Enhanced Scope and Sequence - Virginia Department of Education ...

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Grade 3 Sample Resources __________________________________________________________________ Below is an annotated list of Internet resources for this organizing topic. Copyright restrictions may exist for the material on some Web sites. Please note and abide by any such restrictions. ―Christopher Columbus: Explorer.‖ Enchanted Learning. . This Web page features information on Christopher Columbus. ―Curriculum Materials.‖ Jamestown-Yorktown Foundation. . This Web site offers lesson plans, audio, and video files on the Powhatan Indians. ―Explorers.‖ Enchanted Learning. . This Web page contains an alphabetized list of explorers with short biographies. ―Explorers—N’s‖ Enchanted Learning . Background information on Christopher Newport can be found at this Web page. ―Graphic Organizers.‖ Education Place. Houghton Mifflin. . This Web page has a collection of graphic organizers. ―Graphic Organizers.‖ SCORE. Schools of California Online Resources for Education. . This Web page offers a variety of formats for graphic organizers. ―Juan Ponce de Léon.‖ Enchanted Learning. . This Web page provides information on Ponce de Léon. Matusevich, Melissa. Social Studies Curriculum Resources Poster Sets. . This Web site is a resource of social studies poster sets for grades K–3. Virginia Standards of Learning Assessments for the 2001 History and Social Science Standards of Learning. Grade Three History and Social Science Test Blueprint. Virginia Department of Education, 2003/04. . This site provides assessment information for Grade Three Introduction to History and Social Science. 2010 History and Social Science Standards of Learning Enhanced Scope and Sequence Virginia Department of Education 66
Grade 3 Session 1: Understanding What Makes a Good Explorer _______________________________ Materials Closed box containing materials an explorer might need (e.g., magnifying lens, compass, hat, map, journal) Butcher paper or chart paper Instructional Activities 1. Present students with a closed box that contains items an explorer might use (e.g., a magnifying lens, compass, hat, map, journal). Do not divulge the contents, but explain that the box contains items an explorer might use. 2. Have students guess what items are in the box before opening it. After they guess, take out one item at a time, and ask students to describe the purpose of each. List ideas on the board or on chart paper. 3. Explain to the class that you are beginning a unit on explorers. 4. Begin a KWL chart. Draw a large ship with three sails on butcher paper. Write a letter on each sail (K, W, L) or make a chart on chart paper. Ask students what they already know about explorers, and write their responses on the K sail. Ask students what they want to know, and write their responses on the W sail or chart. Keep the ship/chart posted in the classroom for the entire unit. At the end, fill in what students have learned on the L sail or chart. 5. Divide the students into small groups, and list the following characteristics on the board: adventurous physically strong popular healthy intelligent brave independent rich decision maker careful curious fame seeker 6. In their groups, have students decide which characteristics are important for a good explorer to have. Have one student be the recorder and list the group’s choices on a piece of paper. 7. Have the groups number the list in order of importance, with the number 1 being the most important. 8. Have groups share their lists, and tally which characteristics seem to be the most important. Keep the lists and refer back to them throughout the study of explorers to determine if explorers indeed demonstrate having these characteristics. 2010 History and Social Science Standards of Learning Enhanced Scope and Sequence Virginia Department of Education 67
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HISTORY AND SOCIAL SCIENCE STANDARD
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Grade 3 Acknowledgments ___________
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Grade 3 Session 3: Christopher Colu
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Grade 3 Introduction The History an
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Grade 3 Know that the letter (left)
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Grade 3 Session 1: Introduction to
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Grade 3 Session 3: Globe to Go ____
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Grade 3 Session 4: Identification o
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Grade 3 Session 6: Using a Grid Map
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Grade 3 Additional Activities Read
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Page 23 and 24: Grade 3 Explain the contributions o
Page 25 and 26: Grade 3 Session 1: Geography and Ph
Page 27 and 28: Grade 3 Session 3: Government______
Page 29 and 30: Grade 3 Session 5: Sports _________
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Page 33 and 34: Grade 3 Attachment B: The Parthenon
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Page 45 and 46: Grade 3 Session 5: Sports _________
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Page 49 and 50: Grade 3 Attachment B: Map of Rome (
Page 51 and 52: Grade 3 Attachment D: The Colosseum
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Page 55 and 56: Grade 3 Organizing Topic The Early
Page 57 and 58: Grade 3 Sample Resources __________
Page 59 and 60: Grade 3 6. Have students begin maki
Page 61 and 62: Grade 3 Session 3: Government and T
Page 63 and 64: Grade 3 Session 5: Review and Test
Page 65 and 66: Grade 3 Attachment A: Map of Mali _
Page 67 and 68: Grade 3 Attachment C: Mix and Match
Page 69 and 70: Grade 3 Attachment E: Sample Assess
Page 71: Grade 3 Know the following terms: E
Page 75 and 76: Grade 3 Session 3: Christopher Colu
Page 77 and 78: Grade 3 Session 5: Jacques Cartier
Page 79 and 80: Grade 3 Session 7 and 8: Explorers
Page 81 and 82: Grade 3 Session 10: Impact of Explo
Page 83 and 84: Grade 3 Additional Activities Use r
Page 85 and 86: Grade 3 Attachment B: Explorer Know
Page 87 and 88: Grade 3 Attachment D: Treasure Hunt
Page 89 and 90: Grade 3 Attachment F: American Indi
Page 91 and 92: Grade 3 Attachment H: Sample Assess
Page 93 and 94: Grade 3 Identify what resources (na
Page 95 and 96: Grade 3 Session 1: Understanding th
Page 97 and 98: Grade 3 Session 3: Goods and Servic
Page 99 and 100: Grade 3 Session 5: The Influence of
Page 101 and 102: Grade 3 Session 7: Understanding Sp
Page 103 and 104: Grade 3 Attachment A: Resources Cha
Page 105 and 106: Grade 3 Roman Agriculture http://on
Page 107 and 108: Grade 3 Organizing Topic Making Eco
Page 109 and 110: Grade 3 Session 1: Scarcity in the
Page 111 and 112: Grade 3 Session 3: Making Classroom
Page 113 and 114: Grade 3 Attachment A: Review ______
Page 115 and 116: Grade 3 Sample Resources __________
Page 117 and 118: Grade 3 Session 2: Our Rights and R
Page 119 and 120: Grade 3 Session 4: Government of th
Page 121 and 122: Grade 3 Session 6: Assessment _____
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CAUSE Grade 3 Attachment A: Cause a
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Grade 3 Attachment C: Answer Sheet
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Grade 3 Organizing Topic Basic Prin
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Grade 3 Sample Resources __________
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Grade 3 Session 2: Serving the Comm
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Grade 3 Session 3: Immigrants Come
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Grade 3 Session 5: Family Tradition
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Grade 3 Session 7: Review _________
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Grade 3 Attachment A: Basic Princip
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Grade 3 Attachment C: Classroom Vol
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Grade 3 Memorial Day: This is a day
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Grade 3 Nation Raises D-day Memoria
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Grade 3 Session 2: Contributions of
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Grade 3 Session 9: Review the Contr
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Grade 3 Session 11: Days to Remembe
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Grade 3 Additional Activities Have
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Grade 3 Dr. Martin Luther King, Jr.
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Grade 3 Attachment C: Choice Menu _
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