SS3H3 Explain the factors that shaped British Colonial America.
a. Identify key reasons why the New England, Mid-Atlantic, and Southern colonies were founded (religious freedom and profit).
b. Compare and contrast colonial life in the New England, Mid-Atlantic, and Southern colonies (education, economy, and religion).
c. Describe colonial life in America from the perspectives of various people: large landowners, farmers, artisans, women, children, indentured servants, slaves, and American Indians.
a. Identify key reasons why the New England, Mid-Atlantic, and Southern colonies were founded (religious freedom and profit).
b. Compare and contrast colonial life in the New England, Mid-Atlantic, and Southern colonies (education, economy, and religion).
c. Describe colonial life in America from the perspectives of various people: large landowners, farmers, artisans, women, children, indentured servants, slaves, and American Indians.
How can we, as historians, determine which explorer has the most impact?
Students spent many hours working on answering our driving question above.
The results were impressive!
The students learned so much about the explorers we studied. They learned how they traveled, how they could afford to travel, who they traveled with, how long it took, obstacles and challenges along the way. They learned where they went and how they interacted with Native Americans. It was in this (the negative impact on Native Americans) where most of the students found the impact European exploration had on the Americas.
The results were impressive!
The students learned so much about the explorers we studied. They learned how they traveled, how they could afford to travel, who they traveled with, how long it took, obstacles and challenges along the way. They learned where they went and how they interacted with Native Americans. It was in this (the negative impact on Native Americans) where most of the students found the impact European exploration had on the Americas.
Our IN-house field trip - teaching museum
3rd grade social studies
Units of Study:
Unit 1 - Early American Indian Cultures
Unit 2 - European Exploration in North America
Unit 3 - Colonial America
Unit 4 - Roots of our Democracy*
Unit 5 - Our Economy
We are currently in our Science unit. However the next social studies unit we will study is European Exploration in North America--Click the pictures below for more information about these men.
Unit 1 - Early American Indian Cultures
Unit 2 - European Exploration in North America
Unit 3 - Colonial America
Unit 4 - Roots of our Democracy*
Unit 5 - Our Economy
We are currently in our Science unit. However the next social studies unit we will study is European Exploration in North America--Click the pictures below for more information about these men.
SS3H2 Describe European exploration in North America.
a. Describe the reasons for and obstacles to the exploration of North America.
b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France).
c. Describe examples of cooperation and conflict between European explorers and American Indians
TO ACCESS THE VIDEO LINKS for BRAINPOP, LOG ONTO LAUNCHPAD FIRST---THEN RETURN TO THIS SITE AND CLICK THE LINK.
SS3G2 Locate and describe the equator, prime meridian, and lines of latitude and longitude on a globe.
S3CG1 Describe the elements of representative democracy/republic in the United States.
a. Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court of the United States).
b. Describe the three branches of state government: executive (governor), legislative (Georgia General Assembly), and judicial (Supreme Court of Georgia).
c. State the main responsibility of each branch: executive (enforcing laws), legislative (making laws), judicial (determining if laws are fair).
SS3CG2 Explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic.
a. Explain the necessity of respecting the rights of others and promoting the common good.
b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, and communicating with public officials).
*We have moved our unit on exploration to January 2018.
a. Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court of the United States).
b. Describe the three branches of state government: executive (governor), legislative (Georgia General Assembly), and judicial (Supreme Court of Georgia).
c. State the main responsibility of each branch: executive (enforcing laws), legislative (making laws), judicial (determining if laws are fair).
SS3CG2 Explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic.
a. Explain the necessity of respecting the rights of others and promoting the common good.
b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, and communicating with public officials).
*We have moved our unit on exploration to January 2018.
Click Here to view a Brainpop video about Branches of Government.
***See below for information from past units that we have studied.***
Click here to access a video review of Early Native American Indian Cultures.
Click here to access the Georgia Standards of Excellence for Social Studies
Click here to access the Georgia Standards of Excellence for Social Studies
Students were given Maps to label for their interactive notebooks.