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Transcript of Grade 3 Social Studies
New York State Standards and Content Understandings:Students will understand that:
Geography
• People living in world communities depend on and modify their physical environments in different ways.
• Lifestyles in world communities are influenced by environmental and geographic factors.
• The development of world communities is influenced by environmental and geographic factors.
Essential Questions:• Why is “where” important?
• What makes places unique and different?
• How does where we live influence how we live?
• How does how we live affect the environment that we live in?
• Can we change our environment?
• What are the advantages and disadvantages of changing our environment?
Essential QuestionHow are communities around the world similar and different?
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People Depending on and Modifying Their Physical Environments
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Overview People Depending on and ModifyingTheir Physical Environments
New York State Performance Indicators:Students will know:
• The different ways people live, work and utilize natural resources.
• The physical, human, and cultural characteristics of different regions and people.
• People depend on and modify the physical environment to meet their needs.
• Where places are located, why they are located where they are, what is important about their locations, and how their locations are related to the location of other people and places.
Vocabulary:
adaptation
canopy
climate
conservation
deforestation
emergent level
forest floor
interdependence
predator
prey
rainfall
rainforest
temperature
Tropic of Cancer
Tropic of Capricorn
understory
Overview People Depending on and ModifyingTheir Physical Environments
Skills:Students will be able to:
Map and Globe Skills• Analyze geographic information by making relationships, interpreting
trends and relationships, and analyzing geographic data.• Examine and interpret a rainfall map.• Locate rainforests on a world map.• Examine a climate map of the world and determine what areas have seasons.• Examine the difference between climate and weather.
Research and Writing Skills• Gather and organize information from a variety of sources and display in a
number of ways.• Organize a written report, visual project and oral presentation on the
rainforest. • Respond to creative writing prompts. • Analyze and interpret information from a DBQ.
Thinking Skills• Consider the importance of conservation.• Describe the interdependence between people and places in the rainforest.• Role play different perspectives to solve a rainforest dilemma.
Graphs, Tables and Image Analysis Skills• Create a diagram labeling and describing the layers of the rain forest.• Interpret a political cartoon looking at point of view and perspectives.
Interpersonal and Group Relations• Define geographic terms.• Participate in group planning and discussion.• Cooperate to accomplish goals.• Assume responsibility for carrying out tasks.
People Depending on and ModifyingTheir Physical Environments
Task Title: The Brazilian Rainforest Dilemma
Performance Task Overview:
Around the world, there is continuous conflict among those who want to develop land and those who feel we are permanently damaging our planet. This is the dilemma that is facing the Brazilian Rainforest. There are many groups of people that have different interests in the rainforest.
You will choose or be assigned one of the four following roles. Each group will be responsible for gathering four strong facts that support your role in the rainforest. The information you gather can be used to argue your point in a debate or presentation. Use books and the Internet to complete the attached graphic organizer.
Rain Forest Roles:
1. Native people who have lived in remote areas of the rainforest and survived for centuries. Their land is being taken over. If the rainforest is destroyed how are the natives affected?
2. Farmers who own land in the rainforest. They want to expand their farms to produce more crops. What are the benefits of expanding their farms?
3. Environmentalists who are concerned that destroying the rainforest is damaging our earth. They know and understand that the rainforest benefits people in many ways. What are the benefits of conserving the rainforest?
4. Workers who have been out of work for a long time that need jobs. What are the different jobs that are created from clearing the rainforests and why are they necessary?
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Assessment Evidence People Depending on and ModifyingTheir Physical Environments
Performance Outcomes/Products:
• Complete a graphic organizer
• Participate in a debate/presentation
Other Evidence:
• Final assessment
• Research project
• Oral presentation
• Visual project
• Debate
• Creative writing prompts
• Work samples
• Teacher questioning and observation
People Depending On and ModifyingTheir Physical Environments
Learning Experiences and Instruction:
• Introduce Brazil through trade books by Crabtree Publishing.• KWL chart and Venn diagram.• Rainforest layers (introduction lesson).• Read aloud The Great Kapok Tree, by Lynn Cherry using
Reader’s Theater (script included).• Analyze a political cartoon looking at point of view and
perspectives.• Scavenger hunt to locate and name products of the rainforest.• Soil erosion experiment.• RAFT Activity.• Rainforest research project including a written report, a visual
project, and an oral presentation.• Complete a DBQ.
Supplemental Activities:
• Rainforest Word Search• Where Are The Rainforests of the World? Activity• The Rainforest Canopy (Comprehension Activity)• Layers of the Rainforest (Graphic Organizer)• Rainforest Products• Packing for the Rainforest (Suitcase Template)• Rainforest Writing Prompts• Trading Cards• Picture Flip Book• Riddles
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Learning Activities People Depending on and ModifyingTheir Physical Environments
Interdisciplinary Connections:
SciencePlants and animalsResourcesHabitatsRainfall
TechnologyVideo/DVDInternet research
ArtsRain forest muralDioramaCreation of a rain forest animal
English ArtsDebateResearch reportPoetryOral presentationFour creative writing prompts
MathGraphingTablesCharts
People Depending on and ModifyingTheir Physical Environments
Trade Books:
The Lorax, by Dr. Seuss
The Great Kapok Tree, by Lynn Cherry
Life in the Rain Forest, by Melvin Berger
The Natural World in the Rainforest, by Barbara Taylor
Rain Forest Secrets, by Arthur Dorros
Destination Rainforest, by Jonathan Grupper
Adventures of Riley Amazon River Rescue, by Amanda Lumry
The Magic Schoolbus In the Rainforest, by Eva Moore
The Umbrella, by Jan Brett
Does it Always Rain in the Rainforest?, by Melvin and Gilda Berger
Brazil, by Ann Heinrichs
Rainforest, by Helen Cowcher
Brazil, by Adriana Domingues
Brazil the People, by Crabtree Publishing
Brazil the Land, by Crabtree Publishing
Brazil the Culture, by Crabtree Publishing
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Resources People Depending on and ModifyingTheir Physical Environments
Internet Sites:
http://www.askjeeves.com (ask: “what does a _your animal_eat?”)
http://www.ldtvisions.com/AFQ/faq
http://www.junglephotos.com/scenery/forest/falltree.html
http://www.chunkymonkey.com
http://www.eduweb.com/amazon.html
http://www.pbs.org/journeyintoamazonia/teacher.html
click on: “enter Amazonia” or “Water Works” or “Life on Land” or “Big Top”
http://www.passporttoknowledge.com/rain forest/main.html
Videos:
The Magic School Bus - In The Rainforest (Scholastic)
Really Wild Animals: Totally Tropical Rainforest
(National Geographic Kids Video)
Families Around the World: My Family from Brazil (Schlessinger Media)
Teacher Resources with Reproducibles:
A Unit About Tropical Rainforests: Grades 3-6 (Evan-Moor)
South America: Grades 3-6+ (Evan-Moor)
Life in the Rainforest: Grade 2-3 (Milliken Press with transparencies)
New York State Standards and Content Understandings:Students will understand that:
World History
• What is culture? What is a civilization? • How and why do cultures change?• Where do people settle and live? Why?• People in world communities exchange elements of their
culture. • People in world communities use legends, folktales, oral
histories, biographies, autobiographies, and historical narratives to transmit values, ideas, beliefs and traditions.
• People in world communities celebrate their their accomplishments, achievements and contributions.
• Historic events can be viewed through the eyes of those who were there, as shown in their art, writings, music, and artifacts.
Essential Questions:
• What makes a community diverse?• How do values affect the way we live?• What are the advantages and disadvantages of living in a
diverse community• How do we choose what we eat?• How does culture affect communication? (verbal/written
language, body language, eye contact, etc.)
Essential QuestionHow are communities around the world similar and different?
Cultures and Civilizations
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Overview Cultures and Civilizations
New York State Performance Indicators:Students will know:
• The different world cultures and civilizations, focusing on their accomplishments, contributions, values, beliefs, and traditions.
• The term cultural can be used to describe human activities and practices.
• The lifestyles, beliefs, traditions, rules, laws, and social/cultural needs and wants of people in different parts of the world.
Vocabulary:
artifacts
beliefs
civilization
custom
culture
diverse
tradition
value
Overview Cultures and Civilizations
Skills:Students will be able to:
Map and Globe Skills• Locate communities on a world map.• Compare political, physical, and resource maps to investigate the cultural
characteristics of a community.
Research and Writing Skills• Identify and categorize various aspects of a culture.• Create a list of foods from various cultures that are shared in
United States communities.• Develop a list of other cultural contributions found in United States
communities.• Compare and contrast their own cultures to the culture of a child from a
different world community.• Recognize the diversity in a chosen community and create an essay to show
different components of the culture, including foods, languages, holidays, and traditions.
Thinking Skills• Brainstorm a list of holidays from various cultures celebrated in
United States communities • Make judgments about the ways a community can change through
cultural diversity.
Graphs, Tables and Image Analysis Skills• Chart and graph holidays and cultural celebrations of a community.• Interpret and analyze information from bar graphs.
Interpersonal and Group Relations• Define terms.• Participate in group planning and discussion.• Cooperate to accomplish goals.• Assume responsibility for carrying out tasks.
Cultures and Civilizations
Task Title: Assessment 5
Performance Task Overview:
Students will independently complete Social Studies Alive! Assessment #5 on pages 58-60 in the Lesson Guide. (see attached) In part one, students will analyze a photograph of a diverse community. They will make inferences and draw conclusions based on the photograph to answer a variety of multiple choice questions.
In part two students will read a paragraph about cultural traditions and use the information to complete a series of questions.
For the final component, students will write an essay that recognizes cultural diversity in a community.
Performance Outcomes/Products:
• DBQ• Reading comprehension and multiple choice• Written response
Other Evidence:
• Formal written assessment• Brainstorming/chalk talk/carousel activity• Teacher questioning and observation• Additional Social Studies Alive! activities• Jigsaw activity with chapter 7
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Cultures and Civilization
Learning Experiences and Instruction:
• Introduce culture through a chalk talk or carousel activity. Present students with the question, “What is culture?” Have students come up to the board to share their prior knowledge. This activity can also be done as a carousel activity using the following vocabulary words: food, language, holidays and traditions. These methods can be scaffolded according to students readiness and information can be utilized as a pre-assessment of student understanding.
• Social Studies Alive!, Chapter 5 Lesson 5.1: Preview Defining Culture.
• Social Studies Alive!, Chapter 5 Lesson 5.2: Discovering How Foods Show a Community’s Diversity.
• Social Studies Alive!, Chapter 5 Lesson 5.3: Discovering How Languages Show a Community’s Diversity.
• Social Studies Alive!, Chapter 5 Lesson 5.4: Discovering How Holidays Show a Community’s Diversity.
• Social Studies Alive!, Chapter 5 Lesson 5.5: Discovering How Other Cultural Traditions a Show Community’s Diversity.
• Social Studies Alive!, Chapter 5 Lesson 5.6: Processing: How is Your Community Culturally Diverse?.
• Social Studies Alive!, Chapter 7: Learning About Children’s Lives Around the World. Divide the chapter into sections for a jigsaw activity. Groups of students will read about children from different countries. They will complete a Venn Diagram to compare and contrast the child’s culture to their own culture. Groups will then share their work with the whole class.
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Learning Activities Cultures and Civilizations
Interdisciplinary Connections:
ScienceFood recipesIndigenous plants used in food preparation
ArtsMusicLiterature connections - read aloudCostumesCrafts
English ArtsVenn diagramGraphic organizerEssay writingIndependent reading
MathCalendar activities charting and graphing holidays and celebrationsElapsed time using time zones
Cultures and Civilizations
Trade Books:
Clothes From Many Lands, by Raintree Steck Vaughn
Grandfather’s Journey, by Allen Say
Everyone Cooks Bread, by Norah Dooley
Everyone Cooks Rice, by Norah Dooley
How My Parents Learned to Eat, by Ira Freidman
How My Family Lives in America, by Susan Kuklin
Gracias Rosa, by Michelle Markel
Mama Provi and the Pot of Rice, by Sylvia Rosa
Marianthe's Story: Painted Words and Spoken Memories, by Aliki
Chinese Foods / Recipes, by Erin Maher
A Mexican Feast, by Ira Wood
Transparencies:
Social Studies Alive! Transparency Chapter Five openerChapter Five Placards
Internet Sites:
http://www.nationalgeographic.com/xpeditions
http://www.pbs.org/teachersource/search/standards_results.shtm?
query=culture&start=1&end=20&subjects=NULL&grades=35
http://nadabs.tripod.com/culture/
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New York State Standards and Content Understandings:
Students will understand that:• People of similar and different cultural groups often live together in
world communities. • World communities have social, political, economic, and cultural
similarities and differences. • World communities change over time. • Calendar time can be measured in terms of years, decades, centuries,
and millennia, using BC and AD as reference points. • All people in world communities need to learn and they learn in
different ways. • Families in world communities differ from place to place. • Beliefs, customs, and traditions in world communities are learned
from others and may differ from place to place. • Different events, people, problems, and ideas make up world
communities. • People in world communities may have different interpretations and
perspectives about important issues and historical events.
Native American Indians of New York State
Essential QuestionHow are Communities Around the World Similar and Different?
Unit 4: Communities Around the World (India)
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Essential Questions:
1. Is it important to understand other cultures? 2. What special beliefs does this group of people have that are different
than ours? 3. What do their celebrations and traditions show us about what they
value?4. How is everyday life influenced by our physical and social environment?5. Are some cultural strands more important than others?
Overview Unit Title: Unit 4 Communities Around the World
New York State Performance Indicators:
Students will:
• Study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions.
• Understand how the term cultural can be used to describe human activities and practices.
• Explore the lifestyles, beliefs, traditions, rules and laws, and social / cultural needs and wants of people in different parts of the world.
• View historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.
• Identify and compare the physical, human, and cultural characteristics of different regions and people.
• Understand that social and political systems are based upon people’s beliefs.
Vocabulary:
saribinditurbandhoticurryrickshawrupeeDiWaliSanskritHindiHinduismBuddhismIslamCaste System
Overview Unit Title: Unit 4 Communities Around the World
Skills:Students will be able to
Map and Globe Skills:
• Read maps, legends, symbols and scales• Use a compass rose, grids and time zones
Research and Writing Skills
• define terms • analyze and interpret information from folktales, text and trade books• gather information on all aspects of Indian culture through the use of graphic
organizers• apply and synthesize information to write a journal of the life of a child in
India
Thinking Skills
• Reflect upon daily life of an Indian child • Compare and contrast Indian culture to US culture
• Interpret and analyze data from a variety of documents on the culture of India
Graphs, Tables, and Image Analysis Skills
• interpret graphs and other images
Interpersonal and Group Relations
• participate in group planning and discussion • cooperate to accomplish goals • assume responsibility for carrying out tasks
Overview Unit Title: Unit 4 Communities Around the World
Unit Title: Unit 4 Communities Around the World
Task Title: Final Project
Performance Task Overview: (GRASPS Format)
India Project
Imagine that you are a 9-year-old child living in India. Your teacher has just taught the class that it is important to understand cultures around the world. Your teacher has asked you to create a small illustrated book about yourself to share with your pen pals from the United States. Your illustrated book has to include writing and pictures that describe your culture.
**See attached Student Project Planning Sheet
Performance Outcomes/Products:
• Illustrated Book• Journal entries and artifacts
* Please keep in mind that the suggested performance task overview is intended to be used as a final assessment. All learning activities should be completed prior to this assessment.
Other Evidence:
• Sequencing activities• Vocabulary worksheets• Notetaking strategies• Work Samples• Teacher Questioning and Observation• Games and Activities
Learning Experiences and Instruction
• Begin read aloud, The Homeless Bird, by Gloria Whelan • Introduce India through trade books and video. • Read aloud Clothing of Many Lands (Steck Vaugh)• Read Aloud India: The Culture (Crabtree Publishing) Pgs. 6-11, 16-17.• Notetaking Activity • Vocabulary Word Sort • Learning Hindi sheets• Folktale sequencing skills and followup discussion• Indian games• Regional Indian recipes• Caste System Simulation /Elephant Project• Living in Our World Textbook Series (Harcourt Brace)• Lesson 5 Different Countries, Different Cultures pgs. 165 - 175
Possible Field Trip to local Indian Restaurant - suggestion
Sitar Restaurant & Caterers Fine Indian Cuisine 665 West Jericho Turnpike-Huntington 631-271-8600
Unit Title: Unit 4 Communities Around the World
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Unit Title: Unit 4 Communities Around the World
Interdisciplinary Connections:
Science• Indigenous foods and plants used in recipes• Animals• Topography
Math• Graphing (population, religion, etc.)• Elapsed time using time zones
Arts• Folktales• Music• Literature • Games• Costumes• Foods
English Language Arts• Journal Writing• Notetaking• Writing Prompts• Reflections• Author study on Rudyard Kipling
______________________________________xxxx Grade Half Hollow Hills • Unit x • page 8
Unit Title: Unit 4 Communities Around the World
Other Resources:
Literature:
• Homeless Bird, by Gloria Whelan• Lily’s Garden of India, by Jeremy Smith• Monsoon, by Ima Krishnaswami• Elephant Dance, by Theresa Heine• Countries of the World: India, by Michael Dahl• How the Elephant Got It’s Trunk, by Rudyard Kipling• The Jungle Book, by Rudyard Kipling• Rikki-Tikki-Tavi, by Rudyard Kipling• India: The People (Crabtree Publishing)• India: The Land (Crabtree Publishing)• India: The Culture (Crabtree Publishing)• Going to School in India, by Lisa Heydkauff• Living in Our World Textbook Series (Harcourt Brace)
Internet Sites:• www.timeforkids.com
http://www.timeforkids.com/TFK/hh/goplaces/main/0,20344,610558,00.html• www.cultureof India.com• www.kidswebindia.com• www.indianlanguages.com• www.indianheritage.com (webquest for religions)• www.nationalgeographic.com• www.teacher.scholastic.com/activities/globaltrek/• www.wliw.org - this site is suggested for downloading streaming video. Please
view and use your discretion as to whether you feel they are appropriate for your students.
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New York State Standards and Content Understandings:Students will understand that:
Economics
• Production, distribution, exchange, and consumption of goods and services are economic decisions that all world communities must make.
• Economic decisions in world communities are influenced by many factors.
• Societies organize their economies to answer the fundamental economic questions: What goods and services should be produced and in what quantities? How shall goods and services be produced? For whom shall goods and services be produced?
• Human needs and wants differ from place to place.• People in world communities make choices due to unlimited
needs and and wants and limited resources.• People in world communities must depend on others to meet
their needs and wants.• Production, distribution, exchange, and consumption of
goods and services are economic decisions all societies must make.
• People in world communities must use human, capital and natural resources.
• People in world communities locate, develop, and make use of natural resources.
• Resources are important to economic growth in world communities.
________________________________________Third Grade • Half Hollow Hills • Unit 5 •
Essential QuestionHow are communities around the world similar and different?
Economics of World Communities
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Overview Economics of World Communities
Essential Questions:
• How does an economy work?• How does global trade affect a community?• How does a country’s natural resources affect its economy?• How do economics and resources affect how you live?• How does supply and demand affect economy?
New York State Performance Indicators:Students will know:
• The different ways individuals and groups attempt to satisfy their basic needs and wants by utilizing scarce resources.
• Scarcity is when people’s wants exceed their limited resources.• Scarcity requires individuals to make choices and that these choices
involve costs.• The availability and distribution of resources is important to a nation’s
economic growth.• Societies organize their economies to answer three fundamental economic
questions: What goods and services shall be produced and in what quantities ? How shall goods and services be produced?
• For whom shall goods and services be produced? • The production, distribution, exchange, and consumption of goods and
services are economic decisions all societies and nations must make.
Vocabulary:
capital resources
commodity
demand
distribution
economics
export
exchange
globalization
goods
human resources
import
interdependence
labor
natural resources
occupation
production
services
scarcity
supply
trade
________________________________________Third Grade • Half Hollow Hills • Unit 5 •
Overview Economics of World Communities
Skills:Students will be able to:
Map and Globe Skills• Read maps. legends, symbols, and scales.• Create a map showing the interdependence of materials (ie: materials needed to
make shirts). Research and Writing Skills
• Analyze and interpret the difference between needs and wants.• Research a world community and make a poster that shows people as producers
of goods and services and consumers of goods and services.• Apply and synthesize information to write a DBQ response to a hypothetical
economic situation about how global trade affects communities. Thinking Skills
• Reflect upon the economy of China.• Interpret and analyze data about supply and demand• Draw inferences and make conclusions about imports, exports, trade, and labor.• Analyze the factors of production and interdependence of economic systems by
charting countries selling shirts in the United States and products the United States might sell to those countries. Draw inferences and conclusions from their findings.
Graphs, Tables and Image Analysis Skills• Interpret graphs and other images.
Interpersonal and Group Relations
• Define terms.• Participate in group planning and discussion.• Cooperate to accomplish goals.• Assume responsibility for carrying out tasks.
________________________________________Third Grade • Half Hollow Hills • Unit 5 •
Economics of World Communities
Task Title: China and Economics Assessment
Performance Task Overview:
Students will apply their knowledge from Social Studies Alive! Chapters 8 and 9. This assessment was adapted from lessons 8.4 and 9.3 and will be administered in two parts.
In part one, students will write a response to a hypothetical economic situation. Then in part two, students will answer questions about how global trade affects communities.
See assessment in resources.
Performance Outcomes/Products:
• Written response
Other Evidence:
• Formal written assessment• Teacher questioning and observation• Additional Social Studies Alive! activities• DBQ• Constructed responses• Reading comprehension
________________________________________Third Grade • Half Hollow Hills • Unit 5 •
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Economics of World Communities
Learning Experiences and Instruction:
• Social Studies Alive! Chapter 8 - Lesson 8.1: Preview Introducing Key Ideas of the Chapter
• Social Studies Alive! Chapter 8 - Lesson 8.2: Experiencing What Happens When Supply is High and Demand is Low
• Social Studies Alive! Chapter 8 - Lesson 8.3: Experiencing What Happens When Demand is High and Supply is Low.
• Social Studies Alive! Chapter 8 - Lesson 8.4: Learning What Happens to Prices When Supply or Demand Changes
• Social Studies Alive! Chapter 8 - Lesson 8.5: Processing: Explaining Prices
• Social Studies Alive! Chapter 9 - Lesson 9.1:
• Where Do Our Shirts Come From? Introduction to Global Trade
• Look What’s Made in China!: An Export Scavenger Hunt
• China’s Population Density: Life in a Crowded Country
• DBQ on Imports, Exports and Labor
• Constructed Response Questions
• Reading Comprehension - Beijing, An Important City in China
• Chinese Mapping Activities
• Chinese New Year Reader’s Theater, Getting to know Connie an Asian American girl
________________________________________Third Grade • Half Hollow Hills • Unit 5 •
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Learning Activities Economics of World Communities
Interdisciplinary Connections:
ScienceNatural resourcesAgriculture/farmingTransportation
Arts
MusicLiterature connections - read aloudsCraftsCreate a collage representing human needs: food, shelter, clothing, and loveWrite captions for their collages
English Language Arts
Journal writingNotetakingWriting promptsReflectionsAuthor study on Rudyard KiplingRead folktales to compare and contrast what people want and the reasons
for their wishesCreate an Economics Dictionary to illustrate and define economic terms
MathGraphingMathematic operations: percentages, decimals, addition, subtraction, money,
currency rates
________________________________________Third Grade • Half Hollow Hills • Unit 5 •
Economics of World Communities
Trade Books:
C is for China , by Sungwan SoEmpty Pot, by DemiRuby's Wish (part of 3rd grade library)Zen Shorts , by Jon J MuthStone Soup, by Jon J MuthLook What Came From China! , by Miles Harvey A Ticket to China, by Janet RieheckyMs. Frizzle’s Adventure: Imperial China,
by Joanna Cole & Bruce DegenA Family from China, by Goh Sui Noi and Lim Bee LingPicture a Country: China, by Henry PluckroseWorld In Focus: Focus on China,
by Ali Brownlie Bojang and Nicole BarberAsk About Asia - China , by Mason Crest Publishers
Compare and contrast Red Riding Hood and Cinderella stories:Lon Po Po: A Red Riding Hood Story from ChinaYeh-Shen: A Cinderella Story from China
Internet Sites:
www.timeforkids.com/TFK/specials/goplaces/0,12405,405621,00.html
www.enchantedlearning.com/asia/china/index.shtml
________________________________________Third Grade • Half Hollow Hills • Unit 5 •
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New York State Standards and Content Understandings:
Students will understand that:
• Governments in world communities organize to provide functions that individuals can not provide.
• Governments in world communities have the authority to make, carry out, and enforce laws and manage disputes among them.
• Governments in world communities develop rules and laws.• Governments in world communities plan, organize and make decisions. • People in world communities celebrate various holidays and festivals.• People in world communities use monuments and memorials to represent
symbols of their nations. • People in world communities form governments to develop rules and laws
to govern community members. • People in world communities may have conflicts over rules, rights, and
responsibilities. • The processes of selecting leaders, solving problems, and making
decisions differ in world communities.
Native American Indians of New York State
______________________________________Third Grade Half Hollow Hills • Unit 6 •
Essential QuestionHow are Communities Around the World Similar and Different?
Unit 6 : South Africa- Governments and Symbols of Citizenship in World Communities
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Essential Questions:
1. Why are governments formed? 2. How does government affect the people of a country? 3. Does government affect everyone in a country equally?4. How are governments around the world similar and different?5. How does government change?
Overview Unit 6: South Africa - Governments and Symbols of Citizenship in World Communities
______________________________________Third Grade Half Hollow Hills • Unit 6 •
New York State Performance Indicators:
Students will:
• know the meaning of key terms and concepts related to government, including democracy, power, citizenship, nation-state, and justice
• explain the probable consequences of the absence of government and rules
• describe the basic purposes of government and the importance of civic life
• understand that social and political systems are based upon people’s beliefs
• discuss how and why the world is divided into nations and what kinds of governments other nations have
• understand the basic civil values that are the foundation of American constitutional democracy
• understand that citizenship includes an awareness of the holidays, celebrations, and symbols of our nation
• examine what it means to be a good citizen in the classroom, school, home, and community
• identify and describe the rules and responsibilities students have at home, in the classroom, and at school
• show a willingness to consider other points of view before drawing conclusions or making judgments
• participate in activities that focus on a classroom, school, or community issue or problem
• suggest alternative solutions or courses of action to hypothetical or historic problems
• evaluate the consequences for each alternative solution or course of action
Overview Unit 6: South Africa - Governments and Symbols of Citizenship in World Communities
______________________________________Third Grade Half Hollow Hills • Unit 6 •
• prioritize the solutions based on established criteria
• propose an action plan to address the issue of how to solve the problem
Vocabulary:
apartheid - (pronounced apar - taid -like lemonade)oppressiondemocracyconstitutional democracythree-tier systemsegregationracismtown shipslawamendmentactraceethnic groupsdiscrimination
Overview Unit 6: South Africa - Governments and Symbols of Citizenship in World Communities
______________________________________Third Grade Half Hollow Hills • Unit 6 •
Skills:
Students will be able to
Map and Globe Skills
• Read and create maps, legends, symbols and scales
Research and Writing Skills
• Analyze and interpret the difference between forms of government• Use web searches to gather information for Performance Task• Use the writing process to develop an essay for Performance Task
Thinking Skills
• Reflect upon the government of South Africa• Reflect upon the system of apartheid• Compare and contrast apartheid South Africa to current South Africa
Graphs, Tables, etc.
• Interpret graphs and other images • Make judgments about photographs
Interpersonal and Group Relations
• Define terms• Participate in group planning and discussion• Cooperate to accomplish goals• Assume responsibility for carrying out tasks
Overview Unit 6: South Africa - Governments and Symbols of Citizenship in World Communities
______________________________________Third Grade Half Hollow Hills • Unit 6 •
Unit Title: Unit 5 :Economics of World Communities
Task Title: From Apartheid to Constitutional Democracy
Performance Task Overview: (GRASPS Format)
Students will gather information about the government during apartheid. then the students will gather information about the Republic of South Africa Constitutional Democracy.
Students will use information to create a “Show What You Know Poster” with specific criteria.
See assessment in resources.
Performance Outcomes/Products:
• Show What You Know Poster
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Third Grade Half Hollow Hills • Unit 1 •
Other Evidence:
• Teacher Questioning and Observation• Additional Activities• Reading Comprehension
Assessment Evidence Unit Title: Unit 5 :Economics of World Communities
______________________________________Third Grade Half Hollow Hills • Unit 3 •
Learning Experiences and Instruction
1. Living in Our World - Unit 5, Lessons 1-4: Background Information on Government2. Read Learn About South Africa - (see additional resources)3. Read The Years of Apartheid - complete comprehension questions (see additional
resources)4. Timeline - (see additional resources)5. Living in Our World - Unit 5, Lessons 6: Solving Problems in South Africa6. Read Fighting for Freedom - Biography on Nelson Mandela Book (see additional
resources for lesson plans) **book will arrive in classrooms Fall ‘077. Watch Brain Pop Apartheid video8. Read The Day Gogo Went to Vote by Elinor Batezat Sisulu- (HHH Public Library)9. Read Government of South Africa - (see additional resources)
10. Read Meet Kids in South Africa - (see additional resources)11. See supplemental lessons included with resources
Assessment Evidence Unit Title: Unit 5 :Economics of World Communities
______________________________________Third Grade Half Hollow Hills • Unit 3 •
Unit Title: Unit 5 :Economics of World Communities
Interdisciplinary Connections:
Math• Interpret Timeline
Arts
• Music• Literature connections - read alouds• Illustrations and diagrams
English Language Arts
• Graphic Organizers• Venn Diagram• Essay Writing• Independent Reading• Reading Comprehension Questions
• Biographies:
Nelson MandelaDesmond TutuSteven BikoL
earn
ing
Act
ivit
ies
3 ______________________________________Third Grade Half Hollow Hills • Unit 3
Unit Title: Unit 5 :Economics of World Communities
Other Resources:
Literature:
Texts
• The Day Gogo Went to Vote by Elinor Batezat Sisulu• Fighting for Freedom by Ian Morrison• South Africa: The People• South Africa: The Culture• South Africa: The Land• The Gift of the Sun: A Tale from South Africa by Dianne Stewart and
Jude Daly
Teacher Resources
• www.drumstruckny.com/studyguide.pdfPrint study guide, also an option for field trip
• The Color of Friendship- based on a true story, this is a movie to watch with kids after teaching them about South Africa
• Faces Magazine from Cobblestone - excellent resource for any countryhttp://www.cobblestonepub.com/magazine/FAC/
Res
ourc
es
3
Unit Title: Unit 5 :Economics of World Communities
Internet Sites:
• Internet
• www.govspot.com/features/kids.htm
• http://bensguide.gpc.gov/
• www.kids.gov
• http://www.timeforkids.com/TFK/teachers/search/1,28225,,00.html?keyword=south+africa
• http://www.timeforkids.com/TFK/teachers/aw/ns/main/0,28132,590829,00.html
• http://www.drumstruck.com/