Third Grade Social Studies Curriculum Guide Clay County School Board Important: State statute (1003.421) requires that the last full week of September shall be recognized as Celebrate Freedom Week. This week must include at least 3 hours of appropriate instruction in each social studies class, at all grade levels, to include an in-depth study of the intent, meaning, and importance of the Declaration of Independence. This week should include a daily oral recitation by students of the following words of the Declaration of Independence: "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed." In addition, appropriate instruction is required on or before Veterans' Day and Memorial Day to encourage patriotism, the sacrifices that veterans have made in serving our country and protecting democratic values worldwide. The assistance of local veterans is encouraged, when practicable. Instruction in the history of the Holocaust, African American studies, and all other topics noted in the statute at grade appropriate level is required. These topics have been addressed in each grade level curriculum guide.
First Nine Weeks – Economics and Geography Clay County Student Performance
Notes/Activities
The student will: • • • •
use map keys and symbols to gather and interpret information about relevant places in history. (B121) continue to work with the use of cardinal and intermediate directions. (B121)
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Discuss and find relevant places in history on maps and globes.
locate borders on a map that are formed by bodies of water such as oceans, gulfs, rivers, or lakes. (B122) discuss how fences, roads, and other man-made features are used to divide land into sections or regions. (B122)
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Discuss how the Rio Grande, Gulf of Mexico, Baja California, etc. form borders.
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Discussions to include Mexico City.
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After discussion of various inventors, have students create their own inventions using simple machines then tell how their inventions will impact society.
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discuss changes in transportation and communication that make contact with other areas of the state, country, and world easier and quicker. (B124)
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share thoughts and opinions about living in various locations such as very cold places, very hot places, mountainous regions, desert areas, etc. (B125) discriminate between cities that are very large and populated and cities that are smaller and less populated. (B221) discuss why certain locations would be more or less densely populated. (B221)
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discuss how human activities are affected by the physical environment of a location. (B222) listen to, view, and discuss pictures, stories and other media about the contribution of inventors such as Louis Braille, Samuel Morse, Guglielmo Marconi, and Alexander Graham Bell in the area of communication after the Renaissance. (A321)
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Third Grade Social Studies Curriculum Guide Clay County School Board •
participate in making a decision when cost factors are involved. (D121)
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know situations where scarcity impacted decisions. (D122)
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identify items that are specialties of the United States and are traded to other countries. (D221)
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understand that human choices and decisions affect the environment. (B223) discuss how certain choices and decisions affect the environment. (B223)
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Example scenario: Ari has been saving for several months for a new remote control car like the one his friend has. His cousin invites him to go to a movie and Ari will have to spend money from his savings. What would you do if you were Ari? Why did you make that decision? Discuss scarcity and list ways it affects their lives (paper towels, classroom space, teachers, etc.)
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Lessons should include discussions about use of natural resources and pollution.
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understand the role that resources play in the development of a society’s economy (e.g., Pueblo and Navajo jewelry made from silver and turquoise). (D222)
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list services available from a bank. (D223)
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Have a guest speaker from a bank
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know that people pay extra money (called taxes) on certain items that are purchased. (D224)
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Discuss local taxation and what taxes bring to the community (roads, schools, etc.).
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participate in activities for Celebrate Freedom Week.
See resources at: http://www.clay.k12.fl.us/curriculum/ SSResources.htm
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Third Grade Social Studies Curriculum Guide Clay County School Board Second Nine Weeks – Maya, Aztec, and Inca Civilizations Clay County Student Performance
Notes/Activities
The student will: • • •
learn ways in which the Maya, the Inca, and the Aztec civilizations influenced history. (A121) understand that historians have learned about the cultures of the Maya, the Inca, the Aztec through a variety of methods and sources (e. g. artifacts, ruins, Spanish records and maps, art, etc.) (A122) begin to learn about primary and secondary sources. (A122)
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read and interpret timelines identifying events in order during given time periods. (A123)
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know early (Pre-Renaissance) scientific and technological achievements of the Maya, the Inca, and the Aztec civilizations.
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understand forms of early transportation of early native groups. (A222) understand that storytelling and the use of symbols in artwork were important ways of communication for early native groups from Central and South America.
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study aspects of family life found in the Maya, the Inca, and the Aztec civilizations. (A223)
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understand how the early Maya, Inca, and Aztec civilizations were governed. (A224) understand that early civilizations had rules that were followed. (A224)
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learn about achievements in art and architecture of the early Maya, Inca, and Aztec civilizations. (A225)
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identify products that were traded by the early Maya, Inca, and Aztec civilizations. (A226) know that the Spanish search for silver, gold, and other riches led to the discovery of the early South and Central American native people. (A226)
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understand how developments in the Middle Ages led to exploration and the discovery of native groups in South and Central America. (A227)
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listen to, view, and discuss pictures, stories, and other media about the affects of Spanish exploration on the Maya, Inca, and Aztec civilizations. (A324)
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use maps and globes to locate where the early native groups in South and Central America lived. (B121) use maps to trace the exploration routes of the Spanish explorers. (B212)
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Research in library and/or on the Internet to find information and primary sources about the Aztec, Maya, and Inca cultures. Use public speakers, historians when available. Make a historical timeline to track key events in the history of the Maya, Aztec, and Inca people. Maya • Aztec o calendar o 365 solar o pyramids calendar o arch o pyramids Inca o temples o roads o irrigation networks o suspension bridges Make a quipu to demonstrate how the Inca kept records.
locate the Andes Mountains on a map and discuss the challenges they presented for the Inca civilization and continue to present for the people of Peru. (B123) discuss why early groups of people such as the people of Central, and South America traded what they had plenty of for things they did not have.
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Third Grade Social Studies Curriculum Guide Clay County School Board Third Nine Weeks – Hopi, Navajo, and Pueblo Civilizations Clay County Student Performance
Notes/Activities
The student will: •
Learn ways the culture and people of the Hopi, Navajo and Pueblo tribes have influenced history
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understand that historians have learned about the cultures of the Hopi, Navajo, and the Pueblo through a variety of methods and sources (e. g. artifacts, ruins, records and maps, art, etc.) (A122) begin to learn about primary and secondary sources. (A122)
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read and interpret timelines identifying events in order during given time periods. (A123)
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understand forms of early transportation of early native groups. (A222) understand that storytelling and the use of symbols in artwork were important ways of communication for early native groups from North and Central America. study aspects of family life in the early Navajo, Hopi, and Pueblo tribes. (A223)
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understand that early civilizations had rules that were followed. (A224)
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know that the Spanish search for silver, gold, and other riches led to the discovery of the early North and Central American native people. (A226)
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know that the discovery of Native Americans led to changes for these groups. (A227)
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listen to, view, and discuss pictures, stories, and other media related to art, dance, and music of the Hopi, the Navajo, and the Pueblo tribes. (A322) learn about the governmental structure of the Navajo, the Hopi, and the Pueblo tribes. (A323)
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listen to, view, and discuss pictures, stories, and other media about the impact of the Spanish exploration on the Southwest Native Americans. (A324)
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use maps and globes to locate where the early native groups in North and Central America lived. (B121) use maps to trace the exploration routes of the Spanish explorers. (B212)
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discuss how the desert region of the Southwest made a difference in the lives of the Southwest Native American groups. (B123)
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identify items that were traded among early groups of people. (D221)
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Research in library and/or on the Internet to find information and primary sources about the Hopi, Navajo, and Pueblo cultures. Use public speakers, historians when available. Make a historical timeline to track key events in the history of the Hopi, Navajo, and Pueblo people.
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Third Grade Social Studies Curriculum Guide Clay County School Board Fourth Nine Weeks – Current Events and Government Clay County Student Performance
Notes/Activities
The student will: •
learn the basic principles of a democratic government. (C125)
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discuss personal and civic responsibilities children have in a community. (C222) give examples of how privileges students have at school, at home, and at other settings are gained or lost. (C224) discuss and list the characteristics of a good citizen. (C224)
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identify ways citizens participate in community events. (C221)
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understand that all people living in America are not citizens of this country.(C223) discuss the two ways people become citizens of the United States. (C223) discuss the responsibility that goes along with having rights. (C225)
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discuss what problems could occur in situations where there were no rules or laws. (C124)
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name the President of the United States and the Governor of Florida. (C123) use maps and globes to locate places studied in current events. (B121)
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ongoing character education
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character education - responsibility
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Discuss current news events and locate relevant places on maps and globes.
understand how the federal government has set up reservations for various Native American tribes such as those for the Navajo, the Hopi, and the Pueblo. (C121)
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