Elementary Social Studies - Grade 3
The third grade Social Studies curriculum emphasizes human interaction with the natural environment and the ensuing interdependence of people locally, nationally, and globally. This geographic focus upon Carroll County, the natural regions of the United States, and Economics also integrates concepts and principles of the history, citizenship, economics, global, multicultural, humanities, values, and attitude strands of social studies.
The third grade student's broadened awareness of people, places, and events fosters development of democratic values and attitudes through the study of why and how different cultures interact with the environment, and the necessary interdependence of all people to satisfy basic human wants and needs.
UNITS AND INDICATORS
A timeline of events in the community (5.A.1.a)
Events in a variety of timelines (5.A.1.b)
Information about people, places, or events (5.A.2.a)
Family life in the community (5.A.2.b)
Roles of the local government leaders (1.A.1.a)
The selection and duties of local officials (1.A.1.c)
Consequences for violating rules and laws (1.A.1.b)
Democratic principles (1.A.2.a)
Practices of voting, volunteering, following rules, and recognizing national holidays (1.A.2.b)
Contributions of people that make a positive difference in the community (1.B.1.b)
Decision-making process used to accomplish a community goal or solve a community problem (1.B.2.a)
Roles and responsibilities of effective citizens (1.C.1.a)
Maps, globes and atlases (3.A.1.bc)
Geographic features of places and regions (3.B.1.a)
Population distribution of places and regions both rural and urban (3.B.1.c)
Geographic characteristics of places and regions that change over time and influence the way people live and work (3.B.1.d)
Transportation and communication networks (3.C.1.a)
How people modify, protect, and adapt to their environment (relative to Carroll County) (3.D.1.ac)
Different perspectives amongst individuals and groups in our school and community may result in compromise and/or conflict (2.C.1.b)
Working in a cooperative group (2.C.1.a)
Explain how producers make choices because of limited natural, human, and capital resources (4.A.2.a.)
Give examples of when limited resources affect decisions that producers make (4.A.2.b)
Describe steps in the production process to produce a product (4.A.2.d)
Acquire and apply new vocabulary through investigating, listening, reading and discussing a variety of print and non-print resources (6.A.1.a)
Identify and use new vocabulary acquired through study of relationships, prior knowledge and experiences (6.A.1.b)
Identify key ideas (6.B.1.a)
Connect key ideas to prior knowledge (6.B.1.b)
Identify, paraphrase or summarize the main idea of the text (6.A.4.b)
Set a purpose for reading the text (6.A.2.c)
Draw conclusions and make generalizations based on the text, multiple texts and/or prior knowledge (6.A.4.i)
Use graphic organizers or another note-taking technique to record important ideas or information (6. A.3.c)
Periodically summarize/paraphrase important ideas while reading (6.A.3.f)
Connect the text to prior knowledge or personal experiences (6.A.4.h)
Locate and gather data or information from appropriate non-print sources (6.D.1.c)
Present social studies information in a variety of ways such as mock trials, simulations, debates, and skits (6.G.1.a)
Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem-solution to gain meaning (6.A.3.a)
Explain what is not directly stated in the text by drawing inferences (6.A.4.f)
Connect key ideas to prior knowledge (personal experience, text and world) (6.B.1.b)
Support topic with appropriate details (6.B.4.c)
Incorporate social studies knowledge (6.B.4.d)
Explain personal connections to the ideas or information in the text (6.A.3.h)
Preview the text by examining features, such as the title, pictures, illustrations, photographs, charts, timelines, graphs, and icons (6.A.2.b)
Identify form, audience, topic and purpose (6.B.2.a)
State a clear opinion or position (6.B.3.b)
Support the opinion or position with facts and/or data (6.B.3.c)
Students will describe the purposes of a variety of maps and atlases, such as transportation maps, physical maps, and political maps.
Students will construct and interpret maps by using elements such as a title, compass rose, simple grid system, scale, legend/key, date, and author.
Students will identify the location of communities, major cities in Maryland, United States and the world using a globe, maps, and atlases.
Students will compare places and regions using geographic features.
Students will identify natural/physical and human-made features of places and regions.
Students will describe population distribution of places and regions such as rural and urban.
Students will describe how geographic characteristics of places and regions change over time and influence the way people live and work.
Students will explain how transportation and communication networks connect places, people, and ideas.
Students will identify reasons for the movement of people from one community or region to another.
Students will describe how people in a community modify their environment to meet changing needs for transportation, shelter and making a living.
Students will describe why and how people make decisions about protecting the environment.
Students will compare ways that people adapt to the environment for food, clothing and shelter.
Students will learn that people must make choices due to scarcity and limited resources.
Students will identify what helps producers and consumers make good economic decisions.
Students will use an organizer to see the pros and cons of a choice before making an economic decision.
Students will identify the thing not chosen as an “opportunity cost”.
Students will examine the production process and identify human, natural and capital resources used by producers.
Students will understand that specializing at a task means increased production (factory vs. handmade).
Students will examine how technology has affected the lives of consumers through online shopping.
Students will examine how technology has affected the lives of producers with the use of robotic-powered assembly lines.
Students will identify markets that are not face-to-face such as on-line shopping, catalog shopping, and trading in a global market.
Students will classify goods and services provided by their families vs. those provided by the government.
Students will understand how income is earned and budgets are made to control expenses.
Discuss how each family member has a responsibility to do a chore and how the family depends on that person. Ask what would happen if that family member did not do his/her part.
Plan family outings to new places and use an atlas to locate where the place can be found. Ask you child be the navigator and follow the route on the road map.
Talk about how many miles/hours it will take to reach the destination. Discuss which places you will visit, the weather, historical value, resources, and jobs in each area.
After a family outing, encourage your child to write about the experience in a journal or create captions to be included in the family photo album.
Discuss current events (presidential election, building a new school, earthquakes, floods). Use the newspaper to broaden awareness of people, places, and events.