TTUISD - TEKS Tracker
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Evaluator______________________________
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TTUISD: SOCS 3A, Social Studies ‐ Grade 3 (v.2.0), First Semester
TEKS: §113.1. Social Studies, Elementary
TEKS Requirement (Elementary))
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
1, 17, 18, 19,
24, 60
1, 1; 2, 49; 2, 53;
2, 54; 5, 161
Understand
§113.5. Social Studies, Grade 3.
(a) Introduction.
(1) In Grade 3, students learn how 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, 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 biographies; folktales, myths, and legends; and poetry, songs, and artworks is
encouraged. Selections may include the legend of Paul Bunyan. Motivating resources are also
available from museums, historical sites, presidential libraries, 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 geography and social studies skills
strands 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.
(4) 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, §28.002(h).
(b) Knowledge and skills.
(1) History. The student understands how individuals, events, and ideas have influenced the
history of various communities. The student is expected to:
(A) describe how individuals, events, and ideas have changed communities over time;
(B) identify individuals such as Pierre-Charles L'Enfant who have helped to shape
communities; and
(C) describe how individuals such as Christopher Columbus and Meriwether Lewis and
William Clark have contributed to the expansion of existing communities or to the creation of
new communities.
(2) History. The student understands common characteristics of communities, past and
present. The student is expected to:
(A) identify reasons people have formed communities, including a need for security, law, and
material well-being; and
(B) compare ways in which people in the local community and communities around the
world meet their needs for government, education, communication, transportation, and
recreation, over time and in the present.
(3) History. The student understands the concepts of time and chronology. The student is
expected to:
(A) use vocabulary related to chronology, including ancient and modern times and past,
present, and future times;
(B) create and interpret timelines; and
17, 21, 25, 40 2, 50; 2, 59; 4, 118
17, 19
2, 50; 2, 54
1, 2, 3, 5, 8, 9, 1, 1; 1, 4; 1, 16; 1,
14, 21
26; 2, 45; 2, 59
1, 4; 1, 17; 2, 46;
2, 5, 14, 18, 21,
2, 53; 2, 59; 3, 86;
32, 37, 52,
4, 103;
Remember
Understand
Understand
Evaluate
37
4, 103
Apply
19, 24
2, 54
Evaluate
TEKS Requirement (Elementary))
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
(C) describe historical times in terms of years, decades, and centuries.
(4) Geography. The student understands how humans adapt to variations in the physical
environment. The student is expected to:
(A) describe and explain variations in the physical environment including climate, landforms,
natural resources, and natural hazards;
1, 9, 10, 14, 36,
51, 53, 54, 57,
60, 64, 67, 68,
69, 71
1, 2; 1, 33; 2, 37;
2, 45; 3, 96; 5,
137; 5, 146; 5,
Understand
155; 5, 161; 6,
172; 6, 181; 6, 189
(B) compare how people in different communities adapt to or modify the physical
environment;
51, 52, 53, 54,
57, 60, 67, 71
5137; 5, 142; 5,
147; 5, 155; 5,
161; 6, 173; 6, 185
Evaluate
(C) describe the effects of physical and human processes in shaping the landscape; and
53, 54, 57, 64, 5, 148; 5, 155; 5,
66, 71
171; 6, 179; 6, 189
Evaluate
(D) identify and compare the human characteristics of selected regions.
51, 52, 54, 57, 5, 138; 5, 142; 5,
64, 66
155; 6, 173; 6, 190
Evaluate
(5) Geography. The student understands the concepts of location, distance, and direction on
maps and globes. The student is expected to:
(A) use cardinal and intermediate directions to locate places such as the Amazon River,
Himalayan Mountains, and Washington D.C. on maps and globes;
21, 22, 36, 52,
53, 62, 64
2, 59; 2, 63; 3, 96;
5, 142; 5, 147; 5,
166; 6, 174
Apply
(B) use a scale to determine the distance between places on maps and globes;
13, 36, 51, 53 2, 42; 3, 97; 5, 147
Apply
(C) identify and use the compass rose, grid, and symbols to locate places on maps and globes;
and
1, 2, 7, 10, 13,
14, 22, 36, 45,
52, 53, 54, 60,
62
5, 162; 5, 166; 6,
179
Apply
56, 62
5, 153; 5, 167
Apply
9, 26, 31, 33,
35
1, 28; 3, 66; 3, 79;
3, 81; 3, 84; 3, 91
Understand
(D) draw maps of places and regions that contain map elements including a title, compass
rose, legend, scale, and grid system.
(6) Economics. The student understands the purposes of spending and saving money. The
student is expected to:
(A) identify ways of earning, spending, and saving money; and
(B) analyze a simple budget that allocates money for spending and saving.
(7) Economics. The student understands the concept of an economic system. The student is
expected to:
(A) define and identify examples of scarcity;
(B) explain the impact of scarcity on the production, distribution, and consumption of goods
and services;
(C) explain the impact of scarcity on interdependence within and among communities; and
(D) explain the concept of a free market.
(8) Economics. The student understands how businesses operate in the U.S. free enterprise
system. The student is expected to:
(A) give examples of how a simple business operates;
(B) explain how supply and demand affect the price of a good or service;
(C) explain how the cost of production and selling price affect profits; and
(D) identify historic figures, such as Henry Ford, and ordinary people in the community who
have started new businesses.
(9) Government. The student understands the basic structure and functions of local
government. The student is expected to:
(A) describe the basic structure of government in the local community;
TEKS Requirement (Elementary))
(B) identify services commonly provided by local governments;
(C) identify local government officials and explain how they are chosen;
(D) explain how local government services are financed; and
(E) explain the importance of the consent of the governed to the functions of local
government.
(10) Citizenship. The student understands characteristics of good citizenship as exemplified
by historic figures and ordinary people. The student is expected to:
(A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and
responsibility for the common good;
(B) identify historic figures such as Jane Addams, Helen Keller, and Harriet Tubman who
have exemplified good citizenship;
(C) identify and explain the importance of acts of civic responsibility, including obeying laws
and voting; and
(D) identify ordinary people who exemplify good citizenship.
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
1, 17; 1, 28; 3, 66;
5, 8, 26, 29, 31,
3, 77; 3, 79; 3, 81;
33
3, 84
26, 30, 31, 33, 3, 67; 3, 77; 3, 79;
35
3, 85; 3, 91
33, 34, 35
3, 87; 3, 89; 3, 91
Bloom's
Taxonomy
Remember
Understand
Understand
29, 31
3, 76; 3.80
Understand
22, 35, 39, 40
2, 63; 3, 75; 3, 92;
4, 112; 4, 118
Understand
27, 29, 40
3, 69; 3, 75; 4, 117 Understand
8, 22, 31, 37,
39
1, 29; 2, 62; 3, 80;
4, 111
3, 69; 3, 74; 3, 80;
27, 29, 31, 40
4, 106; 4, 117
Understand
Understand
(11) Citizenship. The student understands the impact of individual and group decisions on
communities in a democratic society. The student is expected to:
(A) give examples of community changes that result from individual or group decisions;
(B) identify examples of actions individuals and groups can take to improve the community;
and
(C) identify examples of nonprofit and/or civic organizations such as the Red Cross and
explain how they serve the common good.
(12) Culture. The student understands ethnic and/or cultural celebrations of the United States
and other nations. The student is expected to:
(A) explain the significance of selected ethnic and/or cultural celebrations in Texas, the
United States, and other nations such as St. Patrick's Day, Cinco de Mayo, and Kwanzaa; and
(B) compare ethnic and/or cultural celebrations in Texas, the United States, and other
nations.
(13) Culture. The student understands the role of real and mythical heroes in shaping the
culture of communities, the state, and the nation. The student is expected to:
(A) identify the heroic deeds of state and national heroes such as Daniel Boone and Davy
Crockett;
(B) retell the heroic deeds of characters from American folktales and legends such as Pecos
Bill and Paul Bunyan;
(C) retell the heroic deeds of characters of Greek and Roman myths; and
(D) identify how selected fictional characters such as Robinson Crusoe created new
communities.
(14) Culture. The student understands the importance of writers and artists to the cultural
heritage of communities. The student is expected to:
(A) identify selected individual writers and artists and their stories, poems, statues, paintings,
and other examples of cultural heritage from communities around the world; and
(B) explain the significance of selected individual writers and artists and their stories, poems,
statues, paintings, and other examples of cultural heritage to communities around the world.
(15) Science, Technology, and Society. The student understands how individuals have
created or invented new technology and affected life in communities around the world, past
and present. The student is expected to:
(A) identify scientists and inventors such as Louis Daguerre, Cyrus McCormick, Louis
Pasteur, and Jonas Salk who have created or invented new technology; and
(B) identify the impact of new technology in photography, farm equipment, pasteurization,
and medical vaccines on communities around the world.
8, 27, 28, 29,
39, 42, 45
2, 28, 37, 39,
41
27, 29, 39
1, 28; 3, 69; 3, 71;
3, 75; 4, 111; 4,
118; 4, 133
1, 4; 3, 71; 4, 106;
4, 112
Understand
Understand
3, 69; 3, 74; 4, 119 Understand
1, 7, 22
1, 2; 1, 22; 2, 62
Evaluate
1
1, 2
Evaluate
42
Understand
52
5, 142
Understand
1, 43
1, 1; 4, 122
Understand
43
4, 126
Understand
Understand
Understand
TEKS Requirement (Elementary))
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
(16) Social Studies Skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology. The student is
expected to:
(A) obtain information, including historical and geographic data about the community, using
a variety of print, oral, visual, and computer sources;
1, 4; 1, 10; 2, 54;
2, 10, 19, 20,
3, 66; 3, 90; 3, 96;
26, 35, 36, 38,
4, 108; 5, 157; 6,
44, 57, 66, 69
185
Apply
(B) sequence and categorize information;
1, 4; 1, 17; 1, 20;
2, 5, 6, 7, 8, 19,
1, 22; 2, 37; 2, 54;
20, 35, 38, 44
3, 91; 3, 96; 4, 108
Analyze
(C) interpret oral, visual, and print material by identifying the main idea, identifying cause
and effect, and comparing and contrasting;
(D) use various parts of a source, including the table of contents, glossary, and index, as well
as keyword computer searches, to locate information;
1, 1; 1, 12; 1, 17;
1, 3, 5, 11, 12,
1, 22; 1, 28; 2, 41;
17, 31, 32, 35,
2, 50; 3, 81; 3, 83;
36, 37, 38, 44,
3, 90; 4, 104; 4,
57, 59
108
1, 27; 1, 33; 2, 63;
8, 9, 22, 34, 38,
3, 89; 5, 142; 5,
44, 52, 60, 68
162; 6, 182
(E) interpret and create visuals including graphs, charts, tables, timelines, illustrations, and
maps; and
1, 1; 1, 12; 1, 20;
1, 3, 4, 6, 10,
2, 37; 2, 55; 3, 70;
20, 27, 34, 35,
3, 89; 3, 96; 4,
37, 64, 69
104; 6, 173; 6, 183
(F) use appropriate mathematical skills to interpret social studies information such as maps
and graphs.
6, 13, 37, 38,
64, 79
1, 20; 2, 43; 4,
104; 4, 108; 6,
173; 6, 187
Apply
Apply
Create
Apply
(17) Social Studies Skills. The student communicates effectively in written, oral, and visual
forms. The student is expected to:
(A) express ideas orally based on knowledge and experiences;
1, 1; 1, 4; 1, 12; 1,
18; 1, 22; 1, 28; 2,
1, 2, 4, 5, 8, 10,
37; 2, 43; 2, 45; 3,
13, 26, 29, 31,
65; 3, 66; 3, 74; 3,
32, 35, 38, 52
81; 3, 82; 3, 904,
108
Apply
(B) create written and visual material such as stories, poems, pictures, maps, and graphic
organizers to express ideas; and
1, 4; 1, 17; 1, 27;
2, 5, 8, 10, 13,
2, 39; 2, 43; 2, 59;
14, 21, 34, 35,
3, 89; 3, 91; 4,
38, 59, 70
108; 5, 159; 6, 186
Create
(C) use standard grammar, spelling, sentence structure, and punctuation.
9, 15, 34, 58,
71
1, 29; 2, , 47; 3,
89; 5, 159; 6, 190
Apply
9, 31, 32
1, 33; 3, 80; 3, 82
Evaluate
9, 31, 32, 59
1, 33; 3, 80; 3.83;
5, 159
Evaluate
(18) Social Studies Skills. The student uses problem-solving and decision-making skills,
working independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider
options, consider advantages and disadvantages, choose and implement a solution, and
evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather
information, identify options, predict consequences, and take action to implement a decision.
Source: The provisions of this §113.5 adopted to be effective September 1, 1998, 22 TexReg
7684.