**Washingtons In ChesapeakeHistory**

**Grade 3**

**Pre-Visit Activities**\
Growing Independence One Field At A Time

**Number range CHAPTERLesson Plan**

**Grade 3**

**VA SOL:** *3.8 The student will recognize the concepts of
specialization (being an expert in one job, product, or service) and
interdependence (depending on others) in the*

*production of goods and service.*

**Objective:**

Students will recognize the concepts of specialization (being an expert
in one job, product, or service) and interdependence (depending on
others) in the production of goods and services on a colonial
plantation. Students will complete a 'Cloze' activity using economic
terms as they relate to the past and present.

**Essential Understanding**

Economic specialization and interdependence existed in production of
goods and services in the past and exist in our present-day communities.

**Essential Questions**

What is economic specialization?

What is economic interdependence?

**Materials:**

Overhead with vocabulary terms

Index cards

Pencils

Colored pencils

Word Find

**Procedure**

Explain concepts of specialization and interdependence from Virginia
Department of Education *Primary Knowledge of Basic Fact Sheet Third
Grade Economics*

*2001 Standards of Learning*

Life is full of choices. People make many choices everyday. Choices,
often called

decisions vary in their difficulty. Regardless of the level of
difficulty, all choices carry

costs and benefits. Young children make many choices/decisions. Research
reveals that

they should begin to learn decision-making skills at an early age.
Learning basic

economics concepts and principles fosters the development of good
decision-making

skills.

Economics is the study of choice under scarcity. Our resources are
limited, and our

wants are unlimited (scarcity). Scarcity is the inability to satisfy all
of our wants at the

same time. We must make choices about how to use our limited resources.

People possess different skills and abilities. They use their skills and
abilities to produce

certain goods and services. Concentrating on the production of certain
goods/services is

called specialization. Specialization increases the quantity and quality
of the goods and

services produced. Because people specialize at producing only certain
goods/services,

they must depend upon other people to produce other things they need and
want. For

instance, the dairy farmer specializes in dairy cattle. He must depend
on the poultry

farmer for eggs and chickens, the wheat farmer for grain, as well as the
many other

people who produce all of the non-food items he uses. Likewise the
poultry and grain

farmers, as well as all the other people, must depend on the dairy
farmer for milk.

This dependence on each other is call interdependence. Interdependence
leads to barter

and trade. People exchange their surplus goods/services for other needs
and wants, either

directly through barter or indirectly through the money economy.

**Activity:**

Use the terms below as an overhead:

Students write terms on one side of an index card and on the other side
write the definition and a picture that relates to the term or a visual
that will help students recall the word and meaning.

**Economics**: the way resources are used

**Goods**: something that is made or grown

**Services:** something one person does for another

**Resources:** are things used to produce goods and services.

**Natural resources**: gifts of nature

**Human resources**: labor or work

**Producers:** People who sell goods and services.

**Consumers**: people who buy goods or services.

**Economic specialization:** focusing on one product or service.

Because people specialize, interdependence occurs.

**Economic interdependence:** two or more people depending on each other
for goods and services they need and want.

Interdependence results in trade/exchange.

Transparency Economic terms

**Follow Up Activity:**

Break students into small groups. Assign each group one vocabulary word.
Have the students create a Cloze statement to share with the class.
(Fill in the blank sentence that leaves out the important term.)

For example: A \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ is an object you
can buy or sell. (Answer: Good)

Write each groups sentence on the board and allow other groups to guess
the missing vocabulary term.

George Washington Economic Terms

S L H T X M W W E K I J M L U

P M R G I Y J I S S G L N L R

E O Y C H S I E E Y A I S V J

C U B A Y N R C B K V D Z A B

I U L L I I I E X Z H Y Q H E

A D A S U V C L C B Z V R E E

L Q F R R E P I M U O J V W E

I N T E R D E P E N D E N C E

Z X S M A S T X J B X O O C F

A S Z U H R M J A R A N R K K

T O N S K Z E Z D W O M P P Q

I C Z N U F C A N M S X A P J

O J P O I G U E I I D N Z D K

N Z B C O S E C R U O S E R I

W G O O D S S U Q R M K R I P

CONSUMERS ECONOMICS

GOODS INTERDEPENDENCE

PRODUCERS RESOURCES

SERVICES SPECIALIZATION

Created by [Puzzlemaker](http://puzzlemaker.school.discovery.com/) at
DiscoverySchool.com

![](media/image1.wmf){width="1.5in" height="0.30277777777777776in"}

Photo analysis

Lesson Plan

Grade 3

SOL's 3.4, 3.5 and 3.6

Students will interpret information from maps, tables, graphs, and
charts.

Objective:

Using the primary source attached students will interpret what is
happening in the photo relating to colonial commerce and trading.

![](media/image2.png){width="6.249305555555556in"
height="3.9555555555555557in"}

This image courtesy of the Library of Congress.

Worksheet

Name\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

1.  What do you
    see?\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2.  Who do you
    see?\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3.  What do the people's clothes
    show?\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

4.  What do you see in the
    background?\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

5.  Who is working?
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

6.  Who is not
    working?\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

7.  What is in the
    barrels?\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

8.  How is the product being
    shipped?\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

9.  What is being
    shipped?\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> 10.Why is the product being sold or
> traded?\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Opportunity Cost

**Lesson Plan:** Opportunity Cost: Let's Make a Choice

**Grade 3**

**VA SOL:** Economics 3.9 The student will identify examples of making
an economic choice and will explain the idea of opportunity cost (what
is given up when making a choice).

**Purpose:** Students will become familiar with making choices and the
vocabulary term: Opportunity Cost (the thing that is not chosen).

**Objective:** Students will choose from 2 items. Students will identify
the item he/she chose and the opportunity cost (the item not chosen).

**Materials:** One copy of attached worksheet per student, pencils.

**Procedures:** Explain the worksheet to students. Remind them of the
term opportunity cost. Have students complete the worksheet. Check for
understanding.

**Follow Up Activity:**

Have students write about a time they had to make a choice. Encourage
them to include the choice they made and the things they had to give up
when making their choice.

Name\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Directions: Pretend you are going shopping. You may buy one thing from
each section of the store. Choose one item in each box below. Write what
you chose and the opportunity cost (what you gave up when making your
choice)

+-----------------------------------+-----------------------------------+
| What would you choose?            | ![](media/image3                  |
| \_\_\_\_\_\_\_\_\_\_\_\_\_        | .wmf){width="1.429861111111111in" |
|                                   | height="0.7333333333333333in"}    |
| What is your opportunity          | ![](media/image4.                 |
| cost?\_\_\_\_\_\_\_\_\_           | wmf){width="0.9590277777777778in" |
|                                   | height="0.7555555555555555in"}    |
+-----------------------------------+-----------------------------------+
| What would you choose?            | ![](media/image5.w                |
| \_\_\_\_\_\_\_\_\_\_\_\_\_        | mf){width="0.38958333333333334in" |
|                                   | height="0.7777777777777778in"}    |
| What is your opportunity          | ![](media/image6.                 |
| cost?\_\_\_\_\_\_\_\_\_           | wmf){width="0.6520833333333333in" |
|                                   | height="0.8576388888888888in"}    |
+-----------------------------------+-----------------------------------+
| What would you choose?            | ![](media/image7.                 |
| \_\_\_\_\_\_\_\_\_\_\_\_\_        | wmf){width="0.6666666666666666in" |
|                                   | height="0.6666666666666666in"}    |
| What is your opportunity          | ![](media/image8.w                |
| cost?\_\_\_\_\_\_\_\_\_           | mf){width="0.49444444444444446in" |
|                                   | height="0.7152777777777778in"}    |
+-----------------------------------+-----------------------------------+
| What would you choose?            | ![](media/image9.                 |
| \_\_\_\_\_\_\_\_\_\_\_\_\_        | wmf){width="1.0611111111111111in" |
|                                   | height="0.4840277777777778in"}    |
| What is your opportunity          | ![](m                             |
| cost?\_\_\_\_\_\_\_\_\_           | edia/image10.wmf){width="0.775in" |
|                                   | height="0.6833333333333333in"}    |
+-----------------------------------+-----------------------------------+
| What would you choose?            | ![](media/image11.                |
| \_\_\_\_\_\_\_\_\_\_\_\_\_        | wmf){width="0.8083333333333333in" |
|                                   | height="0.7888888888888889in"}    |
| What is your opportunity          | ![](media/image12.                |
| cost?\_\_\_\_\_\_\_\_\_           | wmf){width="0.8805555555555555in" |
|                                   | height="0.7888888888888889in"}    |
+-----------------------------------+-----------------------------------+
| What would you choose?            | ![](media/image13.                |
| \_\_\_\_\_\_\_\_\_\_\_\_\_        | png){width="0.5618055555555556in" |
|                                   | height="0.7923611111111111in"}    |
| What is your opportunity          | ![](media/image14.p               |
| cost?\_\_\_\_\_\_\_\_\_           | ng){width="0.40069444444444446in" |
|                                   | height="0.7923611111111111in"}    |
+-----------------------------------+-----------------------------------+

Where should you live?

**Lesson Plan: Where should you live?**

**Grade 3**

**VA SOL:** Economics 3.9 The student will identify examples of making
an economic choice and will explain the idea of opportunity cost (what
is given up when making a choice.)

**Purpose:** Students will learn about Opportunity Cost and making
decisions based on relevant information. Students will understand that
making a choice means giving up something (opportunity cost).

**Objectives:**

-   Students will discuss the story [The Country Mouse and the City
    Mouse]{.underline} and the choices made by the mice.

-   Students will read [The Allman Family's Decision]{.underline} and
    list advantages and disadvantages of moving or staying on a farm.

-   Students will make a choice based on the information given and will
    write a paragraph explaining the choice they have made.

**Materials:** Pictures of a colonial city and a colonial farm, One hand
out of [The Allman Family's Decision]{.underline} per student, Notebook
paper, pencils.

**Procedures:**

1\. Read [The Country Mouse and the City Mouse]{.underline} aloud with
the students (Any version of this story would be acceptable. There is a
copy that can be found on the VA DOE website at the link below). Discuss
the advantages and disadvantages of living in the city or country

2\. Hand out the reading [The Allman Family's Decision.]{.underline}
(Students may do this individually or in small groups.) Have student
read the story and list advantages and disadvantages at the bottom of
the page. (Follow the link below and print out page 75 for this
activity.)

3\. Individually, have students write a paragraph explaining the choice
they would make. You may want to give them the attached rubric of things
to include in their writing.

Some resources and ideas for this lesson plan were borrowed from the VA
Department of Education Website:
http://www.pen.k12.va.us/VDOE/Instruction/Elem_M/economyatwork.pdf

**Writing Rubric for [The Allman Family's Decision]{.underline} (100
points total)**

Include the following information in your pargraph:

-   What choice would you make? (10pts)

-   What are 2 reasons you made this choice? (20 pts)

-   What is your opportunity cost? (What did you give up when you made
    this choice?) (10 pts)

-   What is two reasons you did NOT chose the other option? (20 pts)

Make sure you:

-   Write in complete sentences.(10 pts)

-   Use correct capitalization and punctuation in each sentence. (10
    pts)

-   Include an introductory sentence. (10 pts)

-   Include a summary sentence at the end of your paragraph. (10 pts)

**Site Visit activities**\
Activities at the Park

Please call 804-224-1732, ext 227 to make reservations for the on-site
visit portion of your program. Call early, as available dates fill
early.

**Post-Visit Activities**\
Resources of the Ox Cart Man

**Lesson Plan: Resources of the Ox-Cart Man**

**Grade 3**

**VA SOL: Economics 3.7** The student will explain how producers use
natural resources, human resources and capital resources to produce
goods and services for consumers.

**Purpose:** The students will become familiar with concepts of barter,
trade, resources and life in the past by reading the book [Ox-Cart
Man]{.underline}, by Gale C. Lewis.

**Objectives:** The students will create a graphic organizer to list the
different kinds of resources found throughout the book. Students will
compare the way families meet their need for goods in the past and the
present.

**Materials:** Pencils, Paper divided into 3 sections, Book listed
above.

**Procedure:** Read the book [Ox-Cart Man]{.underline} to the class. As
you are reading, have students look for examples of resources. List
these resources on the board or on chart paper. After reading the story,
have students quickly re-scan the pictures for any more ideas of
resources. Once the resources have been listed on the board, have
students use their paper to sort the resources into 3 categories. (See
Below)

+-----------------------+-----------------------+-----------------------+
| Human Resources       | Capital Resources     | Natural Resources     |
|                       |                       |                       |
| (People at work)      | (Machines, tools, and | (Water, Soil, Wood    |
|                       | buildings)            | and Coal)             |
+-----------------------+-----------------------+-----------------------+
|                       |                       |                       |
+-----------------------+-----------------------+-----------------------+

If you notice the students have forgotten important resources from the
book, prompt them with reminders. If students think of more resources
from the book as they are filling out the chart, encourage them to share
their ideas.

**Follow Up Activity:**

Re-read the book [Ox-Cart Man.]{.underline} Have students make a Venn
Diagram with "Ox-Cart Man" on the left and "My Family" on the right.
Have students discuss ways the family in the story met their need for
goods. Compare this with how families meet their need for goods today.
Record similarities in the middle of the Venn Diagram. Record
differences on the sides.

**Rubric for Grading: 100 pts total**

**Resources Chart:** 50 Pts

Students should be able to come up with at least 10 different resources.
Each resource can be worth 5 pts each.

**Venn Diagram:** 50 pts

Students should be able to list at least 4 ways families meet their
needs in each category (different ways of making things, buying things
or trade/barter).

4 ways the Ox Cart Man met his need: 5 pts each (20 total)

4 ways our families meet their needs: 5 pts each (20 total)

2 ways they are the same: 5 pts each (10 total)

The idea for this lesson plan was borrowed from the following web-site
and modified to suit the desired objectives:
www.eduplace.com/tview/pages/o/Ox-Cart_Man_Donald_Hall.html

Diversification vs. Specialization

**Title**: Diversification vs. Specialization

Grade 3

VA SOL: History

3.8 The student will recognize the concepts of specialization (being an
expert in one job, product, or service) and interdependence (depending
on others) in the production of goods and services.

3.9 The student will identify examples of making an economic choice and
will explain the idea of opportunity cost (what is given up when making
a choice).

**Objectives**: Students will create 2 T-charts listing the pros and
cons of specialization and diversification on a farm. Students will
write a paragraph describing the economic choice they would make.

**Important Vocabulary**: Diversification, Specialization

**Purpose**: Students will analyze and discuss both vocabulary terms.
Students will make a choice of which form of farming seems best.

**Materials:** Two large sheets of chart paper and two pieces of
notebook paper per child.

**Procedure:** Have students title the first paper Specialization and
the second Diversification. Have students draw a T-chart under each
vocabulary word. One side of the T-chart should be labeled "Pros" and
the other side "Cons."

**Explanation**: Have students choose one thing they would like to grow.
This will be their crop for their specialization T-chart. Using the
T-chart, have students brainstorm and record pros and cons for
specialization. Why would it be good to raise only this crop? Why would
it be bad to grow only one crop? Model this by writing their ideas on
the chart paper. Have them write their ideas on their own paper.

Do the same for the term diversification. This time have them list
several different things they may be able to grow.

**Discussion**: Allow students to discuss which type of farming may be
best. Should they specialize on a farm? Is diversification better? Why
or why not?

**Follow-Up Activity:** Students will write a paragraph describing
whether they would choose to diversify or specialize using the following
writing prompt:

As a farmer I would choose to \_\_\_\_\_\_\_\_\_\_\_\_\_\_. This is a
good way to farm because.....

Written role-taking

**Lesson Plan**

**Grade 3**

**VA SOLS**: History 3.12 The student will recognize that Americans are
a people of diverse ethnic origins, customs, and traditions, who are
united by the basic principles of a republican form of government and
respect for individual rights and freedoms.

**Objectives:** After visiting the park students will write a paragraph
describing how it felt to be an indentured servant, slave, or a child of
the plantation owner.

**Procedure:**

1\. Have students chose one of the following roles:

Indentured Servant

Slave

Child of a Plantation Owner

2\. After the child has chosen a role, have the students brainstorm a
web of things he/she knows about that person. Review the child's web for
important information that may need to be added.

3\. Have the student write a paragraph or more from the perspective of
their role. Encourage the student to include the following topics:

Tasks they may have performed on a daily basis

Where they would have slept and played

Toys they may have played with

What their parents may be have been doing

How they would have acted towards other people on the plantation

(including those of the same role and different roles)

**WRITING RUBRIC:**

Brainstorming Web (20 pts)

Did the student include at least 3 of the topics above? (10 pts each/30
pts total)

Make sure you:

-   Write in complete sentences.(20 pts)

-   Use correct capitalization and punctuation in each sentence. (10
    pts)

-   Include an introductory sentence. (10 pts)

-   Include a summary sentence at the end of your paragraph. (10 pts)

**Get Creative:**

If you want this to be more interactive, students could be divided into
groups or 2-4 students and write a play with each of the different
roles.

You may wish students who are Indentured Servants to create a contract
and sign it.

You may have students dress up and orally present their paragraph for
other students/classes