3rd+Grade

3rd Grade Tennessee State Standards for Social Studies

** Third Grade Social Studies  ** ** __ [| Third Grade Social Studies Songs] __ ** **CULTURE** //Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. The student will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.//

Key
||    ||  __ [| Culture Quest] __  || __ [| Culture Quest] __ __ [| Activities] __ __ [| Communication] __ __ [| Cultural Heritage] __ activity || __ [| Human Needs] __  __ [| GeoNet] __ || __ [| Culture Quest] __ || __ [| Celtic Fairy Tales by Joseph Jacobs] __ lots of stories __ __ [| Origin of the Prarie Rose] __ __  __ [| Indian Fairy Tales] __ || __ [| Groundhog Day] __ __ [| Kwanza] __ __ [| Independence Day] __ __ [| Thanksgiving] __ __ [| Cinco de Mayo] __ __ [| Cultures] __ __ [| Things That People Do] __ __ [| Autumn Holidays] __ __ [| Scholastic Spring Holidays] __ __ [| Scholastic Winter Holidays] __ __ [| Scholastic Summer Holidays] __ __ __ [| Family Traditions] __ __  __ [| Holiday Explorations] __ || __ [| State Folklore] __ __ [| Myths and Legends] __ __ [| Tall Tales] __ __ [| Ethnic Folklore] __ __ [| Pecos Bill] __ || ** ECONOMICS  ** //Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.// __ [| Welcome to Econopolis] __ __ [| Practical Money Skills for Teachers] __  __ [| It's My Life: Making Money] __  __ [| Welcome to Econopolis] __ || __ [| Imports] __ & Exports __ [| Goods and services] __ __ [| Needs and Wants] __ __ [| Why Do I Want All This Stuff] __ __ [| To Market, To Market] __ __ [| Unlimited Wants Goods and Services] __ __ [| Write the Caption] __ || [| __C__] __ [|ore knowledge social studies] __ __ [| Producers & Consumers] __ __ [| Producers vs. Consumers] __ __ [| We Are Consumers and Producers] __ __ [| The Goat in the Rug] __ __ [| Clipping Coupons] __ __ [| Producer vs. Consumer Factory] __ || __ [| Money Management] __  __ [| Saving Money] __  __ [| Comparing Prices] __ || __ [| Communities – What They Provide for Us] __ __ [| Community Helper Are at Your Service] __ __ [| Good and Services Farm] __ || __ [| Scarcity] __  __ [| Water Scarcity] __ __ [| Ben & Jerry's Graveyard (scarcity)] __ __ [| Lewis & Clark Expedition faces scarcity] __ __ [| Economic Spotter: Resources During World War II] __ __ [| Tapped Dry: How Do You Solve a Water Shortage] __ || __ [| Supply & Demand] __ __ [| Goods & Services] __ __ [| Supply and Demand Land] __ || __ [| .Imports and exports] __ __ [| Where do you come from?] __ __ [| Commerce] __ __ [| The World on a String] __ || __ [| Hawaiian Economics Barter for Fish] __ __ [| Will You Take Wampum?] __ __ [| Bartering for Goods] __ __ [| How Money Began] __ __ [| Kids Bank Intro to Money] __ __ [| Economic Spotter: Money in Revolutionary Times] __ __ [| Grade 4 Barter vs. Money Lesson] __ ||  __ [|Agriculture in the Classroom] __  __ [| 4-H Virtual Farm] __ || __ [| Explore Your State] __ __ [| Maps of the World] __ __ [| 4-H Virtual Farm] __ __ [| Cane & Corn] __ PowerPoint || __ [| Tennessee Agriculture] __ __ [| Tennessee Geography] __ __ [| 4-H Virtual Farm] __ great site to see different types of crop and animal farms || __ [| Made in the U. S. A.] __ || __ [| A Simple Chocolate Bar] __ || __ [| Natural Resource Adventure] __ __ [| Renewable and non-renewable resources] __ __ [| A Simple Chocolate Bar] __ __ [| How Do People Make...] __ __ [| From the Land: A North Carolina Natural Resources Adventure] __ __ [| Natural Resources: Renewable & Nonrenewable] __ || **GEOGRAPHY** //Geography enables the student to see, understand and appreciate the web of relationships between people, places, and environments. The student will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.// // __ [| REVIEW OF GEOGRAPHICAL TERMS] __ - I // __ [| Maps & Globes] __ - I ||
 * **D**  ||   Recognize that changes in culture occur through the spread of people, languages, ideas, and goods.
 * **D**  ||   Compare cultural differences in various regions of the United States and the world.
 * **D**  ||  Describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.
 * **I**  ||  Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.
 * **I**  ||  Identify and explain the significance of selected individual writers and artists and their stories, poems, statues, paintings, and other examples of cultural heritage from regions around the world.
 * **D**  ||  Explain the significance of selected ethnic and/or cultural celebrations in Tennessee, the United States, and other nations such as St. Patrick’s Day, Cinco de Mayo, and Kwanzaa.
 * **I**  ||   Retell the heroic deeds of characters from folktales and legends.
 * **D**  ||   Compare ethnic and/or cultural celebrations in Tennessee, the United States, and other nations.   ||
 * ** I  ** ||   Identify ways of earning, spending, and saving money.
 * ** A  ** || Classify needs and wants using pictures of common items (i.e., food, cleaning products, clothes, candy, makeup).
 * ** A  ** ||  Using a picture, differentiate the difference between a producer and a consumer.
 * ** I  ** ||  Analyze a simple budget that allocates money for spending and saving.
 * ** I  ** ||  Identify examples of private and public goods and services.
 * ** I  ** ||  Identify examples of scarcity.
 * ** I  ** ||  Explain how supply and demand affects the price of a good or service.
 * ** A  ** ||  Distinguish between imports and exports.
 * ** A  ** ||  Differentiate between money and barter economies. SPI 3.2.5
 * ** I  ** ||  Recognize that the world has different agricultural and industrial regions.
 * ** A  ** ||  Interpret a map showing agricultural and industrial areas. SPI 3.2.2
 * ** I  ** ||  Explain the characteristics of a technologically expanding global economy.  ||
 * ** I  ** ||  Explain the impact of scarcity on interdependence within and among regions.  ||
 * ** I  ** ||  Recognize that Tennessee and the United States have different agricultural and industrial regions.
 * ** I  ** ||  Be aware of how goods and services are interchanged between communities at the local and national levels.
 * ** D  ** ||  Trace the development of a product from a natural resource to a finished product.
 * ** A  ** ||  Distinguish the difference between a natural resource and finished product. SPI 3.2.1
 * ** I  ** ||   Show how the spatial elements of point, line, and area are used on a map or globe.
 * ** I  ** ||   Explain the difference between relative and absolute locations.

____ [|//Relative and Absolute// Directions - GLOBE: Home] ____
|| __ [| United States map game] __  || __ [| Understanding Maps—Lesson Plans] __ __ [| Lines on Maps and Globes] __ PowerPoint __ [| Types of Maps] __ __ [| Making Personalized Map Grids] __ Lesson Plan __ [| Mapping a Garden] __ Lesson Plan following oral directions to create a map Use maps, graphs, globes, media, and technology sources to acquire information. __ [| Maps] __ || __ [| Community Map—Worksheet] __ __ [| Map zone] __ || __ [| Latitude Lessons—Lesson Plans] __ __ [| Latitude Description & Quiz] __ __ [| Longitude Game] __ __ [| Directions: Understanding North, South, East and West] __ explaining each direction w/pictures __ [| Longitude and Latitude] __ worksheet  __ [| North Pole] __  __ [| South Pole] __  __ [| Map Skills] __  __ [| Latitude/Longitude] __ || __ [| Directions & Distance & Quiz] __ __ [| Getting Lost] __ Lesson Plan __ [| Making Personalized Map Grids] __ Lesson Plan || SPI 3.3.7 __ [| Climate & Quiz] __ __ [| Climate & Global Change] __ __ [| Regional Climate Map] __ __ [| Creative Climates] __  __ [| Learn360: Landforms and climates video] __ || __ [| Tennessee Quick Facts (each county statistics)] __ __ [| Fact Monster World] __ || __ [| Landforms II] __ great site with pictures and definitions  __ [| Climate] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Simple Landforms] __ <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 12px;"> __ [| Learn360: Earth’s geological features] __ || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> __ [| Habitats] __ <span style="font-family: Arial,sans-serif; font-size: 13.3333px;"> __ [| Ecosystems] __ || <span style="font-family: 'Times New Roman',serif; font-size: 13.3333px;"> __ [| Land Biomes] __ || __ [| Identify Continents--Game] __ __ [| Continents--Quiz] __ __ [| Hemispheres & Quiz] __ __ [| Physical Features] __ __ [| The Earth’s Big Features] __ PowerPoint <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> __ [| Continents] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Tropical Rainforest Cluster] __ <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 12px;">__ [| Learn360: North America] __ <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 12px;">__ [| Learn360: Asia Video] __ <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 12px;">__ [| Learn360: Africa Video] __ <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 12px;">__ [| Learn360: South America Video] __ <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 12px;">__ [| Learn360:Australia Video] __ <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 12px;">__ [| Learn360: Europe Video] __ <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 12px;">__ [| Learn360: Continents] __ || __ [| Illustrated Glossary (interactive w/great visuals] __ ) __ [| Exploring Landforms—Lesson Plans] __ __ [| Earth’s Climate Description & Quiz] __ __ [| Landforms-Mountains & Quiz] __ __ [| Landforms--Plains & Plateaus & Quiz] __ __ [| Landforms—Islands & Quiz] __ __ [| Landforms—Oceans & Quiz] __ __ [| Landforms—Lakes & Quiz] __ __ [| Landforms—Rivers & Quiz] __ __ [| Landforms—Other Water Forms & Quiz] __ __ [| Landforms—Other Landforms] __ __ [| Understanding Erosion Lesson Plan] __ __ [| Landforms II] __ great site with pictures and definitions __ [| The Earth’s Big Features] __ PowerPoint <span style="font-family: Arial,sans-serif; font-size: 13.3333px;"> __ [| Topographical Features] __ <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 13.3333px;"> I || __ [| Ecosystems] __ great site with pictures and definitions __ [| Illustrated Glossary] __ __ [| What is a Desert Like?] __ __ [| Desert Plants] __ __ [| Desert Animals] __ __ [| What are Grasslands Like] __ ? __ [| Grassland Plants] __ __ [| Grassland Animals] __ __ [| Exploring the Rainforest] __ __ [| Rainforest Plants] __ __ [| Rainforest Animals] __ __ [| Other Ecosystems] __ || __ [| I] ____ [|llustrated Glossary] __ __ What is a Desert? __ __ [| Types of land] __ __ [| Encyclopedia of Physical Features] __ Lesson Plan and worksheet <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Learn360: Earth’s Geological Features] __ <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Learn360: Geographically Speaking Video] __ <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 12px;"> __ [| Learn360: An alphabet of lands and waters video] __ || == //<span style="font-family: 'Arial','sans-serif';"> __ [| Technology] __ //__ [| News: Science: Self-Aware Robot Can //Adapt// To   //Environment//] __ ==
 * ** D  ** ||   Locate places on a map using cardinal and intermediate directions.
 * ** A  ** ||  Recognize and use a map key**.** SPI 3.3.2
 * ** A  ** ||  Find a specific location on a school or community map. SPI 3.3.3
 * ** A  ** || Use absolute and relative locations to identify places on a map (i.e., north, south, east, west, borders, lines of longitude and latitude, the equator, and the north and south poles.)
 * ** A  ** ||  Utilize skills to locate a place using cardinal directions and symbols given an appropriate map with a key. SPI 3.3.6
 * ** A  ** ||  Determine the climate of a specific region of the world using a map.
 * ** D  ** ||  List the similarities and differences of local places and regions with other places and regions.
 * ** I  ** || List the basic components of earth’s physical systems (e.g., landforms, water, climate and weather, and erosion and deposition).
 * ** I  ** ||  Understand the concept of an ecosystem.
 * ** D  ** ||  Describe how environments and regions differ around the world.
 * ** A  ** ||  Identify the major physical components of the world (i.e., oceans, equator, continents, and hemispheres). SPI 3.3.1
 * ** A  ** ||  Identify basic components of earth’s systems (i.e., landforms, water, climate, and weather). SPI 3.3.5
 * ** A  ** ||  Differentiate the distinguishing characteristics of ecosystems (i.e., deserts, grasslands, and rainforests). SPI 3.3.8
 * ** A  ** || Recognize the identifying characteristics of certain geographic features (i.e., peninsula, islands, continents, mountains, rivers, deserts, oceans, and forests). SPI 3.3.9
 * ** I  ** ||  Understand how technology allows people to adapt the environment to meet their needs.

__ [| Introduction - New Learning: A Charter for Change in Education] __
|| <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> __ [| Facts] __ <span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">– I <span style="color: #ff0000; font-family: 'Times New Roman',serif; font-size: 13.3333px;"> __ [| Tennessee] __ - I || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> __ [| Southeast] __ <span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">- I  <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> __ [| Southeastern Region] __ <span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> – I  <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 13.3333px;"> __ [| USA Regions] __ <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 13.3333px;"> – I Review || <span style="font-family: Arial,sans-serif; font-size: 13.3333px;"> __ [| USA Regions] __ <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 13.3333px;">-I || <span style="font-family: Arial,sans-serif; font-size: 13.3333px;"> __ [| United States] __ || <span style="font-family: Arial,sans-serif; font-size: 13.3333px;"> __ [| Urban, Rural, Suburban] __ || __ [| Everyone has a Culture] __ Lesson Plan __ [| Explaining Culture] __ Lesson Plan __ [| Understanding Perspectives of Another Culture] __ Lesson Plan __ [| Opposites in Culture] __ Lesson Plan __ [| Cross Cultural Understanding] __ Lesson Plan __ [| Endangered Cultures] __ Interactive website __ [| World Culture Tour] __ __ [|Peace Corps Kids World] __ __ [| Culture Quest World Tour] __ __ [| Global Trek] __ great site from Scholastic <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Culture Quest] __ || __ [| What it means to be "American"] __ Lesson Plan __ [| The Blind Men and the Elephant Lesson] __ Plan about cultural perceptions __ [| Culture Quest] __ || __ [| Culture Quest] __ <span style="font-family: Arial,sans-serif; font-size: 12px;"> __ [| Cultural Connection: The Tapestry of Life] __ || __ [| Rainforests Endangered] __ __ [| Kid’s Page-Polluted] __ __ [| Global Warming: Kids Site] __ great site from the EPA __ [| Rainforest Education] __ __ [| Polluted Runoff] __ Kid-friendly site with activities __ [| Virtual Field Trip--Pollution] __ <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> __ [| Save Our Seas] __ <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> __ [|Pollution] __ || SPI 3.1.3 __ [| Population Distribution] __ __ [| Population Pasta] __ Activity (the activity link is on the left side) __ [| Population Trash Activity] __ __ [| United States] __ This also has a link to other countries. || ** GOVERNANCE AND CIVICS  ** ** __ [| Roots of Democracy Powerpoint] __ ** //Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.// __ [| How our government works] __ __ [| U.S. Government] __ || __ [| Ben's Guide to Government in Your Community] __ Interactive Activity to explain govt. services in community __ [| Government Services] __ __ [| Your Neighborhood and Beyond] __ <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> __ [| Kids Next Door] __ || __ [| Ben's Guide] __ __ [| How Laws Are Made2] __ <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> __ [| U.S. Government] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| US Government for Kids] __ || __ [| FDA Kids’ Page] __ __ [| US Government] __ - I __ [|Congress for Kids] __ || __ [| U.S. Government] __ __ [| Democracy] __ __ [| U.S. Constitution] __ __ [| Branches of Government] __ __ [| U.S. Government and Law] __ || __ [| Character Counts] __ __ [| Character and Citizenship Education - An Educator's Reference Desk Lesson Plan] __ __ [| Be A Super Citizen] __ Activities __ [| Responsibilities of a good CITIZEN] __ __ [| Kids Next Door] __ <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> __ [| Citizenship] __ <span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">- I || __ [| United States Government for Kids] __ || __ [| United States Government for Kids] __ ||
 * ** D  ** ||  Locate the major cities of Tennessee and the world on a map or globe.
 * ** I  ** ||  Describe the concept of formal (uniform) regions.
 * ** I  ** ||  Define the characteristics that comprise a region.
 * ** I  ** ||  Explain how change affects region and place over time.  ||
 * ** I  ** ||  Show the population distribution of the state and country.
 * ** D  ** ||  Differentiate between urban, suburban, and rural regions.
 * ** A  ** ||  Recognize some of the major components of a culture (i.e., language, clothing, food, art, and music).
 * ** A  ** || Determine similarities and differences in the ways different cultural groups address basic human needs (i.e., food, water, clothing, and shelter) by interpreting pictures.
 * ** A  ** ||  Interpret a chart or map identifying major cultural groups of the world. SPI 3.1.4
 * ** A  ** ||  Recognize major global concerns (i.e., pollution, conservation of natural resources, global warming, and destruction of rainforest). SPI 3.6.3
 * ** A  ** ||  Differentiate the cultural population distribution in the United States using a bar graph.
 * **I** ||  Describe the basic structures of government in the state.
 * **A** || Select from a set of visual representations a service provided by the government (i.e., parks, schools, and libraries). SPI 3.4.1
 * **D** || Recognize who makes laws in the state
 * **I** || Know that governmental agencies exist to protect the environment at local, state, and national levels.
 * **I** || Describe varied basic structures of governments in the state, nation, and world.
 * **D** || Examine how regions choose to govern in different ways.
 * <span style="font-family: 'Times New Roman',serif; font-size: 13.3333px;"> __ [| //Different Types// of Governments] __ ** ||
 * **A** || Determine the representative acts of a good citizen (i.e., obeying speed limit, not littering, and walking within the crosswalk). SPI 3.4.2
 * **D** || Identify services commonly provided by the state government and contrast with other regions. ||
 * **I** || Compare the Tennessee and the United State Constitutions with other governing procedures around the world.
 * **D** || Identify government officials and explain how they are chosen.
 * **I** || Explain the concept of the consent of the governed and its importance to the functions of government.

__ [| SSC - TEKS and TAKS - TEKS Glossary - Grade 3] __
<span style="font-family: 'Times New Roman',serif; font-size: 13.3333px;"> __ [| //Consent Of The Governed//: February 2009] __ || __ [| cooperation games] __ __ [| teamwork lesson games] __ __ [| Out on a Limb: A Guide to Getting Along] __ __ [| Conflict and Cooperation Power Point] __ || __ [| Rights of a Citizen] __ __ [| Responsibilities of Citizens] __ __ [| Ben’s Guide to Citizenship] __ || __ [| The Difference of One Vote] __ __ [| Inside the Voting Booth] __ || __ [| Benjamin Franklin] __ <span style="font-family: Arial,sans-serif; font-size: 13.3333px;"> __ [| Citizenship] __ || <span style="font-family: Arial,sans-serif; font-size: 13.3333px;"> __ [| Citizenship] __ || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> __ [| Community] __ <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> __ [| City] __ <span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">– I <span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> __ [| Counties] __ - I <span style="font-family: Arial,sans-serif; font-size: 13.3333px;"> __ [| State] __ <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 13.3333px;">– I || <span style="font-family: Arial,sans-serif; font-size: 13.3333px;"> __ [| Local/State] __ || ** HISTORY ** //History involves people, events, and issues. The student will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. He/she will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.//
 * **A** || Distinguish between conflict and cooperation within group interactions as represented by pictures. SPI 3.6.2
 * **D** || Identify examples of rights and responsibilities of citizens.
 * **I** || Describe how public policies are used to address issues of public concern. ||
 * **D** || Identify and explain the importance of acts of civic responsibility, including obeying laws and voting.
 * **D** || Identify diverse historic figures that exemplified good citizenship.
 * **D** || Identify ordinary people who exemplify good citizenship.
 * **D** || List the differences between community, city, county, state, and country events which occur.
 * **I** ||  Recognize the relationship of local governments to the state, the nation, and the world.
 * ** I  ** ||   Identify the heroic deeds of characters from state, national, and global histories.

__ [|The Scotch-Irish in America] __
<span style="font-family: 'Times New Roman',serif; font-size: 16px;"> __ [| Remember The Alamo! (166 Men Died For Freedom - March 6, 1836)] __ || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> __ [| Famous People] __ <span style="font-family: Arial,sans-serif; font-size: 13.3333px;"> __ [| Famous Tennesseans] __ <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 13.3333px;">- I || __ [| Using a timeline worksheet] __ __ [| Chronological order graphic organizer] __ __ [| Timelines] __ – I   __ [| Sequencial] __ - I  || __ [| Ancient] __ __ [| World History] __ || __ [| Understanding Timelines: Get in Line] __ worksheet __ [| ReadWriteThink: Lesson Plan: Biographies: Creating Timelines of a Life] __ Lesson Plan __ [| Create Your Own Timeline] __ Timeline Generator goes with above lesson plan __ [| FCAT Reading Timelines] __ __ [| Education World ® Lesson Planning: Timelines: Timeless Teaching Tool] __ __ [| Growth of A Nation] __ <span style="font-family: Arial,sans-serif; font-size: 12px;"> __ [| Timelines] __ <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> __ [| Understanding & Making Timelines] __ || __ [| From Boomtown to Ghost Town] __ || __ [| Historical Passages for Kids] __ __ [| History Interactives] __ || __ [| Diego Smart] __ || <span style="font-family: 'Times New Roman',serif; font-size: 13.3333px;"> __ [| Calendar] __ || <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Simple Timeline] __ <span style="font-family: Arial,sans-serif; font-size: 12px;"> __ [| Make Your Own] __ || <span style="font-family: Arial,sans-serif; font-size: 13.3333px;"> __ [| Communities] __ || <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> __ [| Pictorial] __ <span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">– I <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 13.3333px;"> __ [| Indian Stories] __ <span style="color: #ff0000; font-family: Arial,sans-serif; font-size: 13.3333px;"> – I || ** INDIVIDUALS, GROUPS, AND INTERACTIONS ** //Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.// <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Wants/Needs] __ <span style="font-family: Arial,sans-serif; font-size: 12px;"> __ [| Import/Export] __ || <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Community Jobs] __ <span style="color: #ff0000; font-family: 'Arial','sans-serif'; font-size: 12px;">-I <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Community Helpers] __ <span style="font-family: Arial,sans-serif; font-size: 12px;"> __ [| Examples of] __ || <span style="font-family: Arial,sans-serif; font-size: 12px;"> __ [| Red Cross] __ || ** SOCIAL STUDIES PROCESS STANDARDS ** // The student will use social studies process standards to acquire information, analyze, problem solve, communicate, and develop a historical awareness. // <span style="font-family: Arial,sans-serif; font-size: 12px;"> __ [| Write the Caption] __  || __ [| Maps] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Graphs] __ <span style="font-family: Arial,sans-serif; font-size: 12px;"> __ [| Technology] __ || <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 12px;">__ [| The Smithsonian] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Doak House] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| The Exploratorium] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Andrew Johnson] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Blount Mansion] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Children’s Museum – Oak Ridge] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Hands on Museum] __ <span style="font-family: Arial,sans-serif; font-size: 12px;"> __ [| Discovery Center, Knoxville] __ || <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Diego Smart] __ <span style="font-family: Arial,sans-serif; font-size: 12px;"> __ [| I Know That] __ <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 12px;"> (click Clue Maps) || <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Making Maps] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Geonet] __ <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| American History Maps] __ <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| World History Maps] __ <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 12px;"> __ [| Growth of A Nation] __ || <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Interactive Timeline] __ __ [| Digital History] __ __ [| BBC Interactive Time Line] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Growth of A Nation] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| How to Create] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Simple Timeline] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| 9 Sections TImeline] __ <span style="font-family: Arial,sans-serif; font-size: 12px;"> __ [| Make Your Own] __ || <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Doak House] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Andrew Johnson] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Blount Mansion] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Children’s Museum – Oak Ridge] __ <span style="font-family: 'Arial','sans-serif'; font-size: 12px;"> __ [| Hands on Museum] __ <span style="font-family: Arial,sans-serif; font-size: 12px;"> __ [| Discovery Center, Knoxville] __ || __ [| Kid’s Awareness] __ <span style="font-family: 'Times New Roman',serif; font-size: 16px;"> __ [| History Interactives] __ ||
 * ** I  ** ||   Identify historical figures that helped to shape regions.
 * ** A  ** ||  Label historical events as past, present, and future. SPI 3.5.1
 * ** D  ** ||  Describe the order of events by using designation of time periods such as ancient times and modern times.
 * ** A  ** ||  Use a timeline to determine the order of a historical sequence of events. SPI 3.5.2
 * ** I  ** ||  Describe how individuals, events, and ideas cause regional change over time.
 * ** A  ** ||  Read and interpret facts from a historical passage. SPI 3.5.3
 * ** D  ** ||  Use vocabulary related to chronology, including past, present, and future.
 * ** D  ** ||  Describe and measure calendar time by days, weeks, months, and years.
 * ** D  ** ||  Create and interpret timelines.
 * ** I  ** ||  Identify factors that cause development and change in communities.
 * ** I  ** ||  Compare various interpretations of the same time period using evidence such as photographs and interviews.
 * ** I **  ||    Give examples of conflict, cooperation, and interdependence among individuals, groups, and nations.    ||
 * ** I **  ||   Examine the relationships and conflict between personal wants and needs and various global concerns, such as use of imported oil, land use, and environmental protection.
 * ** I **  ||    Give examples of economic, social, or political changes that result from individual or group decisions.    ||
 * ** D **  ||    Identify examples of actions individuals and groups can take to improve the community.
 * ** D **  ||   Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.
 * ** I **  ||    Use picture clues and picture captions to aid comprehension to acquire information.
 * ** I **  ||    Use maps, graphs, globes, media, and technology sources to acquire information.
 * ** I **  ||   Discover resources available from museums, historical sites, presidential libraries, and local and state preservation societies to acquire information.
 * ** I **  ||    Classify information by source, chronology, and importance to analyze data and problem solve.
 * ** I **  ||    Demonstrate an understanding of the data through written, visual, or oral methods to problem solve.    ||
 * ** I **  ||    Prepare and analyze maps, charts, and graphs for historical awareness.
 * ** I **  ||    Construct and analyze timelines for historical awareness.
 * ** I **  ||    Utilize community resources such as field trips, guest speakers, and museums for historical awareness.
 * ** I **  ||    Incorporate the use of technological resources for historical awareness.


 * Culture**



Travel around the world, discover remote communities and learn about different cultures, all without leaving the classroom. With a mix of videos, vibrant photographs, articles and recipes, Project Explorer aims to create a new generation of global citizens. All material is organized by age group. Visit PROJECT EXPLORER: http://projectexplorer.org/me/

Let's add one more language to the world...Lost and Found. Watch this video and learn about a new language. @http://video.nationalgeographic.com/video/player/kids/explorers-kids/enduring-voices-koro-vin-kids.html Assessment idea from Janet Allen's //Tools for teaching Content Literacy//: While watching the video, take notes by doing the following: Take out a sheet of paper Divide it into 3 columns Across the top write the following: First Impressions / Fast facts / Final Thoughts
 * Hint you may need to watch the video more than once in order to complete this activity (I recommend at least 3 times).

**Geography**
This is a quiz on geography, that I have placed in grades 2-5 since depending on the student it could be a real challenge or not. It is worth a try. Geography Quiz: @http://kids.nationalgeographic.com/kids/games/geographygames/quizyournoodle-geography-facts/

**Economics:**
Th ABC's of Savings (Read it carefully):

INTRODUCTION
Have you ever wanted to buy something but you didn’t have enough money? This is a problem that people of all ages have. One solution is to set aside small amounts of money until you have saved enough to buy what you want. We save money to get things we can’t afford to buy now. Saving for the future requires patience but it can be worth it when we get what we want the most.

TASK
In this lesson, you will identify the steps to being a successful saver and learn how saving for tomorrow requires giving something up today.

PROCESS
Follow along with your classmates as you learn how to create a savings place. Choose the "Short-Term or Long-Term?" activity to learn about other short-term (less time to save for) and long-term goals (more time to save for). Read the story about the ant and the grasshopper. Find out how the grasshopper learned about the importance of saving. As a class, you will talk about these questions after learning about The Ant and the Grasshopper. As a class, you will discuss the following questions. You may read along with the teacher during the class discussion, or you may work on your own before the discussion writing down answers to the questions.
 * What were the ants saving for?
 * What did the ants give up?
 * What was the grasshopper's opportunity cost?
 * What have you had to give up to get something else?
 * What is saving?
 * Why do people save?
 * Why is it important to establish goals?
 * What are your short-term savings goals?
 * What are your long-term savings goals?
 * How do people get the money they want to save for their goal?
 * Where might you get money to save?
 * If you have a piggy bank, where could you put it so that you can get it easily and it will not get lost or stolen?

CONCLUSION
Saving for the future requires patience and giving up some things you might want today. By setting aside money today you may be able to reach an important goal. When you reach your goal, you'll probably look back and decide that giving up some things along the way was a good idea.

ASSESSMENT ACTIVITY
You are going to create a plan to reach one of your savings goals. When people set a savings goal it is important to know how much the goal will cost. Your teacher will provide you with catalogs and newspaper advertisements for toys and other items you may want to purchase for yourself or someone else. Record your goal and plan for achieving it using the activity sheet "The ABCs of Saving".

EXTENSION ACTIVITY

 * 1) You can practice your skills of identifying coin values and using a mouse by clicking on and dragging the coins to Ed's Bank . The money that you are able to put in Ed’s bank can then be used to go shopping. You can watch Ed’s quirky reactions as he makes his purchases.
 * 2) Use the Googolplex Saving Calculator to see how long it will take to save for their goals.