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Social Studies - Third Grade |
District Course #313 | ||||||||||||||||||||||||
Course DescriptionThe 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 StandardsThe 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 MaterialsOur Communities Copyright ResourcesK – 12 Social Studies Scope and SequenceCourse ScopeFirst Semester Timeline
Second Semester Timeline
Assessment Correlation acronyms key
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Citizenship |
September |
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Instructional Objective 313.01 Explain that there are benefits for following the laws and consequences for breaking the laws of the community. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Discuss school and classroom rules. |
Use classroom discipline plan. |
TMA |
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02 |
Brainstorm and develop classroom rules and why they are important. |
Our Communities pp. A5; 258-259 |
TMA |
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03 |
Recognize the benefits and consequences of his or her own actions. |
TMA |
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Instructional Objective 313.02 Tell how local government officials are chosen, e.g., election, appointment. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Differentiate between classroom rule vs. majority vote via class discussion. |
Our Communities p. 227 |
TMA |
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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 |
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Instructional Objective 313.03 Identify qualities of a good leader. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Recognize the rights and responsibilities of American citizenship. |
Our Communities pp. 250-255 |
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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 |
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Instructional Objective 313.04 Identify ways children and adults can participate in their community and/or local governments. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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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 |
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Government |
October |
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Instructional Objective 313.05 Explain why communities have laws. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
List at least five community laws and state reasons why they are important to the citizens of Boise. |
School Resource Officer |
TMA |
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Instructional Objective 313.06 Identify and explain the basic functions of local government. |
Standard Reference |
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Associated Instructional Objectives: |
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Identify the people or groups that make, apply, and enforce laws in the community. |
3.SS.4.1.3 |
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Describe services commonly and primarily provided by governments for the community. |
3.SS.4.2.3 |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Recognize that an elected mayor and city council govern most communities. |
Our Communities pp. 218-227; Boise Unit |
TMA |
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02 |
Explain the different services primarily provided by governments for the community. |
TMA |
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Instructional Objective 313.07 Identify some of the freedoms guaranteed to American citizens in the Constitution and the Bill of Rights. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Name at least five guarantees stated in the Constitution. |
Our Communities pp. A2-A4 |
TMA |
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02 |
Illustrate one freedom of the Bill of Rights. |
Our Communities p. A3 |
TMA |
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Instructional Objective 313.08 Identify many of the responsibilities and rights of American citizens. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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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 |
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Instructional Objective 313.09 Identify the three branches of government. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Outline the three branches of government and the function of each. |
Our Communities pp. 234-235; 237 |
TMA |
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Instructional Objective 313.10 Identify significant early American leaders. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Examine the qualities of an early American leader. |
Our Communities pp. 230-233 |
TMA |
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02 |
Create a Venn diagram comparing two early American leaders. |
TMA |
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Instructional Objective 313.11 Discuss how the United States became a nation after the colonists defeated the British in the Revolutionary War. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Identify one main cause of the Revolutionary War. |
TMA |
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02 |
Recognize that the American Revolution brought independence to our country. |
Our Communities p. A8 |
TMA |
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Instructional Objective 313.12 Explain that people in the United States share a common heritage through patriotic holidays and symbols. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Recite the Pledge of Allegiance on a daily basis. |
Ongoing |
TMA |
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02 |
Examine the words and meaning of the Pledge of Allegiance. |
Our Communities pp. A7; 254-255 |
TMA |
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03 |
Identify patriotic holidays. (Memorial Day, July 4th, Independence Day) |
Our Communities pp. 354-355; 358-359; 320-321 |
TMA |
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04 |
Identify national documents. (Constitution, Declaration of Independence, Bill of Rights, Pledge of Allegiance) |
pp. Our Communities A2-A7; 254; 288 |
TMA |
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05 |
Identify and describe the meaning of a given national symbol. (bald eagle, flag, US seal) |
Our Communities pp.254; 273; 286 |
TMA |
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Mapping/Geography |
November |
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Instructional Objective 313.13 Use days, weeks, months, and years to measure time. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Recognize the proper date of each day. |
TMA |
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02 |
Create a classroom timeline of daily, weekly, or monthly events to continue throughout the year. |
Our Communities pp. 104-105; 146-147 |
TMA |
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Instructional Objective 313.14 Identify decades and centuries as a measure of time. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Define what a decade and century are. |
Our Communities pp 46; 104-105; 121; 128-129; 132; 145; 147; 166; 256; 308 |
TMA |
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02 |
Create a timeline that depicts at least 20 world/national events during the last century. |
Our Communities pp. 104-105; 121 |
TMA |
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Instructional Objective 313.15 Use a map title, map key, scale, cardinal directions, and symbols to interpret a map. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Identify a specific area on a map using a compass rose. |
Our Communities pp. H13; 112 |
TMA |
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02 |
Locate a feature on a map using the legend or key. |
Our Communities pp. H11-12 |
TMA |
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03 |
Use a teacher or student created map with key and scale. |
Our Communities p. 82 |
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Instructional Objective 313.16 Locate on a map waterways, landforms, cities, states, and national boundaries using standard map symbols. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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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 |
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02 |
Describe a given landform. |
Our Communities pp. H15; 38-39; R22-23; 30-33 |
TMA |
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Instructional Objective 313.17Use a number/letter grid to find specific locations on a map. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Locate a given feature using given grid coordinates on a map. |
Our Communities p. H16; 238-239 |
TMA |
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Instructional Objective 313.18 Describe the concepts of globe, continent, country, state, county, city/town, and neighborhood. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Identify a specific hemisphere on a map or globe. |
Our Communities pp. 290-291 |
TMA |
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02 |
Locate a specific continent or ocean on a world map. |
Our Communities p. H10 |
TMA |
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03 |
Identify lines of longitude or latitude on a globe. |
TMA |
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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 |
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05 |
Identify Idaho, Ada County and Boise on a map. |
Our Communities p. 212; Boise Unit |
TMA |
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06 |
Illustrate a map that shows how to travel from home to school. |
Our Communities p. 61 |
TMA |
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Instructional Objective 313.19 Find the United States, Idaho, the state capital Boise, and own community on a map. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Locate the United States on a world map. |
Our Communities pp. H7-H9; R4-R5 |
TMA |
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02 |
Locate Idaho and Boise on a US map. |
Our Communities pp. R18-19 |
TMA |
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03 |
Locate Boise on a state map. |
Our Communities p. 212 |
TMA |
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04 |
Locate school community on a Boise City map. |
Our Communities pp. 30-35 |
TMA |
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Economics/Goods and Services/Technology |
December |
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Instructional Objective 313.20 Explain how communities are linked together through media, technology, phones, radio, etc. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Discuss, list, or chart how communities are linked together through media, technology, phones, radio, etc. |
Our Communities pp. A6; 122-133 |
TMA |
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Instructional Objective 313.21 Explain the difference between public and private property. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Create a comparison chart showing the differences between public and private property. |
TMA |
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Instructional Objective 313.22 Compare how machines and technology are used in homes, schools, communities, and the global community. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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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 |
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02 |
Compare and contrast technology from past to present. |
Our Communities pp. 122-133; 334-339 |
TMA |
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Instructional Objective 313.23 Explain the difference between goods and services. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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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 |
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02 |
Classify an occupation as one that provides goods or a service. |
Our Communities Unit 3; Boise Unit |
TMA |
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03 |
Categorize goods or services. |
Our Communities Unit 3; Boise Unit |
TMA |
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Instructional Objective 313.24 Explain the concepts of supply and demand and the role of the consumer and producer. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Recognize concepts and effects of supply and demand. |
Our Communities pp. 186-187 |
TMA |
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02 |
Create a Venn diagram comparing and contrasting produces and consumers. |
Our Communities pp. 162-163 |
TMA |
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Instructional Objective 313.25 Describe the purposes and benefits of savings. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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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 |
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02 |
Explain the purposes and benefits of having a savings account. |
TMA |
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Instructional Objective 313.26 Identify ways machines and technology have evolved over time and have changed the lives of people. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Illustrate a specific machine or piece of technology showing its evolution. |
Our Communities pp. 305; 185; H4; 133; 142; 182-189 |
TMA |
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02 |
Write a paragraph on how the machine or technology has changed the lives of people. |
Our Communities pp. 142-143; 185 |
TMA |
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Instructional Objective 313.27 Name some of the changes that have occurred to the local community due to technological advances. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
List at least five changes that have occurred in Boise due to technological advances. |
Boise Unit |
TMA |
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Human Rights |
January |
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Instructional Objective 313.28 Identify reasons for voluntary immigration and involuntary movement of people. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Read and discuss literature about slavery. |
TMA |
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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 |
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Instructional Objective 313.29 Define slavery and explain how the Civil War brought an end to slavery in the United States. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Describe what slavery is. |
Our Communities pp. 90-91 |
TMA |
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02 |
Relate how the Civil War Brought an end to slavery in the US. |
Our Communities pp. 114-119 |
TMA |
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Instructional Objective 313.30 Recognize the concepts of popular consent, respect for the individual, equality of opportunity and personal liberty. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Recognize the struggle for equal rights among minorities. |
Our Communities pp. 116-119 |
TMA |
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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 |
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03 |
Identify what it means to have respect for all individuals. |
Our Communities pp. A5; 259 |
TMA |
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Immigration and Migration |
February |
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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 |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Identify at least five groups of early immigrants. |
Our Communities pp. 286 |
TMA |
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02 |
Explain why immigrants came and what they brought to our country. |
Our Communities pp. 107-111; 286 |
TMA |
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03 |
Understand that the Shoshone Indians inhabited the Boise area before the white people came. |
Boise Unit |
TMA |
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Instructional Objective 313.32 Share the origins of classmates’ ancestors. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Research a personal timeline. |
Our Communities pp. 104-105; 280-343 |
TMA |
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Instructional Objective 313.33 Describe how migration and immigration are continuous processes. |
Standard Reference |
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Associated Instructional Objective: |
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Explore connections that the local community has with other communities throughout the world. |
3.SS.5.1.1 |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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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 |
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02 |
Discuss some connections that the local community has with other communities throughout the world. |
TMA |
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Early Boise/Pioneers |
March |
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Instructional Objective 313.34 Explore relationships and conflicts between early settlers and Native Americans. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Read and discuss literature about early settlers and Native Americans. |
Boise Unit |
TMA |
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02 |
Illustrate and write a short paragraph about one relationship/conflict between early settlers and Native Americans. |
Boise Unit |
TMA |
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Instructional Objective 313.35 Analyze past and present settlement patterns of the community. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Evaluate reasons people settled in various places in Boise. (i. e. mining) |
Our Communities pp. 182-189; Boise Unit |
TMA |
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Instructional Objective 313.36 Identify geographic features influencing settlement patterns of the community. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Identify geographic features of Boise using the city map. |
Our Communities pp. 30-37; Boise Unit |
TMA |
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02 |
Examine how the features might have influenced settlement patterns. |
Our Communities pp. 30-37; Boise Unit |
TMA |
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Instructional Objective 313.37 Identify ways the land around the community has been changed by people, technology, and natural forces. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Compare and contrast pictures of past and present Boise. |
Our Communities pp. A16; 114-131; 136-141; Boise Unit |
TMA |
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02 |
Create a bulletin board using local newspaper articles/pictures that depict change in Boise. |
Boise Unit |
TMA |
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Instructional Objective 313.38 Identify the primary sources of information about local history. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
List at least five sources where students could locate information about the history of Boise. |
Our Communities pp. 114-119; Boise Unit |
TMA |
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Instructional Objective 313.39 Identify some significant events that have occurred in and around the community. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Create a timeline that depicts at least 20 significant events that have occurred in the Boise community from 1800-1900. |
Boise Unit |
TMA |
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Present Day Boise |
April/May |
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Instructional Objective 313.40 Investigate the history of your community. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Research a Boise landmark, write a report, and present information. |
Boise Unit |
TMA |
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02 |
List at least 10 historical landmarks in Boise. |
Boise Unit |
TMA |
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Instructional Objective 313.41 Compare different cultural groups in the community including their distinctive foods, clothing styles, and traditions. |
Standard Reference |
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Associated Instructional Objectives: |
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Identify and describe ways families, groups, tribes and communities influence the individual’s daily life and personal choices. |
3.SS.1.1.4 |
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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 |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Investigate and list the major culture groups in Boise. |
Our Communities pp. 342-343; Boise Unit |
TMA |
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02 |
Create a Venn diagram comparing three culture groups. |
Our Communities pp. 106-111; 284-289; Boise Unit |
TMA |
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Instructional Objective 313.42 Describe some traditions in the community. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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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 |
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Instructional Objective 313.43 Explain how land, natural resources, labor, trade, and/or technology affect economic activities in the local community. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Identify natural resources in Boise. |
Our Communities pp. 42-43; 47; 47; 49; Boise Unit |
TMA |
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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 |
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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 |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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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 |
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Instructional Objective 313.45 Differentiate between cause and effect. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Explore the causes and effects of population growth in Boise. |
Our Communities pp. 260-261; Boise Unit |
TMA |
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Instructional Objective 313.46 Compare and contrast city/suburb/town and urban/rural. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Define city, suburb, town, urban, and rural. |
Our Communities pp. 21-23 |
TMA |
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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 |
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03 |
Compare and contrast Boise with a local suburb, town, or rural area. |
Our Communities pp. 27; Boise Unit |
TMA |
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Instructional Objective 313.47 Identify different points of view. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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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 |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Create classroom bulletin board using articles from local newspapers. |
Our Communities p. 227 |
TMA |
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Instructional Objective 313.49 Identify factual statements in sources of news using the five W’s: who, what, where, when, and why. |
Standard Reference |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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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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Social Studies curriculum e-mail
contact:
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Boise
School District 8169 W. Victory Rd., Boise, ID 83709 |
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District of Boise City All rights reserved |