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Superintendent Letter
Mission Statement
Introduction
Ordering Info
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© 2007 by Poyen School and Scantron Corporation.
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Poyen School
Poyen School Curriculum K - 12 2007-2008
Social Studies - 3rd Social Studies

Time, Continuity and Change
Content Standard 1
The learner will be able to demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks Classroom
  
Important Americans
The learner will be able to examine and analyze stories of important Americans and their contributions to our society. 1. Students will demonstrate through art, role playing, singing, oral dialogue, and through written and oral reports an understanding of the contributions of important Americans. 2. Students will interpret fiction and nonfiction passages about people, places and events related to American history.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 1.1 Classroom
  Instructional Resources
 
· Social Studies, Chapter 4, lesson 3 [Textbook].  Page 116-121: Model citizens
· Social Studies, Important Americans [Textbook].  Rosa Parks page 224; Eleanor Roosevelt page 226, Chief Plenty Coups page 222; Former Presidents throughout text; John Smith page 306; Harriet Tubman page 118; Helen Keller page 119; Francis Scott Key page 126; Dr. M.L. King page 120
· Social Studies Workbook, page 28 & 49 [workbook].  
  
Influences on history
The learner will be able to explain how individuals, events, and ideas influence the history of one's self, family, community, state and nations. Given the population of the local community, students will describe cultural groups that live there.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 1.2 Classroom
  Instructional Resources
 
· Social Studies, Contributions to Black History [Textbook].  Page 120 Dr. M.L. King; page 224 Rosa Parks
· Social Studies Workbook, page 28 & 49 [workbook].  
  
sequencing events
The learner will be able to demonstrate the ability to think in terms of sequencing events. 1. Students will demonstrate an ability to sequence events by placing important historical events in chronological order. 2. Through writing, students will demonstrate an ability to sequence events by using words like before, first, next, then, after, following, last, finally, etc.) 3. Students will interpret data presented in time lines, e.g. identify the time at which events occurred; the sequence in which events developed; what else was occuring at the time.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 1.3 Classroom
  Instructional Resources
 
· Social Studies, Page 54 [Textbook].  Reading a Timeline
· Activity, Map [Teaching Strategies].  Students draw a detailed map of Poyen today. Then, they draw a map predicting what it might look like 10 years from now.
· Activity, Time line Ben Franklin's life [Teaching Strategies].  in Basal.
  
History as continuing story
The learner will be able to describe how history is a continuing story of events, people, and places. Students will connect events or people's actions from the past to the present.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 1.4 Classroom
  Instructional Resources
 
· Social Studies, Chapter 2, lesson 3 page 48-53 [Textbook].  History of a town. Class discussion on history of Poyen.
  
National Holidays & symbols
The learner will be able to recognize the historical significance of national holidays and symbols. 1. Students will study the history of national holidays such as Independence Day, Martin Luther King Jr. Day, Veterans's Day and Memorial Day. 2. Students will identify the fundamental democratic principles and ideals in American songs, stories and symbols.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 1.5 Classroom
  Instructional Resources
 
· Social Studies, Chapter 7: lesson 3: Page 228-235 [Textbook].  
· Social Studies, Historical sites page 439 [Textbook].  
· Social Studies, Historical symbols chapter 4: lesson 4 [Textbook].  
· Social Studies, Page 122-129 [Textbook].  Flag, Pledge, Anthem, Liberty Bell, Eagle, etc. Students write acrostic poem.
  
vocabulary: time/chronology
The learner will be able to use vocabulary related to time and chronology. Students will describe calendar time in years, decades, centuries, era and bicentennial.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 1.6 Classroom
  Instructional Resources
 
· Social Studies, Read a time line page 54-55 [Textbook].  
· Social Studies Workbook, page 13 [workbook].  
· Activity, Student birthday time line [Teaching Strategies].  
· Activity, Ben Franklin life time line [Teaching Strategies].  From story in Basal
  
Literature & arts for connetions
The learner will be able to use literature and the arts to show how people, places, and events are connected to the past. Students will compare and contrast literature, music, art, and other forms of cultural expression to show how people, places, and events are connected to the past.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 1.7 Classroom
  Instructional Resources
 
· Activity, Chapter 8: lesson 4 pag65e 260-2 [Teaching Strategies].  People express culture. Introduce Haiku Poetry. Student writes own.
· Social Studies Workbook, page 59 [workbook].  
  
Content Standard 2
The learner will be able to demonstrate an understanding of how ideas, events, and conditions bring about change.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks Classroom
  
Record changes
The learner will be able to discuss and record changes in one's self, community, state, and nation. 1. Students will use historical data, primary and secondary documents, illustrations, and other sources of information to describe changes in a cultural characteristic i.e. the role of children in society, clothing styles, modes of transportation, food preferences, types of housing, attitudes toward the environment and resources. 2. Given a set time period and a narrative about the community, students will record changes that have occured.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 2.1 Classroom
  Instructional Resources
 
· Social Studies, Page 51-53 [Textbook].  View old newspapers from our area
· Social Studies, Chapter 9: lesson 1; page 292-297 [Textbook].  
· Social Studies Workbook, page 64 [workbook].  
· Activity, Field trip [Teaching Strategies].  To a local home full of History
  
Change is inevitable
The learner will be able to illustrate that change is inevitable and universal and affects everyone. Students will describe the physical environment of their region and the physical processes that act on it.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 2.2 Classroom
  Instructional Resources
 
· Social Studies, Chapter 6: lesson 2: page 180- 185 [Textbook].  Show Faith Systems Book
· Activity, Plate Techtonics [Teaching Strategies].  Show changes in geography
  
experiences related to change
The learner will be able to use personal experiences, biographies, autobiographies or historical fiction to explain how individuals are affected by, can cope with, and can create change. Students will analyze how events can cause change and how change can cause events.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 2.3 Classroom
  Instructional Resources
 
· Social Studies, Chapter 10: lesson 6 Page 358-361 [Textbook].  Inventions: Ben Franklin changes life with invention in Basal. Dr. M.L. King and Rosa Parks: Contributions to Black History
  
what has gone before brings results
The learner will be able to explain how people, places, events, tools, institutions, attitudes, values, and ideas are the result of what has gone before. Students will evaluate how events from the past affect attitudes, values, and ideas.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 2.4 Classroom
  Assessment Resources
 
· Class discussion, The Great Depression [Teaching Strategies].  Discuss people from that time are very cautious with money and don't wast things.
  
Processes demonstrate continuity/change
The learner will be able to use a variety of processes, such as thinking, reading, writing, listening, and speaking to demonstrate continuity and change. Students will identify and describe continuity and change.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 2.5 Classroom
  Instructional Resources
 
· Activity, Read Rip Van Winkle [Teaching Strategies].  Discuss the story. Analyze how things changed while Rip was sleeping. Did anything remain the same? AFter the story, students will write their own stories on what their city would be like if they fell asleep for a given period of time.
  
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People, Places, and Environments
Content Standard 1
The learner will be able to demonstrate an understanding that people, cultures, and systems are connected and that commonalities and diversities exist among them.
Strand Bloom's Scope Hours Source Activities
connections people,cultures, systems   Master 1.0 Arkansas Social Studies Frameworks Classroom
  
Dependence
The learner will be able to investigate how members of a family, school, community, state, nation and culture depend on each other. Students will describe aspects of family, school, community, state, nation, and culture and one's role in those enviroments.
Strand Bloom's Scope Hours Source Activities
connections people,cultures, systems   Master 1.0 Arkansas Social Studies Frameworks PPE 1.1 Classroom
  Instructional Resources
 
· Social Studies, Ch 1: lesson 2: page 16-19 [Textbook].  Mini Community in class. Every one has a skill. Also lesson 3: Learning otehr cultures through food, holidays, music, etc.
  
Similarities/differences in cultures
The learner will be able to compare and contrast similarities and differences in cultures through a variety of experiences, such as reading, writing, drawing, role playing, dance, music, and simulation. 1. Students will give examples and describe the importance of cultural unity and diversity within and across groups. 2. Students will compare how language, music, stories, and art express culture.
Strand Bloom's Scope Hours Source Activities
connections people,cultures, systems   Master 1.0 Arkansas Social Studies Frameworks PPE 1.2 Classroom
  Instructional Resources
 
· Social Studies, Ch 1: lesson 3: page 22, 23 [Textbook].  
· Social Studies, Chapter 8: lesson 4: apge 260-265 [Textbook].  Students are introduced to Haiku Poetry
  Assessment Resources
 
· Writing Prompt, School custom [Teaching Strategies].  What is your favorite school custom? Tell me why it is your favorite.
  
Contributions of Groups
The learner will be able to analyze the contributions of various groups to community, state, and nation. Students will explain why and how the local community was established and identify the founders and early settlers.
Strand Bloom's Scope Hours Source Activities
connections people,cultures, systems   Master 1.0 Arkansas Social Studies Frameworks PPE 1.3 Classroom
  Instructional Resources
 
· Social Studies, Chapter 1: lesson 3: pages 22-25 [Textbook].  
· Social Studies, Chapter 8: page 246-247 [Textbook].  Immigrants who made a difference.
  
Diversity of United States
The learner will be able to use student, family and community resources to recognize and understand the ethnic, racial, and religious diversity of the United States. 1. Students will recognize that the world is divided into different communities e.g. cultural, political, geographic, etc. 2 . Students will recognize the diverse nature of society in the United States by comparing different characteristics among people.
Strand Bloom's Scope Hours Source Activities
connections people,cultures, systems   Master 1.0 Arkansas Social Studies Frameworks PPE 1.4 Classroom
  Instructional Resources
 
· Social Studies, Chapter 8;pages 246 & 247 [Textbook].  Immigrants who made a difference: Chart page 243
· Social Studies, Chapter 8: lesson 3: page 252-257 [Textbook].  
· Social Studies Workbook, Pages 54 & 57 [workbook].  
  
Interactions people/environment
The learner will be able to analyze the effects of interactions between people and their environment. Students will identify ways in which human activities alter the physical environment and ecosystems e.g. reservoirs, dams, slash and burn forests, construction.
Strand Bloom's Scope Hours Source Activities
connections people,cultures, systems   Master 1.0 Arkansas Social Studies Frameworks PPE 1.5 Classroom
  Instructional Resources
 
· Social Studies, Chapter 6: lesson 3: pages 188-191 [Textbook].  
· Social Studies Workbook, 44 [workbook].  
· Activity, Project Learning Tree: Pollution Activity [Teaching Strategies].  
  
Similarities/differences families
The learner will be able to distinguish similarities and differences among families and communities around the world. Students will compare communities in Arkansas, the nation, and the world.
Strand Bloom's Scope Hours Source Activities
connections people,cultures, systems   Master 1.0 Arkansas Social Studies Frameworks PPE 1.6 Classroom
  Instructional Resources
 
· Social Studies, Comparison [Textbook].  Compare the City of Poyen to Eagel, Colorado from Chapter 1 Introduction
· Social Studies, Chapter 8: lesson 3: page 252-257 [Textbook].  
· Social Studies Workbook, page 57 [workbook].  
  
Analyze Interdependence
The learner will be able to use a variety of processes, such as thinking, listening, reading, writing, and speaking, to analyze interdependence. Students will participate in activities such as games or physical education events that require interdependence.
Strand Bloom's Scope Hours Source Activities
connections people,cultures, systems   Master 1.0 Arkansas Social Studies Frameworks PPE 1.7 Classroom
  Instructional Resources
 
· Social Studies, Page 411: Class Discussion [Textbook].  
· Social Studies, Page 17: Person to person interdependence [Textbook].  
  
Content Standard 2
The learner will be able to demonstrate an understanding of the significance of physical and cultural characteristics of places and world regions.
Strand Bloom's Scope Hours Source Activities
Physical/Cultural characteristics places   Master 1.0 Arkansas Social Studies Frameworks Classroom
  
geography affects people
The learner will be able to explain how geography and the environment affect the way people live. 1. Students will identify ways in which human activities are affected by the physical environment. 2. Students will explain why people choose to settle in different places e.g. job opportunities, available land, climate.
Strand Bloom's Scope Hours Source Activities
Physical/Cultural characteristics places   Master 1.0 Arkansas Social Studies Frameworks PPE 2.1 Classroom
  Instructional Resources
 
· Social Studies, Chapter 6: lesson 1: page 174 & 175 [Textbook].  US Regions and different living conditions
· Social Studies, Chapter 6:; lesson 2: page 180-185 [Textbook].  
· Social Studies Workbook, page 40 [workbook].  
  Assessment Resources
 
· Class discussion, Hurricane seasons [Teaching Strategies].  How do they affect living conditions?
· Class discussion, Tornado Alley [Teaching Strategies].  
  
Five themes of geography
The learner will be able to understand and apply the five themes of geography: location, place, human-environment interaction, movement, and regions. 1. Students will describe the causes and nature of various movements of large groups of people into and within Arkansas and the United State throughout history. 2. Students will describe the impact of changing modes of transportaion and communication on the distribution of goods and services. 3. Students will use map grids to plot absolute location. 4. Students will use maps and globes to point out the location of the community, state, country, and continent relative to other places.
Strand Bloom's Scope Hours Source Activities
Physical/Cultural characteristics places   Master 1.0 Arkansas Social Studies Frameworks PPE 2.2 Classroom
  Instructional Resources
 
· Activity, Read Grandfather's Journey [Teaching Strategies].  Compare his transportation methods to ours today. Use a Venn Diagram.
· Social Studies, Chapter 6: lesson 1; page 174 & 175 [Textbook].  US Regions and how it affects the way people live.
· Social Studies Workbook, page 40 [workbook].  
  
Compare/contrast rural/urban
The learner will be able to compare adn contrast the features of rural and urban areas. Students will compare how urban and rural dwellers make use of their environment to meet their wants.
Strand Bloom's Scope Hours Source Activities
Physical/Cultural characteristics places   Master 1.0 Arkansas Social Studies Frameworks PPE 2.3 Classroom
  Instructional Resources
 
· Social Studies, Word Web [Textbook].  Create a Poyen Community Word Web then compare to the story in Text from Chapter 1 Introduction.
· Social Studies, Chapter 2: page 46 & 47 [Textbook].  
  
Types of maps & uses
The learner will be able to understand the various types of maps and their uses. 1. Students will identify the concept of physical features as in mountains, plains, hills, oceans, and islands. 2. Students will distinguish between physical and political features on maps and globes. 3. Students will use a map key and symbols to locate boundaries and specific places on a map. 4. Students will recognize the four hemispheres using a map. 5. Students will explain the use of special purpose maps, e.g. road, resource, population, political, physical. 5. Students will interpret topography using aerial photos and maps.
Strand Bloom's Scope Hours Source Activities
Physical/Cultural characteristics places   Master 1.0 Arkansas Social Studies Frameworks PPE 2.4 Classroom
  Instructional Resources
 
· Social Studies, Chapter 11: page 384 & 385 [Textbook].  Product Map
· Social Studies, Population maps page 258-259 [Textbook].  
· Social Studies, Product maps page 384 [Textbook].  
· Social Studies, Satellite imaging page 177 [Textbook].  
· Social Studies, Map grids page 178 & 179 [Textbook].  
· Social Studies, Page A2 - A 14 [Textbook].  
· Social Studies Workbook, Pages 83, 58, 71 [workbook].  
· Activity, Comparison [Teaching Strategies].  Compare a globe to a map of countries. Map of US to Map of Arkansas. Talk about their different uses.
  
Geographical terms
The learner will be able to understand geographical terms such as, mental mapping, spatial relationships, cardinal directions, latitude, longitude, and landforms. 1. Students will distinguish between meridians of longitude and latitude and use the equator and prime meridian to identify the Northern, Southern, Eastern and Western hemispheres and the locations on the map that the student is studying. 2. Students will describe our nation as composed of states and locate the following on a map of the US: Washington DC, the states of Arkansas, Missouri, Oklahoma, Texas, Louisiana, Mississippi, and Tennessee and major rivers, mountain ranges and lakes in the US. 3. Students will use a mental map to identify the locations of places. 4. Students will use cardinal and intermediate directions to describe the relative locations of places e.g. Fayetteville is Northwest of Little Rock. 5. Students will identify, locate, and distinguish among features such as mountains, lakes, islands, oceans, plateaus, hills continents and countries.
Strand Bloom's Scope Hours Source Activities
Physical/Cultural characteristics places   Master 1.0 Arkansas Social Studies Frameworks PPE 2.5 Classroom
  Instructional Resources
 
· Activity, Compass rose [Teaching Strategies].  Learn to use compass rose on a map. Learn land forms and cardinal directions.
· Social Studies, Chapter 2: Map symbols [Textbook].  
· Social Studies, chapter 2: lesson 1: apge 36-41 [Textbook].  
· Social Studies, chapter 11: page 412-413: latitude & longitude [Textbook].  
· Social Studies Workbook, pages 42, 89 [workbook].  
  
Technology affects geography
The learner will be able to explore and communicate how technology affects geography. Students will explain how changing transportation and communication technology have affected relationships and the earth's landscape.
Strand Bloom's Scope Hours Source Activities
Physical/Cultural characteristics places   Master 1.0 Arkansas Social Studies Frameworks PPE 2.6 Classroom
  Instructional Resources
 
· Social Studies, Pages 380 & 372 [Textbook].  Henry Ford's Dream: Assembly Line
· Social Studies, Page 409 [Textbook].  Improvements in Communication
  
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Production, Distribution, & Consumption
Content Standard 1
The learner will be able to demonstrate an understanding that different economic systems and limited resources influence cooperation and conflict in decision making.
Strand Bloom's Scope Hours Source Activities
Economy/resources influence decision ma   Master 1.0 Arkansas Social Studies Frameworks Classroom
  
Wants & Needs
The learner will be able to categorize and prioritize wants and needs. Students will explain the relationships between unlimited wants and limited resources.
Strand Bloom's Scope Hours Source Activities
Economy/resources influence decision ma   Master 1.0 Arkansas Social Studies Frameworks PDC 1.1 Classroom
  Instructional Resources
 
· Social Studies, Page 16: needs [Textbook].  
· Social Studies, Page 420 & 430 [Textbook].  Student creates a want/need list in order of importance.
· Social Studies Workbook, page 92 [workbook].  
  
Goods and services limits
The learner will be able to apply the concept that goods and services are limited by available resources, requiring individuals and societies to make choices. 1. Students will identify examples of making economic choices and will explain what is given up when making a choice. 2. Students wil demonstrate an understanding that each family has a limited amount of money regardless of how it is accessed ; through cash, check writing, or ATM.
Strand Bloom's Scope Hours Source Activities
Economy/resources influence decisions   Master