Curriculum Expectations in Support of the CRCT for Social Studies
Grades 3, 4, and 5
TARGETED STANDARDS FOR CRCT EXCELLENCE
Specific social studies standards are targeted for improvement on the CRCT. They define expectations for all students in this instructional area and provide a focus for improvement on the state examination.
Citizenship – Grade 3
1 Recognizes rights, duties and responsibilities of a U.S. citizen including military service, voting and community service. (3.1)
Activity: The students will work with the class to discuss characteristics of a good citizen and use what they've learned to create a graphic organizer.
URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpbuilder/actedit/actdisplay.asp?activityId=8886
Activity: The students will be introduced to the concept of rights and responsibilities and create a comic strip illustrating a character who shows the rights and responsibilities of a U.S. citizen.
URL:
http://www.glc.k12.ga.us/BuilderV03/lptools/lpbuilder/actedit/actdisplay.asp?activityId=8891
2 Explains that rules and laws protect the rights (3.4)
Activity: The students will discuss the difference between rules and laws as they identify examples of each in this whole class activity.
URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpbuilder/actedit/actdisplay.asp?activityId=8882
Activity: The students will identify problem situations in their school and create rules to take care of each problem.
URL:
http://www.glc.k12.ga.us/BuilderV03/lptools/lpbuilder/actedit/actdisplay.asp?activityId=8885
3 Distinguishes among city, county, and state governments. (3.7)
Activity: The student will make a series of question cards to quiz students over basic facts such as where they live, the location of their country, and the mayor.
URL: http://home.att.net/~teaching/socst/peoplepl.pdf
Activity: The student will work with a group to research the different levels of government and create illustrations that represent that level of government After learning about the different levels of government.
URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpbuilder/actedit/actdisplay.asp?activityId=8894
4 Identifies the duties of local officials (e.g., mayor, county commissioners). (3.8)
Activity: In cooperative learning groups students will learn the local government structure and the people in the various power positions.
URL:http://www.eduref.org/Virtual/Lessons/Social_Studies/US_Government/GOV0024.html
Activity: The students will students become active participants in the local government and handle a problem that has the entire community alarmed.
URL: http://www.eduref.org/Virtual/Lessons/Social_Studies/US_Government/GOV0055.html
5 Identifies the current governor of Georgia as the leader of the state. (3.9)
Activity: This Internet research activity introduces students to the idea of Citizenship and identifies their political representatives as they gather information for a Speaking Up for Me worksheet.
URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpbuilder/actedit/actdisplay.asp?activityId=9724
Activity: The student will identify the current governor of Georgia as the leader of the state.
URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=4154
Economics – Grade 3
6 Explains how opportunity cost, scarcity, and price influence economic decision-making. (3.11)
Activity: The students will work within a group and with other groups to complete an assigned task as they discover the necessity of interdependence among communities.
URL:http://www.glc.k12.ga.us/passwd/search/srchqcc/activities.asp?StandID=3475&SubjectID=4&Grade=3&crs_strndID=&csType=S&keywords=
Activity: students will in cooperative groups and pretend to go on an adventure with Alligator Annie to help her solve some important problems. Each team will be responsible for helping Annie make choices.
URL:http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=4677
Geography – Grade 3
7 The student will determine the type of map needed for a specific purpose. (3.14)
Activity: Students will work with parents at home to label a map of Georgia with the names of communities and places within the state of Georgia with which they are familiar.
URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpbuilder/actedit/actdisplay.asp?activityId=8855
Activity: Students can take this online tutorial dealing with latitude, longitude, physical, and political maps. Following the tutorial is a short online quiz.
URL: http://www.oswego.org/staff/mcowell/lectora/geographictools/index.html
8 The student will be able to explain the purpose of a map scale and calculate the distance between points using a map scale. (3.15)
Activity: Divide students into groups and give each group a copy of each of the pages on the attached web site. Instruct students to use the grid coordinates on each page to assemble the pages into a map.
URL:
http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=10844
Activity: Students will learn how to use a map scale and will create a map of their own drawn to a specified scale.
URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=4160
9 The student will be able to identify and describe the features of a river (e.g. source, mouth, delta, bank). (3.17)
Activity: The student will make a salt dough map of Georgia and locate the rivers in Georgia.
URL: http://home.att.net/~teaching/socst/saltmap.pdf
Activity: Students will experiment with a simulated riverbed and learn that erosion takes place faster with a young, fast-moving river than with a slow, older river.:
URL: http://www-ed.fnal.gov/trc/sciencelines_online/sp_smr98/activity_inserts.html
History – Grade 3
10 Compares the impact of climate, landforms, human and natural resources, transportation and communication on the location, growth and development of a mountain community, desert community and coastal community. (3.21)
Activity: The student will compare the impact of climate, landforms, human and natural resources, transportation and communication on the location, growth and development of - mountain community - desert community, and - coastal community using specified Internet sites.
URL:
http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=27398
Activity: The student will choose a plant, animal or landform from a mountain, desert and coastal community to compare and be able to give a visual presentation to the class of what he/she has learned.
http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/displayunit.asp?unitId=265
http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/displayunit.asp?unitId=1038
http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=27398
http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/displayunit.asp?unitId=1031
Civics – Grade 4
11 Identifies the structure of government as described in the Constitution. (4.1)
Activity: The student will work with a blank organizational chart as the teacher uses an organizational chart slide on PowerPoint and fill in with the three branches of government and their duties.
URL:
http://www.glc.k12.ga.us/BuilderV03/lptools/lpbuilder/actedit/actdisplay.asp?activityId=9104
URL:http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/displayunit.asp?unitId=1212
Activity: The student will use an internet source to look at important documents in our history.
URL: http://oswego.org/staff/jdehm/lectora/govdoc/index.html
12 Describes the need for the Bill of Rights and describes the major individual freedoms it guarantees (e.g., Speech, Religion, Press, and Assembly). (4.2)
Activity: The student will view this on line video and make a comic strip explaining the Bill of Rights.
URL: http://www.brainpop.com/socialstudies/ushistory/billofrights/
Activity: After learning about the Bill of Rights, the teacher would then hand out newspaper articles to each group and have them read the article and decide which amendment it represents. The students would then make a book about the Bill of Rights and how it applies to them in their everyday life. URL:http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=5628
Geography – Grade 4
- Identifies physical regions within the United States and describes major physical features of each region (4.6)
Activity: The student will learn to recognize the outline of each state as they plan this interactive online game.
URL: http://www.primarygames.com/states/start.htm
Activity: The student will use on online game to learn the capital of each state.
URL: http://www.dartmouth.edu/~charlo/peter/geo/j3/states.shtml
Activity: Give each student a copy of an outline map of the United States and colored pencils. Ask students to draw boundaries on their maps for the regions of the United States using different colors of colored pencils or crayons.
URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=37608
14. Distinguishes between political and physical maps’ devises maps to show when states were admitted to the union. (4.7)
Activity: The student will look at satellite maps showing lights that indicate settlement patterns. Then they'll look at United States maps and determine the differences between satellite, physical, and political maps.
URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=37742
Activity: Students create a map of when states were admitted to the union using spreadsheet software. They will use the Internet to research dates admitted, enter them into a spreadsheet, and create a map with a legend using Microsoft Excel.
URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=35234
Activity: After reviewing the difference between political, physical, and topographical maps, students will examine the information found on a physical map to create a topographical map of the same location. They will create labels for their map to help classmates understand it.
URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=23760
History – Grade 4
15 Compares and contrasts the explorations of France, Spain, England and Portugal during the 15th- 17th centuries including areas explored, motivation behind explorations, obstacles encountered and accomplishments. (4.10)
Activity: Students will identify the route that Christopher Columbus traveled on his journeys to the New World after reading Where Do You Think You're Going, Christopher Columbus? by Jean Fritz.
URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpbuilder/actedit/actdisplay.asp?activityId=8902
Activity: This WebQuest allows students to take on the persona of an early explorer. Students research reasons for exploration and whether or not the explorer met his goals. Culminating activity is a student-made slide show. Internet required for this on-line activity.
URL: http://projects.edtech.sandi.net/encanto/earlyexplorers/
16 Classifies the original thirteen colonies by regions (New England, Middle Atlantic, and Southern). (4.14)
Activity: Students will be introduced to the early colonial settlements of America by observing a map, filling in a map themselves and then researching information on their own.
URL:http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=41031
Activity: The student twill learn the economic reasons colonists settled in America, and understand what job opportunities were available in the colonies. A printable worksheet about colonial jobs is provided.
URL: http://www.cstone.net/~bcp/3/3DHistory.htm
17 Identifies the sources of dissatisfaction that led to the American Revolution (e.g., smuggling, taxation without representation, Intolerable Acts, Stamp Act, Boston Tea Party, and Boston Massacre). (4.17)
Activity: The students will use a graphic organizer to organize the various causes of the Revolutionary War.
URL:
http://www.glc.k12.ga.us/BuilderV03/lptools/lpbuilder/actedit/actdisplay.asp?activityId=8703
Activity: The student will answer questions about the events leading to the American Revolution using an on-line quiz format.
URL: http://www.pbs.org/includes/survey/top20/liberty.html
Activity: The student will use this timeline of Early American history which begins with King George's Proclamation of 1763 and continues with documentation of the colonists' growing dissatisfaction with English rule. Students will make a time line to represent the 7 events listed in the QCC.
URL: http://www.historyplace.com/unitedstates/revolution/rev-prel.htm
18 Explains and analyzes challenges faced by the new United States government, with emphasis on the writing of a new Constitution in 1787 and the struggles over ratification and the addition of a Bill of Rights. (4.24)
Activity: Students will learn about the Bill of Rights and why it was added to the constitution. Includes an activity sheet, comic strip, and other reproducibles to accompany the video.
URL: http://www.glc.k12.ga.us/passwd/search/srchqcc/videoresources.asp?StandID=2858&SubjectID=4&Grade=4&CSID=157&csType=S&keywords=
Activity: Students will learn about the Articles of Confederation in this small group activity. They will read the articles and write a summary with a group to present to the class.
URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=46275
19 Explains the social and economic impacts of technology on society during the 18th and 19th centuries ( e.g., cotton gin, McCormick reaper, steamboat, trains, looms, spinning ginny, and telegraph). (4.26)
Activity: In cooperative groups, students will explore a copy of the patent and original drawing of Eli Whitney's cotton gin. Each group will evaluate the first drawing of the cotton gin and write a short paragraph explaining why their group thinks this invention was important.
URL:
http://www.archives.gov/digital_classroom/lessons/cotton_gin_patent/cotton_gin_patent.html
URL: http://www.invent.org/hall_of_fame/152.html
Activity: The student will use various websites to learn what each invention did and who invented each piece of equipment. Students can make a power point presentation, web, chart, etc of their choice to show that information has been mastered. (specified in the QCC 4.26)
URL: http://www.google.com
URL: http://www.archives.gov/digital_classroom/lessons/cotton_gin_patent/cotton_gin_patent.html
URL: http://www.vaes.vt.edu/steeles/mccormick/mccormick.html
URL: http://www.invent.org/hall_of_fame/152.html
URL: http://www.history.rochester.edu/steam/thurston/fulton/
URL: http://xroads.virginia.edu/~HYPER/DETOC/transport/fulton.html
URL: http://www.ulster.net/~hrmm/steamboats/dayton/steam.html
URL: http://www.astro.virginia.edu/research/observatories/26inch/history/reaper.html
URL: http://inventors.about.com/gi/dynamic/offsite.htm?once=true&site=
http://www.geocities.com/Athens/Acropolis/6914/index.htm
URL: http://members.tripod.com/~Write4801/pics/clear.jpg
URL:
http://www.glc.k12.ga.us/passwd/search/srchqcc/LessonPlans.asp?StandID=3529&SubjectID=4&Grade=4&CSID=157&csType=S&keywords=&showall=2
20 Identifies causes, key events, and effects of the Civil War and Reconstruction with the emphasis on:
- Economic and philosophical differences between the North and South (e.g., states' rights trade imbalance, and slavery)
- Major leaders on both sides of the war (e.g., Abraham Lincoln, Ulysses Grant, Jefferson Davis, Robert E. Lee, Frederick Douglas, and Harriet Tubman)
- Critical developments in the war (e.g., Fort Sumter, the Emancipation Proclamation, Sherman's March to the Sea, and Lee's Surrender at Appomattox)
- Life on the battlefield and on the homefront
- The effects of the 13th, 14th, and 15th Amendments to the Constitution, and
- The impact of Reconstruction policies on the South (e.g., government, education, and the economy) (4.27)
Activity: Students will view this online video which includes a summary of important events in the Civil War. Includes a link to the Gettysburg Address and an activity sheet, comic strip, and other reproducibles to accompany the video.
URL: http://www.brainpop.com/socialstudies/ushistory/civilwar/
Activity: Students will research Civil War leaders and write a poem reflecting what they've learned.
URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpbuilder/actedit/actdisplay.asp?activityId=8974
Activity: After creating a class list of important people in the Civil War, students will use resources on the Internet and in the Media Center to research a chosen individual and prepare an oral report explaining his/her influence during this period of history.
URL:http://www.glc.k12.ga.us/BuilderV03/lptools/lpbuilder/actedit/actdisplay.asp?activityId=9968
Activity: Using reference materials, students will work with a group to create a timeline of Civil War events.
URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpbuilder/actedit/actdisplay.asp?activityId=9967
Civics – Grade 5
21 Explains duties and responsibilities of the legislative, executive and judicial branches of governments and tells how the concept of checks and balances makes these branches of government responsive to the people. (5.1)
Activity: The student will view this online site and make a pictorial chart explaining the branches of government.
URL: http://bensguide.gpo.gov/3-5/government/branches.html
URL: http://www.kids.gov/k_gov.htm
URL: http://pbskids.org/democracy/
Activity: Students will learn about our country's national government and then show their understanding of the three branches of government and how they are interrelated by creating a diagram using Inspiration software or creating a graphic organizer on paper if this software is not available.
URL:http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=1418
22 Identifies the process by which citizens affect change in the United States political system including voting, political campaign participation, petitions, organized protests and running for office. (5.3)
Activity: After learning about some of the terms associated with elections, students will work in cooperative groups to locate terms using various resources. Each group will prepare a brief oral presentation.
URL:http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=36543
Activity: After learning about the Electoral College, students will plot the number of electoral votes for each state on a map. They will use this information to predict the campaign schedule of presidential candidates.
URL:http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=3357
Activity: Found on Project Whistlestop.org. This Web Quest journey will explore what it takes to become President of the United States.
URL: http://www.trumanlibrary.org/whistlestop/activities/projects/Erin/Erin1.htm
Activity: Found on PBS.org. Research-based lesson. History's riots in America are studied, discussed, and compared to peaceful alternatives to solving disagreements.
URL: http://www.pbs.org/wnet/newyork/laic/lessons/e2_t8-lp.html
Activity: Students will participate in a mock town meeting in order to discuss and vote on an issue determined by students.
URL: http://www.eduplace.com/activity/meeting.html
23 Explains how people in the United States participate in basic economic interdependence including producing, consuming, exchanging, investing and specializing. (5.4)
Activity: Students will create a filmstrip and move from producer to consumer as they follow directions to create a filmstrip.
URL: http://www.glc.k12.ga.us/BuilderV03/lptools/lpbuilder/actedit/actdisplay.asp?activityId=8881
Activity: Online quiz to check your knowledge about finances and saving money.
URL: http://www.fleetkids.com/cq/cq_home.b.html
Activity: In this lesson students use magazine ads to analyze patterns of economic activity and investigate economic interdependence.
URL: http://www.nationalgeographic.com/xpeditions/
URL: http://www.moneyopolis.com/new/home.asp
Geography – Grade 5
24 Examines how the natural resources and physical features influence human activity in each region of the United States. (5.10)
Activity: A simple activity for helping students understand how differences in the regions of the United States effect the way people live.
URL: http://www.eduplace.com/activity/adpland.html
Activity: Whole-group lecture/discussion. Introduce students to the economy and resources of a region and evaluate the use of natural resources.
URL:http://www.eduref.org/Virtual/Lessons/Social_Studies/Geography/GGR0048.html
Activity: Students will examine the physical factors that influence the routes explorers took.
URL: http://www.nationalgeographic.com/xpeditions/
Activity: Use the book, Sarah, Plain and Tall, to compare Sarah’s home in Maine to her new home in the Midwest. (This book can be used for comparing a New England state with a Midwestern state.)
URL: http://www.mcps.k12.md.us/curriculum/socialstd/grade5/Sarah_Plain.html
History - Grade 5
25 Identifies causes, key events, and effects of the Civil War and Reconstruction with emphasis on:
- Economic and philosophical differences between the North and the South (e.g., states' rights, trade imbalance, and slavery)
- Major leaders on both sides of the war (e.g., Abraham Lincoln, Ulysses Grant, Jefferson Davis, Robert E. Lee, Frederick Douglas, and Harriet Tubman)
- Critical developments in the war (e.g., Fort Sumter, the Emancipation Proclamation, Sherman's March to the Sea, and Lee's surrender at Appomattox)
- Life on the battlefield and on the home front
- The effects of the 13th, 14th, and 15th Amendments to the U.S. Constitution, and
- The impact of Reconstruction policies on the South (e.g., government, education, and the economy). (5.12)
Activity:
