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.

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

• HI.SS.3.1. Content Standard / Course: Historical Understanding CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history
  • SS.3.1.1. Content Standard / Performance Indicator: Causes and Effects In History Explain cause and effect relationships in stories and historical narratives
• HI.SS.3.2. Content Standard / Course: Historical Understanding INQUIRY, EMPATHY AND PERSPECTIVE-Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms
  • SS.3.2.1. Content Standard / Performance Indicator: Historical Inquiry Investigate the history of communities over time using level-appropriate primary sources (e.g., maps, photos, oral histories, letters, and newspapers)
  • SS.3.2.2. Content Standard / Performance Indicator: Historical Perspectives and Interpretations Analyze varying perspectives of an experience or event based on the differing viewpoints of the teller, listener, and /or the participants
• HI.SS.3.3. Content Standard / Course: History HISTORICAL CONTENT-Understand change, cause and effect, and continuity in history and contemporary life
  • SS.3.3.1. Content Standard / Performance Indicator: Community Life Past and Present Analyze issues and concerns of own community and those of a similar community in the past
• HI.SS.3.4. Content Standard / Course: Political Science/Civics GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives
  • SS.3.4.1. Content Standard / Performance Indicator: Governance, Power, and Authority Explain the purpose of rules and laws and the differences between them
  • SS.3.4.2. Content Standard / Performance Indicator: Governance, Power, and Authority Describe ways in which people exercise power without authority
• HI.SS.3.5. Content Standard / Course: Political Science/Civics PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action
  • SS.3.5.1. Content Standard / Performance Indicator: Rights and Responsibilities Describe roles and rights of citizenship and demonstrate responsibilities of citizenship
• HI.SS.3.6. Content Standard / Course: Cultural Anthropology SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time
  • SS.3.6.1. Content Standard / Performance Indicator: Cultural Diversity and Unity Explain that different cultures have unique values, beliefs, and practices
  • SS.3.6.2. Content Standard / Performance Indicator: Cultural Inquiry Make informed judgments about cultures based on evidence from cultural artifacts
  • SS.3.6.3. Content Standard / Performance Indicator: Cultural Dynamics/Change and Continuity Explain how cultural elements (e.g., language, art, music, stories, legends, and traditions) can change over time and explain possible reasons for that change
• HI.SS.3.7. Content Standard / Course: Geography WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world
  • SS.3.7.1. Content Standard / Performance Indicator: Human and Physical Characteristics in Spatial Terms Use geographic representations (e.g., maps, globes, graphs, charts, models) to organize and analyze geographic information
  • SS.3.7.2. Content Standard / Performance Indicator: Places and Regions Compare the physical and human characteristics of different communities and regions
  • SS.3.7.3. Content Standard / Performance Indicator: Places and Regions Describe the physical and human characteristics that make different regions unique
  • SS.3.7.4. Content Standard / Performance Indicator: Environment and Society Examine the ways in which people modify the physical environment and the effects of these changes
  • SS.3.7.5. Content Standard / Performance Indicator: Human Systems Examine the economic and geographic factors that influence why people migrate and where they settle
• HI.SS.3.8. Content Standard / Course: Economics RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems
  • SS.3.8.1. Content Standard / Performance Indicator: Limited Resources and Choice Explain that opportunity cost is the best alternative given up when making a choice
  • SS.3.8.2. Content Standard / Performance Indicator: Limited Resources and Choice Explain that goods and resources are limited because there are not enough natural, human, and capital resources to satisfy everyone's wants
  • SS.3.8.3. Content Standard / Performance Indicator: Economic Interdependence Describe how money makes it easy to trade goods and services

• Standard 1: History

  Students in Grade 3 build an understanding of the cultural and social development of the United States and trace the role of migration and immigration of people in the development of the United States.

  Goal 1.1:

  Build an understanding of the cultural and social development of the United States.
  Objective(s): By the end of Grade 3, the student will be able to:

  • 3.SS.1.1.1 Explain that people in the United States share a common heritage through patriotic holidays and symbols.
  • 3.SS.1.1.2 Investigate the history of your community.
  • 3.SS.1.1.3 Compare different cultural groups in the community, including their distinctive foods, clothing styles, and traditions.
  • 3.SS.1.1.4 Identify and describe ways families, groups, tribes and communities influence the individual’s daily life and personal choices.

  Goal 1.2:

  Trace the role of migration and immigration of people in the development of the United States.
  Objective(s): By the end of Grade 3, the student will be able to:

  • 3.SS.1.2.1 Share the origins of classmates' ancestors.
  • 3.SS.1.2.2 Describe how migration and immigration are continuous processes.
  • 3.SS.1.2.3 Identify reasons for voluntary immigration and involuntary movement of people.

• Standard 2: Geography

  Students in Grade 3 analyze the spatial organizations of people, places, and environment on the earth’s surface and trace the migration and settlement of human populations on the earth’s surface.

  Goal 2.1:

  Analyze the spatial organizations of people, places, and environment on the earth’s surface.
  Objective(s): By the end of Grade 3, the student will be able to:

  • 3.SS.2.1.1 Describe the concepts of globe, continent, country, state, county, city/town, and neighborhood.
  • 3.SS.2.1.2 Find the United States, Idaho, the state capital Boise, and own community on a map.
  • 3.SS.2.1.3 Locate on a map waterways, landforms, cities, states, and national boundaries using standard map symbols.
  • 3.SS.2.1.4 Use a map title, map key, scale, cardinal directions, and symbols to interpret a map.
  • 3.SS.2.1.5 Use a number/letter grid to find specific locations on a map.

  Goal 2.3:

  Trace the migration and settlement of human populations on the earth’s surface.
  Objective(s): By the end of Grade 3, the student will be able to:

  • 3.SS.2.3.1 Analyze past and present settlement patterns of the community.
  • 3.SS.2.3.2 Identify geographic features influencing settlement patterns of the community.
  • 3.SS.2.3.3 Compare and contrast city/suburb/town and urban/rural.

• Standard 3: Economics

  Students in Grade 3 explain basic economic concepts, identify different influences on economic systems, analyze the different types of economic institutions, and explain the concepts of good personal finance.

  Goal 3.1:

  Explain basic economic concepts.
  Objective(s): By the end of Grade 3, the student will be able to:

  • 3.SS.3.1.1 Explain the concepts of supply and demand and the role of the consumer and producer.
  • 3.SS.3.1.2 Explain the difference between public and private property.

  Goal 3.2:

  Identify different influences on economic systems.
  Objective(s): By the end of Grade 3, the student will be able to:

  • 3.SS.3.2.1 Explain how land, natural resources, labor, trade, and/or technology affect economic activities in the local community.

  Goal 3.3:

  Analyze the different types of economic institutions.
  Objective(s): By the end of Grade 3, the student will be able to:

  • 3.SS.3.3.1 Explain the purpose of a bank.

  Goal 3.4:

  Explain the concepts of good personal finance.
  Objective(s): By the end of Grade 3, the student will be able to:

  • 3.SS.3.4.1 Describe the purposes and benefits of savings.

• Standard 4: Civics and Government

  Students in Grade 3 build an understanding of the foundational principles of the American political system, the organization and formation of the American system of government, and that all people in the United States have rights and assume responsibilities.

  Goal 4.1:

  Build an understanding of the foundational principles of the American political system.
  Objective(s): By the end of Grade 3, the student will be able to:

  • 3.SS.4.1.1 Explain why communities have laws.
  • 3.SS.4.1.2 Explain that there are benefits for following the laws and consequences for breaking the laws of the community.
  • 3.SS.4.1.3 Identify the people or groups that make, apply, and enforce laws in the community.

  Goal 4.2:

  Build an understanding of the organization and formation of the American system of government.
  Objective(s): By the end of Grade 3, the student will be able to:

  • 3.SS.4.2.1 Identify and explain the basic functions of local governments.
  • 3.SS.4.2.2 Explain how local government officials are chosen, e.g., election, appointment.
  • 3.SS.4.2.3 Describe services commonly and primarily provided by governments for the community.

  Goal 4.3:

  Build an understanding that all people in the United States have rights and assume responsibilities.
  Objective(s): By the end of Grade 3, the student will be able to:

  • 3.SS.4.3.1 Identify ways children and adults can participate in their community and/or local governments.

• Standard 5: Global Perspectives

  Students in Grade 3 build an understanding of multiple perspectives and global interdependence.

  Goal 5.1:

  Build an understanding of multiple perspectives and global interdependence.
  Objective(s): By the end of Grade 3, the student will be able to:

  • 3.SS.5.1.1 Explore connections that the local community has with other communities throughout the world.
  • 3.SS.5.1.2 Examine the contributions from various cultures from other parts of the world to the development of the community and how they make that community unique.

• IN.1. Standard: History Students will describe how significant people, events and developments have shaped their own community and region; compare their community to other communities in the region in other times and places; and use a variety of resources to gather information about the past.
  • 3.1.1. Proficiency Statement: Historical Knowledge Identify and describe Native American Woodland Indians who lived in the region when European settlers arrived.
  • 3.1.2. Proficiency Statement: Historical Knowledge Explain why and how the local community was established and identify its founders and early settlers.
  • 3.1.3. Proficiency Statement: Historical Knowledge Describe the role of the local community and other communities in the development of the state's regions.
  • 3.1.4. Proficiency Statement: Historical Knowledge Give examples of people, events and developments that brought important changes to the regions of Indiana. (Individuals, Society and Culture)
  • 3.1.5. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Create simple timelines that identify important events in various regions of the state.
  • 3.1.6. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Use a variety of community resources to gather information about the regional communities. (Individuals, Society and Culture)
  • 3.1.7. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Distinguish between fact and fiction in historical accounts by comparing documentary sources on historical figures and events with fictional characters and events in stories.
  • 3.1.8. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Write and illustrate descriptions of local communities and regions in Indiana past and present.
• IN.2. Standard: Civics and Government Students will explain what it means to be citizens of their community, state and nation; be able to identify the functions and major services provided by local governments; use a variety of resources to gather information about their local, state and national governments; and demonstrate understanding of democratic principles and practices.
  • 3.2.1. Proficiency Statement: Foundations of Government Discuss the reasons governments are needed and identify specific goods and services that governments provide.
  • 3.2.2. Proficiency Statement: Foundations of Government Identify fundamental democratic principles and ideals.
  • 3.2.3. Proficiency Statement: Functions of Government Identify the duties of and selection process for local and state government officials who make, implement and enforce laws.
  • 3.2.4. Proficiency Statement: Functions of Government Explain that the United States has different levels of government (local, state and national) and that each has special duties and responsibilities.
  • 3.2.5. Proficiency Statement: Roles of Citizens Explain the importance of being a good citizen of the state and the nation. Identify people in the state who exhibit the characteristics of good citizenship.
  • 3.2.6. Proficiency Statement: Roles of Citizens Explain the role citizens have in making decisions and rules within the community, state and nation.
  • 3.2.7. Proficiency Statement: Roles of Citizens Use a variety of information resources to gather information about local, state and regional leaders and civic issues.
• IN.3. Standard: Geography Students will explain that simple grid systems (latitude and longitude) are used to locate places on maps and globes, and will begin to understand the Earth/sun relationship, identify the distinctive physical and cultural features of their community, and explain the geographic relationships within their own community with the state and other states within the region.
  • 3.3.1. Proficiency Statement: The World in Spatial Terms Use labels and symbols to locate and identify physical and political features on maps and globes. Label a map of the Midwest, identifying states, major rivers, lakes and the Great Lakes.
  • 3.3.2. Proficiency Statement: The World in Spatial Terms Locate Indiana and other Midwestern states on maps using simple grid systems.
  • 3.3.3. Proficiency Statement: The World in Spatial Terms Identify the northern, southern, eastern and western hemispheres; cardinal and intermediate directions; and determine the direction and distance from one place to another.
  • 3.3.4. Proficiency Statement: Places and Regions Explain that regions are areas that have similar physical and cultural characteristics. Identify Indiana and the local community as part of a specific region. (Individuals, Society and Culture)
  • 3.3.5. Proficiency Statement: Places and Regions Observe and describe the physical characteristics of Indiana using words and illustrations and compare them to the characteristics of neighboring states.
  • 3.3.6. Proficiency Statement: Physical Systems Explain the basic Earth/sun relationship, including how it influences climate, and identify major climate regions of the United States.
  • 3.3.7. Proficiency Statement: Physical Systems Describe how climate and the physical characteristics of a region affect the vegetation and animal life living there.
  • 3.3.8. Proficiency Statement: Human Systems Construct maps and graphs that show aspects of human/environmental interaction in the local community, Indiana and communities within the region.
  • 3.3.9. Proficiency Statement: Human Systems Identify factors that make the region unique, including cultural diversity, industry, the arts and architecture. (Individuals, Society and Culture)
  • 3.3.10. Proficiency Statement: Environment and Society Use a variety of information resources to identify regional environmental issues and examine the ways that people have tried to solve these problems.
  • 3.3.11. Proficiency Statement: Environment and Society Identify and describe the relationship between human systems and physical systems and the impact they have on each other.
• IN.4. Standard: Economics Students will explain how people in the local community make choices about using goods, services and how they use a variety of sources to gather and apply information about economic changes in the community; and how they compare costs and benefits in economic decision making.
  • 3.4.1. Proficiency Statement: Give examples from the local community that illustrate the scarcity of productive resources. Explain how this scarcity requires people to make choices and incur opportunity costs.
  • 3.4.2. Proficiency Statement: Give examples of goods and services provided by local business and industry.
  • 3.4.3. Proficiency Statement: Give examples of trade in the local community and explain how trade benefits both parties.
  • 3.4.4. Proficiency Statement: Define interdependence and give examples of how people in the local community depend on each other for goods and services.
  • 3.4.5. Proficiency Statement: List the characteristics of money and explain how money makes trade easier.
  • 3.4.6. Proficiency Statement: Identify different ways people save their income and explain advantages and disadvantages of each.
  • 3.4.7. Proficiency Statement: Explain that buyers and sellers interact to determine the prices of goods and services in markets.
  • 3.4.8. Proficiency Statement: Illustrate how people compare benefits and costs when making choices and decisions as consumers and producers.
  • 3.4.9. Proficiency Statement: Gather data from a variety of information resources about a change that will have an economic impact on the community.

ß113.14. Social Studies, Grade 3, Beginning with School Year 2011-2012

Introduction

1. In Grade 3, students learn how diverse individuals have changed their communities and world. Students study the effects inspiring heroes have had on communities, past and present. Students learn about the lives of heroic men and women who made important choices, overcame obstacles, sacrificed for the betterment of others, and embarked on journeys that resulted in new ideas, new inventions, new technologies, and new communities. Students expand their knowledge through the identification and study of people who made a difference, influenced public policy and decision making, and participated in resolving issues that are important to all people. Throughout Grade 3, students develop an understanding of the economic, cultural, and scientific contributions made by individuals.
2. To support the teaching of the essential knowledge and skills, the use of a variety of rich material such as nonfiction texts, primary sources, biographies, folklore, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, online tours, and local and state preservation societies.
3. The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
4. Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
5. Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
6. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
7. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
   • Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
   • Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
8. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

(Note: By the completion of third grade, Oregon students are expected to master the following standards.)

Benchmark 1 students focus on basic skills in history, geography, civics and economics relating most to home and community. Students use their local area to explore their responsibilities and rights as citizens of a community, and the history of that community. They use simple maps, locate physical features, and consider how people are affected by the environment and how the environment is affected by people. Students also study the concept of economic scarcity and how people make economic choices. Additionally, they learn the basic concepts of Social Science Analysis, identifying issues or problems, gathering information, comparing perspectives, and considering options or responses to issues or problems.

Civics and Government

• Understand the origins, purposes, and functions of U.S. government, including the structure and meaning of the U.S. Constitution.
• SS.03.CG.01 Identify essential ideas and values expressed in national symbols, heroes, and patriotic songs of the United States.
• Understand personal and political rights of citizens in the United States.
  • SS.03.CG.02 Identify rights that people have in their communities.
• Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives).
  • SS.03.CG.03 Identify ways that people can participate in their communities and the responsibilities of participation.
• Understand how nations interact with each other, how events and issues in other countries can affect citizens in the United States, and how actions and concepts of democracy and individual rights of the United States can affect other peoples and nations.
  • SS.03.CG.04 Distinguish local and world issues.

Economics

• Understand that resources are limited (e.g., scarcity).
  • SS.03.EC.01 Understand that limited resources make economic choice necessary.
• Apply economic concepts and principles to issues of personal finance.
  • SS.03.EC.02 Identify ways of making money to buy a desired product and what it will cost in time and energy for each option.

Geography

• Understand the spatial concepts of location, distance, direction, scale, movement, and region.
  • SS.03.GE.01 View and draw simple maps and pictures to locate, describe, and show movement among places.
• Use maps and other geographic tools and technologies to acquire, process, and report information from a spatial perspective.
  • SS.03.GE.02 Understand the purpose of maps, globes, and other geographic tools.
• Locate major physical and human (cultural) features of the Earth.
  • SS.03.GE.03 Identify major physical features and describe how they are represented on maps, globes, and other tools.
• Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions.
  • SS.03.GE.04 Identify physical characteristics of places and compare them.

History

• Historical Skills: Interpret and reconstruct chronological relationships.
  • SS.03.HS.01 Understand calendar time sequences and chronological sequences within narratives.
• State & Local History: Understand and interpret events, issues, and developments in the history of one’s family, local community, and culture.
  • SS.03.HS.02 Understand events from local history.

Social Science Analysis

• Define and clarify an issue so that its dimensions are well understood.
  • SS.03.SA.01 Identify an issue or problem that can be studied.
• Acquire and organize materials from primary and secondary sources.
  • SS.03.SA.02 Gather information relating to an issue or problem.
• Explain various perspectives on an event or issue and the reasoning behind them.
  • SS.03.SA.03 Identify and compare different ways of looking at an event, issue, or problem.
• Identify and analyze an issue.
  • SS.03.SA.04 Identify how people or other living things might be affected by an event, issue, or problem.
• Select a course of action to resolve an issue.
  • SS.03.SA.05 Identify possible options or responses; then make a choice or express an opinion.

• Strand: History

  Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

  • Grade 3 Benchmark I-A—New Mexico:

    Describe how contemporary and historical people and events have influenced New Mexico communities and regions.

    Performance Standards

    1. Describe how the lives and contributions of people of New Mexico influenced local communities and regions.

  • Grade 3 Benchmark I-B—United States:

    Understand connections among historical events, people, and symbols significant to United States history and cultures.

    Performance Standards

    1. Describe local events and their connections to state history.

  • Grade 3 Benchmark I-C—World:

    Students will identify and describe similar historical characteristics of the United States and its neighboring countries.

    Performance Standards

    1. Identify and compare components that create a community in the United States and its neighboring countries.

  • Grade 3 Benchmark I-D—Skills:

    Understand time passage and chronology.

    Performance Standards

    1. Interpret information from multiple resources and contexts to determine chronological relationships.

• Strand: Geography

  Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

  • Grade 3 Benchmark II-A:

    Understand the concept of location by using and constructing maps, globes, and other geographic tools to identify and derive information about people, places, and environments.

    Performance Standards

    1. Identify and use the mapping tools of scale, compass rose, grid, symbols and mental mapping to locate and draw places on maps and globes.

  • Grade 3 Benchmark II-B:

    Distinguish between natural and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and patterns of change.

    Performance Standards

    1. Describe how human and natural processes can sometimes work together to shape the appearance of places (e.g., post-fire reforestation).
    2. Explore examples of environmental and social changes in various regions.

  • Grade 3 Benchmark II-C:

    Be familiar with aspects of human behavior and man-made and natural environments in order to recognize their impact on the past and present.

    Performance Standards

    1. Identify personal behaviors that can affect community planning.
    2. Identify ways in which people have modified their environments (e.g., building roads, clearing land for development, mining, and constructing towns and cities).
    3. Describe the consequences of human modification of the natural environment (e.g., use of irrigation to improve crop yields, highways).

  • Grade 3 Benchmark II-D:

    Understand how physical processes shape the Earth's surface patterns and biosystems.

    Performance Standards

    1. Identify the components of the Earthís biosystems and their makeup (e.g., air, land, water, plants, and animals).
    2. Describe how physical processes shape features on the Earthís surface.

  • Grade 3 Benchmark II-E:

    Describe how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict.

    Performance Standards

    1. Describe how patterns of culture vary geographically.
    2. Describe how transportation and communication networks are used in daily life.
    3. Describe how cooperation and conflict affect neighborhoods and communities.

  • Grade 3 Benchmark II-F:

    Describe how natural and man-made changes affect the meaning, use, distribution, and value of resources.

    Performance Standards

    1. Identify the characteristics of renewable and nonrenewable resources.

• Strand: Civics and Government

  Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.

  • Grade 3 Benchmark III-A:

    Know the fundamental purposes, concepts, structures, and functions of local, state, tribal, and national governments.

    Performance Standards

    1. Explain the basic structure and functions of local governments.
    2. Describe and give examples of ìpublic good.î
    3. Explain how New Mexico helps to form a nation with other states.

  • Grade 3 Benchmark III-B:

    Identify and describe the symbols, icons, songs, traditions, and leaders of local, state, tribal, and national levels that exemplify ideals and provide continuity and a sense of community across time.

    Performance Standards

    1. Explain how symbols, songs, icons, and traditions combine to reflect various cultures over time.

  • Grade 3 Benchmark III-C:

    Become familiar with the basic purposes of government in New Mexico and the United States.

    Performance Standards

    1. Describe how the majority protects the rights of the minority.
    2. Explain how rules/laws are made and compare different processes used by local, state, tribal, and national governments to determine rules/laws.

  • Grade 3 Benchmark III- D:

    Understand rights and responsibilities of "good citizenship" as members of a family, school and community.

    Performance Standards

    1. Explain the significance of participation and cooperation in a classroom and community.
    2. Understands the impact of individual and group decisions on communities in a democratic society.
    3. Explain the significance and process of voting.

• Strand: Economics

  Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments.

  • Grade 3 Benchmark IV-A:

    Understand that individuals, households, businesses, governments, and societies make decisions that affect the distribution of resources and that these decisions are influenced by incentives (both economic and intrinsic).

    Performance Standards

    1. Explain that people want more goods and services than is possible to produce.
    2. Define and categorize resources (e.g., human, financial, natural).
    3. Identify a variety of products that use similar resources.

  • Grade 3 Benchmark IV-B:

    Understand that economic systems impact the way individuals, households, businesses, governments, and societies make decisions about goods and services.

    Performance Standards

    1. Recognize that a market system exists whenever buyers and sellers exchange goods and services.
    2. Understand how businesses operate in the United Statesí free enterprise system.
    3. Identify examples of economic systems.

  • Grade 3 Benchmark IV-C:

    Understand the patterns and results of trade and exchange among individuals, households, businesses, governments, and societies, and their interdependent qualities.

    Performance Standards

    1. Understand the purposes of spending and saving money.
    2. Identify currency, credit, debit, and checks as the basic mediums of exchange in Western society.

In the third grade, students will explore the concept of community, learning about the development of cultures, systems of governance, how communities and cultures interconnect both locally and globally, and how the world around them has changed over time. Students will learn about individual rights and responsibilities as well as opportunities for active participation in the life of the community.

While the primary focus is on the local community, students will also learn more about the larger world. Geographic skills development will result from comparisons of local communities with communities both near and far. Students will learn more about the geography and richness of indigenous communities and their cultures both in the Americas and around the world.

Third graders should begin to use historical thinking skills and the interpretation of primary sources. Local resources, including newspapers and other primary sources could serve to further develop the awareness of the many parts of a community.

The most important goal: a well-lived life

Excitement, wonder, inquiry, delight, and puzzlement are central to meaningful learning in social studies. Social studies should be fun and intriguing for all students, and provide opportunities to make important life-long connections between the past, present, and future. Students who appreciate the sacrifices that have been made in the past and understand the challenges that lie ahead can make better decisions in the present.

Core Standards of the Course

Benchmark: The geography of a community influences the cultural development of the humans who inhabit the community. There are relationships between climate, natural resources, and other geographic characteristics and a community's cultural development. The unique characteristics of an area influence where and how communities develop, their relative wealth and power, and how they adapt to changes.

• Standard 1

  Students will understand how geography influences community location and development.

  • Objective 1

    Determine the relationships between human settlement and geography.

    • a. Identify the geographic features common to areas where human settlements exist.
    • b. Use map features to make logical inferences and describe relationships between human settlement and physical geography (e.g. population density in relation to latitude, cities' proximity to water, utilization of natural resources).
    • c. Compare the shapes and purposes of natural and human-made boundaries of cities, counties and states.

  • Objective 2

    Describe how various communities have adapted to existing environments and how other communities have modified the environment.

    • a. Describe the major world ecosystems (i.e. desert, plain, tropic, tundra, grassland, mountain, forest, wetland).
    • b. Identify important natural resources of world ecosystems.
    • c. Describe how communities have modified the environment to accommodate their needs (e.g. logging, storing water, building transportation systems).
    • d. Investigate ways different communities have adapted into an ecosystem.

  • Objective 3

    Analyze ways cultures use, maintain, and preserve the physical environment.

    • a. Identify ways people use the physical environment (e.g. agriculture, recreation, energy, industry).
    • b. Compare changes in the availability and use of natural resources over time.
    • c. Describe ways to conserve and protect natural resources (e.g. reduce, reuse, recycle).
    • d. Compare perspectives of various communities toward the natural environment.
    • e. Make inferences about the positive and negative impacts of human-caused change to the physical environment.

  Social Studies Vocabulary Students Should Know and Use: latitude, longitude, compass rose, north, south, east, west, continents, ocean, key, equator, desert, plain, tropic, tundra, grassland, mountain, forest, wetland, natural resources, reduce, reuse, recycle, recover, economic development, community development, recreation, natural resource extraction, agriculture

Benchmark: All people exist within cultures, or the way of life of a group of people. All human communities have cultural attributes. These attributes change over time in response to changes in the world around them. Indigenous cultures in North and South America demonstrate these attributes, and teachers are encouraged to select examples from these rich cultural traditions.

• Standard 2

  Students will understand cultural factors that shape a community.

  • Objective 1

    Evaluate key factors that determine how a community develops.

    • a. Identify the elements of culture (e.g. language, religion, customs, artistic expression, systems of exchange).
    • b. Describe how stories, folktales, music, and artistic creations serve as expressions of culture.
    • c. Compare elements of the local community with communities from different parts of the world (e.g. industry, economic specialization ).
    • d. Identify and explain the interrelationship of the environment (e.g. location, natural resources, climate) and community development (e.g. food, shelter, clothing, industries, markets, recreation, artistic creations).
    • e. Examine changes in communities that can or have occurred when two or more cultures interact.
    • f. Explain changes within communities caused by human inventions (e.g. steel plow, internal combustion engine, television, computer).

  • Objective 2

    Explain how selected indigenous cultures of the Americas have changed over time.

    • a. Describe and compare early indigenous people of the Americas (e.g. Eastern Woodlands, Plains, Great Basin, Southwestern, Arctic, Incan, Aztec, Mayan).
    • b. Analyze how these cultures changed with the arrival of people from Europe, and how the cultures of the Europeans changed.
    • c. Identify how indigenous people maintain cultural traditions today.

  Social Studies Vocabulary Students Should Know and Use: indigenous cultures, American Indian, Eastern Woodlands, Plains, Great Basin, Southwestern, Arctic, language, religion, customs, artistic expression, Europe, economic specialization, exchange systems, markets

Benchmark: There are purposes and roles of representative government. People are elected in this nation to represent the views of other people. There are rights people have within this government. There are multiple functions and services of government. Community members have rights, and with those rights come responsibilities. For a community to function effectively, community members must understand and accept those responsibilities. Recognizing and considering the viewpoints of others is essential in a community.

• Standard 3

  Students will understand the principles of civic responsibility in classroom, community, and country.

  • Objective 1

    Describe the rights and responsibilities inherent in being a contributing member of a community.

    • a. Identify how these rights and responsibilities are reflected in the patriotic symbols and traditions of the United States (i.e. Pledge of Allegiance, flag etiquette).
    • b. List the responsibilities community members have to one another.
    • c. Identify why these responsibilities are important for a functioning community (e.g. voting, jury duty, taxpaying, obedience to laws).

  • Objective 2

    Identify ways community needs are met by government.

    • a. Differentiate between personal and community needs.
    • b. Identify roles of representative government (e.g. make laws, maintain order, levy taxes, provide public services).
    • c. Research community needs and the role government serves in meeting those needs.

  • Objective 3

    Apply principles of civic responsibility.

    • a. Engage in meaningful dialogue about the community and current events within the classroom, school, and local community.
    • b. Identify and consider the diverse viewpoints of the people who comprise a community.
    • c. Demonstrate respect for the opinions, backgrounds, and cultures of others.

  Social Studies Vocabulary Students Should Know and Use: right, responsibility, symbol, tradition, patriotic, government, civic, respect

AL.3. Standard: Geographical and Historical Studies—People, Places, and Regions

Third grade students will learn geographic information regarding areas of the United States as well as the world. Students in Grade 3 learn from concrete experiences and benefit from resources such as pictures, graphs, maps, globes, and information technology that help make abstractions more concrete.

3.1

• 3.1.1 Students will:

  Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International Date Line, and lines of latitude and longitude on maps and globes (Geography).

• 3.1.2 Students will practice:

  • Using cardinal and intermediate directions to locate
    on a map or globe an area in Alabama or the world
  • Using coordinates to locate points on a grid
  • Determining distance between places on a map using a scale
  • Locating physical and cultural regions using labels,
    symbols, and legends on an Alabama or world map
  • Describing the use of geospatial technologies

  • Grade Level Example:

    Global Positioning System (GPS), geographic information system (GIS)

  • Interpreting information on thematic maps

  • Grade Level Example:

    population, vegetation, climate, growing season, irrigation

  • Using vocabulary associated with maps and globes, including megalopolis, landlocked, border, and elevation

3.2

• 3.2.1 Students will:

  Locate the continents on a map or globe (Geography).

• 3.2.2 Students will practice:

  • Using vocabulary associated with geographical features of Earth, including hills, plateau, valley, peninsula, island, isthmus, ice cap, and glaciers
  • Locating major mountain ranges, oceans, rivers, and lakes throughout the world

3.3

• 3.3.1 Students will:

  Describe ways the environment is affected by humans in Alabama and the world (Economics, Geography).

  • Grade Level Example:

    crop rotation, oil spills, landfills, clearing of forests, replacement of cleared lands, restocking of fish in waterways

• 3.3.2 Students will practice:

  Using vocabulary associated with human influence on the environment, including irrigation, aeration, urbanization, reforestation, erosion, and migration

3.4

• 3.4.1 Students will:

  Relate population dispersion to geographic, economic, and historic changes in Alabama and the world (Economics, History, Geography).

  • Grade Level Example:

    geographic—flood, hurricane, tsunami
    economic—crop failure
    historic—disease, war, migration

• 3.4.2 Students will practice:

  Identifying human and physical criteria used to define regions and boundaries

  • Grade Level Example:

    human—city boundaries, school district lines
    physical—hemispheres, regions within continents or countries

3.5

• 3.5.1 Students will:

  Compare trading patterns between countries and regions (Economics, Geography).

• 3.5.2 Students will practice:

  • Differentiating between producers and consumers
  • Differentiating between imports and exports

  • Grade Level Example:

    imports—coffee, crude oil
    exports—corn, wheat, automobiles

3.6

• 3.6.1 Students will:

  Identify conflicts within and between geographic areas involving use of land, economic competition for scarce resources, opposing political views, boundary disputes, and cultural differences. (Economics, Geography, History, Civics and Government).

• 3.6.2 Students will practice:

  • Identifying examples of cooperation among governmental agencies within and between different geographic areas

  • Grade Level Example:

    American Red Cross, Federal Emergency Management Agency (FEMA), World Health Organization (WHO)

  • Locating areas of political conflict on maps and globes
  • Explaining the role of the United Nations (UN) and the United States in resolving conflict within and between geographic areas

3.7

• 3.7.1 Students will:

  Describe the relationship between locations of resources and patterns of population distribution (Economics, Geography).

• Grade Level Example:

  presence of trees for building homes, availability of natural gas supply for heating, availability of water supply for drinking and for irrigating crops

• 3.7.2 Students will practice:

  • Locating major natural resources and deposits throughout the world on topographical maps
  • Comparing present-day mechanization of labor with the historical use of human labor for harvesting natural resources

  • Grade Level Example:

    present-day practices of using machinery to mine coal and harvest cotton and pecans

  • Explaining the geographic impact of using petroleum, coal, nuclear power, and solar power as major energy sources in the twenty-first century

3.8

• 3.8.1 Students will:

  Identify geographic links of land regions, river systems, and interstate highways between Alabama and other states (Economics, Geography, Civics and Government).

• Grade Level Example:

  Appalachian Mountains, Tennessee-Tombigbee Waterway, Interstate Highway 65 (I-65), Natchez Trace parkway

• 3.8.2 Students will practice:

  • Locating the five geographic regions of Alabama
  • Locating state and national parks on a map or globe

3.9

• 3.9.1 Students will:

  Identify ways to prepare for natural disasters (Economics, Geography).

• Grade Level Example:

  constructing houses on stilts in flood-prone areas, buying earthquake and flood insurance, providing hurricane or tornado shelters, establishing emergency evacuation routes

3.10

• 3.10.1 Students will:

  Recognize functions of the Declaration of Independence and the Constitution of the United States (History, Civics and Government).

• 3.10.2 Students will practice:

  • Describing the process by which a bill becomes law
  • Explaining the relationship between the federal government and state governments, including the three branches of government
  • Defining governmental systems, including democracy, monarchy, and dictatorship

3.11

• 3.11.1 Students will:

  Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs. (History, Geography).

• Grade Level Example:

  Comparing maps of the past to maps of the present

3.12

• 3.12. Students will:

  Explain the significance of representations of American values and beliefs, including the Statue of Liberty, the statue of Lady Justice, the United States flag, and the national anthem. (History).

3.12

• 3.12.1 Students will:

  Describe prehistoric and historic American Indian cultures, governments, and economics in Alabama (Economics, History, Geography, Civics and Government).

• Grade Level Example:

  prehistoric American Indians—Paleo-Indian, Archaic, Woodland, Mississippian
  historic American Indians—Choctaw, Chickasaw, Cherokee, Creek

• 3.12.2 Students will practice:

  Identifying roles of archaeologists and paleontologists