SOCIAL STUDIES 3
Updated 1/27/2017 12:30 PM
UNIT 1 – LOUISIANA’S GEOGRAPHY (14 DAYS)
1. Overview
In this unit students will learn about the geographical landscape of Louisiana and how people are affected by it and how it impacts the environment. This
sets the stage for the following unit in which students will explore early settlers and patterns of immigration to Louisiana, which is impacted by the
geography.
Grade 3 Claims
How did the geography of Louisiana play a role in its development?
What is the historical significance of current traditions and celebrations?
How does Louisiana’s government and economics fit into the larger role of society?
REMINDERS
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Late take-in day for students (08/24/16)
Labor Day (09/05/16)
Interim Reports Issued (09/19/16)
Late take-in day (09/28/16)
CONTENT AND
CLAIMS
Chronological and Historical Thinking
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3.1.1 Create timelines that identify important events in the history of Louisiana.
3.1.2 Explain how technology has changed family and community life in Louisiana over time.
3.1.3 Use distinctive vocabulary to sequence events related to Louisiana history.
3.1.4 Compare and contrast state and national historical symbols
3.1.5 Categorize landmarks as state and national
3.1.6 Compare and contrast the influence of cultural groups in Louisiana.
3.1.7 Identify community and regional historical artifacts, including primary sources, to answer historical
questions.
Louisiana’s Geography
How does Louisiana’s geography and natural resources impact people?
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3.3.2 Identify the hemispheres in which Louisiana is located.
3.3.4 Locate and label major geographic features of Louisiana on a map.
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3.3.6 Construct an outline map of Louisiana from memory.
3.3.7 Locate specific places on a map using a simple grid system.
3.4.7 Describe the importance of natural resources in Louisiana using maps.
People and Louisiana’s Geography
How do people impact Louisiana’s geography?
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3.4.3 Describe how people have changed the land to meet their basic needs over time in Louisiana.
Community and Culture
How are the different regions of Louisiana similar and different?
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3.3.1
3.3.3
3.3.5
map.
3.4.1
3.4.6
Describe characteristics and uses of various types of maps.
Locate various communities and cities in Louisiana using cardinal and intermediate directions.
Differentiate between a town, parish, state, and country in which the student lives using a political
Compare and contrast the physical features of various regions of Louisiana.
Distinguish between urban, suburban, and rural communities in Louisiana.
TOPICS OF
CONSIDERSATION
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Physical Map
Political Map
Topographical Map
Population Map
Product Map
Bar Graph
Pictograph
Circle Graph
Compass Rose
Cardinal Directions
Lake Pontchartrain
Mississippi River
Gulf of Mexico
Red River
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Driskill Mountain
Kisatchie Hills
Port of New Orleans
Characteristics of regions in
Louisiana (climate,
precipitation, elevation,
vegetation, bayous, marshes,
swamps)
Coastal Erosion
River Changes
Flooding
Raising Cattle
Harvesting Seafood
Rice Farming
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Ways in which people in
Louisiana modify the physical
environment to meet basic
needs: clearing land for urban
development, constructing
levees, building bridges, drilling
for oil and gas
Adaptation
Ways humans have adapted to
the physical environment in
Louisiana: pirogues, building
raised houses
Natural Resources: sugar cane,
trees, oil, natural gas, cotton,
rice, soybeans
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UNIT 1 – LOUISIANA’S GEOGRAPHY (14 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Louisiana’s Geography:
• The Earth's Hemispheres, Mr. Brewerda, YouTube
• United States Map, National Geographic (zoom in so kids can see their town and state in the larger context of the country)
• Google Earth (allows students to see world, hemisphere, country, etc. down to the school building in most cases)
• Using a Map Grid, Eduplace
• Where on Earth: Geography as You’ve Never Seen it Before!, Rob Houston
• Various maps of LA (roads, physical, parishes, etc.), Geology.com
• Map of different regions of the state, Wikimedia
• Thibodeaux’s Treasure (LA Wetlands), CWPPRA
• Louisiana official highway map (grid system)Text
People and Louisiana’s Geography:
• The Louisiana Environment, Clare Wheeler, Tulane
• Human Impact, Regents Prep
Community and Culture:
• Regions of Louisiana (rural, suburban and urban), WCEF
• Louisiana’s Five Regions , Slideshare, Doyle Elementary
• Louisiana Geography: The Land (geography and landforms of Louisiana), Reference Desk
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
• Louisiana Content Collection: https://app.discoveryeducation.com/player/view?assetGuid=213bddc3-baba-49fb-b42d-fcf86d37c895
• Louisiana: https://app.discoveryeducation.com/learn/videos/9EAF90E8-2122-473F-89B9-AC29A20485E9?hasLocalHost=false
WorldBook Online:
• Louisiana: http://www.worldbookonline.com/kids/home#article/ar831535
• New Orleans: http://www.worldbookonline.com/kids/home#article/ar831233
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Misc.:
●
Geography Game: h t t p s : / / w w w . q u i a . c o m / r r / 3 5 8 9 5 . h t m l ? A P _ r a n d = 1 8 5 7 6 3 9 6 5 & p l a y H T M L = 1
UNIT 1 – LOUISIANA’S GEOGRAPHY (14 DAYS)
3. Activities for Understanding
SUGGESTIONS
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3.3.2 Students will label a world map with the seven continents and the five oceans (Atlantic, Pacific, Indian,
Arctic, and Southern Oceans), the equator, and the prime meridian. They will identify the four hemispheres
(Northern, Southern, Eastern, and Western), and recognize the two hemispheres in which Louisiana is located.
World Map
3.3.5 Students will identify the difference in size of various areas by creating a layered foldable (preferably with
maps of the areas) and labeling it in the following manner:
1st – World (largest sheet)
2nd – Continent
3rd - United States
4th - Louisiana
5th - Jefferson Parish
6th - Metairie, Gretna, Harvey, etc. (whichever is appropriate for your location)
Circles of various sizes can be stapled together (at the top) to represent
the sizes of the areas listed. The teacher will ask guided questions about the areas, and the students will
develop and ask questions about the characteristics of each page using the jigsaw method.
Size Maps
Foldable Guide
3.3.1 Students will identify different types of maps (political, physical, topographical, road, and population). The
teacher will place pictures of various maps around the room. The students will write one characteristic of each
map on a Post-it note and attach it to the chosen map. The students will discuss as a class why they agree or
disagree with the placement. As an extension activity, the students will choose two maps and compare and
contrast the characteristics/uses.
3.4.6 Students will describe the characteristics of different types of communities (urban, rural, and suburban).
Students will be divided into groups of 3-4 to discuss the different communities and complete a worksheet on the
topic. They will use pictures of various communities to create a group poster illustrating each type of community
(Students should bring in pictures from magazines, the internet, etc.) As an extension activity, each student will
write 2 paragraphs discussing one community in which they would want to live and one community in which they
would not want to live, citing evidence from personal experiences, the internet, classroom resources, etc.
Community Poster
Rural, Urban, Suburban Worksheet
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3.3.3 Students will draw and label a compass rose with cardinal and intermediate directions. The teacher will
provide students with a political map of Louisiana divided into parishes (map may be displayed on Promethean
Board or ELMO), and ask questions about directions using the map.
Sample questions include:
○ In which direction would you travel to visit the Gulf of Mexico?
○ Is Lake Charles located east or west of Baton Rouge?
○ Name a river located to the east of Baton Rouge.
Students will develop additional questions about cardinal and intermediate directions and connect with a shoulder
partner for a question and answer session. As an extension activity, students will work in groups of 3-5 to apply
their knowledge of directions to participate in a treasure hunt. The teacher will hide a treat (candy, “No Homework
Passes”, etc.) on the school campus and give students clues to a location. They must use cardinal and intermediate
directions to determine the location. As each group identifies the location, the teacher will provide the next clue.
Upon completion of the activity, the teacher will escort the class to the location of the treasure, identifying cardinal
and intermediate directions along the way.
Louisiana Parishes Map (Sample maps can also be found on pages A-12-13 in the Horizons textbook.)
3.4.1 Students will discuss how Louisiana is divided into various regions. Students will identify North Louisiana,
Central Louisiana, Greater New Orleans, Florida Parishes, and Acadiana on a map. After working collaboratively to
research the physical characteristics of each region using textbooks, World Book online, and other media sources,
the students will prepare a diagram/chart to display the information. The groups will share the information with
their classmates in the form of a poster, trading cards, or flash cards. These should include landforms, bodies of
water, climate, precipitation, elevation, bayous, swamps, marshes, and types of vegetation. Upon the completion
of presentations, the students will speculate about the way of life, types of crops grown, and jobs held in a
region, based on information obtained.
Outline Maps
Regions of Louisiana Map
3.3.5 Students will identify the differences between states, parishes, and cities. The teacher will provide students
with an outline map of the United States and have students locate their state, parish, and city (in relation to
other states, parishes, and cities) using a compass rose and cardinal directions. Students will also receive a list of
geographical features (e.g. Lake Pontchartrain, Mississippi River, Gulf of Mexico, Red River, Kisatchie National
Forest (Hills), Port of New Orleans, etc.) and work in groups to locate and label each feature on a map. Students
will then identify and label their parish and city on a Louisiana outline map.
Outline Maps
Louisiana Map
3.3.1, 3.3.4, 3.4.1 Students will utilize various maps to analyze geographical features and regions of Louisiana.
The teacher will provide students with a blank sheet of paper and have them sketch a map of Louisiana,
including key geographical features. These can be displayed in the classroom. Students will then analyze a map
of the United States and discuss the different shapes and sizes of states. They will draw conclusions about the
locations of the largest and smallest states (in area) and identify the borders of states, focusing on those with
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SOCIAL STUDIES 3
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natural boundaries, such as rivers, oceans, etc. Students will also identify Louisiana ports and discuss how
transportation networks coincide with the natural boundaries. Students will compare/contrast the maps by using
a word grid. The students will place an “x” in the corresponding space next to the map type that answers each
question. Each question may have more than one answer. Students may also add their own questions to the grid.
Word Grid
Word Grid Key
3.4.1 Students will identify and color the geographic regions of Louisiana on a map. The students will work in
groups of 3-4 to select and research the physical characteristics of two regions of their choice. The students will
work collaboratively to prepare a report, PowerPoint presentation, or poster that compares the two regions and
present it to the class. The presentation should include information about climate and key physical geographic
features, including landforms, bodies of water, climate, precipitation, elevation, bayous, swamps, marshes, and
types of vegetation.
Louisiana Parish Map, Louisiana State Map, Louisiana Road Map
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UNIT 2 – LOUISIANA’S HERITAGE (17 DAYS)
1. Overview
In this unit students will learn about early settlers and patterns of immigration to Louisiana, impacted by the geography. This sets the stage for the unit
to follow where students will explore the impact these early settlers had on local celebration and traditions.
Grade 3 Claims
How did the geography of Louisiana play a role in its development?
What is the historical significance of current traditions and celebrations?
How does Louisiana’s government and economics fit into the larger role of society?
REMINDERS
•
•
•
Interim Reports Issued (09/19/16)
Late take-in day (09/28/16)
Employee/Student Holiday (10/10/16)
Late take-in day (10/26/16)
CONTENT AND
CLAIMS
Chronological and Historical Thinking
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3.1.1 Create timelines that identify important events in the history of Louisiana
3.1.2 Explain how technology has changed family and community life in Louisiana over time
3.1.3 Use distinctive vocabulary to sequence events related to Louisiana history
3.1.4 Compare and contrast state and national historical symbols
3.1.5 Categorize landmarks as state and national
3.1.6 Compare and contrast the influence of cultural groups in Louisiana
3.1.7 Identify community and regional historical artifacts, including primary sources, to answer historical
questions
Louisiana’s Native American Indians
How were early Native American cultures similar and different?
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3.2.2 Differentiate between early Native American cultures that lived in the regions of Louisiana
3.2.4 Identify cultural elements that have contributed to the state’s heritage
3.4.3 Describe how people have changed the land to meet their basic needs over time in Louisiana
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How do Native American artifacts reflect Louisiana’s heritage and how do we preserve our heritage?
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3.2.2 Differentiate between early Native American cultures that lived in the regions of Louisiana
3.2.4 Identify cultural elements that have contributed to the state’s heritage
3.4.3 Describe how people have changed the land to meet their basic needs over time in Louisiana
Exploring Louisiana
How do major explorers contribute to Louisiana?
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3.2.1 Explain how major explorers and leaders contributed to the early development of Louisiana
3.4.2 Explain historical patterns of settlement in Louisiana using maps
3.4.4 Explain how humans have adapted to the physical environment in different regions of Louisiana
What were the causes and effects of migration in Louisiana?
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3.2.3
3.2.4
3.4.2
3.4.4
3.4.5
Identify the causes and effects of migration on Louisiana
Identify cultural elements that have contributed to the state’s heritage
Explain historical patterns of settlement in Louisiana using maps
Explain how humans have adapted to the physical environment in different regions of Louisiana
Describe how humans affect the environment in Louisiana
TOPICS OF
CONSIDERATION
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Reasons for migration and
patterns of settlement in
different time periods in
Louisiana - e.g. work, new
opportunities, escape
oppression, drought/famine,
relocation to urban areas
Causes/effects of major
historical migrations to
Louisiana - e.g. Acadians,
Africans, Irish, Germans,
French
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Louisiana’s Native Americans
Early settlers and their
reasons for inhabiting
Louisiana - e.g. Native
Americans, Poverty Point
Indians, Creoles, Acadians,
French, Spanish
State and national
landmarks and symbols
de Soto
La Salle
Iberville and Bienville
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Thomas Jefferson ( Louisiana
Purchase)
William C.C. Claiborne
Henry Shreve
Andrew Jackson (Battle of New
Orleans)
P.B.S. Pinchback
Chalmette Battlefield
Elements that have contributed
to Louisiana’s cultural heritage
festivals, foods, music
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UNIT 2 – LOUISIANA’S HERITAGE (17 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Louisiana’s Native American Indians:
• Louisiana Instructional Task
• Poverty Point (LDOE)
• Poverty Point, Louisiana Division of Archeology
• Louisiana History, Poverty Point, Sarah Schmitt
• PovertyPoint Earthworks, Archaeology Channel
• American Indians, Louisiana Online Exhibits
• Louisiana's Native American Tribes Group Assignment, Louisiana 101
Exploring Louisiana:
• The French and Indian War, Christopher Collier
• “Louisiana Purchase” An American Story by John Chase
• Loui$iana Purcha$e, Kids Discover
• Texts from ELA Guidebooks Unit
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The Louisiana Purchase: Would You Close the Deal?, Elaine Landau
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How We Crossed the West: The Adventures of Lewis and Clark, Rosalyn Schanzer
• “Go West Across America with Lewis and Clark!”, National Geographic
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
• Creole Nature Trail: https://app.discoveryeducation.com/learn/videos/7E860E8C-1970-4118-A2A3-57242B46BCCF?hasLocalHost=false
• The Climate of the Southeastern Region: https://app.discoveryeducation.com/learn/videos/6CDDD8C1-2BC8-48C2-901E-
7C214827D0E?hasLocalHost=false
WorldBook Online:
• LaSalle, Sieur de”: http://www.worldbookonline.com/kids/home#article/ar830979
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Misc.:
• The Cajun Experience https://vimeo.com/14395753?lite=1
• Louisiana State Museum http://louisianastatemuseum.org/education/the-cabildo
UNIT 2 – LOUISIANA’S HERITAGE (17 DAYS)
3. Activities for Understanding
SUGGESTIONS
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3.2.2, 3.2.4, 3.4.3 LDOE Instructional Task-Poverty Point (Recommended)
Poverty Point
3.2.2 Students will work in groups of 4-5 to research the characteristics of Native American tribes found in
Louisiana (e.g. Chitimacha, Tunica, Choctaw, Caddo, Houma, Natchez). Students will choose five of Louisiana’s
Native American tribes and draw a map of Louisiana that includes the geographic location of each tribe. Then,
students will create a legend that depicts the area in which each tribe resided and identifies the natural resources
available to each tribe.
3.4.3 Students will determine how people have changed the land to meet their basic needs over time in
Louisiana.
Human Impact Task
3.2.1 Students will create a booklet on major explorers that contributed to the early development of Louisiana
(Some examples include De Soto, LaSalle, Iberville, Bienville, and Lewis and Clark). The booklets will include a
picture and important facts about each explorer. Students will select two of the explorers to compare/contrast
using a Venn Diagram. Each student will then select an explorer to represent and take turns standing in front of
the class. The teacher will select up to three students to use information from their booklets to ask a question
before the class is allowed to guess the identity of the explorer (e.g. “Did he sail for Spain?”, “Did he cross more
than one major body of water?”, or “Was he in search of gold?”).
3.2.3 Students will work with a shoulder partner to brainstorm reasons why people might migrate to another
location. After sharing their ideas with the class, the pairs will use textbooks, teacher-created resources, etc. to
gather information on Louisiana migration. Students will then make inferences to complete a chart on why people
migrated to Louisiana.
Migration Chart
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UNIT 3 – LOUISIANA’S CULTURE (7 DAYS)
1. Overview
In this unit students will learn about Louisiana’s culture and the impacts on culture made by early explorers and settlers.
Note: This content could be taught in conjunction with the Lapin Plays Possum unit (Lesson 1 and 12) from the English Arts Guidebook for Grade 3.
Grade 3 Claims
How did the geography of Louisiana play a role in its development?
What is the historical significance of current traditions and celebrations?
How does Louisiana’s government and economics fit into the larger role of society?
REMINDERS
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Late take-in day (10/26/16)
Professional Development/Parent Conferences (11/01/16)
Election Day (holiday) (11/08/16)
Thanksgiving Break (11/21-25/16)
CONTENT AND
CLAIMS
Chronological and Historical Thinking
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3.1.1 Create timelines that identify important events in the history of Louisiana
3.1.2 Explain how technology has changed family and community life in Louisiana over time
3.1.3 Use distinctive vocabulary to sequence events related to Louisiana history
3.1.4 Compare and contrast state and national historical symbols
3.1.5 Categorize landmarks as state and national
3.1.6 Compare and contrast the influence of cultural groups in Louisiana
3.1.7 Identify community and regional historical artifacts, including primary sources, to answer historical
questions
Culture of Louisiana
What cultural elements have contributed to Louisiana’s heritage?
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3.2.4 Identify cultural elements that have contributed to the state’s heritage
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Impacts on Louisiana’s Culture
How have various explorers, leaders, and groups had lasting impacts on Louisiana’s culture?
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3.2.1 Explain how major explorers and leaders contributed to the early development of Louisiana
3.2.4 Identify cultural elements that have contributed to the state’s heritage
Technology’s Impact
How has technology impacted the development of family and community life in Louisiana over time?
3.1.2 Explain how technology has changed family and community life in Louisiana over time
TOPICS OF
CONSIDERATION
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Migrations – Acadians,
Africans, Irish, Germans,
French
Mardi Gras
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Food – gumbo, jambalaya,
etouffee
Music – Jazz, Gospel, Zydeco,
Cajun, Country
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Technology – highways,
computers, automobiles,
televisions, telephones, radio
Festivals
UNIT 3 – LOUISIANA’S CULTURE (7 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Culture of Louisiana:
• Kids Page, Louisiana.gov
• Folklife in Louisiana, Louisiana Pick Your Passion
• Basic Types of Folklife, Louisiana Folkllife
• Mapping Culture, LouisianaVoices.org
• Mardi Gras Indians - "Battling" on St. Josephs Night, Tamika Thompson
• Texts from ELA Guidebooks Unit
• The Cajun Experience, History.com
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Impacts on Louisiana’s Culture:
• Into the West: Causes and Effects of U.S. Westward Expansion (Cause and Effect), Terry Collins
• Mimi’s First Mardi Gras, Alice Couvillon and Elizabeth Moore
• Texts from ELA Guidebooks Unit
• How We Crossed the West: The Adventures of Lewis and Clark, Rosalyn Schanzer
Technology’s Impact:
• Louisiana Instructional Task
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Technology’s Impact on Family Life
• Family Communication Then and Now, AARP
• Technology Over Time, PBS
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
• Acadian Mardi Gras: https://app.discoveryeducation.com/learn/videos/8F034C0D-82F0-4F9A-A7A5-46058389742D?hasLocalHost=false
• Visiting the Swamp: https://app.discoveryeducation.com/learn/videos/12440E03-2D7D-4BD2-B1EB-6222B58A7D7D?hasLocalHost=false
WorldBook Online:
• Caddo Indians: http://www.worldbookonline.com/kids/home#article/ar835767
Misc.:
• Folklife in Louisiana: http://www.louisianafolklife.org/LT/Articles_Essays/creole_art_native_overview.html
• C o o k i n g in L o u i s ia n a h t t p : / / w w w . c o o k i n g l o u i s i a n a . c o m /
• A f r ic a n - A m e r i c a n M u s e u m www.noaam.org
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UNIT 3 – LOUISIANA’S CULTURE (7 DAYS)
3. Activities for Understanding
SUGGESTIONS
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3.1.2 Louisiana Instructional Task-Technology’s Impact on Family Life (Recommended)
Technology Task
3.2.1, 3.2.4 Students will work in groups of 3-5 (six groups needed) to discuss the following question: What are
some elements that have contributed to Louisiana’s cultural heritage? (The teacher will make a list of student
responses on the board and introduce the concepts of “push and pull” factors.) Each group will research one of the
following cultural groups: Germans, Acadians, French, Spanish, Africans, and Native Americans and complete a
chart that identifies why they came, where they settled, and their contributions to Louisiana. Students will then
create a brochure that lists the contributions of these ethnic groups, their significance in Louisiana history, and
cultural elements that have shaped Louisiana’s heritage (e.g. festivals, music, dance, food, languages). Each group
should prepare an oral presentation of their findings and conclude with a question and answer session.
Louisiana Cultural Groups Chart
Push-Pull Graphic
3.2.4 Students will work in small groups to review the contributions made by various cultures to Louisiana. They
will participate in a class discussion to identify some of the ways these contributions are recognized in Louisiana.
Students will use their textbook or teacher resources to identify some of the festivals held around the state. Each
student will then design a bumper sticker showcasing an annual festival they would like to start in Louisiana. After
designing the bumper sticker, students will write a brief description of the festival, including its name, date and
location and a brief explanation of what they want to celebrate and why.
Bumper Sticker Sheet
Louisiana Festivals
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UNIT 4 – LOUISIANA’S GOVERNMENT (11 DAYS)
1. Overview
In this unit students will learn about Louisiana’s state government. This sets the stage for the unit to follow where students will explore the role Louisiana
plays in the nation.
Grade 3 Claims
How did the geography of Louisiana play a role in its development?
What is the historical significance of current traditions and celebrations?
How does Louisiana’s government and economics fit into the larger role of society?
REMINDERS
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Winter Break (12/22/16 – 01/03/17)
Martin Luther King, Jr. Day (01/16/17)
CONTENT AND
CLAIMS
Chronological and Historical Thinking
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•
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3.1.1 Create timelines that identify important events in the history of Louisiana
3.1.2 Explain how technology has changed family and community life in Louisiana over time
3.1.3 Use distinctive vocabulary to sequence events related to Louisiana history
3.1.4 Compare and contrast state and national historical symbols
3.1.5 Categorize landmarks as state and national
3.1.6 Compare and contrast the influence of cultural groups in Louisiana
3.1.7 Identify community and regional historical artifacts, including primary sources, to answer historical
questions
Local and State Government
How are responsibilities divided between the branches of local and state government?
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3.5.3 Investigate the major responsibilities of the three branches of local and state government
3.5.6 Compare how government officials at the state and national levels are elected
How do local and state governments meet the basic needs of society?
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3.5.4 Explain how local and state governments meet the basic needs of society
3.6.2 Describe the qualities of a good leader and citizen
What are the powers and responsibilities of local and state officials?
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3.5.2 Explain who is responsible for enforcing state and local news
3.5.5 Discuss the powers of local and state officials
Citizenship
How can citizens make their community and/or state a better place to live?
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3.5.1 Explain the difference between rules and laws
3.6.1 Explain the rights and responsibilities of individuals in making a community and state a better place to
live
3.6.3 Describe how a citizen can help solve a local issue
TOPICS OF
CONSIDERATION
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Major responsibilities of state
government - e.g. make
laws, provide safety and
protection, build roads, and
bridges, use taxes to pay for
services such as public
schools and hospitals, enact
speed limits, help farmers,
establish courts and local
governments
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Key state government
officials, their powers, and
limits on their powers - e.g.
governor, lieutenant
governor, attorney general,
members of the Louisiana
House of Representatives
and Louisiana Senate,
secretary of state, state
treasurer
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Definition of a law and the
difference between a rule
and a law
Qualities that make people
good leaders and citizense.g. honesty, courage,
trustworthiness, patriotism,
and social responsibility such
as seeking equal rights for all
citizens
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UNIT 4 – LOUISIANA’S GOVERNMENT (11 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Local
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and State Government:
“Taking Action: She Stood Up To School Violence,” Readworks
“Meet the Judge!” & “My Job Rules,” Readworks
“Federal versus State Government,” Pragmatic Mom via Kids Discover
What are the Parts of Government? (My American Government), William Thomas
Citizenship:
• Texts from ELA Guidebook Unit, Grade 1
•
o We Live Here Too! Kids Talk About Good Citizenship, Nancy Loewen
“TLC Elementary School: Understanding Good Citizenship, ” Discovery Education
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
• State Government: https://app.discoveryeducation.com/learn/videos/C6994EFB-FEA6-4258-B3FC-9523360CCC62?hasLocalHost=false
WorldBook Online:
• Law: http://www.worldbookonline.com/kids/home#article/ar830984
UNIT 4 – LOUISIANA’S GOVERNMENT (11 DAYS)
3. Activities for Understanding
SUGGESTIONS
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3.5.4, 3.6.2 Louisiana Instructional Task - Governments Provide Services (Recommended)
Government Task
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3.5.3, 3.5.6 Students will draw a large tree with three branches on a piece of large drawing paper and label
each branch of the state government as follows: executive, legislative, and judicial. Students will use green
construction paper to cut out several large leaf shapes. Each leaf should include the following information: the
purpose of each branch of government, two important facts about each branch of government, the duties of a
person elected to that branch of government, and the name of at least one person currently serving in that
branch. Students may use textbooks, magazines, encyclopedias, and the Internet to search for information.
3.5.1 Students will identify the difference between laws and rules. Students will turn to a shoulder partner and
discuss the meaning of rules and laws. After a brief class discussion to determine the meaning of each, students
will receive two 3x5 index cards on which they will write an example of a rule on one card and an example of a
law on the other. The teacher will randomly gather the index cards into one pile and redistribute the cards to the
students. Students will then read aloud the information on their card and explain if they agree with the writer or
not. They should also be able to defend their answers. As a journal activity, students will explain the answers to
the following questions:
1. What do they think is the difference between laws and rules?
2. What are laws and rules used for?
3. Is it important to follow laws and rules?
4. What happens when a person breaks a law or a rule?
3.5.3 Students will brainstorm a list of 5-10 laws that their families observe on a regular basis. Students will then
identify who they think is responsible for making and enforcing state laws. Using copies of local newspapers or
online sources, students will work in small groups to find and cut out articles about the state government and
state laws that can be displayed on a classroom bulletin board. Each group will summarize their article (with help
from the teacher) and offer reasons why they think the law is fair or not.
www.legis.state.la.us/ (State laws)
3.1.7 Students will analyze scenarios and records to demonstrate their ability to differentiate between primary
and secondary sources.
Primary and Secondary Sources
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SOCIAL STUDIES 3
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UNIT 5 – STATE OF LOUISIANA (14 DAYS)
1. Overview
In this unit students will learn about Louisiana’s state government and how it came to be. This sets the stage for the unit to follow where students will
explore the role Louisiana plays in the nation.
Grade 3 Claims
How did the geography of Louisiana play a role in its development?
What is the historical significance of current traditions and celebrations?
How does Louisiana’s government and economics fit into the larger role of society?
REMINDERS
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Martin Luther King, Jr. Day (1/16/2017)
Late take-in Day (1/25/2017)
Professional Development/Parent Conferences (2/20/2017)
Mardi Gras break (2/27/2017-3/3/2017)
CONTENT AND
CLAIMS
Chronological and Historical Thinking
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3.1.1 Create timelines that identify important events in the history of Louisiana
3.1.2 Explain how technology has changed family and community life in Louisiana over time
3.1.3 Use distinctive vocabulary to sequence events related to Louisiana history
3.1.4 Compare and contrast state and national historical symbols
3.1.5 Categorize landmarks as state and national
3.1.6 Compare and contrast the influence of cultural groups in Louisiana
3.1.7 Identify community and regional historical artifacts, including primary sources, to answer historical
questions
Key Historical Leaders
How did key leaders contribute to Louisiana?
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3.2.1 Explain how major explorers and leaders contributed to the early development of Louisiana
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How did Louisiana become a state?
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3.2.1 Explain how major explorers and leaders contributed to the early development of Louisiana
Electing Officials
How are government officials elected at both the state and national level?
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3.5.5 Discuss the powers of local and state officials
3.5.6 Compare how government officials at the state and national levels are elected
National and State Symbols
How are key events in history associated with state and national symbols?
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3.2.1 Explain how major explorers and leaders contributed to the early development of Louisiana
TOPICS OF
CONSIDERATION
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Voting Eligibility
Requirements e.g. age,
registration
Louisiana Purchase
Cabildo
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National and state elections
City Hall
UNIT 5 – STATE OF LOUISIANA (14 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Key Historical Leaders:
• 12 Amendment to US constitution, Library of Congress
• LA’s right to vote amendment, Louisiana.gov
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Electing Officials:
• Voting in an Election (Government in Action) by John Hamilton
• Elections: Let’s Do the Election Slide! (Congress for Kids)
National and State Symbols:
• United States of America: Symbols, Emblems, and Icons, State Symbols USA
• Louisiana State Symbols, State Symbols USA
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
• Crossing the Mississippi: The Louisiana Purchase: https://app.discoveryeducation.com/learn/videos/8221EE66-5157-4BC9-9347D96589763A94?hasLocalHost=false
WorldBook Online:
• Extension Activity – The Southeast. Create a Farming and Natural Resource Product Map:
http://www.worldbookonline.com/socialstudiespower/extension?id=ea_geo1-usasoueast-841147
Misc.:
• Louisiana Purchase Documents http://avalon.law.yale.edu/subject_menus/fr1803m.asp
UNIT 5 – STATE OF LOUISIANA (14 DAYS)
3. Activities for Understanding
SUGGESTIONS
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3.2.1 Louisiana Instructional Task- Key Events in Louisiana (Recommended)
Key Events In Louisiana Task
3.5.5, 3.5.6 Students will create a Venn Diagram or foldable on the election process of state and national officials.
Students will then pretend they are running for a state or national office of their choice. They will create a
campaign poster that includes desirable qualities for candidates, a campaign slogan, and their platform. As an
extension activity, students will write a 2-3 minute campaign speech and present it to the class.
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3.2.1 Students will participate in a class discussion on state and national symbols and landmarks. After receiving
pictures of symbols (e.g. the Statue of Liberty, Uncle Sam, Liberty Bell, American eagle, state flag, pelican, etc.),
the students will create two stamps of their choice: the first will represent a state symbol or landmark, and the
second will represent a national symbol or landmark. Each item should include a short description of the
significance of the landmark or symbol. The students will post their stamps around the classroom or in the hallway,
and the class will conduct a gallery walk to review the creations. The students will then participate in a class
discussion on the various stamps and their significance.
3.5.5 Students will work in small groups to discuss the services provided by the state government. They will use a
graphic organizer to create a class list of state government agencies and list them in column one on the
Government Services chart. As a class, students will discuss their lists and give reasons for their answers. Students
will then choose one governmental agency and design a poster using pictures and captions to explain why it is
important.
Louisiana State Government Chart and Key
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UNIT 6 – LOUISIANA’S ECONOMY (14 DAYS)
1. Overview
In this unit students will learn about basic economic concepts. This final unit sets the stage for fourth grade to follow where students further develop all
skills in more depth and detail.
Grade 3 Claims
How did the geography of Louisiana play a role in its development?
What is the historical significance of current traditions and celebrations?
How does Louisiana’s government and economics fit into the larger role of society?
REMINDERS
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Spring Break (04/10-14/17)
CONTENT AND
CLAIMS
Chronological and Historical Thinking
•
•
•
•
•
•
•
3.1.1 Create timelines that identify important events in the history of Louisiana
3.1.2 Explain how technology has changed family and community life in Louisiana over time
3.1.3 Use distinctive vocabulary to sequence events related to Louisiana history
3.1.4 Compare and contrast state and national historical symbols
3.1.5 Categorize landmarks as state and national
3.1.6 Compare and contrast the influence of cultural groups in Louisiana
3.1.7 Identify community and regional historical artifacts, including primary sources, to answer historical
questions
Incomes
What role do natural resources play in Louisiana’s economy?
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3.4.7 Describe the importance of natural resources in Louisiana using maps
How do incomes of people impact their community and state?
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3.7.1 Identify various ways that people earn income and how earning income contributes to the economic
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SOCIAL STUDIES 3
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well-being of their community and state
3.9.1 Explain the concepts of specialization and interdependence in the production of goods and services
3.9.2 Investigate the responsibilities and characteristics of various jobs
Economic Relationships
How are opportunity and cost, scarcity, and surplus/shortage related?
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3.4.7 Describe the importance of natural resources in Louisiana using maps
3.8.1 Investigate the economic concepts of cost, scarcity, and surplus/shortage and give examples of each
based on needs and wants
3.8.3 Describe the basic concepts of supply and demand and explain how competition affects the prices of
goods and services.
How do producers and consumers depend on each other and how do they affect price?
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3.7.2 List different ways people save their income and explain the advantages and disadvantages of each
3.7.3 Explain the benefits of comparative shopping when making economic decisions
3.8.2 Investigate ways in which people are producers and consumers and explain why they depend on one
another
3.8.4 Explain how producers and consumers affect prices
3.10.1 Differentiate between imports and exports of goods in Louisiana
3.10.2 Distinguish between the use of money and barter
EXAMPLES
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Definitions of scarcity and
abundance and examples of
both for individuals and
society (e.g. supply and
demand for scarce items)
Weighing benefits and costs
when making choices
Reasons why people save
money (e.g., to earn interest,
to plan for expensive
purchases such as a car or a
house, in case of
emergencies)
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Idea of opportunity cost
(e.g., what is given up when
making an economic choice)
Ways people are producers
or consumers and why they
depend on each other (e.g.,
production of a good versus
a service, who in the
community acts as a
consumer)
Examples of natural, human,
and capital resources used to
produce goods
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Concepts of specialization
(being an expert in one job,
product, or service) and
interdependence (depending
on others) in the production
of goods and services
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UNIT 6 – LOUISIANA’S ECONOMY (14 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Incomes:
• “Should Students Pay to Play?”, Readworks
• Louisiana’s Economy, Louisiana.gov
• To The Big Top, Jill Esbaum
Economic Relationships:
• Scarcity and Choices, Social Studies for Kids
• Supply and Demand, Lessons from Toy Fads
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Hudsucker Proxy, The (1994) Scene, YouTube
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Silly Bandz: The Latest Fad
• A New Coat for Anna, Harriet Ziefert
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
• How Our Economy Works: All about Earning and Spending Money: https://app.discoveryeducation.com/learn/videos/5C2991FB-4232-45D199A4-94AAECD294F8?hasLocalHost=false
• Local Community Government: https://app.discoveryeducation.com/learn/videos/A0ED40D2-FBAD-4DA0-BB4D9B282808B74A?hasLocalHost=false
WorldBook Online:
• Exploration and Trade: http://www.worldbookonline.com/kids/home#article/ar832132
• Manufacturing: http://www.worldbookonline.com/kids/home#article/ar831126
Misc.:
• http://www.scholastic.com/browse/article.jsp?id=3750579
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UNIT 6 – LOUISIANA’S ECONOMY (14 DAYS)
3. Activities for Understanding
SUGGESTIONS
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3.8.2, 3.8.3, 3.8.4 Louisiana Instructional Task – Impacts on Price (Recommended)
Impact on Price
3.8.3 Students will define the terms supply and demand and explain how the concepts affect choices, such
as, careers, product development, etc.
Supply and Demand Activity
3.8.1, 3.8.3 Students will work with a shoulder partner to discuss the meanings of various economics
terms. They will then participate in a class discussion on the terms while the teacher writes some of the
student-created definitions on the board. Students will then play an economic terms game.
Economic Terms Game
3.8.2 Students will define and give examples of consumers and producers.
Producers and Consumers Activity
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