Title: Michigan Studies
The third grade social studies curriculum introduces the history, geography, government, and economy of Michigan. Students learn about people and events from the past that have influenced the state in which they live. They study the geography of Michigan including the physical and cultural characteristics of different areas of the state. Using the context of their state, students explore human-environment interactions and their consequences. Using a geographic lens, students also examine the movement of people, products, and ideas across the state, and investigate how Michigan can be divided into distinct regions. Economic concepts are applied to the context of Michigan as students explore how Michiganians support themselves through the production, consumption, and distribution of goods and services. By studying economic ties between Michigan and other places, students discover how their state is an interdependent part of both the national and global economies. The purposes, structure, and functions of state government are introduced. Students explore the relationship between rights and responsibilities of citizens. They examine current issues facing Michigan residents and practice making and expressing informed decisions as citizens. Throughout the year, students locate, analyze, and present data pertaining to the state of Michigan.

Sequencing of Units within this Course

Careful thought has been given to the order in which the units are presented. Certain scaffolds have been created based on this order and schools should take care in moving units from their intended placement in the curriculum. The geography unit is strategically placed first in this course because the availability and types of natural resources has affected and continues to shape our economic and political decisions. Moreover, the geography of Michigan has huge implications for how Michigan developed and grew into a state. As a result, history, government, and civics units are deliberately placed at the end of the course so that students have an opportunity to revisit economic and geographic concepts by engaging in historical analysis and problem solving.

Rationale

In order to sustain our democratic republic, students must be "aware of their changing cultural and physical environments; know the past; read, write, and think deeply; and act in ways that promote the common good." - C3 Framework, P. vii. Using the expanding environments model of social studies from kindergarten through grade 4, students apply historical, economic, geographic, and civic concepts to increasingly sophisticated social environments. Social studies in third grade develops skills essential in a participatory democracy by focusing on how children can respect the individual rights of others while advancing the common good. Students at this age need guidance to develop the practices of citizenship and to understand how diversity strengthens the groups to which they belong. As students move through elementary school, it is essential that they understand their social world and develop the academic vocabulary and cultural competencies that will enable them to be successful in later grades, as well as in career and civic life.

Alignment

This curriculum is aligned to the Michigan Content Expectations as promulgated by the Michigan Department of Education and adopted by the State Board of Education in 2007. It is also aligned to the C3 Framework promulgated by the National Council for the Social Studies.