Social studies instructional alignment



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Public Schools of Robeson County 3rd Grade


SOCIAL STUDIES

INSTRUCTIONAL ALIGNMENT

Unit Title: Past and Present

Conceptual Lens: History

Grade Level: Third Grade

Unit Overview:

As individuals who reflect on events and ideas, students need to understand the effects and influence of events and diverse historical figures on local communities and regions over time. In this unit, we will provide students with the knowledge and tools necessary to explain historical narratives using primary and secondary sources, as well as answer questions about historical events, people, and places. Students will acquire the ability to view events that happened in the past from multiple perspectives. Student learning will focus on the understanding of how events, individuals, and ideas have influenced the history of local and regional communities.




Essential Standard:

3.H.1 Understand how events, individuals and ideas have influenced the history of local and regional communities .

3.H.2 Use historical thinking skills to understand the context of events, people and places.



Clarifying Objective(s):

3.H.1.1 Explain key historical events that occurred in the local community and regions over time.

3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.

3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.

3.H.2.1 Explain change over time through historical narratives (events, people and places).

3.H.2.2 Explain how multiple perspectives are portrayed through historical narratives.





Essential Question(s):

  1. After exploring the Historical events in your community, present a narrative which includes: people, events, and places.

  2. Give more than one perspective on the above historical event.

  3. When people choose to move, can it have an impact on various communities? How?

  4. What influenced the English to come to America?




  1. Discuss how some American citizens worked to defend America’s basic principles?




Pacing Guide:

Quarter 1, Weeks 1-4




Unit of Study
1&2

Major Concepts

  • change

  • conflict

  • leadership

  • diversity

  • civilization

Instructional Task

3.H.1.1


1. Define Historical Events

2. Give examples of historical events from local community/region.

3.H.1.2

1. Identify a historical figure in community/region.



2. Describe the contributions.

3. Explain the importance of their contributions to community/region.

3.H.1.3

1. Clarify significant ideas that lead to the development of local communities/regions.



2. Relate the examples to the development of local community.

3.H.2.1


1. Choose a story to explain change overtime through historical narratives (events, people and places)

2. Dramatize/ retell your favorite event that shows change over time.

3.H.2.2

1. Explain/define multiple perspectives



2. Compare/ contrast two points of view of historical narratives.


Essential

Vocabulary
Pre:
communities, government, historical figures


Current:

Change, conflict, leadership, diversity civilization, historical narrative



Introductory:
Historical narrative

Instructional Resources

Text Resources:


  1. Scholastic News

  2. The Robesonian

  3. School Newspaper

  4. Trip to NC History museum


Digital Resources:
www.teachinghistory.org (give examples of historical events)

www.thinkquest.org (online journal/blogs)

www.discoveryeducation.com (relevant issues)

www.internet4classrooms.com (history resources past and present)



http://www.schooltube.com/video/4ce52bdb47884d2fb3a8/No-More-King-Schoolhouse-Rock

http://www.schooltube.com/video/03f9c858260a4da9b582/School-House-Rock-The-Preamble

http://www.schooltube.com/video/4446d008158a4c42b331/School%20House%20Rock-%20American%20Revolution

http://sseclass.weebly.com/school-house-rock.html

http://www.softschools.com/social_studies/history/

http://www.helpteaching.com/questions/US_History/Grade_3

http://www.gvsd.org/Page/1739

http://kids.nationalgeographic.com/kids/games/interactiveadventures/john-smith/

http://ab.mec.edu/jamestown/powhatan.html

http://www.plimoth.org/learn/MRL

http://www.robesoncountyhistory.org/

www.socialstudiesforkids.com (links to other websites and other resources)

www.americaslibrary.gov/index.html

To learn more about John Lawson and other North Carolina explorers: http://www.mintmuseum.org/craftingnc/01_ex-01-00.htm

PowerPoint?

Literary Connections:

Susanne Tate: (Lost Colony) Soft Step & Bright Eyes (story based on report from Sir Walter Raleigh and the first contact in America)



Blood on the River by Elisa Carbone

Dear America series



Sarah, Plain and Tall

Explore Colonial Jamestown by Elaine Landau

Thomas Jefferson by Judy Emerson

Thomas Jefferson: a photo-illustrated biography by T.M. Usel ; historical consultant, Steve Potts.

John Adams: second president, 1797-1801 written and illustrated by Mike Venezia
“Cities: Yesterday, today Tomorrow” by Scholastic
“Times Change” by National Geographic
“Old Glory An American Treasure” by Robert Lang
“Prices Go Up, Prices Go Down: The Laws of Supply and Demand” by David Adler

Sample Assessment Prompts

Picture the Order

(Take pictures from the past to the present and put in order.)



All the Right Questions

(As you read the selection, answer the Who, What, When, Where, and Why questions. Write your answers in the circles for each question.)


*Students will write to explain why Europeans came to America, where they settled, and why they chose that location.


*Students will compose biographies of famous historical figures that contributed to various communities.



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