Social Studies - 3rd Grade
Verbs/Bloom's
Taxonomy Level
History
Content
Vocabulary
*Assess
Skills Needed & Sequencing of Skills
Learning Targets I can…
Resources
Units 3 and 4 from www.micitizenshipcurriculum.org
Use historical thinking to understand the past.
3 - H3.0.2
Teacher Assessments
Identify questions historians ask in
Identify/Knowledge
examining the past in Michigan (e.g.,
What happened? When did it
happen? Who was involved? How
and why did it happen?)
identify, historians,
examining
Explain how historians use primary
and secondary sources to answer
questions about the past.
historians, primary
sources, secondary
sources, past
Explain/
Comprehension
c
c
3 - H3.0.3
Describe the causal relationships
between three events in Michigan's
past (e.g., Erie Canal, more people
came, statehood).
Describe/
Comprehension
causal relationships,
past, Eerie Canal,
statehood
1. historians
I can describe what a historian does.
2. questions historians ask about the past (in I can identify questions historians might ask
Michigan)
about the past.
United Streaming Video:
Yesterday, Today,
Tomorrow?
Draw upon traditional stories of
Draw Upon/ Make
American Indians (e.g.,
Generalizations/
Anishinaabeg - Ojibway (Chippewa), Synthesis
Odawa (Ottawa), Potawatomi;
Menominee; Huron Indians) who
lived in Michigan in order to make
generalizations about their beliefs.
* State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed Matrixed every 2-3 years (M)
draw upon,
traditional stories,
Ojibway, Chippewa,
Potawatomi,
Menominee, Huron,
generalizations,
beliefs
c
What are the questions and sources historians use
to understand Michigan's past?
Historians ask- What happened? When did it happen?
Who was involved? and Why did it happen?- to learn
about the past.
1. historians
2. use primary sources to answer questions
about the past
3. use secondary sources to answer
questions about the past
I can describe what a historian does.
United Streaming Video:
I can explain how historians use primary sources Yesterday, Today,
to answer questions about the past.
Tomorrow?
I can explain how historians use secondary
sources to answer questions about the past.
What are the questions and sources historians use
to understand Michigan's past?
Historians use primary and secondary sources to
answer questions about the past, like when did an event
happen, what happened, who was involved, how and
why did it happen.
1. Erie Canal
2. more people came
3. statehood
4. describe the relationships between Erie
Canal, more people came, and statehood
I can describe the relationships between the Erie Michigan: History
canal, more people coming, and statehood.
How can cause and effect help us describe the
relationship between three events in Michigan's
past?
Cause and effect relationships show us how historical
events are related to each other. We can use a graphic
organizer to describe how one event in Michigan's past
led to another.
Examples of cause and effect using three events could
include:
• 1) The Erie Canal opened, 2) more people came to
Michigan, 3) Michigan had enough people to apply for
statehood.
• 1) Michigan reached a specified number of inhabitants,
2) Michigan voters ratified a written constitution, 3)
statehood was approved by the U.S. Congress.
• 1) European fashions require beaver pelts, 2) beavers
become extinct in Europe, 3) French come to Michigan
for beaver pelts.
s
M
H1.2
3 - H3.0.4
Teacher Assessments
Michigan History For Kids and
The Mitten (good for several
GLCEs):
http://scope.oakland.k12.mi.us/
docs/ss/michigan history for
kids/
H3 History of Michigan (through Statehood)
3 - H3.0.1
Assessment
1. legends of Michigan tribes
I can summarize some Michigan legends.
2. beliefs of Michigan tribes
I can describe beliefs of some Michigan tribes.
3. connect stories to beliefs of Michigan tribes I can connect the stories to the beliefs of
Michigan tribes.
Michigan: Native Peoples
Legends
How do we make generalizations about the beliefs of
American Indians who lived in Michigan?
One way we can make generalizations about beliefs of
American Indians is to use traditional stories.
O:\Elementary Curriculum\Working\Social Studies\Third Grade\3rd Gr.S.S. Learning Targets.FINAL.xlsx 3rd Gr.
1
Social Studies - 3rd Grade
Verbs/Bloom's
Taxonomy Level
4 - H3.0.4
3 - H3.0.5
Content
Vocabulary
Draw upon stories, photos, artifacts, Analysis
and other primary sources to
compare the life of people in towns
and cities in Michigan and in the
Great Lakes region during a variety
of time periods from 1837 to the
present (e.g., 1837-1900, 1900-1950,
1950-2000).
artifacts
primary sources
region
Use informational text and visual
Compare/Evaluation
data to compare how American
Indians and settlers in the early
history of Michigan adapted to, used,
and modified their environment.
informational text,
visual data, Native
Americans, Settlers,
environment, modify,
adapt
*Assess
Skills Needed & Sequencing of Skills
Learning Targets I can…
Resources
to understand what a primary source is
to understand what a secondary source is
use these to compare the life of people in
Michigan in different time periods
I can understand what a primary source is.
I can understand what a secondary source is.
I can use these to compare life of people in
Michigan in different time periods.
1. Look at visual data and information
2. Information about Native Americans
3. Information about settlers
4. How to adapt to use and modify
environment
5. Compare
I can understand at visual data and information.
I can identify information about Native
Americans.
I can identify information about Settlers.
I can explain how Native Americans and Settlers
adapt to, use, and modify their environment.
I can compare how Native Americans and
Settlers adapt to, use, and modify their
environment.
3 - H3.0.6
Use a variety of sources to describe
interactions that occurred between
American Indians and the first
European explorers and settlers in
Michigan.
* State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed Matrixed every 2-3 years (M)
Describe/
Comprehension
How can we compare life today with life in the past?
We can use primary and secondary sources such as
stories, photographs, diaries, letters, movies, audio
recordings, or electronic sources to compare the life of
people in Michigan at different time period
C
s
CC
H1.3
source, interactions,
American Indians,
occurred, explorers,
settlers,
1. Look at a variety of sources
I can use a variety of sources to gather
2. Explain interactions between Native
information.
Americans, settlers, and European explorers I can explain interactions between Native
Americans, settlers, and European explorers.
S
Cc
H1.3
Assessment
Michigan: Native Peoples
How did American Indians and settlers in the early
history of Michigan interact with their environment?
United Streaming: Native
We can compare how American Indians and settlers
Americans: People of the
adapted to, used, or modified the environment using
Forest
information from a variety of sources such as
informational text, text books, trade books, letters and
http://michigannativeameric diaries of settlers, and internet sources; visual data like
ans.weebly.com
maps showing Indian trails of the past, and museum
resources, or field trips.
Settlers and American Indians adapted to, used, and
modified the environment in similar ways when they
• cleared land
• planted crops
• hunted and fished
• used trees for fuel and homes
Settlers and American Indians adapted to, used, and
modified the environment in different ways when
• settlers stayed in one place; American Indians moved
seasonally
• American Indians believed land belonged to the group
or tribe; settlers believed land belonged to the individual
Michigan: Native Peoples
Michigan: History
How can we describe the interactions that occurred
between American Indians and settlers in Michigan?
We can describe interactions between American Indians
and early European explorers, fur traders, and settlers in
Michigan by learning from a variety of resources such as
logs, diaries, early maps, letters, or artifacts.
Interactions included
• fur trading
• trade for manufactured goods
• marriage
• religious conversion
O:\Elementary Curriculum\Working\Social Studies\Third Grade\3rd Gr.S.S. Learning Targets.FINAL.xlsx 3rd Gr.
2
Social Studies - 3rd Grade
Verbs/Bloom's
Taxonomy Level
4 - H3.0.6
3 - H3.0.7
3 - H3.0.8
3 - H3.0.9
Use a variety of primary and
Application
secondary sources to construct a
historical narrative about the
beginnings of the automobile industry
and the labor movement in Michigan.
Primary source
Secondary source
Narrative
Auto
Industry
Labor
Movement
Use a variety of primary and
secondary sources to construct a
historical narrative about daily life in
the early settlements of Michigan
(pre-statehood).
Application/
Synthesis
variety, primary
sources, secondary
sources, construct,
historical narrative,
early settlement
Use case studies or stories to
describe how the ideas or actions of
individuals affected the history of
Michigan.
Application/
Comprehension
Describe how Michigan attained
statehood.
Describe/
Comprehension
attained, statehood,
population
Synthesis
timeline,
American Indians,
exploration,
settlement,
statehood
3 - H3.0.10 Create a timeline to sequence early
*Assess
C
C
case studies,
individuals, affected
Skills Needed & Sequencing of Skills
Learning Targets I can…
Resources
Create timelines (using decades after Synthesis
1930) to sequence and describe
important events in Michigan history;
annotate with connections to the past
and impact on the future.
timelines
decades
sequence
annotate
impact
past
future
S
Cc
H1.4
S
CC
H1.1
S
Cc
H1.1
Assessment
1. Identify a know a primary source.
2. Identify a secondary source.
3. Compare the auto industry with that of the
labor movement in Michigan.
I can identify a primary source.
I can identify a secondary source.
I can compare the auto industry with the labor
movement in Michigan.
What can we use to learn about Michigan's
economic past?
We can use a variety of sources to construct an
historical narrative about the beginnings of the
automobile industry and the labor movement in
Michigan. Some sources might include museums,
diaries
1. Use primary sources describing early
Michigan settlement
2. Use secondary sources describing early
Michigan settlement
3. how to write a historical narrative
4. construct a historical narrative
I can use primary sources to learn about early
Dutch Trade Fair at
Michigan settlement.
Windmill Island
I can use secondary sources to learn about early
Michigan settlement.
I can write a historical narrative describing the
daily life of early settlers in Michigan.
What can we use to learn about Michigan's past?
We can construct a narrative about daily life in early
settlements of Michigan from a variety of sources, like
early maps, letters, artifacts, diaries, trading company
records, logs, or reports to the monarch.
1. Native Americans
2. European Explorers/Missionaries
3. Settlers
I can explain how individuals affected the history
of Michigan.
What are some roles individuals play in creating
history?
An individual can be famous or not famous, European or
Native American, and play many roles in Michigan
history, like being a leader, an innovator, a dissenter, a
supporter, an explorer, a guide, a voyageur, a trapper, a
trader, a missionary, or a settler.
The steps to attain statehood
1. required population
2. a written constitution
3. clear borders
4. approval of the U.S. Congress
I can explain the steps to attain statehood.
Michigan: Native Peoples
Michigan: History
C
Michigan history (American Indians,
exploration, settlement, statehood).
4 - H3.0.9
Content
Vocabulary
1. Create a timeline
I can create a timeline.
2. Sequence events in chronological order
I can sequence the events of early Michigan
3. Sequence the following on a timeline:
History.
-American Indians migrate to and settle in
the region
-Europeans explore the region
-Europeans establish settlements
-Michigan becomes a territory
-Erie Canel opens
-Michigan adopts a state constitution
-Statehood
know how to create an effective timeline
to sequence important events throughout
Michigan history
to describe important events in Michigan
history
explain (annotate) connections to the past
and their impact on the future
I can understand how to create an effective
timeline to sequence important events throughout
Michigan history.
I can describe important events in Michigan
history.
I can explain connections to the past and their
impact on the future.
Michigan: History
How did Michigan attain statehood?
Michigan attained statehood by fulfilling the
requirements of the Northwest Ordinance
• a specified number of inhabitants
• a written constitution
• approval of U.S. Congress
Michigan: Native Peoples
How can we describe the sequence of events leading to
statehood for Michigan?
We can use chronological order to construct a timeline
of early Michigan history from 10,000 BCE through
statehood.
• American Indians migrate to and settle in the region
• Europeans explore the region
• Europeans establish settlements
• Michigan becomes a territory
• Erie Canal opens
• Michigan adopts a state constitution
• Statehood
Michigan: History
How can we use annotated timelines to record
important events? We can use annotated timelines to
describe and show connections between events in
Michigan since 1930. Brief descriptions or annotations of
events teach their relevancy and help make connecti
Geography
G1 The World in Spatial Terms
* State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed Matrixed every 2-3 years (M)
O:\Elementary Curriculum\Working\Social Studies\Third Grade\3rd Gr.S.S. Learning Targets.FINAL.xlsx 3rd Gr.
3
Social Studies - 3rd Grade
Verbs/Bloom's
Taxonomy Level
Use geographic representations to acquire, process, and report
information from a spatial perspective.
3 - G1.0.1 Use cardinal directions (north, south, Comprehension/
east, west) to describe the relative
Application
location of significant places in the
immediate environment.
3 - G1.0.2 Use thematic maps to identify and
describe the physical and human
characteristics of Michigan.
Comprehension/
Application
Content
Vocabulary
*Assess
Skills Needed & Sequencing of Skills
Learning Targets I can…
Resources
www.micitizenshipcurriculum.org
cardinal directions,
relative location,
significant places,
immediate
environment
thematic maps,
physical
characteristics,
human
characteristics
C
1. Identify cardinal directions
2. Describe location of places using cardinal
directions
I can name the cardinal directions
I can use the cardinal directions to describe
locations
Social StudiesAlive!
Chapter 2
S
Cc
G1
1. Basic map skills (reading different maps)
2. Thematic maps
3. Physical Characteristics (including
glaciation, rivers, sand dunes, elevation, soil
types, preciptiation, and temperature)
4. Human Characteristics (including
population, cities, roads, railroads, and land
use)
I can read a basic map.
I can explain what a thematic map is.
I can identify and describe physical and human
characteristics on a thematic map of Michigan.
Social StudiesAlive!
Chapter 3
3 - G2.0.2
Teacher Assessments
Use a variety of visual materials and
data sources to describe ways in
which Michigan can be divided into
regions.
Describe different regions to which
Comprehension
Michigan belongs (e.g., Great Lakes
Region, Midwest).
* State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed Matrixed every 2-3 years (M)
Michigan: Regions and
Resources
C
regions, Great Lakes
Region, Midwest
S
M
G2
G4 Human systems
Understand how human activities help shape the Earth's surface.
What words do we use to locate places?
We can use cardinal directions (north, south, east, west)
to describe the relative location of significant places in
the immediate environment.
Natural Resource Map (See
curriculum drive for a map)
G2 Places and Regions
Understand how regions are created from common physical and
human characteristics.
3 - G2.0.1
Assessment
1. Regions
2. Great Lakes region
3. Midwest region
4. Using a map to describe regions
5. Using a chart or table to describe regions
I can describe what regions are.
I can describe the Great Lakes region.
I can describe the Midwest region.
I can use a map to describe regions.
I can use a chart or table to describe regions.
How can we describe a region?
We can use visual materials like maps, and data
sources like charts or tables, to describe ways in which
Michigan can be divided into regions.
Why can Michigan belong to more than one region?
A region is an area with common features that set it
apart from other areas. We can use visual materials like
maps, and data sources like charts or tables, to describe
different regions to which Michigan belongs. Regions
that share common characteristics with Michigan are the
Great Lakes states, historic Midwest states, rust belt
states, and the current Northeast states.
Teacher Assessments
O:\Elementary Curriculum\Working\Social Studies\Third Grade\3rd Gr.S.S. Learning Targets.FINAL.xlsx 3rd Gr.
4
Social Studies - 3rd Grade
Verbs/Bloom's
Taxonomy Level
3 - G4.0.1
3 - G4.0.2
3 - G4.0.3
Describe major kinds of economic
Comprehension
activity in Michigan today, such as
agriculture (e.g., corn, cherries,
dairy), manufacturing (e.g.,
automobiles, wood products),
services and tourism, research and
development (e.g., Automation Alley,
life sciences corridor, university
communities), and explain the factors
influencing the location of these
economic activities. (E)
Describe diverse groups that have
come into a region of Michigan and
reasons why they came (push/pull
factors).
Comprehension
Describe some of the current
Comprehension/
movements of goods, people, jobs or Synthesis
information to, from, or within
Michigan and explain reasons for the
movements.
* State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed Matrixed every 2-3 years (M)
Content
Vocabulary
economic activity,
agriculture,
manufacturing,
automobiles,
services, wood
products, services,
tourism, research,
development,
Automation Alley, life
sciences corridor,
university
communities, factors,
influencing, location,
economic, activities
*Assess
C
diverse groups,
region, push/pull
factors
S
M
G4
current, movements,
goods, information
S
M
G4
Skills Needed & Sequencing of Skills
Learning Targets I can…
Resources
1. economic activity
2. location
3. industry
4. agriculture (corn, cherries, dairy)
5. Needs of different forms agriculture (land,
climate, etc.)
6. manufacturing (automobiles, wood
products)
7. Needs of different manufacturing (location,
transportation, availability of resources)
8. services/tourism
9. Needs of service and tourism industry
(human resources or labor, transportation,
location)
10. research and development
11. Needs of research and development
(capital resources, labor)
12. Describe the major kinds of economic
activity in Michigan today
13. factors
14. influence
15. location
16. Explain the factors influencing the
location of economic activities
I can describe economic activity.
I can describe location.
I can describe the meaning of industry.
I can identify different forms of agriculture.
I can explain the needs of different forms of
agriculture.
I can identify different forms of manufacturing.
I can explain the needs of different forms of
manufacturing.
I can identify different examples of the services
and tourism industry.
I can explain the needs of different examples of
the services and tourism industry.
I can identify different examples of the research
and development industry.
I can explain the needs of different examples of
the research and development industry.
I can describe the major kinds of economic
activity in Michigan today.
I can describe the meaning of factors.
I can describe the meaning of influence.
I can describe the meaning of location.
I can explain the factors influencing the location
of economic activities.
1. Diverse groups
2. Regions of Michigan
3. Push/pull factors
4. Reasons why diverse groups came to
different regions of Michigan
I can descibe diverse groups.
I can describe regions of Michigan.
I can identify push and pull factors.
I can explain reasons why diverse groups came
to different regions of Michigan.
1. What are goods
2. Movements of goods to, from, or within
Michigan
3. Movements of people to, from, or within
Michigan (Michigan transportation systems)
4. What is information (communication
systems)
5. Reasons why goods are moved
6. Reasons why people move (jobs,
economic activity, education, pursuit of
happiness)
7. Reasons why people want to communicate
I can describe goods.
I can describe movements of goods.
I can describe movements of people.
I can describe how information is shared.
I can explain reasons why goods are moved.
I can explain reasons why people move.
I can explain reasons why people want to
communicate.
Michigan: Regions and
Resources
Assessment
1) What are the major economic activities in
Michigan today?
2) What factors influenced the location of Michigan's
economic activities?
1) The major economic activities in Michigan today are
manufacturing, tourism, agriculture, research and
development, lumbering and mining.
2) Some factors influencing the location of economic
activities are the availability of natural resources, human
resources or labor, transportation systems, proximity to
markets, and capital resources.
1) What are the major economic activities in
Michigan today?
2) What factors influenced the location of Michigan's
economic activities?
1) The major economic activities in Michigan today are
manufacturing, tourism, agriculture, research and
development, lumbering and mining.
2) Some factors influencing the location of economic
activities are the availability of natural resources, human
resources or labor, transportation systems, proximity to
markets, and capital resources.
Social Studies Alive!
Chapter 9
How do people, goods, and ideas currently move to,
from, or within Michigan?
Transportation systems, including roads, highways,
railroads, rivers, lakes, or airports are some ways people
and goods move to, from, or within Michigan.
Communication systems, including the internet,
telephones, postal and delivery services, and media, like
television, radio, or newspapers, allow ideas to move to,
from, or within Michigan. Some reasons for the
movement of people, goods, and ideas are to facilitate
trade and other economic activity, education,
information, or pursuit of happiness.
O:\Elementary Curriculum\Working\Social Studies\Third Grade\3rd Gr.S.S. Learning Targets.FINAL.xlsx 3rd Gr.
5
Social Studies - 3rd Grade
Verbs/Bloom's
Taxonomy Level
3 - G4.0.4
Use data and current information
Describe/
about the Anishinaabeg and other
Comprehension
American Indians living in Michigan
today to describe the cultural aspects
of modern American Indian life; give
an example of how another cultural
group in Michigan today has
preserved and built upon its cultural
heritage.
Content
Vocabulary
data,
Anishinaabeg,
American Indians,
cultural aspects,
preserved
*Assess
Skills Needed & Sequencing of Skills
Learning Targets I can…
Resources
1. Analyze current data
2. Describe culture
3. Example of a different cultural group
I can analzye data.
I can describe aspects of modern Indian culture.
I can give an example of another cultural group
that's preserving its heritage.
Michigan: Native Peoples
1. Natural resources
2. Basic map skills
3. Thematic maps
4. Locate natural resources on a thematic
map
5. Explain consequences of use of natural
resources
6. Positive/negative consequences
7. Graphic organizer
8. Sort positive/negative consequences using
a graphic organizer
I can describe natural resources.
I can read a basic map.
I can read a thematic map.
I can locate natural resources on a thematic map.
I can explain consequences of use of natural
resources.
I can describe a positive and a negative
consequence.
I can describe how to use a graphic organizer.
I can sort positive/negative consequences using
a graphic organizer.
Michigan: Regions and
Resources
1. Natural resources
2. How people use natural resources
3. modifying
4. How people modify natural resources
5. adapting
6. How people adapt to natural resources
I can describe natural resources.
Michigan: Regions and
I can describe how people use natural resources. Resources
I can explain what it means to modify.
I can describe how people modify natural
Earth and Me (science unit)
resources.
I can explain what it means to adapt.
I can describe how people adapt to natural
resources.
C
Assessment
How can we describe the cultural aspects of modern
American Indian life in Michigan and of another
cultural group?
Use data and current information about the
Anishinaabeg and other American Indians living in
Michigan today to describe the diversity of American
Indian life in Michigan. Additionally, research the lives
and heritage of another culture group.
G5 Environment and Society
Understand the effects of human-environment interactions.
3 - G5.0.1
Locate natural resources in Michigan Comprehension/
and explain the consequences of
Synthesis
their use.
natural resources,
locate,
consequences
S
M
G5
3 - G5.0.2
Describe how people adapt to, use,
and modify the natural resources of
Michigan.
Comprehension
Civics and Government
adapt, modify,
natural resources
S
CC
G5
Where are Michigan's natural resources located?
What are the consequences of natural resource use
in Michigan?
Getting to Know Michigan
We can use thematic maps to locate natural resources
(see Curriculum Drive)
in Michigan, like minerals, timber, fertile soil, or water,
and show on a graphic organizer the positive and
Earth and Me (science unit) negative consequences of resource usage.
How do people adapt to, use, and modify their
environment?
People use the natural resources of their environment
to produce goods and services that fill economic wants.
They modify (change) the environment by actions such
as cutting down trees, planting crops, building roads, or
mining. People adapt by adjusting to the conditions of
their environment such as climate and water
accessibility.
Units 5 and 6 from www.micitizenshipcurriculum.org
C1 Purposes of Government
Explain why people create governments.
3 - C1.0.1
Give an example of how Michigan
Comprehension
state government fulfills one of the
purposes of government (e.g.,
protecting individual rights, promoting
the common good, ensuring equal
treatment under the law).
state government,
fulfills, purposes,
individual rights,
promoting, common
good, ensuring,
equal treatment
S
Cc
C2
1. state government
2. fulfill
3. purpose
4. individual rights
5. promoting
6. common good
7. ensuring
8. equal treatment
9. Example of why we have government
I can describe state government.
I can explain what fulfill means.
I can explain what purpose means.
I can explain the meaning of individual rights.
I can explain the meaning of promoting.
I can explain the meaning of common good.
I can explain the meaning of ensuring.
I can explain the meaning of equal treatment.
I can give an example of why we have
government.
Why do we have government?
Michigan fulfills the purpose of government by making
and enforcing laws to protect the individual rights of life,
liberty, pursuit of happiness, freedom of speech,
freedom of religion, and the right to own property.
Michigan government provides for the common good by
maintaining highways and state parks, enforcing laws,
and ensuring equal treatment under the law.
C2 Values and Principles of American Government
* State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed Matrixed every 2-3 years (M)
O:\Elementary Curriculum\Working\Social Studies\Third Grade\3rd Gr.S.S. Learning Targets.FINAL.xlsx 3rd Gr.
6
Social Studies - 3rd Grade
Verbs/Bloom's
Taxonomy Level
Understand values and principles of American constitutional
democracy.
3 - C2.0.1
Describe how Michigan state
government reflects the principle of
representative government.
Comprehension
Content
Vocabulary
*Assess
Skills Needed & Sequencing of Skills
Learning Targets I can…
Resources
Assessment
Teacher Assessments
state government,
reflects, principle,
representative
government
S
M
C2
1. state governement
2. reflect
3. principle
4. representative government
5. Describe how Michigan state government
is an example of representative government
I can explain the meaning of state government.
I can explain the meaning of reflect.
I can explain the meaning of principle.
I can describe a representative government.
I can describe how Michigan state government is
an example of representative government.
How is Michigan state government an example of
representative government?
People of Michigan elect individuals to represent their
interests in state government.
C3 Structure and Functions of Government
Describe the structure of government in the United States and how it
functions to serve citizens.
3 - C3.0.1
3 - C3.0.2
Distinguish between the roles of
state and local government.
Analysis
Identify goods and services provided Comprehension
by the state government and
describe how they are funded (e.g.,
taxes, fees, fines).
* State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed Matrixed every 2-3 years (M)
Teacher Assessments
distinguish, roles,
state government,
local government
indentify, goods,
services, provided,
state government,
funded, taxes, fees,
fines
S
M
C3
1. comparing two items
2. roles
3. Roles of state government
4. Roles of local government
5. distinguish
6. Compare roles of local and state
government
I can compare two items.
I can explain the meaning of roles.
I can describe the roles of state government.
I can describe the roles of local government.
I can explain the meaning of distinguish.
I can distinguish between the roles of state and
local government.
Social Studies Alive!
Chapter 11
S
M
C3
1. identify
2. goods
3. services
4. provided
5. state government
6. Identify goods and services provided by
the state government
7. funded
8. taxes
9. fees
10. fines
11. Describe how goods and services are
funded by the state government
I can explain the meaning of identify.
Social Studies Alive!
I can describe goods.
Chapter 10
I can describe services.
I can explain the meaning of provide.
I can describe the state government.
I can identify goods and services provided by the
state government.
I can explain the meaning of funding.
I can explain the meaning of taxes.
I can explain the meaning of fees.
I can explain the meaning of fines.
I can describe how goods and services are
funded by the state government.
How are the roles of state and local government
different?
Local governments serve the needs of a specific
geographic area of Michigan, like providing local police
and maintaining city parks and streets. State
government serves the needs of the entire state, like
providing funding for public schools and state parks.
What goods and services are provided by the state
government? How are they funded? The state
government uses taxes, fees, and fines to provide
services such as public schools for K-12, statesupported colleges and universities, state library, and
state police. The state government uses taxes, fees, and
fines to provide goods such as state highways,
emergency medical equipment used by the state police,
public restrooms in state parks and highways, and state
highway maps.
O:\Elementary Curriculum\Working\Social Studies\Third Grade\3rd Gr.S.S. Learning Targets.FINAL.xlsx 3rd Gr.
7
Social Studies - 3rd Grade
Verbs/Bloom's
Taxonomy Level
3 - C3.0.3
Identify the three branches of state
government in Michigan and the
powers of each.
Identify/Knowledge
Content
Vocabulary
*Assess
branches of state
government,
powers
Skills Needed & Sequencing of Skills
Learning Targets I can…
Resources
1. 3 branches of state government
2. The powers of each branch
I can identify the 3 branches of state government Ben's Guide to U.S.
and their powers.
Government for Kids
(website)
What do the three branches of Michigan's state
government do?
The legislative branch makes the laws. The executive
branch enforces the laws. The judicial branch interprets
the laws. One example might be that the legislature
made a law requiring the use of seat belts. The State
Police Department, as part of the executive branch, is in
charge of enforcing the law by issuing tickets. If an
individual is ticketed for violating this law, the judge in
the state court, as part of the judicial branch, will
interpret the law and decide the guilt or innocence of the
person charged. The State Executive is the Governor;
the State Legislature is the Michigan House of
Representatives and the Michigan Senate; the State
Judiciary is the Michigan Supreme Court and the state
court system.
1. function of state courts
I can explain that the function of state courts is to
resolve conflicts.
How do state courts function to resolve conflict?
State courts interpret state laws to resolve conflicts
between two or more parties.
1. Michigan Constitution
I can describe the purpose of the Michigan
Constitution.
What is the purpose of the Michigan Constitution?
The purpose of the Michigan Constitution is to protect
the rights of individuals, to maintain order, to promote
the common good, and ensure equal protection under
the law.
1. Rights
2. Responsibilities
I can identify the rights of citizenship.
I can identify the responsibilities of citizenship.
S
M
C3
3 - C3.0.4
3 - C3.0.5
Explain how state courts function to
resolve conflict.
Explain/Comprehension
Describe the purpose of the Michigan Describe/
Constitution.
Comprehension
state courts,
function, resolve
conflict
C
purpose, Michigan
Constitution
Assessment
C
C5 Roles of the Citizen in American Democracy
Explain important rights and how, when, and where American
citizens demonstrate their responsibilities by participating in
government.
3
- C5.0.1 Identify rights (e.g., freedom of
Identify/Knowledge
speech, freedom of religion, right to
own property) and responsibilities of
citizenship (e.g., respecting the rights
of others, voting, obeying laws).
Economics
rights, (freedom of
speech, freedom of
religion, right to own
property),
responsibilities,
citizenship
S
CC
C5
Social Studies Alive!
Chapter 12
What are the rights and responsibilities of
citizenship?
Some rights of citizenship are freedom of speech,
freedom of religion, the right to own property, and the
pursuit of happiness. Some ways people can
demonstrate their civic responsibilities are by
participating thoughtfully and effectively in community
decisions, respecting the rights of others, respecting the
rule of law, voting, or volunteering.
Unit 2 from micitizenshipcurriculum.org
E1 Market Economy
Use fundamental principles and concepts of economics to
understand economic activity in a market economy.
* State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed Matrixed every 2-3 years (M)
Teacher Assessments
O:\Elementary Curriculum\Working\Social Studies\Third Grade\3rd Gr.S.S. Learning Targets.FINAL.xlsx 3rd Gr.
8
Social Studies - 3rd Grade
Verbs/Bloom's
Taxonomy Level
3 - E1.0.1
3 - E1.0.2
3 - E1.0.3
3 - E1.0.4
3 - E1.0.5
Explain how scarcity, opportunity
costs, and choices affect what is
produced and consumed in
Michigan.
Explain/
Comprehension
Identify incentives (e.g., sales, tax
breaks) that influence economic
decisions people make in Michigan.
Identify/Knowledge
Content
Vocabulary
scarcity, opportunity
cost, produced,
consumed
incentives (sales, tax
breaks), influence,
economic decisions
Analyze how Michigan's location and Analyze/Analysis
natural resources influenced its
economic development (e.g., how
waterways and other natural
resources have influenced economic
activities such as mining, lumbering,
automobile manufacturing, and
furniture making).
analyze, location,
natural resources,
influenced, economic
development,
waterways,
economic activities
(mining, automoblie
manufacturing,
furniture making)
Describe how entrepreneurs
Describe/
combine natural, human, and capital Comprehension
resources to produce goods and
services in Michigan.
entrepreneurs,
natural resources,
human resources,
capital resources,
goods, services
Explain the role of business
explain/Comprehension
development in Michigan's economic
future.
role, business
development,
economic future
*Assess
S
Cc
E1
C
Skills Needed & Sequencing of Skills
Learning Targets I can…
Resources
1. Choices
2. Opportunity Costs
3. Production
4. Consumption
5. Scarcity
I can make choices, some of which lead to an
opportunity cost.
I can explain how scarcity affects what is
produced and consumed in Michigan.
United Streaming Videos
(search
"Economics" or specific
vocabulary)
Children's Literature List
(see Curriculum Drive)
1. incentives
2. how incentives influence economic
decisions
I can identify incentives.
I can explain how incentives influence economic
decisions.
Curriculum Crafter (also see What influences economic decisions people make?
Economics Folder in
People respond to incentives in predictable ways. When
Curriculum Drive) : "The
a store offers rebates on popular items, sales increase.
State's Share or It's Going
to Cost You"
1. natural resources located in Michigan
I can locate natural resources in Michigan.
2. the location of natural resources influenced I can explain how the location of natural
economic development
resources influenced economic development.
C
S
Cc
E1
C
Assessment
What are some concepts that help us understand
economic activity in our market economy?
Scarcity occurs when a consumer has more wants and
needs than resources, and must make a choice.
Opportunity cost is the value of the next best choice,
given up as a result of making a decision.
The decisions of consumers affect what is produced in a
market economy.
Michigan: Regions and
Resources
How have Michigan's location and natural resources
influenced its economic development?
Michigan's economic development has been influenced
http://3rdgrademichigan.wee by Michigan's location and by the availability of our
bly.com
natural resources. The major economic activities in
Michigan today of manufacturing, tourism, agriculture,
research and development, lumbering and mining are
supported by Michigan's location in the Great Lakes
region and the natural resources of fertile soil, water,
minerals, and trees.
1. goods and services
2. natural resources
3. human resources
4. capital resources
5. entrepreneur
I can describe how entrepreneurs produce goods
in Michigan using natural, human, and capital
resources.
I can describe how entrepreneurs provide
services in Michigan using natural, human, and
capital resources.
What are some concepts that help us understand
economic activity in our market economy?
One example of how an entrepreneur combines natural,
human, and capital resources in Michigan is the
production of pizza. The people who are hired to make
the pizza are examples of human resources; water
which is used in the making of the dough is an example
of a natural resource; and the oven used to bake the
pizza is an example of a capital resource.
1. role of business development
2. how business development affects the
economic future of Michigan
I can explain the role of buisness development
and how it affects Michigan's future.
What is the role of business development?
Using the assets of existing businesses in Michigan, the
role of business development is to encourage the
production of products and services that are needed
today and in the future, and are competitive in the global
market by providing information and incentives.
E2 National Economy
Use fundamental principles and concepts of economics to
understand economic activity in the United States.
* State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed Matrixed every 2-3 years (M)
Teacher Assessments
O:\Elementary Curriculum\Working\Social Studies\Third Grade\3rd Gr.S.S. Learning Targets.FINAL.xlsx 3rd Gr.
9
Social Studies - 3rd Grade
Verbs/Bloom's
Taxonomy Level
3 - E2.0.1
Using a Michigan example, describe Describe/
how specialization leads to increased Comprehension
interdependence (cherries grown in
Michigan are sold in Florida; oranges
grown in Florida are sold in
Michigan).
Content
Vocabulary
specialization,
leads, increased,
interdependence
*Assess
S
CC
E2
Skills Needed & Sequencing of Skills
1. Products produced in Michigan
2. Specialization
3. Interdependence
Learning Targets I can…
Resources
I can list some products produced in Michigan.
I can describe how specialization leads to
interdependence between Michigan and other
places.
Social Studies Alive!
Chapter 9
Brenda Raterink (Zeeland)
772-6784
Assessment
Why do people voluntarily trade?
People trade because there is mutual benefit when both
sides get what they want. This occurs because people
do not produce everything they want to consume. An
example is Florida's location makes it a good place to
grow oranges and Michigan's location makes it a good
place to grow cherries. Each state specializes in
producing certain goods. Trade allows people in Florida
and Michigan to meet their economic wants.
E3 International Economy
Use fundamental principles and concepts of economics to
understand economic activity in the global economy.
3 - E3.0.1
Identify/Knowledge
Identify products produced in
other countries and consumed by
people in Michigan.
Teacher Assessments
identify, products,
produced, countries,
consumed
1. Identify products produced in other
countries that are used in Michigan
I can identify products produced in other
countries that are used in Michigan.
Social Studies Alive!
Chapter 9
C
Public Discourse, Decision Making, and Citizen
Involvement
Why do people voluntarily trade?
Trade occurs because people do not produce everything
they want to consume. Some examples of products
produced in other countries that Michigan people
consume are clothing, athletic shoes, bananas, and
toys.
Units 5 and 6 from www.micitizenshipcurriculum.org
P3.1. Identifying and Analyzing Issues
Clearly state a problem as a public policy issue, analyze various
perspectives, and generate and evaluate possible alternative
resolutions.
3 - P3.1.1
Identify public issues in Michigan that Identify/Knowledge
influence the daily lives of its citizens.
* State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed Matrixed every 2-3 years (M)
Teacher Assessments
identify, public
issues, influence,
citizens
C
1. public issues
2. how public issues influence Michigan's
citizens
I can identify public issues in Michigan and how
they influence citizens.
What are the public issues that influence the daily
lives of Michigan citizens?
Public issues that affect the lives of Michigan citizens
may include environmental concerns, jobs, working
conditions, civil rights, safety and education.
O:\Elementary Curriculum\Working\Social Studies\Third Grade\3rd Gr.S.S. Learning Targets.FINAL.xlsx 3rd Gr.
10
Social Studies - 3rd Grade
Verbs/Bloom's
Taxonomy Level
3 - P3.1.2
Use graphic data and other sources Analyze/Analysis
to analyze information about a public
issue in Michigan and evaluate
alternative resolutions.
Content
Vocabulary
*Assess
graphic data,
sources, analyze,
public issue,
evaluate, alternative
resolutions
Skills Needed & Sequencing of Skills
Learning Targets I can…
Resources
1. Use and analyze graphic data
2. Use sources to analyze information
3. Public issues in Michigan
4. Alternative resolutions
I can use graphic data and sources to find and
discuss issues in Michigan.
I can use data and information to find solutions to
Michigan issues.
How do you analyze information about a public
policy issue?
How do you evaluate alternative resolutions to a public
policy issue? We can analyze public policy issues by
• using graphic data, charts and visual data to inform
decision making
• considering different points of view
• evaluating each proposed resolution based on core
democratic values
For example, the issue of diverting water from the Great
Lakes to benefit southwestern states should first be
analyzed by
• checking information/data about the issue
• considering different points of view, such as those held
by a western rancher or agricultural field worker, a
lakeshore home owner, or a Great Lakes fisherman
• evaluating differing positions; resolutions differ
depending on an individual's interpretation of core
democratic values
1. core democractic values
2. public issues/conflicts
3. applying the core democratic values to
issues to see different views
I can list and explain the core democractic values. Core Democratic Values
I can give examples of how the core democractic (see curriculum drive)
values create different views on public issues.
How do conflicts over core democratic values lead
people to differ on the resolution of a public policy
issue?
One way core democratic values conflict with one
another is when the pursuit of happiness clashes with
serving the common good.
An example of this conflict would be if skateboarders
were prevented from using public sidewalks, limiting
their pursuit of happiness, while preserving the common
good by providing safer sidewalks for pedestrians.
1. public policy issues
2. choose a position
3. justify or support their position
4. paragraph writing
I can identify public policy issues in Michigan.
I can choose a position to support in paragraph
writing.
S
M
C6
3 - P3.1.3
Give examples of how conflicts over
core democratic values lead people
to differ on resolutions to a public
policy issue in Michigan.
Give Examples/
Comprehension
conflicts, core
democratic values,
differ, resolutions,
public policy issue
S
M
C5
Assessment
P3.3 Persuasive Communication About a Public Issue
Communicate a reasoned position on a public issue.
3 - P3.3.1
Compose a paragraph expressing a Compose/Synthesis
position on a public policy issue in
Michigan and justify the position with
a reasoned argument.
Teacher Assessments
compose, paragraph,
expressing, position,
public policy issue,
justify, reasoned
argument
C
How do you let others know what you think about a
public policy issue and why?
One way to let others know what you think about a
Michigan public policy issue is to compose a paragraph
expressing your position justified with a reasoned
argument.
P4.2 Citizen Involvement
Act constructively to further the public good.
3 - P4.2.1
Develop and implement an action
plan and know how, when, and
where to address or inform others
about a public issue.
* State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed Matrixed every 2-3 years (M)
Teacher Assessments
Develop/Synthesis
develop, implement,
action plan, address,
inform, public issue
C
1. public issues
I can identify public issues.
2. how, when, and where to address or inform I can develop an action plan to address public
others about these public issues
issues.
I know how, when, and where to address a public
issue.
What are some of the things we need to do to
resolve public issues in Michigan?
One way to act constructively to further the public good
is to develop a plan to inform others about the problem
and know how, when, and where to address a public
issue, for example, send or email it to the newspaper, a
blog, an elected representative, or to others.
O:\Elementary Curriculum\Working\Social Studies\Third Grade\3rd Gr.S.S. Learning Targets.FINAL.xlsx 3rd Gr.
11
Social Studies - 3rd Grade
3 - P4.2.2
Participate in projects to help or
inform others.
Verbs/Bloom's
Taxonomy Level
Content
Vocabulary
Participate/Application
participate, inform
*Assess
1. public issues or needs in Michigan
2. project participation
C
* State Assessed Common (CC)
State Assessed Matrixed (CM)
State Assessed Matrixed every 2-3 years (M)
Skills Needed & Sequencing of Skills
Learning Targets I can…
Resources
I can participate in projects to help or inform
others.
Assessment
What are some of the things we need to do to
resolve public issues in Michigan?
One way to act constructively to further the public good
is to participate in projects that help or inform others.
O:\Elementary Curriculum\Working\Social Studies\Third Grade\3rd Gr.S.S. Learning Targets.FINAL.xlsx 3rd Gr.
12