Revised Oct. 12, 2012
Month
8/1/20129/30/2012
SOCIAL STUDIES CURRICULUM MAP GRADE 3
Core Content Standard
Essential Questions
GEOGRAPHY
I Can Statements
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.
I can use a map, atlas, and
Essential
globe to locate familiar
places in my community and
state.
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.
Priority
I can create a map using
symbols, map key, the
compass rose, and
cardinal directions.
I can identify major
landforms, such as the
continents, mountain
ranges, bodies of water, and
major rivers on maps and
globes.
Essential
I can identify natural
resources in our
environment.
SS-EP-4.1.3
Students will describe how
different factors (e.g. rivers,
mountains) influence where
human activities are located in the
community
I can explain how rivers,
oceans, and lakes are a
factor in human activities in
a community.
Vocabulary
Resources &
Assessments
Globe
Map
atlas
Symbols
compass rose
cardinal
directions
map key
Landforms
continents
mountain ranges
bodies of water
Natural resources
Important
Transportation,
recreation
Essential - 60-70% Instructional Time
Important - 20-30% Instructional Time
Condensed - 10-=20% Instructional Time
Page 1
Revised Oct. 12, 2012
SOCIAL STUDIES CURRICULUM MAP GRADE 3
SS-EP-4.2.1
I can describe places on
Essential
Climate
Students will describe places on
earth’s surface by their
Earth’s surface by their physical
physical characteristics.
characteristics (e.g., climate,
landforms, bodies of water).
I can compare regions in
8/1/2012Kentucky by physical
9/30/2012Focus on regions of
characteristics (climate,
Kentucky.
landforms, bodies of water.)
8/1/2012SS-EP-4.3.1
I can describe how
Condensed
9/30/2012 Students will describe patterns of
communities choose their
human settlement in places and
location according to
regions on the Earth’s surface.
landforms.
SS-EP-4.3.2
Students will describe how
technology helps us move, settle
and interact in the modern world
8/1/20129/30/2012
SS-EP-4.4.1
Students will describe ways
people adapt to/modify the
physical environment to meet
their basic needs (food, shelter,
clothing) during the history and
settlement of Kentucky.
DOK 1
I can describe the relation
of technology to the
movement, settlement, and
interaction in our world.
Important
I can describe how early
Essential
settlers of Kentucky adapted
to and modified their
physical environment to
meet their basic needs.
(physical geography, natural
resources)
Communication,
trade,
Telegraph,
telephone,
phonograph,
computer, timelines
Internet, inventions
Adaptations, modify
Essential - 60-70% Instructional Time
Important - 20-30% Instructional Time
Condensed - 10-=20% Instructional Time
Page 2
Revised Oct. 12, 2012
SOCIAL STUDIES CURRICULUM MAP GRADE 3
SS-EP-4.4.2
Students will describe how the
I can describe how the
Important
Promote, restrict
physical environment (mountains
physical environment can
as barriers or protection, rivers as promote or restrict human
barriers of transportation,) both
activities.
promoted and restricted human
activities during the early
settlement of Kentucky.
10/1/2012- GOVERNMENT AND CIVICS
12/17/2012
SS-EP-1.1.1
Students will identify the basic
purposes of local government
(to establish order, provide
security and accomplish
common goals); give examples
of services local governments
provide (e.g., police and fire
protection roads and snow
removal, garbage pick-up,)
and identify how they pay for
these services taxes).
SS-EP-1.1.2
Students will identify and
explain the purpose of rules
within organizations (e.g.,
school, clubs, teams) and
compare rules with laws.
DOK 2
I can identify the purposes
of local government.
Essential
Services
Taxes
Community
government
Essential
Rules/laws
I can give examples of local
government services and
identify how they are paid
for.
I can compare rules with
laws.
Essential - 60-70% Instructional Time
Important - 20-30% Instructional Time
Condensed - 10-=20% Instructional Time
Page 3
Revised Oct. 12, 2012
SOCIAL STUDIES CURRICULUM MAP GRADE 3
SS-EP-1.2.1
I can describe how my local Essential
Mayor
Students will describe how
government is structured.
city council
their local government is
judge-executive
structured (e.g., mayor, city
local courts
council, judge-executive, fiscal
court, local courts) and
compare their local
government to other
community governments in
Kentucky.
Focus on local; introduce state and
national levels and leaders of each.
10/1/2012- SS-EP-1.3.1
12/17/2012 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
I can explain the basic
democratic ideas of liberty
and justice and tell why
they are important today.
Important
Liberty
justice
I can identify and give
examples of good
citizenship in the
community. (volunteer,
recycle, vote, service
projects)
Essential
recycling,
conserving
natural resources
donating
volunteers
community service
reuse
voting
I can explain why it is
Important to be an active
member of society.
Essential - 60-70% Instructional Time
Important - 20-30% Instructional Time
Condensed - 10-=20% Instructional Time
Page 4
Revised Oct. 12, 2012
1/1/2013
HISTORICAL PERSPECTIVE
SOCIAL STUDIES CURRICULUM MAP GRADE 3
SS-EP-5.1.1
Students will use a variety of
primary and secondary sources
(e.g., artifacts, diaries, timelines)
to
interpret the past.
1/1/2013
SS-EP-5.2.1
Students will identify significant
patriotic and historical songs,
symbols,
monuments/landmarks (e.g.,
The Star-Spangled 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.
Focus on KY DOK 2
SS-EP-5.2.3
Students will describe change over
time in communication,
technology, transportation and
education in the community.
I can use, differentiate, and
give examples of primary
and secondary sources to
interpret the past.
Essential
Artifacts, diaries,
interpret,
mementoes,
sources
I can identify patriotic
and historical songs and
symbols, and explain
their historical
significance. (Review)
Essential
Patriotic
patriotism
National Anthem
Symbols of freedom
National holidays
Monuments
landmarks
national holidays
motto
symbols
condensed
Henry Ford
Orville and Wilbur
Wright
Microphone
Radio
television
automobile
airplane
Alexander Graham
Bell
Transcontinental
satellite
Cameras
I can identify and explain
the meaning of the
Kentucky flag and motto.
I can identify my state song
and give examples of when
it is played or sung.
I can describe change over
time in communication,
technology, transportation
and education in the
community.
I can give examples of how
transportation, clothing,
communication, and
technology have changed
over time. Such as:
Essential - 60-70% Instructional Time
Important - 20-30% Instructional Time
Condensed - 10-=20% Instructional Time
Page 5
Revised Oct. 12, 2012
SOCIAL STUDIES CURRICULUM MAP GRADE 3
Transcontinental, satellite
Cameras, photographs
Films, and occupations
1/1/2013
2/1/2013
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.
Focus on KY
DOK 2
I can identify and
compare cultures of
diverse groups of Native
Americans that settled in
Kentucky.
photographs
films
occupations
Essential
artifacts
natural resources,
climate
Eastern Woodlands
Native
Americans—
Chickasaw,
Cherokee, and
Shawnee
I can explain why they
settled in what is now
Kentucky and how the
natural resources and
climate affected their
climate.
CULTURES AND SOCIETIES
ELEMENTS OF CULTURE
SS-EP-2.1.1
Students will describe
cultural elements (e.g.beliefs,
traditions, languages, skills,
literature, the arts).
Focus on KY
DOK 1
I can describe cultural
elements of groups of
people (Native Americans
and pioneers of Kentucky)
Essential
Beliefs
traditions
languages
skills
literature
the arts
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.
I can investigate a variety of
diverse cultures locally and
in the world today and
explain the importance of
appreciating and
understanding other
cultures.
Condensed
Investigate
Diverse
cultures
appreciate
respect
customs
Essential - 60-70% Instructional Time
Important - 20-30% Instructional Time
Condensed - 10-=20% Instructional Time
Page 6
Revised Oct. 12, 2012
2/1/2013
SOCIAL INSTITUTIONS
SS-EP-2.2.1
Students will identify social
institutions (government,
economy, education, religion,
family) and explain how they
help the community.
2/1/2013
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
3/1/20135/24/2013
SOCIAL STUDIES CURRICULUM MAP GRADE 3
I can identify social
institutions and explain how
they help in the community.
Condensed
government
economy
education
religion
family
I can describe various
interactions (compromise
and cooperation) that occur
between groups at school
and home.
Essential
Interactions
compromise
cooperation
SS-EP-2.3.2 Students will
identify appropriate conflict
resolution strategies (e.g.,
compromise, cooperation,
communication).
ECONOMICS
I can identify appropriate
conflict resolution
strategies.
Essential
communication
Conflict
resolution
SS-EP-3.1.1
Students will define basic
economic terms related to
scarcity (e.g., opportunity
cost, wants and needs,
limited productive
resources-natural, human,
capital) and explain that
scarcity requires people to
make economic choices and
incur opportunity costs.
DOK 2
I can define the basic
economic terms related to
scarcity.
Essential
Economics
scarcity
opportunity cost
wants and needs
limited
productive
resources-natural &
human
capital goods
services
I can explain why people
cannot have all the goods
and services they want.
I can explain the
relationship between
limited resources and
scarcity.
Supply and demand
Essential - 60-70% Instructional Time
Important - 20-30% Instructional Time
Condensed - 10-=20% Instructional Time
Page 7
Revised Oct. 12, 2012
SOCIAL STUDIES CURRICULUM MAP GRADE 3
I can explain the differences
between limited natural
resources and limited
human resources.
3/1/20135/24/2013
3/1/20135/24/2013
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
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
I can explain how banks and
other economic institutions
help people deal with the
problem of scarcity.
Condensed
I can show how markets
enable buyers and sellers to
exchange goods and
services.
Essential
SS-EP-3.3.2
Students will explain different
ways that people acquire
goods and services (by
trading/bartering goods and
I can explain how people
acquire goods and services.
I can compare and contrast
ways people in the
past/present acquired what
they needed, using basic
economic terms related to
markets.
Prioritizing
resources
saving,
loaning and
spending money
limited human
resources,
and limited natural
resources
Loan money,
saving money
scarcity
profit,
consumer,
producer,
supply,
demand,
buyers,
sellers,
barter
market economy,
money,
trade,
advertising).
Condensed
Essential - 60-70% Instructional Time
Important - 20-30% Instructional Time
Condensed - 10-=20% Instructional Time
Page 8
Revised Oct. 12, 2012
services for other goods and
services, or by using money).
3/1/20135/24/2013
3/1/20135/24/2013
SOCIAL STUDIES CURRICULUM MAP GRADE 3
Trading, bartering,
goods/services
SS-EP-3.4.1
Students will define basic
economic terms 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
Students will describe how
new knowledge,
technology/tools, and
specialization increases
productivity in our community,
state, nation and world.
I can define, describe, and
give examples of basic
economic terms related to
production, distribution and
consumption.
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.
I can define
interdependence and give
examples of how people in
our communities, states,
nation, and world depend
on each other for goods and
services.
Important
specialization,
entrepreneur,
price, first-comefirst served,
sharing equally,
production,
distribution and
consumption
capital
Important
Productivity
Condensed
interdependence
I can describe various ways
goods and services are
distributed.
I can explain how new
technology increases
productivity in our state.
Essential - 60-70% Instructional Time
Important - 20-30% Instructional Time
Condensed - 10-=20% Instructional Time
Page 9