Social Studies – Third Grade
Unit of Study: Government/Citizenship
Second Grading Period – Unit 1 CURRICULUM OVERVIEW
Enduring Understandings (Big Ideas) / Unit Rationale· The mayor of a community is elected by the people in a community.
· Citizens exemplify good citizenship by voting in every election.
· Community leaders help a community by keeping the citizens safe and providing a variety of services.
· The government makes laws and provides services for a community.
· The local community, the state community and the United States community all have a government.
· Citizens exemplify good citizenship by voting for their leader in government.
· There are special leaders at home, in the school, and in the community.
· Leaders in government and in the community have jobs that are alike and different. / Building citizenship skills is essential for students to understand their role and place as responsible citizens in their community. As students learn about local state and U.S. government they will have a better understanding about the services and responsibilities of each. Students will learn that being a responsible citizen means voting in every election. As students learn about the structure of government, students will expand their knowledge of government through the identification of authority figures and people who have made a difference in a community.
Lessons in this Unit
· Lesson 1 – Community Leaders (Prepare for State Governor’s Election) (4 days)
· Lesson 2 – U.S. Government/Elections (Election Day this week) (5 days)
· Lesson 3 – Community Services/Veterans’ Day (5 days)
Essential Questions Guiding Questions
Guide students to justify their responses to the following questions.
· Should all communities have leaders?
· Should all citizens vote in every election?
· Should the local government be important to a community? / · What is the difference between a rule and a law?
· Why is it important for communities to have rules and laws?
· Who are the leaders at home, school, local community and country?
· How do community leaders help you?
· What are the characteristics of good leaders?
· What type of leader would you like to be? Why?
· What is government?
· What are the responsibilities of a Texas governor?
· How is a Texas governor chosen?
· Why is it important for citizens to vote in all elections?
· Why do we need a United States government?
· How are leaders at home, at school and in the community alike and different?
· What is a veteran?
· How have veterans helped our lives?
· What is a community service?
· What are some community services which your family uses?
· Who pays for community services?
· What happens if people do not pay for community services?
TEKS / TEKS Specificity - Intended Outcome
Concepts / TEKS 3. 2 History
B. Compare ways in which people in the local community meet their needs for
government.
TEKS 3.3 History
A. Use vocabulary related to chronology, including ancient and modern times
And past, present, and future times. / ” I CAN” statements highlighted in yellow and italicized should be displayed for students.
· explain how people in the San Antonio community use the government for the things they need. (3.2B)
· use vocabulary related to time including modern times, past, present and future times when discussing government. (3.3A)
· describe times in history in terms of years, decades and centuries. (3.3C)
C. Describe historical times in terms of years, decades and centuries.
TEKS 3.5 Geography
A. Use cardinal and intermediate directions to locate places such as the Amazon
River, Himalayan Mountains, and Washington D.C. on maps and globes.
B. Identify and use the compass rose, grid, and symbols to locate places on maps
and globes.
TEKS 3.9 Government
A. Describe the basic structure of government in the local community.
B. Identify services commonly provided by the local government. / · use cardinal and intermediate directions to locate the capitol of the United States, Washington, D.C. on maps and globes. (3.5A)
· identify and use the compass rose, grid, and symbols to locate places such as the capital of the United States on maps and globes. (3.5B)
· describe the basic structure of government in San Antonio. (3.9A)
· identify services commonly provided by the San Antonio community government. (3.9B)
· identify how the San Antonio mayor is chosen. (3.9C)
Skills / C. Identify local government officials and explain how they are chosen.
D. Explain how local government services are financed.
E. Explain the importance of the consent of the governed to the functions of
local government.
TEKS 3.10 Citizenship
C. Identify and explain the importance of acts of civic responsibility, including
obeying the law and voting.
D. Identify ordinary people who exemplify good citizenship.
TEKS 3.16
A. Obtain information, including historical and geographic data about the
community, using a variety of print, oral, visual and computer sources.
C. Interpret oral, visual, and print material by identifying the main idea,
identifying cause and effect, and comparing and contrasting.
D. Use various parts of a source, including the table of contents, glossary, index,
as well as keyword computer searches, to locate information.
E. Interpret and create visual including graphs, charts, tables, time lines,
illustrations, and maps.
TEKS 3.17 Social Studies Skills
A. Express ideas orally based on knowledge and experiences.
B. Create written and visual material such as stories, poems, pictures, maps,
and graphic organizers to express ideas.
C. Use standard grammar, spelling, sentence structure, and punctuation.
TEKS 3.18 Social Studies Skills
B. Use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action
to implement a decision. / I can:
· explain how voting for government officials shows that the people have agreed to have the leaders represent their wishes. (3.9E)
· identify and explain the importance of voting. (3.10C)
· identify ordinary people who have exemplified good citizenship. (3.10D)
· obtain information about the government using a variety of print, oral, visual and computer sources. (3.16A)
· interpret oral, visual, and print material about the government by identifying main idea, identifying cause and effect, and comparing and contrasting. (3.16C)
· use different parts of a book such as the table of contents, glossary, index, as well as keyword computer searches to locate information. (3.16D)
· interpret and create visual including graphs, charts, tables, time lines, illustrations, and maps. (3.16E)
· express ideas orally based on my knowledge and my past experiences. (3.17A)
· create written and visual material about government and the location of government in stories, poems, pictures, maps, and graphic organizers to express ideas. (3.17A)
· use standard grammar, spelling, sentence structure, and punctuation when creating writing products about government. (3.17C)
· use a decision-making process when deciding who to vote for. (3.17B)
ELPS Student Expectations
· ELPS 1A – Use prior knowledge and experiences to understand meanings in
English.
· ELPS 1C– Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic
and grade-level vocabulary.
· ELPS 1D – Speak using learning strategies such as requesting assistance,
employing non-verbal cues, and using synonyms and circumlocution
(conveying ideas by defining or describing when exact English words
are not known).
· ELPS 1F – Use accessible language and learn new and essential language in
the process.
· ELPS 3E - Share information in cooperative learning interactions.
· ELPS 4I – Demonstrate English comprehension and expand reading skills by
employing basic reading skills such as demonstrating understanding
of supporting ideas and details in text and graphic sources,
summarizing text, and distinguishing main ideas from details
commensurate with content area needs.
· ELPS 5B – Write using newly acquired vocabulary. / · Use prior knowledge to learn new language related to community leaders.
· Use the word wall, flash cards, role playing, illustrating pictures, creating foldables, creating graphic organizers and viewing visuals to learn new vocabulary.
· Use the Find Someone Who strategy to tell what leaders do in a community.
· Speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known) to learn about community leaders.
· Share information about communities in cooperative learning interactions.
· Demonstrate comprehension when reading the social studies textbook and other social studies resources such as hands-on activities and literature about community leaders.
· Write using newly acquired vocabulary.
College Readiness Student Expectations / College Readiness – Intended Outcomes
Social Studies Standards
· I.A.3. – Analyze the interaction between human communities and the environment.
· I.C1. – Evaluate different governmental systems and functions.
Cross-Curricular Standards
· I.A.1. – Engage in scholarly inquiry and dialogue.
· I.E.2. – Work collaboratively.
· I.D.4. – Persevere to complete and master tasks.
· II.A.1. – Use effective prereading strategies.
· II.A.2. – Use a variety of strategies to understand the meanings of new words.
Foundational Skills
· II.C.5. – Synthesize and organize information effectively. / · Analyze the interaction between human communities and the environment when discussing community leaders. (I.A.3)
· Evaluate the role of government in providing rules for citizens to follow. (I.C.1)
· Engage in scholarly inquiry and dialogue about community leaders. (I.A.1)
· Work collaboratively on assignments and projects about community leaders. (I.E.2)
· Persevere to complete assignments and projects in this unit. (I.D.4)
· Use effective prereading strategies when reading about social studies. (II.A.1)
· Use a variety of strategies (Find Someone Who, illustrations, simulations) to understand the meanings of community leaders. (II.A.2)
· Synthesize and organize information about community leaders effectively. (II.C.5)
Evidence of Learning (Summative Assessment)
ð Given a list with images of local leaders, students will create a poster describing the main local community leaders (mayor, city council, city manager, etc.) with 80% accuracy.
ð Given at least 6 facts about voting, students will create a booklet which illustrates the voting process and also explains why it is important for people to vote with 80% accuracy.
ð Given a list of local community services, students will create a flip book with five sections describing five community services which are paid for by the city with 80% accuracy.
Social Studies – Third Grade
Lesson 1: Community Leaders
Second Grading Period - Unit 1 CURRICULUM GUIDE
Guiding Questions / Essential Pre-requisite Skills· What is the difference between a rule and a law?
· Why is it important for communities to have rules and laws?
· Who are the leaders at home, school, local community and country?
· How do community leaders help you?
· What are the characteristics of good leaders?
· What type of leader would you like to be? Why? / · Identifying purposes for having rules and laws. (K-2)
· Identifying characteristics of good citizenship in historic and ordinary people. (1-2)
· Express ideas orally based on knowledge and experiences. (K-2)
· Second Grade Course Description – Students focus on a study of their local community by examining the impact of significant individuals and events on the history of the community as well as the state and nation. (K-2)
· Create written and visual materials such as stories, poems, pictures, maps and graphic organizers to express ideas. (1-2)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
Day 1: This week – preparation for Texas Governor Elections next Tuesday.
Activating Prior Knowledge
· Explain to students that mom or dad or both parents together are the leaders of the home just as the principal of the school is the leader of the school. Ask students what these leaders do for the home and school. (3.9C)
· Guide students to do a Picture Walk (looking through the pictures in their social studies textbook) and have them work in partners to find pictures of people who might be leaders in the community. Model what you want students to do, asking students to turn to a page in the book that shows a policeman and asking students how the policemen is a leader in the community. Ask students why all of the people are considered leaders. (3.9C)
Hook Activity
· Guide students to use the strategy, Find Someone Who Kagan, 1992-Students circulate, finding others who can contribute to their page. This activity will focus on leaders. Prepare a form that looks like a bingo card. In each space write different community leaders such as mayor, city manager, principal, police chief, etc. Each student should be given a form with the different names of community leaders. Students should be given about ten minutes to roam the classroom to have a classmate choose one of the leaders to describe what they do. The student who answers the leader’s role, he/she signs their name on the square with the name of the leader. Student then goes from student to student to get all of the squares signed. The student who gets the most squares signed wins. Discuss the characteristics that leaders should have and have students justify their responses. (3.9A, C)
· Ask students who the leader of San Antonio is. Show them a picture of Julian Castro and keep this picture up with his name for students to continue to see. Read some facts about Julian Castro which include his character traits, what plans he has for San Antonio and how he is chosen (elected).(3.9C ; 3.10A)