Scott Luepke
RED 312
S.S. Curriculum Map
Fall 2015
Grade Level: 3
Foundations of
Social Studies
September
October
November
December
January
Geography: Understand
the usefulness of a map and
the "TODALS" elements;
consider how landforms
could influence human
settlement.
History: Discuss the role of
landforms in ancient
civilizations.
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Geospatial Skills
Human Systems
World History
Economics: Analyze
choices according to the
results they can produce.
History: Connect
difference-making people
from history to the
problems they addressed.
Citizenship and
Government: Contrast
democracy with other
forms of government.
History: Examine multiple
sources that portray the
same event.
History: Organize history
into periods; discover
different ways to represent
time and space.
History: Draw conclusions
about historical periods and
events based on artifacts;
determine how
advancements in
communication aided ancient
peoples.
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Economic Reasoning Skills
Peoples, Cultures, and
Change Over Time
Historical Thinking Skills
Historical Thinking Skills
World History
Skills Identified in
the Benchmark
Create and interpret simple
maps.
Incorporate the "TODALS"
map basics and common
symbols to display spatial
information.
Identify landforms and
patterns in population.
Explain how the
environment influenced the
settlement of ancient
peoples.
Identify possible shortand long-term
consequences of different
choices.
Identify individuals or
groups who have had an
impact on world history;
explain how their actions
helped shape the world
around them.
Civic Values and Principles
of Democracy
Governmental,
Institutional, and Political
Processes
Historical Thinking Skills
Explain the importance of
civic discourse (emphasis
on voting) and the
principles of majority rule
and minority rights.
Identify the three branches
of government and their
primary functions.
Compare and contrast two
different accounts of an
event.
Examine historical records,
maps, and artifacts to answer
basic questions about times
and events in history.
Identify methods of
communication used by
peoples living in ancient
times in three different
regions of the world.
Assessments
Create, color, and label a
map of Minnesota, the
U.S.A., or the world
T-chart of costs and
benefits
Paragraph about historical
figure
Reference different time
periods using correct
terminology, including the
terms decade, century, and
millennium.
Create timelines of important
events in three different scales
- decades, centuries, and
millennia.
Compare and contrast various
ways that different cultures
have expressed concepts of
time and space.
Timeline of my life
Timeline of U.S. History
Central Foci
MN Standards
Social Studies SubStrand
Design a ballot related to a
change you would like to
see
Branches of U.S.
government poster
Interview a friend and write
two paragraphs describing an
event in his/her life
Draw pictures of four
different types of historical
communication methods
Scott Luepke
RED 312
S.S. Curriculum Map
Fall 2015
Grade Level: 3
Foundations of
Social Studies
February
March
April
May
June
Central Foci
Economics: Follow the
chain of production from
resources to manufacturing
to final product.
History: Examine historical
inventions and the changes
they brought to the world.
Economics: Define
consumers and producers
and examine their roles in
a market.
History: Hypothesize
what changes and
conveniences a new
invention could bring
about.
Geography: Discover
positive and negative
outcomes of physical and
human boundaries.
History: Imagine what a
day in your life would be
like if you lived 1,000 years
ago.
Citizenship and
Government: Explore ways in
which people are active in
their communities.
History: Evaluate similarities
and differences in
contemporary ancient
societies.
History: Consider the
progression of technology
from the time of Columbus to
today.
MN Standards
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Social Studies SubStrand
Microeconomic Concepts
Peoples, Cultures, and
Change Over Time
Microeconomic Concepts
Peoples, Cultures, and
Changes Over Time
Human Systems
World History
Civic Skills
World History
Historical Thinking Skills
World History
Skills Identified in
the Benchmark
Explain that producing any
good or service requires
resources; describe the
resources needed to
produce a specific good or
service.
Explain how an invention of
the past changed life at that
time, including positive,
negative, and unintended
outcomes.
Explain the roles of
consumers and producers
based on both what they
buy and what they sell.
Explain how an invention
of the past changed life at
that time, including
positive, negative, and
unintended outcomes.
Identify physical and
human features that act as
boundaries or dividers;
identify examples of
situations or reasons why
people have made or used
boundaries.
Compare and contrast daily
life for people living in
ancient times in at least
three different regions of
the world.
Identify ways people can make
a difference in the civic life of
their communities by working
as individuals or groups to
address a specific problem or
need.
Compare and contrast daily
life for people living in ancient
times in at least three different
regions of the world.
Create timelines of important
events in three different time
scales - decades, centuries,
and millennia.
Compare and contrast daily
life for people living in
ancient times in at least three
different regions of the world.
Assessments
Graphic organizer showing
resources, manufacturing,
and final product
Invention Ideas
brainstorming sheet
Illustrate a new invention
and explain the changes
and conveniences it will
bring about; identify what
resources you will need
and which consumers will
buy your product
Construct a fortress or
boundary using common
materials
Write a journal entry as if
you lived in Europe 1,000
years ago.
Design a poster advertising a
meeting in your community
Construct a Venn diagram of
similarities and differences
between three contemporary
ancient societies.
Pictorial timeline of
technology
