Third Grade Social Studies

Looking at Unit 6

The Workforce in a Democracy

Marlo Mong

February 12, 2009

How do I know what concepts to teach?• Use your curriculum map!

– Unit One on every map lists the concepts used for the rest of the year

– Every piece of content for the rest of the year is listed under a relevant concept

• These are suggestions – make them work for your class!

• Keep up with it all by using your concept wall.– Because you have been organizing the

standards using the concept wall since unit 1, students should be starting to make some connections between concepts and units.

Franklin D. Roosevelt: How did the New Deal and World War II help expand people’s rights and freedoms?

• President: How did his actions impact society? – Think about the positive/negative effects of his actions.

• New Deal: Change in government practice!• The government is going to be responsible for its citizens

• No longer “government takes care of government” and “business takes care of business” approach.

• Initiatives to help people begin to recover from economic hardships• More “hands-on” help for the people by creating jobs, assisting with mortgages, and

establishing Social Security

• World War II: Effort to help people on two fronts:• The home front: Changed the dynamic of the work force

• Women working proving they could the same work as others

• Overseas: Battle between authoritarian societies and democratic societies• Aggressor nations in Europe and Asia needed to be stopped• Established the United Nations, a group working to promote and maintain peace

throughout the world.

Framework Support

As students create their attribute chart, continue to encourage students to think of the positive character traits that are a part of the Civics standards for Third Grade. Students can sort significant events that had an influence and impacted the cultural identification on President Roosevelt into the character trait it may describe.

Government Services• http://www.econedlink.org/lessons/index.php?lesson=EM281&page=teacher&page

=teacher

• Students can take a virtual field trip to City Hall and learn about the responsibilities of the Mayor and City Council.

• This is a very basic lesson that introduces both the concept of local government and the goods and services provided by government.

• The lesson includes discussion questions, activity ideas, and assessment suggestions.

http://www.econedlink.org/lessons/index.php?lesson=EM198&page=teacherThis lesson takes students to the next level and explains the role of the different

levels of government when it relates to taxes and services provided. This is more in-depth than what requires of SS3E2, but addresses parts of SS3CG1.

Interdependence• http://www.econedlink.org/lessons/index.php?lesson=EM448&page=t

eacher• This lesson provides great background information. Teachers can

easily change the focus from Florida to Georgia.– Have students determine what fruits (or vegetables) are grown

mostly in Georgia.• As a follow-up to the above activity, students can “go grocery

shopping” to complete this activity: http://www.teachnet-lab.org/miami/2005/mgomez1/world%20in%20a%20supermarket%20bag%20worksheet%20lesson%20three.htm

• For full lesson, go to this link: http://www.teachnet-lab.org/miami/2005/mgomez1/lesson%203%20soup.htm

Price

• In this standard, price is the key concept to focus on but some knowledge of supply and demand would be helpful.– Supply and demand influences price of goods and services in a market economy.

• Elements a and b deal with the idea of markets. How much we pay for a good when we go to the store is largely determined by the market. How much are we willing to pay versus how much is the producer willing to sell for? A variety of items play into this:

– Related Goods: What would you expect to happen to the amount of cereal sold if the price of milk tripled? What would you expect to happen to the amount of Pepsi sold if the price of Coke was cut in half? Whether goods are substitutes or complements, interdependence is important when one good in a market changes.

– Preferences: Why don’t Beanie Babies sell as much as they used to? Why has the diet drink industry boomed in the last 10-15 years? Consumer preferences often dictate prices (especially short term) and amount sold in a particular market.

– Number of Buyers/Sellers: Fairly self explanatory. As the number of buyers in a market increase, price is likely to increase. As the number of sellers increase, the price of a good or service is likely to decrease.

– Government, technology, expectations, and income also affect markets for goods and services.• http://www.fte.org/teachers/programs/rightstart/curriculum/topic3/marketbasics.php

– Great website for teacher background on Price Determination.• http://www.councilforeconed.org/ei/lessons/economicsFromHereToThere/1-56183-636-2_02.pdf

– By participating in a market simulation, students will understand many concepts in this lesson.• Interdependence, producers/consumers, price (incentives)

– The thing to be careful here, in this lesson, everyone has the same “income”. In the real world, that is not realistic.

Resources• http://www.whitehouse.gov/about/presidents/franklindroosevelt/: From the official White House website,

read the biography of President Roosevelt and the 43 others who have served in this office.• http://www.fdrlibrary.marist.edu/educat33.html: Part of the FDR Library and Museum, this webpage

gives teachers and students lessons and activities that teach about our 32nd president.• http://www.time.com/time/time100/leaders/profile/fdr.html: Another great Time 100 article. This time the

article focuses on President Roosevelt.• http://www.nps.gov/hofr: Visit President Roosevelt’s beloved home in Hyde Park, NY. This is also

where the FDR Library and Museum is housed.• http://www.kidseconposters.com/econsongs.html: Teach econ through songs! The concepts that taught

is listed right next to the song title.• http://www.kidseconposters.com/keb/Title%20List%20Alphabetical.htm: Integrate economics with

Children’s Literature. Lesson ideas and comprehension questions are included with each title description.

• http://www.fas.rutgers.edu/cms/econkids/index.php?option=com_content&task=section&id=25&Itemid=154: Another website that uses literature to help teach economic concepts. This is part of the Rutgers University Project on Economics and Children.

• http://www.econedlink.org/lessons/: Search by economic concepts and grade level bands to find teacher created lessons that support the standards.

Remember! These are only suggested resources. Make sure to preview these sites before sharing them with your students. You know your students better than I do!

Resources for Integration

Franklin D. Roosevelt By: Judy Emerson

Publisher: Coughlan Publishing

The Go-Around DollarBy: Barbara Johnston AdamsPublisher: Simon & Schuster

Children's PublishingConcept-Currency

Agatha’s Feather BedBy: Carmen Agra Deedy

Publisher: Peachtree Publishers

Make Your Mark, Franklin RooseveltBy: Judith St. George

Publisher: Penguin Group (USA)

Franklin & EleanorBy: Cheryl HarnessPublisher: Penguin

Young Readers Group

Franklin D. Roosevelt: A Leader in Troubled Times

By: Time for Kids Biographies with Jeremy B. Caplan

Publisher: HarperCollins Children's Books

Leah’s PonyBy: Elizabeth Friedrich

Publisher: Boyds Mills PressConcept-Allocation of Price

Ox-Cart ManBy: Donald Hall

Publisher: The Penguin GroupConcept-Producers & Consumers

The World in a SupermarketBy: Rozanne Williams

Publisher: Creative Teaching Press

Concept-Interdependence