Public Schools of Robeson County3rd Grade

SOCIAL STUDIES

INSTRUCTIONAL ALIGNMENT

Unit 2: Citizen, Community, and Government Interactions

Conceptual Lens: Citizenship

Grade Level: Third Grade

Unit Overview:

As active members of society, students need to understand how they can contribute both socially and economically to their community. In this unit, we will provide students with the knowledge and tools necessary for them to understand the basic principles of the rules of law, individual rights, society, and individual rights and responsibilities. This knowledge will allow students to make informed decisions in their roles as active citizens in their community. Student learning will focus on basic political, social, and economic contributions to their community.

Essential Standard:
3.C&G.1 Understand the development, structure and function of local government.
3.C&G.2 Understand how citizens participate in their communities.
3.C.1 Understand how diverse cultures are visible in local and regional communities.
Clarifying Objective(s):
3.C&G.1.1 Summarize the historical development of local governments.
3.C&G.1.2 Describe the structure of local government and how it functions to serve citizens.
3.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community.
3.C&G.2.2 Exemplify how citizens contribute to the well-being of the community’s natural environment.
3.C&G.2.3 Apply skills in civic engagement and public discourse (school, community).
3.C.1.1 Compare languages, foods and traditions of various groups living in local and regional communities. / Essential Question(s):
  1. Explain how being citizen contributes to the political, social, and economic development in their community
  2. How do the languages, food, and traditions in your community vary according to various ethnic/racial backgrounds?
  3. Identify the characteristics that make someone a good citizen.
  4. Can you identify the qualities of a good leader?
  5. Explain the importance of the 3 different branches of government.
  6. How does our local government impact the way that we live?

Pacing Guide: Quarter 2
Unit of Study
Being a Good Citizen / Major Concepts
  • Citizenship
  • Rule of law
  • Individual rights
  • Society
/ Instructional Task
3C&G.1.1
  1. Explain/define the historical development of local governments.
  2. Outline the historical developments of local government.
3C&G. 1.2
  1. Define local government structure.
  2. Distinguish the structure of local government and how it functions to serve citizens.
3C&G.2.1
  1. Describe political, social and economical issues.
  2. Point out how citizens contribute politically, socially and economically.
3.C.1.1
1. Understand how values, beliefs, and traditions often influence how people live in various local and regional communities.
2. Express how a variety of languages and cultural traditions contribute to the cultural diversity of places.
3.C&G.2.2
1. Recognize that responsible citizens can contribute to the well being of their environment.
2. Give examples of citizens who help make positive changes in the community (reuse, recycle, conserve)
3.C&G.2.3
1. Define civic engagements and public discourse.
2. Connect to address issues of public concern.
3. Connect civic engagements in individual and collective action in order to identify issues of public concern. / Essential
Vocabulary
Pre:
Traditions, self-awareness, respect, diverse cultures
Current:
Citizenship, Rule of Law, Individual Rights, Society, Ethnic
Introductory:
Demographics, Democratic progress, origins / Instructional Resources
Text Resources:
  1. Scholastic News
  2. “The Lorax” by Dr. Seuss
  3. “The Wump World” by Bill Peet
Digital Resources:
Discoveryeducation.com (relevant videos)
Learner.org (local government)
Information on branches of government, constitution, and responsibilities of citizens -
City hall, mayor, city council-





Literary Connections:
Being A Good Citizen Series:
“Arthur and the True Francine Brown”
“My Buddy”
“Miss Rumphins”
by Sundance
We the Kids by David Catrow
Becoming a Citizen by Sarah De Capua
Paying Taxes by Sarah De Capua
The Voice of the People by Betsy Maestro and Giulio Maestro
America Votes: How Our President is Elected by Linda Granfield
Duck for President by Doreen Cronin
Vote! By Eileen Christelow
Woodrow For President: A Tail of Voting, Campaigns, and Elections by Peter W. Barnes and Cheryl Shaw Barnes
House Mouse, Senate Mouse by Peter W. Barnes
A More Perfect Union: The Story of Our Constitution by Betsy and Giulio Maestro
So You Want to Be President? By Judith St. George
The Story of the Statue of Liberty by Betsy Maestro / Sample Assessment Prompts
Comic Strip
(Directions: Write and illustrate a comic strip. Correctly use as many of your vocabulary words as possible when you write in the speech bubbles.)
Prove It
(Predict and Learn)
Directions: Before reading, fill in the left column on the chart.
After you read, fill in the right column.
Read and discuss several stories involving examples of citizenship- students will compose a written description of the behaviors constituting good citizenship.
Students will create a classroom community outlining the civic responsibilities of its members.
Write a speech to inform others of a concern or issue that affects your school or community.