Grade+3

"The learner will . . ." || **Standard and Indicators** || **No. of Days** || **Vocabulary Terms** || **Resources** || **__#|Student__ Learning Activities** || **Assessment** || **Language Arts Standard(s)** || county council mayor county seat public recreation ||  ||   || Chapter test Unit test ||  || government service, ||  ||   || Chapter test Unit test ||  || government service, county council mayor county seat ||  ||   || Chapter test Unit test ||  || citizen, law, government, nation, service vote right civil rights, elect election ballot majority rule decision responsibility ||  ||   || Chapter test Unit test ||  || President monument, patrotic symbol memorial anthem holiday landmark statue ||  ||   || Chapter test Unit test ||  || conservation recycle problem solution slogan consequence common good volunteer decision responsibility ||  ||   || Chapter test Unit test rubric ||  || conflict consequence common good cooperate decision character trait compromise mediator ||  ||   || Chapter test Unit test rubric ||  || decision justice responsibility government service county public works representative appointed compromise ||  ||   || Chapter test Unit test ||  || competition international trade e-commerce advertisement cooperative ||  ||   || Chapter test Unit test ||  || raw material human resource capital resource factory manufacture land use ||  ||   || Chapter test Unit test ||  || factory producer product consumer interdependence wage income demand supply scarcity ||  ||   || Chapter test Unit test ||  || occupational training, ||  ||   || Chapter test Unit test ||  || mint ||  ||   || Chapter test Unit test ||  || savings deposit interest invest trade-off opportunity cost ||  ||   || Chapter test Unit test ||  || public works ||  ||   || Chapter test Unit test ||  || producer international trade import export manufacture land use human resource raw material factory ||  ||   ||   ||   || rubic ||  || map title map key inset map map scale locator ||  ||   || Chapter test Unit test ||  || equator Cardinal directions compass rose intermediate directions landforms ||  ||   || Chapter test Unit test ||  || location landforms climate regions ||  ||   || Chapter test Unit test ||  || globe road map state maps ||  ||   || Chapter test Unit test ||  || globe Africa Europe Asia Australia South America North America Antarctica Pacific Ocean Atlantic Ocean Arctic Ocean Southern Ocean Indian Ocean ||  ||   ||   ||   || Northeast, Southeast, Southwest, natural resources, relative location, absolute location, latitude, longitude, physical features ||  ||   || Unit 2 ||   || Chapter 2 project Chapter 6 project ||  ||   ||   ||   ||
 * Teachers** (list)**:Linda Schafer, Pam Scheer, Deb Jeffers, Andrea Krueger, Sandi Taylor**
 * Textbook** (Our Communities, Harcourt, 2010):
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Unit** || **Objective:**
 * || Students K-12 Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels. || **3.1.1 Students will identify and explain the structure and function of their local governments. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || SS 3.1.1.a Identify the structure and functions of local government ||   || authority
 * ||  || SS 3.1.1.b Describe the reasons for laws in our community ||   || authority
 * ||  || S 3.1.1.c Identify and explain a variety of roles leaders, citizens, and others play in local government ||   || authority
 * || __#|Students__ K-12 Civics: Students will develop and __#|apply__ the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels. || **SS 3.1.2 Students will understand the impact of individual and group decisions at a local level. ** ||  ||   ||   ||   ||   ||   ||
 * Un 1,2,3,4,5 ||  || SS 3.1.2.a Identify rights and responsibilities of citizens (e.g., voting, public service projects,) at the local level ||   || Community,
 * || __#|Students__ K-12 Civics: Students will develop and __#|apply__ the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels. || **SS 3.1.2 Students will understand the impact of individual and group decisions at a local level. ** ||  ||   ||   ||   ||   ||   ||
 * Un 1,2,3,4,5 ||  || SS 3.1.2.a Identify rights and responsibilities of citizens (e.g., voting, public service projects,) at the local level ||   || Community,
 * ||  || SS 3.1.2.b Explain the meaning of patriotic symbols, songs, actions, celebrations, and holidays (e.g., U.S. Flag, Bald Eagle, Pledge of Allegiance, Thanksgiving, Veteran’s Day, Martin Luther King Jr. Day, 4th of July, Memorial Day, President’s Day, Flag Day) ||   || patriotism
 * ||  || SS 3.1.2.c Identify ways students can be engaged to have an impact in their local community ||   || pollution,
 * ||  || SS 3.1.2.d Identify and describe the importance of listening to the views of others and sharing personal views in a respectful manner ||   || problem solution
 * ||  || SS 3.1.2.e Identify local leaders and the impact of their decisions that effect public policy ||   || authority
 * || K-12 Economics: Students will utilize economic reasoning skills to make informed judgments and become effective participants in the economy at the local, state, national and international levels. || **<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.2.1 Students will understand markets are places where buyers and sellers exchange goods and services. ** ||  ||   ||   ||   ||   ||   ||
 * Un. 6 ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.2.1.a Indicate various markets where buyers and sellers meet (e.g., shopping malls, auction, catalogs, garage sales, the Internet) ||   || free market
 * Un. 6 ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.2.1.a Indicate various markets where buyers and sellers meet (e.g., shopping malls, auction, catalogs, garage sales, the Internet) ||   || free market
 * ||  || **<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.2.2 Students will categorize natural, human, and capital resources and how they are combined to make goods and deliver services. ** ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.2.2.a Classify natural, human, and capital resources (e.g., tools, soil, water, farmers and machinery) ||   || capital
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.2.2.b Discuss why producers combine resources to make goods and services (profit) ||   || capital
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.2.2.c Identify opportunities for education and/or training to increase human resources (e.g., agriculture schools, trade schools, culinary schools, information technology training) ||   || human resource
 * Un 6 || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">K-12 Economics: Students will utilize economic reasoning skills to make informed judgments and become effective participants in the economy at the local, state, national and international levels. || **<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">SS 3.2.3 Students will cite evidence of how money (coins and currency) makes trading easier than bartering. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.2.3.a Identify historical examples of trading among early settlers ||   || barter
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.2.3.a Identify historical examples of trading among early settlers ||   || barter
 * ||  || **<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.2.6 Students will use knowledge of currency to solve real-world problems. ** ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">SS 3.2.6.a Given a budget, students will be able to make choices as to what to purchase and what to give up ||   || budget
 * Un 4 ||  || **<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">SS 3.2.10 Students will understand what goods and services local governments provide. ** ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">S 3.2.10.a Identify goods and services funded through local taxes (e.g., snow removal, waste management, law enforcement) ||   || recreation
 * Un6 ||  || **<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.2.12 Students will describe how the local community trades with the rest of the world. ** ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.2.12.a Identify local goods and services that could be traded with people everywhere (e.g., corn, soybeans, beef) ||   || consumer
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.2.12.b Give examples of other countries' currencies ||   || Euro ||   ||   || Project
 * Introduction || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">K-12 Geography: Students will develop and apply spatial perspective and geographic skills to make informed decisions regarding issues and current events at local, state, national and international levels. ||  ||   ||   ||   ||   ||   ||   ||
 * ||  || **<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.3.1 Students will explore where (spatial) and why people, places and environments are organized in the state. ** ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.3.1.a Utilize map elements (i.e., title, scale, symbols, legend, and cardinal and intermediate directions) ||   || Georgraphy
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.3.1.a Utilize map elements (i.e., title, scale, symbols, legend, and cardinal and intermediate directions) ||   || Georgraphy
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.3.1.b Apply map skills (e.g., identify location and distribution of physical and human features rivers/roads, identify relative and absolute locations, east/west, north/south, left/right, next to, identify cities and towns) ||   || globe
 * Un 1 ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.3.1.c Analyze why things are located where they are in the community (e.g., Why are stores located on main streets? Where is my house located compared to the school?) ||   || analyze
 * Un 1 - 6 ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.3.1.d Locate places on maps and globes (e.g., Missouri River, Platte, River, Rocky Mountains, Nebraska, the student's city) ||   || hemisphere
 * Un 1 - 6 ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.3.1.e Identify the continents, oceans, and hemispheres ||   || hemisphere
 * Un1 ||  || **<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.3.2 Students will compare the characteristics of places and regions. ** ||   ||   ||   ||   ||   ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.3.2.a Identify and differentiate between physical and human features of neighborhoods and communities (e.g., vegetation, housing, streets, business/ residential areas, hills, waterways) ||   || suburban, rural, urban, geographic tool, border, physical feature, mountain range, valley, plateau, vegetation, ecosystem, landform map, natural resource, environment, human feature, tunnel, canal, terrace, irrigation, dam, reservoir ||   ||   || Chapter 4 ||   ||
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.3.2.b Compare and contrast local places and regions with other places and regions (e.g., prairie and forest, local community with another community, products from Nebraska and another state, crops grown in Nebraska and another state) ||   || Midwest,
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.3.2.b Compare and contrast local places and regions with other places and regions (e.g., prairie and forest, local community with another community, products from Nebraska and another state, crops grown in Nebraska and another state) ||   || Midwest,
 * ||  || <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">SS 3.3.2.c Explain and give examples of how places and regions change over time ||   || erosion, renewable, non-renewable, adapt, natural disaster, modify, pollution, conservation, tunnel, canal, terrace, irrigation, dam, reservoir, mineral ||   ||   || Unit 2 ||   ||
 * ||  || SS 3.3.3.a Identify the Earth's physical processes in the local community (e.g., landforms, water, climate and weather, erosion and deposition) ||   || sandhills, Niobrara river, climate, temperature ||   ||   ||   ||   ||   ||
 * ||  || SS 3.3.3.b Identify local ecosystems (e.g., forests, deserts, grasslands) ||   || erosion, blow out, forest ||   ||   ||   ||   ||
 * ||  || **SS 3.3.4 Students will compare and contrast the characteristics of culture locally** ||   ||   ||   ||   ||   ||   ||
 * ||  || SS 3.3.4.a Compare and contrast patterns of culture within your community (e.g., language, religion, food) ||   || Native American, worship, culture, cultural identity, festival, religion, heritage, custom, multicultural, tradition holiday ||   ||   || Chapter 1 Chapter 10 ||   ||
 * ||  || SS 3.3.4.b Compare and contrast the spread and diffusion of cultural traits (e.g., spread of ideas, languages, religions, people, goods, customs, traditions) ||   || worship cultural identity, festival, literature, ||   ||   || Chapter 10 ||   ||
 * ||  || **SS 3.3.5 Students will identify the relationship between humans and the physical environment** ||   ||   ||   ||   ||   ||   ||
 * Unit 2 ||  || SS 3.3.5.a Explain how physical environments influence human activities (e.g., availability of water, climate and fertility of soil) ||   || growing season, terrace, irrigation, ||   ||   || Chapter 4 ||   ||
 * ||  || SS 3.3.5.b Explain how human activities change Earth (e.g., agriculture, transportation, industry) ||   || modify, terrace, irrigation, tunnel, canal, pollution, ||   ||   || Chapter 4 ||   ||
 * ||  || SS 3.3.5.c Explain the importance of Earth's natural resources (e.g., minerals, air, water, land) ||   || natural resources, mineral, renewable, non-renewable, fuel ||   ||   || Chapter 3 ||   ||
 * ||  || SS 3.3.5.d Describe how humans develop communities in local settings (e.g., roads, landfills, sewage systems, land use patterns) ||   ||   ||   ||   ||   ||   ||
 * ||  || **SS 3.3.6 Students will use geographic skills to make connections to issues and events** ||   ||   ||   ||   ||   ||   ||
 * ||  || SS 3.3.6.a Identify and evaluate human adaptations to the environment from the local to international levels (e.g., How could the building of a highway bring more business to a community ||   || modify, tunnel, terrace, irrigation, canal, bridge, reservoir, windmill, dams, ||   ||   || Chapter 4 ||   ||
 * ||  || SS 3.3.6.b Identify how geography impacts spatial problem solving (e.g., a new school must be near large numbers of students, on available land with suitable soils, have access to roads and utilities, and not overlap schools in other neighborhoods; plan where things would be built in a city ||   ||   ||   ||   ||   ||   ||
 * || Students will develop and apply historical knowledge and skills to research, analyze, and understand key concepts of past, current, and potential issues and events at the local, state, national, and international levels || ** SS 3.4.1 Students will describe and analyze chronological relationships and patterns. ** ||  ||   ||   ||   ||   ||   ||
 * ||  || SS 3.4.1.a Describe concepts of time and chronology (e.g. annual, biannual, decades, centuries, millennia) ||   ||   || decade, century, time line, millennium ||   || chapter 5 test ||   ||   ||   ||
 * ||  || SS 3.4.1.b Identify calendar time in years, decades, centuries, and millenia ||   ||   || decade, century, time line, millennium ||   || chapter 5 test ||   ||   ||   ||
 * ||  || SS 3.4.1.c List and describe community events over time (e.g., weekly, monthly, yearly, seasonal happenings utilizing a graphic organizer) ||   ||   || time line, continuity ||   || Chapter 5 test
 * ||  || SS 3.4.1.a Describe concepts of time and chronology (e.g. annual, biannual, decades, centuries, millennia) ||   ||   || decade, century, time line, millennium ||   || chapter 5 test ||   ||   ||   ||
 * ||  || SS 3.4.1.b Identify calendar time in years, decades, centuries, and millenia ||   ||   || decade, century, time line, millennium ||   || chapter 5 test ||   ||   ||   ||
 * ||  || SS 3.4.1.c List and describe community events over time (e.g., weekly, monthly, yearly, seasonal happenings utilizing a graphic organizer) ||   ||   || time line, continuity ||   || Chapter 5 test
 * ||  || SS 3.4.1.d Describe how individuals, events, and ideas have changed communities past and present ||   || continuity, invention, engineer, technology, explorer, settler, immigrant ||   ||   || Chapter 5 & 6 tests ||   ||   ||   ||
 * ||  || ** SS 3.4.2 Students will describe the development of people, events, ideas, and symbols over time using multiple types of sources ** ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ||  || SS 3.4.2.a Describe the role of historical people, events, ideas, and symbols, including various cultures and ethnic groups (e.g., local cultural figures, landmarks, celebrations, and cultural events) ||   || culture, ancestor, heritage, historic site, cultural identity, custom, diverse, ethnic group, multicultural, tradition, landmark, statue, holiday, festival ||   ||   || Chapter 1, Chapter 6-lesson 1, Chapter 9, Chapter 10 ||   ||   ||   ||
 * ||  || **SS 3.4.4 Students will identify past and current events, issues, and problems** ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ||  || SS 3.4.4.a Examine sources on community history through determination of credibility, contextualization, and corrobation ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ||  || SS 3.4.4.b Describe alternative courses of action in community history (e.g., How are transportation routes determined?) ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ||  || SS 3.4.4.c Describe how decisions affected events in the community (e.g., election of local officials; zoning laws) ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ||  || SS 3.4.4.d Describe the cause and effect relationships among key events in history (e.g., founding of the community, settlement of the area) ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ||  || SS 3.4.4.e Describe the relationships among historical events in the students' community and the students' lives today (i.e., current events) ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ||  || **SS 3.4.5 Students will develop historical research skills** ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ||  || SS 3.4.5.a Develop questions about their community history ||   || interview, internet, reference work, historic site, historical society, heritage, ancestor ||   ||   || Chapter 1 ||   ||   ||   ||
 * ||  || SS 3.4.5.b Identify, obtain, and cite appropriate sources for research about the local community (e.g., identifying the resources from which they took information) ||   || interview, internet, reference work, historic site, historical society, heritage, ancestor ||   ||   || Chapter 1 ||   ||   ||   ||
 * ||  || SS 3.4.5.c Gather historical information about their community (e.g., interview a community member, find community resources) ||   || interview, internet, reference work, historic site, historical society, heritage, ancestor ||   ||   || Chapter 1 ||   ||   ||   ||
 * ||  || SS 3.4.5.d Present historical information about their community (e.g. pictures, posters, oral/written narratives, and electronic presentations) ||   || interview, internet, reference work, historic site, historical society, heritage, ancestor ||   ||   || Chapter 1 ||   ||   ||   ||
 * ||  || SS 3.4.5.c Gather historical information about their community (e.g., interview a community member, find community resources) ||   || interview, internet, reference work, historic site, historical society, heritage, ancestor ||   ||   || Chapter 1 ||   ||   ||   ||
 * ||  || SS 3.4.5.d Present historical information about their community (e.g. pictures, posters, oral/written narratives, and electronic presentations) ||   || interview, internet, reference work, historic site, historical society, heritage, ancestor ||   ||   || Chapter 1 ||   ||   ||   ||