Troup County School SystemSocial Studies Curriculum MapThird Grade –Second Quarter

Each underlined standard/element is a direct link to formative assessment examples.

Susan B. Anthony / Mary McLeod Bethune /Franklin D. Roosevelt/ Eleanor Roosevelt /Economics

GMAS Content Weights: History - 30%, Geography – 20%, Government/Civics – 30%, Economics – 20%

Informational Process Skills: 1. Compare similarities and differences2. Organize items chronologically3. Identify issues and/or problems and alternative solutions4. Distinguish between fact and fiction5. Identify main idea, details, sequence of events, and cause and effect7. Interpret time lines12. Analyze graphs and diagrams13. Translates dates into centuries, eras, or ages

Map Skills:3. Use a letter/number grid system to determine location.4. Compare/Contrast categories of natural, cultural, and political features found on maps.5. Use inch to inch map scale to determine distance on map.6. Use map key/legend to acquire information from, historical, physical, political, resource, product, and economic maps.7. Use a map to explain impact of geography on historical and current events.8. Draw conclusions and make generalizations based on information from maps.9. Use latitude and longitude to determine location.

Pacing: Susan B. Anthony – about 7 days, Mary McLeod Bethune – about 7 days, Franklin D. Roosevelt – about 7

days, Eleanor Roosevelt – about 7 days, Economics – about 11 days, Review – about 6 days

Note: In 1st grade, students read about and discussed the lives of historical figures in American history, described how they displayed positive character traits, and described their cultural and geographic systems. In 2nd grade, students read about and discussed the lives of the Creek and Cherokee and historical figures in Georgia history, gave examples of how they demonstrated positive character traits, and described the cultural and geographic systems associated with Georgia’s Creek and Cherokee.

New learning is to discuss how Frederick Douglass, Susan B. Anthony, and Mary McLeod Bethune expanded rights and freedoms, discuss their positive character traits, and describe the cultural and geographic systems associated with them.

Continue to use an anchor chart to list facts about these historical figures and a map to chart their travel and movement. Use these tracks of learning to review the historical figure(s) you have already taught as well as to compare and contrast them as you learn about each new person.

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Susan B. Anthony (H2.a,b; CG2.a,b,c; G2.a,b,c,d,e) – about 7 daysSusan B. Anthony: Women’s Rights (H2, CG2) - about 5 days

Location (G2)- about 2 daysGPS Standards Understand Know Be Able To System Resources

Susan B. AnthonySS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.

Individuals, Groups, and Institutions

a.Susan B. Anthony (women’s rights),

Susan B. AnthonySS3H2What did Susan B. Anthony do to expand people’s rights and freedoms?

Why did Susan B. Anthony believe it was important for everyone in the United States to have equal rights?

Susan B. AnthonySS3H2

Susan B. Anthony

Women’s rights Women’s Suffrage

Equality

Susan B. AnthonySS3H2a. (DOK 1 )Describe characteristics of Susan B. Anthony’s life and how she expanded people’s rights and democracya.(DOK 2) Discuss how Susan B. Anthony had an impact on women’s rights

Susan B. AnthonySS3H2, SS3CG2

Best Practices Lesson Susan B. Anthony

ActivatorsSusan B. Anthony – voting activator

Brain Pop Jr. – Susan B. Anthony

Brain Pop – Women’s Suffrage

Discovery Education: Women’s Suffrage Movement:

Gaining Equality for Women (3:17)- video (can be used as an activator or a summarizer)

I do/We doGeorgia Experience:

Chapter 7

Georgia Studies Weekly Week 7

1000 Readers #4-Susan B. Anthony

Susan B. Anthony – flipchart

Susan B. Anthony – interactive American Heroes Series Biography

Conflict and Changeb.Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.

What social barriers did Susan B. Anthony have to overcome? How did she overcome them?

b. (DOK 2) Discuss the obstacles Susan B. Anthony had to overcome (ex. Arrested for voting, women paid less than men, unfair treatment of women, all property belonged to men, etc.)

SS3CG2 The student will discuss the character of different historical figures in SS3H2a.Individuals, Groups, and Institutionsa. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.

Susan B. AnthonySS3CG2

How does Susan B. Anthony exhibit positive character traits?

Susan B. AnthonySS3CG2

Diligence Courage Leadership Freedom of conscience and expression

Susan B. AnthonySS3CG2a.(DOK 2) Describe how Susan B. Anthony showed leadership and courage.

Troup County Schools 2016-2017 23rd Grade Social Studies Map

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Susan B. Anthony – biography response sheet

GPS Standards Understand Know Be Able To System Resources

Susan B. AnthonySS3CG2

b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression.

c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.

Susan B. AnthonySS3CG2

How did Susan B. Anthony’s desire to vote change life for women?

Susan B. AnthonySS3CG2

Susan B. AnthonySS3CG2b.(DOK 2) Discuss how Susan B. Anthony’s belief in freedom of conscience and expression impacted her actions.

Susan B. AnthonySS3H2, SS3CG2

Susan B. Anthony – anchor chart

Susan B. Anthony – location

Be sure to identify these locations on your United States classroom

map as well.

You DoSusan B. Anthony – character trait organizer

Suffrage – primary source activity

Famous American Rap – add Anthony

AssessmentsGeorgia Studies Weekly Teacher Resource Pages 30-32

American Heroes anchor chart (complete section for Susan B. Anthony)

Life, Liberty, and the Pursuit of Happiness - unit from GA Frameworks (great lesson ideas for Susan B. Anthony)

After teaching Susan B. Anthony, add her picture to your classroom timeline.

SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.

Locationa. Identify on a political map specific locations significant to the life and times of these historic figures.

SS3G2In what region of the U.S. was Susan B. Anthony born and raised?

SS3G2 Northeast Quaker

SS3G2a. (DOK 1)Locate where Susan B. Anthony lived and traveled (Massachusetts and the Northeast region)

Conflict and Changeb. Describe how place (physical and human characteristics) had an impact on the lives of these historic figures.

How was Susan B. Anthony’s life impacted by growing up as a Quaker in the Northeast?

b.(DOK 2) Explain how Susan B. Anthony’s life was impacted by growing up as a Quaker in the Northeast.

c. Describe how each of these historic figures adapted to and was influenced by his/her environment.

How was Susan B. Anthony influenced by her environment?

c.(DOK2) Describe how Susan B. Anthony’s belief in women’s rights was influenced by her environment

Locationd. Trace examples of travel and

What examples of travel and movement

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movement of these historic figures and their ideas across time.

were significant during Susan B. Anthony’s lifetime?

GPS Standards Understand Know Be Able To System Resources

Susan B. AnthonySS3G2

Conflict and Changee. Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification.

Susan B. AnthonySS3G2What affect did location and culture have on Susan B. Anthony’s beliefs in women’s right?

Susan B. AnthonySS3G2d.e.(DOK 2) Describe how location and culture had an effect on Susan B. Anthony’s beliefs in women’s rights.

Click here for other lessons and resources

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Mary McLeod Bethune (H2.a,b; CG2.a,b,c; G2.a,b,c,d,e) – about 7 daysMary McLeod Bethune: Education (H2, CG2) - about 5 days

Location (G2) – about 2 daysGPS Standards Understand Know Be Able To System Resources

Mary M. BethuneSS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.

Individuals, Groups, and Institutions

a. Mary McLeod Bethune (education),

Mary M. BethuneSS3H2How did Mary McLeod Bethune expand people’s rights and freedoms?

Why did Mary McLeod Bethune believe education was important?

Mary M. BethuneSS3H2 Mary McLeod Bethune

Education Slave Freed slave

Mary M. BethuneSS3H2(DOK 1 )Describe how the characteristics of Mary McLeod Bethune expanded people’s rights and freedoms in a democracy and the impact it had on women’s rights.

Mary M. BethuneSS3H2, SS3CG2

Best Practices Lesson Plan Mary McLeod Bethune

ActivatorsMary McLeod Bethune (4:05)- video (can be used as an activator or a summarizer)

Mary McLeod Bethune - flipchart

I do/We doGeorgia Experience:

Chapter 8

Georgia Studies Weekly Week 10

1000 Readers #164 – Mary McLeod Bethune

Mary McLeod Bethune - locationBe sure to identify these locations on your United States classroom map as well.

Mary McLeod Bethune – interactive American Heroes

Conflict and Changeb. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.

What effect did being raised by freed slaves have on Mary McLeod Bethune’s life?

b.(DOK 2) Discuss the obstacles Mary McLeod Bethune had to overcome (ex. Older brothers and sister sold into slavery, started a school with no money for desks or supplies, etc.)

SS3CG2 The student will discuss the character of different historical figures in SS3H2a.

Individuals, Groups, and Institutions

a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.

SS3CG2How did Mary McLeod Bethune exhibit an use positive character traits?

SS3CG2 Diligence Cooperation Leadership Tolerance

SS3CG2a.b.(DOK 2) Describe how Mary McLeod Bethune showed cooperation, courage, leadership and diligence.

b. Explain how the historical figures in SS3H2a used positive character traits to support their

Why was it important to Mary McLeod Bethune that all

b.(DOK 2) Discuss how Mary McLeod Bethune’s belief in

Troup County Schools 2016-2017 53rd Grade Social Studies Map

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beliefs in liberty, justice, tolerance, and freedom of conscience and expression.

children get a good education?

tolerance impacted her actions.

Series Biography

Mary McLeod Bethune – biography response sheet

GPS Standards Understand Know Be Able To System Resources

Mary M. BethuneSS3CG2c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.

Mary M. BethuneSS3CG2

Mary M. Bethune

SS3CG2

Mary M. BethuneSS3CG2

You do

Mary McLeod Bethune - sort

Mary McLeod Bethune – character trait organizer

Mary McLeod Bethune - graphic organizer

Famous American Rap – add Bethune

AssessmentsGeorgia Studies Weekly Teacher Resource Pages Second Quarter

American Heroes – anchor chart (complete section for Mary McLeod Bethune)

Life, Liberty, and the Pursuit of Happiness - unit from GA Frameworks (great lesson ideas for Mary McLeod Bethune)

After teaching Mary McLeod Bethune, add her picture to your classroom timeline.

SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.

Locationa. Identify on a political map specific locations significant to the life and times of these historic figures.

SS3G2In what region of the U.S. did Mary McLeod Bethune grow up?

SS3G2 Southeast

SS3G2a.( DOK 1) Locate where Mary McLeod Bethune lived and traveled

Conflict and Changeb. Describe how place (physical and human characteristics) had an impact on the lives of these historic figures.

How did where Mary McLeod Bethune live impact her life?

b.(DOK 2) Explain how Mary McLeod Bethune’s location played a role in her work to improve education

c. Describe how each of these historic figures adapted to and was influenced by his/her environment.

How was Mary McLeod Bethune influenced by her environment?

c.(DOK2) Describe how Mary McLeod Bethune’s belief in education was influenced by her environment

Locationd. Trace examples of travel and movement of these historic figures and their ideas across time.

As a teacher, why did Mary McLeod Bethune move from South Carolina to Georgia to Florida?

Conflict and Change What role did Mary d.e.(DOK 2) Explain how Mary

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e. Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification.

McLeod Bethune’s location play in her work to improve education?

McLeod Bethune’s movement from South Carolina to Florida affected her life and had an impact on her cultural identification.

Click here for other lessons and resources

Franklin D. Roosevelt (H2.a,b; CG2.a,b,c; G2.a,b,c,d,e) – about 7 daysFranklin D. Roosevelt: New Deal and World War II (H2, CG2) – about 5 days

Location (G2) – about 2 daysGPS Standards Understand Know Be Able To System Resources

Franklin D. RooseveltSS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.

Individuals, Groups, and Institutions

a. Franklin D. Roosevelt (New Deal and World War II),

Franklin D. RooseveltSS3H2, SS3CG2How did Franklin D. Roosevelt expand people’s rights and freedoms?

How did Franklin Delano Roosevelt help Americans when many people lost most of their money and their jobs?

Franklin D. RooseveltSS3H2, SS3CG2

Franklin Delano Roosevelt

FDR New Deal World War II

Franklin D. RooseveltSS3H2a.(DOK 1 )Describe characteristics of Franklin D. Roosevelta.b.(DOK 2) Discuss the Great Depression and how FDR helped Americans during this time. a.b.(DOK 3) Explain why FDR developed his “New Deal” programs.

Franklin D. RooseveltSS3H2, SS3CG2

Best Practices Lesson Plan Franklin Roosevelt

Activators

Brain Pop: Franklin D. RooseveltBrain Pop: New DealBrain Pop: Great Depression

Discovery Education: The “New Deal” (4:45) Entry into WWII (5:52) Polio and Disability (1:26) Franklin D. Roosevelt (3:07) Primary Source tab- FDR Fireside

Chat

Franklin Roosevelt - podcast (short video) – Can be used as an activator.

I do/We do

Conflict and Changeb. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.

What social barriers did Franklin D. Roosevelt have to overcome? How did he overcome them?

Social Barriers Restrictions Obstacles Polio Poverty Great Depression

b.(DOK 2) Discuss the obstacles Franklin D. Roosevelt had to overcome and how he overcame them.

SS3CG2 The student will discuss the character of different historical figures in SS3H2a.

Individuals, Groups, and

SS3CG2What character traits did President Roosevelt possess in order to help so many

SS3CG2 Positive character traits

Cooperation Diligence

SS3CG2a.b. (DOK 2) Describe how Franklin D. Roosevelt showed leadership, cooperation and courage.

Troup County Schools 2016-2017 73rd Grade Social Studies Map

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Institutionsa. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.

Americans during a hard time?

Liberty Northeast

a.b.(DOK 2) Discuss how Franklin D. Roosevelt’s belief in justice and tolerance impacted his actions.

Georgia Experience: Chapter 9

Georgia Studies Weekly Week 13

1000 Readers #92 – Franklin Delano Roosevelt

GPS Standards Understand Know Be Able To System Resources

Franklin D. RooseveltSS3CG2b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression.

c. Explain how the historical figures in SS3H2a chose when to respect and accept authority

Franklin D. RooseveltSS3CG2How did WWII help provide jobs to Americans?

Why did President Franklin D. Roosevelt think it was important to get involved in other countries’ wars?

Why did President Roosevelt think it was important to stop the leader of Germany from trying to take over other countries?

Franklin D. RooseveltSS3CG2

Franklin D. RooseveltSS3CG2 Franklin D. Roosevelt – location

Be sure to identify these locations on your United States classroom map as well.

Franklin Roosevelt – PowerPoint (can be used as a review)

Franklin Roosevelt – flipchart

Franklin Roosevelt – interactive American Heroes Series Biography

You DoFranklin Roosevelt – character trait organizer

Franklin D Roosevelt - task cards

Franklin D Roosevelt Biography - Reading activity

Click here for other lessons and resources

SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.

Locationa. Identify on a political map specific locations significant to the life and times of these

SS3G2In which region of the U.S. was Franklin D. Roosevelt born and raised?

SS3G2 SS3G2a.(DOK 1) Locate where Franklin D. Roosevelt lived, worked and traveled on the map (born in NY, went to school in Mass., moved to Washington, DC when he became President, traveled to Warm Springs, GA to treat

Troup County Schools 2016-2017 83rd Grade Social Studies Map

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historic figures. polio, traveled the world as President)

Franklin Roosevelt – newspaper

Franklin Roosevelt – printable book

Assessments

Georgia Studies Weekly Teacher Resource pages Second Quarter

Conflict and Changeb. Describe how place (physical and human characteristics) had an impact on the lives of these historic figures.

How did where Franklin D. Roosevelt live impact his life?

b.(DOK 2) Describe how Roosevelt’s early life (born to a wealthy family in the northeast, attended a school where he was taught to honor the obligation to help the needy) affected his life.

GPS Standards Understand Know Be Able To System Resources

Franklin D. RooseveltSS3G2c. Describe how each of these historic figures adapted to and was influenced by his/her environment.

Franklin D. RooseveltSS3G2How was Franklin D. Roosevelt influenced by his environment?How did where Franklin D. Roosevelt live impact his cultural identification?

Franklin D. RooseveltSS3G2c.(DOK2) Describe how Roosevelt adapted to and was influenced by his environment

The Work Force in a Democracy - unit from GA Frameworks (great lesson ideas for Franklin Roosevelt)

American Heroes – anchor chart (complete section for Franklin D. Roosevelt)

After teaching Franklin D. Roosevelt, add his picture to your classroom timeline.

Click here for other lessons and resources

Locationd. Trace examples of travel and movement of these historic figures and their ideas across time.

What examples of travel and movement were significant during Franklin D. Roosevelt’s lifetime?

d.(DOK2) Discuss Roosevelt’s travels and how the regions affected his cultural identification

Conflict and Changee. Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification

How did where Franklin Roosevelt live impact his cultural identification?

Troup County Schools 2016-2017 93rd Grade Social Studies Map

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Eleanor Roosevelt (H2.a,b; CG2.a,b,c; G2.a,b,c,d,e) – about 7 daysEleanor Roosevelt: United Nations and Human Rights (H2, CG2) – about 5 days

Location (G2) – 2 daysGPS Standards Understand Know Be Able To System Resources

Eleanor RooseveltSS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.

Individuals, Groups, and Institutions

a. Eleanor Roosevelt (United Nations and human rights),

Eleanor RooseveltSS3H2, SS3CG2

How did the actions of Eleanor Roosevelt expand the rights and freedoms of people in our country?

Eleanor RooseveltSS3H2, SS3CG2 Eleanor Roosevelt

United Nations Human rights First Lady

Eleanor RooseveltSS3H2a.b.(DOK 1 )Describe characteristics of Eleanor Roosevelta.(DOK 2) Explain how Eleanor Roosevelt expanded the rights and freedoms of people in our country and the world through her various affiliations, especially the United Nations.

Eleanor RooseveltSS3H2, SS3CG2

Activators

BrainPop:Eleanor Roosevelt

Discovery Education: Eleanor Roosevelt (2:25)

I do/We do

Georgia Experience: Chapter 10

Georgia Studies Weekly Week 14

1000 Readers #163 – Eleanor Roosevelt

Conflict and Changeb. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.

What obstacles did Eleanor Roosevelt face as a child? How did she overcome them?

Social Barriers Obstacles Shyness Northeast

b.(DOK 2) Discuss the obstacles Eleanor Roosevelt had to overcome (ex. Grief of losing her mother, father and brother before she was ten and how she had to go live

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with her grandmother, her shyness, FDR’s illness, etc.)

Eleanor Roosevelt – locationBe sure to identify these locations on your United States classroom map as well.

Eleanor Roosevelt – PowerPoint (can be used as a review)

Eleanor Roosevelt – flipchart

Eleanor Roosevelt – interactive American Heroes Series Biography

GPS Standards Understand Know Be Able To System Resources

SS3CG2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.

Individuals, Groups, and Institutions

a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership. Eleanor Roosevelt

b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression.

SS3CG2How did Eleanor Roosevelt exhibit positive character traits?

SS3CG2 SS3CG2a.b.(DOK 2) Describe how Eleanor Roosevelt showed leadership and diligence.

a.b.(DOK 2) Discuss how Eleanor Roosevelt’s belief in liberty and freedom of conscience and expression impacted her actions.

Eleanor Roosevelt – biography response sheet

You do

Eleanor Roosevelt – character trait organizer

AssessmentsGeorgia Studies Weekly Teacher Resource Second Quarter

American Heroes – anchor chart (complete section for Eleanor Roosevelt)

Rights and Freedoms for Everybody - unit from GA

Frameworks (great lesson ideas for Eleanor Roosevelt)

After teaching Eleanor Roosevelt,

c. Explain how the historical figures in SS3H2a chose when to respect and accept

Troup County Schools 2016-2017 113rd Grade Social Studies Map

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authority. add her picture to your classroom timeline.

Click here for other lessons and resources

Eleanor RooseveltSS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.

Locationa. Identify on a political map specific locations significant to the life and times of these historic figures.

Eleanor RooseveltSS3G2In which region of the U.S. did Eleanor Roosevelt spend most of her life?

What examples of travel and movement were significant during Eleanor Roosevelt’s lifetime?

Eleanor RooseveltSS3G2a.(DOK 1) Locate where Eleanor Roosevelt lived and traveled (northeast region and later in the southeast region when she became first lady – also spent time in Warm Springs, GA when visiting/vacationing at the Little White House)

Conflict and Changeb. Describe how place (physical and human characteristics) had an impact on the lives of these historic figures.

b.d.e.(DOK2) Discuss Roosevelt’s travels and how the regions influenced and affected her cultural identification and her life

GPS Standards Understand Know Be Able To System Resources

Eleanor RooseveltSS3G2c. Describe how each of these historic figures adapted to and was influenced by his/her environment.

Eleanor RooseveltSS3G2How was Eleanor Roosevelt influenced by her environment?

Locationd. Trace examples of travel and movement of these historic figures and their ideas across time.

Conflict and Changee. Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification.

How did where Eleanor Roosevelt lived impact her life?

How did where Eleanor Roosevelt live impact her cultural identification?

Troup County Schools 2016-2017 123rd Grade Social Studies Map

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Economics (E1, E4) – about 11 daysEconomics: Productive Resources (E1) – about 7 days

Economics: Personal Spending and Saving Choices (E4) – about 4 daysGPS Standards Understand Know Be Able To System Resources

Troup County Schools 2016-2017 133rd Grade Social Studies Map

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EconomicsSS3E1 The student will describe the four types of productive resources:

Production, Distribution, Consumption

a. Natural (land)

b. Human (labor)

c. Capital (capital goods)

d. Entrepreneurship (used to create goods and services)(Note: In Kindergarten, students discussed the types of work that people do. In 1st grade, they identified goods that people make and services they provide. New learning is to describe each of the four types of productive resources.)

EconomicsSS3E1

What are the types of productive resources?

What are natural resources?

What are human resources?

What are capital resources?

What is entrepreneurship?

EconomicsSS3E1 Productive resources

Natural resources Human resources Capital resources Entrepreneurship Goods and services

EconomicsSS3E1a.b.c.d.(DOK 2) Identify and describe types of natural resources, human resources, capital resources and entrepreneurship

EconomicsSS3E1

Sample Lesson Plan: Economics

Activators

BrainPop – Natural Resources

Discovery Education: Three Types of Resources (4:17) Ben &Jerry’s Homemade Ice Cream (4:22)

Discusses challenges of entrepreneurship

I do/We do

Georgia Experience: Chapter 15

Georgia Studies Weekly Week 16

Types of Productive Resources – flipchart

Messy Bessey’s Holiday – lesson flipchart

You doTypes of Productive Resources

Natural, Human, Capital Resources

Company Resources – activity

Resources continued on the next page

GPS Standards Understand Know Be Able To System Resources

Troup County Schools 2016-2017 143rd Grade Social Studies Map

Second Quarter

EconomicsSS3E1

You do ( continued )

Productive Resources Foldable (To make foldable, print back to back then have students cut along dashed lines to make flaps for each productive resource.)

The next two activities do not include entrepreneurship. Be sure to include something about entrepreneurship.Productive Resources – activity

Productive Resources – cut/paste

AssessmentsGeorgia Weekly Teacher Resource

Click here for other lessons and resources

GPS Standards Understand Know Be Able To System Resources Troup County Schools 2016-2017 15

3rd Grade Social Studies MapSecond Quarter

EconomicsSS3E4 The student will describe the costs and benefits of personal spending and saving choices.(Note: In Kindergarten, students explained that people make choices because they cannot have everything they want. In 1st and 2nd grade, students described the costs and benefits of personal spending and saving choices. Students should continue to describe costs and benefits of spending and saving.)

EconomicsSS3E4

How does saving money benefit you?

EconomicsSS3E4

Choices Costs Benefits Spending

EconomicsSS3E4(DOK 2) Describe costs and benefits of personal spending and saving choices

EconomicsSS3E4

Activators

Brainpop Jr – Saving & Spending

BrainPop - Budgets

Discovery Education: Managing Money (7:00)

I do/We doGeorgia Experience:

Chapter 17Georgia Studies Weekly

Week 18, 19

Economic Lessons – from EconEdLink

A Chair for My Mother – lesson flipchart

You do

Financial Literacy Lessons

A Difficult Choice – activity

Making an Economic Choice - activity

Assessments

Georgia Studies Weekly Teacher Resource

Rights of Workers in the United States - unit from GA Frameworks (great lesson ideas for Economics)

Click here for other lessons and resources

Troup County Schools 2016-2017 163rd Grade Social Studies Map

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