1.  Map and Globe Handbook p. G1-G15
This section of the book takes students around the world using maps and photographs to show places such as homes, parks, and geography.

2.  Time/Space Databank p. 263-271
Geographic Glossary of Terms p. 276-277

3.  Unit 1 Listen to the Land
This unit teaches some of the basic physical geography of the United States.

4.  Unit 1 p. 56-57
These pages guide students through a project which make a connection between geography and their local land.

5.  "From Sea to Shining Sea, Geography Resources"
This kit provides direct support for geography concepts related to From Sea to Shining Sea as well as support for the kit's desk maps which are included.

6.  "We the People"   Video Kit with Resource Guide
Houghton Mifflin Social Studies 1999
The " We the People" video tapes contain 18 grade appropriate mini documentaries on important K-6 Social Studies topics.  Through photography, art, and maps, students will be introduced to major concepts in history, geography, government, culture, and economics.  These documentaries offer students a compelling visual experience to supplement any Social Studies curriculum.

7.  The following is a list of some book titles that could be used to tie literature with the social studies standard.  Other titles can be found in Literature for History-Social Science, Kindergarten Through Grade Eight, by the California Department of Education, 1993. 
The Little House,  by Virginia Lee Burton, Houghton 1978
A little house built in the country experiences many changes as the city grows up around it.
The Changing City, by Jorg Muller, Athenenum, 1977
This portfolio consists of eight full-color foldout pictures showing the changing city.
House on Maple Street, by Bonnie Pryor, Morrow, 1987
During the course of 300 years, many people have passed by or lived on the spot now occupied by a house numbered 107 Maple Street.
Heron Street by Ann Turner, Harper, 1989
This book ties together change, continuity, and American history and is a good book with which to conclude the school year.

8.  It is suggested that a collection of maps be obtained for teaching this standard such as a world map, a United States map, a California map, local region and community maps, neighborhood maps and maybe a children's atlas.  The following resources may be used to locate needed maps.
 *  The local Chamber of Commerce,  gas stations, book stores, American Automobile Association (AAA), and your local Thomas Bros. California Road Atlas and Driver's Guide.
 *  The Federal Government has hundreds of maps available through the U.S. Government Printing Office (GPO).  Contact the Superintendent  of Documents, GPO, Washington, D.C. 20402(202/512-1800).
 *  Maps from the U.S. Geological Survey, the federal government's civilian map making agency cover a wide range of areas around the world.  Toll Free Number 1-800-USA-MAPS.  Free teacher packets include Map Adventures (K-3) and What Do Maps Show? 

9.  California Department of Education
Course Models for History-Social Science Aligned To The State Content Standards Grade 3
These documents contain hundreds of pages of lesson plans that are aligned to the third grade standards designed by dozens of teachers and advisors.  Check the Department website 
(www.cde.ca.gov/cilbranch/sca/)
Copies were sent to school districts around California or write to 
John F. Burns, Project Director, History-Social Science Course Models, California Department of Education, Standards and Assessment Division, 721 Capital Mall, 6th Floor, Sacramento, CA 95814, (916)654-6299, E-mail:  jburns@cde.ca.gov

10.  Houghton Mifflin Social Studies, Citizenship Simulations
copyright 1999 by Houghton Mifflin Company
This strand of the Houghton Mifflin curriculum contains simulations that can be integrated throughout the program to highlight the civic values strand.  There are twelve cooperative experiences that one could choose from that would meet any of the third grade standards.  See Table of Contents page v.

11.  The Music Connection 3
Silver Burdett Ginn copyright 1995
  Concepts, Unit 5, Lesson 3, pages 56-57
"Peace Like a River"  Students can use local and regional maps to trace the route by which rain that falls in their neighborhoods drains into streams and rivers, eventually making it's way to the ocean.
  Concepts, Unit 10, Lesson 4, pages 104-5
"Polly Wolly Doodle"  This song ties in a lesson about the Mississippi River.
  Themes, Unit 1 Lesson 2, pages 116-7
"This Land Is your Land"  This patriotic song can be used to integrate music with geography.
  Themes, Unit 2 Lesson 2, pages 132-3
"Deep In The Heart Of Texas"  This lesson incorporates map work  and questions to answer about our second largest state.
 The Play, This Beautiful Land We Share, is a theme musical which consists of a series of songs connected with bits of dialogue, and examines our country and the people who live in it.  The songs contained in this play could be use as part of the play or individually to support any of the third grade social studies standards.  See Themes, Unit 8, pages 224-237.

SCORE History-Social Science Resources
http://score.rims.k12.ca.us/
gradelevel.html
This website is part of the Network of Online Resource Centers in California linking quality resources from the World Wide Web to the  California curriculum (K-12).  The site includes resources that involve kids in online activities.

Houghton Mifflin Social Studies
http://www.eduplace.com/
ss/hmss/3/index.html
This website offers a variety of resources that support and extend Houghton Mifflin Social Studies lessons.

2. Academy Curricular Exchange Columbia Education Center Social Studies
http://ofcn.org/cyber.serv/academy/
ace/soc/cecsst/cecsst121.html
OBJECTIVES:  The students will be able to transfer what they see on the
globe to a flat map.  They will be familiar with large or major land
masses as well as major rivers.  The students will be able to point out
major countries of the world as well as major cities.

3.  Academy Curricular Exchange Columbia Education Center Social Studies 
http://ofcn.org/cyber.serv/academy
/ace/soc/cecsst/cecsst133.html
OVERVIEW: Longitude and latitude is difficult for some students
to grasp.  This activity was designed to give students an opportunity
to use longitude and latitude to locate various locations.  The
following activity works well for students who are learning, studying
or reviewing longitude and latitude.

4. Academy Curricular Exchange Columbia Education Center Social Studies 
http://ofcn.org/cyber.serv/academy/
ace/soc/cecsst/cecsst060.html
OBJECTIVE(s):   After completing this activity the student should be able
to increase his/her awareness of the make-up of the immediate
community.

5.   Students will go on a teacher guided tour around the school grounds and identify, by observing, such things as people's movements, region that surrounds them, physical characteristics of the buildings, and land around them.  These observations can then later in the classroom be recorded on a chart labeled with the five themes of Geography:  Location, Region, Place, Movement, and Human Resources/Interaction.

6.  Three Days On A River In A Red Canoe  by Vera B. Williams published by Houghton Mifflin Co.
Use the " From Sea to Shining Sea, Bookshelf II Teacher's Resources" guide pages 1-4 for support lessons to enhance social studies through literature.

7.  If You're Not From the Prairie, by David Bouchard, published by Houghton Mifflin Co.
Use the " From Sea to Shining Sea, Bookshelf II Teacher's Resources" guide pages 6-8 for support lessons to enhance social studies through literature.

1.) In cooperative groups, students describe the location of their community as it relates to a map of California. Written descriptions should be shared with the whole class.

2.) Students work in pairs to create individual booklets showing five views of their community over time. Prior to each lesson the class works with the teacher to look at illustrations, photographs or films of that period in time, discussing how each settlement of people in the area changed it and thereby made changes they can show on a map.

3.) Students work in cooperative groups to create a table which illustrates population changes over the past decade on census data. 

4.) Each student creates a map of a park or playground showing how it looks now ahd how it looked before people came to the area including as much detail as they can. Then each student concludes by writing a reflection of changes made over time to their locale that he/she thinks were most important.

2.  Focus Questions:
  What are the geographic features of a place?
  Where is our community located?
  What are the geographic features of the local region?
  How have people changed or modified the physical environment of the local area?

3.  From Sea to Shining Sea, Assessment Booklet Houghton Mifflin Social Studies
Test for Unit 1, pages 1-12.

4.  See your Reading Support Resources portfolio for material that can be used as support lessons, review lessons, and possible assessments for each Houghton Mifflin lesson.

5.  From Sea to Shining Sea, Geography Resources, Houghton Mifflin Social Studies 
This blackline master book provides direct support for geography concepts and can be used as assessments.

6.  Students will describe the differences between rivers, oceans, and lakes.

7.  Performance-based assessments are tools that can be used to assess students' ability to think and learn and provide a variety of ways to test their knowledge of a subject.  A variety of these assessments, incorporated in your social studies program, can provide the diversity needed to adjust to students' various learning styles.  The following are suggestions for performance-based activities that teachers can design to fit the assessment needed:  create or analyze a map, write a letter, cartoon clouds-fill in with the appropriate conversation, write a fictional story or legend, make a timeline, write the correct caption under the picture(s), draw a before and after picture, classify vocabulary words into a chart or graph, diary entries, create a bumper sticker, create a newspaper article or advertisement, compare and contrast on a Venn diagram.

As a final assessment ask students to create a free hand map of their neighborhood. Students should identify the following major landmarks and key features using a color coded key: . 

Major roads and freeways . 

Major shopping areas . 

School(s) and park(s) . 

Homes and apartments . 

Physical landscape features such as mountains, hills, creeks, etc.

Brainstorm with the class the features of a map which would be present in an "exemplary," a "satisfactory," and a "needs improvement" student-made map. Use the results of this collaborative brainstorm to create a student friendly rubric for this activity.