10/23 Our next objective will be to understand longitude.
Study Guide – Latitude Quiz
Test: 10/22
There are five major lines of latitude on the globe. They are the Arctic
Circle, Tropic of Cancer, Equator, Tropic of Capricorn, and the Antarctic
Circle. The Equator is an imaginary line that goes around the middle of the
Earth. It divides the globe into two halves. Each half is called a
hemisphere. The half of the globe north of the Equator is called the
Northern Hemisphere. The half of the globe south of the Equator is called the
Southern Hemisphere. Lines of latitude are used to locate places north and
south of the Equator. Lines of latitude and distance from the Equator are
marked by degrees. The symbol (little O) stands for degrees. The Equator is
at 0 latitude. The distance between the equator and the North Pole is 90
N. The distance between the equator and the South Pole is 90 S.
The students will need to identify the lines on a map.
9/20 Our first SS test will be Friday, 9/25. The students will need to
identify the continents and oceans on a map. The map will have a word bank
so the students do not need to learn to spell the continents and oceans.
However, they will need to copy the words correctly. A study guide was sent
home last week.
9/16 We have begun our first project for SS. Our class is making a globe
made out of a balloon and organic wheat paste. We are making quite the
mess!!!
Our first social studies topic will encompass the study of the seven
continents and the five, yes five oceans!
Continents:
North America
South America
Europe
Africa
Asia
Australia
Antarctica
Oceans:
Atlantic Ocean
Pacific Ocean
Indian Ocean
Arctic Ocean
Southern Ocean
Social Studies
Communities Around the World
The Grade 3 curriculum introduces communities throughout the world. The five
social studies standards that are the basis of study are social, political,
geographic, economic and historic characteristics of these communities.
Students learn about the diversity of the world’s peoples and cultures. They
study Western and non-Western examples from different geographic areas.
Skills Outcomes*
• Master Geography Skills with focus on communities
• Develop skills using timelines, charts and graphs
• Introduce Primary and Secondary Sources
• Develop writing skills to demonstrate knowledge of social studies
• Develop research and technical skills
Content Outcomes, covering the Political,
Economic, Social and Geographical aspects of each area*:
Cultures and civilizations around the world
• Define culture and civilization
• Historical events can be viewed through the eyes of those who were there,
as shown in their art, writings, music and artifacts
• Compare political, economic, social and geographical
similarities and differences among world communities
• Different events, people, problems and ideas make up a world community
• People create government and laws to keep order and insure safety
• Political leaders help make laws and enforce them
• Citizens have responsibilities in their communities
• Economic decisions rely heavily on geographical and environmental factors
• What goods and services should be produced and in what quantity?
• How and for whom shall goods and services be produced?
• Human needs and wants differ from place to place
• Economic choices are made due to unlimited needs and wants and limited
(scarce) resources
• Explain how and why cultures/civilizations change
• People in world communities exchange elements of their culture (cultural
diffusion)
• Values ideas, beliefs, and traditions are expressed in legends, folktales,
biographies, autobiographies, and historical narratives
• People in world communities celebrate their accomplishments,
achievements and contributions
• Families in world communities differ from place to place
• All people in world communities need to learn and they learn in different
ways
• World communities may have diversity among the groups that live together
• Explore different places people settle and why they settle there
• The causes and effects of human migration vary in different world regions
• People modify their physical environments to meet their needs
• Lifestyles of communities are affected by their environment
Use communities around the world to demonstrate the different political,
economical, social and geographical aspects and decisions made by
communities.
(This give students a global perspective by using communities outside the
U.S.)
Assessment: No NYS or districtwide assessment is used. Teacher-created tests
and performance activities are used to assess students’ level of mastery
throughout the year.
Textbook: Communities: Adventures in Time and Place (McGraw Hill, 2001)
*This is a summary overview and does not include the entire curriculum. For
more information about the Social Studies Learning Standards and Core
Curriculum, see:
http://www.emsc.nysed.gov/ciai/social.html (NYS Education Dept.)
http://www.wappingersschools.org/SSSL/SS/SSSyllabi.html (WCSD)
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TRAVELING AROUND THE WORLD
We are taking our boarding passes and passports and traveling to many
different countries this year. We will experience different communities
through virtual tours via the CD-ROM "Many Places, Friendly Faces," library
research, hands-on activities, and cultural festivals. There will be many
exciting adventures and events to look forward to as we expand this fabulous
journey across the curriculum.
