Unit Plan 25 (Grade 3 Social Studies): Community Landmarks and Monuments

Focus: Identify local landmarks, monuments, and historical sites as important human-made features, and describe which people, groups, or events they honor and why they matter to the community.

Grade Level: 3

Subject Area: Social Studies (History • Geography)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

In this unit, students become “community explorers” who investigate landmarks and monuments in their town or region. They learn that these human-made places—such as statues, memorials, historic buildings, bridges, and parks—are built to honor people, remember events, or serve important purposes in community life. Students study photos and simple texts (or take a short walking/virtual tour) to discover who or what each site represents and why it matters. By the end of the week, each student will create a Landmark/Monument Profile Card that explains a local site’s location, who/what it honors, and its importance to the community.

Essential Questions

• What is a landmark or monument, and how are they part of our community’s geography and history?
• Who are some people, groups, or events honored by local landmarks or monuments?
• How do human-made features like monuments, buildings, bridges, and parks help our community remember, learn, and function?
• Why is it important to take care of landmarks and monuments that tell our community’s story?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Define landmark, monument, and historical site in kid-friendly language and give examples from their own community or state.
2. Identify at least two local or regional landmarks/monuments and describe who or what they honor (person, group, or event) and the basic contribution or importance.
3. Explain how these sites are human-made features in the community (along with roads, bridges, and buildings) and describe at least one purpose they serve (remembering, learning, meeting, traveling).
4. Use simple photos, markers, and short texts to answer questions about where a landmark is located and why it matters to the community.
5. Create a Landmark/Monument Profile Card that includes the site’s name, a simple location description, who/what it honors, and why it is important for the community to remember or use it.

Standards Alignment — 3rd Grade (C3-based custom)

• 3.C3.Hist.3 — Identify significant people, groups, and events in local/regional history and explain their contributions.
  • Example: Write a short bio card for a local leader or tradition.
• 3.C3.Geo.4 — Explain human-made features and infrastructure (roads, bridges, canals) and their purposes.
  • Example: Show how a new bridge shortens travel between two towns.

Success Criteria — Student Language

• I can tell what a landmark or monument is and point out examples in our community or region.
• I can explain who or what a local landmark/monument honors and why that person, group, or event is important.
• I can describe how a landmark or monument is a human-made feature that serves a purpose (like remembering, teaching, or helping people find places).
• I can use pictures and short texts to answer what/where/why questions about a landmark or monument.
• I can create a Landmark/Monument Profile Card that a visitor could read to understand why that place matters.