Madison Braden

ELED 426
Grade 3
Social Studies Thematic Unit Curriculum Map

Theme, Enduring Resources

Understandings, & (GLE) & How Students will Demonstrate Strategies / Best Practices Used to for this
Essential Concepts to be Their Understanding Explicitly Teach the Skills & Concepts Multi-Genre
Questions for This Targeted Unit Unit
Unit

Theme(s): Common Core What Students Will Know: Describe the strategies the teacher Anchor
Culture Learning Target will use to help students develop the Text(s):
Time, OSPI targeted understanding.
Continuity, With my expert group, I will Short
and Change History: share what I learned about a 5 Strategies Stories:
People, culture and how it has shaped the
Places, and 4.2.2 world. Prezi example Nonfiction:
Environment Understands how Global
contributions I can explain how a culture has Write the GLE Babies by
Essential made by various contributed to the world. History 4.1.2 in order to The Global
Question(s): cultural groups Fund for
have shaped the I will use evidence to support Strategy: One Children
To what extent history of the their questions. Country Map
have cultures community and Sisters by
changed the world. Success Criteria Define: Students will research different Raina
history of the countries and their cultures. Telgemeier
United States? Students will be able to How to Use: Students will research
Social Studies: correlate their findings from different countries and their cultures. Fiction:
What makes up Migrationsmap.com and what They will research the following: what A family is
culture and why is Civics: they have on their double kind family life, economics, a family is a
culture important? bubble charts communication, arts, recreation, food, family by
1.1.1 clothing, shelter, transportation, Sara OLeary
Elaborate on what Understand the Students will be able to fill out government, and education the country
cultures have key ideals of the graphic organizer paper has.
Madison Braden
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Grade 3
contributed to your unity and following the guidelines and be Extensions: to extend this strategy,
community diversity. able to explain what who, what, students can compare their country to
when/where, and why. the US, and how all of the things they
Geography: found about their country compare to
Students will conduct a family the US.
3.2.2 interview with at least one Modifications: to modify this strategy,
Understands the family member and make a students will only research what kind of
cultural poster explaining their families lifestyle the country of their choosing
universals of family life, economics, live, as well as the climate and their
place, time, communication, arts, recreation, etiquettes.
family life, food, clothing, shelter,
economics, transportation, government, and
communication, education. Strategy: Two
arts, recreation, Graphic Organizer
food, clothing, Formative Assessment
shelter, Description: Students will gather facts
transportation, Students will draw a culture and details of a cultural group. Students
government, and from a hat and will write a 1-2- can then reflect on the different effects
education. page journal entry. The prompt of this culture being in different parts of
for this journal entry will be how the world.
Economics: that culture has shaped the world How to Use: Students will gather
or community. information and evidence of a cultural
group. They will then put this cultural
Students will use a graphic name into the middle of the start.
organizer to answer questions Effects of this cause go into the
about culture. surrounding boxes. Students will then
present in small groups their findings.
Students will draw a part of Extensions: Students can work in
culture (place, time, family life, groups to work on multiple causes and
economics, communication, effects of the same group.
arts, recreation, food, clothing, Modifications: There are multiple
shelter, transportation, other graphic organizers available
government, and education) online for teachers to pick one that will
Madison Braden
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Grade 3
from a hat and go into detail
about this in their country map.
Summative Assessment
Students will each send out an
interview form to a pen pall in a
different country. The interview
forms will be similar to the ones
that they filled out with their
families.
Students will be placed into
three groups; the groups will be
pre-selected to have each student
be able to succeed. Each group
will be working on a
presentation that has to do with
one of the three essential
questions. Group one will write
and draw about To what extent
have cultures changed the
history of the United States.
Group two will write/draw about
What makes up culture and why
is culture important?. Last,
group three will write/draw to
Elaborate on what cultures have
contributed to your community.
Each of these topics can be
drawn, written, videoed or used
a PowerPoint to show what they
found.
best suit the unit or students needs.
To download this star cause and effect
or other graphic organizers
visit Educational Oas is .
Strategy: Three
Migrationsmap.com
Define: This website is an interactive
tool that students can use to find out
different arrivals and departure patterns
around the word. Each country can be
clicked on and then either the arrival or
departure information comes up. The
countries that are most traveled to are
shown on the bottom side. The top
countries are also shown in descending
colors from red to white.
How to Use it: For this website, the
students would be in groups and would
take a predetermined section of the word
to investigate. The students would look
at each country in their section and
organize the movement patterns. The
groups would then come up with a
prediction as to why the movement
patterns are the way they are. Then, the
group would come together to present
their sections and the class could see the
migration patterns of the world.
Extensions: For this activity, the groups
that need an extension could look at the
population of each country and how
Madison Braden
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Grade 3
many people are leaving vs how many
people are coming.
Modifications: A modification would
be to have the groups that are struggling
have less countries to look at.

Strategy: Four
Family Interview

Define: Each student will be making a

family poster to share with the class.
They will be asking who they live with
various questions to find out about their
family culture.
How to Use it: The interview will have
different questions to ask their family.
The questions will include:
Me
Name, age, picture of house, picture of
car(s), favorite food, who lives with you,
first language, and pictures of your
family
Mom/dad/grandparents/siblings
Name, age, favorite food, favorite color,
who did you grow up with, first
language, favorite food, where you went
to school.
Students will then bring these to class
and work on making a poster of what
their family looks like. Students will
then present and talk about what is
different about families and why it is ok.
Madison Braden
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Grade 3
Extensions: Students who need an
extension will be encouraged to think of
more questions to ask their family.
Modifications: Some students may not
know their family history and they will
be able to make up what they think their
family history might be and what their
family might like.

Strategy: Five
Double Bubble

Define: A double bubble is a graphic

organizer meant to support students as
they learn how to compare and contrast
information.
How to Use it: This graph will be
provided to students after reading texts,
watching films, or observing pieces of
art to help organize their thinking. The
ability to compare and contrast
information is important for students
critical thinking.
Extensions: An extension to this would
be to add bubbles to their graphic
organizer so they would go into more
detail about the topic.
Modifications: Students who are
struggling would be able to have less
bubbles and they would have support
from their group.
Madison Braden
ELED 426
Grade 3
Strategy: One
Country Map
Madison Braden
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Grade 3
Strategy: Two
Graphic Organizer
Madison Braden
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Grade 3
Strategy: Three
Migrationsmap.com
Madison Braden
ELED 426
Grade 3
Strategy: Four
Family Interview
Madison Braden
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Grade 3
Strategy: Five
Double Bubble
Madison Braden
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Grade 3
3 2 1
How many sources are
included in the 3 sources cited 1-2 sources cited 0-1 sources cited
presentation
Presentation is well organized, all Presentation is somewhat organized, Presentation is not organized,
Presentation materials needed are present, most materials are present, everyone materials are not present, everyone
everyone has equal participation has equal participation has not participated
Clearly states how World War 1 Unclearly or does not state how
How culture effects the States how World War 1 effects their
effects their country including World War 1 effects their country
United States country with some detail
specific details with little to no detail.