Social Studies Pacing Guide Grade 3 - Cicero School … · Social Studies Pacing Guide Grade 3 Q1 W1 Q1 W2 Q1 W3 Q1 W4 Q1 W5 Q1 W6 Q1 W7 Q1 W8 Q1 W9 Q2 W1 Q2 W2 Q2 W3 Q2 W4 Q2 W5
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Social Studies Pacing Guide Grade 3
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
Topic Aug Sept Sept Sept Sept Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun
Communities U1 CH1 L1 X X W WKinds of Communities U1
Ch1 L2 X I I
Constitution Day - 9/17 X N NU1 CH1 Skillbuilder-Review
Map Skills X T TEarth's Land and Water U1
CH2 L1 X E EOur Country's Geography U1
CH2 L2 X R RU1 CH2 Skillbuilder-Read a
Climate Map X B BAmerican Indian Day (fourth
Friday in September) X R RCommunities and Resources
U1 CH2 L3 X E E
Mexico City U1 CH2 L4 X A A
U1 Ch2 Using A Map Grid X K K
The Navajo U2 CH3 L1 X W W
Leif Erickson Day-Oct 9th X I I
The Yurok U2 CH 3 L2 X N N
The Cherokee U2 Ch 3 L3 X T TThe Haudenosaunee U2
CH3 L4 X E EU1 CH2 Skillbuilder-Use a
Map Grid X R R
Explorers Arrive U2 CH4 L1 X B BU2 CH4 Skillbuilder-
Timeline X R RColonies in America U2 CH4
L2 X E EBecoming a Country U2 CH4
L3 X A A
Canada U2 CH4 L4 X K KSettlers in St. Louis U3 CH5
L1 X W W
Moving West U3 CH5 L2 I I X
Social Studies Pacing Guide Grade 3
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
Topic Aug Sept Sept Sept Sept Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun
Reading A Map Scale U5
Skilllbuilder N N XComing to America U3 CH6
L1 T T X
Brazil U3 CH6 L2 E E XCitizens Make A Difference
U4 CH7 L1 R R XRights and Responsibilities
U 4 CH 7 L2 B B X
Africian American History R R XCultural Holidays U6 Ch12
L1 E E XNational Holidays U6 Ch 12
L2 A A X
Our Heroes U6 CH 12 L3 K K XState Government U4 CH8
L2 W W XNational Government U4 CH
8 L3 I I XStudy of the History of
Women March N N XUsing an Inset Map U4 CH8
Skillbuilder T Y XIrish Famine Study- March
28th E E XNations Work Together U4
CH8 L4 R R XHolococaust and Genocide
Study April 15 B B X
Using Money U5 CH9 L1 R R X
Making Choices U5 CH9 L2 E E XWho are Producers? U5
Ch10 L1 A A X
Illinois Law Day- May - Wk 1 K K X
Making Goods U5 CH10 L2 W W XTrade Around the World U5
CH10 L3 I I XUsing A Flow Chart U5
CH10 Skillbuilder N N X
Social Studies Pacing Guide Grade 3
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
Topic Aug Sept Sept Sept Sept Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun
Culture in a Community U6
CH 11 L1 T T X
Russia U6 CH11 L2 E E XCivic and Patriotism-Proper
Use of Flag and Voting R R XExtend Lesson "Red, White,
and Blue" U4 CH3 L3 B B XExtend Lesson "State
Capitals" US CH8 L2 R R X
GRADE 3 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested
Summative
Assessments
Suggested
Accommodations
Resources/Activities
14A
17A
Chapter 1
Lesson 1
I 14A The importance of
Rules, Laws and
Responsibilities
I 17A Geography, Map
and globe skills
10
days
In what ways are
communities different?
Why is it important to
have laws?
community
law
citizen
Practice Book (PB) p. 3 -
5
Unit Resources (UR) U1
3
Create Classroom Rules
(Whole-Class)
Interactive Student
Notebook (ISN): Journal
Entry "Importance of
Rules and Laws"
Kagan: Numbered
Heads Together
Test Generator CD-
ROM
(TEST GENERATOR
IN ENGLISH ONLY)
Assessment
Options (AO) U1
CH 1 Test p.1
Resources for
Reaching All Learners
(RRAL) p. 1-2, 47-48
U1 CH1 Lesson 1 TE pp. 4-9
Community: Rules and laws in communities
U1 CH1 Lesson 1 TE pp. 14-15
MAP SKILLS: Map features
U1 CH1 Lesson 1 TE pp. 15-19,
GEOGRAPHY: Physical regions/landforms of the
United States
RESOURCES: Teacher Read Aloud (TRA) p. 3F,
Extend L1 CH1 p. 10-11, Big Idea and Skill
builder Transparencies (BIST) 1, Interactive
Transparency (IT) U1
RESOURCES: Video U1, GeoNet CD-ROM, IT 2,
BIST Skillbuilder 1-3, 10, 14, 17
17C Chapter 1
Lesson 2
I 17C Relationships
between geographic
features and society
5 days How are suburban,
rural, and urban
communities different?
population
urban area
suburb
rural area
TE pp. 22-23
ISN: Describe &
illustrate
urban/rural/suburban
communities
Test Generator CD-
ROM
Assessment
Options U1 Lesson
2 Chapter Test pp.
3-6
RRAL p. 4 U1 CH1 Lesson 2 TE pp. 16-21 KINDS OF
COMMUNITIES: Rural/Urban
RESOURCES: PB p. 7
Goal 18 - Understand social systems, with an emphasis on the United States.
Unit 1-Community and Geography
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Copying this document is prohibited without written permission from Cicero School District 99. 1
GRADE 3 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested
Summative
Assessments
Suggested
Accommodations
Resources/Activities
Goal 18 - Understand social systems, with an emphasis on the United States.
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
17A CH1 Skill
builder
I 17AGeography, Map and
Globe skills
2-3
days
How do you read and
interpret a map?
How do you use a map
title, map key , and
compass rose ?
map title
map key
compass rose
ISN: Label A U.S. Map
with map title, map key
and compass rose
U1 CH1 pp.14-15 textbook
Unit Resources p.5
Skill Transparency #1
17B
17C
Chapter 2
Lesson 1
I 17B Damage to the
Earth's physical
Environment by Humans
and Nature
I 17C Relationship
between geographic
features and society
5 days What are the reasons
people live near oceans,
rivers, or lakes?
What are earth's major
landforms, kinds of
water, and climate?
landform
erosion
geography
climate
PB p. 6-7
ISN: Landform Activity
Test Generator CD-
ROM
Assessment
Options U1 CH 2
Lesson 1 p.7
U1 CH2 Lesson 1 TE pp. 24-31
LANDFORMS: How landforms and climate
affect where people live
U1 CH2 Lesson 1 TE pp. 32-33
HURRICANES: How they change the land
RESOURCES: Extend L3 CH2
17A CH2
Skillbuilder
I 17A Geography, Map
and Globe skills
2-3
days
How do you read a
climate map?
climate map ISN: Label the climate
regions of the United
States on a U.S. Map.
U1 CH1 pp. 34-35 textbook
Unit Resources p. 10
Skill Transparency #2
17B Chapter2
Lesson 2
I 17B Damage to the
Earth's physical
Environment by Humans
and Nature
5 days Can you identify major
land and water features
and physical regions on
a map of the United
States?
desert
coast
region
ISN: Map -label major
land and water features
on the earth on a world
map.
Test Generator CD-
ROM
Assessment
Options U1 CH2
Lesson 2 p.8
U1 CH2 Lesson 2 TE pp. 42-43
BIOGRAPHY: Protecting the land
RESOURCES: Extend L3 CH2
Copying this document is prohibited without written permission from Cicero School District 99. 2
GRADE 3 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested
Summative
Assessments
Suggested
Accommodations
Resources/Activities
Goal 18 - Understand social systems, with an emphasis on the United States.
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
17C Chapter 2
Lesson 3
I 17C Relationships
between geographic
features and society
5 days What are the kinds of
natural resources and
how do people use
them?
environment
natural resources
renewable
resources
nonrenewable
resources
PB p. 9
ISN: Illustrate and give
examples of the two
different kinds of
natural resources
Test Generator CD-
ROM
Assessment
Options U1 CH2
Lesson 3 p.9
RRAL p. 51 U1 CH2 Lesson 3 TE pp. 44-47
COMMUNITIES AND RESOURCES:
Renewable/Nonrenewable
RESOURCES: PB p. 9
17C
18A
Chapter 2
Lesson 4
I 17C Relationships
between geographic
features and society
I 18A Characteristics of
Community Cultures
5
days
Evaluate the impact of human
activity on Mexico City's
environment over time. In what
ways do people change their
environment to meet the needs of
a growing population?
capital
canal
pollution
Test Generator CD-
ROM
Assessment
Options U1 CH2
Lesson 4 p.10
RRAL p. 52 U1 CH2 Lesson 4 TE.pp.54-57 Mexico City
Resources: PB p16-17
Lesson Summary p. 6 (textbook)
17A CH2
Skillbuilder
I 17A Geography, Map
and Globe skills
2-3
days
What is the importance
of a map grid?
map grid Display a map with a
grid. Name a place on
the map. Students take
turns indicating the grid
location for each place.
U1 CH2 pp.52-53 textbook
Unit Resources p. 15
Skill Transparency #3
Career Connections - carpenter, architect, lawyer, policemen, mayor, town president, map maker, traffic officer, principal, secretary, clerk, loan officer, parks and recreation director, conservationist,
environmentalist, ship workers, farmers, food preparation, shipper, recycling workers, map maker
Copying this document is prohibited without written permission from Cicero School District 99. 3
GRADE 3 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested
Summative
Assessments
Suggested
Accommodations
Resources/Activities
Goal 18 - Understand social systems, with an emphasis on the United States.
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
18C Chapter 3
lesson 1
I 18C Effects of group
choices, cooperation and
division of labor in forming
Social Systems
5
days
How did the Navajos
adapt to their desert
environment?
adapt
culture
religion
ceremony
PB p.15
ISN: Graphic Organizer-
Food, Clothing, Shelter,
& Beliefs for each tribe
Test Generator CD-
ROM
(AO)U2 CH3
Lesson 1 p.21
RRAL p. 53 U2 CH3 Lesson 1 TE pp. 72-81
NATIVE AMERICAN: The Navajo
RESOURCES: PB p. 21-22, Lesson Summary
p. 7
18C Chapter 3
Lesson 2
I 18C Effects of group
choices, cooperation and
division of labor in forming
Social Systems
5
days
How did the Yurok adapt
to their environment,
use natural resources,
and trade for goods?
trade
barter
economy
ISN: Continue ongoing
graphic organizer
Test Generator CD-
ROM
(AO)U2 CH3
Lesson 2 p.22
RRAL p. 54 U2 CH3 Lesson 2 TE pp. 82-87
NATIVE AMERICAN: The Yurok
RESOURCES: PB p. 24-25, Lesson Summary
p. 8
18C Chapter 3
Lesson 3
I 18C Effects of group
choices, cooperation and
division of labor in forming
Social Systems
5
days
How did the Cherokee
adapt to their
environment?
piedmont
history
tradition
ISN: Continue ongoing
graphic organizer
Test Generator CD-
ROM
(AO)U2 CH3
Lesson 3 p.23
RRAL p. 55 U2 CH3 Lesson 3 TE pp. 88-95
NATIVE AMERICAN: The Cherokee
RESOURCES: PB p. 26-27, Lesson Summary
p. 9
18C Chapter 3
Lesson 4
I 18C Effects of group
choices, cooperation and
division of labor in forming
Social Systems
5
days
How did the
Haudenosaunee adapt
to their forest
environment?
How did they form their
government?
government
constitution
Assessment Review &
Test Prep pp. 106-7
Test Generator CD-
ROM
(AO)U2 CH3
Lesson 4 P.24
Chapter 3 Test
pp.25-28
RESOURCE: Extend
Lesson 1 pp. 102-5
U2 CH3 Lesson 4 TE: pp. 96-101
NATIVE AMERICAN: Haudenosaunee
RESOURCE: Extend Lesson 1 pp. 102-5
Unit 2 America's Early Communities
Copying this document is prohibited without written permission from Cicero School District 99. 4
GRADE 3 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested
Summative
Assessments
Suggested
Accommodations
Resources/Activities
Goal 18 - Understand social systems, with an emphasis on the United States.
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16D Chapter 4
Lesson 1
I 16D Traditions and
Customs (U.S. and World)
5
days
Why did explorers first
come to North America?
What information is
read and interpreted
from a timeline?
trade route
explorer
PB p. 21
ISN: Map of Columbus
Route
Test Generator CD-
ROM
(AO)U2 CH4
Lesson1 p.29
RRAL p. 56 U2 CH4 Lesson 1 TE pp. 108-113
EARLY EXPLORERS: C. Columbus
RESOURCES: PB p. 29-30, Lesson Summary
p. 10
16D Chapter 4
Lesson 2
I 16D Traditions and
Customs (U.S. and World)
5
days
How did colonists adapt
to the land? How did the
Pilgrims and
Wampanoag interact?
colony
mission
PB p. 23
ISN: Venn Diagram-
Pilgrims/Native
Americans
ISN: Timeline of
student's life
Test Generator CD-
ROM
(AO)U2 CH4
Lesson 2 p.30
U2 CH4 Lesson 2 TE pp. 118-123
EARLY COLONIES: Pilgrims/Spanish
RESOURCES: Video U2, BIST 2
16B Chapter 4
Lesson 3
I 16B Holidays and U.S.
and World Events
5
days
Why did the Colonists
want freedom from
England?
Who were the key
people who worked for
freedom?
independence
democracy
PB p.24
ISN: Write and illustrate
each right from "The
Bill of Rights from the
Constitution. (C.S.)
Test Generator CD-
ROM
(AO)U2 CH4
Lesson 3 p.31
RRAL p. 60 U2 CH4 Lesson 3 TE pp. 124-127
BECOMING A COUNTRY: Constitution
RESOURCES: Video U3, Text p. XXIV, Video
U6, IT 6
Copying this document is prohibited without written permission from Cicero School District 99. 5
GRADE 3 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested
Summative
Assessments
Suggested
Accommodations
Resources/Activities
Goal 18 - Understand social systems, with an emphasis on the United States.
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
17C
18A
Chapter 4
Lesson 4
D 17C Relationships
between geographic
features and society
I 18A Characteristics of
culture, language,
diversity, traditions and
cultural heritage
5
days
How are Canada and
the United States
similar and different?
heritage
symbol
ISN: Venn Diagram-
Compare/Contrast how
the United States and
Canada got their
freedom.
Test Generator CD-
ROM (AO)U2
CH4 Lesson 4 p.32
U2 CH4 Test pp.33-
36
U2 CH4 Lesson 4 T.E. pp. 132-134
16A Ch4
Skillbuilder
I 16A Timelines 2 days How do you read and
interpret a timeline?
timeline
decade
century
ISN: Make a timeline of
your life.
U2 CH4 pp.116-117 textbook
Unit Resources p.33
Skill Transparency #7
Career Connections - farmer, sheepherder, potter, clothing designers, clothing manufacturers, law makers, fisherman, religious leaders, politicians, biographer, historian, explorer, museum curator,
archeologist, paleontologist, armed services personnel, interpreter, translator, foreign language specialist, secret service personnel, government workers
Copying this document is prohibited without written permission from Cicero School District 99. 6
GRADE 3 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested
Summative
Assessments
Suggested
Accommodations
Resources/Activities
Goal 18 - Understand social systems, with an emphasis on the United States.
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
17D Chapter 5
Lesson 1
I 17D Historical
significance of geography
and technological
developments that alter
the local community
5
days
How was St. Louis
founded, and how did it
grow?
goods
service
entrepreneur
profit
Round Robin: Goods
and Services
PB p. 29-30
Test Generator CD-
ROM
(AO)U3 CH5
Lesson 1 p. 43
RRAL p. 61 U3 CH5 Lesson 1 TE pp.148-153
GOODS & SERVICES
RESOURCES: Extend L1 C, IT 5
16C Chapter 5
Lesson 2
I 16C Goods and Services
and Exchanges in Past and
Present (U.S. and World)
5
days
How did the
developments of
transportation and
communication during
the 1800's affect the
United States' daily life?
transportation
steam engine
railroad
telegraph
PB p. 31
Word Sort
ISN: Web
goods/services
Test Generator CD-
ROM
(AO) U3 CH5
Lesson 2 p. 44
Chapter 5 test pp.
45-48
RRAL p. 62 U3 CH5 Lesson 2 TE pp. 160-163
HISTORICAL DEVELOPMENTS: Telegraph,
railroad, etc.
RESOURCES: Extend L2 CH5, PB p. 31, UR
p.46, GO p. 8
17A Skillbuilder D 17A Geography, Map
and Globe skills
2 days Why is it necessary to be
able to read a map
scale?
map scale ISN: Read and interpret
map scales
U3 CH5 pp. 166-167
Unit Resources p, 48
Skill Transparency# 10
Unit 3 People Move From Place to Place
Copying this document is prohibited without written permission from Cicero School District 99. 7
GRADE 3 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested
Summative
Assessments
Suggested
Accommodations
Resources/Activities
Goal 18 - Understand social systems, with an emphasis on the United States.
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
14E Chapter 6
Lesson 1
I 14E Cooperation
among communitites in
the US and World
5 days What was the daily life
of immigrants and slaves
like? How did they
affect America?
diversity
slavery
immigrant
ISN: Interview a family
member about your
ancestors and share
with class
ISN: Journal: TE p. 43H
Write a Letter
PB p. 33
Test Generator CD-
ROM
(AO)U3 CH6
Lesson 1 p. 40
RRAL p. 24, 63, 70 U3 CH6 Lesson 1 TE pp. 170-177
IMMIGRANTS RESOURCES:
TRA p. 169F, Extend L1 CH 6, Molly's
Pilgrim (Barbara Cohen), Dreaming of
America (Eve Bunting), Grandfather's
Journey (Allen Say), Immigrant
Children (Sylvia Whitman), Extend L4 CH8
17C
17D
18A
Chapter 6
Lesson 2
D 17C Relationships
between geographic
features and society
I 17D Historical
significance of geography
and technological
developments that alter
the local community
I 18A Characteristics of
Community Cultures
5
days
Why did immigrants
settle in Brazil?
ancestor
generation
ISN: Describe and
illustrate one tradition
that is passed on in
your family.
Create a family tree
that shows at least two
or more generations of
your family.
Test Generator CD-
ROM
(AO) U3 CH6
Lesson 2 p. 50
Chapter 6 test pp.
51-54
PB p. 52-53, RRAL p.
64, Lesson Summary
p. 16
Unit Resources p. 52-53
U3 CH6 L2 TE. PP 184-187
Career Connections - railroad engineer, conductor, bus driver, taxi driver, pilot, stewardess, truck driver, telephone operator, telegraph operator, air traffic controller, managers, directors, CEOs, CFOs,
historian, lawyer, law clerk, teacher, teacher aide, translator, weather person, farmer, sheepherder, sheep farmer
Copying this document is prohibited without written permission from Cicero School District 99. 8
GRADE 3 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested
Summative
Assessments
Suggested
Accommodations
Resources/Activities
Goal 18 - Understand social systems, with an emphasis on the United States.
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
14D Chapter 7
Lesson 1
I 14D The common good
of the people and
influence of individuals
and groups in political
systems
5 days How can citizens
improve communities
by working for the
common good?
common good
volunteer
ISN: Journal: "How does
volunteering contribute to
the common good of
others in your
community?"
Project: Create a poster
PB p. 38
Test Generator CD-
ROM
(AO)U4 CH7
Lesson 1 p. 61
RESOURCES: TRA p.
199F, Extend L1 CH7,
RRAL p. 65, PB p. 38
U4 CH7 Lesson 1 TE pp. 200-205
CITIZENS MAKE A DIFFERENCE: Common
Good
14C Chapter 7
Lesson 2
I 14C Rights.
Responsibilities, working
together and voting
5
days
What are rights and
responsibilities of
citizenship? Why is the
Constitution important
for American citizens?
right
responsibility
vote
Graphic Organizer:
Sequence Voting
Process
ISN: Journal "Explain
the rights of citizens
and how they affect
you."
PB p. 40
Test Generator CD-
ROM
(AO)U4 CH7
Lesson 2 p. 62
Chapter 7 test pp.
63-66
RESOURCES: Extend
L1 CH8, Extend L2
CH7, Leveled Readers
How We Vote, BIST 4
U4 CH7 Lesson 2 TE pp. 212-215
RIGHTS AND RESPONSIBILITIES: Citizenship
Rights and Voting
14B
14C
18B
Chapter 8
Lesson 1
I 14B Historical significance
of geography and
technological developments
that alter the local
community
I 14C Rights. Responsibilities,
working together and voting
I 18B Roles and interactions
of individuals, groups, and
institutions
5 days How do we choose
government leaders?
What services does the
government provide and
how are they paid for?
What are types of local
government?
election
tax
mayor
council
county
PB p. 41-2
(UR) U4 67
Review and Test Prep
textbook p. 258
Project: Three Branches
of Government Tree
Test Generator CD-
ROM
(AO) U4 CH8
Lesson 1 p. 67
RESOURCES: RRAL p.
68, Video U4, TRA p.
221F, RRAL pp. 21-23,
PB p. 41-44,
References (R) 4-7,
Leveled Reader The
Ladybug and the
Legislature
U4 CH8 Lesson 1 TE pp. 222-229
LOCAL GOVERNMENT: Types of local
government and services
U4 CH8 TE pp. 230-1 VOTING: Voting
Process
Unit 4 Community Government
Copying this document is prohibited without written permission from Cicero School District 99. 9
GRADE 3 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested
Summative
Assessments
Suggested
Accommodations
Resources/Activities
Goal 18 - Understand social systems, with an emphasis on the United States.
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
17A CH 8
Skillbuilder
D 17A Geography, Map
and Globe skills
2
days
What is the purpose of
an inset map?
inset map Use a road atlas and
identify any inset maps.
ISN: Draw a map of the
school showing library,
office, lunchroom and
other rooms with an inset
map showing your
classroom.
U4 CH8 pp.246-247 textbook
Unit Resources p. 69
Skill Transparency # 14
14B Chapter 8
Lesson 2
I 14B Structures and
functions of local, state
and national government
5
days
What are the three
branches of state
government? How does
state government make
and enforce laws and
work with national
government?
capital
governor
PB p. 43
ISN: Map/Label states
and capitals
Test Generator CD-
ROM
(AO) U4 CH8
Lesson 2 p. 68
PB p. 60-61, RRAL p.
66, Lesson Summary
p. 20
U4 CH8 Lesson 2 TE pp. 234-237
STATE GOVERNMENT: Three branches of
state government and state services
Copying this document is prohibited without written permission from Cicero School District 99. 10
GRADE 3 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested
Summative
Assessments
Suggested
Accommodations
Resources/Activities
Goal 18 - Understand social systems, with an emphasis on the United States.
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
14B
16B
Chapter 8
Lesson 3
I 14B Structures and
functions of local, state
and national government
5 days What are the roles of
the three branches of
the national
government? What are
important symbols and
monuments of the U.S.?
legislative
executive branch
judicial branch
monument
Body Biography Project
PB p. 44-5
ISN: Draw and Explain
U.S. flag
ISN:
Symbols/Monuments
(illustrate/label)
Test Generator CD-
ROM
(AO) U4 CH8
Lesson 3 p. 69
RESOURCES: RRAL
p.60, Video U3, Text
p. XXIV, Video U6, IT
6, Leveled Reader
Happy New Year!
U4 CH8 Lesson 3 TE pp. 240-245
NATIONAL GOVERNMENT: Three branches
of government and government services
MONUMENTS & SYMBOLS: Flag, eagle, etc.
14E Chapter 8
Lesson 4
I 14E Cooperation
among communitites in
the US and World
5 days What is the role of an
Ambassador? How does
the United Nations help
nations work together?
Ambassador
treaty
PB p. 46 Test Generator CD-
ROM
(AO) U4 CH8
Lesson 4 p. 70
Chapter 8 Test pp.
71-74
U4 CH8 Lesson 4 TE pp. 248-251
NATIONS WORKING TOGETHER: United
Nations
Careers Connections- editor, columnist, reporter, tax-collector, environmentalist, ambassador, editor, columnist, reporter, President, Vice-President, Speaker of the House, Councilman, Senator,
Representative, Ambassador, lawyer, judge, tax-collector, director of public health, nurses, health care workers
Copying this document is prohibited without written permission from Cicero School District 99. 11
GRADE 3 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested
Summative
Assessments
Suggested
Accommodations
Resources/Activities
Goal 18 - Understand social systems, with an emphasis on the United States.
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
15D Chapter 9
Lesson 1
I 15C Producers in the
economy, productive
resources, and scarcity and
how they necessitate
choices
5
days
How are bartering and
the use of money alike
and different? How do
we use money ?
income
budget
interest
PB P. 49
ISN: Write a paragraph
about how you and
your parents use
money.
Test Generator CD-
ROM
(AO)U5 CH9
Lesson 1 p. 81
RESOURCES: Leveled
Reader In the Bank,
Extend L1 CH9
U5 CH 9 Lesson 1 TE pp. 264-269 USING
MONEY
15B Chapter 9
Lesson 2
I 15B Factors that effect
needs, wants and making
consumer choices
5
days
How do we choose
what to buy? What is
the relationship
between scarcity and
choice?
opportunity cost
competition
scarcity
PB p. 50
ISN: Journal Entry "Why
does scarcity cause
people to make tough
economic choices?"
Test Generator CD-
ROM
(AO) U5 CH9
Lesson 2 p. 82
Chapter 9 Test pp.
83-86
RESOURCES: BIST 5,
RRAL p. 72, PB p. 52
U5 CH9 Lesson 2 TE pp. 274-277 MAKING
CHOICES
15C Chapter 10
Lesson 1
I 15C Producers in the
economy, productive
resources, and scarcity and
how they necessitate
choices
5
days
What are the different
kinds of producers? Why
is free enterprise
important? What is the
relationship between
supply and demand?
producer
consumer
supply
demand
PB p. 52
ISN: Give an example
of a producer,
consumer, and explain
how they are related.
Test Generator CD-
ROM
(AO)U5 CH10
Lesson 1 p. 87
U5 CH10 Lesson 1 TE pp. 286-89
PRODUCERS & CONSUMERS
Unit 5 Making Economic Choices
Copying this document is prohibited without written permission from Cicero School District 99. 12
GRADE 3 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested
Summative
Assessments
Suggested
Accommodations
Resources/Activities
Goal 18 - Understand social systems, with an emphasis on the United States.
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
15C Chapter 10
Lesson 2
I 15C Producers in the
economy, productive
resources, and scarcity and
how they necessitate
choices
5
days
What are the three
types of resources used
in the production of
goods? How does an
assembly line work?
human resources
capital resources
factory
assembly line
Round Robin: what are
the three types of
resources used in the
production of goods.
Test Generator CD-
ROM
(AO) U5 CH10
Lesson 2 p. 88
RESOURCES: Extend
L2 CH10, Leveled
Reader Madame C.J.
Walker, Video U5
U5 CH10 Lesson 2 TE pp. 292-295
MAKING GOODS: Resources
17A Ch 10
Skillbuilder
D 17A Geography, Map
and Globe skills
2
days
How do you read a flow
chart?
flow chart ISN: Make a flowchart
for a product.
U5 CH10 pp.298-299
Unit Resources p.84
Skill Transparency #16
15A
15C
15D
Chapter 10
Lesson 3
I 15A Goods and Services
I 15C Community
Resources
I 15D Exchanges- Trade
and using money
5 days What are the benefits of
international trade?
market
import
export
industry
With a partner make a
list of things that we
get from international
trade.
Share with the class.
Test Generator CD-
ROM
(AO) U5 CH10
Lesson 3 p. 89
Chapter 10 Test
pp. 81-93
PB p. 85-86, RRAL p.
75, Lesson Summary
p. 29
Career Connections - banker, bank clerk, loan officer, mortgage specialist, federal reserve workers, economist, factory foreman, production worker, service industry, economics, importing and exporting,
farming, production of machinery
Copying this document is prohibited without written permission from Cicero School District 99. 13
GRADE 3 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested
Summative
Assessments
Suggested
Accommodations
Resources/Activities
Goal 18 - Understand social systems, with an emphasis on the United States.
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
18A Chapter 11
Lesson 1
I 18A Characteristics of
culture, language,
diversity, traditions and
cultural heritage
5
days
What is culture? How do
we learn about culture?
How do people around
the world meet their
needs?
legend
ethnic group
ISN: Create questions to
ask someone from
another culture
Test Generator CD-
ROM
(AO) U6 CH11
Lesson 1 p. 100
PB p. 89-90, RRAL p. 76,
Lesson Summary p.30
RESOURCES: Video U6,
Leveled Reader Hindu
Holiday, BIST 6
GeoNet CD-ROM, IT 2,
BIST Skill builder 1-3, 10,
14, 17
U6 CH11 Lesson 1 TE pp. 318-321
CULTURE U6
CH11 TE pp. 332-3 LATITUTDE &
LONGITUDE
16D Chapter 11
Lesson 2
I 16D Traditions and
Customs (U.S. and World)
5
days
How are schools in the
U. S. and Russia alike
and different?
custom
participate
ISN: Venn Diagram-
Compare/Contrast
schools in Moscow to
schools in the U.S
Test Generator CD-
ROM
(AO) U6 CH11
Lesson 2 p. 101
CH11 Test pp. 102-
105
PB p. 91-92, RRAL p.
77, Lesson Summary
p. 31
U6 CH11 Lesson 2 TE pp.326-329
WORLD CONNECTION: Russian Customs
18A Chapter 12
Lesson1
D 18A Characteristics of
culture, language,
diversity, traditions and
cultural heritage
5 days What are the cultural
and religious holidays
we celebrate in the
U.S.?
How do families share
beliefs and values?
holiday
principle
ISN: Web different
holidays
ISN: Journal Entry
"What is a holiday and
why do we celebrate
holidays?"
Test Generator CD-
ROM
(AO) U6 CH12
Lesson 1 p. 106
RESOURCES: Video
U6, Leveled Reader
Hindu Holiday, BIST 6
U6 CH12 Lesson 1 TE pp. 338-341
CULTURAL HOLIDAYS
Unit 6 Celebrating People and Cultures
Copying this document is prohibited without written permission from Cicero School District 99. 14
GRADE 3 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Suggested Formative
Assessments
Suggested
Summative
Assessments
Suggested
Accommodations
Resources/Activities
Goal 18 - Understand social systems, with an emphasis on the United States.
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
14F Chapter 12
Lesson 2
I 14F Respect for self,
others and country
5 days What are the national
holidays we celebrate in
the U.S.? Why do we
honor people with
holidays ?
honor
liberty
patriotism
ISN: Cause/Effect-Why
was each holiday
created?
Test Generator CD-
ROM
(AO) U6 CH12
Lesson 2 p. 107
U6 CH12 Lesson 2 TE pp. 344-349
NATIONAL HOLIDAYS: Independence Day,
Memorial Day, etc.
14F Chapter 12
Lesson 3
I 14F Respect for self,
others and country
5 days Who are the American
heroes who worked for
freedom? Why are they
heroes? Are there any
modern-day heroes?
legacy
justice
Think-Pair-Share about
American Heroes
Project: Create
biography cards
ISN: Web what heroes
do and their traits
Test Generator CD-
ROM
(AO)U6 12 Lesson
3 p. 108
CH12 Test pp. 109-
112
RESOURCES: RRAL p.
59, Extend L3 CH4, PB
p. 63, Extend L3 CH
12, Video U2, Leveled
Reader Thomas
Jefferson, IT 6
U6 CH 12 Lesson 3 TE pp. 352-355
AMERICAN HEROES: A. Lincoln
Career Connections -writer, foreign diplomat, map maker, interpreter, biographer, historian
Copying this document is prohibited without written permission from Cicero School District 99. 15
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