Course Description
The third grade social studies curriculum is an introduction
to communities and Boise City. During the first semester,
students focus on citizen rights and responsibilities,
laws, qualities of good leaders, and local elections.
Students study the relationships and conflicts between
early settlers and the native cultures. The second
semester studies about our country's early history,
including significant internal conflicts, and the political,
environmental, cultural, and economic history of Boise.
State standards are imbedded throughout the course
and guide its instructional objectives.
A Note on Standards
The third grade curriculum includes both Boise School
District and State of Idaho standards. State standards
include content knowledge and skills in the following
areas: critical thinking, geography, exploration and
expansion, economics, migration and immigration, cultural
and social development, political systems, government,
citizen responsibilities, and international relations.
While each standard is expressed through specific,
associated instructional objectives, instructors should
seek opportunities to apply the standards throughout
the course.
Adopted Materials
Our Communities
Banks, James A, et al.
New York: Macmillan/McGraw–Hill School Publishing Company,
2003.
Copyright
Resources
K – 12
Social Studies Scope and Sequence
Course Scope
First Semester Timeline
| Unit 1 |
Citizenship |
September |
| Unit 2 |
Government |
October |
| Unit 3 |
Mapping/Geography |
November |
| Unit 4 |
Economics/Goods and Services/Technology |
December |
Second Semester Timeline
| Unit 5 |
Human Rights |
January |
| Unit 6 |
Immigration and Migration |
February |
| Unit 7 |
Early Boise/Pioneers |
March |
| Unit 8 |
Present Day Boise |
April/May |
Assessment
Correlation acronyms key
|
Unit
1 |
Citizenship |
September |
|
Instructional Objective
313.01 Explain that there are benefits for
following the laws and consequences for breaking
the laws of the community. |
Standard Reference
3.SS.4.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Discuss school and classroom rules. |
Use classroom discipline plan. |
TMA |
|
02 |
Brainstorm and develop classroom rules and why
they are important. |
Our Communities pp. A5; 258-259 |
TMA |
|
03 |
Recognize the benefits and consequences of his
or her own actions. |
|
TMA |
|
Instructional Objective
313.02 Tell how local government officials
are chosen, e.g., election, appointment. |
Standard Reference
3.SS.4.2.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Differentiate between classroom rule vs. majority
vote via class discussion. |
Our Communities p. 227 |
TMA |
|
02 |
Discuss local elections and how local government
officials are chosen. |
Our Communities pp. 220-221; 224; 226-227;
231; Newspaper, Radio, TV; Boise Unit |
TMA |
|
Instructional Objective
313.03 Identify qualities of a good leader. |
Standard Reference
District 31303 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Recognize the rights and responsibilities of
American citizenship. |
Our Communities pp. 250-255 |
|
|
02 |
List, debate, or chart qualities of a good leader.
(Begin with National Leaders and move to Local
leaders, school leaders, team leaders, etc.) |
Our Communities pp. 218-237; Boise Unit |
TMA |
|
Instructional Objective
313.04 Identify ways children and adults can
participate in their community and/or local
governments. |
Standard Reference
3.SS.4.3.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
List at least five ways children and adults
can participate in the public life of their community. |
Our Communities pp.48; 142; 176; 258;
332; Boise Unit |
TMA |
|
Instructional Objective
313.05 Explain why communities have laws. |
Standard Reference
3.SS.4.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
List at least five community laws and state
reasons why they are important to the citizens
of Boise. |
School Resource Officer |
TMA |
|
Instructional Objective
313.06 Identify and explain the basic functions
of local government. |
Standard Reference
3.SS.4.2.1 |
|
Associated Instructional Objectives: |
|
|
Identify the people or groups that make, apply,
and enforce laws in the community. |
3.SS.4.1.3 |
|
Describe services commonly and primarily provided
by governments for the community. |
3.SS.4.2.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Recognize that an elected mayor and city council
govern most communities. |
Our Communities pp. 218-227; Boise Unit |
TMA |
|
02 |
Explain the different services primarily provided
by governments for the community. |
|
TMA |
|
Instructional Objective
313.07 Identify some of the freedoms guaranteed
to American citizens in the Constitution and
the Bill of Rights. |
Standard Reference
District 31307 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Name at least five guarantees stated in the
Constitution. |
Our Communities pp. A2-A4 |
TMA |
|
02 |
Illustrate one freedom of the Bill of Rights. |
Our Communities p. A3 |
TMA |
|
Instructional Objective
313.08 Identify many of the responsibilities
and rights of American citizens. |
Standard Reference
District 31308 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe how citizens of a community can work
together to solve problems. |
Our Communities pp. 18-19; 218; 248-255;
262-267; 269-271 |
TMA |
|
Instructional Objective
313.09 Identify the three branches of government. |
Standard Reference
District 31309 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Outline the three branches of government and
the function of each. |
Our Communities pp. 234-235; 237 |
TMA |
|
Instructional Objective
313.10 Identify significant early American
leaders. |
Standard Reference
District 31310 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Examine the qualities of an early American leader. |
Our Communities pp. 230-233 |
TMA |
|
02 |
Create a Venn diagram comparing two early American
leaders. |
|
TMA |
|
Instructional Objective
313.11 Discuss how the United States became
a nation after the colonists defeated the British
in the Revolutionary War. |
Standard Reference
District 31311 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify one main cause of the Revolutionary
War. |
|
TMA |
|
02 |
Recognize that the American Revolution brought
independence to our country. |
Our Communities p. A8 |
TMA |
|
Instructional Objective
313.12 Explain that people in the United States
share a common heritage through patriotic holidays
and symbols. |
Standard Reference
3.SS.1.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Recite the Pledge of Allegiance on a daily basis. |
Ongoing |
TMA |
|
02 |
Examine the words and meaning of the Pledge
of Allegiance. |
Our Communities pp. A7; 254-255 |
TMA |
|
03 |
Identify patriotic holidays. (Memorial Day,
July 4th, Independence Day) |
Our Communities pp. 354-355; 358-359;
320-321 |
TMA |
|
04 |
Identify national documents. (Constitution,
Declaration of Independence, Bill of Rights,
Pledge of Allegiance) |
pp. Our Communities A2-A7; 254; 288 |
TMA |
|
05 |
Identify and describe the meaning of a given
national symbol. (bald eagle, flag, US seal) |
Our Communities pp.254; 273; 286 |
TMA |
|
Instructional Objective
313.13 Use days, weeks, months, and years
to measure time. |
Standard Reference
District 31313 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Recognize the proper date of each day. |
|
TMA |
|
02 |
Create a classroom timeline of daily, weekly,
or monthly events to continue throughout the
year. |
Our Communities pp. 104-105; 146-147 |
TMA |
|
Instructional Objective
313.14 Identify decades and centuries as a
measure of time. |
Standard Reference
District 31314 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Define what a decade and century are. |
Our Communities pp 46; 104-105; 121;
128-129; 132; 145; 147; 166; 256; 308 |
TMA |
|
02 |
Create a timeline that depicts at least 20 world/national
events during the last century. |
Our Communities pp. 104-105; 121 |
TMA |
|
Instructional Objective
313.15 Use a map title, map key, scale, cardinal
directions, and symbols to interpret a map. |
Standard Reference
3.SS.2.1.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify a specific area on a map using a compass
rose. |
Our Communities pp. H13; 112 |
TMA |
|
02 |
Locate a feature on a map using the legend or
key. |
Our Communities pp. H11-12 |
TMA |
|
03 |
Use a teacher or student created map with key
and scale. |
Our Communities p. 82 |
|
|
Instructional Objective
313.16 Locate on a map waterways, landforms,
cities, states, and national boundaries using
standard map symbols. |
Standard Reference
3.SS.2.1.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Find and label designated waterways, landforms,
cities, states, and national boundaries on a
world map using a legend. |
Our Communities pp. H11-H16; R4-R20 |
TMA |
|
02 |
Describe a given landform. |
Our Communities pp. H15; 38-39; R22-23;
30-33 |
TMA |
|
Instructional Objective
313.17Use a number/letter grid to find specific
locations on a map. |
Standard Reference
3.SS.2.1.5 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Locate a given feature using given grid coordinates
on a map. |
Our Communities p. H16; 238-239 |
TMA |
|
Instructional Objective
313.18 Describe the concepts of globe, continent,
country, state, county, city/town, and neighborhood. |
Standard Reference
3.SS.2.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify a specific hemisphere on a map or globe. |
Our Communities pp. 290-291 |
TMA |
|
02 |
Locate a specific continent or ocean on a world
map. |
Our Communities p. H10 |
TMA |
|
03 |
Identify lines of longitude or latitude on a
globe. |
|
TMA |
|
04 |
Construct and label a globe that includes the
seven continents, Northern and Southern Hemispheres,
and the equator. |
Our Communities pp. H9-H10; R4-R5 |
TMA |
|
05 |
Identify Idaho, Ada County and Boise on a map. |
Our Communities p. 212; Boise Unit |
TMA |
|
06 |
Illustrate a map that shows how to travel from
home to school. |
Our Communities p. 61 |
TMA |
|
Instructional Objective
313.19 Find the United States, Idaho, the
state capital Boise, and own community on a
map. |
Standard Reference
3.SS.2.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Locate the United States on a world map. |
Our Communities pp. H7-H9; R4-R5 |
TMA |
|
02 |
Locate Idaho and Boise on a US map. |
Our Communities pp. R18-19 |
TMA |
|
03 |
Locate Boise on a state map. |
Our Communities p. 212 |
TMA |
|
04 |
Locate school community on a Boise City map. |
Our Communities pp. 30-35 |
TMA |
|
Back to Top |
|
Unit
4 |
Economics/Goods and
Services/Technology |
December |
|
Instructional Objective
313.20 Explain how communities are linked
together through media, technology, phones,
radio, etc. |
Standard Reference
District 31320 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Discuss, list, or chart how communities are
linked together through media, technology, phones,
radio, etc. |
Our Communities pp. A6; 122-133 |
TMA |
|
Instructional Objective
313.21 Explain the difference between public
and private property. |
Standard Reference
3.SS.3.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a comparison chart showing the differences
between public and private property. |
|
TMA |
|
Instructional Objective
313.22 Compare how machines and technology
are used in homes, schools, communities, and
the global community. |
Standard Reference
District 31322 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Brainstorm and discuss ways in which different
forms of technology are used in our daily lives. |
Our Communities pp. 124-133; 138-139;
142-143; 182-199; 305 |
TMA |
|
02 |
Compare and contrast technology from past to
present. |
Our Communities pp. 122-133; 334-339 |
TMA |
|
Instructional Objective
313.23 Explain the difference between goods
and services. |
Standard Reference
District 31323 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a chart using pictures that demonstrate
some goods and services found in the community. |
Our Communities pp. 160-165; 179-181;
192-199; 210-211; Boise Unit |
TMA |
|
02 |
Classify an occupation as one that provides
goods or a service. |
Our Communities Unit 3; Boise Unit |
TMA |
|
03 |
Categorize goods or services. |
Our Communities Unit 3; Boise Unit |
TMA |
|
Instructional Objective
313.24 Explain the concepts of supply and
demand and the role of the consumer and producer. |
Standard Reference
3.SS.3.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Recognize concepts and effects of supply and
demand. |
Our Communities pp. 186-187 |
TMA |
|
02 |
Create a Venn diagram comparing and contrasting
produces and consumers. |
Our Communities pp. 162-163 |
TMA |
|
Instructional Objective
313.25 Describe the purposes and benefits
of savings. |
Standard Reference
3.SS.3.1.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a virtual bank account. Use fictitious
checks and registries to practice consumer activities.
(Integrate technology and math.) |
Our Communities pp. 171-177 |
TMA |
|
02 |
Explain the purposes and benefits of having
a savings account. |
|
TMA |
|
Instructional Objective
313.26 Identify ways machines and technology
have evolved over time and have changed the
lives of people. |
Standard Reference
District 31326 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Illustrate a specific machine or piece of technology
showing its evolution. |
Our Communities pp. 305; 185; H4; 133;
142; 182-189 |
TMA |
|
02 |
Write a paragraph on how the machine or technology
has changed the lives of people. |
Our Communities pp. 142-143; 185 |
TMA |
|
Instructional Objective
313.27 Name some of the changes that have
occurred to the local community due to technological
advances. |
Standard Reference
District 31327 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
List at least five changes that have occurred
in Boise due to technological advances. |
Boise Unit |
TMA |
|
Instructional Objective
313.28 Identify reasons for voluntary immigration
and involuntary movement of people. |
Standard Reference
3.SS.1.2.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Read and discuss literature about slavery. |
|
TMA |
|
02 |
Contrast (after reading and discussing teacher-shared
literature about slavery) how the first Africans
came to America vs. how the European settlers
came. |
Our Communities pp. 90-91; 294 |
TMA |
|
Instructional Objective
313.29 Define slavery and explain how the
Civil War brought an end to slavery in the
United States. |
Standard Reference
District 31329 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe what slavery is. |
Our Communities pp. 90-91 |
TMA |
|
02 |
Relate how the Civil War Brought an end to slavery
in the US. |
Our Communities pp. 114-119 |
TMA |
|
Instructional Objective
313.30 Recognize the concepts of popular consent,
respect for the individual, equality of opportunity
and personal liberty. |
Standard Reference
District 31330 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Recognize the struggle for equal rights among
minorities. |
Our Communities pp. 116-119 |
TMA |
|
02 |
Name, after the teacher reads literature about
Martin Luther King, at least five beliefs he
had. |
Our Communities pp. A9; 118-119; 354 |
TMA |
|
03 |
Identify what it means to have respect for all
individuals. |
Our Communities pp. A5; 259 |
TMA |
|
313.31 Demonstrate knowledge that the first
people to inhabit American lands included native
Alaskans and native Hawaiians, as well as native
peoples in the contiguous forty-eight states. |
Standard Reference
District 31331 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify at least five groups of early immigrants. |
Our Communities pp. 286 |
TMA |
|
02 |
Explain why immigrants came and what they brought
to our country. |
Our Communities pp. 107-111; 286 |
TMA |
|
03 |
Understand that the Shoshone Indians inhabited
the Boise area before the white people came. |
Boise Unit |
TMA |
|
Instructional Objective
313.32 Share the origins of classmates’ ancestors. |
Standard Reference
3.SS.1.2.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Research a personal timeline. |
Our Communities pp. 104-105; 280-343 |
TMA |
|
Instructional Objective
313.33 Describe how migration and immigration
are continuous processes. |
Standard Reference
3.SS.1.2.2 |
|
Associated Instructional Objective: |
|
|
Explore connections that the local community
has with other communities throughout the world. |
3.SS.5.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a graph (using statistics from Resource
Reference) showing ten countries that have had
the highest immigration numbers to the United
States in the past year. |
Our Communities pp. 110-111; 287 See
Resource Reference |
TMA |
|
02 |
Discuss some connections that the local community
has with other communities throughout the world. |
|
TMA |
|
Instructional Objective
313.34 Explore relationships and conflicts
between early settlers and Native Americans. |
Standard Reference
District 31334 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Read and discuss literature about early settlers
and Native Americans. |
Boise Unit |
TMA |
|
02 |
Illustrate and write a short paragraph about
one relationship/conflict between early settlers
and Native Americans. |
Boise Unit |
TMA |
|
Instructional Objective
313.35 Analyze past and present settlement
patterns of the community. |
Standard Reference
3.SS.2.3.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Evaluate reasons people settled in various places
in Boise. (i. e. mining) |
Our Communities pp. 182-189; Boise Unit |
TMA |
|
Instructional Objective
313.36 Identify geographic features influencing
settlement patterns of the community. |
Standard Reference
3.SS.2.3.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify geographic features of Boise using
the city map. |
Our Communities pp. 30-37; Boise Unit |
TMA |
|
02 |
Examine how the features might have influenced
settlement patterns. |
Our Communities pp. 30-37; Boise Unit |
TMA |
|
Instructional Objective
313.37 Identify ways the land around the community
has been changed by people, technology, and
natural forces. |
Standard Reference
District 31337 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Compare and contrast pictures of past and present
Boise. |
Our Communities pp. A16; 114-131; 136-141;
Boise Unit |
TMA |
|
02 |
Create a bulletin board using local newspaper
articles/pictures that depict change in Boise. |
Boise Unit |
TMA |
|
Instructional Objective
313.38 Identify the primary sources of information
about local history. |
Standard Reference
District 31338 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
List at least five sources where students could
locate information about the history of Boise. |
Our Communities pp. 114-119; Boise Unit |
TMA |
|
Instructional Objective
313.39 Identify some significant events that
have occurred in and around the community. |
Standard Reference
District 31339 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a timeline that depicts at least 20 significant
events that have occurred in the Boise community
from 1800-1900. |
Boise Unit |
TMA |
|
Instructional Objective
313.40 Investigate the history of your community. |
Standard Reference
3.SS.1.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Research a Boise landmark, write a report, and
present information. |
Boise Unit |
TMA |
|
02 |
List at least 10 historical landmarks in Boise. |
Boise Unit |
TMA |
|
Instructional Objective
313.41 Compare different cultural groups in
the community including their distinctive foods,
clothing styles, and traditions. |
Standard Reference
3.SS.1.1.3 |
|
Associated Instructional Objectives: |
|
|
Identify and describe ways families, groups,
tribes and communities influence the individual’s
daily life and personal choices. |
3.SS.1.1.4 |
|
Examine the contributions from various cultures
from other parts of the world to the development
of the community and how they make that community
unique. |
3.SS.5.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Investigate and list the major culture groups
in Boise. |
Our Communities pp. 342-343; Boise Unit |
TMA |
|
02 |
Create a Venn diagram comparing three culture
groups. |
Our Communities pp. 106-111; 284-289;
Boise Unit |
TMA |
|
Instructional Objective
313.42 Describe some traditions in the community. |
Standard Reference
District 31342 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Construct a travel brochure that depicts and
describes traditions, customs, and the way of
life in Boise. |
Our Communities pp. 307; 311-321; 324-331;
334-339; Boise Unit |
TMA |
|
Instructional Objective
313.43 Explain how land, natural resources,
labor, trade, and/or technology affect economic
activities in the local community. |
Standard Reference
3.SS.3.2.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify natural resources in Boise. |
Our Communities pp. 42-43; 47; 47; 49;
Boise Unit |
TMA |
|
02 |
Discuss how natural resources impact the economy
of Boise. Integrate current events. |
Our Communities pp. 30-37; 40-45; 52-57;
Boise Unit |
TMA |
|
Instructional Objective
313.44 Identify examples of transportation
and communication networks in the local community
and explain how they encourage economic prosperity
and growth. |
Standard Reference District31344 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Discuss different modes of transportation and
draw pictures illustrating a mode of transportation
in the Boise community. |
Our Communities pp. 23; 25; 101-103;
142; 192-203; 212; Boise Unit |
TMA |
|
Instructional Objective
313.45 Differentiate between cause and effect. |
Standard Reference
District 31345 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explore the causes and effects of population
growth in Boise. |
Our Communities pp. 260-261; Boise Unit |
TMA |
|
Instructional Objective
313.46 Compare and contrast city/suburb/town
and urban/rural. |
Standard Reference
3.SS.2.3.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Define city, suburb, town, urban, and rural. |
Our Communities pp. 21-23 |
TMA |
|
02 |
Identify Boise as a city and list at least 5
factors that make it a city. |
Our Communities pp. 21-22; 27; 93; Boise
Unit |
TMA |
|
03 |
Compare and contrast Boise with a local suburb,
town, or rural area. |
Our Communities pp. 27; Boise Unit |
TMA |
|
Instructional Objective
313.47 Identify different points of view. |
Standard Reference
District 31347 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explore points of view of local community issues
through multi-media resources. (i.e. editorials
from newspapers, TV news, local internet sites) |
Our Communities pp. 142-143; 258-259 |
TMA |
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Instructional Objective
313.48 Identify current events involving the
community. |
Standard Reference
District 31348 |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create classroom bulletin board using articles
from local newspapers. |
Our Communities p. 227 |
TMA |
|
Instructional Objective
313.49 Identify factual statements in sources
of news using the five W’s: who, what, where,
when, and why. |
Standard Reference
District 31349 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Investigate an article pertaining to Boise in
a local newspaper identifying statements using
the five W’s: who, what, where, when, why. |
Boise Unit |
TMA |
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