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Chester Township Public Schools
Social Studies
Social Studies - Third Grade

Regions: Classify
The learner will be able to classify various regions recognizing that each place on earth has different landforms, climate, vegetation an natural resources. (6.5, 6.8, 6.9) Activities/Evaluation Identify and discuss the natural regions of the world - dessert, tundra, grassland, and forest. List the characteristics of a natural environment including topography, climate, wildlife and vegetation. Compare the characteristics of the natural environment for each of the regions.
Strand Bloom's Scope Source Activities
Regions Application Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Physical Resources: Renewable/Feature
The learner will be able to name the features of renewable physical resources and recognize that communities in different regions have unique characteristics depending on available resources, the natural environment and the climate. (6.5, 6.8) Activities/Evaluation Describe how the climate influences the way people meet their needs. Discuss how water sources affect the way that people meet their needs or wants. Describe the influence of the land forms of a region on the food, clothing and shelter. Identify ways in which the soil influences people in meeting basic needs.
Strand Bloom's Scope Source Activities
Physical Resources Comprehension Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Map: Symbols/Use/Locate
The learner will be able to use map symbols to locate places recognizing that information can be presented through the use of graphs, tables, and timelines or charts. (6.7) Activities/Evaluation Identify various types of tables and graphs including pictographs, bar graphs, line graphs, circle graphs and pie charts. Locate and interpret information found in graphs, timelines and flowcharts. Create a graph, chart or timeline.
Strand Bloom's Scope Source Activities
Map/Globe Skills Application Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Map: Land Use
The learner will be able to identify land use on a map.
Strand Bloom's Scope Source Activities
Map/Globe Skills Comprehension Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Map: Grid
The learner will be able to read a basic grid map recognizing that all maps have the same basic elements. (6.7) Activities/Evaluation Examine maps of varying complexity and locate elements, i.e. title, key or legend, distance scale and compass rose. Locate and identify the seven continents including North America, South America, Europe, Asia, Australia, Africa, Antarctica. Locate and identify the North and South Poles. Demonstrate the sun rising in East and setting in the West.
Strand Bloom's Scope Source Activities
Map/Globe Skills Application Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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US Geography: State
The learner will be able to identify specific states given a map of the United States and locate on a map of the United States the State of New Jersey. (6.8) Activities/Evaluation Identify the boundaries of New Jersey and neighboring states of bodies of water. On a map indicate and describe the four geographic regions of the state.
Strand Bloom's Scope Source Activities
US Geography Comprehension Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Populations: Settlement/Factors
The learner will be able to identify factors that affect human settlement patterns. (6.7) Activities/Evaluation List the factors that would cause a person to settle in a particular place. Draw a picture of the ideal community and compare that picture to a town or city of your choice.
Strand Bloom's Scope Source Activities
Populations Knowledge Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Human-Environment: Effect/Pictures
The learner will be able to identify a picture of how humans have altered the natural land.
Strand Bloom's Scope Source Activities
Human-Environment Interaction Comprehension Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Earth Attributes: Hemispheres
The learner will be able to identify the Northern, Southern, Eastern, and Western hemispheres using the equator and prime meridian, (6.7) Activities/Evaluation Locate the Equator on a world map or globe and explain that it separates the Northern and Southern Hemispheres. Identify the continents through which the Equator passes. Identify the Northern and Southern Hemispheres. Examine lines of latitude on globe or world map. Locate the Prime Meridian on a world map of globe and explain its origin. Examine lines of longitude on globe or on world map.
Strand Bloom's Scope Source Activities
Earth Attributes Comprehension Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Earth Attributes: Latitude/Longitude
The learner will be able to differentiate between the meridians of longitude and parallels of latitude.
Strand Bloom's Scope Source Activities
Earth Attributes Application Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Civics and Government
Government: Basic Description
The learner will be able to give a basic description of government that would apply to the family, town, state and nation. (6.8, 6.1) Activities/Evaluation Develop a class definition of government. List the things that governments do. Distinguish between the different types of government.
Strand Bloom's Scope Source Activities
Government Comprehension Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Law: Purposes/Describe
The learner will be able to describe the purposes of laws.
Strand Bloom's Scope Source Activities
Law Comprehension Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Citizenship: Rules/School/Write
The learner will be able to write a school rule that meets specific requirements, such as possible to follow, fair, understandable, and/or designed to protect individuals. Activities/Evaluation Write a law and defend fairness of the law comparing the law written for school with the laws of society.
Strand Bloom's Scope Source Activities
Citizenship Application Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Public Service: Leadership/Value/School
The learner will be able to explain the value of leadership in his/her school.
Strand Bloom's Scope Source Activities
Public Service Comprehension Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Cultural Perspective
Community: Interpersonal Relationships
The learner will be able to understand the dynamics of interpersonal relationships and that people are social beings and group together for many different reasons. (6.1) Activities/Evaluation List the groups to which members of the class belong i.e. class, team, family, school, friends, town, country, etc. Discuss some of the rules for various groups. Discuss rights that students have in the classroom, on the sports field, etc. In class discuss the concept of responsibility and how it would apply in different situations. Construct posters pointing out how one can be responsible member of a particular group.
Strand Bloom's Scope Source Activities
Community   Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Family: Live/Work/Understand
The learner will be able to understand how families live and work together, both in present and past times and that each family has a unique structure with members having different jobs and responsibilities depending on circumstances. (6.4) Activities/Evaluation write or draw the typical family members of the a selected community or region. Identify roles and place in the family structure. Compare family roles in a selected community or region to those in the United States.
Strand Bloom's Scope Source Activities
Community: Family Analysis Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Family: Different Places
The learner will be able to understand how families differ in various places of the world and this difference is reflected in dress, home furnishings, holidays, music and art and oral traditions and legends. (6.4) Activities/Evaluation Identify foods found in various regions. Compare types of food from a given region being studied with food you eat. Compare the clothing of various regions. Describe the religious traditions of a people in a given region. Make or draw a toy from that region. Make a TV box about the region. Read a story about the region. Describe laws or customs that are different from traditions laws or customs in Chester.
Strand Bloom's Scope Source Activities
Community: Family Comprehension Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Past: Live/Work/Understand
The learner will be able to understand how communities in the past lived and worked together.
Strand Bloom's Scope Source Activities
Community: Past Comprehension Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Holidays: Significance/World
The learner will be able to understand the significance of holidays in countries around the world recognizing that holidays and designated periods of time are set aside to remember and celebrate important events in a society. Activities/Evaluation Students will continue to recognize major holidays and gather insight into their significance by creating bulletin boards, collages and other types of displays.
Strand Bloom's Scope Source Activities
Holidays Comprehension Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Culture: Shared Elements
The learner will be able to examine how people share elements of their culture with others in the form of symbol that have special meaning. (6.1,6.4, 6.8) Activities Evaluation Discuss how groups identify themselves by name, symbol, uniform and flag. List the symbols that students use to identify the groups to which they belong. List/draw symbols that are used by the town, borough, country and state. Create a display of symbols of the United States.
Strand Bloom's Scope Source Activities
Culture Analysis Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Literature: Biography
The learner will be able to identify the main idea of a biographical passage with a particular emphasis on the people who changed the world especially our state of New Jersey. Activities/Evaluation Read a variety of biographies and present a life contribution of a given person to the class orally.
Strand Bloom's Scope Source Activities
Humanities Comprehension Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Communities are People: Holocaust
The learner will be able to recognize and explain that each person is strengthened and enriched by the differences they find and accept in others. (6.2, 6.3) Activities/Evaluation Identify and discuss the meaning of physical characteristics and the range of differences that exist in the human family. Recognize the contributions that people give to one another and construct a poster that illustrates the contributions. Discuss and define prejudice, discrimination, racism, and sexism.
Strand Bloom's Scope Source Activities
Diversity   Master Chester Township Public Schools(a) Classroom
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Historical Perspective
Time: BCE and CE
The learner will be able to understand the time periods associated with Before the Common Era (BCE) and the Common Era (CE).
Strand Bloom's Scope Source Activities
Time Comprehension Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Time: Calendar/Year/Decade/Century
The learner will be able to understand calendar time, including years, decades, and centuries. Activities/Evaluation Develop a chart that depicts time in years, decades and centuries.
Strand Bloom's Scope Source Activities
Time Knowledge Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Change: Historical Photographs
The learner will be able to observe change over time through studying historical photographs.
Strand Bloom's Scope Source Activities
Change Application Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Awareness: Historians
The learner will be able to understand how historians learn about the past when there are no written records and apply this understanding to the Indians of New Jersey. (6.1, 6.8) Activities/Evaluation Discuss the meaning of relics, artifacts and the meaning of an archaeological dig.
Strand Bloom's Scope Source Activities
Historical Awareness Comprehension Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Analysis: Draw Conclusion/Pictures
The learner will be able to use pictures to draw conclusions about historical events or people. (6.1) Activities/Evaluation Use the text and other written material that has pictures to conduct a picture analysis. Try to discover the jounalistic "Who, What, When and where and How.".
Strand Bloom's Scope Source Activities
Historical Analysis Comprehension Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Analysis: Events/Inferences
The learner will be able to use information presented in a chart to make inferences about historical events.
Strand Bloom's Scope Source Activities
Historical Analysis Evaluation Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Technological Developments
Transportation: Sequence
The learner will be able to sequence modes of transportation in chronological order in a given region and recognize that modern technology has changed the way that people live. (6.5) Activities/Evaluation Identify the traditional ways of travel and communication in the region being studied. Discuss and list reasons why people might move form one community in the United States to another.
Strand Bloom's Scope Source Activities
Transportation Analysis Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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Technology: Sequence
The learner will be able to sequence technological developments of the State of New Jersey in the area of transportation focusing on the eighteenth century roads that were built across New Jersey away from the Raritan River and the Delaware River Valleys. Activities/Evaluation Draw a map of New Jersey showing colonial roads and the towns they linked. Locate Morris County and Morristown on a modern map of New Jersey. Locate Chester on a map of New Jersey and not that the location of Chester is at the interesection of two of New Jersey's old roads.
Strand Bloom's Scope Source Activities
Technology Comprehension Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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United States History
State History: Influence/People
The learner will be able to recognize significant people that influenced the history of his/her state specifying that the original inhabitants of New Jersey were the Lenne-Lenape Indians also known as the Delaware Indians. (6.3) Activities/Evaluation Locate on a modern map of New Jersey place names that have Native American names. Research and report on the three Native American tribes that called New Jersey home - Minsi, the Unami, and the Unalachtigo. Trace on a modern map the location of trails used by the Lenne-Lenape across New Jersey.
Strand Bloom's Scope Source Activities
State History Knowledge Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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State History: Influence/Events
The learner will be able to recognize significant events that influenced the history of his/her state recognizing that the Dutch established the first European settlements in New Jersey near Hoboken about the year 1612. (6.1, 6.3) Trace the voyage of Henry Hudson and his ship the Half Moon in the waters around New Jersey in 1609 and state the reasons for his voyage. Draw a map of New Jersey indicating the location of Dutch settlements. Research and report on Peter Stuyvesant and Peter Minuit and their influence on the early history of New Jersey. Draw a map of New Jersey indicating the location of Swedish settlements Research and report on Johan Printz and his influence on the early history of New Jersey.
Strand Bloom's Scope Source Activities
State History Knowledge Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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State History: Influence/Trends
The learner will be able to recognize significant trends that influenced the history of his/her state recognizing the each group of settlers brought with them ideas, customs, words, and other things which became part of life in the new colony of New Jersey. (6.1, 6.4, 6.8) Activities/Evaluation Describe and compare the Dutch and Swedish settlements in New Jersey. Describe differences in house styles, clothe in customs etc.
Strand Bloom's Scope Source Activities
State History Analysis Master Tudor Foundation Core Curriculum, September 1998, Third Grade Classroom
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State History: Order of Events
The learner will be able to identify the order of events within his/her state history indicating that the history of New Jersey can be described in sequences of cause, effect and consequence focusing the land grant acquisition of Sir George Carteret and Lord Berkeley. (6.1) Activities/Evaluation Draw a map showing the area between the Connecticut river and the Delaware River. Examine a copy of the Royal Grant.
Strand Bloom's Scope Source Activities
State History Knowledge Master Tudor Foundation Core Curriculum, September 1998, Third Grade