Third Grade Social Studies Teaching Unit 3 Our Democratic Heritage Marlo Mong October 21, 2008

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 using a concept wall.

K-5 Suggested Enduring Understandings

Teaching Greece…it’s not that scary  SS3H1 The student will explain the political roots of our modern democracy in the United States of America. a.Identify the influence of Greek architecture (columns on the Parthenon, US Supreme Court building), law, and the Olympic Games on the present. b.Explain the ancient Athenians’ idea that a community should choose its own leaders. c.Compare and contrast Athens as a direct democracy with the United States as a representative democracy. Abstract Ideas Law Democracy Direct Representative Concrete Ideas Olympics Architecture

Concrete Ideas  Your students can make immediate connections to these ideas! We borrow from others all the time. – Engage students in an activity that discusses why we do this. What did we borrow from ancient Athens? – The Olympics - Compare ancient Olympics with modern Olympics. Why do we continue this tradition?

Concrete Ideas What else did we borrow? Architecture - Show pictures of the Parthenon and US Supreme Court. What do they have in common? COLUMNS! What do you think happened or happens in these buildings? Help students think about the kind of activities that would be done in these buildings. Why is this important to students? Look within our own communities to see the influence of others.

Abstract Ideas We live in a representative democracy. – Explain to students we have a voice in the laws our government makes by voting on the right person to represent our beliefs. Our voice is heard most in making community laws. – Help students decide what to do if their chosen representative doesn’t listen to their voice. Choose another representative or run for office We have a government that shares powers. – In the U.S. there is a separation of powers. Why? Teach about the three levels and branches of government. Name the levels and branches State an example of some of the responsibilities of the government.

An oldie but a goody… The “Tree” Branches of government with a twist! 1.Use brown construction paper to make a tree with three branches. 2.Label the three levels of government on each branch. 3.Have students write a responsibility of the different levels of government on leaves the students make on green construction paper. In a “squirrel hole” or bird nest, students can put the shared powers of the national and state levels. 4.Glue the leaves on the appropriate branch.

A job opportunity… Create a classified ad for a job in one of the branches of government 1.Have students research responsibilities of the different branches of government. 2.Students will write a job ad that describes the duties and character traits that are needed to carry out the job of executive, legislative, or judicial branch.

The right stuff… Create a poster that describes the law- making body of the different levels of the government. 1.Have students identify the names of the different levels of the legislative branch: Congress, General Assembly, city council, and county commission. 2.Allow students time to research the different groups of the legislative branch. 3.Students will decorate a poster that uses words, phrases, and pictures (drawn or from a magazine) that matches the different groups of the legislative branch.

Trade Books to Try!

 background idea for teaching election-related vocabulary (I would probably focus on only a FEW of these terms.)  PBS’s Democracy Project homepage – the President for a Day activity is particularly fun & engaging – helps students see that being President of the United States is a job, not just an honorary title.  Our government, as told by the government in Ben’s Guide. Sort of like an online book, and very easy to use if you have projection capability for your computer.  Look – Duck has his very own homepage! Visit for Duck’s campaign materials, teacher guides, background information on the author & illustrator, and a fun contest.  Discussion guide/resources for Vote! by Eileen Christelow.  List of recommended children’s books from the Children’s Book Council.

 What happens when you get to the White House? Read here to find out more.  One high school’s students put together these resources, including a slide show of sorts for students about the current candidates. {Be sure to double-check all information before using.}  Overall set of links for elections past and present – not specific to K-2, but you might find some useful information.  Time For Kids’ coverage of the events of the election – most of these are easy to use even if you don’t subscribe to the magazines.  While for some reason this site has not been updated for this year’s election, many of the printables are still useful for information-gathering activities.

 Duck for President – author: Doreen Cronin  My Teacher for President – author: Kay Winters  So You Want to Be President – author: Judith St. George  Vote! – author: Eileen Christelow  Election Day – author: Patricia J. Murphy (check the media center)  President Pennybaker – author: Kate Feiffer  Otto for President – author: Rosemary Wells  Madam President – author: Lane Smith  If I Ran for President – author: Catherine Stier **Note: Sarah has not yet had time to find and read all of these – some are recommended solely on the basis of others’ reviews – please use your own discretion to determine what will be best for your students!**