3rd Grade Social Studies Pacing Guide: First 4 Months

Teacher:

YourName

Subject: Social Studies

Grade Level: 3rd Grade

Timeframe: Four Months (Weeks 1-16)

Unit 1: Community & Citizenship (Weeks 1-4)

Standards & Objectives:

Students will be able to identify and describe the roles of a responsible citizen in a community.
Students will be able to explain the purpose of rules and laws.
Students will be able to identify important places and services in a community.
Core Concepts: Introduce Respect and Useful Contribution by creating classroom and community norms. Use the Goal Tree to help students set small, productive goals for their group.

Materials & Resources:

Classroom library books on community helpers and local government.
Poster board or large paper for creating a classroom community map.
Markers and colored pencils.
Goal Tree and Respect Ledger templates.

Learning Activities:

Weeks 1-2: Defining Our Community:

Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on what makes a good “citizen” of the classroom. They will discuss how to listen respectfully to each other’s ideas, which is their first useful contribution to the team.
Body: The groups will work together to draw a map of their classroom community, identifying important places and the roles of students and the teacher. This activity reinforces that everyone has a valuable part to play, a useful contribution, in the group’s success.
Conclusion: Each group shares one part of their map and explains its importance. The teacher uses the Respect Ledger to note teams that work together to ensure everyone’s understanding is equal.

Weeks 3-4: Rules and Laws:

Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively solve problems related to rules and laws. Frame a tricky problem as a source of frustration that can be solved by sharing their knowledge and persistence.
Body: The groups will work together to create a list of classroom rules and explain why each rule is important. They will teach each other their thought processes and problem-solving strategies, building competence as they master this new skill.
Conclusion: The groups present their rules to the class and explain their reasoning. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 2: Geography & Map Skills (Weeks 5-8)

Standards & Objectives:

Students will be able to use a map key, compass rose, and scale to read a map.
Students will be able to create a map of a familiar area.
Students will be able to identify and describe the features of Earth (e.g., mountains, rivers, deserts).
Core Concepts: Use Sighted Interrelations to understand how symbols on a map relate to real-world features. Practice Persistence in navigating and creating maps.

Materials & Resources:

World maps, state maps, and local city maps.
Paper, rulers, and pencils for drawing maps.
Compass roses and map keys for practice.

Learning Activities:

Weeks 5-6: Reading a Map:

Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on the different parts of a map. They will be encouraged to see the sighted interrelations between the symbols on a map and the places they represent.
Body: The groups will work together to use a map to find a specific location. They will teach each other how to use the map key and compass rose. This is a direct application of a useful contribution, where they teach their partners what they’ve learned.
Conclusion: Each group shares a finding about a map and explains how they used the tools. This helps them to build self-confidence and self-respect by sharing what they know.

Weeks 7-8: Creating a Map:

Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively create a map of their school or a familiar area. The focus is on communication and taking notes on each part of the map to solve the puzzle as a team.
Body: Groups will research and create a diagram of their assigned area. They will teach each other their findings, focusing on the roles humans play. The teacher emphasizes that all data must be accurate and that a lie or deceptive omission harms the integrity of the team’s work.
Conclusion: The groups present their maps to the class. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 3: History & Timelines (Weeks 9-12)

Standards & Objectives:

Students will be able to place historical events in chronological order on a timeline.
Students will be able to use a timeline to understand the concept of past, present, and future.
Students will be able to identify and describe important historical figures and events.
Core Concepts: Build Equity and Self-Respect by understanding that everyone has a valuable history. Uphold Professional Acumen by avoiding Lie and/or Deceptive Omission when presenting facts about the past.

Materials & Resources:

Pictures and diagrams of historical events.
Timeline worksheets.
Books and articles about important historical figures.

Learning Activities:

Weeks 9-10: Timelines:

Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on what they already know about history. They will then be introduced to the concept of a timeline and discuss how they see the sighted interrelations between different events.
Body: The groups will work together to create a timeline of a familiar event (e.g., a holiday, a family event). They must teach each other their findings and respectfully point out details a partner might have missed. This activity reinforces that everyone has a valuable part to play, a useful contribution, in the group’s success.
Conclusion: Each group shares a finding about a timeline. The teacher uses the Respect Ledger to note teams that work together to ensure everyone’s understanding is equal.

Weeks 11-12: Historical Figures:

Introduction: Students self-organize into new groups of three. The team’s goal is to become “experts” on a specific historical figure. The focus is on communication and taking notes on each part of the research to solve the puzzle as a team.
Body: Groups will research and create a diagram of their chosen historical figure. They will teach each other their findings, focusing on the contributions the person made to society. The teacher emphasizes that all data must be accurate and that a lie or deceptive omission harms the integrity of the team’s work.
Conclusion: The groups present their findings to the class. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 4: Economics & Celebration (Weeks 13-16)

Standards & Objectives:

Students will be able to distinguish between wants and needs.
Students will be able to identify the difference between goods and services.
Students will be able to describe how people make economic choices.
Core Concepts: Turn Frustration with difficult decisions into a tool for growth. Embrace Mutual Contribution as the key to economic success.

Materials & Resources:

Pictures of various goods and services.
Worksheets for identifying wants and needs.
Poster board or presentation software for final projects.

Learning Activities:

Weeks 13-14: Wants and Needs:

Introduction: Students self-organize into new groups of three. The team’s goal is to take notes on the difference between wants and needs. They will discuss the concept of equity and how we can ensure that everyone has their needs met.
Body: The groups will work together to classify a list of goods and services as either a want or a need. They must teach each other their findings and respectfully point out details a partner might have missed. This activity reinforces that everyone has a valuable part to play, a useful contribution, in the group’s success.
Conclusion: Each group shares a finding about a want or a need. The teacher uses the Respect Ledger to note teams that work together to ensure everyone’s understanding is equal.

Weeks 15-16: Economic Choices & Celebration:

Introduction: Students self-organize into new groups of three. The team’s goal is to design a small map showing how to make smart economic choices.
Body: The groups work together on the project. They will divide the work, with each student responsible for a different part of the map. They must teach each other what they’ve learned about economics and check for accuracy to ensure the project is complete and correct.
Conclusion: The class hosts a “Community Fair” where each group presents their map. The groups will take pride in seeing their finished work, which reinforces that true success is about shared growth and mutual contribution.