3rd Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS/
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
Government and Civics
The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States,
including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority and governance and their
evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of
citizenship is critical to full participation in society and is a central purpose of the social studies.
Formation of Governments
SS-EP-1.1.1
Know how local
Describe the roles of
Kentucky Learns Links
2
Students will identify the basic purposes of local
government works.
community service
government (to establish order, provide security
workers. How are these
and accomplish common goals); give examples of
services paid for?
services local governments provide (e.g., police
and fire protection roads and snow removal,
Order, security, goal,
garbage pick-up,) and identify how they pay for
police, fire fighters,
these services taxes).
roads, snow removal,
garbage pick-up, city
parks, life guards, taxes
Know why there are
What would happen if
OR Question 1
2
school and sports
there were no rules?
(classroom rules)
SS-EP-1.1.2
rules.
Describe a day at school
OR Question 2
Students will identify and explain the purpose
with
no
rules.
(citizens)
of rules within organizations (e.g., school, clubs,
teams) and compare rules with laws.
Laws, rules,
consequences, schools,
DOK 2
clubs, teams
Constitutional Principles
SS-EP-1.2.1
Know who makes up
Explain who makes up
Kentucky Learns Links
2
Students will describe how their local government local government.
local government?
is structured (e.g., mayor, city council, judgeexecutive, fiscal court, local courts) and compare
Identify three members
their local government to other community
of local government and
governments in Kentucky
describe their role in the
community.
Mayor, judge, sheriff,
city council
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
1
updated 1/11/07
3rd Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
Rights and Responsibilities
SS-EP-1.3.1
Students will define basic democratic ideas (e.g.,
liberty, justice, equality, rights, responsibility)
and explain why they are important today.
SS-EP-1.3.2
Students will identify and give examples of
good citizenship at home, at school and in the
community (e.g., helping with chores, obeying
rules, participating in community service
projects such as recycling, conserving natural
resources, donating food/supplies) and explain
why civic engagement in the community is
important.
DOK 2
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS/
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
Know what a
democracy is and why
it is important.
2
Use a variety of print
and non-print sources
(e.g., stories, books,
interviews, and
observations).
Know what it means
to show good
citizenship.
Explain the importance of a
democracy.
Kentucky Learns Links
Hold mock election.
Liberty, justice, equality,
rights, responsibilities
Develop a project to show
good citizenship (recycling,
grounds clean-up, food
drive, etc.)
Hold mock debate.
Kentucky Learns Links
4
Cooperate, volunteer,
citizen, responsibility,
contributor, resources,
renewable, nonrenewable,
recycling, donating, helping
others
Cultures & Societies
Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music,
literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a
global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.
Elements of Culture
2
Know about your
Compare and contrast your
Kentucky Learns Links
SS-EP-2.1.1
beliefs and traditions. culture against another
Students will describe cultural elements (e.g.,
culture.
OR Question
beliefs, traditions, languages, skills, literature,
(compare England and France)
the arts).
Explain and describe
DOK 1
cultural elements.
Culture is a system of
beliefs, language, multicultural, diversity,
prejudice, traditions, skills,
literature, art
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
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3rd Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
SS-EP-2.1.2
Students will study a variety of diverse cultures
locally and in the world today and explain the
importance of appreciating and understanding
other cultures.
Social Institutions
SS-EP-2.2.1
Students will identify social institutions
(government, economy, education, religion,
family) and explain how they help the community.
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS/
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
Kentucky Learns Links
Know why groups are
important.
Name a social institution in
your community and how it
impacts community life.
Kentucky Learns Links
2
Kentucky Learns Links
(Understand the Family and Relationships)
2
Economy, religion, family,
government, school
Interactions Among Individuals and Groups
SS-EP-2.3.1
Students will describe various forms of
interactions (compromise, cooperation,
conflict, competition) that occur between
individuals/ groups at home and at school.
DOK 2
SS-EP-2.3.2 Students will identify appropriate
conflict resolution strategies (e.g., compromise,
cooperation, communication).
Know how
interactions among
individuals and
groups assume
various forms.
Why is it important to work
together in groups, clubs,
and organizations?
Competition, conflict,
compromise, and
cooperation
Describe and give
examples of conflicts
and conflict resolution
strategies.
Economics
Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others,
the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an
increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.
Scarcity
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
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updated 1/11/07
3rd Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
SS-EP-3.1.1
Students will define basic economic terms
related to scarcity (e.g., opportunity cost, wants
and needs, limited productive resourcesnatural, human, capital) and explain that
scarcity requires people to make economic
choices and incur opportunity costs.
DOK 2
Economic Systems and Institutions
SS-EP-3.2.1
Students will identify and give examples of
economic institutions (banks) and explain how they
help people deal with the problem of scarcity (e.g.,
loan money, save money) in today’s market
economy.
Markets
SS-EP-3.3.1
Students will define basic economic terms
related to markets (e.g., market economy,
markets, wants and needs, goods and services,
profit, consumer, producer, supply and
demand, barter, money, trade, advertising).
DOK 2
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS/
ASSESSMENTS
CONTENT/TERMS
Give examples of
resources.
Explore differences
between limited
natural resources,
and limited human
resources.
Define opportunity cost.
Capital vs. Capitol
Goods, services, income,
taxes, economics,
opportunity costs,
resources
Economics – Consumption of goods – Encyclomedia
Know how banks
function.
Describe why banks are
necessary.
Save, loan, spending
Banks, money
Know what goods
and services we
need.
How do goods &
services affect you?
GRADING
PERIOD
3
Kentucky Learns Links
3
Kentucky Learns Links
3
Compare and contrast
selling & buying.
Goods, services, barter,
profit, producing, selling,
buying, markets
SS-EP-3.3.2
Students will explain different ways that people
acquire goods and services (by trading/bartering
goods and services for other goods and services or
by using money).
Production, Distribution, and Consumption
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
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updated 1/11/07
3rd Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS/
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
Compare and contrast
3
SS-EP-3.4.1
Production, distribution,
Students will define basic economic terms
consumption, consumer
related to production, distribution and
consumption (e.g., goods and services, wants
and needs, supply and demand, specialization,
entrepreneur) and describe various ways goods
and services are distributed (e.g., by price,
first-come-first-served, sharing equally).
DOK 2
SS-EP-3.4.2
Explain why
3
Students will describe how new knowledge,
specialization is
technology/tools, and specialization increases
necessary.
productivity in our community, state, nation and
world.
Specialization, workers
SS-EP-3.4.3
Students will define interdependence and give
examples of how people in our communities,
states, nation and world depend on each other for
goods and services.
Geography
Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to
analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how
geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to
prepare for the future.
The Use of Geographic Tools
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
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updated 1/11/07
3rd Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS/
ASSESSMENTS
CONTENT/TERMS
SS-EP-4.1.1
Students will use geographic tools (e.g., maps,
globes, mental maps, charts, graphs) to locate
and describe familiar places at home, school and
the community.
Know how to use
maps, globes,
charts, graphs atlas,
and compass rose.
Why is it important to
be able to read and
understand a map of
my community, state,
country, and world?
How is my community
affected by its
geographical location?
SS-EP-4.1.2
Students will use geographic tools to identify
major landforms (e.g., continents, mountain
ranges), bodies of water (e.g., oceans, major
rivers) and natural resources on Earth’s surface
and use relative location.
SS-EP-4.1.3
Students will describe how different factors (e.g.
rivers, mountains) influence where human
activities are located in the community.
Know how to give
directions from one
place to another.
Maps, legend, map
key, symbols, absolute
location, urban, rural,
suburban
How can we use
relative location?
Geography Squares
GRADING
PERIOD
1
Continent & Ocean
Capital vs. Capitol
Kentucky Learns Links
City, Suburb, and Rural Communities - Encyclomedia
Kentucky Learns Links
1
Kentucky Learns Links
2
Relative location,
directions
Compare and contrast
two landforms and
how you can locate
them with a
geographical tool.
Landforms, mountains,
hills, plateaus, valley,
peninsula, island,
plains, desert, mesa,
continent, ocean,
natural resources,
Regions
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
6
updated 1/11/07
3rd Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS/
ASSESSMENTS
CONTENT/TERMS
Describe and illustrate
the physical
characteristics of three
landforms.
SS-EP-4.2.1
Students will describe places on Earth’s surface by
their physical characteristics (e.g., climate,
landforms, bodies of water).
Landforms – Encyclomedia
GRADING
PERIOD
2
Kentucky Learns Links
Landforms, mountains,
hills, plateaus, valley,
peninsula, island,
plains, desert, mesa,
continent, ocean,
natural resources,
renewable resources,
nonrenewable
resources
Patterns
SS-EP-4.3.1
Students will describe patterns of human settlement
in places and regions on the Earth’s surface.
Know why people
settled in particular
places.
Describe what
encourages humans to
settle in particular
places.
Movement, settlement,
explorers, settlers,
Native Americans,
Colonists
SS-EP-4.3.2
Students will describe how technology helps us
move, settle and interact in the modern world.
Know about inventions
that helped people
move.
How has technology
improve movement
throughout the years?
Kentucky Learns Links
Exploring the World – Encyclomedia
Kentucky Learns Links
(Age of Exploration)
Plymouth Plantation – Encyclomedia
Kentucky Learns Links
(Colonial America)
Kentucky Learns Links
2
Inventions,
transportation,
automobile, telephone,
airplanes
Human-Environment Interaction
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
7
updated 1/11/07
3rd Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS/
ASSESSMENTS
CONTENT/TERMS
SS-EP-4.4.1
Students will describe ways people adapt
to/modify the physical environment to meet
their basic needs (food, shelter, clothing).
DOK 1
Analyze why and how
people change their
environment.
GRADING
PERIOD
Kentucky Learns Links
Food, farming, shelter,
houses, apartments,
clothing
Kentucky Learns Links
SS-EP-4.4.2
Students will describe how the physical
environment can both promote and restrict human
activities.
Historical Perspective
History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present
and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students
need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in
Kentucky, the United States and the World.
The Factual and Interpretive Nature of History
SS-EP-5.1.1
Know timelines for
Explain how we can
Kentucky Learns Links
Students will use a variety of primary and
historical events.
learn about the past.
secondary sources (e.g., artifacts, diaries,
timelines) to interpret the past.
Diaries, journals,
books, artifacts,
timelines
The History of the United States
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
8
updated 1/11/07
3rd Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS/
ASSESSMENTS
CONTENT/TERMS
SS-EP-5.2.1
Students will identify significant patriotic and
historical songs, symbols,
monuments/landmarks (e.g., The StarSpangled Banner, the Underground Railroad,
the Statue of Liberty) and patriotic holidays
(e.g., Veteran’s Day, Martin Luther King’s
birthday, Fourth of July) and explain their
historical significance.
DOK 2
Know patriotic symbols
and why it is important
to be patriotic.
SS-EP-5.2.2
Students will identify and compare the early
cultures of diverse groups of Native Americans
(e.g., Northwest, Southwest, Plains, Eastern
Woodlands) and explain why they settled in
what is now the United States.
DOK 2
SS-EP-5.2.3
Students will describe change over time in
communication, technology, transportation and
education in the community.
Know why people move
and stay in different
places.
GRADING
PERIOD
Why are patriotic
symbols important to
US citizens?
OR-American Symbols
Symbols, American
flag, My Country Tis
of Thee, July 4th,
Veteran’s Day, Statue
of Liberty
OR-Westward HO!
Explain why people
move.
Kentucky Learns Links
(Native American/Colonial American Times)
2
Kentucky Learns Links
3
OR-Revolutionary Patriots
Kentucky Learns Links
(Symbols of the United States)
Colony, states,
discovery
Know what inventions
have helped us
communicated and
move.
Describe how
communication and
transportation
improved to assist
humans.
Telegraph, telephone,
buggy, automobile,
airplane
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
9
updated 1/11/07