Hello, Guest!

Instructional Focus Document
Grade 3 Social Studies
TITLE : Unit 01: Creating a Community SUGGESTED DURATION : 15 days

Unit Overview

Introduction

This unit bundles student expectations that address the concept of community. Community can refer to people who live together in a common location, as well as to a group of people who are associated by a common bond, such as culture or occupation. Mastery of this definition is foundational to students understanding the Grade 3 curriculum focus on community. Students benefit from understanding that they are members of multiple communities, including the classroom, the school, and a particular locale. Along with mastering the definition of communities, it is important for students to study the reasons why communities are formed in order to understand the world in which they live.

Prior to this Unit

Prior to this unit, in Kindergarten students learned about community in the context of family, the classroom and the school. In Grade 1- Grade 2 students expanded their understanding of community to include being American.

During this Unit

During this foundational unit, students learn about why communities are formed and about terms of chronology in order to study the historical creation of communities.

After this Unit

In the next unit, students learn about the purpose of the importance of cultural heritage to a community, including the importance of freedom in American society.


Societies utilize institutions to promote order, security, and stability.

  • How do societies act to ensure the well-being of its people?

History is organized into periods of time based on patterns of change and continuity

  • How is periodization a tool for studying history?

Historians, geographers, and social scientists conduct research by creating compelling questions; evaluating sources; gathering, analyzing, and synthesizing information; and communicating conclusions supported by evidence.

  • How do historians, geographers, and social scientists conduct credible research?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

People form communities to provide for many needs.

  • Why do people create communities?
  • How do communities meet people’s needs for government, education, communication, transportation and recreation?

Cultural Patterns

  • Community
  • Civic Institutions

Scientific/Technological Patterns

  • Communication Systems
  • Transportation
  • Infrastructure
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Using timelines and looking at pictures helps us study about people and communities in the past.

  • What terms are used when studying chronology?
  • What is the difference between a year, a decade, and a century?
  • What is a timeline?

Throughout history many leaders have helped to create communities.

  • How did people like Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate contribute to the creation of communities?

 

Cultural Patterns

  • Community

Scientific/Technological Patterns

  • Exploration

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

  • None identified

Unit Vocabulary

community – a group of people who live in the same location and interact each other or a group of people who share a common bond
decade – a time period of ten years
century – a time period of one hundred years
Founding Fathers – a group of men who helped to create the United States

Related Vocabulary

  • government
  • communication
  • transportation
  • recreation
  • chronology
  • heritage
  • literature
  • statues
Unit Assessment Items System Resources

Show this message:

Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Center if your district has granted access to that tool.

System Resources may be accessed through Search All Components in the District Resources Tab.


TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
3 History.
3.1 History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:
3.1A Describe how individuals, events, and ideas have changed communities, past and present.

Describe

HOW INDIVIDUALS, EVENTS, AND IDEAS HAVE CHANGED COMMUNITIES, PAST AND PRESENT

Including, but not limited to:

  • Individuals change communities by taking on leadership roles in the community, volunteering in the community, modifying the environment of the community, and by creating businesses in the community.
  • Communities are physically changed by natural disasters, invasions, and conflicts along with economic decline and growth. Communities are also physically altered by the building of infrastructure and other modifications of the environment.
  • Communities have been changed by ideas about government, conservation, ecology, and scientific discoveries.
  • When new members join the community they introduce new ideas, new traditions, and new customs to the community.
3.1C Describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have contributed to the expansion of existing communities or to the creation of new communities.

Describe

HOW INDIVIDUALS HAVE CONTRIBUTED TO THE EXPANSION/CREATION OF COMMUNITIES

Including, but not limited to:

  • Daniel Boone– Opened the Kentucky frontier for settlement from the east by surveying land, opening the Wilderness Road, fighting Indians, and building settlements. Wherever Boone went, settlement followed. He spent his life exploring the frontier, moving from Kentucky to Missouri territory in 1799. He eventually lost his Missouri land to mismanagement and encroachment, just as he lost his Kentucky holdings. His real-life accomplishments gained the status of popular myth during his lifetime because his adventures symbolized the changes in America from an independent, rugged frontier to a modern, mechanized nation. Boone enjoyed status as a real figure of national significance, as well as a mythical or folk hero based on exaggerations of his abilities and exploits. (TEA – Social Studies Center Biographies, 2000) 
    • Daniel Boone’s contributions to the expansion/creation of communities: He explored, settled and defended communities.
  • Christopher Columbus– Born in Genoa, Italy, Christopher Columbus was a navigator and explorer who planned and led the voyage which landed in the West Indies in 1492. Columbus believed that, because the world was round and because long-distance navigation was technically possible, sailors should be able to head west to arrive in the East. Trade with the East was highly prized; spices and other commodities brought profit to merchants involved in overland trade. An ocean route could increase profit. King Ferdinand and Queen Isabella of Spain partially funded the expedition at Columbus' request. Earlier attempts made by Columbus to secure Portuguese funding for voyages to chart new routes to the Far East failed, but in 1492, with Spanish support, he set sail with three ships. When he touched land after a 37-day voyage, debarking on present-day San Salvador on October 12, 1492, he believed he had reached the East Indies. He led three more voyages to the New World searching for gold and other treasures prior to his death in 1506. He established the first permanent colony in Cuba during his second voyage in 1493, deposited more settlers near Venezuela in 1494, and completed his fourth voyage in 1503. Though Columbus never made the financial gains he envisioned, European nations realized the potential of the new continent as a source of riches and agricultural commodities and competed for colonization rights. The significance of Columbus' discovery is remembered every Columbus Day, a federal holiday on the second Monday of October. (TEA – Social Studies Center Biographies, 2000) 
    • Christopher Columbus contributions to the expansion/creation of communities: He was part of the process leading to Spanish colonization, contributing to the establishment of new communities based on Spanish culture.
  • The Founding Fathers –The Founding Fathers’ belief in life, liberty, and the pursuit of happiness made it possible for Americans to settle, form communities, and live freely
    • Founding Fathers contributions to the expansion/creation of communities: The Founding Fathers wrote the Constitution establishing a governmental structure for the United States
  • Juan de Oñate –Spanish explorer and community founder. In 1595, he explored the upper Rio Grande Valley for King Phillip II of Spain. He and his men were given the task of creating missions, spreading Roman Catholicism to the area, and claiming what is now modern-day New Mexico for Spain. He became colonial governor of the region under Spanish control. He also led expeditions through Oklahoma, Colorado, and the Texas panhandle.
    • Juan de Oñate’s contributions to the expansion/creation of communities: Through his expeditions, he named areas such as El Paso (the crossing of the Rio Grande).He also created “El Camino Real” which was crucial for communicating and trading between Mexico City and Santa Fe.
3.2 History. The student understands common characteristics of communities, past and present. The student is expected to:
3.2A Identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being.

Identify

REASONS PEOPLE FORM COMMUNITIES

Including, but not limited to:

  • Need for security
  • Need for religious freedom
  • Need for law
  • Need for material well-being
3.2B Identify ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation.

Identify

WAYS PEOPLE IN COMMUNITIES MEET THEIR NEEDS

Including, but not limited to:

  • Communities create governments in order to ensure the security of the people and to provide stability to the community. Government ensures that laws are enforced, rights are protected, and that community services are provided.
  • Communities create educational institutions in order to preserve the history, language, and technical knowledge of the community. Communities do this by instituting public and private schools, home schooling, public libraries, and museums.
  • Communities create systems for communication and transportation in order to transmit information and to facilitate business. Communities do this by providing infrastructure such as cable, telephone lines, Wi-Fi, and Internet access along with highways, railways, mass transit and airports. Additionally communication is facilitated by the use of community media, such as television stations, newspapers, and websites.
  • Communities create recreational opportunities in order to ensure a quality of life for community members. Communities do this by providing public pools and parks, along with public access to walking trails, biking trails and lakes.  Private businesses also provide for community recreation with restaurants, movies, etc.
3.2C Compare ways in which various other communities meet their needs.

Compare

WAYS IN WHICH COMMUNITIES MEET THEIR NEEDS

Including, but not limited to:

  • Compare the ways various communities ensure the security of the people with different laws, political systems, and community services.
  • Compare the ways various communities meet education needs with varied types of schools and education opportunities.
  • Compare the way various communities meet the need for communication and transportation with different types of infrastructure.
  • Compare the way various communities meet the need for recreational opportunities by providing different public and private recreational venues.
3.3 History. The student understands the concepts of time and chronology. The student is expected to:
3.3A Use vocabulary related to chronology, including past, present, and future times.

Use

VOCABULARY RELATED TO CHRONOLOGY

Including, but not limited to:

  • Past – happened in an earlier time
  • Present – now
  • Future – will happen in a later time
3.3B Create and interpret timelines.

Create, Interpret

TIMELINES

Including, but not limited to:

  • Timeline – a chronological listing of events. By arranging events in order, the sequence of events is clear and cause-and-effect relationships may be evident
3.3C Apply the terms year, decade, and century to describe historical times.

Apply

TERMS TO DESCRIBE HISTORICAL TIMES

Including, but not limited to:

  • Year = 12 months
  • Decade = 10 years
  • Century = 100 years
3 Social studies skills.
3.17 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
3.17B Sequence and categorize information.

Sequence, Categorize

INFORMATION

3.17E Interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps.

Interpret, Create

VISUALS

Including, but not limited to:

  • Graphs
  • Charts
  • Tables
  • Timelines
  • Illustrations
  • Maps
3.18 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
3.18B Use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas.

Use

TECHNOLOGY

Including, but not limited to:

  • Technology
  • Examples: Word, PowerPoint, online databases, search engines, web pages

Create

WRITTEN AND VISUAL MATERIAL TO EXPRESS IDEAS

Including, but not limited to:

  • Written Material
    • Stories
    • Poems
    • Graphic organizers
  • Visual Material
    • Pictures
    • Maps
    • Graphic organizers
3.18C Use standard grammar, spelling, sentence structure, and punctuation.

Use

WRITTEN SKILLS TO COMMUNICATE

Including, but not limited to:

  • Standard grammar
  • Spelling
  • Sentence structure
  • Punctuation
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 05/23/2018
Loading
Data is Loading...