NYCDOE: Passport to Social Studies - grade 3, Peru case study
Note to Teachers: To help with remote and hybrid learning, digital materials for this unit are available on the NYCDOE TeachHub. Access these materials by following these instructions.
This is a sample case study of Peru relating to the grade three Social Studies Scope & Sequence, titled: Peru Case Study. It was developed by a team of NYCDOE staff and teachers, in collaboration with scholars of the humanities and social sciences as well as museum curators. Students will immerse themselves in the topic by discussing focus questions, reading and analyzing a rich collection of diverse primary and secondary sources, examining artifacts, and interpreting images, such as: paintings, photographs, maps, and timelines.
This guide offers a multitude of perspectives on the geography, history and cultural practices of Latin America’s fastest-growing economy. Topics and historical concepts of representative lessons in this unit include researching the climate and vegetation of Peru’s three main physical regions, investigating the food, clothing, and homes of different regions in Peru, exploring symbols that are important to the community of Peru, identifying perspectives in the Inca-Spanish conflict, and exploring human rights in Peru and one other world community.
To evaluate student mastery of content knowledge, cognitive processes, and critical thinking skills, this unit includes formative assessments, and a performance-based assessment activity, which has students creating their own informational book of Peru to highlight the different aspects of Peruvian geography, culture, history, economics and government, keeping in mind that the purpose is to provide information to inform the readers about five different aspects of Peruvian life.
Please note: the complete set of NYCDOE K-8: Passport to Social Studies Core Curriculum materials include a wide-range of trade books and primary documents, in addition to this unit of study. In order to support rigorous social studies instruction and student inquiry, we recommend that teachers integrate these resources into their daily instruction and assessments plans.
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