Teacher Toolkit

Social Studies 3rd Grade

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Grade 3

Georgia Performance Standards Self-Guided Tour for Teachers
13 Social Studies Standards Met

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SS3H1 The student will explain the political roots of our modern democracy in the United States of America.

  1. Identify the influence of Greek architecture (Parthenon, U.S. Supreme Court building), law, and the Olympic Games on the present.

Location-The Lobby

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There are a number of large decorated Coca-Cola bottles located in the central area of the lobby as you arrive. Approximately 200 countries were invited to decorate a bottle to represent their country as part of Coca-Cola’s celebration of the 1996 Centennial Olympics Games in Atlanta.

Connections

 

SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.

 

Location-The Loft

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You will find fascinating artifacts from the past and present showcasing the rich heritage of Coca-Cola.

Connections

You will find fascinating artifacts showcasing the rich heritage of Coca-Cola.

SS3E1 The student will describe the four types of productive resources:

  1. Natural (land)
  2. Human (labor)
  3. Capital (capital goods)
  4. Entrepreneurship (used to create goods and services)

SS3E3 The student will give examples of interdependence and trade and will explain how voluntary exchange benefits both parties.

  1. Describe the interdependence of consumers and producers of goods and services.
  2. Describe how goods and services are allocated by price in the marketplace.

 

Location-Milestones of Refreshment, Gallery 1
(John Pemberton Invents Coca-Cola)

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Connections

This gallery showcases the invention of Coca-Cola. Students will notice the coupons in the glass case on the soda fountain and watch the short videos provided in the gallery.

 

Location-Milestones of Refreshment, Gallery 4
(Early Bottling)

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Connections

This Milestones of Refreshment gallery showcases how bottling operations expanded throughout the United States (as shown on the bottle wall) and the world (as shown by the yellow truck from Argentina).

 

Location- Milestones of Refreshment, Gallery 5
(Contour Bottle Innovation)

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Connections

This Milestones of Refreshment gallery showcases how the innovation of bottle design was accomplished.

Location- Milestones of Refreshment, Gallery 7
(Within Arm’s Reach of Desire)

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Connections

This Milestones of Refreshment gallery showcases how innovations have been used to change how customers purchase Coca-Cola.

 

Location- Milestones of Refreshment, Gallery 8
(International)

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Connections

Through a tour with the ambassador in this gallery, students will notice how Coca-Cola has been important in world trade.

SS3H1 The student will explain the political roots of our modern democracy in the United States of America.

  1. Identify the influence of Greek architecture (Parthenon, U. S. Supreme Court building), law, and the Olympic Games on the present.

 

Location- Milestones of Refreshment, Gallery 9
(Sports and Entertainment)

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Connections

This Milestones of Refreshment gallery showcases both sports and entertainment figures who were important in Coca-Cola advertising.


 

Grade 3

Lesson Plan
13 Social Studies Standards Met

I’m Here at the Olympics!

Pre-visit Activity

SS3H1 The student will explain the political roots of our modern democracy in the United States of America.

  1. Identify the influence of Greek architecture (Parthenon, U.S. Supreme Court building), law, and the Olympic Games on the present.

Objectives:

Materials

Time — 2 days: 1 hour each day

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Procedure

Day One
  1. Review with students the origins of today’s Olympic Games. Go to http://www.metacafe.com/watch/517817/birth_of_the_olympics/ to see a very good video by Discovery Channel on the birth of the games. Please be aware that this video speaks of the god Zeus and his importance in the games.
  2. Share with students that the Olympics stopped in 394 A.D; but were brought back in 1896 by Frenchman Pierre DeCoubertin who wanted to see competitiveness and a real team spirit among the nations of the world, and it has continued ever since.
  3. Review with students the games played by the first Olympians. (Javelin, foot racing, chariot races, horse racing, boxing, wrestling). Remind students that the marathon foot race was not a part of the original Olympics. What did the winner receive for winning? (Palm branch, olive branch, free meals for life, fame, calendar months named after them). Ask students how long the first Olympics in Greece continued. (1200 years)
  4. Compare the ancient games to those played today. Go to: http://www.olympic.org/uk/sports/index_uk.asp to see a list and pictures of each event played today. Ask students to name events played today that are the same as in ancient Greece.
  5. Use a classroom map of ancient Greece. Ask your students to find Olympia (where the Olympics began), Sparta, and Athens.
  6. Distribute one copy per student of the blank map at: http://geography.about.com/library/blank/blxgreece.htm Ask students to locate and write the three cities on the map, as well as the names of the water areas surrounding Greece. Students can then color the map. Remind students that Greece is surrounded by water. Make sure to keep a master map available for students to look at as they do this activity.

Assessment

Use the map done by students to assess their understanding of where the Greek cities were located and to see if they can discern between land and water.

Day Two
  1. Share with your students that the idea of an Olympic torch started in 1929 in Amsterdam. The first Olympic torch relay was in Berlin in 1936. There were no Olympic torches in ancient Greece.
  2. Visit: http://www.fotosearch.com/photos-images/olympic-torch.html to show your students pictures of past Olympic torches. Remind them that they will see a number of torches at the World of Coca-Cola and may be able to hold the torch used in Italy.
  3. Ask students to get into groups of two. Each group should design their own Olympic torch on drawing paper. When finished, students can share their ideas and tell why they chose that particular design.

Closing

Tell students that they will be seeing real Olympic torches at the World of Coca-Cola. They will also see an Olympic pin display. Ask your students to do research at home to find out when the first Olympic pin was sold. (1912 in Stockholm)

Assessment

Assess your students’ pictures of their own Olympic torch. Did students work well in pairs, did each pair complete the assignment?

 


Olympic Game Day

Post-Visit

SS3H1 The student will explain the political roots of our modern democracy in the United States of America.

  1. Identify the influence of Greek architecture (Parthenon, U.S. Supreme Court building), law, and the Olympic Games on the present.

Objectives

  1. Students will understand what games were played at the ancient Olympics by participating in simple versions of these games.
  2. Students will use sportsmanlike behavior.

Materials

Procedure

  1. Discuss with your students competitive games they enjoy playing. Make a list of them on the board. Review games played by athletes in the ancient Olympics. Tell students they will be playing a few of the games played in the ancient Olympics, but in a simple way. Discuss the meaning of competition and good sportsmanship.
  2. Ask students to share instances where poor sportsmanship ruined a game. (Since there are only two teams and three levels of medals, you may either use only gold or use both gold and silver so everyone wins something.)
  3. Divide your class into two groups. One will be the Spartans, one the Athenians. If you wish, you could ask your students to use a small sheet as a toga over their clothes as they play the games. Choose one student from each group who will keep score for their team. They will go last and then record their score.
  4. Set up stations in your classroom (foot race is outside). Each team is competing against the other in a one on one relay for each event:
    1. Javelin relay: Throw pencils into a small ring. Medal winning team has the pencils land in the ring.
    2. Discus throw relay….make a discus out of aluminum foil, and throw it into a trash can. The medal winner is the one with the most discuses in the can.
    3. Foot race…Outside across the playground and back for each team member
    4. Wrestling thumbs relay….Two teams compete in a game of “thumb war,” one pair at a time. Team with the most winners gets the medal.
    5. Boxing relay… A pair of students (one from each team) will be shown a box with 20 items in it for ten seconds. They then write down as many as they can remember. Team with the most winners gets the medal.
    6. Award paper medals for each event.

Closing

Discuss with students incidents of good/poor sportsmanship. Discuss how good sportsmanship makes games more fun. Review your class’s experience at the World of Coca-Cola attraction.

Assessment

When the games are over and the medals have been awarded, ask students to take out a piece of paper and a pencil. Ask them to list four events found in the first Olympic Games.