Stage 1- Desired Results
Transfer:
Students will be able to independently use their learning to…
1. Demonstrate independence in reading complex texts, and writing and speaking about them.
2. Build a strong base of knowledge through content rich texts.
3. Obtain, synthesize, and report findings clearly and effectively in response to task and purpose.
4. Construct viable arguments and critique the reasoning of others.
5. Read, write, and speak grounded in evidence.
6. Use technology and digital media strategically and capably.
7. Come to understand other perspectives and cultures through reading, listening, and collaborations.
Standards:
ELA Standards
  • RI3.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  • RI3.1- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • MA.3.2- write informative texts to examine a topic and convey a topic clearly.

Social Studies
  • CS3.3 Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction, and significance
  • CS3.2 Observe visual sources such as historic paintings, photograph, or illustrations that accompany historical narratives, and describe details such as clothing, setting, or action
  • CS3.9 Define specialization in jobs and businesses and give examples of specialized businesses in the community
  • CS.HSS.3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance.
  • CS.HSS. 3.11 Identify when the students’ own town or city was founded, and describe the different groups of people who have settled in the community since its founding.
  • CS.HSS.3.13 Give examples of goods and services provided by their local businesses and industries.
  • CS.HSS.3.14 Give examples of tax-supported facilities and services provided by their local government, such as public schools, parks, recreational facilities, police and fire departments, and libraries.
Essential Questions

Overarching:
How does a community grow and change?

Topical:
How does a tax affect city buildings and sites and daily life?

How do public services impact our daily lives?
Big Ideas
Community

Enduring Understandings
Overarching:
A city/town changes based on its resources and geography.

Topical:
Taxes support the services offered by a community.

A public service provides a community with free services that allow us to become educated and protect us
Students will know…
  • Melrose is part of Massachusetts.
  • Historical buildings, monuments, or sites in Melrose and their purpose.
  • When the town was founded and groups who have settled here.
  • Goods and services produced in Melrose.
  • Name tax supported facilities in Melrose.
  • Contemporary maps differ from maps from the 18th, 19th, and 20th centuries.
  • Local features and landmarks for their city/town (i.e. City Hall, police station, and post office).

Vocabulary: community, monument, goods, tax, landmark, specialization, public, income taxes- sales, property, law, local government
Students will be skilled at …
  • Analyzing primary sources to identify details about historical buildings, monuments, and sites in Melrose.
  • Analyzing primary sources to identify when the town was founded and what groups settled here.
  • Draw conclusions about the time period by looking at maps from different centuries.
  • Explaining the purpose of taxes, goods, and services in Melrose.
  • Reading across several texts to determine main ideas and details.
  • Synthesize information obtained across several texts.
  • Writing to persuade others about the importance of local buildings, monuments, or sites.
Stage 2- Assessment Evidence
Performance Tasks:
You have been asked by the historical society to describe famous sites and businesses within Melrose and show how they have changed or affected your town. Create a brochure that will explain a famous building/monument/ or site, business or industry, and good/services in Melrose when it was settled, in the 1900’s, and today.

Formative:


Summative:


Student Self-Assessment:
Stage 3- Learning Plan
Lesson 1- Map Comparisons-In this lesson, students will look at maps of Melrose through the centuries to see how the topography has changed due to population increase.
  • Map Activator- Look at a map of Melrose throughout the centuries using http://historicalmaps.arcgis.com/usgs/
  • Students will record how the city is similar and different in each century.
  • Students will discuss how the maps have changed over the centuries (what has added and taken away).
  • Discuss possibilities of why the city grew and changed.

Lesson 2- History of Melrose-In this lesson, students will look at the history of Melrose and understand its name change and culture change.
  • Vocabulary Activator- discuss vocabulary: local government, laws, citizen, taxes, public, income
  • Center- Reading on Melrose Culture and questions.

Lesson 3-Communities- In this lesson, students will learn what a community is and what local services are provided in their community
  • Students will collaboratively look at page 154, chapter 7, lesson 2 in Massachusetts our Home.
  • Read Salt Lick Boom Town and The Economy and How it Works.

Lesson 4-Local Government- In this lesson, students will understand what a local government is and citizens
  • Reading activator- read Being a Good Citizen. Have students explain how the character was a good citizen.
  • Students will read Chapter 7, lesson 2, p 152-153, in Massachusetts our Home and complete workbook page 91 and 92.
  • ELL Reader- How do Rules get Made?, Jobs in my Community, Making Rules, and Jobs, Jobs, Jobs, Who Makes the Rules?

Lesson 5-Taxes- In this lesson, students will understand about the 3 main taxes and how it affects our community from Massachusetts Our Home.
  • Reading Activator- ReadPaying Taxes.
  • Students collaborate to look at where we use taxes in our daily life on p. 156 in Massachusetts our Home.
  • Write an explanation on how taxes are used to provide services in their community using information from page 156.

Lesson 6- Key Sites and Monuments- In this lesson, students will learn about key monuments and sites within their community and explain how it has changed overtime through reading.
  • Students collaboratively read about Melrose sites and then answer the questions that follow.
  • Timeline Activator- Students will record date for each monument opening and closing on a class timeline.

Lessons 7-9- Melrose Businesses- In this lesson, students will learn about key businesses in Melrose and explain how business has changed overtime and helps the community.
  • Timeline Activator- Students will record date for each business opening and closing on a class timeline.

Lessons 10-11- Public Buildings- In these lessons, students will learn about public buildings and how they were built through taxes.
  • Students will collaboratively read about police station, fire department, library, post office, schools and then answer the questions that follow.
  • ELL Reader- How Mail Travels

Lesson 12- Goods and Services- In this lesson, students will learn what a good and service is and goods and services produced in Melrose through their shift towards business through reading.
  • Students will read page 19 in Massachusetts our Home and record what a good and service is.
  • ELL Reader-t’s a Fair Swap, Buyers Need Sellers Sellers Need Buyers

Lesson 13-City Growth- In this lesson, students will discuss what makes up a city
  • Discussion Activator- students discuss what the components are that makeup a city.
  • ELL Reader- Changes in Communities

Lessons 14-18 –Project- In these lessons, students will look at brochure characteristics and create a class brochure that shows businesses, monuments, and public sites for visitors to see.
  1. Look at different types of brochures from other cities. Have students discuss brochure characteristics.
  2. Look at exemplar work and rubric so students know their expectations.
  3. Have students work together on one part of Revere to add into the brochure on computers.
  4. Have students pull out key information from their readings to include as details in the brochure.
Have students include visuals using books and websites provided.
Resources
Digital:

Print:





ELA Readers
Paying Taxes by Sarah De Catua
How Mail Travels ELL Leveled Reader: Reading Street
Being a Good Citizen by Adrian Vigliano
It’s a fair swap! By Mary Miller, ELL Reader
Salt Lick Boom town by Kristin Cashore, ELL Reader
Boom Town
Who Works Here?
Massachusetts our Home

Media: