Teaching Materials
Ask a Master Teacher
Lesson Plan Gateway
Lesson Plan Reviews
State Standards
Teaching Guides
Digital Classroom
Ask a Digital Historian
Tech for Teachers
Beyond the Chalkboard
History Content
Ask a Historian
Beyond the Textbook
History Content Gateway
History in Multimedia
Museums and Historic Sites
National Resources
Quiz
Website Reviews
Issues and Research
Report on the State of History Education
Research Briefs
Roundtables
Best Practices
Examples of Historical Thinking
Teaching in Action
Teaching with Textbooks
Using Primary Sources
TAH Projects
Lessons Learned
Project Directors Conference
Project Spotlight
TAH Projects
About
Staff
Partners
Technical Working Group
Research Advisors
Teacher Representatives
Privacy
Quiz Rules
Blog
Outreach
Teaching History.org logo and contact info

Virginia's Third Grade Standards

Strand / Topic: Introduction to History and Social Science

Standard / Strand: History

  • 3.1 Indicator / Standard:

    The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports.

    • 3.10a) Indicator: Explaining the purpose of rules and laws;
    • 3.10b) Indicator: Explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken;
    • 3.10c) Indicator: Explaining that government protects the rights and property of individuals.
  • 3.2 Indicator / Standard:

    The student will study the early West African empire of Mali by describing its oral tradition (storytelling), government (kings), and economic development (trade).

  • 3.3 Indicator / Standard:

    The student will study the exploration of the Americas by

    • 3.3a) Indicator: Describing the accomplishments of Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport;
    • 3.3b) Indicator: Identifying reasons for exploring, the information gained, and the results from the travels.
  • 3.4 Indicator / Standard:

    The student will develop map skills by

    • 3.4a) Indicator: Locating Greece, Rome, and West Africa;
    • 3.4b) Indicator: Describing the physical and human characteristics of Greece, Rome, and West Africa;
    • 3.4c) Indicator: Explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs.
  • 3.5 Indicator / Standard:

    The student will develop map skills by

    • 3.5a) Indicator: Positioning and labeling the seven continents and four oceans to create a world map;
    • 3.5b) Indicator: Using the equator and prime meridian to identify the four hemispheres;
    • 3.5c) Indicator: Locating the countries of Spain, England, and France;
    • 3.5d) Indicator: Locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de Leon (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia);
    • 3.5e) Indicator: Locating specific places on a simple letter-number grid system.
  • 3.6 Indicator / Standard:

    The student will interpret geographic information from maps, tables, graphs, and charts.

  • 3.7 Indicator / Standard:

    The student will explain how producers use natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings) to produce goods and services for consumers.

  • 3.8 Indicator / Standard:

    The student will recognize the concepts of specialization (being an expert in one job, product, or service) and interdependence (depending on others) in the production of goods and services (in ancient Greece, Rome, the West African empire of M

  • 3.9 Indicator / Standard:

    The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a choice).

  • 3.11 Indicator / Standard:

    The student will explain the importance of the basic principles that form the foundation of a republican form of government by

    • 3.11a) Indicator: Describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law;
    • 3.11b) Indicator: Identifying the contributions of George Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood Marshall, and Martin Luther King, Jr.;
    • 3.11c) Indicator: Recognizing that Veterans Day and Memorial Day honor people who have served to protect the country's freedoms.
  • 3.12 Indicator / Standard:

    The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by the basic principles of a republican form of government and respect for individual rights and freedoms.

 
Content