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Connecticut: 3rd-Grade Standards

Content Suggestion:

One’s town as a context to expand knowledge of geography, history, human interdependence, etc., incorporating international comparisons. This may include comparing the history and geography of the local community with at least one other town in the United States and at least two towns or regions in other parts of the world.

Standard 1: Content Knowledge

Knowledge of concepts, themes, and information from history and social studies is necessary to promote understanding of our nation and our world.

1.1 – Significant events and themes in United States history.

Grade Level Expectations
Students will be able to:

  • 1. Create timelines using appropriate intervals of time and record events in the order they occurred.
  • 2. Identify and examine local connections to significant events and themes in United States history (e.g. American Revolution, Civil War, Industrial Revolution, Civil Rights Movement, WWI, WWII, 9/11).
  • 3. Recognize and evaluate the significance of historical national documents (e.g. Constitution, Bill of Rights, Declaration of Independence).
Correlations

Critical Thinking and Problem Solving
Civic Literacy
NCSS 3 “People. Places, and Environments”
NCSS 6 “Power, Authority, and Governance
I&TL: 3

1.2 – Significant events in local and Connecticut history and their connections to United States history.

Grade Level Expectations
Students will be able to:

  • 4. Identify and examine connections between events in local and regional history.
Correlations

Critical Thinking and Problem Solving
NCSS 2 “Time, Continuity, and Change”
I&TL: 3

1.3 – Significant events and themes in world history/international studies.

Grade Level Expectations
Students will be able to:

  • 5. Investigate one’s own family heritage, making comparisons to classmates and community members.
  • 6. Investigate the national origins of prominent individuals (past and present) in one’s town and examine the influence of their heritage on the community.
  • Correlations

    Critical Thinking and Problem Solving
    NCSS 3 “People, Places, and Environments”
    I&TL: 1, 2, 3, 5, 6

    1.4 – Geographical space and place.

    Grade Level Expectations
    Students will be able to:

    • 7. Identify and locate Earth’s various physical features (e.g. continents, oceans, mountains).
    • 8. Create a representation of geographic features (e.g. map, graph, model).
    • 9. Differentiate between absolute and relative locations (e.g. longitude and latitude versus proximity).
    Correlations

    Critical Thinking and Problem Solving
    Information Literacy
    NCSS 3 “People, Places, and Environments”
    I&TL: 3, 4, 5, 6, 7

    1.5 – Interaction of humans and the environment.

    Grade Level Expectations
    Students will be able to:

    • 10. Evaluate the ways in which people affect the environment (e.g. dams, mining, global warming, preservation, recycling).
    • 11. Discuss how geographical features and natural resources shape people’s lives.
    Correlations

    Critical Thinking and Problem Solving
    Information Literacy
    Global Awareness
    NCSS 3 “People, Places, and Environments”
    I&TL: 3, 6

    1.6 – Patterns of human movement across time and place.

    Grade Level Expectations
    Students will be able to:

    • 12. Analyze how and why people settled in various areas in their community (e.g. religion, ethnicity, socioeconomic level).
    • 13. Analyze the geographic features that promoted settlement in one’s community.
    Correlations

    Critical Thinking and Problem Solving
    Global Awareness
    NCSS 3 “People, Places, and Environments”
    I&TL: 3

    1.7 – The purpose, structures and functions of government and law at the local, state, national and international levels.

    Grade Level Expectations
    Students will be able to:

    • 14. Explain how local government structure provides basic services.
    Correlations

    Critical Thinking and Problem Solving
    Civic Literacy
    NCSS 5 “Individuals, Groups, and Institutions”
    NCSS 6 “Power, Authority, and Governance”
    I&TL: 3

    1.8 – The interactions between citizens and their government in the making and implementation of laws.

    Grade Level Expectations
    Students will be able to:

    • 15. Explain how residents help create town laws.
    • 16. Recognize that one purpose of taxes is to finance services.
    • 17. Compare the relationship between residents and government in one’s own town with towns in other parts of the United States and the world.
    Correlations

    Critical Thinking & Problem Solving Civic Literacy
    NCSS 6 “Power, Authority, and Governance”
    I&TL: 3, 4

    1.9 – The rights and responsibilities of citizens.

    Grade Level Expectations
    Students will be able to:

    • 18. Identify one’s rights and responsibilities as a citizen (e.g. voting, paying taxes, obeying laws).
    • 19. Predict the impact on a state or nation if people did not meet their responsibilities.
    Correlations

    Critical Thinking and Problem Solving
    Civic Literacy
    NCSS 10 “Civic Ideals and Practices”
    I&TL: 3

    1.10 – How limited resources influence economic decisions.

    Grade Level Expectations
    Students will be able to:

    • 20. Give examples of goods and services.
    • 21. Explain how people use resources to make goods and services (factors of production).
    Correlations

    Critical Thinking and Problem Solving
    Financial Literacy
    NCSS 7 “Production, Distribution, and Consumption”
    I&TL: 3

    1.11 – How different economic systems organize resources.

    Grade Level Expectations
    Students will be able to:

    • 22. Compare and contrast how different communities determine what, how and for whom to produce goods and services.
    Correlations

    Critical Thinking and Problem Solving
    NCSS 7 “Production, Distribution, and Consumption”
    I&TL: 3

    1.12 – The interdependence of local, national and global
    economies.

    Grade Level Expectations
    Students will be able to:

    • 23. Analyze why certain products are produced in specific locations.
    Correlations

    Critical Thinking and Problem Solving
    NCSS 7 “Production, Distribution, and Consumption”
    NCSS 9 “Global Connections”
    I&TL: 1, 2, 3, 5, 6

    1.13 – The characteristics of and interactions among culture, social systems and institutions.

    Grade Level Expectations
    Students will be able to:

    • 24. Explain characteristics that help define an ethnic group (e.g. language, religion, clothing).
    • 25. Compare and contrast individual identity (e.g. beliefs, values, abilities) with that of peer group and other ethnic/cultural groups.
    Correlations

    Critical Thinking and Problem Solving
    NCSS 1 “Culture”
    I&TL: 1, 3

    Standard 2: History/Social Studies Literacy

    Competence in literacy, inquiry, and research skills is necessary to analyze, evaluate, and present history and social studies information.

    2.1 – Access and gather information from a variety of primary and secondary sources including electronic media (maps, charts, graphs, images, artifacts, recordings and text).

    Grade Level Expectations
    Students will be able to:

    • 1. Gather information in content areas through independent use of reference material and electronic media.
    • 2. Answer questions about content gathered from print and non-print sources.
    Correlations

    Critical Thinking and Problem Solving
    Information Literacy
    RI3- 1, 2, 4, 5
    W3- 7, 8
    I&TL: 1, 2, 5, 6

    2.2 – Interpret information from a variety of primary and secondary sources, including electronic media (e.g. maps, charts, graphs, images, artifacts, recordings and text).

    Grade Level Expectations
    Students will be able to:

    • 3. Explain different points of view expressed in fiction and nonfiction materials.
    • 4. Compare and summarize information from political and physical maps by using map symbols.
    • 5. Compare and summarize information from charts and graphs.
    Correlations

    Critical Thinking and Problem Solving
    Communication
    Information Literacy
    RI3- 3, 6, 7, 9 SL3- 2
    I&TL: 3

    2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of historyand social studies issues.

    Grade Level Expectations
    Students will be able to:

    • 6. Create written work (e.g. reports, poems) based on information gathered on a social studies topic, citing one source.
    Correlations

    Critical Thinking and Problem Solving
    Information Literacy
    Communication
    W3- 2, 4, 6, 10
    I&TL: 4, 5, 6, 7

    2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective oral presentation.

    Grade Level Expectations
    Students will be able to:

    • 7. Present information gathered on a social studies topic with clarity, voice and fluency.
    • 8. Respond to questions related to information presented.
    • 9. Participate in collaborative conversations with diverse partners about social studies topics and texts with peers and adults in small and larger groups.
    Correlations

    Critical Thinking and Problem Solving
    Information Literacy
    Communication
    SL3- 1, 3, 4, 6
    I&TL: 4, 5, 6, 7

    2.5 – Create and present relevant social studies materials using both print and electronic media (e.g. maps, charts, models, displays).

    Grade Level Expectations
    Students will be able to:

    • 10. Create visual presentations on social studies topics depicting relevant information (e.g. poster, chart, picture, timeline, map)
    Correlations

    Critical Thinking and Problem Solving
    Information Literacy
    Communication
    I&TL: 1, 2, 3, 4, 5, 6, 7

    Standard 3: Civic Engagement

    Civic competence in analyzing historical issues and current problems requires the synthesis of information, skills, and perspective.

    3.1 – Use evidence to identify, analyze and evaluate historical interpretations.

    Grade Level Expectations
    Students will be able to:

    • 1. Use evidence to examine different points of view of an event.
    Correlations

    Critical Thinking and Problem Solving
    Information Literacy
    Communication
    NCSS 4 “Individual Development and Identity”
    I&TL: 1, 2, 3, 5, 6

    3.2 – Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view.

    Grade Level Expectations
    Students will be able to:

    • 2. Discuss various points of view related to a historical situation.
    • 3. Predict various points of view people might have on a contemporary issue (local level).
    Correlations

    Critical thinking and Problem solving Skills
    I&TL: 3

    3.3 - Apply appropriate historical, geographic, political, economic and cultural concepts and methods in proposing and evaluating solutions to contemporary problems.

    Grade Level Expectations
    Students will be able to:

    • 4. Identify a contemporary issue and develop a plan for resolving the issue (e.g. recycling, helping with a social need, nutrition, safety).
    • 5. Participate in implementing a plan in one’s class or school that addresses an identified contemporary issue.
    Correlations

    Critical Thinking and Problem Solving
    Information Literacy
    Communication
    I&TL: 1, 2, 3, 4, 5, 6, 7

     
    Content