Activity A. Pre-Activity Preparation Gather materials (e.g., school calendars or newspapers, community sections of the local newspaper) that students can use to research last year’s community events. B. Pre-Activity Discussion 1. Place the BLM Happyville Timeline transparency on the overhead projector with the title covered. 2. Point to the timeline and ask students what it is. 3. Uncover the BLM title as you clarify that the image is a timeline of last year’s events in an imaginary town. Read the timeline aloud to students. 4. Ask students: “What do timelines show? How do we read timelines?” 5. Review with students that timelines show us when important events took place and that we read timelines from left to right. C. Locating Local Events 1. Tell students that they are going to make a timeline of last year’s events in the local community. 2. Say to students: “The Happyville timeline is organized by months. How will your timelines be organized?” 3. Clarify that their timelines will also be organized by month. 4. Explain to students that they are going to research events that happened in the community last year. (continued) Standard 1 / Curriculum Framework / Activity 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

extending THE

ACTIVITY

Show students how to create a timeline organized by years. Record on the chalkboard several events from the community’s past and the dates in which they occurred. Instruct students to make a timeline using this information.

connecting across the

curriculum

Science Set up a simple experiment that will result in noticeable changes. Direct students to record their observations daily. When the experiment is over, discuss with students whether their observations should be organized on a timeline by years, months, or days and have them create a timeline of the experiment changes. Standards Links 3.1.4, 3.1.7 page 51

Standard 1

3.1.5

Activity (continued) Standard 1

5. Divide students into groups of four and give each group copies of the calendars and newspaper articles you gathered. 6. Tell students that they need to look through the materials for events that happened last year. 7. Instruct each group to select a recorder who will have paper and pencil and write down the events located by the group. 8. Remind students to determine and record the month in which each event took place. D. Creating Timelines 1. Bring all the students together and have them share the events and months they listed. 2. Record all the events and corresponding months on the chalkboard. 3. Hand out the BLM Town Timeline to students and have them write their names and their town name on the sheets. 4. Remind students that timelines show the order of events from left to right and instruct them to add three to five events from the chalkboard to their BLMs. 5. Circulate as students work, making sure that they place events in the correct spot.

Questions for Review Basic Concepts and Processes As students research and create their timelines, ask them: What month should [insert name of a community event] be placed in? Explain how you know that. Should the [insert name of a community event] that happened three years ago be on your timelines? Explain why this event should not be on your timelines. Explain whether this event could be added if the timelines were organized by years instead of months.

page 52

Standard 1 / Curriculum Framework / Activity 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

DEC. NOV. OCT. SEPT. JUNE

AUG. JULY

Fourth of July Parade

Chamber of Commerce Golf Scramble

Annual Fun Run

National Education Association’s Read Across America

JAN.

FEB.

MAR. APRIL

MAY

Happyville Timeline

Fall Festival

Family Walk-a-Thon

Standard 1 / Curriculum Framework / Activity 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 53

Happyville Timeline Teacher Directions Place the BLM Happyville Timeline transparency on the overhead projector with the title covered. Point to the timeline and ask students what it is. Uncover the BLM title as you clarify that the image is a timeline of last year’s events in an imaginary town. Read the timeline aloud to students. Ask students: “What do timelines show? How do we read timelines?” Review with students that timelines show us when important events took place and that we read timelines from left to right.

Answer Key Not applicable.

Black Line Master 1 page 54

Standard 1 / Curriculum Framework / Activity 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

DEC. NOV. OCT. SEPT. AUG. JULY JUNE JAN.

FEB.

MAR. APRIL

MAY

Town Timeline

Name:

Standard 1 / Curriculum Framework / Activity 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 2 page 55

Town Timeline Teacher Directions Tell students that they are going to make a timeline of last year’s events in the local community. Say to students: “The Happyville timeline is organized by months. How will your timelines be organized?” Clarify that their timelines will also be organized by month. Explain to students that they are going to research events that happened in the community last year. Divide students into groups of four and give each group copies of the calendars and newspaper articles you gathered. Tell students that they need to look through the materials for events that happened last year. Instruct each group to select a recorder who will have paper and pencil and write down the events located by the group. Remind students to determine and record the month in which each event took place. Bring all the students together and have them share the events and months they listed. Record all the events and corresponding months on the chalkboard. Hand out the BLM Town Timeline to students and have them write their names and their town name on the sheets. Remind students that timelines show the order of events from left to right and instruct them to add three to five events from the chalkboard to their BLMs. Circulate as students work, making sure that they place events in the correct spot.

Answer Key Answers will vary.

Black Line Master 2 page 56

Standard 1 / Curriculum Framework / Activity 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

Finding Leaders in Folktales Purpose Students will read fiction stories to identify the qualities of leaders.

extending THE

ACTIVITY

Materials For the teacher: Not One Damsel in Distress by Jane Yolen, chalk, chalkboard For each student: Mufaro’s Beautiful Daughters by John Steptoe, paper, pencil

Activity A. Li Chi Leads 1. Tell students that you are going to read them a Chinese folktale about Li Chi, a young girl who is a leader. 2. Direct students to listen for the qualities that make Li Chi a leader. 3. Read aloud “Li Chi Slays the Serpent” from Not One Damsel in Distress. 4. Ask students: “What makes Li Chi a leader?” Guide them to name traits, such as bravery and intelligence. 5. Record these traits on the chalkboard under the heading “Li Chi.” B. Quiet Leadership 1. Tell students that they are going to read another folktale. 2. Explain that the folktale is an African story in which another girl is a leader. 3. Hand out copies of Mufaro’s Beautiful Daughters to students. 4. Direct students to think about which daughter is a leader as they read. 5. When students finish reading, instruct them to write down three or more qualities that make Nyasha a leader. 6. After students have finished their lists, select students to say which qualities they wrote down. 7. Ask students if they believe Nyasha displayed those traits and if they helped make her a leader. 8. Record the qualities agreed on by the class on the chalkboard. (continued)

Standard 1 / Curriculum Framework / Activity 6 Indiana Social Studies Grade 3 Standards Resource, February 2003

Give each student a piece of drawing paper. Instruct them to draw a picture of someone who displays the qualities of a leader and to write an explanation of that person’s leadership qualities.

meeting individual

NEEDS

Pair students who have difficulty with reading comprehension with classmates who are stronger readers. Allow these pairs to sit together as they read. Provide the pairs with comprehension questions to discuss.

Standards Link 3.1.2 page 57

Standard 1

3.1.6

Activity (continued) Standard 1

C. Real Leadership 1. Ask students: “Why do you think the authors created Li Chi and Nyasha?” 2. Discuss with students that authors often use fictional characters to help us learn about people. 3. Say to students: “What did you learn about leaders from these girls?” 4. Have students share what they learned and review the traits on the chalkboard. 5. Ask students to suggest qualities of leaders that are not on the chalkboard and add students’ suggestions to the chalkboard.

Questions for Review Basic Concepts and Processes After students read Mufaro’s Beautiful Daughters, ask them: Which daughter in this story is a leader? Explain why Manyara would not be a good queen. Are any of the other characters leaders? If so, who? Explain why you think the king is or is not a good leader.

page 58

Standard 1 / Curriculum Framework / Activity 6 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

Leaders in History Purpose Students will read nonfiction stories to identify the qualities of leaders.

curriculum

Materials For the teacher: biographies of leaders (e.g., Harriet Tubman by Dana Meachen Rau, What’s the Big Idea, Ben Franklin? by Jean Fritz, Thomas Jefferson: A Picture Book Biography by James Cross Giblin, Susan B. Anthony: Daring to Vote by Barbara Keevil Parker, books from David A. Adler’s Picture Book Biography Series) For each student: copy of Black Line Master (BLM) Leaders, pencil

Activity A. Pre-Activity Discussion 1. Ask students to name several people who they think are leaders. 2. Say to students: “What qualities make these people good leaders?” List students’ responses on the chalkboard. B. Selecting Leaders 1. Explain to students that they are going to learn more about leaders by reading biographies of leaders. 2. Clarify for students that biographies are books that tell people’s life stories. 3. Hand out copies of the BLM Leaders to students. 4. Tell students that they will each select a biography to read and will be using the information they read to complete their BLMs. C. Reading About Leaders 1. Take students to the school library to check out biographies of leaders. 2. Provide students with some class time to read their biographies, but tell them to finish reading the books at home. 3. Check with students periodically to make sure that they are working on their BLMs and that they understand the directions. 4. When students finish their BLMs, direct them to read over their answers for number 3 on their BLMs again. 5. Instruct them to decide which leadership quality, such as one of those listed on the chalkboard, each example reveals. 6. Tell students to write a leadership quality next to each example in number 3 on their BLMs. (continued) Standard 1 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 3 Standards Resource, February 2003

connecting across the

Visual Arts Give students white construction paper. Instruct students to design stamps honoring the leaders they researched. Explain that the stamp should illustrate one of the person’s leadership qualities.

incorporating

TECHNOLOGY Help students learn about real-life leaders by directing them to visit the Web site www.npg.si.edu/col/ pres/index.htm, where they can explore the Smithsonian Institute’s Hall of Presidents to find out information about former presidents of the United States.

Standards Links 3.1.2, 3.1.4 page 59

Standard 1

3.1.6

Activity (continued) Standard 1

D. Sharing About Leaders 1. Select a student to talk to the class about the life of the person he/she read about. Have this student describe the leadership qualities that were revealed by this person’s actions. 2. List on the chalkboard the qualities named by the student. 3. Repeat steps 1 and 2 until every student has presented. Record all of the qualities named, even if they are already on the chalkboard. 4. Ask students to look for qualities that appear on the chalkboard more than once. 5. Guide the class to select the three most important qualities of a leader.

Questions for Review Basic Concepts and Processes As students discuss the leaders they read about, ask them: Which qualities of a leader does/did the person you read about have? If you could, would you follow this person? Explain why or why not. Does the leader you read about have leadership qualities in common with leaders your classmates have talked about? If so, tell which leader and explain the quality that they have in common. What do you think is the most important quality of a leader? Explain why this quality is essential to leaders.

page 60

Standard 1 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

LEADERS 1) Who did you read about? _______________________________________________ ______________________________________________________________________________ 2) What was this person’s job? _____________________________________________ ______________________________________________________________________________ 3) Describe three things this person did that makes/made him/her a leader. a) ___________________________________________________________________________ ___________________________________________________________________________ b) ___________________________________________________________________________ ___________________________________________________________________________ c) ___________________________________________________________________________ ___________________________________________________________________________ Standard 1 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 61

LEADERS Teacher Directions Explain to students that they are going to learn more about leaders by reading biographies of leaders. Hand out copies of the BLM Leaders to students and instruct them to write their names on them. Tell students that they will each select a biography to read and will be using the information they read to complete their BLMs. As students read their biographies, check with them periodically to make sure that they are working on their BLMs and that they understand the directions.

Answer Key Students’ answers will vary, but they should reflect accurate information acquired from the biographies they read.

Black Line Master 1 page 62

Standard 1 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 1 Classroom Assessment Option A

Name

History For Question 1, fill in the circle next to the correct answer. 1. How did the building of canals, roads, and railroads bring changes to the region? A B C D

helped people move to the region brought fewer people to the region brought fewer goods to the region helped people leave the region

2. Indiana is in the midwest region of the United States. Many communities helped this region grow. Identify one community in the midwest region.

3. How did this community help the development of the region?

4. What is one invention that has brought changes to your community?

Standard 1 / Classroom Assessment / 3.1.3, 3.1.4, 3.1.6 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 63

Read the following story to answer Questions 5 and 6. George Washington Carver was born a slave in 1864. As a child George loved plants. When he grew up, he went to school to learn about farming. This was difficult because many schools did not accept African Americans. George studied peanuts, sweet potatoes, and soybeans. He discovered more than 300 different things that could be made from peanuts. He made ink, soap, and a kind of milk out of peanuts. Before he died, he gave much of his money to his school so that other African Americans could work and study there. 5. List one thing that George Washington Carver did to help people.

6. List one thing that George Washington Carver did to help the school.

page 64

Standard 1 / Classroom Assessment / 3.1.3, 3.1.4, 3.1.6 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 1 History Item Number Answer

Standards Indicator

1

A

3.1.4

2

Students can select any community in the midwest.

3.1.3

3

Answer will depend upon the community the student selected for Question 3.

3.1.3

4

telegraph or automobile*

3.1.4

5

He made new things out of peanuts or he gave money so that other people could study.*

3.1.6

6

He gave money to his school.*

3.1.6

* Give credit for all valid answers.

Standard 1 / Classroom Assessment / 3.1.3, 3.1.4, 3.1.6 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 65

Standard 1

TEACHER SCORING GUIDE

Classroom Assessment Option A

Standard 1 page 66

Standard 1 / Classroom Assessment / 3.1.3, 3.1.4, 3.1.6 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 1 Classroom Assessment Option B

Name

History For Question 1, fill in the circle next to the correct answer. 1. How did the building of canals, roads, and railroads bring changes to the region? A B C D

brought more goods to the region brought fewer goods to the region brought fewer people to the region helped people leave the region

2. Indiana is in the midwest region of the United States. Many communities helped this region grow. Identify one community in the midwest region.

3. How did this community help the development of the region?

4. What is one past event that brought changes to your community?

Standard 1 / Classroom Assessment / 3.1.3, 3.1.4, 3.1.6 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 67

Read the following story to answer Questions 5 and 6. Martin Luther King, Jr. was born in Atlanta in 1929. Martin Luther King, Jr. was a civil rights leader. He worked to gain rights for African Americans. He gave speeches, marched, and talked to government leaders about civil rights. Even when people said they would hurt him if he didn’t keep quiet, he was still brave and spoke about his beliefs. His example encouraged many people to work for equal rights for African Americans. As a result of his efforts, many unfair laws and practices were changed. African Americans and other minorities gained more rights and were treated better. 5. List one thing that Martin Luther King, Jr. did to help people.

6. How did that help other people?

page 68

Standard 1 / Classroom Assessment / 3.1.3, 3.1.4, 3.1.6 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 1 History Item Number Answer

Standards Indicator

1

A

3.1.4

2

Students can select any community in the midwest.

3.1.3

3

Answer will depend upon the community the student selected for Question 3.

3.1.3

4

World War II or building of the Toyota plant*

3.1.4

5

He spoke out about inequality or he talked to government leaders.*

3.1.6

6

Many unfair laws were changed or minorities gained more rights.*

3.1.6

* Give credit for all valid answers.

Standard 1 / Classroom Assessment / 3.1.3, 3.1.4, 3.1.6 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 69

Standard 1

TEACHER SCORING GUIDE

Classroom Assessment Option B

Standard 1 page 70

Standard 1 / Classroom Assessment / 3.1.3, 3.1.4, 3.1.6 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 1

Helpful Materials for Standard 1 History Books Children’s Literature Steele, Philip, The Kingfisher Young People’s Atlas of the World, Kingfisher Books, Cornwall, U.K., 1997. Teacher Reference Tunnell, Michael O., et al., The Story of Ourselves: Teaching History Through Children’s Literature, Heinemann, Portsmouth, N.H., 1992.

Journals and Magazines Global TeachNet, published bimonthly by The National Peace Corps Association: www.rpcv.org/pages/sitepage.cfm?id=58 Phi Delta Kappan, published monthly from September to June by Phi Delta Kappa: www.pdkintl.org/kappan/kappan.htm NEA Today, published monthly by the National Education Association: www.nea.org/neatoday National Geographic World, published 10 times a year by the National Geographic Society: www.nationalgeographic.com/world National Geographic for Kids: www.nationalgeographic.com/education/teacher_store/product_lines/ngk.html

Professional Organizations and Their Web Sites National Council for the Social Studies: www.socialstudies.org Association for Childhood Education International: www.udel.edu/bateman/acei National Association for the Education of Young Children: www.naeyc.org National Council for History Education: www.history.org/nche National Education Association: www.nea.org

Web Sites Indiana Department of Education: www.doe.state.in.us Indiana Reading List: www.doe.state.in.us/standards/readinglist.html The Council for Exceptional Children: www.cec.sped.org Social Studies Sources: education.indiana.edu/~socialst ERIC Clearinghouse for Social Studies/Social Science Education: www.indiana.edu/~ssdc/eric-chess.html United States Department of Education: www.ed.gov PBS TeacherSource: www.pbs.org/teachersource Mid-continent Research for Education and Learning: www.mcrel.org/resources/links/history FirstGov for Kids: www.kids.gov/k_history.htm Encarta Online: encarta.msn.com/reference The Learning Network: www.nytimes.com/learning

Standard 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 71

Standard 1 page 72

Standard 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

A Key to Standard 2 Use this table to locate the Curriculum Frameworks and Classroom Assessments for this Standard.

Standard 2

Civics and Government Students will explain what it means to be citizens of their community, state, and nation; be able to identify the functions and the major services provided by local governments; use a variety of resources to gather information about government in their community and other communities around the world; and demonstrate understanding of democratic principles and practices. Classroom Assessment pages

3.2.1

Explain that people are citizens of their community, state, and nation, and explain the importance of good citizenship.

77

97/101

3.2.2

Identify fundamental democratic principles and ideals in American songs, stories, and symbols.

79

97/101

Teaching Beyond the Standards (see legend below)

Functions of Government 3.2.3

Discuss the reasons why governments are needed, and identify specific services that governments provide.

81

97/101

3.2.4

Explain the consequences of violating laws, and identify the duties of and selection process for local officials who make, apply, and enforce laws through government.

83

97/101

3.2.5

Explain that the world is divided into different countries with their own governments, and identify neighboring countries, such as Canada and Mexico.

87

97/101

97/101

Roles of Citizens 3.2.6

Discuss and explain the meaning of the Pledge of Allegiance. Explain other ways citizens can affirm their citizenship.

91

3.2.7

Use a variety of information resources to gather information about community leaders and civic issues.

93 Legend

Standard 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 73

Standard 2

Foundations of Government

Curriculum Framework pages

Civics and Government Across Grade Levels The chart below traces the progression of Standard 2 from Grade 2 to Grade 4. This information should assist with what you can expect students to have learned in Grade 2 and how your teaching during Grade 3 will prepare students for Grade 4.

Grade 2

Grade 4

3.2.1 Explain that people are citizens of their community, state, and nation, and explain the importance of good citizenship.

FOUNDATIONS OF GOVERNMENT

3.2.2 Identify fundamental democratic principles and ideals in American songs, stories, and symbols. 4.2.1 Explain the major purposes of Indiana’s Constitution as stated in the Preamble. 4.2.2 Describe major rights, such as freedom of speech and freedom of religion, that people have under Indiana’s Bill of Rights (Article I of the Constitution).

FUNCTIONS OF GOVERNMENT

Standard 2

2.2.1 Discuss the rights and responsibilities of citizens in the school and the community.

Grade 3

2.2.2 Explain why it is necessary for the community to have government.

page 74

3.2.3 Discuss the reasons why governments are needed, and identify specific services that governments provide. 3.2.4 Explain the consequences of violating laws, and identify the duties of and selection process for local officials who make, apply, and enforce laws through government.

Standard 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

Grade 2

Grade 3

Grade 4

4.2.4 Identify major state offices and the duties and powers associated with them, such as governor, lieutenant governor, chief justice, state senators, and state representatives and how they are chosen, such as by election or appointment.

2.2.3 Identify community leaders, such as the city council or town board.

ROLES OF CITIZENS

RELATIONSHIP OF THE UNITED STATES AND OTHER NATIONS

4.2.3 Identify and explain the major responsibilities of the legislative, executive, and judicial branches of state government as written in the Indiana Constitution. 4.2.5 Explain that Indiana is one of fifty states in the United States and that other countries are also made up of smaller units, such as states, provinces, or territories. 3.2.6 Discuss and explain the meaning of the Pledge of Allegiance. Explain other ways citizens can affirm their citizenship.

4.2.7 Define and provide examples of civic virtues in a democracy.

3.2.7 Use a variety of information resources to gather information about community leaders and civic issues.

4.2.8 Use a variety of information resources to research and write brief comments about a position or course of action on a public issue relating to Indiana’s past or present.

Standard 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 75

Standard 2

FUNCTIONS OF GOVERNMENT

3.2.5 Explain that the world is divided into different countries with their own governments, and identify neighboring countries, such as Canada and Mexico.

Grade 3

Grade 4

2.2.4 Identify real people and fictional characters who were good leaders and good citizens, and explain the qualities that make them admirable, such as honesty and trustworthiness. 2.2.5 Explain the roles people in the community have in making and changing laws.

Standard 2

ROLES OF CITIZENS

Grade 2

page 76

4.2.6 Give examples of how citizens can participate in their state government, and explain the right and responsibility of voting.

Standard 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.2.1 Super Citizens Purpose Students will explain that people are citizens of their community, state, and nation and explain the importance of good citizenship.

For the teacher: City Green by DyAnne DiSalvo-Ryan, chalk, chalkboard For the class: paper, crayons, index cards, pencils

Activity A. Story Time 1. Tell students that you are going to read them a story about citizens working together to improve their neighborhood. Have students listen for different ways the neighbors show good citizenship. 2. Read City Green aloud to students. 3. Discuss the citizenship displayed in the story. Ask students:  “Did Marcy and Ms. Rosa display good citizenship in the story?”  “What did they do?”  “Why did others want to be a part of the cleanup and planting?”  “How did Marcy get others to help?”  “Was Mr. Hammer a good citizen?” 4. Write “City Green” and the name of your community on the chalkboard. 5. Have students list what the citizens in City Green did to display good citizenship under the “City Green” heading. 6. Have students suggest ways they could improve their neighborhood or town. List these suggestions under the name of your community. B. Citizens 1. Have students think of places, other than their community, where they are citizens. Ask students: “Are you a citizen of [insert name of your community]? Are you a citizen of any other places?” Prompt students to realize they are citizens of their community, state, and the United States of America. 2. Put students into three small groups. 3. Label each group either “community,” “state,” or “nation.” (continued)

Standard 2 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

curriculum

English/ Language Arts Have students write an essay on how they and their families act as responsible citizens. Encourage them to use varied language and punctuation to make their essays interesting to read.

meeting individual

NEEDS

Have students who need a challenge research community charity events in the newspaper and choose an activity in which the whole class can participate.

Standards Link 3.2.6 page 77

Standard 2

Materials

connecting across the

Activity (continued) 4. Assign one student to be the recorder. Make sure he/she has a piece of paper and a pencil. 5. Have each group list ways to be a good citizen of their assigned place (e.g., picking up litter, following rules, laws, honoring the flag, being a safe and responsible person, etc.). 6. Compare and contrast the lists. Clarify to students that being a good citizen of the United States also means being a good citizen in their community.

Standard 2

C. Good Citizen Guidance Card 1. Ask students to think of the characteristics they heard most often when they compared their “community,” “state,” and “nation” citizenship lists. 2. Ask students: “What characteristics do you think are the most important to be a good citizen in general?” 3. Instruct the class to choose the five characteristics that they feel are the most important. Explain to students that these ideas will guide them to be good citizens of their community and write the five characteristics on the chalkboard. 4. Give each student an index card and pencil and place crayons where they can be easily reached. 5. Instruct students to make a Good Citizen Guidance Card by writing the five most important characteristics on the index card. Have students decorate their cards and include their names. 6. Encourage students to keep the card handy to look at and share with others.

Questions for Review Basic Concepts and Processes While students are making their Good Citizen Guidance Cards, ask them questions, such as: What is one way to show good citizenship? Name the different ways in which you are a citizen. Why is it important to be a good citizen?

page 78

Standard 2 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.2.2 Symbols of Liberty Purpose Students will identify fundamental democratic principles and ideas in American songs, stories, and symbols.

For the teacher: The Story of the Statue of Liberty by Giulio Maestro, chalk, chalkboard For the class: pencil, paper, crayons

Activity A. Story Time 1. Tell students that you are going to read a story about a famous American symbol called the Statue of Liberty. Have students listen to the story to find out what the Statue of Liberty means to Americans. 2. Read The Story of the Statue of Liberty aloud to students. 3. Discuss the symbolism of the statue. Ask students: “Where is the Statue of Liberty? Who gave the statue to the United States? What does the statue symbolize?” 4. Talk about other symbols of America. Ask students: “What other symbols make you think about America?” 5. List their answers on the chalkboard. Guide students to suggest things, such as the United States flag, Liberty Bell, bald eagle, and White House. B. Symbol/Meaning Match 1. Have students look at the list of American symbols. 2. Tell students that each symbol has a meaning behind it and that their task is to match the meaning with the correct symbol. 3. Ask students:  “Which symbol has fifty stars that stand for our fifty states?”  “Which symbol was given to us by France and symbolizes freedom throughout the world?”  “What does our national bird stand for?”  “Where does our president live?”  “Which symbol rang as a sign of our liberty?” 4. Write the correct meaning next to each symbol as students match them. (continued) Standard 2 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

TECHNOLOGY Have students visit the Ben’s Guide to Government for Kids Web site to learn more about the American symbols: bensguide.gpo.gov/ 3-5/symbols/ index.html.

connecting across the

curriculum

Music Have students listen to or sing along with patriotic songs, such as “America the Beautiful,” “Yankee Doodle,” “Home on the Range,” or “Oh, Susanna!”

Standards Link 3.2.6 page 79

Standard 2

Materials

incorporating

Activity (continued)

Standard 2

C. Liberty Poetry 1. Give students paper, pencils, and crayons. 2. Have each student choose one American symbol from the chalkboard. 3. Instruct students to draw a picture and write a poem about their chosen symbol. 4. Organize a poetry reading for students to share their poems with others. Invite parents, students, and teachers to the poetry readings. 5. Compile all the poems into a single class poetry anthology. Place the book in the school library for other classes to enjoy.

Questions for Review Basic Concepts and Processes While students are writing their poems, ask them questions, such as the following: What does the Statue of Liberty stand for? Why are there fifty stars on the United States flag? How do you feel when you sing the “The Star Spangled Banner”? Which symbol makes you think about freedom?

page 80

Standard 2 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.2.3 Government Services Purpose Students will discuss the reasons governments are needed and identify specific services that governments provide.

For the teacher: chalk, chalkboard For each group of students: crayons, computer stations, paper, pencils

Activity A. Why Government? 1. Tell students that they are going to research government services on the Internet and report back to the class. 2. Divide students into five or six small groups. 3. Make sure each group has a sheet of paper, a pencil, and a computer with Internet access. 4. Instruct students to visit the PBS Kids Democracy Project Web site (www.pbs.org/democracy/kids/mygovt/index.html) in their groups to find out why we have government. 5. Assign each group two government places to research at the Web site (e.g., school, parks, courthouse, housing, library, media, fire station, police, hospital, transportation, and the capitol). 6. Have each group record what government does for us at their assigned sites. B. Government Services 1. Write “government” on the chalkboard. Draw a circle around it. 2. Discuss government services with students. Ask students: “What services do you use or places do you go that our government provides?” 3. Write their responses on lines extending from the circle, creating a web. (Students should use the research from the Web site to answer these questions.) 4. Discuss services our government provides for us. Ask students:  “Where can you go to borrow a book?”  “Where can you go to enjoy nature?”  “Who removes the snow from your streets in the winter?” (continued)

Standard 2 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

NEEDS

Have students who need a challenge research government services in their community. Encourage them to write about the service they feel is most valuable to the community and to share with the class.

extending THE

ACTIVITY

Take a field trip to City Hall, the Bureau of Motor Vehicles, or the school administration building to give students a first hand look at a service the government provides.

Standards Link 3.4.2 page 81

Standard 2

Materials

meeting individual

Activity (continued)

Standard 2

C. Government Picture 1. Have students choose a government service they or their family use. 2. Instruct students to draw a picture of the service and write a paragraph about it. 3. Encourage students to share their pictures and stories with the class. Have each student explain which government service was used in his/her story. 4. Assemble students, and their stories, into groups according to the government service used (e.g., have all students that used the library gather together, everyone who wrote about using the parks gather together). 5. Have students look at the size of each group and discuss which services were used more than others. 6. Review the services. Ask students: “Which group is the biggest? Which service was used most often?”

Questions for Review Basic Concepts and Processes While students are drawing and writing about government services, ask questions, such as the following: Why do we need government? What is one service the government provides for you? What do you think is the most important service the government provides for you?

page 82

Standard 2 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.2.4 Law and Order Purpose Students will explain the consequences of violating laws and identify the duties of local officials who enforce laws through government.

For the teacher: Police Officers (In My Neighborhood) by Paulette Bourgeois, chalk, chalkboard For each student: copy of Black Line Master (BLM) Making Laws and Taking Consequences, pencil

Activity A. Story Time 1. Tell students that you are going to read them a story about police officers. Have students listen for the different duties that police officers have and how they enforce the law. 2. Read Police Officers (In My Neighborhood) aloud to students. 3. Discuss the story. Ask students:  “What kinds of problems do police have to solve?”  “What are some of the different kinds of law officers?”  “What duties do law officers have?”  “What happens to people who don’t obey the law?” B. Duties of Law Officers 1. Write the word “laws” at the top of the chalkboard. 2. Write the word “duties” underneath “laws.” 3. Have students brainstorm several duties that law officers or police have. 4. List students’ responses on the chalkboard. Encourage students to suggest duties such as stopping speeders, catching people who have broken a law, helping people who have had car accidents, and teaching us about safety. 5. Ask students: “What does a law officer do to someone who doesn’t follow the laws? What happens to a person who is caught speeding? What happens to a person who steals things?” Help students understand that different crimes have different consequences. (continued)

Standard 2 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

curriculum

Physical Education Have students play “Red Light, Green Light.” Allow students to make up new rules for other familiar games.

extending THE

ACTIVITY

Invite a police officer to visit the class. Have students ask the officer how he/she became a police officer, what his/her duties are, and what the different consequences are for violating laws in the community.

Standards Links 3.2.1, 3.2.3 page 83

Standard 2

Materials

connecting across the

Activity (continued)

Standard 2

C. Legal Consequences 1. Write the word “consequences” on the chalkboard under the word “laws.” 2. Have students brainstorm different consequences and list the consequences on the chalkboard. 3. Tell students that they are going to have a chance to write their own laws and consequences for breaking these laws. 4. Hand out a copy of the BLM Making Laws and Taking Consequences to each student. 5. Instruct students to fill in the BLM by making up a new law for their classroom and community, list the reasons the law is needed, and describe the consequences of breaking the law. 6. Divide the class into small groups and have them share their laws and consequences with each other. 7. Have each group choose one law from their group and present it to the rest of the class. Tell them that they must have a reason the law is needed and the consequences for not abiding by the law.

Questions for Review Basic Concepts and Processes As students are working on their BLMs, ask them questions like the following: What are two duties that a police officer has? What happens to someone who breaks the law? Why do we need consequences for breaking laws? Why do police stop cars that are speeding?

page 84

Standard 2 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

Making Laws and Taking Consequences Think of a new rule for your classroom or school. List the rule. Write why the rule is needed. List consequences for breaking the rule. New rule: _____________________________________________________________________________________ Why is this rule needed? _____________________________________________________________________________________ _____________________________________________________________________________________ What are the consequences of breaking this rule? _____________________________________________________________________________________ _____________________________________________________________________________________ Think of a new law for your community. List the new law. Write why the law is needed. List consequences for breaking the law. New law: _____________________________________________________________________________________ Why is the law needed? _____________________________________________________________________________________ _____________________________________________________________________________________ What are the consequences of breaking the law? _____________________________________________________________________________________ _____________________________________________________________________________________ Standard 2 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 85

Making Laws and Taking Consequences Teacher Directions Give each student a copy of the BLM Making Laws and Taking Consequences. Explain to students that they will need to create a new rule for their school. Have students write the new rule on the first line. Next, have students write an explanation for why it is needed and write the consequence for breaking the rule. Have students follow the same steps in writing a new law for the community.

Answer Key Answers will vary.

Black Line Master 1 page 86

Standard 2 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.2.5 Governments Around the World Purpose Students will explain that the world is divided into different countries with their own governments and identify neighboring countries, such as Canada and Mexico.

For the teacher: globe, wall map of North America For each group of students: copy of Black Line Master (BLM) The Governments of North America For the class: set of encyclopedias or several world almanacs

TECHNOLOGY Have students go to the “Mexico for Kids” Web site to learn more about the United States’ neighbor to the south: www.elbalero.gob.mx/ index_kids.html.

Activity A. Global Study 1. Show students a globe and have students point out where the United States is on the globe. 2. Have students point out Mexico and Canada on the globe. 3. Invite students to name several other countries and point these out on the globe. B. Government Study 1. Direct students’ attention to the wall map of North America. 2. Have students identify the United States of America, Mexico, and Canada. 3. Explain to students that Mexico, Canada, and the United States are all separate countries even though they are on the same continent. 4. Have students describe what a country is. Clarify that each country has its own leaders and laws, and thus their own government. 5. Tell students that each country has its own government. Explain that some governments elect officials and others have leaders who are born into their positions. Clarify to students that Mexico, Canada, and the United States all have their own different governments and that every country in the world has its own government.

connecting across the

curriculum

Visual Arts Give each student three standard-sized sheets of white construction paper and crayons. Have students draw the flags of Canada, Mexico, and the United States. As a class, discuss the meaning of the symbols on each flag.

(continued)

Standards Link 3.3.1 Standard 2 / Curriculum Framework / Activity 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 87

Standard 2

Materials

incorporating

Activity (continued) 6. Ask students:  “Does every country have a president?”  “Do some countries have kings and queens?”  “How does the United States of America get a president?”  “How do kings and queens become leaders of their countries?”

Standard 2

C. Research Study 1. Tell students that they are going to research the governments of Canada, Mexico, the United States, and one other country of their choosing. 2. Divide students into small groups, and make sure each group has access to a set of encyclopedias or an almanac. If necessary, demonstrate to students how to find countries’ entries in the reference materials. 3. Give each student a copy of the BLM The Governments of North America and a pencil. 4. Instruct students to use the research materials to answer the questions on their BLMs. 5. Tell groups to choose any country other than Canada, Mexico, or the United States to fill in the fourth column of their BLM. 6. When groups have completed their BLMs, have a student representative from each share the information from the fourth column with the rest of the class.

Questions for Review Basic Concepts While students are completing their BLMs, ask them questions, such as the following: Which country is north of the United States? Which country is south of the United States? Do different countries have different governments? Where would you look to find information about different countries?

page 88

Standard 2 / Curriculum Framework / Activity 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 2 / Curriculum Framework / Activity 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 89

5. What is the capital of this country?

4. What type of government does this country have?

3. Is the leader elected or born into the position?

2. What is the title of this country’s leader?

1. What is the name of this country’s leader?

Confederation with parliamentary democracy

Canada

President

Mexico

Elected

United States (choose a country)

The Governments of North America

Name:

The Governments of North America Teacher Directions Tell students that they are going to research the governments of Canada, Mexico, the United States, and one other country of their choosing. Divide students into small groups and make sure each group has access to a set of encyclopedias or an almanac. If necessary, demonstrate to students how to find countries’ entries in the reference materials. Give each student a copy of the BLM The Governments of North America and a pencil. Instruct students to use the research materials to answer the questions on their BLMs. Tell groups to choose any country other than Canada, Mexico, or the United States to fill in the fourth column of the BLM. When groups have completed their BLMs, have a student representative from each share the information from the fourth column with the rest of the class.

Answer Key Canada

Mexico

United States (choose a country)

1. What is the name of this country’s leader? 2. What is the title of this country’s leader? 3. Is the leader elected or born into the position? 4. What type of government does this country have?

5. What is the capital of this country?

Black Line Master 1 page 90

answers will vary

Prime Minister

President

President

answers will vary

Elected

Elected

Elected

answers will vary

Confederation with parliamentary democracy

Ottawa

Federal Republic Federal Republic

answers will vary

Washington, D.C.

answers will vary

Mexico City

Standard 2 / Curriculum Framework / Activity 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.2.6 It’s a Grand Old Flag Purpose Students will discuss and explain the meaning of the Pledge of Allegiance and explain other ways citizens can affirm their citizenship.

For the teacher: United States flag, chalk, chalkboard, clear tape For the class: art supplies, writing paper, white construction paper

Activity

TECHNOLOGY Allow students to see how the United States flag has evolved over the years at this U.S. history Web site: www.ushistory.org/ betsy/flagpics.html.

A. Pre-Activity Preparation Write the Pledge of Allegiance on the chalkboard. B. Pledge of Allegiance 1. Stand in front of the class, holding the United States flag, and motion for students to stand and join in. 2. Recite the Pledge of Allegiance together. 3. Read the words from the chalkboard and ask students: “What does it mean to pledge allegiance?” Clarify to students that the pledge is a promise to be loyal to their country and government. Ask: “What does indivisible mean? What do the words liberty and justice mean?” 4. Explain to students that indivisible means we will not divide our country, liberty means freedom, and justice means treating people fairly. 5. Summarize the words to the pledge in simple terms for students to understand. One example may be to tell them: I promise to honor the flag of the United States of America, and the country the flag stands for, it is one nation, not to be divided, with fair treatment for all. 6. Instruct students to write a short paragraph about what the Pledge of Allegiance means to them.

extending THE

ACTIVITY

Take a field trip around your town and have students note all the flags they see. Discuss the various meanings and purposes of the flags.

C. Design a Flag 1. Ask students: “How does the Pledge of Allegiance remind you to be a good citizen?” 2. Review with students the basic ideas behind good citizenship. (continued)

Standard 2 / Curriculum Framework / Activity 6 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standards Links 3.2.1, 3.2.2 page 91

Standard 2

Materials

incorporating

Activity (continued)

Standard 2

3. Tell students that they are going to design their own flag to symbolize their citizenship in their classroom and school. 4. Hand out a piece of white construction paper to each student and make sure art supplies are easily accessible. 5. Instruct students to think of a symbol for their flag, such as a drawing of their school, a school mascot, school colors, or an activity they perform at school. 6. Explain to students that each part of their flag should have a specific meaning. 7. Encourage students to color and decorate the flag. 8. Have students write a short explanation of the meaning of the symbols and colors they used on the back of the flag. 9. Affix each student’s flag to his/her desk with clear tape.

Questions for Review Basic Concepts and Processes While students are making their flags, ask them questions, such as the following: Why do we say the Pledge of Allegiance to the flag? What is another way to show your citizenship? What does liberty and justice for all mean? Do you think it is important to show good citizenship? Why?

page 92

Standard 2 / Curriculum Framework / Activity 6 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.2.7 The Local News Purpose Students will use a variety of information resources to gather information about community leaders and civic issues.

For the teacher: local newspapers and magazines, highlighter, chalk, chalkboard For each student: 2 copies of Black Line Master (BLM) News Detective, pencil, paper

Activity A. Pre-Activity Preparation 1. Gather various school newsletters, newspaper articles, or other materials about local community leaders and city issues. 2. Highlight the titles of stories, photographs, or editorial cartoons that discuss community leaders or civic issues. B. Discussing Community Issues 1. Tell students that they are going to research community issues and people. 2. Ask students if they can think of any important events or issues in the local community. Prompt students to think about city council decisions, buildings, roads, or environmental issues. 3. List students’ ideas on the chalkboard. 4. Ask students: “Where would you go to find out more information about these issues?” 5. List students’ responses on the chalkboard. Make sure that students suggest the library, newspapers, school and community newsletters, and television. C. Small-Group Spy 1. Explain to students that they are going to be reporters about an aspect of the local community. 2. Divide students into four or five small groups in order to share materials. Tell students that they will share informational materials with the group but will complete their BLM individually. 3. Hand out a set of informational materials to each group. (continued) Standard 2 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 3 Standards Resource, February 2003

NEEDS

Allow students who need a challenge to research local leaders and civic issues more extensively. Have these students interview a local leader and write a short article about the person’s duties and experiences.

extending THE

ACTIVITY

Take students on a field trip to see how their local newspaper or television station gathers information on local leaders and issues and reports it to the community.

Standards Links 3.1.7, 3.5.5 page 93

Standard 2

Materials

meeting individual

Activity (continued)

Standard 2

4. Make sure students have a copy of the BLM News Detective and a pencil. 5. Instruct students to search a highlighted article for information about a community leader or issue. 6. Have students fill in the BLM News Detective by answering the questions who, what, when, where, why, and how about one of the articles. Explain to students that every good news article answers these six questions, so they should be able to find this information in most articles. 7. When students have finished, gather the class together and discuss students’ research. D. Write a News Article 1. Tell students that they are now going to report on the issue they researched for their BLMs. 2. Ask students to think about the various ways in which information about community issues is distributed. Guide students to suggest media, such as newspaper articles, photographs, Internet, editorial cartoons, or broadcasts on TV or radio. 3. Encourage students to use one of the methods listed on the chalkboard to report their information (e.g., students may design a newspaper page or cartoon, prepare a “television broadcast,” or choose another method). 4. Make sure art supplies are easily accessible and circulate around the room to help students with their reports. 5. When students have finished, allow them to present their project to the rest of the class.

Questions for Review Basic Concepts While students are preparing their presentations, ask them questions such as the following: How do we find out about leaders in the community? Where could you look for information about an election in the community? What six questions do most news reports include?

page 94

Standard 2 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

News Detective Fill in each question with information from your news article. Write down as much information as you can find. Who? ____________________________________________________________________________________ ___________________________________________________________________________________ What? ____________________________________________________________________________________ ____________________________________________________________________________________ When? ____________________________________________________________________________________ ___________________________________________________________________________________ Where? ____________________________________________________________________________________ ____________________________________________________________________________________ Why? ____________________________________________________________________________________ ____________________________________________________________________________________ How? ____________________________________________________________________________________ ____________________________________________________________________________________ Standard 2 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 95

News Detective Teacher Directions Explain to students that they are going to be reporters about an aspect of the local community. Divide students into four or five small groups in order to share materials. Tell students that they will share informational materials with the group but will complete their BLM individually. Hand out a set of informational materials to each group. Make sure students have a copy of the BLM News Detective and a pencil. Instruct students to search a highlighted article for information about a community leader or issue. Have students fill in the BLM News Detective by answering the questions who, what, when, where, why, and how about one of the articles. Explain to students that every good news article answers these six questions, so they should be able to find this information in most articles. When students have finished, gather the class together and discuss students’ research.

Answer Key Answers will vary.

Black Line Master 1 page 96

Standard 2 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 2 Classroom Assessment Option A

Name

Civics and Government For Questions 1 and 2, fill in the circle next to the correct answer. Read the following part of the song “My Country ’Tis of Thee” to answer Question 1. “From every mountain side, Let freedom ring.” 1. What American ideal is found in these words? A B C D

pride dream liberty happiness

Read the Pledge of Allegiance to answer Question 2. “I pledge allegiance to the Flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.” 2. What do the underlined words mean? A B C D

I I I I

believe in peace. promise loyalty. promise greetings. give money.

Standard 2 / Classroom Assessment / 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.2.6 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 97

3. List two things that local government does for us.

4. What person or group in your community makes local laws?

5. List one reason why it is important to understand the laws of your community.

Use the map below to answer Questions 6 and 7.

6. What number is on Canada?

7. What number is on Mexico?

1 1 22 3 3

page 98

4

Standard 2 / Classroom Assessment / 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.2.6 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 2 TEACHER SCORING GUIDE

Classroom Assessment Option A

Civics and Government Item Number Answer

Standards Indicator

C

3.2.2

2

B

3.2.6

3

provides education; enforces laws*

3.2.3

4

city council or mayor *

3.2.4

5

to understand what you need to do or so you don’t do the wrong things*

3.2.1

6

1

3.2.5

7

3

3.2.5

* Give credit for all valid answers.

Standard 2 / Classroom Assessment / 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.2.6 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 99

Standard 2

1

Standard 2 page 100

Standard 2 / Classroom Assessment / 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.2.6 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 2 Classroom Assessment Option B

Name

Civics and Government For Questions 1 and 2, fill in the circle next to the correct answer. Read the following part of the song “My Country ’Tis of Thee” to answer Question 1. “My country ’tis of thee, sweet land of liberty, of thee I sing.” 1. What American ideal is found in these words? A B C D

greed fitness strength freedom

Read the Pledge of Allegiance to answer Question 2. “I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands, one Nation under God, indivisible, with liberty and justice for all.” 2. What do the underlined words mean? A B C D

All All All All

people people people people

in in in in

the the the the

United United United United

States States States States

are subjects of the king. will be given money. should be free and treated fairly. must vote for the president.

Standard 2 / Classroom Assessment / 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.2.6 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 101

3. List two services that the national government does for us.

4. What person or group in your community enforces the laws?

5. List one reason why it is important to understand the laws of your state.

Use the map to answer Questions 6 and 7. 6. What number is on Cuba?

7. What number is on the United States?

2 1 21 3 3

page 102

4

Standard 2 / Classroom Assessment / 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.2.6 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 2 TEACHER SCORING GUIDE

Classroom Assessment Option B

Civics and Government Item Number Answer

Standards Indicator

D

3.2.2

2

C

3.2.6

3

provides highways; provides national defense*

3.2.3

4

police or sheriff*

3.2.4

5

to understand what you need to do or so you don’t do the wrong things*

3.2.1

6

4

3.2.5

7

1

3.2.5

* Give credit for all valid answers.

Standard 2 / Classroom Assessment / 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.2.6 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 103

Standard 2

1

Standard 2 page 104

Standard 2 / Classroom Assessment / 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.2.6 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

Helpful Materials for Standard 2 Civics and Government Books Children’s Literature Sommer, Carl, Mayor for a Day, Advance Publishing, Inc., Houston, Tex., 2001.

Professional Organizations and Their Web Sites National Council for the Social Studies: www.socialstudies.org National Education Association: www.nea.org National Association for the Education of Young Children: www.naeyc.org National Council for History Education: www.history.org/nche Association for Childhood Education International: www.udel.edu/bateman/acei

Web Sites Indiana Department of Education: www.doe.state.in.us Indiana Reading List: www.doe.state.in.us/standards/readinglist.html The Council for Exceptional Children: www.cec.sped.org Social Studies Sources: education.indiana.edu/~socialst ERIC Clearinghouse for Social Studies/Social Science Education: www.indiana.edu/~ssdc/eric-chess.html United States Department of Education: www.ed.gov PBS TeacherSource: www.pbs.org/teachersource Mid-continent Research for Education and Learning: www.mcrel.org/resources/links/civics FirstGov for Kids: www.kids.gov/k_history.htm Ben’s Guide to Government for Kids: bensguide.gpo.gov Encarta Online: encarta.msn.com/reference The Learning Network: www.nytimes.com/learning

Standard 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 105

Standard 2

Journals and Magazines Global TeachNet, published bimonthly by The National Peace Corps Association: www.rpcv.org/pages/sitepage.cfm?id=58 Phi Delta Kappan, published monthly from September to June by Phi Delta Kappa: www.pdkintl.org/kappan/kappan.htm NEA Today, published monthly by the National Education Association: www.nea.org/neatoday

A Key to Standard 3 Use this table to locate the Curriculum Frameworks and Classroom Assessments for this Standard.

Standard 3

Geography Students will explain that latitude and longitude are used to locate places on maps and globes, and begin to understand Earth/sun relationships, identify the distinctive physical and cultural features of their community, and explain the geographic relationships of their own community with the state, nation, and world.

Standard 3

The World in Spatial Terms

Curriculum Framework pages

Classroom Assessment pages

3.3.1

Distinguish between physical and political features on maps and globes, and label a map of North America identifying countries, oceans, major rivers, the Great Lakes, and mountain ranges. Locate the United States, Indiana, and the local community.

111

145/149

3.3.2

Identify the continents and oceans, the equator, Northern and Southern hemispheres, Eastern and Western hemispheres.

115

145/149

119

145/149

Teaching Beyond the Standards (see legend below)

Places and Regions 3.3.3

Explain that regions are areas which have similar physical and cultural characteristics, and locate the local community in a specific region.

3.3.4

Explain basic Earth/sun relationships, including how they influence climate, and identify major climate regionsof the United States.

127, 131

Physical Systems 3.3.5

Explain how climate affects the vegetation and animal life of a region, and describe the physical characteristics that relate to form an ecosystem.

133

145/149

Human Systems 3.3.6

Construct maps and graphs that show aspects of human/environment interaction in the local community.

137 Legend

page 106

Standard 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Environment and Society 3.3.7

Use a variety of information resources to identify local environmental issues and examine the ways that people have tried to solve these problems.

Curriculum Framework pages

Classroom Assessment pages

Teaching Beyond the Standards (see legend below)

141

Legend

Standard 3

Standard 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 107

Geography Across Grade Levels The chart below traces the progression of Standard 3 from Grade 2 to Grade 4. This information should assist with what you can expect students to have learned in Grade 2 and how your teaching during Grade 3 will prepare students for Grade 4.

Grade 2

THE WORLD IN SPATIAL TERMS

Grade 4

3.3.1 Distinguish between physical and political features on maps and globes, and label a map of North America identifying countries, oceans, major rivers, the Great Lakes, and mountain ranges. Locate the United States, Indiana, and the local community. 3.3.2 Identify the continents and oceans, the equator, Northern and Southern hemispheres, Eastern and Western hemispheres.

2.3.1 Use cardinal and intermediate directions to locate places on maps and places in the classroom, school, and community.

4.3.2 Estimate distances between two places on a map, using a scale of miles, and use cardinal and intermediate directions when referring to relative location.

2.3.2 Identify the absolute and relative location of places in the school and community setting using a simple grid map.

4.3.1 Use latitude and longitude to locate places in Indiana and other parts of the world. 4.3.3 Explain the essential facts of Earth/sun relationships and be able to relate these to the climate of Indiana.

PLACES AND REGIONS

Standard 3

2.3.3 Locate the local community and the United States on maps and globes.

Grade 3

2.3.4 Identify places that are nearby or related to the local community.

page 108

3.3.3 Explain that regions are areas which have similar physical and cultural characteristics, and locate the local community in a specific region.

4.3.5 Map the physical regions of Indiana, and identify major natural resources and crop regions.

Standard 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Grade 2

Grade 4

PLACES AND REGIONS

3.3.4 Explain basic Earth/sun relationships, including how they influence climate, and identify major climate regions of the United States. 4.3.4 Locate Indiana on a map of the United States; indicate the state capital, major cities, and rivers in Indiana and be able to place these on a blank map of the state. 3.3.5 Explain how climate affects the vegetation and animal life of a region, and describe the physical characteristics that relate to form an ecosystem.

4.3.7 Describe Earth’s atmosphere, lithosphere, hydrosphere, and biosphere, and explain how these systems affect life in Indiana.

2.3.5 Identify map symbols for land and water forms, and give examples of these physical features in the local community.

Standard 3

PHYSICAL SYSTEMS

Grade 3

HUMAN SYSTEMS

4.3.6 Explain how glacial periods shaped Indiana’s landscape and environment. 2.3.6 Identify map symbols of cultural or human features, such as roads, highways, and cities, and give examples from the local region.

3.3.6 Construct maps and graphs that show aspects of human/environment interaction in the local community.

Standard 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

4.3.8 Create a map tracing the routes and methods of travel used by settlers to reach Indiana, and identify ways in which settlers have changed the landscape in Indiana over the past two hundred years.

page 109

Standard 3

ENVIRONMENT AND SOCIETY

2.3.7 Use a variety of information resources to identify ways that the physical environment influences human activities in the community.

page 110

Grade 3

Grade 4

3.3.7 Use a variety of information resources to identify local environmental issues and examine the ways that people have tried to solve these problems. ENVIRONMENT AND SOCIETY, USES OF GEOGRAPHY

Grade 2

4.3.9 Create maps of Indiana at different times in history showing regions and major physical and cultural features; give examples of how people in Indiana have modified their environment over time. 4.3.10 Read and interpret thematic maps, such as transportation, population, and products, to acquire information about Indiana in the present and the past.

Standard 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.3.1 Mapping North America Purpose Students will distinguish between physical and political features on maps and globes; label a map of North America identifying countries, oceans, major rivers, the Great Lakes, and mountain ranges; and locate the United States, Indiana, and the local community.

Materials For the teacher: large wall map of North America For each student: copy of Black Line Master (BLM) Map of North America, pencil, crayons

Activity

B. North American Geography 1. Review with students the fact that North America is one of seven continents on Earth. 2. Ask students to name the countries that make up North America. 3. Using the map, guide students to learn that Mexico, Canada, and the United States are the major countries that make up North America. Point out the many smaller countries in the Caribbean and Central America. (continued) Standard 3 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

curriculum

Science Show students historical map of North America and have them compare it to their own maps. Discuss technological developments in mapping, such as satellite and computer technology, with students. Have students suggest ways in which these technologies might have made their maps more accurate than the historical one.

extending THE

ACTIVITY

Have students make a three-dimensional map of North America using colored clay mounted on a sturdy piece of cardboard. Make sure students include the major mountain ranges, rivers, and lakes.

Standards Links 3.3.2, 3.3.3 page 111

Standard 3

A. Physical vs. Political 1. Show students the map of North America. 2. Ask students if they know where the United States is. Have a student volunteer point to the United States on the map. 3. Tell students that the United States is a country and that its boundaries are imaginary lines that separate it from Canada and Mexico. Point to Canada and Mexico on the map. 4. Ask students if they know where the Atlantic Ocean is. Have a volunteer point to it. 5. Ask students: “Are the boundaries of the Atlantic Ocean imaginary?” 6. Guide students to say that oceans − like lakes, rivers, and mountains − have natural boundaries. 7. Tell students that, because they are natural, oceans, lakes, rivers, and mountains are physical features on a map and that countries and states are political features. 8. Ask students: “Is Canada a physical or a political feature?” 9. Discuss students’ responses.

connecting across the

Activity (continued) 4. Explain to students that there are several major rivers, lakes, and mountain ranges in North America. 5. Ask student volunteers to come to the map and point out a river, lake, and mountain range. Be sure that the Great Lakes, the Rockies, the Appalachians, and several major rivers are pointed out to the class. 6. Ask students if they know where your local community is on the map. Guide students to find your local community.

Standard 3

C. Mapmakers 1. Tell students that they are going to label and color their own map of North America. 2. Briefly review with students the physical and political features they are going to label. 3. Hand out a copy of the BLM Map of North America and a pencil to each student. Place crayons where they can be easily shared. 4. Read instructions aloud to students and make sure they understand how to label and match the numbers to the physical and political features on the map. 5. Tell students to color each of the countries a different color when they have finished identifying all the map features. 6. Circulate around the room as students work and encourage them to consult the large map if they need help.

Questions for Review Basic Concepts and Processes As students are completing their BLMs, ask them questions, such as the following: Where is Canada? Is the Mississippi River a physical or a political feature? How do you know that? Where is the Atlantic Ocean? Point to Indiana on the map.

page 112

Standard 3 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 3 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 113

11

5

6

2

9

3

8 14

13

4

1 12 7

Map of North America 10

_____ Cuba

_____ Greenland

_____ Appalachian Mountains

_____ Rocky Mountains

_____ Great Salt Lake

_____ Lake Huron

_____ Lake Michigan

_____ Lake Erie

_____ Lake Ontario

_____ Lake Superior

_____ Colorado River

_____ Ohio River

_____ Missouri River

_____ Mississippi River

Find each of the following features and write its number next to it below:

Label the following oceans on the map: Pacific Ocean Atlantic Ocean Gulf of Mexico Arctic Ocean

Label Canada, the United States, and Mexico on the map.

Name:

Map of North America Teacher Directions Tell students that they are going to label and color their own map of North America. Briefly review with students the physical and political features they are going to label. Hand out a copy of the BLM Map of North America and a pencil to each student. Place crayons where they can be easily shared. Read instructions aloud to students and make sure they understand how to label and match the numbers to the physical and political features on the map. Tell students to color each of the three countries a different color when they have finished identifying all the map features. Circulate around the room as students work and encourage them to consult the large map if they need help.

Answer Key Students should have correctly labeled Canada, the United States, and Mexico; the Pacific, Atlantic, and Arctic Oceans; the Gulf of Mexico; as well as all numbered items (below). __9__ Mississippi River __2__ Missouri River __3__ Ohio River __11_ Colorado River __1__ Lake Superior __7__ Lake Ontario __14_ Lake Erie __8__ Lake Michigan __12_ Lake Huron __5__ Great Salt Lake __6__ Rocky Mountains __4__ Appalachian Mountains __10_ Greenland __13_ Cuba

Black Line Master 1 page 114

Standard 3 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.3.2 Global Grapefruit Purpose Students will identify the continents and oceans, the equator, the Northern and Southern hemispheres, and the Eastern and Western hemispheres.

Materials For the teacher: large world map, chalk, chalkboard, 2 grapefruits, permanent marker For each student: copy of Black Line Master (BLM) World Map, pencil, crayons

Activity

B. Grapefruit World 1. Explain to students that sometimes the world is referred to in terms of hemispheres, or halves of the globe. 2. On the map, show students where the Northern and Southern hemispheres are divided at the equator, and where the Western and Eastern hemispheres are divided at the prime meridian and the International Dateline. 3. Explain that the Northern Hemisphere is almost always going to be on top because, on most maps, north is at the top. (continued) Standard 3 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

TECHNOLOGY Have students play National Geographic World magazine’s “Copycat” game to reinforce their knowledge of the continents’ names: www.nationalgeographi c.com/world/games/ copycat/copycat.html.

meeting individual

NEEDS

Give kinesthetic learners a world map jigsaw puzzle to complete. Have them read aloud the names of the continents as they place them on the puzzle.

Standards Link 3.3.1 page 115

Standard 3

A. Vocabulary Review 1. Point to the map of the world. Ask students: “What do you know about the places on this map?” 2. Write students’ responses on the chalkboard. 3. Explain to students that the world is broken up into major physical divisions: continents, oceans, and hemispheres. 4. Tell students that a continent is one of the seven main land areas on Earth. 5. Ask a student volunteer to point to one of the continents. 6. Tell students that an ocean is a large body of salt water and that there are four oceans. 7. Ask a student volunteer to point to one of the oceans. 8. Point to the name of a continent or ocean on the chalkboard. Ask students to read it aloud with you. 9. Point to that continent or ocean and have the class repeat the name again. 10. Repeat this with all continents and oceans.

incorporating

Activity (continued) 4. Set the two grapefruits and permanent marker on a desk or table in front of the class. 5. Ask a student volunteer to come to the front of the room and draw a line around one of the grapefruits to mark off the Northern and Southern hemispheres. 6. Explain to students that this is called the equator. 7. Ask another volunteer to mark off the Eastern and Western hemispheres on the second grapefruit. 8. Alternately raise both grapefruits in front of the class and point to one hemisphere. Have students call out the name of the hemisphere as you point to it.

Standard 3

C. Mapmakers 1. Tell students that they are going to label and color their own maps of the world. 2. Hand out a copy of the BLM World Map and a pencil to each student. Place crayons where they can be easily shared. 3. Instruct students to label the continents and oceans in the boxes provided and to color each continent a different color. Tell students that the names are written at the bottom of the page but that they need to write them in. 4. As students work, circulate around the room and direct students’ attention to the large world map for clues.

Questions for Review Basic Concepts As students are completing their BLMs, ask them questions, such as the following: Where is Africa? Which continent is this [point to a continent on the student’s BLM]? Where is the Indian Ocean? Which hemisphere is the Northern Hemisphere?

page 116

Standard 3 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 3 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 117

Africa Asia Europe North America South America

Antarctica Australia Pacific Ocean Atlantic Ocean

Name:

Indian Ocean Arctic Ocean Equator Prime Meridian

Teacher Directions Tell students that they are going to label and color their own maps of the world. Hand out a copy of the BLM World Map and a pencil to each student. Place crayons where they can be easily shared. Instruct students to label the continents and oceans in the boxes provided and to color each continent a different color. Tell students that the names are written at the bottom of the page but that they need to write them in. As students work, circulate around the room and direct students’ attention to the large world map for clues.

Answer Key Students should have colored each continent a different color and labeled the map as follows: Arctic Ocean

North America

Europe

Asia

Atlantic Ocean Africa

Pacific Ocean

South America

Indian Ocean Australia

Equator Prime Meridian

Antarctica

Black Line Master 1 page 118

Standard 3 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.3.3 Regional Knowledge Purpose Students will explain that regions are areas which have similar physical and cultural characteristics and locate the local community in a specific region.

curriculum

English/ Language Arts

Materials For the teacher: transparency of Black Line Master (BLM) Sample Graphic Organizer, chalk, chalkboard, large physical map of the United States, overhead projector, overhead marker For each student: copy of BLM So Many Regions!, pencil For each pair of students: copy of BLM What Is This Region Like?, reference materials

Activity

B. Defining a Region 1. Write the heading “Regions of Our Community” on the board. 2. Tell students that a region is an area made up of places that have features in common. 3. Tell students that places near each other will often look the same or have similar characteristics, and so people might say that these places are part of the same region. 4. Ask students to think about different regions of the local community, such as downtown, certain neighborhoods, or commercial areas. 5. Record students’ suggestions on the chalkboard under “Regions of Our Community.” 6. Discuss the characteristics of each region and encourage students to think about similarities among places in each region. C. Regions of Our Nation 1. Direct students’ attention to the map of the United States. 2. Point out and name several regions of the country and explain that even within the United States there are many regions. (continued)

Have each student pick a region of the U.S. and write a descriptive paragraph about that region. Tell students to write the proper name of at least one city in their region and use correct punctuation and capitalization (e.g., “Denver, Colorado, is in the Rocky Mountain region.”). extending THE

ACTIVITY

Provide students with a blank sketch of the aisles of a supermarket. Take them to a local supermarket and have them map the “regions” of the supermarket as they walk the aisles. Encourage students to name each region (e.g., the frozen foods aisles could be named “Antarctica”). Standards Links 3.3.1, 3.3.4, 3.3.5 page 119

Standard 3

A. Pre-Activity Preparation Gather reference materials that provide information on the physical and cultural characteristics of different regions in the United States.

Standard 3 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

connecting across the

Activity (continued) 3. Explain to students that a single place can belong to several different regions at once. Point to Indiana and say: “Indiana belongs to the Midwest region, but it is also sometimes called part of the Central States region. It also belongs to the Great Lakes region because it touches Lake Michigan.” 4. Give a copy of the BLM So Many Regions! and a pencil to each student and guide students through the regions on the BLM. 5. Instruct students to locate Indiana on the map and color it in. 6. Ask students: “How many regions does Indiana seem to belong to? What are these regions called?” 7. Place the transparency of the BLM Sample Graphic Organizer on the overhead projector and review the four major regions. 8. As a class, complete the graphic organizer using one of the four major regions. Point to the map of the United States and ask students questions, such as: “What regions have mountains? What regions touch oceans?” Fill in the appropriate information on the transparency.

Standard 3

D. Where Are You? 1. Divide students into pairs. 2. Hand out a copy of the BLM What Is This Region Like? to each pair of students and explain that they are going to complete a graphic organizer like the one on the chalkboard for the smaller region to which they have been assigned. 3. Assign each pair one of the nine divisions from the BLM So Many Regions! and instruct them to write the name of their division in the middle circle. 4. Direct students to use reference materials to complete their BLMs and have students present their findings to the rest of the class.

Questions for Review Basic Concepts and Processes As students are completing their BLMs, ask them questions, such as: What is a region? Why are places divided into regions? Name one way to divide a large place into smaller regions. Where is the [insert name of region] region of the United States? What is the weather like in that region?

page 120

Standard 3 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 3 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 121

HI

PACIFIC

CA

OR

NV

WA

AK

IFIC

PAC

PACIFIC

ID

AZ

UT

WY

NM

CO

MOUNT AIN

MT

WEST

TX

NE

SD

ND

OK

IA

WEST SOUTH CENTRAL

NE

WEST S NOR RTH CENT TRAL TRAL

MN

LA

AR

MO

MIDWEST

IL

MS

TN

AL

EAST

IN

KY

CE ENTRA ENTRA AL A

MI

SOUTH

WI

SO MANY REGIONS!

Name:

OH

GA

FL

SC

NC

VA

UTH OU SO IC TIC NT AN LA ATL AT

WV

DC

DE

NJ

ME

STATE

DIVISION

REGION

LEGEND

MD

PA

E MIDDL IC C T N A L AT

NY

NORTHEAST

SO MANY REGIONS! Teacher Directions Give a copy of the BLM So Many Regions! and a pencil to each student. Guide students through the regions shown on the BLM. Instruct students to locate Indiana on the map and color it in.

Answer Key Students should have correctly located the state of Indiana and colored it in.

Black Line Master 1 page 122

Standard 3 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Sample Graphic Organizer ____________

____________________________ Name of region

What states are in this region? ___

___________________________

___

___________________________

___

___________________________

What major cities are in this region? ___

___________________________

___

___________________________

___

___________________________

What other countries does this region share a border with? ___

___________________________

___

___________________________

___

___________________________

What bodies of water does this region touch? ___

___________________________

___

___________________________

___

___________________________

What mountain ranges are in this region? ___

___________________________

___

___________________________

___

___________________________

What crops are grown in this region? ___

___________________________

___

___________________________

___

___________________________

What is the weather like in this region? ___

___________________________

___

___________________________

___

___________________________

What minerals or oils are mined in this region?

Standard 3 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

___

___________________________

___

___________________________

___

___________________________ Black Line Master 2 page 123

Sample Graphic Organizer Teacher Directions Place the transparency of the BLM Sample Graphic Organizer on the overhead projector. Review the four major regions with students. As a class, complete the graphic organizer using one of the four regions. Point to the map of the United States and ask students questions, such as: “What regions have mountains? What regions touch oceans?”

Answer Key Using the Northeast region, the organizer would contain information similar to the following:

Maine,___________________________ Vermont, New Hampshire, ___

What bodies of water does this region touch? Atlantic Ocean ___ ___________________________

New York, Pennsylvania, Massachusetts, ___ ___________________________

Lake Ontario ___ ___________________________

Connecticut, Rhode Island, New Jersey ___ ___________________________

Lake Erie ___ ___________________________

What major cities are in this region?

What mountain ranges are in this region? Alleghenies ___ ___________________________

What states are in this region?

Boston,___________________________ ___

Adirondacks ___ ___________________________

New York, ___ ___________________________

White ___________________________ ___

Philadelphia ___ ___________________________

What crops are grown in this region? Corn, potatoes, ___ blueberries, ___________________________

What other countries does this region share a border with? Canada___________________________ ___ ___

___________________________

___

___________________________

apples, oats ___ ___________________________ ___

___________________________

What is the weather like in this region? Warm ___________________________ summers, ___ cold winters ___ ___________________________ ___

___________________________

What minerals or oils are mined in this region? Zinc, ___________________________ ___ coal, ___________________________ ___ oil ___

Black Line Master 2 page 124

___________________________

Standard 3 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Names:

What Is This Region Like? ____________

____________________________ Name of region

What states are in this region? ___

___________________________

___

___________________________

___

___________________________

What major cities are in this region? ___

___________________________

___

___________________________

___

___________________________

What other countries does this region share a border with? ___

___________________________

___

___________________________

___

___________________________

What bodies of water does this region touch? ___

___________________________

___

___________________________

___

___________________________

What mountain ranges are in this region? ___

___________________________

___

___________________________

___

___________________________

What crops are grown in this region? ___

___________________________

___

___________________________

___

___________________________

What is the weather like in this region? ___

___________________________

___

___________________________

___

___________________________

What minerals or oils are mined in this region?

Standard 3 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

___

___________________________

___

___________________________

___

___________________________ Black Line Master 3 page 125

What Is This Region Like? Teacher Directions Divide students into pairs. Hand out a copy of the BLM What Is This Region Like? to each pair of students and explain that they are going to complete a graphic organizer like the one on the chalkboard for the smaller region to which they have been assigned. Assign each pair one of the nine divisions from the BLM. Direct students to use reference materials to complete their BLMs. Have students present their findings to the rest of the class.

Answer Key Answers will vary.

Black Line Master 3 page 126

Standard 3 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.3.4 Climate Regions of the United States Purpose Students will identify major climate regions of the United States.

Materials For the teacher: chalk, chalkboard, transparency of Black Line Master (BLM) Climate Regions of the United States, overhead projector For each student: copy of BLM Climate Regions of the United States, crayons or colored pencils

Activity A. Pre-Activity Preparation Color the climate regions on the transparency of the BLM.

(continued)

Standard 3 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

NEEDS

Encourage students who need a challenge to do reading about the different climate regions of the United States and write a short paragraph describing the vegetation and natural characteristics of each.

connecting across the

curriculum

English/ Language Arts Have students write short paragraphs that describe what life would be like in a United States climate region other than Indiana’s. Encourage students to use descriptive language and to include details.

Standards Link 3.3.1 page 127

Standard 3

B. Discussing Climate 1. Tell students that, even though the seasons change at about the same time every year, the seasons do not feel the same in every part of the world. Ask students: “Is winter the same on a tropical island as it is in the mountains?” 2. Discuss what students know about different climate regions. Encourage students to think about different places they might have visited or lived. 3. Tell students that climate is the kind of weather a place has in each season year after year. Explain to students that there are many climates in the United States − hot, warm, mild, cool, cold − and that these all have different names. 4. Write the title “Climate Regions” on the chalkboard and direct students’ attention to the map of the United States. 5. Direct students’ attention to different regions on the map and ask students to volunteer information about these regions (e.g., point to the Rocky Mountains and have students volunteer characteristics of the region such as snowy, or cold). 6. After students have listed characteristics, define the region for them (e.g., highland for the Rocky Mountains) and write this name on the chalkboard. 7. Repeat for each of the 11 climate regions of the United States.

meeting individual

Activity (continued) C. Climate Coloring 1. Hand out a copy of the BLM Climate Regions of the United States to each student. 2. Place crayons where they can be easily shared. 3. Put the transparency of the BLM Climate Regions of the United States on the overhead projector. 4. Direct students’ attention to the list of climate regions on the overhead. Instruct students to color in the climate regions on the map on their BLMs according to the numbered list. 5. As students work, circulate and encourage students to consult the overhead to color each region properly.

Questions for Review Basic Concepts As students are working on their BLMs, circulate and ask students questions, such as: What is the weather like in a desert? Standard 3

What is a marine climate like? What climate does this region have [point to a region on the map]?

page 128

Standard 3 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 3 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 129

1

10

3

4 5

11

7

3

3

11

11

Tropical wet and dry: hot; rainy and dry seasons

22

9

Tropical wet: hot and rainy all year

11

11

8

Semiarid: short rainy seasons

44

4

Desert: dry, either hot or cold

33

6

66

55

2

Humid subtropical: hot rainy summer, mild rainy winter

Mediterranean: hot dry summer, mild rainy winter

Directions: Color each climate region a different color and use the same color to fill in the box next to the name of the climate region.

Climate Regions of the United States

Name:

Subpolar: short cool summer, long cold winter

Continental: hot summer, cold winter

Marine: cool and wet

mountainous, climate varies

11 Highland: 11

cold all year

10 Polar: 10

99

88

77

Climate Regions of the United States Teacher Directions Hand out a copy of the BLM Climate Regions of the United States to each student. Place crayons where they can be easily shared. Put the transparency of the BLM Climate Regions of the United States on the overhead projector. Direct students’ attention to the list of climate regions on the overhead. Instruct students to color in the climate regions on the map on the BLM according to the numbered list. As students work, circulate and encourage students to consult the overhead to color each region properly.

Answer Key Students should have colored each region a different color and properly coded the boxes next to the names and descriptions of each climate.

Black Line Master 1 page 130

Standard 3 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.3.4 Earth, Meet Sun Purpose Students will explain basic Earth/sun relationships, including how they influence climate.

Materials For the teacher: chalk, chalkboard, globe, flashlight with working batteries

Activity

B. Planet Light Bulb 1. Set the globe where all students can see it. 2. Turn out the lights in the classroom and cover the windows if necessary. 3. Shine the flashlight on the globe and explain to students that the flashlight represents the sun. 4. Slowly spin the globe while holding the flashlight still and tell students that Earth is always spinning like this, so it is daytime on one side of the world when it is nighttime on the other side. 5. Ask students: “How long is a day?” Explain that Earth turns like this once every 24 hours. 6. Shine the light on North America and show students that, when it is daytime in Indiana, it is nighttime in Asia. 7. Remove the globe from its stand or pick up the globe. (continued) Standard 3 / Curriculum Framework / Activity 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

TECHNOLOGY As a class, visit the Earth Viewer Web site at www.ameritech.net/ users/paulcarlisle/ earthviewer.html. Animate the map to show how the seasonal rotation of Earth on its axis creates different daylight patterns throughout the year.

extending THE

ACTIVITY

Once a month throughout the school year, take students outside at the same time every day. Help students take note of where the sun is in relation to the horizon. Show students that in the winter, the sun is lower, and in the early fall and late spring, it is higher. Have students illustrate the shift by drawing the changing position of the sun. Standards Link 3.3.5 page 131

Standard 3

A. Pre-Activity Discussion 1. Ask students: “Why does nighttime happen? Why is it spring during part of the year and winter during another part of the year?” 2. Record students’ responses on the chalkboard. Guide students to think about the fact that the sun is gone during the night and that it is warmer in the summer than it is in the winter. 3. Tell students that even though they cannot feel it, Earth spins around the sun and this spinning creates daytime, nighttime, and the seasons. 4. Clarify for students that it is Earth’s relationship to the sun that creates seasons, daytime, and nighttime. 5. Tell students that they are going to model Earth/sun relationships with a globe and a flashlight.

incorporating

Activity (continued) 8. Tell students that, in addition to spinning, Earth also tilts, and it is this tilting that creates the seasons. 9. Demonstrate Earth’s tilt with the globe and flashlight. Explain to students that when there is direct sunlight on one part of the world, it is summer; when the sunlight is less direct, it is winter. 10. Show students how it can be summer in the Northern Hemisphere and winter in the Southern Hemisphere.

Standard 3

C. Climate Earth 1. After students have had a chance to see the tilt of Earth, point out that the poles and the continent Antarctica never get much sunlight, no matter what season it is. 2. Discuss this fact with students. Ask: “Why is it always cold in Antarctica?” 3. Explain that the places near the middle of Earth are almost always hot for the same reason. 4. Tell students that the overall weather of a place is called its climate. Guide them to understand that climate depends on how much sun a place gets over the course of an entire year. 5. Ask students: “How does the climate depend on where the sun is?”

Questions for Review Basic Concepts and Processes Continue to model Earth/sun relationships with the globe and flashlight, and ask students questions, such as the following: [Shine the flashlight on the globe so that it is shining directly on the United States.] Is it summer or winter in Indiana right now? How do you know? If it is daytime in the United States, is it daytime or nighttime in Asia? How is Earth tilted when it is winter in Indiana?

page 132

Standard 3 / Curriculum Framework / Activity 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.3.5 Puzzling Ecosystems Purpose Students will explain how climate affects the vegetation and animal life of a region and describe the characteristics that relate to form an ecosystem.

Materials For the teacher: large piece of poster board, chalkboard, chalk For each student: social studies journal or folder, copy of Black Line Master (BLM) Temperate Deciduous Forest For each group of students: magazines, brochures from local visitor’s bureau, scissors, glue, markers or crayons

Activity

B. Regional Vocabulary 1. Ask students to describe to you what the weather is like outside today. Prompt students to describe the weather at different times of the year. 2. Tell students that the weather in their region over a period of time is called climate. 3. Have students start a vocabulary list titled “Ecosystem” in their social studies journal or folder. Have them write the definition of ecosystem as “a system formed by living things interacting with their physical environment.” 4. Tell students they will be learning about the ecosystem in which they live.

ACTIVITY

Have students do extra research on a different ecosystem in the United States and present their report to the rest of the class.

connecting across the

curriculum

Science Have students write individual research reports about a specific animal or plant that lives or grows in the region.

(continued)

Standards Links 3.1.7, 3.3.3, 3.3.4 Standard 3 / Curriculum Framework / Activity 6 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 133

Standard 3

A. Pre-Activity Preparation 1. Cut the poster board into three pieces that fit together like pieces of a jigsaw puzzle. 2. Label the puzzle pieces “Climate,” “Vegetation,” and “Animal Life.” 3. Collect magazines with pictures of vegetation and animal life in your region. 4. Ask the visitor’s bureau in your area for brochures showing the vegetation, animal life, and seasons of your region.

extending THE

Activity (continued) 5. Discuss the following terms and have students add them to their vocabulary list:  climate: the average weather in a region over a long time  vegetation: plants growing in a particular place  deciduous: trees and shrubs that shed their leaves in the fall  temperate: a climate that has a range of temperatures from cold to hot, but not too extreme 6. Hand out a copy of the BLM Temperate Deciduous Forest to each student and allow them time to read it. 7. Discuss the BLM with students. Lead them to understand that the vegetation and animal life in a region are affected by the climate in which they live.

Standard 3

C. Puzzle Pieces 1. Divide the class into three groups and give each group a poster board puzzle piece. 2. Direct students with the “Climate” piece to use magazines or brochures from local visitor’s bureau to make a collage of pictures showing the different seasons in the region in which they live. 3. Direct students with the “Vegetation” piece to make a collage of pictures showing the vegetation throughout the year in the area in which they live. 4. Direct students with the “Animal Life” piece to make a collage of pictures showing animal life in the area in which they live. D. Putting the Pieces Together 1. Have each group share its puzzle piece with the class. 2. Post the pieces as a connected whole on a bulletin board titled “Putting the Pieces Together.”

Questions for Review Basic Concepts and Processes As each group shares its puzzle piece, ask students questions, such as: What is the ecosystem in which we live called? What are some physical characteristics of our ecosystem? How is the vegetation and animal life in our ecosystem affected by our climate?

page 134

Standard 3 / Curriculum Framework / Activity 6 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

Temperate Deciduous Forest The ecosystem in which we live is called the temperate deciduous forest. In our region, we have changing seasons. Deciduous means that the leaves on the trees change with the seasons. The leaves change colors in the autumn, fall off in the winter, and grow back in the spring. These changes help trees in the forest survive the cold winters. The average temperature in this area is about 50° Fahrenheit and the average rainfall is 30 to 60 inches in a year. Many different kinds of plants grow in our region because of the rain and mild climate. In order to live here, an animal has to be able to live through the seasons. Many of our animals are mammals, such as fox, deer, beavers, and coyotes, and there is also a variety of reptiles, birds, and amphibians.

Standard 3 / Curriculum Framework / Activity 6 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 135

Temperate Deciduous Forest Teacher Directions Hand out a copy of the BLM Temperate Deciduous Forest to each student and allow them time to read it. Discuss the BLM with students. Lead them to understand that the vegetation and animal life in a region are affected by the climate in which they live.

Answer Key Not applicable.

Black Line Master 1 page 136

Standard 3 / Curriculum Framework / Activity 6 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.3.6 The Shape of Our Town Purpose Students will construct maps and graphs that show aspects of human/environment interaction in the local community.

Materials For the teacher: city map and landform map of local community, chalk, chalkboard For each student: paper, pencil, copy of Black Line Master (BLM) Graph Your Town, crayons

Activity

B. Graph the Town 1. Tell students that they are going to graph the different examples of human/environment interaction in their community. Explain to students that humans construct things such as bridges, tunnels, and highways in their community depending on the environment (e.g., roads go around lakes, mountains, or forests and bridges are built to get over lakes and rivers). 2. Hand out a copy of the BLM Graph Your Town and a pencil to each student. (continued) Standard 3 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 3 Standards Resource, February 2003

ACTIVITY

Have students debate the benefits and disadvantages of different landforms. Have two or more groups debate several different landforms.

connecting across the

curriculum

Science Have students build bridges using paper clips, straws, toothpicks, and other small items. Discuss the physical reasons why certain bridges work better than others.

Standards Link 3.3.1 page 137

Standard 3

A. Map the Town 1. Post the city map and a landform map of the local area in the front of the classroom. 2. Direct students’ attention to the landform map and discuss the different landforms in and around the local community. 3. Have students find physical landforms in the local community (e.g., bodies of water, hills, plateaus, forests) and list these on the chalkboard. 4. Have students look at the city map showing streets and urban areas. 5. Have students point out rural, urban, and suburban areas. Ask students:  “What types of landform are in rural areas?”  “What types are in suburban and urban areas?”  “How does the land affect where people live?” 6. Discuss where bodies of water are in relation to residential areas and commercial buildings. Discuss where the hills and roads are developed. Ask students: “Are there more roads in the city, outside the city, or around the city? Are there bridges?

extending THE

Activity (continued) 3. Instruct students to examine their local maps for information to complete the graph. Explain to students that they should count the bridges, lakes, hills, highways, and other examples of human/environment interaction in the local community, then graph the number of each in their community. 4. Instruct students to use this information to fill in the BLM. 5. Have students share their BLMs with the class. Compare and discuss students’ results.

Standard 3

C. Draw a Community Map 1. Hand out paper, pencils, and crayons to students. 2. Tell students that they are going to draw a map of their community that includes rural, urban, and/or suburban areas, using the information they gathered on the BLM Graph Your Town. Instruct students to color these different areas of the map different colors. 3. Have students include and label the human elements that have become a part of their environment, such as bridges, tunnels, and highways. 4. Instruct students to make a map key to explain their maps. 5. Have students share their maps with the class and allow students to add features/elements to their maps as they view their peers’ maps.

Questions for Review Basic Concepts and Processes While students are completing the BLM Graph Your Town, ask them questions, such as the following: Is your community near any lakes? Why are many communities near water? Are there any highways around your town? Why do most highways go around the city and not inside the city? During the class discussion of students’ completed BLMs, ask students questions, such as: Which environmental element did you find the most of? Fewest of? Which human element did you find the most of? Fewest of? Why are there more lakes and rivers than bridges?

page 138

Standard 3 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

Graph Your Town Count the number of each element in your community and then make a bar graph by coloring in each column for each element.

10 9 8 7 6 5 4 3 2 1

Environmental elements Standard 3 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 3 Standards Resource, February 2003

Airports

Ports

Highways

Bridges

Mountains or hills

Forests

Rivers

Lakes

0

Human elements Black Line Master 1 page 139

Graph Your Town Teacher Directions Tell students that they are going to graph the different examples of human/environment interaction in their community. Explain to students that humans construct things, such as bridges, tunnels, and highways in their community depending on the environment (e.g., roads go around lakes, mountains, or forests and bridges are built to get over lakes and rivers). Hand out a copy of the BLM Graph Your Town and a pencil to each student. Instruct students to examine their local maps for information to complete the graph. Explain to students that they should count the bridges, lakes, hills, highways, and other examples of human/environment interaction in the local community, then graph the number of each in their community. Instruct students to use this information to fill in the BLM Graph Your Town. Have students share their BLMs with the class. Compare and discuss students’ results.

Answer Key Answers will vary.

Black Line Master 1 page 140

Standard 3 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.3.7 Taking Care of the Environment Purpose Students will use a variety of information resources to identify local environmental issues and examine the ways that people have tried to solve these problems.

connecting across the

curriculum

English/ Language Arts

Materials For the teacher: chart paper, markers For each student: copy of Black Line Master (BLM) Changes in Our Community Questionnaire, pencil, paper

Activity

B. Discussing Community Changes 1. Ask students to think about any major changes currently taking place in their community (e.g., road construction, building development, housing projects). 2. Ask students to remember what the land looked like before these changes started taking place. 3. Record responses on chart paper divided into two columns labeled “Before” and “After.” 4. Guide students to understand that even though these changes may be for the improvement of the community, they could cause environmental problems if they are not planned carefully. 5. Tell students that they are going to research several changes that have taken place in the community over a period of time by interviewing a person who has lived in the community for a long time.

extending THE

ACTIVITY

Plan a field trip to a landfill in your community and have students ask the owner or manager about changes in the landfill over time.

C. Interviewing Community Members 1. Hand out copies of the BLM Changes in Our Community Questionnaire and read through the questions with students. 2. Tell students to think of someone they know and would be comfortable talking with about questions on this questionnaire. (continued)

Standard 3 / Curriculum Framework / Activity 8 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standards Links 3.1.7, 3.2.3, 3.2.7 page 141

Standard 3

A. Pre-Activity Preparation Ask a member of your community’s planning board to talk to the class about environmental concerns in the local community.

Have students write a thank-you letter to the person they interviewed. Have them include information about what they learned from the guest speaker.

Activity (continued) 3. Determine a date by which these interviews should be completed. Have students write this date next to “Due Date” on their BLMs and bring their BLMs home to discuss with parents/guardians. 4. On the day the questionnaires are due, divide students into groups of four and assign a recorder for each group. 5. Give the recorders paper and pencils. 6. Have students share what they learned from their interview with the other members of the group. 7. Have each group decide on four major changes that have taken place in the community over a period of time and have the recorder write down those changes. 8. Gather students back together to discuss the major changes each group has identified. List these changes on chart paper.

Standard 3

D. Guest Speaker 1. Before the speaker arrives, give him/her a copy of the list of changes that students identified. 2. Prepare students for the visit by having them write down questions to ask the speaker, such as:  “How do community leaders plan for these changes?”  “How have these changes affected the environment?”  “When a new change is proposed, what environmental problems do you think of?” 3. After the speaker has left, discuss the visit with students.

Questions for Review Basic Concepts and Processes After the guest speaker has left, ask students questions, such as the following: What are two changes you learned about when you did your interview? How do you think these changes affected the environment? Name one way that the guest speaker tried to solve an environmental problem.

page 142

Standard 3 / Curriculum Framework / Activity 8 Indiana Social Studies Grade 3 Standards Resource, February 2003

Due Date:

Name:

Changes in Our Community Questionnaire Person Interviewed: 1. Where did the water you drink come from when you were a young person? Where does it come from now? ___________________________________________________________________________________________ ___________________________________________________________________________________________ 2. How did you get rid of your trash and garbage? How do you get rid of it now? ___________________________________________________________________________________________ ___________________________________________________________________________________________ 3. What did our downtown area look like? ___________________________________________________________________________________________ ___________________________________________________________________________________________ 4. Where did most people live? ___________________________________________________________________________________________ ___________________________________________________________________________________________ 5. What kinds of factories were here? ___________________________________________________________________________________________ ___________________________________________________________________________________________ 6. What other big changes have you seen in our community? ___________________________________________________________________________________________ ___________________________________________________________________________________________ Standard 3 / Curriculum Framework / Activity 8 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 143

Changes in Our Community Questionnaire Teacher Directions Hand out copies of the BLM Changes in Our Community Questionnaire and read through the questions with students. Tell students to think of someone they know and would be comfortable talking with about questions on this questionnaire. Determine a date by which these interviews should be completed. Have students write this date next to “Due Date” on their BLMs. On the day the questionnaires are due, divide the students into groups of four and assign a recorder for each group. Give the recorders paper and pencils. Have students share what they learned from their interview with the other members of the group. Have each group decide on four major changes that have taken place in our community over a period of time and have the recorder write down those changes. Gather students back together to discuss the major changes each group has identified. List these changes on chart paper.

Answer Key Answers will vary.

Black Line Master 1 page 144

Standard 3 / Curriculum Framework / Activity 8 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 3 Classroom Assessment Option A

Name

Geography Use the map below to answer Questions 1 through 3.

10

6

2 9

7

8

4

1

3

5

1. Which number points to the Great Lakes? 2. Which number is on the Rocky Mountains? 3. Which number is on the Atlantic Ocean? 4. Explain why wheat grows well in the Midwest region and does not grow well in the desert region of the Southwest.

Standard 3 / Classroom Assessment / 3.3.1, 3.3.2, 3.3.3, 3.3.5 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 145

Look at the map below to answer Questions 5 through 9.

A 3

8

1 10

B

5 10

4 9

2

7

8 6 5. Which number is on Asia? 6. Which number is on South America? 7. Which number is on Europe? 8. Which number is on the Indian Ocean? 9. Which letter is on the Southern Hemisphere? 10. List one physical feature of the Southern Indiana region.

page 146

Standard 3 / Classroom Assessment / 3.3.1, 3.3.2, 3.3.3, 3.3.5 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 3 TEACHER SCORING GUIDE

Classroom Assessment Option A

Geography Item Number Answer

Standards Indicator

6

3.3.1

2

2

3.3.1

3

3

3.3.1

4

The deserts are too dry for wheat to grow or the climate in the midwest is suitable for farming wheat.*

3.3.5

5

5

3.3.2

6

2

3.3.2

7

3

3.3.2

8

9

3.3.2

9

B

3.3.2

10

It has rolling hills or deeply carved stream valleys.*

3.3.3

* Give credit for all valid answers.

Standard 3 / Classroom Assessment / 3.3.1, 3.3.2, 3.3.3, 3.3.5 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 147

Standard 3

1

Standard 3 page 148

Standard 3 / Classroom Assessment / 3.3.1, 3.3.2, 3.3.3, 3.3.5 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 3 Classroom Assessment Option B

Name

Geography Use the map below to answer Questions 1 through 3.

10

6

2 9

7

8

4

1

3

5

1. Which number is on the Mississippi River? 2. Which number is on the Appalachian Mountains? 3. Which number is on the Pacific Ocean? 4. Explain why penguins can live naturally in the region of Antarctica but not in the Southwest region of the United States.

Standard 3 / Classroom Assessment / 3.3.1, 3.3.2, 3.3.3, 3.3.5 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 149

Use the map below to answer Questions 5 through 9.

A 3

8

1 10

B

5 10

4 9

2

7

8 6 5. Which number is on Africa? 6. Which number is on North America? 7. Which number is on Australia? 8. Which number is on the Atlantic Ocean? 9. Which letter is on the Northern Hemisphere? 10. List one physical feature of the Northern Indiana region.

page 150

Standard 3 / Classroom Assessment / 3.3.1, 3.3.2, 3.3.3, 3.3.5 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 3 TEACHER SCORING GUIDE

Classroom Assessment Option B

Geography Item Number Answer

Standards Indicator

5

3.3.1

2

1

3.3.1

3

4

3.3.1

4

The cold climate of Antarctica is suitable for penguins or the warm climate of the Southwest is not suitable for penguins.*

3.3.5

5

4

3.3.2

6

1

3.3.2

7

7

3.3.2

8

8

3.3.2

9

A

3.3.2

10

It is relatively flat or it has many small lakes.*

3.3.3

* Give credit for all valid answers.

Standard 3 / Classroom Assessment / 3.3.1, 3.3.2, 3.3.3, 3.3.5 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 151

Standard 3

1

Standard 3 page 152

Standard 3 / Classroom Assessment / 3.3.1, 3.3.2, 3.3.3, 3.3.5 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

Helpful Materials for Standard 3 Geography Books Children’s Literature Steele, Philip, The Kingfisher Young People’s Atlas of the World, Kingfisher Books, Cornwall, U.K., 1997.

Journals and Magazines Global TeachNet, published bimonthly by The National Peace Corps Association: www.rpcv.org/pages/sitepage.cfm?id=58 Phi Delta Kappan, published monthly from September to June by Phi Delta Kappa: www.pdkintl.org/kappan/kappan.htm NEA Today, published monthly by the National Education Association: www.nea.org/neatoday National Geographic World, published 10 times a year by the National Geographic Society: www.nationalgeographic.com/world Focus on Geography, published quarterly by the American Geographical Society: www.amergeog.org/focus_magazine.htm Standard 3

Professional Organizations and Their Web Sites National Council for the Social Studies: www.socialstudies.org National Education Association: www.nea.org National Association for the Education of Young Children: www.naeyc.org National Council for History Education: www.history.org/nche Association for Childhood Education International: www.udel.edu/bateman/acei Geography Educators Network of Indiana: www.iupui.edu/~geni

Web Sites Indiana Department of Education: www.doe.state.in.us Indiana Reading List: www.doe.state.in.us/standards/readinglist.html The Council for Exceptional Children: www.cec.sped.org Social Studies Sources: education.indiana.edu/~socialst ERIC Clearinghouse for Social Studies/Social Science Education: www.indiana.edu/~ssdc/eric-chess.html United States Department of Education: www.ed.gov PBS TeacherSource: www.pbs.org/teachersource Mid-continent Research for Education and Learning: www.mcrel.org/resources/links/geography FirstGov for Kids: www.kids.gov/k_history.htm Ben’s Guide to Government for Kids: bensguide.gpo.gov Encarta Online: encarta.msn.com/reference The Learning Network: www.nytimes.com/learning National Geographic Map Machine: plasma.nationalgeographic.com/mapmachine

Standard 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 153

Standard 3 page 154

Standard 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

A Key to Standard 4 Use this table to locate the Curriculum Frameworks and Classroom Assessments for this Standard.

Standard 4

Economics Students will explain how people in the local community make choices about using goods, services, and productive resources, how they engage in trade to satisfy their economic wants, how they use a variety of sources to gather and apply information about economic changes in the community, and how they compare costs and benefits in economic decision making. Curriculum Framework pages

Classroom Assessment pages

3.4.1

Give examples from the local community that illustrate the scarcity of productive resources. Explain how this scarcity requires people to make choices and incur opportunity costs.

3.4.2

Give examples of goods and services provided by local government.

3.4.3

Give examples of trade in the local community and explain how trade benefits both parties.

163

187/191

3.4.4

Define interdependence and give examples of how people in the local community depend on each other for goods and services.

163

187/191

3.4.5

List the characteristics of money and explain how money makes trade easier.

167

187/191

3.4.6

Identify different ways people save their income and explain advantages and disadvantages of each.

169

187/191

3.4.7

Explain that buyers and sellers interact to determine the prices of goods and services in markets.

173

187/191

3.4.8

Illustrate how people compare benefits and costs when making choices and decisions as consumers and producers.

177

187/191

3.4.9

Gather data about a proposed economic change in the community using a variety of information resources.

183

Teaching Beyond the Standards (see legend below)

159

187/191

Standard 4

Legend

Standard 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 155

Economics Across Grade Levels The chart below traces the progression of Standard 4 from Grade 2 to Grade 4. This information should assist with what you can expect students to have learned in Grade 2 and how your teaching during Grade 3 will prepare students for Grade 4.

Standard 4

Grade 2

Grade 3

Grade 4

2.4.5 Explain that because of scarcity, people must make choices and incur opportunity costs.

3.4.1 Give examples from the local community that illustrate the scarcity of productive resources. Explain how this scarcity requires people to make choices and incur opportunity costs.

2.4.2 Identify community workers who provide goods and services for the rest of the community, and explain how their jobs benefit people in the community.

3.4.2 Give examples of goods and services provided by local government.

4.4.9 Identify important goods and services provided by state and local governments by giving examples of how state and local tax revenues are used.

3.4.3 Give examples of trade in the local community and explain how trade benefits both parties.

4.4.3 Explain why both parties benefit from voluntary trade, and give examples of how people in Indiana engaged in trade in different time periods.

2.4.4 Research goods and services produced in the local community and describe how people may be both producers and consumers.

3.4.4 Define interdependence and give examples of how people in the local community depend on each other for goods and services.

2.4.7 Explain why people trade for goods and services and explain how money makes trade easier.

3.4.5 List the characteristics of money and explain how money makes trade easier.

page 156

4.4.6 List the functions of money and compare and contrast things that have been used as money in the past in Indiana, the United States, and the world.

Standard 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Grade 2

2.4.3 Explain that a price is what people pay when they buy a good or service and what people receive when they sell a good or service.

Grade 3

Grade 4

3.4.6 Identify different ways people save their income and explain advantages and disadvantages of each.

4.4.10 Explain how money helps people to save, and develop a savings plan in order to make a future purchase.

3.4.7 Explain that buyers and sellers interact to determine the prices of goods and services in markets.

4.4.4 Explain that prices change as a result of changes in supply and demand for specific products.

3.4.8 Illustrate how people compare benefits and costs when making choices and decisions as consumers and producers. 3.4.9 Gather data about a proposed economic change in the community using a variety of information resources. 2.4.1 Define the three types of productive resources (human resources, natural resources, capital resources) and identify productive resources used to produce goods and services in the community.

4.4.2 Define productivity and provide examples of how productivity has changed in Indiana during the past 100 years.

Standard 4

2.4.6 Define specialization and identify specialized jobs in the school and community.

4.4.1 Give examples of the kinds of goods and services produced in Indiana in different historical periods. 4.4.5 Give examples of Indiana’s role in world trade.

Standard 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 157

Grade 2

Grade 3

Grade 4 4.4.7 Identify entrepreneurs who have influenced Indiana and the local community.

Standard 4

4.4.8 Define profit and describe how profit is an incentive for entrepreneurs.

page 158

Standard 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.4.1 Scarcity Chain Reactions Purpose Students will give examples from the local community that illustrate the scarcity of productive resources and will explain how this scarcity requires people to make choices and incur opportunity costs.

Materials For the teacher: chalk, chalkboard, pictures of urban and rural areas For each student: copy of Black Line Master (BLM) Scarcity Choices, pencil

Activity A. Pre-Activity Preparation 1. Gather several pictures of an urban area (e.g., San Francisco, New York) and a rural area (e.g., farmland) to demonstrate the scarcity of land. Research real estate prices for these areas. 2. Write the names of the places you have chosen on the chalkboard and draw a T-chart.

C. Identifying Scarcity 1. Tape the pictures you gathered to the chalkboard under the appropriate headings. 2. Ask students to point out differences between the two areas. 3. Guide them to discuss the disparity between the amounts of land in the two areas. Say to students: “In which area does there seem to be a scarcity of land?” 4. Ask students to brainstorm choices that land scarcity causes people who live in urban areas to make; if necessary, introduce the issue of land value. (continued) Standard 4 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

NEEDS

Provide warm-up activities for students who have difficulty grasping the economic terms used in this activity. For example, help students understand opportunity cost by laying several objects in front of them, directing them to select an object, and then discussing with them the opportunity costs of their decisions.

incorporating

TECHNOLOGY Help students research productive resources that are scarce in other parts of Indiana, the United States, and the world. Discuss with students how the scarcity of those resources affects the lives of the people in those regions.

Standards Links 3.4.7, 3.4.8 page 159

Standard 4

B. Pre-Activity Discussion 1. Review the concept of scarcity with students. Have students classify items in the classroom, such as pencils, computers, toys, and books, as scarce or not scarce. 2. Remind students that productive resources are made up of three types of resources. Help students brainstorm these three types of resources and record them on the chalkboard under the headings “Human Resources,” “Natural Resources,” and “Capital Resources.” 3. Tell students that they are going to explore how scarcity requires people to make choices and incur opportunity costs.

meeting individual

Activity (continued) 5. Share with students the real estate details that you researched. 6. Ask students to explain some of the opportunity costs incurred by people who purchase homes in an urban area. D. Local Scarcity 1. Ask students to name productive resources that are scarce in their community. Remind students to think about all three types of productive resources. 2. Provide students with additional examples of scarce productive resources, such as small towns with limited medical professionals or large cities that have a limited water supply. 3. List on the chalkboard the scarce resources that students name. E. Scarcity Chain Reactions 1. Hand out copies of the BLM Scarcity Choices. 2. Read question 1 aloud to students and direct them to record their names and their answers to question 1 on their BLMs. 3. Read and discuss with students the rest of the questions on the BLM. 4. Direct students to complete the BLM Scarcity Choices. F. Group Discussions 1. Divide students into groups of three or four. Make sure groups are made up of students who chose different productive resources. 2. Direct the groups to take turns having each member share his/her BLM information. 3. Circulate and help facilitate discussion as students talk.

Questions for Review Standard 4

Basic Concepts and Processes As students share the information they recorded on their BLMs, ask: Which local productive resource did you list as being scarce? Why do you think this resource is scarce in our community? What is a choice that could be caused by scarcity of [insert a productive resource]? What would you choose in this situation? What would be the opportunity cost of your choice? Explain another way to handle this choice.

page 160

Standard 4 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

Scarcity Choices 1) What is a productive resource that is scarce in our community? ______________________________________________________________________________ 2) Explain a choice that could be caused by scarcity of this resource. ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________ 3) What would you do if you had to make this choice? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4) What would be the opportunity cost of your choice? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Standard 4 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 161

Scarcity Choices Teacher Directions Hand out copies of the BLM Scarcity Choices. Read question 1 aloud to students and direct them to record their names and their answers to question 1 on their BLMs. Read and discuss with students the rest of the questions on the BLM. Direct students to complete the BLM. Divide students into groups of three or four. Direct the groups to take turns having each group member share his/her BLM information. Circulate and help facilitate discussion as students talk.

Answer Key Students’ answers will vary, but for question 1 they should list a productive resource that is scarce in your community. (This will probably be one of the items listed on the chalkboard.) The rest of the answers should be logical and should reveal an understanding of the economic terms being assessed.

Black Line Master 1 page 162

Standard 4 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicators

3.4.3, 3.4.4 Help Me Help You Purpose Students will define interdependence, explain how trade benefits both parties, and give examples of how people in the local community depend on each other for goods and services.

Materials For the teacher: book on Amish people and culture (e.g., Reuben and the Quilt by P. Buckley Moss and Merle Good), index cards, marker For each student: safety pin, copy of Black Line Master (BLM) Local Interdependence, pencil For the class: ball of colored yarn

Activity A. Pre-Activity Preparation 1. On each index card, write a different job title, such as doctor, grocer, auto mechanic, teacher, etc. 2. Locate a book on Amish people and their culture. The book should focus on the Amish people’s trade interdependence with the outside community (e.g., their trading of furniture and other handmade goods for services in the non-Amish community).

C. Interdependence Web 1. Tell students that they are going to create a web of interdependent community members. 2. Give each student an index card with a job title written on it and a safety pin. (continued)

Standard 4 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

ACTIVITY

Invite a community member to come to class and talk about how they trade with or are interdependent with other community members. Encourage the visitor to focus on the ways in which their job depends on other people.

connecting across the

curriculum

Science Have students study interdependence in a scientific context by taking notes on the activity of a classroom ant farm. Show students how different ants perform different roles in the community and how the survival of the farm depends on all the ants doing their job.

Standards Links 3.4.5, 3.4.7 page 163

Standard 4

B. Pre-Activity Discussion 1. Tell students that you are going to read them a book about a community that depends on trade for survival. Ask students to listen for examples of trade in the book. 2. Read aloud the book on Amish culture to students. 3. Ask students what goods and services the Amish receive from the outside community. 4. Explain that when two groups of people, such as the Amish and their nearby neighbors, both benefit from trade, it is called interdependence. 5. Write the word “interdependence” on the chalkboard.

extending THE

Activity (continued) 3. Explain to students that they will each be representing the worker whose job title is listed on their card. 4. Instruct students to sit in a circle and give the ball of yarn to a student. 5. Direct that student to hold onto the end of the yarn as he/she tosses the ball to another student. 6. Instruct the student who tosses the yarn to name a good or service that he/she needs from the student to whom the ball of yarn was tossed. 7. Continue this process, making sure that each student has a turn to catch and toss the yarn. 8. When the web is complete, guide students to discuss their interdependence. D. Local Interdependence 1. Have students brainstorm types of workers in their local community. Write their suggestions on the chalkboard. 2. Hand out the BLM Local Interdependence. 3. Clarify the directions on section A of the BLM for students and direct students to complete this part of their BLMs. 4. Instruct students to use the workers they listed in section A to complete section B. 5. When students are finished, select several students to share their responses from section B of their BLMs.

Questions for Review Basic Concepts and Processes After students have shared their responses from section B of the BLM, discuss the following: Standard 4

What is interdependence? Give an example of interdependence from our local community. Name a way that you are interdependent. How does trade benefit the people who are trading?

page 164

Standard 4 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

Local Interdependence Section A On each line below, list a worker from your local community. Worker 1: _____________________________________________________ Worker 2: _____________________________________________________ Worker 3: _____________________________________________________ Worker 4: _____________________________________________________

Section B Using the workers you listed above, answer the following questions: Name a good or service that worker #1 provides to worker #3. ______________________________________________________________________ What goods or services does worker #4 receive from worker #2? ______________________________________________________________________ What would worker #1 do if suddenly worker #4 stopped doing his/her job? ______________________________________________________________________ ______________________________________________________________________ Where else could worker #3 go to get the goods or services provided by worker #4? ______________________________________________________________________ ______________________________________________________________________ Standard 4 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 165

Local Interdependence Teacher Directions Have students brainstorm types of workers in their local community. Write their suggestions on the chalkboard. Hand out the BLM Local Interdependence. Clarify the directions on section A of the BLM for students and direct students to complete this part of their BLMs. Instruct students to use the workers they listed in section A to complete section B. When students are finished, select several students to share their responses from section B of their BLMs.

Answer Key Answers will vary.

Black Line Master 1 page 166

Standard 4 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.4.5 Money Makes It Easier Purpose Students will explain how money makes trade easier and list the characteristics of money.

Materials For the teacher: chalk, chalkboard For each student: enough modeling compound to make a small sculpture (approximately 1/2 cup) For the class: play money

Activity

B. Money Helps 1. Tell students that they are going to get another chance to trade for each other’s sculptures. 2. Explain that this time they will have money to use as they trade. 3. Give each student the same amount of play money. 4. Direct students to trade sculptures as before, using either bartering or indirect exchange with money. (continued) Standard 4 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

NEEDS

Identify students who need extra practice counting collections of money. Have these students practice counting money using online money flashcards at www.aplusmath.com/ flashcards/index.html.

extending THE

ACTIVITY

Create a classroom marketplace by having students supply goods and services. Direct students to create, at home, goods or coupons for services that could be traded in class. Clarify that each student should make multiple items that will appeal to their classmates. Set up a trading time similar to the activity in part B.

Standards Links 3.4.3, 3.4.7, 3.4.8 page 167

Standard 4

A. Barter 1. Ask students if they know what the word barter means. Clarify that bartering means trading for goods or services without using money. 2. Tell students that they are going to practice bartering with their own artwork. 3. Give each student enough modeling compound to make a sculpture. 4. Tell students that they will be using the compound to make sculptures and then barter with each other. 5. Instruct students to create quality sculptures that will appeal to other students. 6. When students have finished sculpting, direct them to barter, using their sculptures. 7. Stop the bartering after about 10 minutes. 8. Ask students questions about their bartering experiences, such as:  Did you get what you wanted?  If not, why didn’t you get what you wanted?  Do you wish it could have been easier to get what you wanted?

meeting individual

Activity (continued) 5. Stop the trading after about 10 minutes. 6. Ask students questions about their trading experiences, using similar questions as in part A, step 8. 7. Discuss with students the reasons that money made trading easier. Encourage students to recognize that using money to trade meant that the other person did not need to want their sculpture in order to trade. 8. Guide students to talk about how money erases the need for a coincidence of wants and how it takes less time and resources to make a trade if money is used. C. Characteristics of Money 1. Say to students: “We’ve discovered that money makes trading easier, but what is money exactly?” 2. Define the word characteristics for students. 3. Direct students to brainstorm about the characteristics of money. List students’ suggestions on the chalkboard. 4. Guide students to list characteristics such as scarce, durable, portable, and divisible. Help students understand how each of these characteristics makes money ideal for trading. 5. Record these characteristics of money on the chalkboard.

Questions for Review Basic Concepts and Processes After discussing the characteristics of money, ask students: Was it easier to trade sculptures with or without money? Explain how using money made trading sculptures easier. Standard 4

What are the characteristics of money? Are your sculptures money? Explain how you know that your sculptures are not money. Would bills made of tissue paper be money? Tell why tissue paper bills could not be used as money.

page 168

Standard 4 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.4.6 Save It Your Way Purpose Students will identify ways that people save their income and explain advantages and disadvantages of each.

Materials For the teacher: The Berenstain Bears’ Trouble with Money by Stan and Jan Berenstain, chalk, chalkboard For each student: copy of Black Line Master (BLM) How Will You Save?, pencil

incorporating

TECHNOLOGY Have students go to the Wise Pockets Web site to read stories about different ways of saving money: www.wisepockets.com.

Activity A. Pre-Activity Discussion 1. Tell students that income is what people receive when they work. 2. Ask students to talk about times when they have gotten money for helping at home or as part of their allowance. 3. Explain to students that they will be learning about ways of saving income and the advantages and disadvantages of each. 4. Clarify that saving income means keeping some money to spend in the future instead of buying goods or services right now.

curriculum

Visual Arts Provide students with empty gallon milk jugs and art supplies. Direct students to create unique banks that reflect their personalities for an item for which they would like to save. Send the banks home with students and instruct them to tell their families about different ways to save income.

C. Pros and Cons 1. Tell students that there are advantages and disadvantages of each of the different ways to save income. (continued) Standard 4 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standards Link 3.4.8 page 169

Standard 4

B. Brother and Sister Bear 1. Tell students that you are going to read them a book and instruct them to listen for what Brother and Sister Bear do with their income. 2. Read The Berenstain Bears’ Trouble with Money aloud to students. 3. Ask students what Brother and Sister Bear did with their income. 4. Guide them to discuss that, at first, the Bears spent their income carelessly, although Sister sometimes put her money in a piggy bank; but then they put their income in a bank. 5. Write “piggy bank” and “bank” next to each other on the chalkboard. 6. Ask students to name other places and ways that people save their income. 7. Add students’ ideas in a row next to “piggy bank” and “bank.”

connecting across the

Activity (continued) 2. Create a chart on the chalkboard that will show the various advantages and disadvantages of the different ways to save income. 3. Guide students to brainstorm these advantages and disadvantages by discussing with them issues, such as whether the money is accessible, how safe the money is, and if the money will earn interest. Explain that interest is the price banks pay people to save their money at a bank. 4. Write the advantages and disadvantages on the chart. D. Save It Your Way 1. Hand out the BLM How Will You Save? 2. Tell students that they will each be explaining how they plan to save. 3. Direct students to read the BLM silently. 4. Answer any questions that students have about the BLM and instruct them to complete their BLM. E. Plan Comparisons 1. Have students share their savings plans from their BLM How Will You Save? Direct students to listen for which plan the most students chose and which plan the fewest students chose. 2. Ask students which plan was the most popular and which was the least popular. 3. Guide students to explain the popularity of different plans by helping them compare all of the advantages and disadvantages for each plan.

Questions for Review

Standard 4

Basic Concepts and Processes As students discuss their personal savings plans, ask them: How do adults often save their money? How do children often save their money? Explain why adults and children often save money differently. If you want to buy an ice cream cone, where would it be best to keep your savings? Explain your answer.

page 170

Standard 4 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

How Will You Save? 1. How do you plan to save your income? __________________________________ _______________________________________________________________________________ 2. Draw a picture of how you will save your income.

3. Tell one reason that this is a good way to save your income. _______________________________________________________________________________ _______________________________________________________________________________ 4. Tell one reason that this is not a good way to save your income. _______________________________________________________________________________ __________________________________________________________ ___________________________________________________________

Standard 4 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 171

How Will You Save? Teacher Directions Hand out the BLM How Will You Save? Tell students that they will each be explaining how they plan to save. Direct students to read the BLM silently. Answer any questions students have about the BLM and instruct them to complete the BLM.

Answer Key Answers will vary.

Black Line Master 1 page 172

Standard 4 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.4.7 Market Interaction Purpose Students will explain that buyers and sellers interact to determine the prices of goods and services in markets.

Materials For the teacher: chalk, chalkboard, small items (e.g., pencils, erasers, clips, bookmarks) to be used in a classroom marketplace For each student: copy of Black Line Master (BLM) Explain That!, pencil, play money

Activity A. Pre-Activity Discussion 1. Tell students that prices for goods and services do not always remain the same due to changes in how buyers and sellers interact. 2. Ask students to name some things that consumers must consider before buying something (e.g., benefits, costs, and scarcity of personal items such as money and space). List students’ responses on the chalkboard. 3. Guide students to think about factors, such as scarcity of resources, creating products that appeal to consumers, and production costs.

(continued) Standard 4 / Curriculum Framework / Activity 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

NEEDS

Have students who need an extra challenge research a real product on the market. Instruct these students to keep a record of how the price varies over time and compare it to similar items.

extending THE

ACTIVITY

Have students organize a bake sale at school. Encourage students to keep track of which items are the most popular and which are the least popular. Have students note which items could have been priced higher and which items should have sold for less.

Standards Links 3.4.1, 3.4.8 page 173

Standard 4

B. Market Interaction 1. Gather the small classroom market items and give each student the same amount of play money. 2. Give each student the same amount of play money, and explain that they will use their money to purchase the classroom market items. 3. Instruct students to start shopping and make purchases. 4. After students have shopped for a short time, raise the price of the most popular items and drop the price of the least popular items. 5. Discuss the change in prices with students. Ask students: “Why do you suppose the prices changed? Have you ever seen the price of something go up in the stores? Have you ever seen the price of things fall in the stores?” 6. Explain that often the price of an item will go up if many people want it and will fall if not many people want it.

meeting individual

Activity (continued) C. Explain That! 1. Pass out a copy of the BLM Explain That! to each student. 2. Instruct students to read the questions on the BLM and write the correct answer on the line provided. 3. Have each student pair up with another student when they are finished with the BLM and discuss their answers with one another. D. Class Discussion 1. When students have finished the discussion in pairs, discuss the BLM as a class. 2. Have students talk about what makes one item more popular than another and list their suggestions on the chalkboard (e.g., marketing may make an item more popular because it makes people aware of the item, whereas some items become popular because they fill a need). 3. Talk about which prices were lowered and why. 4. List the name of each item offered in their store on the chalkboard. 5. Have students rank each item ranging from most popular to least popular. 6. Write the final price of each item next to its name. 7. Allow students to visually see why the prices were different according to the popularity of the product and why some prices changed. 8. What would happen if it cost more to produce some of the items we sold today? That would also cause the price to rise. Can anyone think of what would happen if it cost less to produce an item?

Standard 4

Questions for Review Basic Concepts and Processes While students are working on their BLMs, ask questions, such as the following: Why might the price of a product go up? Why might the price of a product be lowered? How does the producer know that he/she can raise the price and people will still buy the product?

page 174

Standard 4 / Curriculum Framework / Activity 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

$ $

Name:

$

$

Explai n That!

$

$ $ $

$

$

1. What was the most popular item at our market? ________________________________________________________________________________ 2. What happened to the price of that item? ________________________________________________________________________________ 3. Why did the price of the most popular item change in that way? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 4. Name the item whose price dropped the most. _____________________________________________________________________________ 5. Why do you think that the price of that item was lowered? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Standard 4 / Curriculum Framework / Activity 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 175

Explain That! Teacher Directions Pass out a copy of the BLM Explain That! to each student. Instruct students to read the questions on the BLM and write the correct answer on the line provided. Have each student pair up with another student when they are finished with the BLM and discuss their answers with one another. When students have finished the discussion in pairs, discuss the BLM as a class.

Answer Key Answers will vary.

Black Line Master 1 page 176

Standard 4 / Curriculum Framework / Activity 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.4.8 Let Me Sleep on It Purpose Students will illustrate how people compare benefits and costs when making choices and decisions as consumers and producers.

Materials For the teacher: Alexander, Who Used to Be Rich Last Sunday by Judith Viorst, chalk, chalkboard For each student: copy of Black Line Masters (BLMs) Consumer Choices and Producer Choices, pencil, paper

Activity

B. Consumer Choice 1. Tell students that they will be making a decision by comparing benefits and costs. 2. Hand out copies of the BLM Consumer Choices. 3. Have students read the paragraph at the top of the page aloud with you. 4. Read and explain to students the three steps that they will follow to make their decisions. 5. Direct students to complete their BLM Consumer Choices. 6. Poll students’ choices and have them compare the benefits and costs of their choices. (continued) Standard 4 / Curriculum Framework / Activity 6 Indiana Social Studies Grade 3 Standards Resource, February 2003

NEEDS

Direct students who need a challenge to interview a local producer and ask about a production decision he/she has made. Instruct these students to identify the costs and benefits of the producer’s choices. Have these students share their research with the class.

connecting across the

curriculum

Mathematics Write several scenarios such as: “Carrie had $1.00. She could have bought a snack for $0.90 or a pack of stickers for $0.65. She bought the stickers.” Have students identify the opportunity costs for each scenario using mathematical terms.

Standards Links 3.4.1, 3.4.4 page 177

Standard 4

A. Alexander’s Choices 1. Tell students that you are going to read them a book about a boy named Alexander who has to make several choices about his money. 2. Review with students the fact that every time people make choices, they give up something (the opportunity cost), and they get something (the benefit). 3. Instruct students to listen for the benefits and opportunity costs of Alexander’s decisions. 4. Read Alexander, Who Used to Be Rich Last Sunday aloud to students. 5. Create a chart on the chalkboard with columns headed “Benefits” and “Costs.” 6. Have students name the benefits and costs of Alexander’s choices. List these benefits and costs on the chart.

meeting individual

Activity (continued) C. Producers Choose Too 1. Guide students to review the difference between consumers and producers. 2. Explain to students that, like consumers, producers have to weigh benefits and costs when they make decisions. 3. Hand out the BLM Producer Choices and tell students that they are going to make a decision like they did on their BLM Consumer Choices, except that this time they will be producers instead of consumers. 4. Have students read the paragraph at the top of the page aloud with you. 5. Direct them to complete the rest of the BLM Producer Choices as they did the BLM Consumer Choices. 6. After students have finished, discuss their BLM responses as a class.

Questions for Review Basic Concepts and Processes After students have completed both BLMs, gather the class back together and ask questions, such as the following: What is an opportunity cost? What is a benefit? How do you determine what the opportunity costs and benefits of a certain decision are?

Standard 4

Which choices were harder to make: consumer choices or producer choices? Why do you think this is so?

page 178

Standard 4 / Curriculum Framework / Activity 6 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

CONSUMER CHOICES You are at the store with your grandparents. They are going to buy you a treat. You can get a face-paint kit or a yo-yo. Follow the steps below to make your choice. Answer these questions on another piece of paper.

face-paint kit

yo-yo

STEP 1: Think about the benefits. A) What are the benefits of choosing the face-paint kit? B) What are the benefits of choosing the yo-yo?

STEP 2: List the opportunity costs. C) What is the opportunity cost of getting the face-paint kit? D) What is the opportunity cost of getting the yo-yo?

STEP 3: Make a choice. E) Which item will you choose? F) Why did you choose this item?

Standard 4 / Curriculum Framework / Activity 6 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 179

CONSUMER CHOICES Teacher Directions Tell students that they will be making a decision by comparing benefits and costs. Pass out the BLM Consumer Choices. Have students read the paragraph at the top of the page aloud with you. Read and explain to students the three steps that they will be following to make their decision. Direct students to complete the BLM Consumer Choices. Poll students’ choices and have them compare the benefits and costs of their choices.

Answer Key Students’ answers will vary: answers in step 1 should list positive aspects of choosing each item. Answers for step 2 should identify what would be given up in order to obtain each item. Step 3 answers should list the item selected and provide an explanation of the decision that is based on steps 1 and 2.

Black Line Master 1 page 180

Standard 4 / Curriculum Framework / Activity 6 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

Producer Choices You are a farmer who is trying to decide whether to grow corn or wheat on your land. First, study the wheat/corn chart. Next, review the decisionmaking steps from the BLM Consumer Choices. Then, write on another piece of paper the benefits and the opportunity cost of growing each crop. Finally, write down which crop you will plant and explain why you chose this crop.

Wheat

Corn

Cost to plant

$2.00 per acre

$1.00 per acre

Amount of water needed

large amount

small amount

$4.00 per pound

$3.00 per pound

machines

humans

Price sold for

Type of harvesting

Standard 4 / Curriculum Framework / Activity 6 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 2 page 181

Producer Choices Teacher Directions Guide students to review the difference between consumers and producers. Explain to students that like consumers, producers have to weigh benefits and costs when they make decisions. Hand out the BLM Producer Choices and tell students that they are going to make a decision like they did on their BLM Consumer Choices, except that this time they will be producers instead of consumers. Have students read the paragraph at the top of the page aloud with you. Direct them to complete the rest of their BLM Producer Choices as they did their BLM Consumer Choices. After students have finished, discuss their BLM responses as a class.

Answer Key Answers will vary.

Black Line Master 2 page 182

Standard 4 / Curriculum Framework / Activity 6 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.4.9 To Change or not to Change Purpose Students will gather data about a proposed economic change in the community using a variety of information resources.

Materials For the teacher: variety of information resources about a proposed economic change in the community For each student: copy of Black Line Master (BLM) Will It Change?, pencil

Activity A. Pre-Activity Preparation 1. Collect information about a proposed economic change in the community. Possible sources include the local paper, the local television channel, Web sites, and Energy, Economics, and the Environment (produced by the Indiana Department of Education). 2. Reproduce all materials so that each group of four or five students has a copy of each resource.

C. Group Gathering 1. Divide students into groups of four or five. 2. Explain to students that they will be working together to complete question 2 on the BLM. 3. Direct students to read question 2 silently and to ask any questions they have about that section of the BLM. 4. Share with students any resources, such as a videotape, that will be best used by the class as a whole. 5. Distribute to each group the rest of the information you gathered. 6. Instruct students to use the information to gather and record data on the BLM. (continued)

Standard 4 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 3 Standards Resource, February 2003

curriculum

English/ Language Arts Guide students to write letters to someone involved with the possible economic change. Have students state their opinions in the letters, backing up their ideas with data they have gathered.

extending THE

ACTIVITY

Split the class according to their opinions about the proposed change. Have each group privately discuss their reasons for approving or disapproving of the change. Bring the groups together and guide them as they debate their opinions about the proposed change.

Standards Links 3.2.7, 3.4.1 page 183

Standard 4

B. Pre-Activity Discussion 1. Share with students an overview of the information that you have researched. 2. Hand out copies of the BLM Will It Change? 3. Direct students to read question 1 on the BLM silently and to record their responses on the BLM.

connecting across the

Activity (continued) D. Sum It Up 1. Direct students to read question 3 and to write their responses on the BLM. 2. Have students share whether or not their opinions changed after they gathered data. 3. Ask students to give reasons as to why they think their opinions did or did not change after they gathered the data.

Questions for Review Basic Concepts and Processes As students discuss their final opinions, ask them: What resources did you use to gather your data? Which resource was the most useful? Explain why this resource was the most useful. What is one positive thing about the proposed change? How is this part of the change positive? What is one negative thing about the proposed change?

Standard 4

How is this part of the change negative?

page 184

Standard 4 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

Will It Change? 1. Tell why you think this economic change should or should not happen. ______________________________________________________________________________ ______________________________________________________________________________ 2. List three facts that you have gathered about this possible change. a) __________________________________________________________________________ __________________________________________________________________________ b) __________________________________________________________________________ __________________________________________________________________________ c)

__________________________________________________________________________ __________________________________________________________________________

3. Now, do you think this economic change should or should not happen? ______________________________________________________________________________ ______________________________________________________________________________ Standard 4 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 185

Will It Change? Teacher Directions Share with students an overview of the information that you have researched. Pass out the BLM Will It Change? Direct students to read question 1 on the BLM silently and to record their responses on the BLM. Direct students to read question 2 silently and to ask any questions they have about that section of the BLM. Share with students the resources you gathered. Instruct students to use the resources to gather and record data on the BLM. Direct students to read question 3 and to write their responses on the BLM. Have students share whether or not their opinions changed after they gathered data. Ask students to give reasons as to why they think their opinions did or did not change after they gathered the data.

Answer Key Answers will vary.

Black Line Master 1 page 186

Standard 4 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 4 Classroom Assessment Option A

Name

Economics For Questions 1 through 4, fill in the circle next to the correct answer. 1. Which one is an example of interdependence? A B C D

I I I I

repair my car. sew my own clothes. do not like grape jelly. buy bread at the store.

2. Using the characteristics of money, which is one reason why apples would not be a good choice for money? A B C D

They They They They

are are are are

scarce. fun to eat. not durable. easy to divide evenly.

3. What is one way to save money? A B C D

buying lots of goods buying lots of services opening a savings account taking it to the store

4. What is one good reason to save money in the bank? A B C D

The bank pays you interest. The bank charges a lot to keep money there. You can never take money out of the bank. It is hard to find a good bank in most areas.

Standard 4 / Classroom Assessment / 3.4.2, 3.4.3, 3.4.4, 3.4.5, 3.4.6, 3.4.7, 3.4.8 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 187

5. List one service that our local government does for us.

6. List one example of trade in your community.

7. What would happen if the price of a video game went up to $500?

8. What would the store owner want to do with the video games?

9. People often look at costs and benefits before buying something. List one cost of buying a new bicycle.

10. List one benefit of buying a new bicycle.

page 188

Standard 4 / Classroom Assessment / 3.4.2, 3.4.3, 3.4.4, 3.4.5, 3.4.6, 3.4.7, 3.4.8 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 4 TEACHER SCORING GUIDE

Classroom Assessment Option A

Economics Item Number Answer

Standards Indicator

1

D

3.4.4

2

C

3.4.5

3

C

3.4.6

4

A

3.4.6

5

fire protection or bus service*

3.4.2

6

My mother pays the grocery store and gets food or the dentist checks my teeth and my dad gives him money.*

3.4.3

7

Very few people would buy them or there would be lots of video games on the shelves in the stores.*

3.4.7

8

The store owner would want to lower the price so people would buy them or the store owner would want to find video games that cost less.*

3.4.7

9

The actual dollar amount or the things I cannot buy because I am saving for the bicycle.*

3.4.8

10

I might not spend as much money repairing my old bicycle or I can ride my old bicycle places instead of asking my parents for a ride.*

3.4.8

* Give credit for all valid answers.

Standard 4

Standard 4 / Classroom Assessment / 3.4.2, 3.4.3, 3.4.4, 3.4.5, 3.4.6, 3.4.7, 3.4.8 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 189

Standard 4 page 190

Standard 4 / Classroom Assessment / 3.4.2, 3.4.3, 3.4.4, 3.4.5, 3.4.6, 3.4.7, 3.4.8 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 4 Classroom Assessment Option B

Name

Economics For Questions 1 through 4, fill in the circle next to the correct answer. 1. Which one is an example of interdependence? A B C D

I I I I

go to the dentist when I have a toothache. wash my dishes when they are dirty. cut my grass when it is too tall. wax my car after I wash it.

2. Using the characteristics of money, which is one reason why watermelons would not be a good choice for money? A B C D

They They They They

are are are are

very durable. not fun to eat. not very portable. easy to divide evenly.

3. What is one way to save money? A B C D

Put it in a piggy bank. Put it in a snack machine. Buy lots of services. Buy lots of goods.

4. What is one good reason to save money in the bank? A B C D

The bank charges a lot to keep money there. You can never take money out of the bank. It is hard to find a good bank in most areas. It earns interest in the bank.

Standard 4 / Classroom Assessment / 3.4.2, 3.4.3, 3.4.4, 3.4.5, 3.4.6, 3.4.7, 3.4.8 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 191

5. List one good that our local government provides us.

6. List one example of trade in your community.

7. What would happen if the price of a carton of juice went up to $10?

8. What would the store owner want to do with the cartons of juice?

9. People often look at costs and benefits before buying something. List one cost of buying rollerblades.

10. List one benefit of buying rollerblades.

page 192

Standard 4 / Classroom Assessment / 3.4.2, 3.4.3, 3.4.4, 3.4.5, 3.4.6, 3.4.7, 3.4.8 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 4 TEACHER SCORING GUIDE

Classroom Assessment Option B

Economics Item Number Answer

Standards Indicator

1

A

3.4.4

2

C

3.4.5

3

A

3.4.6

4

D

3.4.6

5

fire protection or bus service*

3.4.2

6

My dad pays the gas station and gets gasoline for his car or the bakery sells pies and takes money in exchange.*

3.4.3

7

Very few people would want to buy cartons of juice or there would be lots of extra cartons of juice on the shelves in the grocery.*

3.4.7

8

The store owner would want to lower the price so that more people would buy juice or the store owner would try to find cartons of juice that cost less.*

3.4.7

9

The actual dollar amount of the rollerblades or the things that I cannot buy because I am saving for the rollerblades.*

3.4.8

10

I will not have to rent rollerblades or I will not have to borrow rollerblades.*

3.4.8

* Give credit for all other valid answers. Standard 4

Standard 4 / Classroom Assessment / 3.4.2, 3.4.3, 3.4.4, 3.4.5, 3.4.6, 3.4.7, 3.4.8 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 193

Standard 4 page 194

Standard 4 / Classroom Assessment / 3.4.2, 3.4.3, 3.4.4, 3.4.5, 3.4.6, 3.4.7, 3.4.8 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

Helpful Materials for Standard 4 Economics Books Children’s Literature Young, Robert, Money, Lerner Publishing Group, Minneapolis, Minn., 1997.

Journals and Magazines Global TeachNet, published bimonthly by The National Peace Corps Association: www.rpcv.org/pages/sitepage.cfm?id=58 Phi Delta Kappan, published monthly from September to June by Phi Delta Kappa: www.pdkintl.org/kappan/kappan.htm NEA Today, published monthly by the National Education Association: www.nea.org/neatoday

Professional Organizations and Their Web Sites National Council for the Social Studies: www.socialstudies.org National Education Association: www.nea.org National Association for the Education of Young Children: www.naeyc.org National Council for History Education: www.history.org/nche Association for Childhood Education International: www.udel.edu/bateman/acei

Standard 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 195

Standard 4

Web Sites Indiana Department of Education: www.doe.state.in.us Indiana Reading List: www.doe.state.in.us/standards/readinglist.html The Council for Exceptional Children: www.cec.sped.org Social Studies Sources: education.indiana.edu/~socialst ERIC Clearinghouse for Social Studies/Social Science Education: www.indiana.edu/~ssdc/eric-chess.html Indiana Council for Economic Education: www.econed-in.org National Council for Economic Education: www.economicsamerica.org United States Department of Education: www.ed.gov PBS TeacherSource: www.pbs.org/teachersource Mid-continent Research for Education and Learning: www.mcrel.org/resources/links/economics FirstGov for Kids: www.kids.gov/k_history.htm Ben’s Guide to Government for Kids: bensguide.gpo.gov Encarta Online: encarta.msn.com/reference The Learning Network: www.nytimes.com/learning

Standard 4 page 196

Standard 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

A Key to Standard 5 Use this table to locate the Curriculum Frameworks and Classroom Assessments for this Standard.

Standard 5

Individuals, Society, and Culture Students will explain how communities are made up of individuals and groups of people, explore local connections with communities in other places, examine the contributions of people from various cultures to the development of the community, and use a variety of resources to collect information about the culture of the community. Curriculum Framework pages

Classroom Assessment pages

215/219

3.5.1

Give examples of how the local community is made up of many individuals, as well as many different groups.

201

3.5.2

Identify connections that the local community has with other communities, including cultural exchanges of several types, and ways that technology links communities in other places.

205

3.5.3

Examine the contributions of individual artists (painters, sculptors, writers, musicians, and traditional artists) in enriching the culture of the community.

207

215/219

3.5.4

Identify factors that make the local community unique, including how the community is enriched through foods, crafts, customs, languages, music, visual arts, architecture, dance, and drama representing various cultures.

211

215/219

3.5.5

Use community resources, such as museums, libraries, historic buildings, and other landmarks, to gather cultural information about the community.

211

215/219

Teaching Beyond the Standards (see legend below)

Legend

Standard 5

Standard 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 197

Individuals, Society, and Culture Across Grade Levels The chart below traces the progression of Standard 5 from Grade 2 to Grade 4. This information should assist with what you can expect students to have learned in Grade 2 and how your teaching during Grade 3 will prepare students for Grade 4.

Grade 2 2.5.2 Explain how individuals are members of many different groups, and compare and contrast the expectations of behavior in different groups.

Grade 3 3.5.1 Give examples of how the local community is made up of many individuals, as well as many different groups.

Grade 4 4.5.1 Identify ways that social groups influence individual behavior and responsibilities. 4.5.2 Identify the different types of social groups to which people belong and the functions these groups perform.

3.5.2 Identify connections that the local community has with other communities, including cultural exchanges of several types, and ways that technology links communities in other places. 4.5.4 Describe the role of Indiana artists in American visual arts, literature, music, dance, and theatre.

3.5.4 Identify factors that make the local community unique, including how the community is enriched through foods, crafts, customs, languages, music, visual arts, architecture, dance, and drama representing various cultures.

4.5.3 Define the term cultural group, and give examples of the challenges faced by diverse cultural groups in Indiana history.

Standard 5

2.5.5 Identify people of different ages, cultural backgrounds, traditions, and careers, and explain how they contribute to the community.

3.5.3 Examine the contributions of individual artists (painters, sculptors, writers, musicians, and traditional artists) in enriching the culture of the community.

page 198

Standard 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

Grade 2

Grade 3

Grade 4

3.5.5 Use community resources, such as museums, libraries, historic buildings, and other landmarks, to gather cultural information about the community.

4.5.6 Investigate the contributions and challenges experienced by people from various cultural, racial, and religious groups in Indiana during different historical periods by reading biographies, historical accounts, stories, and electronic media, such as CDROMs and Web sites.

2.5.1 Identify some of the responsibilities that individuals have to themselves and others. 2.5.3 Compare the ways people learn traditions in different cultures. 2.5.4 Explain how changes in technology have influenced various traditions.

4.5.5 Give examples of the impacts of science and technology on the migration and settlement patterns of various groups.

Standard 5

Standard 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 199

Standard 5 page 200

Standard 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.5.1 People Puzzles Purpose Students will give examples of how the local community is made up of many individuals as well as many different groups.

Materials For the teacher: Roxaboxen by Alice McLerren, chalk, chalkboard For each student: copy of Black Line Master (BLM) Puzzling People, pencil, crayons, scissors

Activity A. Story Time 1. Ask students if they have ever made up a make-believe town before. Tell them that you are going to read them a book about a group of children who make up their own model community. 2. Read Roxaboxen aloud to students. 3. Discuss the story with students. Talk about what kinds of people, groups, or businesses the children in the story included in their make-believe town. 4. Draw a chart on the chalkboard titled ”Community,” with three columns titled “Businesses,” “Individuals,” and “Groups.” 5. Have students name the businesses, individuals, and groups featured in Roxaboxen (e.g., mayor, ice cream store, bakery, shopkeepers, police). 6. List their responses on the chalkboard in the appropriate column.

TECHNOLOGY Have students visit the Ben’s Guide to Government for Kids Web site to see examples of what makes up a community: bensguide.gpo.gov/ k-2/neighborhood/ index.html.

extending THE

ACTIVITY

Have students simulate their own community like the children did in Roxaboxen. Have students use their desks as their homes and other parts of the classroom as the rest of the town. Instruct students to make up families, groups, businesses, and government offices. Encourage students to elect officials and name their town.

(continued)

Standards Link 3.5.3 Standard 5 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 201

Standard 5

B. Community Conversation 1. Have students brainstorm the names of several groups, individuals, and businesses in the local community. Guide students by asking questions, such as: “Are there families in your community? Are there community groups? What groups do you or your family members belong to?” 2. Ask students: “What groups and individuals did Roxaboxen have in common with your community? Do both communities have a mayor? Do both communities have ice cream shops, bakeries, and shopkeepers? What other groups are in your community?”

incorporating

Activity (continued) C. Puzzling People 1. Give each student a copy of the BLM Puzzling People and a pencil and make sure crayons are accessible to all students. 2. Instruct students to write the name of a person, group, or business in the local community on each puzzle piece. Remind them to refer to the list they helped brainstorm in part B. 3. Tell students to cut the puzzle pieces apart on the black lines. Have students put their initials on the back of each piece. D. Puzzle Swap 1. Have students swap puzzles with a classmate. 2. Instruct students to put each other’s puzzle together. 3. Tell students to pay attention to the different names on their classmate’s puzzle. 4. Ask students: “Why are there different names on everyone’s puzzles?”

Questions for Review Basic Concepts and Processes While students are working on their puzzles, ask them questions, such as the following: Are families part of your community? What is the name of a business in your community? Why are there so many different kinds of businesses in your community? What makes a community? Does your community have government?

Standard 5

What people or groups are in your community government?

page 202

Standard 5 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

Puzzling People

Standard 5 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 203

Puzzling People Teacher Directions Give each student a copy of the BLM Puzzling People and a pencil and make sure crayons are accessible to all students. Instruct students to write the name of a person, group, or business in the local community on each puzzle piece. Remind them to refer to the list they helped brainstorm in part B. Tell students to cut the puzzle pieces apart on the black lines. Have students put their initials on the back of each piece.

Answer Key Answers will vary.

Black Line Master 1 page 204

Standard 5 / Curriculum Framework / Activity 1 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.5.2 Sharing Cultures Purpose Students will identify connections that the local community has with other communities, such as music, arts, and sports as well as ways that technology links communities in other places.

Materials For the teacher: brochures about nearby attractions, enlarged photograph of a familiar local attraction For each student: paper, pencil, crayons

Activity A. Pre-Activity Preparation 1. Become familiar with nearby communities that participate in cultural exchanges with your community (e.g., library, park, tourist attraction, community center, theater, or museum). 2. Gather travel brochures and pamphlets describing these attractions. 3. Enlarge a photograph of a familiar attraction in a neighboring community (e.g., a common park, swimming pool, camping area, or monument).

(continued) Standard 5 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

TECHNOLOGY Have students explore a Web site to see how the Internet helps “sister cities” share information. The following online photo album shows how people of other communities live and some of their city’s attractions: www.duluthsistercities. org/album.htm.

extending THE

ACTIVITY

Have students become pen pals with students from a different state or country. Use different types of technology, such as the telephone, mail, or e-mail, to keep in contact. Have students write letters describing some of the cultural attractions of the local community.

Standards Link 3.5.4 page 205

Standard 5

B. Guess the Attraction 1. Show students the enlarged photo and ask them if they know what it is. 2. Call on a student to give the correct answer. 3. Discuss the attraction. Ask students: “Where was this picture taken? Have you ever been there? What did you do there? How did you get there? Why did you travel to this place?” 4. Discuss the benefits of communities sharing attractions with each other. Clarify that this exchange enriches each town by bringing in business and giving people more options in the things they need and enjoy. 5. Ask students: “Is there something in our community that other people travel here to see? Are there other places nearby that you travel to to see their attractions? Why doesn’t every community have every attraction?” 6. Have students share other places where they travel to see specific attractions. Ask students: “Are there ways to experience what another city has to offer, without traveling there?”

incorporating

Activity (continued) 7. Have students give examples of how they can learn about other communities’ attractions without traveling. Guide students to understand that people use the telephone, mail, or the Internet to learn about places without traveling. C. Travel Brochures 1. Tell students that one way of letting others know about what their city has to offer is to make a travel brochure. 2. Give each student a blank piece of paper and pencil. Make sure crayons are easily accessible. 3. Have students place their paper horizontally on the desk in front of them. Show students how to fold their paper into thirds to create a brochure (trifold). 4. Instruct students to make a travel brochure that highlights various attractions in their community that others may want to experience. 5. Encourage students to look at the brochures of other communities to help them design their own. 6. Direct students to provide complete information about each attraction and a picture, so that others may telephone, send letters, or find it on the Internet. 7. Encourage students to be creative so that the travel brochure looks inviting enough for others to want to experience their community’s attractions.

Questions for Review Basic Concepts and Processes Ask students questions similar to the following as they are working on their travel brochures: What is something that a neighboring community has that you visit? How do you get there? Why do communities share their attractions with others? Do you think it is a good idea that communities share? Why or why not? Standard 5

What other things could communities share? How can we learn about attractions in other places around the world?

page 206

Standard 5 / Curriculum Framework / Activity 2 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicator

3.5.3 Paint the Town Red Purpose Students will examine the contributions of individual artists (painters, sculptors, writers, musicians, and traditional artists) in enriching the culture of the community.

connecting across the

curriculum

Visual Arts

Materials For the teacher: samples of class art projects For each student: reference materials about local artists, paper, pencil, copy of Black Line Master (BLM) Stamp Frame, crayons

Have students visit the Amazing Kids art gallery to look at other students’ artwork: www.amazing-kids.org/ gallery.html.

Activity A. Pre-Activity Preparation 1. Research local artists and their work. 2. Gather local magazines and newspapers with information about local artists and create a research area with these materials. 3. Gather samples of students’ paintings, writings, and other art projects and set up an art display in the classroom near the research center. B. Class Artists 1. Invite the class to look at the art display and encourage students to examine each other’s work. 2. Discuss how art enriches their school. Ask students: “How does your art add to our classroom? How does it enrich our school? How do different kinds of art make you feel?” 3. Talk about how local artists enrich the culture of their community. Ask students: “Do you know any local artists? Have you gone to any art or craft shows to see a local artist’s work? How does his/her art enrich your community?”

extending THE

ACTIVITY

Have students put on a talent show for other classes and for their families. Encourage students to participate through music, acting, dance, or speaking. If possible, invite some of the local artists featured in your research center to attend.

(continued)

Standards Links 3.5.1, 3.5.4 Standard 5 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 207

Standard 5

C. Learning About Local Artists 1. Discuss local artists. Give examples of a statue or musical group with which students may be familiar. Ask students: “How do you feel when you hear/see this art/artist? How does their art enrich our community?”

Activity (continued) 2. Share with students some of the different kinds of artists in the community. Let them know that there are painters, sculptors, writers, and musicians, among others. 3. Show students the research center. 4. Explain to students that you have gathered information about local artists and put the information in this research center. 5. Tell students that they are going on a scavenger hunt, and that they will use the research center to look for the names of different artists in the community. 6. Hand out a sheet of paper and pencil to each student. 7. Tell students that they are to find the names of five different local artists and list their names and the kind of art they are known for on a sheet of paper. 8. When students have finished, bring the class back together and have students share the different artists they found in the scavenger hunt. D. Stamp Honors 1. Hand out a copy of the BLM Stamp Frame to each student. 2. Make sure crayons are accessible for everyone. 3. Explain to students that one way of honoring someone is to have a postage stamp created in his/her honor. 4. Have students draw a postage stamp inside the frame on the BLM to honor one of the local artists they admire.

Questions for Review Basic Concepts and Processes While students are working on their stamps, ask them questions, such as the following: Name a local artist. Which local artist is a [musician/painter/sculptor]? How does his/her art enrich your community? What kind of art do you enjoy?

Standard 5

Why do you enjoy that kind of art?

page 208

Standard 5 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Name:

Stamp Frame

Standard 5 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 209

Stamp Frame Teacher Directions Give each student a copy of the BLM Stamp Frame and make sure they have pencils and crayons readily accessible. Tell students that they are going to draw a postage stamp honoring one of the local artists and his/her work. Have students draw a picture of the artist or an item indicative of his/her work. Encourage students to color their stamp and include the artist’s name. After students complete their stamps, have them share the stamp with the class. Have students explain why they are honoring this artist and what it is he/she does for the community. Post the stamps around the school for everyone to enjoy.

Answer Key Answers will vary.

Black Line Master 1 page 210

Standard 5 / Curriculum Framework / Activity 3 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard Indicators

3.5.4, 3.5.5 Cultures in Our Community Purpose Students will use community resources, such as museums, libraries, historic buildings, and other landmarks, to gather cultural information about the community and identify factors that make the local community unique.

Materials For each group of students: local artifacts, reference material about the local community, copy of Black Line Master (BLM) Unique Community, pencil, notebook paper, crayons, glue, scissors

Activity A. Pre-Activity Preparation 1. Visit the local library and become familiar with local factors that enrich the community. 2. Gather reference materials that provide information on local customs, crafts, languages, music, visual arts, architecture, dance, and drama. 3. Have the librarian reserve a space for these materials so that students can use them when they visit the library. 4. Bring back one artifact (e.g., a picture of the town, custom, or building) that is indicative of your community to share with students.

(continued) Standard 5 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

NEEDS

Have students who need a challenge design a bumper sticker highlighting one of the factors that make their community unique. Direct students to use as few words as possible to communicate their message.

extending THE

ACTIVITY

Allow students to experience a part of the community’s culture firsthand: take a field trip to a local museum or historical landmark or attend a cultural event in the community.

Standards Links 3.1.7, 3.3.3, 3.5.1, 3.5.3 page 211

Standard 5

B. Group Assignments 1. Share with the class the artifact you brought back from the library. 2. Have students guess what it is and explain its importance to the community. 3. Discuss other parts of the community’s culture. Ask students: “Are there any foods that make you think of our community? Is there a building from our community that you would recognize anywhere? Is there special music or a dance that makes you think of your community?” 4. Explain to students that each community has features that make it a unique place. Ask students: “How would we find out what makes our community’s culture unique? Where would we go to research our community?”

meeting individual

Activity (continued) 5. Guide students to understand that community resources, such as the library, museums, historic buildings, and other landmarks are good places to learn about the community’s culture and history. 6. Divide students into small groups of about four students each. Give each group a copy of the BLM Unique Community. 7. Assign each group one of the following topics to research about the community: food, crafts, customs, languages, music, visual arts, architecture, dance, sports teams, parks, or drama. C. Community Research 1. Arrange a class field trip to the local library. 2. Before you leave, be sure students bring their BLMs, pencils, and notebook paper. 3. Instruct students to use the materials that have been set aside for their research and guide them, if necessary, to use the library’s Internet resources. 4. Direct students to find out how their community is unique or enriched through the topic they have been assigned. 5. Help students fill in their BLMs as they research. D. Build a Bulletin Board 1. When you return to the classroom, have students get back into their research groups. 2. Hand out a large sheet of drawing paper to each group and instruct them to create a poster that displays the information they collected at the library. Make sure crayons, markers, glue, and scissors can be reached by each group. 3. Encourage students to illustrate the information that they gathered on the BLM. 4. Display students’ posters on the bulletin board. 5. Encourage students to read each other’s posters to discover similarities and differences among the various topics.

Questions for Review Basic Concepts and Processes While students are working on their posters, ask questions similar to the following: How does your local music make your community unique? How is your community enriched by local crafts? Standard 5

Name two places you can visit to find out about your local community’s culture. What customs do you think have the biggest impact on your community?

page 212

Standard 5 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Names:

Unique Community Use this outline to help you research your topic at the library.

Our topic: __________________________________________________________________ A. What does it look like?

B. How is it created?

C. Where can it be found in the community?

D. What kind of people are involved?

E. How can the community experience it?

F. Other interesting facts about our topic:

Standard 5 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Black Line Master 1 page 213

Unique Community Teacher Directions Divide students into small groups of about four students each. Give each group a copy of the BLM Unique Community. Assign each group one of the following topics to research about the community: food, crafts, customs, language, music, visual arts, architecture, dance, or drama. Arrange a class field trip to the local library. Before you leave, be sure students bring the BLM, pencils, and notebook paper. Instruct students to use the materials that have been set aside for their research and guide them, if necessary, to use the library’s Internet resources. Direct students to find out how their community is unique or enriched through the topic they have been assigned. Help students fill in the BLM as they research. When you return to the classroom, have students get back into their research groups. Hand out a large sheet of drawing paper to each group and instruct them to create a poster that displays the information they collected at the library. Make sure crayons, markers, glue, and scissors can be reached by each group. Encourage students to illustrate the information that they gathered on the BLM. Display students’ posters on the bulletin board. Encourage students to read each other’s posters to discover similarities and differences among the various topics they researched.

Answer Key Answers will vary.

Black Line Master 1 page 214

Standard 5 / Curriculum Framework / Activity 4 Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 5 Classroom Assessment Option A

Name

Individuals, Society, and Culture For Questions 1 and 2, fill in the circle next to the correct answer. 1. How do writers and musicians help make up the culture of a community? A B C D

They They They They

only help themselves learn more. provide stories and music to share. try to keep people apart. do very little to help.

2. Where can you go to find written records about the culture of your community? A B C D

the the the the

grocery store dentist office gym library

3. Your community is made up of many individuals. Who is one individual in your community?

4. List one way another community is different from yours.

Standard 5 / Classroom Assessment / 3.5.1, 3.5.3, 3.5.4, 3.5.5 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 215

page 216

Standard 5 / Classroom Assessment / 3.5.1, 3.5.3, 3.5.4, 3.5.5 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 5 TEACHER SCORING GUIDE

Classroom Assessment Option A

Individuals, Society, and Culture Item Number Answer

Standards Indicator

1

B

3.5.3

2

D

3.5.5

3

mayor or dancer*

3.5.1

4

They have a very small library or they have many Japanese families.*

3.5.4

* Give credit for all valid answers.

Standard 5

Standard 5 / Classroom Assessment / 3.5.1, 3.5.3, 3.5.4, 3.5.5 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 217

Standard 5 page 218

Standard 5 / Classroom Assessment / 3.5.1, 3.5.3, 3.5.4, 3.5.5 (Option A) Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 5 Classroom Assessment Option B

Name

Individuals, Society, and Culture For Questions 1 and 2, fill in the circle next to the correct answer. 1. How do painters and sculptors help make up the culture of a community? A B C D

They They They They

provide visual art to be shared. are only interested in their art. do not add much at all. try to keep people apart.

2. Where can you go to find old pictures about the culture of your community? A B C D

the the the the

doctor’s office local museum bakery post office

3. Your community is made up of many different groups. What is one group in your community?

4. List one way your community is different from other communities.

Standard 5 / Classroom Assessment / 3.5.1, 3.5.3, 3.5.4, 3.5.5 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 219

page 220

Standard 5 / Classroom Assessment / 3.5.1, 3.5.3, 3.5.4, 3.5.5 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

Standard 5 TEACHER SCORING GUIDE

Classroom Assessment Option B

Individuals, Society, and Culture Item Number Answer

Standards Indicator

1

A

3.5.3

2

B

3.5.5

3

families or Rotary*

3.5.1

4

We have lots of dairy farms or we have an art museum.*

3.5.4

* Give credit for all valid answers.

Standard 5

Standard 5 / Classroom Assessment / 3.5.1, 3.5.3, 3.5.4, 3.5.5 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

page 221

Standard 5 page 222

Standard 5 / Classroom Assessment / 3.5.1, 3.5.3, 3.5.4, 3.5.5 (Option B) Indiana Social Studies Grade 3 Standards Resource, February 2003

Helpful Materials for Standard 5 Individuals, Society, and Culture Books Children’s Literature Scarry, Richard, et al., Richard Scarry’s Busy, Busy Town, Golden Books Publishing Company, Inc., Westminster, Md., 1994.

Journals and Magazines Global TeachNet, published bimonthly by The National Peace Corps Association: www.rpcv.org/pages/sitepage.cfm?id=58 Phi Delta Kappan, published monthly from September to June by Phi Delta Kappa: www.pdkintl.org/kappan/kappan.htm NEA Today, published monthly by the National Education Association: www.nea.org/neatoday National Geographic for Kids, published bimonthly by the National Geographic Society: www.nationalgeographic.com/education/teacher_store/product_lines/ngk.html

Professional Organizations and Their Web Sites National Council for the Social Studies: www.socialstudies.org National Education Association: www.nea.org National Association for the Education of Young Children: www.naeyc.org National Council for History Education: www.history.org/nche Association for Childhood Education International: www.udel.edu/bateman/acei

Web Sites Indiana Department of Education: www.doe.state.in.us Indiana Reading List: www.doe.state.in.us/standards/readinglist.html The Council for Exceptional Children: www.cec.sped.org Social Studies Sources: education.indiana.edu/~socialst ERIC Clearinghouse for Social Studies/Social Science Education: www.indiana.edu/~ssdc/eric-chess.html United States Department of Education: www.ed.gov PBS TeacherSource: www.pbs.org/teachersource Mid-continent Research for Education and Learning: www.mcrel.org/resources/links/multi Encarta Online: encarta.msn.com/reference The Learning Network: www.nytimes.com/learning

Standard 5

Standard 5 Indiana Social Studies Grade 3 Standards Resource, February 2003

page 223

Policy Notification Statement It is the policy of the Indiana Department of Education not to discriminate on the basis of race, color, religion, sex, national origin, age, or disability, in its programs or employment policies as required by the Indiana Civil Rights Act (I.C. 22-9.1), Title VI and VII (Civil Rights Act of 1964), the Equal Pay Act of 1973, Title IX (Educational Amendments), and Section 504 (Rehabilitation Act of 1973). Inquiries regarding compliance with Title IX may be directed to the Human Resources Director, Indiana Department of Education, Room 229 State House, Indianapolis, IN 46204-2798, or the Director of the Office of Civil Rights, U. S. Department of Education, Chicago, IL. − Dr. Suellen Reed, Superintendent of Public Instruction.