Third Grade Social Studies B
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.
|Course Title (District):||Third Grade Social Studies B|
|Course Title (NCES SCED) :||Social Studies (grade 3)|
|Course Provider :||Novi Community School District|
|Content Provided By :||Novi Community School District|
|Online Instructor Provided By :||Novi Community School District|
|Standards Addressed :|
|Academic Terms :||Semester|
|NCES SCED Code :||
How To Enroll:
|Email :||[email protected]|
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 248-675-3159
- A device with camera and microphone enabled
- Access to Google Chrome
- Access to web based learning management platform
3 – C1.0.1 Give an example of how Michigan state government fulfills one of the purposes of government.
3 – C2.0.1 Describe how the Michigan state government reflects the principle of representative government.
3 – C3.0.1 Distinguish between the roles of tribal, state, and local governments.
3 – C3.0.2 Identify goods and services provided by the state government and describe how they are funded.
3 – C3.0.3 Identify the three branches of state government in Michigan and the powers of each. 3 – C3.0.4 Explain how state courts function to resolve conflict.
3 – C3.0.5 Describe the purpose of the Michigan Constitution.
3 – C5.0.1 Identify and explain rights and responsibilities of citizenship.
3 – P3.1.1 Identify public issues in Michigan that influence the daily lives of its citizens.
3 – P3.1.2 Use graphic data and other sources to analyze information about a public issue in Michigan and evaluate alternative resolutions.
3 – P3.1.3 Give examples of how conflicts over Democratic Values lead people to differ on resolutions to a public policy issue in Michigan.
3 – P3.3.1 Compose a paragraph expressing a position on a public policy issue in Michigan and justify the position with a reasoned argument.
3 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.
3 – P4.2.2 Participate in projects to help or inform others
NSQ National Standards for Quality Online Courses
|A1. A course overview and syllabus are included in the online course||Fully Met|
|A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.*||Fully Met|
|A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders.||Fully Met|
|A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course.||Fully Met|
|A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.*||Fully Met|
|A6. Grading policies and practices are clearly defined in accordance with course content learning expectations.||Fully Met|
|A7. The online course provides a clear description or link to the technical support offered and how to obtain it.*||Fully Met|
|A8. Learners are offered an orientation prior to the start of the online course.||Fully Met|
|B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.*||Fully Met|
|B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated.||Fully Met|
|B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.*||Fully Met|
|B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.*||Fully Met|
|B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.*||Fully Met|
|B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.*||Fully Met|
|B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current.||Fully Met|
|B8. The online course is free of adult content and avoids unnecessary advertisements.*||Fully Met|
|B9. Copyright and licensing status for any third-party content is appropriately cited and easily found.||Fully Met|
|B10. Documentation and other support materials are available to support effective online course facilitation.*||Fully Met|
|C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.||Fully Met|
|C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies.||Fully Met|
|C3. The online course is organized by units and lessons that fall into a logical sequence.||Fully Met|
|C4. The online course content is appropriate to the reading level of the intended learners.*||Fully Met|
|C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course.||Fully Met|
|C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways.||Fully Met|
|C7. The online course provides regular opportunities for learner-learner interaction.||Fully Met|
|C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.*||Fully Met|
|C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.*||Fully Met|
|D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies.||Fully Met|
|D2. Valid course assessments measure learner progress toward mastery of content.||Fully Met|
|D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.*||Fully Met|
|D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.*||Fully Met|
|D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.*||Fully Met|
|E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.*||Fully Met|
|E2. The online course design facilitates readability.*||Fully Met|
|E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.*||Fully Met|
|E4. Course multimedia facilitate ease of use.*||Fully Met|
|E5. Vendor accessibility statements are provided for all technologies required in the course.*||Fully Met|
|F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data.||Fully Met|
|F2. The online course tools support the learning objectives or competencies.*||Fully Met|
|F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.*||Fully Met|
|F4. The course allows instructors to control the release of content.*||Fully Met|
|F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.*||Fully Met|
|G1. The online course uses multiple methods and sources of input for assessing course effectiveness.||Fully Met|
|G2. The online course is reviewed to ensure that the course is current.||Fully Met|
|G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews.||Fully Met|
Review Conducted By: Novi Community School District
Date of Review: 05/27/2022
Unit 4: The Growth of Michigan
Unit 5: The Government of Michigan
Unit 6: Public Issues Facing Michigan Citizens
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Per District Policy||Per District Policy||Semester||05/26/2022|
Students will need the following: