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Utopian Destination

Grade 3, Social Studies

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Description of Unit

Utopian Destination allows students to imagine, research, plan and design the city of their dreams. Through hands­‐on activities and explorations building off of the history of the local community, students gain awareness of ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation. Students compare and contrast urban and rural locations, as well as study how cities evolve over time. Additionally, students examine how humans modify or adapt to their environments and how cities form around natural resources. Student learning culminates in a proposal and presentation for a new city, complete with a charter, governance structure, services outline, transportation plan, maps, and materials for promoting tourism and business development.

This guide links the Utopian Destination unit to the Texas Essential Knowledge and Skills (TEKS) for third graders. Utopian Destination is a social studies unit that allows students to study the formation and history of cities and act as urban planners for a city of their imaginations. Utopian Destination also has interdisciplinary connections to English Language Arts and Reading and Fine Arts. For example, students will organize and present their research findings and compose persuasive texts, as outlined in the English Language Arts and Reading TEKS. Students will also visually communicate ideas about self, family, school, and community, as described in the Fine Arts TEKS. The following document includes the applicable TEKS and the details of the Utopian Destination unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Open the unit by explaining that the classroom is going to become a “city for the afternoon,” with each student’s desk serving as a building. Ask students to draw and label the type of building they want their desk to become in this scenario. Be sure students work independent of any group discussion. Once the drawings are complete, lead the group on a tour of the classroom-­city and ask each student to describe his/her work. Help students notice the functions of the buildings and how they might meet people’s needs. How many students chose to create the same type of building? What buildings might be missing from this “unplanned” city in the classroom? How might a city be much more than a collection of buildings? How might students define what a city is to them?
  2. Introduce the concept of urban planning. See https://wonderopolis.org/wonder/what-is-city-planning. Possible books include My Town by Rebecca Graves or The Great City Search by Usborne Books. Lead a large group discussion on why people might choose to live in cities and guide students in identifying various functions for buildings, infrastructure (e.g., roads, plumbing), transportation, communication and governance systems that occur in cities. Ask students to identify how building cities enables people to meet certain needs. You may wish to read a story such as Abel’s Island, by William Steig to help students connect the needs of an individual with the environment in which he lives.
  3. Create a comparison chart listing the differences between life in a large city versus life in a small town, village, or suburb. What are some of the similar characteristics between villages and cities? What are some differences? You may wish to read stories such as Tar Beach, by Faith Ringgold or A Country Far Away by Nigel Grey.
  4. Create a second comparison chart documenting changes in cities over history. Collaborate with the local librarian to provide maps and other historical documents for the local town. Possible resources for this activity include House, House by Jane Yolen.
  5. Invite a guest speaker from the local government, library, or historical society to share a historical timeline for the local community.
  6. In small groups, ask students to research the history of their local community:
    • For who was the city or town named? Why?
    • Who were some of the individuals that contributed to the town’s growth and development over the years?
    • How does the town or city’s local government function? What individuals are in charge of the various agencies or organizations that provide services for the city? Services can include:
      • safety and law enforcement,
      • trash removal and waste services,
      • energy and water,
      • roads and transportation,
      • health and recreation,
      • arts and culture, and
      • business development
    • What geographic elements exist within the city and how was the city located relative to certain natural resources?
    • In what ways has the map of the city changed over time and what were some of the reasons for these changes (e.g., population growth, natural disasters such as flooding or fires)?
    • What changes to the environment have community members made over time?
    • How has the community attracted businesses to the area and provided for a good living environment for its citizens?
    • What are some of the cultural celebrations the city supports?
    • What common needs do all individuals share? How do communities meet these needs?
    • What needs to communities (or groups of individuals) have that may sometimes be at odds with the needs of individuals?
    • How does the city expect its citizens to act and contribute to its prosperity?
  7. Explore a city planning simulation through a game such as Sim City. How do certain changes in the environment impact other parts of the city?
  8. Introduce the concept of a Utopia. What are the elements of a utopian community?

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Form small groups. Using a map of the local community as a starting place, students will brainstorm, design, and develop plans for a “utopian destination” — the best possible city they can imagine.
  2. Asking guiding questions. Each group formulates questions crucial to the high-­level planning for the city such as:
    • How will the city be governed?
    • What services will be available to citizens (i.e. to meet needs such as safety, clean water, trash removal, fire protection)?
    • What modes of transportation will community members use to navigate the city and how will they know where they are and where they are going?
    • What is the expected behavior of the community members? How will community members know how to act? What happens if they “break the law or code of conduct?”
    • What type of arts and cultural activities will occur in the city? What will be the main celebrations, how will they be conducted, and for what purposes?
    • What types of buildings exist in the city? What other human-­made elements exist (e.g., bridges, tunnels, canals)?
    • Why will people want to move to this city?
    • Why will businesses want to locate in the city and how will the city support business interests?
    • How will the city protect the natural environment?
    • How will the city protect the rights of individuals?
    • What will health services look like in this city?
    • For what recreational activities will the city become known?
  3. Creating a research proposal. In developing answers to the guiding questions, student groups outline their proposal for this “Utopian Destination.”
  4. Conducting the research. Students will research their local community as well as other towns and cities to inform the development of the following for their Utopian Destination:
    • Town charter
    • Local governance structure
    • Tourism information (brochures, webpages, posters, television ads)
    • Transportation plans
    • Maps (aerial view street maps, topographic maps)
  5. Sharing findings. Each group of students presents their city to an audience, as if they are “selling their city” or encouraging audience members to move there. Presentations should include an overview and visuals for the documents described in #4 above.

B. The product

Each group develops a plan for their vision of the ideal city—a Utopian Destination. Student groups develop a town charter, identify and document the structure of government, identify critical services the city will provide, develop transportation plans, and generate maps and brochures that help describe their city to a to someone from another place.

C. Communication

Each group presents the city concept to the class and conducts a brief question and answer session. If time and resources allow, students may construct small three-dimensional mock-­ups of their city using cardboard, foam board, or building toys such as Legos®. Alternatively, students may use 3-­D rendering programs such as Google Sketch-­Up to model their city on the computer. By using such programs students can demonstrate what it might be like to walk through their city’s streets as an inhabitant.

D. A completed project consists of:

  1. Comparison chart of city living versus rural/small village living
  2. Comparison chart of local city in the past versus present
  3. Research notes on local community history
  4. Utopian Designation: City Proposal
  5. Utopian Destination Product Plans such as
    • Town charter
    • Governance structure and services
    • Transportation plan
    • City street and topographic maps, and
    • Tourism brochures and advertisements
    • Video or audio of the presentation, including the Q&A session

This unit may address the following TEKS.

110.5., English Language Arts and Reading, Grade 3, Adopted 2017

110.5(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.5(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.5(b)(6)
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
110.5(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.5(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.5(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.5(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
110.5(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.

111.5, Mathematics, Grade 3

111.5(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.5(b)(6)
Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.
111.5(b)(8)
Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

112.5., Science, Grade 3, Adopted 2021

112.5(b)(10)
Earth and space. The student knows that there are recognizable processes that change Earth over time. The student is expected to:
112.5(b)(12)
Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:

113.14, Social Studies, Grade 3

113.14(b)(1)
History. The student understands how individuals, events, and ideas have influenced the history of various communities.
113.14(b)(2)
History. The student understands common characteristics of communities, past and present.
113.14(b)(4)
Geography. The student understands how humans adapt to variations in the physical environment.
113.14(b)(5)
Geography. The student understands the concepts of location, distance, and direction on maps and globes.
113.14(b)(6)
Economics. The student understands the purposes of earning, spending, saving, and donating money.
113.14(b)(7)
Economics. The student understands the concept of the free enterprise system.
113.14(b)(8)
Economics. The student understands how businesses operate in the U.S. free enterprise system.
113.14(b)(9)
Government. The student understands the basic structure and functions of various levels of government.
113.14(b)(11)
Citizenship. The student understands characteristics of good citizenship as exemplified by historical and contemporary figures.
113.14(b)(12)
Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic.
113.14(b)(13)
Culture. The student understands ethnic and/or cultural celebrations of the local community and other communities.
113.14(b)(17)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.14(b)(18)
Social studies skills. The student communicates in written, oral, and visual forms.
113.14(b)(19)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

117.111, Art, Grade 3

117.111(b)(1)
Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks.
117.111(b)(2)
Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem solving skills.
117.111(b)(3)
Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures.
117.111(b)(4)
Critical evaluation and response. The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations.

128.5., Spanish Language Arts and Reading, Grade 3, Adopted 2017

128.5(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
128.5(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.5(b)(11)(D)(viii)
coordinating conjunctions to form compound subjects, predicates, and sentences;
128.5(b)(11)(D)(ix)
capitalization of proper nouns, geographical names and places, historical periods, and official titles of people;
128.5(b)(11)(D)(x)
punctuation marks, including commas in a series and dates, and correct mechanics, including indentations
128.5(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.5(b)(11)(D)(vii)
pronouns, including personal, possessive, objective, and reflexive pronouns;
128.5(b)(11)(D)(v)
adverbs that convey time and adverbs that convey manner;
128.5(b)(11)(D)(i)
complete simple and compound sentences with subject-verb agreement;
128.5(b)(11)(D)(ii)
simple past, present, and future verb tense and imperfect past, perfect, and conditional verb tenses, including the difference between ser and estar;
128.5(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.5(b)(11)(D)(iv)
adjectives, including their comparative and superlative forms;
128.5(b)(11)(D)(vi)
prepositions and prepositional phrases;
128.5(b)(6)(I)
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
128.5(b)(6)(A)
establish purpose for reading assigned and self-selected texts;
128.5(b)(6)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
128.5(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
128.5(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
128.5(b)(13)(F)
recognize the difference between paraphrasing and plagiarism when using source materials;
128.5(b)(13)(E)
demonstrate understanding of information gathered;
128.5(b)(13)(B)
develop and follow a research plan with adult assistance;
128.5(b)(13)(C)
identify and gather relevant information from a variety of sources;
128.5(b)(1)(B)
follow, restate, and give oral instructions that involve a series of related sequences of action;
128.5(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
128.5(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
128.5(b)(1)(C)
speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;
128.5(b)(3)(D)
identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text
128.5(b)(3)(B)
use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;
128.5(b)(3)(C)
identify the meaning of and use words with affixes, including in-, des-, ex-, -mente, -dad, -oso, -eza, and -ura, and know how the affix changes the meaning of the word;

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.C.1
Collaborate on joint projects.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.V.E.1
Use models to make predictions.
S.V.E.2
Use scale to relate models and structures.
S.X.D.2
Understand the types, uses, and regulations of the various natural resources.
S.X.E.1
Describe the different uses for land (land management).

Social Studies:

SS.I.A.1
 Use the tools and concepts of geography appropriately and accurately.
SS.I.A.2
 Analyze the interaction between human communities and the environment.
SS.I.A.3
 Analyze how physical and cultural processes have shaped human communities over time.
SS.I.A.6
 Analyze the relationship between geography and the development of human communities.
SS.III.A.2
 Connect regional or local developments to global ones.
SS.III.A.3
 Analyze how and why diverse communities interact and become dependent on each other.
SS.III.B.1
 Apply social studies methodologies to compare societies and cultures.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.IV.A
Apply listening skills in a variety of settings and contexts.
ELA.V.C
Design and produce an effective product.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.

Mathematics:

M.III.D
Measurements involving geometry and algebra
M.III.A.1
Recognize characteristics and dimensional changes of two- and three-dimensional figures.
M.III.A.2
Form and validate conjectures about one-, two-, and three-dimensional figures and their properties.
M.VII.A.1
Analyze given information.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.3
Determine a solution.
M.VII.A.4
Justify the solution.
M.VIII.B.2
Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.VIII.B.1
Model and interpret mathematical ideas and concepts using multiple representations.
M.VIII.C.1
Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.IX.B.3
Know and understand the use of mathematics in a variety of careers and professions.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.2
Connect mathematics to the study of other disciplines.
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