1. Unit 2: 
The Land and the First Americans:
This unit makes a connection between the lives of three Native American groups and the geography studied in unit 1.  Students will learn how each Native American group used the land and natural resources in which they lived in.

2.  Where Indians Live:  American Indian Houses by Nashone
Sierra Oaks Publishing Company P.O. Box 255354 Sacramento, CA 95865-5354

This book shows the many styles of Indian home and their many uses.  Shapes, sizes, materials, locations, and uses influenced Indian home making.

3.  More Than Moccasins  A Kid's Activity Guide to Traditional North American Indian Life
by Laurie Carlson   Chicago Review Press

This book has more than 100 illustrated crafts and activities that encourage kids to have fun and be creative as they learn about Native American life and values.

4.  Creation of a California Tribe  by Lee Ann Smith-Trafzer and Clifford E. Trafzer
Sierra Oaks Publishing Company (see address #2. above)

This is a stirring story that a grandfather tells to the students of Newcastle Elementary School about the Maidu creation.  This story adds  a local strand to any Native American unit.

5.  Discovering Salmon  A Nature Activity Book by Nancy Field and Sally Machlis
Dog-Eared Publications P.O.Box 620863 Middleton,WI 53562-0863
(608) 831-1410

This activity book educated students about the salmon life cycles and habitat requirements.  These activities supplement the study of Kwakuitl Indians From Sea to Shining Sea.

6.  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

7.  "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, geopgraphy, government, culture, and economics.  These documentaries offer students a compelling visual experience to supplement any Social Studies curriculum.

8.  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.
Anno's U.S.A. , by Mitsumasa Anno, Putnam 1988.
Come along with world-famous artist Mitsumasa Anno for a wonder-filled exploration of the United States, its fabulous cities,  and its inhabitants at owrk and play.
Alaskan Igloo Tales, by Edward L. Keithahn, northwest Books (GTE Discovery Publ.), 1974
This unique paperbound collection of authentic tales from an Americn Indian culture is often overlooked.
Squanto, Friend of the Pilgrims by Clyde Robery Bula, Scholastic, 1988.
This is the biography of the man who taught the Europeans who came to the New World how to live and flourish.
The Courage of Sarah Noble, by Alice Dalgliesh, Macmillan, 1987.
Eight-year-old Sarah, wrapped in a cloak and told to keep up her courage, is sent to the wilderness in 1707 to cook and care for her father.  Based on an actual incident.

9.  The Music Connection 3
Silver Burdett Ginn copyright 1995
  Themes, Unit 2, Lesson 9, pages 146-7
"Home on the Range"  This song could be tied into a lesson on buffalo or the work of a cowhand.
  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.

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.  DragonFly's Tale, by Kristina Rodanas, published by Houghton Mifflin Co.
Use the " From Sea to Shining Sea, Bookshelf II Teacher's Resources" guide pages 13-16 for support lessons to enhance social studies through literature.

3.  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.

4.  After reading the story, "Knots on a Counting Rope" have each student tell a story of their background to another person.  Each time the story is told, they tie a "knot" in their licorice string.  Everyone has an opportunity to better acquaint themselves while working on their oral language skills in a non-threatening manner. Conclude the activity by eating the licorice!

1.) Students will work in groups to research the Iroquois Indians, a Plains Indian tribe and the Ohlone (Coastanoan) Indians. Each group will complete an organizer on their assigned culture. After reading, and completing the organizer, each group will share out their findings and answer questions from their classmates in other groups.

2.) Students will make a wall chart including pictures or illustrations that graphically shows the similarities and differences of the Indian cultures studied by each group. Organize a panel discussion in which students "role play" members of the Indian tribe they researched. Members of the class should prepare questions which relate to the roles assigned for the panel participants. (Prepare a list of questions so panel members know the subjects they should research in order to successfully "role play." Video tape the presentation and use as a model for the next year's class.) In groups, students create a portfolio, scrapbook, or report which demonstrates the many changes from the early Ohlone settlements through the Spanish-Mexican period through today.

2.  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.

3.  Students will draw pictures and/or write words to show one example for each type of shelter, tool, clothing, and food that each Native American group studied used.  Work should be done on a blank chart provided by teacher.

4.   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. 

Share the portfolio and key learnings with the class.