Third Grade Social Studies
Geography
Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.
⎯show how the spatial elements of point, line, and area are used on a map or globe (3-SS[HB/1]I/B)
⎯explain the difference between relative and absolute locations (3-SS[HB/1]I/B)
⎯locate places on a map using cardinal and intermediate directions (3-SS[HB/1]D/B)
⎯recognize and use a map key (3-SS[HB/1]A/B)
⎯find a specific location on a school or community map (3-SS[HB/1]A/B)
⎯use absolute and relative locations to identify places on a map (i.e., north, south, east, west, borders, lines of longitude and latitude, the equator, and the north and south poles.) (3-SS[HB/1,2]A/B)
⎯utilize skills to locate a place using cardinal directions and symbols given an appropriate map with a key (3-SS[HB/1]A/B)
Recognize the interaction between human and physical systems around the world.
⎯list the similarities and differences of local places and regions with other places and regions (3-SS[HB/2]I/B)
⎯list the basic components of earth’s physical systems (e.g., landforms, water, climate and weather, and erosion and deposition) (3-SS[HB/2]I/B)
⎯understand the concept of an ecosystem (3-SS[HB/2]I/B)
⎯describe how environments and regions differ around the world (3-SS[HB/2]I/B)
⎯understand how technology allows people to adapt the environment to meet their needs (3-SS[HB/4]I/M)
⎯determine the climate of a specific region of the world using a map (3-SS[HB/1,2]A/B)
⎯identify the major physical components of the world (i.e., oceans, equator, continents, and hemispheres) (3-SS[HB/1,2]A/B)
⎯identify basic components of earth’s systems (i.e., landforms, water, climate, and weather) (3-SS[HB/1,2]A/B)
⎯differentiate the distinguishing characteristics of ecosystems (i.e., deserts, grasslands, and rainforests) (3-SS[HB/2]A/B)
⎯recognize the identifying characteristics of certain geographic features (i.e., peninsula, islands, continents, mountains, rivers, deserts, oceans, and forests) (3-SS[HB/2]A/B)
Demonstrate how to identify and locate major physical and political features on globes and maps.
⎯locate the major cities of Tennessee and the world on a map or globe (3-SS[HB/6]I/M)
⎯describe the concept of formal (uniform) regions (3-SS[HB/1]I/B)
⎯define the characteristics that comprise a region (3-SS[HB/1]I/B)
⎯explain how change affects region and place over time (3-SS[HB/1]I/B)
⎯show the population distribution of the state and country (3-SS[HB/6]I/M)
⎯differentiate between urban, suburban, and rural regions (3-SS[HB/6]I/M)
⎯differentiate the cultural population distribution in the United States using a bar graph (3-SS[HB/4,6]A/M)
Culture
Understand the diversity of human cultures.
⎯recognize some of the major components of a culture (i.e., language, clothing, food, art, and music) (3-SS[HB/1]A/B)
⎯determine similarities and differences in the ways different cultural groups address basic human needs (i.e., food, water, clothing, and shelter) by interpreting pictures (3-SS[HB/1]A/B)
⎯recognize major global concerns (i.e., pollution, conservation of natural resources, global warming, and destruction of rainforest) (3-SS[HB/1,2,4]A/IT)
⎯recognize that changes in culture occur through the spread of people, languages, ideas, and goods (3-SS[HB/6]D/M)
⎯compare cultural differences in various regions of the United States and the world (3-SS[HB/6]D/E)
Discuss the cultures and human patterns of places and regions of the world.
⎯describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns (3-SS[HB/6]D/E)
⎯compare ways in which people from different cultures think about and deal with their physical environment and social conditions (3-SS[HB/1]I/B)
⎯identify and explain the significance of selected ethnic and/or cultural celebrations in Tennessee, the United States, and other nations such as St. Patrick’s Day, Cinco de Mayo, and Kwanzaa (3-SS[HB/6]D/E)
⎯compare ethnic and/or cultural celebrations in Tennessee, the United States, and other nations (3-SS[HB/6]D/E)
⎯interpret a chart or map identifying major cultural groups of the world(3-SS[HB/1]I/B)
Recognize the contributions of individuals and people of various ethnic, racial, religious, socioeconomic groups to the development of civilizations.
⎯explain the significance of selected ethnic and/or cultural celebrations in Tennessee, the United States and other nations such as St. Patrick's Day, Cinco de Mayo, and Kwanzaa (3-SS[HB/6]I/M)
⎯retell the heroic deeds of characters from folktales and legends (3-SS[HB/6]I/M)
Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee.
⎯compare ethnic and/or cultural celebrations in Tennessee, the United States, and other nations (3-SS[HB/6]I/M)
⎯explain the significance of selected individual writers and artists and their stories, poems, statues, paintings and other examples of cultural heritage from regions in Tennessee and around the world (3-SS[HB/6]I/M)
Governance and Civics
Discuss the structure and purposes of governance.
⎯describe the basic structures of government in the state (3-SS[HB/5,6]I/M)
⎯know that governmental agencies exist to protect the environment at local, state, and national levels (3-SS[HB/5,6]I/M)
⎯describe varied basic structures of governments in the state, nation, and world (3-SS[HB/5,6]I/M)
⎯examine how regions choose to govern in different ways (3-SS[HB/5,6]D/M)
⎯select from a set of visual representations a service provided by the government (i.e., parks, schools, and libraries) (3-SS[HB/5,6]A/B)
⎯determine the representative acts of a good citizen (i.e., obeying speed limit, not littering, and walking within the crosswalk) (3-SS[HB/1]A/B)
⎯distinguish between conflict and cooperation within group interactions as represented by pictures (3-SS[HB/1]A/B)
⎯compare the Tennessee and the United State Constitutions with other governing procedures around the world (3-SS[HB/5,6]I/M)
⎯explain the concept of the consent of the governed and its importance to the functions of government (3-SS[HB/5,6]I/M)
⎯describe how public policies are used to address issues of public concern (3-SS[HB/5,6]I/M)
⎯recognize the relationship of local governments to the state, the nation, and the world (3-SS[HB/5,6]I/M)
⎯identify services commonly provided by the state government and contrast with other regions (3-SS[HB/5,6]D/M)
⎯identify government officials and explain how they are chosen (3-SS[HB/5,6]D/M)
⎯identify examples of rights and responsibilities of citizens (3-SS[HB/5,6]D/M)
⎯identify and explain the importance of acts of civic responsibility, including obeying laws and voting (3-SS[HB/5,6]D/M)
⎯identify diverse historic figures that exemplified good citizenship (3-SS[HB/5,6]D/B)
⎯identify ordinary people who exemplify good citizenship (3-SS[HB/5,6]D/B)
⎯list the differences between community, city, county, state, and country events which occur (3-SS[HB/5,6]D/B)
⎯recognize who makes laws in the state (3-SS[HB/5,6]I/M)
Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice.
⎯identify services commonly provided by the state government and contrast with other regions (3-SS[HB/5,6]D/B)
⎯Compare the Tennessee and the United State Constitutions with other governing procedures around the world (3-SS[HB/5,6]D/B)
Understand the rights, responsibilities and privileges of citizens living in a democratic republic.
⎯identify government officials and explain how they are chosen (3-SS[HB/5,6]D/M)
⎯explain the concept of the consent of the governed and its importance to the functions of government (3-SS[HB/5,6]I/M)
⎯identify examples of rights and responsibilities of citizens (3-SS[HB/5,6]D/M)
⎯describe how public policies are used to address issues of public concern (3-SS[HB/5,6]I/M)
⎯identify and explain the importance of acts of civic responsibility, including obeying laws and voting (3-SS[HB/5,6]D/M)
⎯identify diverse historic figures that exemplified good citizenship (3-SS[HB/5,6]D/B)
⎯identify ordinary people who exemplify good citizenship (3-SS[HB/5,6]D/B)
Understand the qualities of a contributing citizen in our participatory democracy.
⎯list the differences between community, city, county, state, and country events which occur (3-SS[HB/5,6]D/B)
⎯recognize the relationship of local governments to the state, the nation, and the world (3-SS[HB/5,6]I/M)
Individuals, Groups, and Interactions
Recognize the impact of individual and group decisions on citizens and communities.
⎯give examples of conflict, cooperation, and interdependence among individuals, groups, and nations (3-SS[HB/6]I/E)
⎯examine the relationships and conflict between personal wants and needs and various global concerns, such as use of imported oil, land use, and environmental protection (3-SS[HB/4,6]I/M)
⎯identify examples of actions individuals and groups can take to improve the community (3-SS[HB/1,3,5]D/IT)
⎯give examples of economic, social, or political changes that result from individual or group decisions (3-SS[HB/4,5]I/M)
Understand how groups can impact change at the local, state, and national level.
⎯identify and explain the significance of selected individual writers and artists and their stories, poems, statues, paintings, and other examples of cultural heritage from regions around the world (3-SS[HB/1,6]I/B)
⎯identify examples of nonprofit and/or civic organizations such as the Red cross and explain how they serve the common good (3-SS[HB/1]D/B)
Economics
Describe the potential costs and benefits of personal economic choices in a market economy.
⎯identify ways of earning, spending, and saving money (3-SS[HB/4]I/M)
⎯analyze a simple budget that allocates money for spending and saving (3-SS[HB/4]I/M)
⎯classify needs and wants using pictures of common items (i.e., food, cleaning products, clothes, candy, makeup) (3-SS[HB/4]A/B)
⎯using a picture, differentiate the difference between a producer and a consumer (3-SS[HB/4]A/B)
Give examples of fundamental economic concepts.
⎯identify examples of private and public goods and services (3-SS[HB/4]I/B)
⎯identify examples of scarcity (3-SS[HB/2]I/B)
⎯explain how supply and demand affects the price of a good or service (3-SS[HB/4]I/B)
⎯distinguish between imports and exports (3-SS[HB/4]A/B)
⎯differentiate between money and barter economies (3-SS[HB/4]A/B)
⎯distinguish the difference between a natural resource and finished product (3-SS[HB/2,4]A/B)
Discuss the patterns and results of international trade.
⎯recognize that the world has different agricultural and industrial regions (3-SS[HB/4]I/M)
⎯explain the characteristics of a technologically expanding global economy (3-SS[HB/4]I/M)
⎯explain the impact of scarcity on interdependence within and among regions (3-SS[HB/4]I/M)
⎯recognize that Tennessee and the United States have different agricultural and industrial regions (3-SS[HB/4]I/B)
⎯be aware of how goods and services are interchanged between communities at the local and national levels (3-SS[HB/4]I/B)
⎯trace the development of a product from a natural resource to a finished product (3-SS[HB/4]D/B)
⎯differentiate between needs and wants (3-SS[HB/]I/B)
⎯interpret a map showing agricultural and industrial areas (3-SS[HB/4]A/B)
History
Identify major people, events, and issues in Tennessee, United States, and world history.
⎯identify the heroic deeds of characters from state, national, and global histories (3-SS[HB/3]I/B)
⎯identify historical figures that helped to shape regions (3-SS[HB/ALL]I/IT)
Understand the place of historical events in the context of past, present and future.
⎯Describe the order of events by using designation of time periods such as ancient times and modern times. (3-SS[HB/1]D/IT)
⎯describe how individuals, events, and ideas cause regional change over time (3-SS[HB/5,6]I/M)
⎯describe the order of events by using designation of time periods such as ancient times and modern times (3-SS[HB/1,6]D/M)
⎯use vocabulary related to chronology, including past, present, and future (3-SS[HB/1]D/B)
⎯describe and measure calendar time by days, weeks, months, and years (3-SS[HB/1]D/IT)
⎯label historical events as past, present, and future (3-SS[HB/1]A/IT)
⎯use a timeline to determine the order of a historical sequence of events (3-SS[HB/1]A/IT)
⎯read and interpret facts from a historical passage (3-SS[HB/1]A/IT)
Explain how to use historical information acquired from a variety of sources.
⎯create and interpret timelines (3-SS[HB/1]D/IT)
⎯identify factors that cause development and change in communities (3-SS[HB/5,6]I/B)
⎯compare various interpretations of the same time period using evidence such as photographs and interviews (3-SS[HB/1]I/B)
Social Studies Process Standards
⎯use picture clues and picture captions to aid comprehension to acquire information (3-SS[HB/ALL]I/IT)
⎯use maps, graphs, globes, media, and technology sources to acquire information (3-SS[HB/ALL]I/IT)
⎯discover resources available from museums, historical sites, presidential libraries, and local and state preservation societies to acquire information (3-SS[HB/ALL]I/IT)
⎯classify information by source, chronology, and importance to analyze data and problem solve (3-SS[HB/ALL]I/IT)
⎯demonstrate an understanding of the data through written, visual, or oral methods to problem solve (3-SS[HB/ALL]I/IT)
⎯prepare and analyze maps, charts, and graphs for historical awareness (3-SS[HB/]I/IT)
⎯construct and analyze timelines for historical awareness (3-SS[HB/1]I/IT)
⎯utilize community resources such as field trips, guest speakers, and museums for historical awareness (3-SS-I/IT)
⎯incorporate the use of technological resources for historical awareness (3-SS-I/IT)
