Grade 3 unit 1 2013 14

Grade 3 Social Studies: Unit 1, Geography and Culture By the end of the unit, students will understand that:    

learning about the past is important because it helps us to better understand the present. geography plays an essential role in where people live and how live. culture plays an important role in the lives of individuals, groups, and nations. governments and economic systems are created to meet the needs of citizens.

By the end of the unit, students will know:  they are part of a global community  their location in the world  the role of the geographer  Important geographic features, including the equator, prime meridian, and the hemispheres.  that maps can show many things, in addition to physical features  that the United States in a nation made up of fifty different states  the three branches of the United States government  the significance of the Pledge of Allegiance

Essential Question(s):  In what ways are people similar and in what ways are they different?  How does where we live affect how we live?  How do social, economic, political and cultural systems impact world communities?  How is the United States impacted by its geography?  In what ways does the United States depend on itself and others to fulfill its needs and wants?  How do we know the United States has a democratic form of government?

Students will be able to:  identify the continents and the oceans  determine location using both a map grid and lines of latitude and longitude  locate the United States and the Sudan on a map of the world  define culture  take notes while listening to a story and/or watching a video  compare their family with another family from another country  recognize important US symbols and buildings  explain economic terms including: wants, needs, producers, consumers, and natural resources

Performance Task/Assessments  My Place in the World  Paragraph from Why Do I Need to Make My Bed?  Design Your Own Flag  Unit Assessment PROCEDURE 1. Lesson One: My Place in the World (one day) 2. Lesson Two: Building Geography Skills (one day) 3. Lesson Three: Picturing the Continents and the Hemispheres (one day) 4. Lesson Four: Locating Places (one day) 5. Lesson Five: Picturing the United States (two days)

PROCEDURE (continued) 6. Lesson Six: What is Culture? (two days) 7. Lesson Seven: How Are Families Different and the Same Across Place and Time? (one day) 8. Lesson Eight: The Hungry Planet (four days) 9. Lesson Nine: What Does Our Government Look Like? (one day) 10. Lesson Ten: Symbols of Our Government and Nation (one day) 11. Lesson Eleven: The Pledge of Allegiance (one day) 12. Lesson Twelve: Economics (three days) Materials and Resources   

Construction paper, crayons and/or markers, scissors, glue, chart Paper BrainPop Jr and Discovery Education Evan Moor, Daily Practice Grade 2, Evan Moor, Daily Practice Grade 3, Evan Moor, Daily Practice Grade 4 (PDF’s in the Shared Folder)

Why Do I Need to Make My Bed? Hungry Planet World Communities Map Champ Atlas Common Core Standards  RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.  RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.  RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.  RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.  RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).  W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.  SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.  SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.  SL 3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Social Studies Practices  Explain how events are related chronologically to one another.  Recognize and identify patterns of continuity and change.  Identify similarities and differences between geographic regions.  Identify multiple perspectives from Social Studies.  Identify and describe the relationship between people, places, and the environment.  Recognize that place and region influence the culture of a group of people.  Form questions about the world we live in.  Participate in activities that focus on a community/global issue or problem.    

Lesson 1: My Place in the World – 1 day

Supplies: Construction paper in different colors, crayons and/or markers, scissors and glue.

Procedure: 1. You will need to create six circles of six different sizes on six different colored pieces of paper. (The creator of this project traced different mixing bowls to create the different sized circles.)

2. Have students label the circles with the following titles: 

My house (littlest circle)



My city



My state



My country



My continent



My planet (biggest circle)

3. On the house circle, have them write their address; on their city circle, have them write the town in which they live; etc. until they reach “Earth” for their planet. Alternately, you could print pictures of New York State, the US, and North America.

4. Finally, punch holes in the top and use binder rings to assemble the project.

Lesson 2: Building Geography Skills – 1 day 1. Hand out the “Globe Lines” worksheet to students and read over the information. (Evan Moor, Daily Geography Practice, Grade 4, page 11)  Explain to students that a globe is a more accurate way to show the Earth since the Earth is a sphere. Show the students a globe.  Explain how the Earth rotates on an imaginary line called an axis and that the Earth rotates, or turns on its axis, once a day.  Define and discuss important terms: a. equator: an imaginary line that runs around the center of the Earth, b. prime meridian: an imaginary line that runs from the North Pole to the South Pole c. Explain that the equator divides the Earth into the Northern and Southern Hemispheres and the prime meridian divides the Earth into the Western and Eastern Hemispheres. (Review cardinal directions if necessary).

2. Have students answer the questions on the back. Review responses.

3. Hand out the “Building Geography Skills” worksheet and provide students with a copy of the World Communities book. As a class, complete this two page worksheet together.

Name ______________________________________________

Globe Lines 1. What is the name of the imaginary line on which the Earth rotates? __________________________________________________ 2. What is the name of the imaginary line that divides the Earth into the Northern and Southern Hemispheres? __________________________________________________ 3. What is the prime meridian? __________________________________________________ 4. The prime meridian helps create which two hemispheres? __________________________________________________ 5. On the globe below, draw the equator.

Name _____________________________________ World Communities: pages 2 – 4 BUILDING GEOGRAPHY SKILLS Directions: After reading page 2, complete the chart below. In your own words, explain how each location might affect how you live.

Where we live . . .

affects how we live.

Mountains

Island

Desert Directions: Read pages 3 and 4.

What is this geographer trying to tell us about what geography is and what he does?

Name _____________________________________ World Communities: pages 5 BUILDING GEOGRAPHY SKILLS Directions: After reading page 5, answer the questions below.

1. What are physical features? ________________________________________________ ______________________________________________________________________________

2. What are human features? _________________________________________________ ______________________________________________________________________________

3. In your own words, what is a region? ________________________________________ ______________________________________________________________________________ Directions: Working with a partner, create a web in the space below that describes the physical and human features of where we live.

Four Seasons

Long Island, New York

Lesson 3: Picturing the Continents and the Hemispheres – 1 day 1. Explain to students that on Earth there are bodies of water (oceans, rivers, lakes, etc.) and large land masses. Tell them that Earth has seven continents.

A continent is a large landmass (with lots of different physical features on it like mountains and valleys – landforms they learned about in 2nd grade). See if they can name all seven.

2. Hand out “The World” worksheet and have students color each continent a different color. As they are coloring, give each student two small pieces of string. When they are done coloring, ask students if they can use the string to show the equator and the prime meridian on their map. Once students have correctly identified these lines, remind them that the Earth is a sphere.

3. Explain that since Earth is not flat, but a sphere, it is divided into hemispheres. Handout the “Four Hemispheres” worksheet. (Evan Moor, Daily Geography Practice, Grade 4, page 11). Ask students which hemisphere the North Pole is located in? Which hemisphere is the South Pole is located on?

4. Have students look at their world map. Using the same colors they used on that map, have them color the continents on the “Four Hemispheres” worksheet. (It may help to model this for students before they begin). Help them to see that some continents are in more than one hemisphere.

5. Included is an additional map with some clues to help students better understand the diversity of each continent. Use as time permits.

“Continents” Answer Key 1) 4

2) 5

3) 1

4) 2

5) 3

6) 7

7) 6

Name ____________________________________________

The World

is made up of water and seven large land areas known as continents. Our country is called the

United States of America. It is located on the continent of North America.

Name the seven continents 1.________________________ 2. _______________________ 3. ______________________ 4. ______________________ 5. ______________________ 6. _______________________ 7._______________________

Name the five oceans 1.________________________ 2. _______________________ 3. ______________________ 4. ______________________ 5. ______________________

Name _________________________ The Seven Continents

CLUES #1 The largest continent is where The world's tallest mountain reaches into the air.

One out of every four people in the world live there.

It's the home of the panda bear.

Can you name the continent?

The highest point is Mt. Everest...

This is continent # ________________. #2 The 2nd largest continent has tigers and elephants.

The world's longest river flows past the pyramids.

Sahara desert gets so hot Some years it doesn't rain one drop.

Can you name the continent?

The Egyptian pyramids, are in‌ This is continent # ________________. #3 On the 3rd largest continent you'll get To see landforms you won't forget.

Like the Rocky Mountains or 5 great lakes; The Grand Canyon with its eagles and rattlesnakes.

Can you name the continent?

It includes Mexico and Canada.

This is continent # ________________.

#4 The rainiest place in the world is here; Gets more than 22 feet of rain in a year.

The Andes Mountains run all the way from North to South.

Piranhas in the Amazon would like to put you in their mouth!

Can you name the continent?

This is continent # ________________. #5 It's so cold everywhere you go.

Penguins wish they had a coat.

Ice and snow! Ice and snow!

This is continent # ________________. #6 Many small countries form this 2nd smallest continent.

The Rhine and Thames and Danube rivers run through it.

Spain, Greece, France and Italy Surround the Mediterranean Sea. Can you name the continent?

The "Euro" is their common currency.

This is continent # ________________. #7 Koala bears in eucalyptus trees live on the Smallest continent, surrounded by seas.

Hopping around are kangaroos and wallabies.

Its native people are called Aborigines Can you name the continent?

Some people call it Oceania.

This is continent # ________________.

Lesson 4: Locating Places (Map Grids) – 1 day 1. As a quick review, give students the “Continents of the World” worksheet.

Have students work with a partner to complete it. (Worksheet in the Shared Folder) 2. Next hand out the “Our Neighbors” worksheet. Have students complete on their own. As you go over the answers to questions four and five, explain to students that they used the direction (“south of the United States” in order to figure out the answer. Explain that they are going to look at other ways to find the location of a place. (Worksheet in the Shared Folder) 3. Give each student a blank piece of paper. Instruct them to draw several shapes on the paper (wherever they want).

4. Ask for a student to explain to you where on their paper each shape is located.

Students should realize it is difficult to give locations.

5. Instruct students to accordion fold their papers horizontally 5-6 times and then draw lines on the folds. Label the lines with numbers.

6. Again, ask another student to give the locations of his or her shapes, this time using numbers. The children realize now it is easier, but still not an exact location (i.e. could be anywhere above line 2).

7. Instruct students to accordion fold their papers vertically 5-6 times and draw lines on the folds. Label the lines with letters. Again, ask students to give the locations of various objects, using letters and numbers. Repeat as needed.

8. Instruct students that the horizontal lines represent lines of latitude and the vertical lines represent lines of longitude.

9. Reinforce/practice: “A Map Grid” worksheet (Park) with questions. (Evan Moor, Daily Geography Practice, Grade 3, page 23).

Name _________________________________________

Map Grid 1. In which square would you find the park entrance? _______________________________________________

2. In which square would you go to play basketball? _______________________________________________

3. In which square can you get a drink of water? _______________________________________________

4. How many squares does the picnic area include? ______________________________________________

5. What is above square E5? _______________________________________________

6. Find square C2. Draw a picture in this square of something you might see in a park.

Lesson 5: Picturing the United States - 2 days Lesson 5, Day 1 1. Have students think about where they live. Ask them to think about the inside of their home. Tell them to close their eyes and think about the neighborhood where they live. Have them open their eyes and explain that they have just created a map in their minds.

2. Hand out the “Picturing the United States” map. (Evan Moor, Daily Geography Practice, Grade 2, page 43). Explain to the students that the United States is made up of fifty states that make on big country. Tell them that most of these states are connected together, but two – Alaska and Hawaii – are far away from the others. That is why they are on their own little maps.

3. Ask students to find New York. Explain again, that New York is one of fifty states in the country. Ask students if they have ever visited any other states.

(Clarify any misunderstandings). Point out the different shapes and sizes of each state.

4. Have students work with a partner to complete the questions on the back of the map. Go over the questions as a class.

5. Explain to students that maps can show many different things. The map that they just looked at is a political map that shows the different states and their borders. (Border: shows where places begin and end). Hand out the “New York Tourist Map.” (Evan Moor, Daily Geography Practice, Grade 4, page 135). Ask students what a tourist is and then read the caption at the bottom.

6. To close, ask students to complete the following. Then have them compare their maps with a classmate to check on their answers. a) Draw a circle around the tourist attraction that is located between Buffalo and Lake Ontario. b) Draw a heart around this famous monument located in New York harbor. c) Draw a square around the capital of New York State.

Name _________________________________________

Picturing the United States

1. This map shows ___________________ of the United States. a) all

b) part

c) none

2. This map shows ________ states. a) 48

b) 50

c) 25

3. Which state is located in the north? a) Texas

b) Florida

c) North Dakota

4. Which state is located in the south? a) Minnesota

b) Louisiana

c) New York

5. Name one state that is located in the east: __________________ 6. Name one state that is located in the west: __________________ 7. What is the name of the state you live in? ___________________ 8. Color your state on the map.

Lesson 5, Day 2: Skills Lesson Latitude and Longitude A 1. Hand out the “Using a Map Grid” worksheet (Ohio). (Evan Moor, Daily Geography Practice, Grade 2, page 35). Have students answer the questions on their own and then review with a partner or as a class.

2. Hand out the “Lines of Latitude” worksheet and read over the information and at the bottom. (Evan Moor, Daily Geography Practice, Grade 4, page 23). Have student return to the Map Grid worksheet and color the lines of latitude red and the lines of longitude blue.

3. Return to the ““Lines of Latitude” worksheet and have students color the lines of latitude red and the lines of longitude blue.

4. Hand out the “Latitude and Longitude” worksheet (map of the United States in Staff Shared Folder).

5. Again, have students color the lines of latitude red and the lines of longitude blue.

6. As a class, go over questions 1 and 2.

7. With a partner, have students work on questions 3 and 4. Review.

8. Have students work independently on questions 5, 6, and 7. Review.

Name _________________________________________

Using a Map Grid 1. This map shows the state of _________________________________________________ 2. How many cities are shown on this map? _________________________________________________ 3. Which city is in the B1 square? _________________________________________________ 4. Which two cities are near Lake Erie? _________________________________________________ 5. What is the capital of Ohio? _________________________________________________ 6. Trace the Ohio River in blue.

7. In the space below, write down the squares that the Ohio River runs through. _________________________________________________

Lesson 6: What is Culture? – 2 days Lesson 6, Day 1: Discovery Education Video: Diversity Elementary: Culture and Ethnicity (15:02). You can either stream the video or watch it by opening the Shared Folder: Go to the Elementary Folder, then Grade 3, then Social Studies. You will find it in the Unit 1 folder.

1. It is suggested that you preview the video first; the video is a little dated, but it does a nice job of exploring what culture means. The first 8 segments are exclusively about culture (watch for the singing tree!); the last two segments are on ethnicity.

2. After watching the video, hand out the “All About Me” worksheet.

Have students complete on their own and then share their responses with a classmate. Briefly facilitate a discussion of the ways in which the students are the same and the ways in which they are different.

Name _____________________________________

Lesson 6, Day 2: 1. Hand out the “What is Culture?” worksheet and go over the definition with students. Ask them to think back to the video as they are going over the definition.

2. Explain the importance of the word culture in studying different world communities. (Example: “This year in social studies we will be learning about different communities around the world. We are going to learn about the United States, Brazil, China, and India, as well as many other places. In describing and comparing these communities, we will see how the people in other communities are similar to us and different from us. To do this we will be using the word culture throughout this year.

3. Explain to students that when people think about their culture, they often think about their families: what is important to them, what traditions they have, the foods they eat, the holidays they celebrate etc.

4. Look over the bottom of the worksheet to help students to better understand what traditions are/can be. Ask students if they have a family tradition that they would like to share. Explain that as a school, they share in traditions, too.

As a class, record seasonal traditions that take place every year in your classroom/school.

5. Turn to the back and read over the challenge. Go over the first object as a class. Ask them why they think we say the Pledge of Allegiance every day.

Point out that it is written in English, the official language of our country and that the word “republic” refers to the type of government we have (something they will learn more about in a few days). Ask them about the flags in the picture and what they can tell us about the United States and our beliefs and traditions.

6. Have students study the next two objects with a partner and complete the chart. Discuss as a class.

Name _____________________________________

What is Culture?

A people’s way of life. The different ways that groups of people do things.

Culture can be seen in people's religion, music, clothes, cooking, and even in what they do for fun.

Other words that are related to culture include values and beliefs and customs and traditions.

culture

Culture is what makes every country in the world unique and different.

Families and Culture: Weekend Traditions Friday Friday night is family movies night at our house.

Saturday Every Saturday morning my mom goes for a run and my dad takes me and my sister out for breakfast.

Sunday We go to church on Sunday mornings.

School and Culture: Yearly Traditions Fall

Winter

Spring

Summer

You can learn a lot about a group of people by looking at objects. Some people called anthropologists study objects and artifacts to learn about the culture of a group of people. By studying objects and artifacts they can tell what was important to a group of people, what language they spoke, what religion they practiced, and even what they like to do for fun!

The United States and Culture Challenge: Imagine you are an anthropologist. You were found these three objects. What can they tell you about the people living in the United States??

Complete the “What do you think?� column on your own.

Object

What do you think?

Lesson 7: How are families different and the same across time and place? (Why Do I Need to Make My Bed?) – 1 day 1. Ask students to again share some of their family customs and traditions. To reinforce how they are the same and different, ask several students to share the ways in which they celebrate the same holidays – some aspects are likely to be the same, but others will be different.

2. Introduce the book, Why do I Need to Make My Bed? by asking about responsibilities students have within their families.

3. Discuss the format of book (it is a timeline) and how chores have changed through time 4. Introduce the “Chores Through the Ages” note taking template.

Students will use this template to jot notes about each era as you are reading aloud.

5. Interactive Read Aloud: “Why Do I Have to Make My Bed?” After reading each time period, have students turn and talk about specific vocabulary used to describe the chores and compare them to the previous one. Provide time for students to record their notes.

Share.

6. After reading the book create a whole class timeline beginning with today. Add 2-3 chores per time period. Continue to the end. (You may decide to create this timeline electronically with Timeliner).

7. Discuss how a time period influences chores and culture. Have students work with a partner to select one time period, write a brief paragraph describing life at that time and add it to the timeline.

Name __________________________________Why Do I Need to Make My Bed?

Era Present Day 1950’s: The Fabulous Fifties 1900’s: The Turn of the Century 1800’s: Pioneer Days 1700’s: Colonial America 1600’s: New World 1144 AD: The Middle Ages 875 AD: The Age of the Vikings 121 AD: The Roman Empire 1000 BC: Ancient Egypt 40,000 BC – 10,000 BC: Prehistoric Times

Chores Through the Ages: My Notes

Lesson 8: The Hungry Planet – 4 days Lesson 8, Day 1 1. Introduce the American Family Hungry Planet Poster. ***Don’t tell students that it is an American family. (Cover the map in the corner).

2. Show students the picture; ask open-ended questions about what the students observe, what questions they have what they might be wondering.

3. Ask students to guess which country the family is from.

4. What types of food are they eating? a. How do they get their food? b. What kinds of food groups do they see? c. Where do you think they store the food?

5. Close by asking students to complete the “4 Things I Can See” worksheet.

Name ______________________________________________ Â

Lesson 8, Day 2 1. Choose one poster (not the American family and not one that you will be using day three).

2. All students should be able to clearly see the poster. Asking students the following questions, facilitate a conversation about what they see: a. Name two types of food you recognize and two you do not. (Knowledge) b. Identify all of the beverages in the photograph. (Knowledge) c. Can you tell the difference between the foods the family probably purchased in a store and those that they may have grown themselves?

(Comprehension) d. Imagine this family has invited you for a visit and they ask you what you would like for dinner. What might you say to the family? (Application) e. What does this family’s food supply tell us about how they live (standard of living)? (Analysis) f. Imagine that this family joined you and your family for dinner at your home. Predict what members of that family might say about the meal when they returned home. (Synthesis) Lesson 8, Day 3 1. Choose two families/posters from two different continents. Show the class the posters and ask two students to come up to the posters in order to determine the countries where the families on the posters are from. Using a transparency showing a map of the world, label the United States and the locations of the two new countries. Do this again with two more posters, adding two more countries to the map. (Do this again depending on your class size and/or flexibility).

2. Students should be labeling their own copies of maps at their desks.

3. Give small groups of students one of the four posters to look at. Give each student their own copy of the “4 Things I can see” worksheet. Have students examine the poster and record something in each box (either by drawing or writing).

4. Show students the American family poster again and ask them if their posters are similar or different? Encourage them to point to their own posters, as well as the American family, to show exactly where they “found” their answers.

5. Briefly facilitate a conversation about why the posters and similar and different. Return to the map on the overhead and highlight the equator.

Explain to students that the closer a country is to the equator the hotter it is.

Ask what role climate (weather) might play in the types of foods and beverages they see in their pictures.

Lesson 8, Day 4 1. Have students once again look at the posters they looked at in the previous lesson. Ask students to come up with two questions (based on what they see) that they would ask the family in the poster if they had the chance to meet that family.

2. As a class, ask students to select the family who life they feel differs most from theirs/ the American family. As a class complete the chart comparing the two posters/families.

Name _______________________________________

American Family

What we are comparing

Food

Kitchen

Method of Food Preparation Even though there a lots of differences, is there anything the same (similar)?

Family from

Lesson 9: What Does Our Government Look Like? – 1 day 1. Hand out the “Our Government” worksheet. Read over and complete as a class.

2. After writing down the three branches of the government at the bottom of the page, hand out the Map Champ Atlases to students and as a class read over and discuss the information on pages 32 and 33.

3. Next, give each student one of the three readings: The U. S. Capitol, The White House, or the Supreme Court Building. Have students complete on their own.

4. Make a t-chart of the three branches. Add to the chart as you ask the class questions. a) Raise your hand if the building you read about is located in Washington, DC? All students should raise their hands. b) Ask why they think all of these buildings are located in Washington, DC. c) Ask students to share who works in each building. d) Ask students which branch of government works in each building.

Name ___________________________________

Our Government Why do we need a government? Imagine what school would be like if no one was in charge. Each class would make its own rules. Who gets to use the gym if two classes want to use it at the same time? Who would clean the classrooms?

Who decides if you learn about Mars or play kickball?

Sounds confusing, right? This is why schools have people who are in charge, such as the principal and teachers. Our country has people who are in charge of making decisions for citizens and working together they make up our government.

Our Government The Constitution

Over 200 years ago, our Founding Fathers wrote the Constitution. The Constitution is the most important laws and rules in our country and explains how our government works. The Constitution divides the government into three branches.

1. __________________________________ 2. __________________________________ 3. __________________________________

The U.S. Capitol The Legislative Branch makes laws for the nation and is also known as Congress.

Congress meets at the U.S. Capitol building in Washington, D.C. Built on a hill, the U.S. Capitol is the home of the United States Congress and is where the laws are made.

Atop the iron dome, is a statue of a woman representing Freedom, by the American sculptor Thomas Crawford. The height of the Capitol from the ground to the top of the statue is 287.5 feet.

1. Where is the US Capitol building located? _____________________________________________ 2. Who works in the U. S. Capitol? _____________________________________________ 3. What is located at the top of the building? _____________________________________________ 4. Which branch of the government works in the US Capitol? _____________________________________________

The White House

The Executive Branch makes sure people follow the laws that the legislative branch makes. The leaders of this branch are the President and Vice-President. The President lives at the White House in Washington, D.C. The address of the White House is 1600 Pennsylvania Avenue in Washington, DC. Every president of the United States has lived in the White House except for George Washington. The house was not built in time! The White House has six floors, two basements, two public floors, and two floors for the First Family. The First Family is the President and his family. There is an Oval Office where the President works.

1. Where is The White House located? _____________________________________________ 2. Who works in The White House? _____________________________________________ 3. Which branch of the government works in The White House? _______________________________________

The Supreme Court Building Sometimes people are not sure what a law means. The Judicial Branch listens to many different opinions and then makes a decision about what they law means.

The judicial branch is made up of courts. The highest or most important is the U.S. Supreme Court and is made up of 9 judges.

They meet at the Supreme Court building in Washington, D.C. This building is located in Washington, DC near the Capitol building. There are sixteen marble columns at the main entrance of the Court. This is the building is where the Supreme Court meets. Above the entrance to the Supreme Court Building is written "Equal Justice Under Law." 1. Where is the Supreme Court building located? _____________________________________________ 2. Who works in the Supreme Court building? _____________________________________________ 3. What does it say above the entrance to the building? _____________________________________________ 4. Which branch of the government works in the Supreme Court building? ________________________________________

Lesson 10: Symbols of Our Government and Nation – 1 day 1. Tell students that places, buildings, statutes and structures can represent or symbolize something. Inform students that a symbol is something that stands for or represents something else. Provide a concrete example such as s gold star means “good job” and a heart means “love.” Ask students if they can identify any symbols in their classroom or around the school. (Example: nurse’s office, school mascot, etc).

2. As a class, watch the BrainPop Jr. video, U.S. Symbols (5:10). Hand out the US Symbols Notebook and have students take notes. It may help to pause the video or watch it two times.

3. After watching the video, go over the students’ answers. As you review their responses to question number three, see if they can recall the different branches of government and the jobs that each does.

4. Close by asking them to design a symbol on the back of their notes that could represent their classroom.

Lesson 11: The Pledge of Allegiance– 1 day

1. Write the Pledge on chart paper or poster board in phrases in the following format: “I pledge allegiance” “to the flag” “of the United States of America” “and to the Republic” “for which is stands,” “one Nation” “under God,” “indivisible” “with liberty and justice” “for all.”

2. Begin the lesson, by sharing the following information with the students: Francis Bellamy is credited with writing the Pledge of Allegiance. The pledge first appeared in September 1892 in a popular magazine called The Youth's Companion. Bellamy planned a national flag ceremony for the 400th anniversary of Christopher Columbus’ arrival in America. At the ceremony, millions of school children across the country recited the Pledge of Allegiance, thus starting the tradition of reciting the pledge in schools. The original pledge stated: "I pledge allegiance to my flag and to the republic for which it stands, one nation indivisible, with liberty and justice for all." The pledge has been changed a few times since then, and in 1942 the United States Congress included the pledge in the official U.S. Flag Code.

3. Tell the students know that they know why we say the Pledge every day, they are going to look at the words more carefully to better understand what it means. As a class discuss each line and record the student’s ideas.

“I pledge allegiance” “to the flag” “of the United States of America”

I promise to be true To the symbol of our country Each states has joined together to make one country

“and to the Republic”

A republic is a country in which people choose others to make the laws – it’s our form of government The flag means our country A single country The people believe in a Supreme Being The country cannot be split into parts With freedom and fairness For each person in the country . . . you and me

“for which is stands,” “one Nation” “under God,” “indivisible” “with liberty and justice “for all.”

4. To close, hand out the “Design Your Own Flag” worksheet. Remind them about what they have learned about symbols, as well as about culture.

Lesson 12: Economics – 3 days Lesson 12, Day 1 1. Explain to students that countries have make decisions about how to take care of people’s wants and needs. Tell them that by understanding a country’s economy, they can learn about the goods and services that those countries produce.

2. Ask students, “What does your family spend its money on?” List responses on chart paper and title it, “Products and Services We Buy.”

3. Next display the “Economics Posters” (You can print them out or show them on a screen. They can be found in the Shared Folder: Go to the Elementary Folder, then Grade 3, then Social Studies. You will find it in the Unit 1 folder.)

4. Have students practice their note-taking skills by completing the worksheet as you go over each poster.

Name ____________________________________________ Economics Note-Taking Worksheet Poster #1 Our economy involves the _________________________, ____________________, and ___________________________ of products and services.

Question: What economic problem does every society have to solve?

Answer: ___________________________________________________________ _________________________________________________________________

Poster #2 Question: What are goods and services?

Answer: ___________________________________________________________ _________________________________________________________________ Example of a good: ________________________________________________ Example of a service: ______________________________________________

Poster #3 Question: What are producers and consumers?

Answer: ___________________________________________________________ _________________________________________________________________ Example of a producer: ______________________________________________ Example of a consumer: _____________________________________________

Poster #4 Question: What are wants and needs?

Answer: ___________________________________________________________ _________________________________________________________________ Example of a need: ______________________________________________ Example of a want: _____________________________________________

Poster #5 Question: What are natural resources?

Answer: ___________________________________________________________ _________________________________________________________________ Example of a natural resource: ______________________________________

Poster #6 Question: What is scarcity?

Answer: ___________________________________________________________ _________________________________________________________________ Question: What is abundance?

Answer: ___________________________________________________________ _________________________________________________________________

Lesson 12, Day 2 1. Have students practice their map skills and test their knowledge of goods and services by having them complete the questions with the “Community Services” map. (Evan Moor, Daily Geography Practice, Grade 3, page 1127).

2. Hand out the “Wants and Needs” skit. Assign roles and read out loud as class. (The skit can be found in the Shared Folder: Go to the Elementary Folder, then Grade 3, then Social Studies. You will find it in the Unit 1 folder.)

3. Have students create a T-Chart at the bottom of the skit labeled Wants and Needs. Have them write down two of their wants and two of their needs. Discuss as a class.

Name _______________________________________

Community Services 1. A community provides ___________________ for its people.

2. Which community services have an entrance on Safety Street? ____________________________________________________ ____________________________________________________ 3. What is the address of the Police Station ___________________________________________________ 4. On which street can you mail a letter? ___________________________________________________ 5. The park is a community service. On which street is the park located? ______________________________________________ 6. Color the community services on the map that help people during an emergency.

Lesson 12, Day 3 1. Hand out the “Natural Resources” skit. Assign roles and read out loud as class. Pause and discuss as indicated. (The skit can be found in the Shared Folder: Go to the Elementary Folder, then Grade 3, then Social Studies.

You will find it in the Unit 1 folder.)

2. Show students several items in the classroom that were made in other countries. Explain that in the United States, one of the ways we meet people’s needs is to get resources and products from other nations. Ask students if they know of any goods or products in their homes that were produced in another country?

3. Hand out the “Product Map: Wisconsin.” (Evan Moor, Daily Geography Practice, Grade 3, page 119). Read over the information on the bottom. Looking at the smaller map at the top, discuss how Wisconsin is a state. Have them color New York on the small map and then answer the questions.

4. To close, ask students to complete the following. a) Ask them to name the products made (produced) in Wisconsin: milk, cheese and butter. b) Ask them to circle the three cities that are east of the Wisconsin River. c) Ask them, to put on “X” on the city that has the most dairy farms.