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Instructional Focus Document
Grade 3 Social Studies
TITLE : Unit 05: Governing Communities SUGGESTED DURATION : 20 days

Unit Overview

Introduction

This unit bundles student expectations that address the structure and functions of government.  As students continue to explore the concept of communities it is important to learn about how communities are governed. As human communities grew to encompass large territories and increased in population numbers it became necessary to create political systems to manage the territory and the interactions between individuals. A study of the structure and functions of government along with a study of civic participation provides students with an understanding of how communities operate.

Prior to this Unit

Prior to this unit of study, students learned about human interactions with the physical environment.

During this Unit

During this unit, students study about how local, state and the national governments in the United States operate to meet the needs of citizens, and about the civic responsibilities of citizens.

After this Unit

In the next unit, students learn about the free enterprise system.


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

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

Citizenship has responsibilities.

  • What make a good citizen?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Communities create governments to help meet their needs.

  • How are the local, state, and national governments structured?
  • How are government leaders chosen?
  • What does it mean to have “consent of the governed?”
  • What services does the government provide to citizens?
  • How are the services provided by the government paid for?

Civic Engagement

  • Civic Institutions
  • Democratic Principles
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.

Citizens have important civic responsibilities. 

  • What are the characteristics of a good citizen?
  • What does it mean to be civically responsible?
  • Why is it important for citizens to participate in governing the community?
  • How can citizens make changes in the community?

Civic Engagement

  • Citizenship
  • Civic Virtue
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

consent – to give permission
consent of the governed – the idea that the authority of leaders and the government comes from the approval of the people
government – a system used to make decisions for communities and countries
civic responsibilities – the duties citizens have to serve the community

Related Vocabulary

  •  citizen
   
Unit Assessment Items System Resources

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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 Creator if your district has granted access to that tool.

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


TEKS# SE# Unit Level Taught Directly TEKS Unit Level Specificity
 

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.

Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
3 History.
3.2 History. The student understands common characteristics of communities, past and present. The student is expected to:
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 Government.
3.9 Government. The student understands the basic structure and functions of various levels of government. The student is expected to:
3.9A Describe the basic structure of government in the local community, state, and nation.

Describe

BASIC STRUCTURE OF LOCAL, STATE AND NATIONAL GOVERNMENT

Including, but not limited to:

  • Executive branch
    • Local level – mayor and/or city manager at the municipal level. At the county level are county commissioners who are elected by the people and work together to govern the local community.
    • State level – governor, elected by the people
    • National level – President, elected by the people
  • Judicial branch
    • Local level – municipal court adjudicates misdemeanors, levies fines, and designates jail time; presided over by a municipal court judge. Each county has a county court with a county judge elected by the people.
    • State level – state court system adjudicates misdemeanors and felonies, levies larger fines, and designates prison time. Each court is presided over by a state district court judge. In Texas, state judges are elected.
    • National level –The Supreme Court adjudicates over judicial review. It is presided over by the Chief Justice. Supreme Court members are appointed by the President and confirmed by the Senate. Once appointed and confirmed, they serve for life. The Supreme Court oversees the constitutionality of a law and ensures that constitutional rights are not violated. There are also many federal courts throughout the country that handle federal offenses.
  • Legislative branch
    • Local level – city council members make city ordinances, develop a city budget, and approve expenditures. County commissioners act in much the same way for county government.
    • State level – bicameral- meaning “two chambers”; the House of Representatives and the Senate. Legislators pass state laws and approve the state’s budget.
    • National level – bicameral- meaning “two chambers”; the House of Representatives and the Senate. Legislators pass national laws, approve treaties, and write appropriations for national expenditures.
3.9B Identify local, state, and national government officials and explain how they are chosen.

Identify, Explain

LOCAL, STATE AND NATIONAL GOVERNMENT OFFICIALS AND HOW THEY ARE CHOSEN

Including, but not limited to:

  • Local – at the local level, government officials are mostly elected by the people from the community. Examples include the mayor, city council men/women, and other local officials.
  • State – at the state level, government officials are elected by the people from the state. Examples include the governor and state legislators.
  • National – at the national level, government officials are elected by the people. Representatives and Senators are elected by the people from their district and from their state. The president is elected through a process called the Electoral College.
3.9C Identify services commonly provided by local, state, and national governments.

Identify

SERVICES PROVIDED BY LOCAL, STATE, AND NATIONAL GOVERNMENT

Including, but not limited to:

  • Local
    • Ex: emergency police, fire, and medical; street lights, public utilities (e.g., water, gas, electric, trash), public transportation (e.g., streets, bridges, buses, subways, airport); cultural arts department; community development office; environmental office; convention and visitors center; public library; municipal court; mayor’s office; parks and recreation; zoo
  • State
    • Ex: roads and bridges; state parks; state tourism; arts and cultural support; Department of Public Safety (e.g., drivers licenses, highway patrol)
  • Nation
    • Ex: interstate highways, national defense, national parks, Social Security, grants to states, national research grants
3.9D Explain how local, state, and national government services are financed.

Explain

HOW LOCAL, STATE AND NATIONAL GOVERNMENT SERVICES ARE FINANCED

Including, but not limited to:

  • Local
    • Local governments generate revenue to pay for services from property and sales taxes and grants from the state and national governments. People living, working, or shopping in the local community pay the property and sales taxes.
  • State
    • State governments generate revenue from user’s fees for parks, as well as driving, hunting, and fishing licenses.
    • State governments generate revenue from a state income tax on individuals (but not in Texas).
    • Revenues are also generated from sales taxes, fines, fees, and federal funding for various projects.
  • Nation
    • National government generates revenue from tariffs and income taxes.
3.10 Government. The student understands important ideas in historical documents at various levels of government. The student is expected to:
3.10B Describe and explain the importance of the concept of "consent of the governed" as it relates to the functions of local, state, and national government.

Describe, Explain

IMPORTANCE OF “CONSENT OF THE GOVERNED” AS RELATED TO FUNCTIONS OF GOVERNMENT

Including, but not limited to:

  • Importance of “consent of the governed” in relation to local government
    • The people agree to have local representation run schools, prioritize the local community’s budget, set tax rates, and enforce city ordinances.
  • Importance of “consent of the governed” in relation to state government
    • The people agree to have state representation set and enforce state law, set fines, adjudicate over state criminal and civil judicial matters, and determine how state employees are hired and paid.
  • Importance of “consent of the governed” in relation to national government
    • The people agree to have national representation create national laws, set taxes, create judicial review, and represent our country in world matters.
    • Consent of the governed – the authority of a government depends on the consent of the people. Consent is granted through the election process.
3 Citizenship.
3.11 Citizenship. The student understands characteristics of good citizenship as exemplified by historical and contemporary figures. The student is expected to:
3.11A Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting.

Identify

CHARACTERISTICS OF GOOD CITIZENSHIP

Including, but not limited to:

  • Truthfulness – acting and speaking honestly
  • Justice – the concept of “what is right,” which may be based on many ideas such as following rules and law (of religion and man); supporting fair and impartial treatment, giving people “what they deserve,” following natural law, and others
  • Equality – an equal share for everyone, being fair, treating others equally, and the rules and consequences apply equally to everyone
  • Respect for oneself – caring about personal hygiene, health, well-being
  • Respect for others – acting toward others in a way that an individual would expect to be treated by others
  • Responsibility in daily life – being informed, doing good work, living a life of integrity, practicing good stewardship, making good choices
  • Participation in government by
    • Educating oneself about the issues – discussing current events with family, reading about current events in the newspaper and researching them on the Internet
    • Respectfully holding public officials to their word – writing letters to public officials to ask them to explain their decisions, attending civic affairs’ meetings to ask questions, writing letters of opinion to the newspaper about an issue
    • Voting – to anonymously express a preference for a candidate or issue
3.11C Identify and explain the importance of individual acts of civic responsibility, including obeying laws, serving the community, serving on a jury, and voting.

Identify, Explain

IMPORTANCE OF INDIVIDUAL ACTS OF CIVIC RESPONSIBILITY

Including, but not limited to:

  • Obeying laws
  • Serving the community
  • Serving on a jury
  • Voting

 A sense of service and loyalty to the community is a key feature of citizens in a democracy. The continued success of a democratic society relies on its members’ continued participation in the process by engaging in acts of civic responsibility.

3.12 Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to:
3.12A Give examples of community changes that result from individual or group decisions.

Give examples

COMMUNITY CHANGES THAT RESULT FROM INDIVIDUAL OR GROUP DECISIONS

Including, but not limited to:

  • Local elections such as school boards, city council, and mayor
  • Bond elections result in community improvements, such as new schools and roads
  • Decisions of mayor, school board, and city council
  • Business owners’ decision about location and/or type of business
  • Community members’ individual decisions improve, tear down, or rebuild one’s home
  • Individual’s decision to participate in local government by attending meetings, signing petitions, writing letters, and making one’s voice and opinions heard
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:
3.17E 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:
3.18A Express ideas orally based on knowledge and experiences.

Express

IDEAS ORALLY

Including, but not limited to:

  • Based on knowledge
  • Based on experiences
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
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