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California: 3rd-Grade Standards

  • CA.3.1. Content Standard: Continuity and Change

    Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.

    • 3.1.1. Performance Standard:

      Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes).

    • 3.1.2. Performance Standard:

      Trace the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream changed a river or coastline).

  • CA.3.2. Content Standard: Continuity and Change

    Students describe the American Indian nations in their local region long ago and in the recent past.

    • 3.2.1. Performance Standard:

      Describe national identities, religious beliefs, customs, and various folklore traditions.

    • 3.2.2. Performance Standard:

      Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools).

    • 3.2.3. Performance Standard:

      Describe the economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments.

    • 3.2.4. Performance Standard:

      Discuss the interaction of new settlers with the already established Indians of the region.

  • CA.3.3. Content Standard: Continuity and Change

    Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.

    • 3.3.1. Performance Standard:

      Research the explorers who visited here, the newcomers who settled here, and the people who continue to come to the region, including their cultural and religious traditions and contributions.

    • 3.3.2. Performance Standard:

      Describe the economies established by settlers and their influence on the present-day economy, with emphasis on the importance of private property and entrepreneurship.

    • 3.3.3. Performance Standard:

      Trace why their community was established, how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources.

  • CA.3.4. Content Standard: Continuity and Change

    Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.

    • 3.4.1. Performance Standard:

      Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of rules and laws; and the consequences for people who violate rules and laws.

    • 3.4.2. Performance Standard:

      Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.

    • 3.4.3. Performance Standard:

      Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol).

    • 3.4.4. Performance Standard:

      Understand the three branches of government, with an emphasis on local government.

    • 3.4.5. Performance Standard:

      Describe the ways in which California, the other states, and sovereign American Indian tribes contribute to the making of our nation and participate in the federal system of government.

    • 3.4.6. Performance Standard:

      Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.).

    • 3.5.1. Performance Standard:

      Describe the ways in which local producers have used and are using natural resources, human resources, and capital resources to produce goods and services in the past and the present.

    • 3.5.2. Performance Standard:

      Understand that some goods are made locally, some elsewhere in the United States, and some abroad.

    • 3.5.3. Performance Standard:

      Understand that individual economic choices involve trade-offs and the evaluation of benefits and costs.

    • 3.5.4. Performance Standard:

      Discuss the relationship of students' 'work' in school and their personal human capital.

  • CA.K-5.HSS Content Standard: Historical and Social Sciences Analysis Skills

    The intellectual skills noted below are to be learned through, and applied to, the content standards for kindergarten through grade five. They are to be assessed only in conjunction with the content standards in kindergarten through grade five. In addition to the standards for kindergarten through grade five, students demonstrate the following intellectual, reasoning, reflection, and research skills.

    • K-5.CST. Performance Standard:

      Chronological and Spatial Thinking

      • K-5.1. Grade Level Expectation:

        Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines.

      • K-5.2. Grade Level Expectation:

        Students correctly apply terms related to time, including past, present, future, decade, century, and generation.

      • K-5.3. Grade Level Expectation:

        Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same.

      • K-5.4. Grade Level Expectation:

        Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations.

      • K-5.5. Grade Level Expectation:

        Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes) and analyze how relative advantages or disadvantages can change over time.

    • K-5.REPV. Performance Standard:

      Research, Evidence, and Point of View

      • K-5.1. Grade Level Expectation:

        Students differentiate between primary and secondary sources.

      • K-5.2. Grade Level Expectation:

        Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

      • K-5.3. Grade Level Expectation:

        Students distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events.

    • K-5.HI. Performance Standard:

      Historical Interpretation

      • K-5.1. Grade Level Expectation:

        Students summarize the key events of the era they are studying and explain the historical contexts of those events.

      • K-5.2. Grade Level Expectation:

        Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.

      • K-5.3. Grade Level Expectation:

        Students identify and interpret the multiple causes and effects of historical events.

      • K-5.4. Grade Level Expectation:

        Students conduct cost-benefit analyses of historical and current events.

 
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