OUTCOME:
IN3.1 Analyze daily life in a diversity of communities.
Key Indicators
- (a) Describe characteristics of daily life in communities studied, and compare the ways
in which the needs are met by individuals in diverse communities (e.g., housing, tools,
work, use of the land, games, education).
Concepts (Nouns, Knows)
characteristics
ways needs are met
Skills (Verbs, Dos)
Big Ideas (Enduring Understandings)
Essential Questions
- housing, tools, work, use of land, games,
education, food, routines
What are the similarities/differences in the
daily life of our community and others that
we’ve studied?
describe
compare
- (b) Give examples of how culture is reflected in daily life in various communities, and
examine why these cultural elements are important (e.g., language, stories, cultural
traditions, religious traditions, recreation, art, architecture, clothing).
Concepts (Nouns, Knows)
daily life/culture
cultural elements
Skills (Verbs, Dos)
give examples
reflected
examine
Big Ideas (Enduring Understandings)
Essential Questions
- language, stories, cultural traditions,
religious traditions, recreation, art,
architecture, clothing
How is culture reflected in the daily life of
our community and others studied?
SOCIAL STUDIES Grade 3 (Updated FEB-6-2012)
OUTCOME:
IN 3.2 Analyze the cultures and traditions in communities studied.
Key Indicators
- (b) Give examples of traditions and practices that have endured over time in
communities studied, and discuss why these are important.
Concepts (Nouns, Knows)
traditions, practices/communities
Skills (Verbs, Dos)
give examples
discuss
Big Ideas (Enduring Understandings)
Essential Questions
- dance, language, art, food, schooling,
religion, recreation, holidays (depends on
which communities are studied)
What are some of the traditions and
practices that are still used today?
- (c) Make inferences about how the culture of the local community is reflected by its
customs and celebrations.
Concepts (Nouns, Knows)
culture local community
custom/celebrations
Skills (Verbs, Dos)
make inferences
reflecting
Big Ideas (Enduring Understandings)
Essential Questions
- in areas where there is a high number of
cultural similarities their customs are more
prevalent
How is the culture of the local community
influenced by its members?
Authors: Edie Shepherd, Gina Keller, Dawn Lessard, Tanus Johnson
SOCIAL STUDIES Grade 3 (Updated FEB-6-2012)
OUTCOME:
IN 3.3 Illustrate examples of interdependence of communities.
Key Indicators
- (b) Provide examples of ways in which student choices and actions may affect people
elsewhere in the world (e.g., charitable donations, consumption of goods, recycling).
Concepts (Nouns, Knows)
student choices/actions affect people
Skills (Verbs, Dos)
provide examples
Big Ideas (Enduring Understandings)
Essential Questions
- charities, recycling, where/how things are
made, things we use
How do our choices and actions affect
others in the world?
- (c) Identify products produced locally and sold elsewhere.
Concepts (Nouns, Knows)
products produced and sold
Skills (Verbs, Dos)
identify
Big Ideas (Enduring Understandings)
Essential Questions
- grain, livestock, produce, mining, natural
resources
What things do we make or grow here that
are sold around the world?
Authors: Edie Shepherd, Gina Keller, Dawn Lessard, Tanus Johnson
SOCIAL STUDIES Grade 3 (Updated FEB-6-2012)
OUTCOME:
DR 3.1 Use various model representations of the Earth.
Key Indicators
- (b) Identify geographic concepts including continents, countries, borders, hemispheres,
and the equator.
Concepts (Nouns, Knows)
continents, countries, borders, hemispheres,
and the equator.
Skills (Verbs, Dos)
identify
Big Ideas (Enduring Understandings)
Essential Questions
- maps and globes
How do we represent the earth using a
model?
- (c) Locate and identify the continents and oceans on a map or globe.
Concepts (Nouns, Knows)
continents and oceans on a map or globe.
Skills (Verbs, Dos)
locate
identify
Big Ideas (Enduring Understandings)
Essential Questions
- (d) Locate and identify countries or regions studied on a map or globe.
Concepts (Nouns, Knows)
countries or regions studied on a map or globe
Skills (Verbs, Dos)
locate
identify
Big Ideas (Enduring Understandings)
Essential Questions
SOCIAL STUDIES Grade 3 (Updated FEB-6-2012)
OUTCOME:
DR 3.2 Assess the degree to which the geography and related
environmental and climatic factors influence ways of living on and with
the land.
Key Indicators
- (a) Identify the influences that geography has on societies (e.g., location of settlements,
transportation of goods and people, types of industry such as farming, ranching, forestry,
mining, tourism, and manufacturing).
Concepts (Nouns, Knows)
influences that geography has on societies
Skills (Verbs, Dos)
identify
Big Ideas (Enduring Understandings)
Essential Questions
- (b) Recognize how environmental and climatic factors are influenced by location (e.g.,
proximity to water bodies influences precipitation and temperature; mountainous terrain
influences soil formation, precipitation, and temperature).
Concepts (Nouns, Knows)
environmental and climatic factors
influenced by location
Skills (Verbs, Dos)
recognize
Big Ideas (Enduring Understandings)
Essential Questions
SOCIAL STUDIES Grade 3 (Updated FEB-6-2012)
- (c) Describe the impact of environmental factors and events on ways of life in
communities studied (e.g., climate, vegetation, natural resources, landforms, floods,
droughts, storms).
Concepts (Nouns, Knows)
environmental factors and events on ways of
life in communities
Skills (Verbs, Dos)
describe
Big Ideas (Enduring Understandings)
Essential Questions
SOCIAL STUDIES Grade 3 (Updated FEB-6-2012)
OUTCOME:
DR 3.3 Compare the beliefs of various communities around the world
regarding living on and with the land.
Key Indicators
- (c) Identify local environmental issues that affect life in communities studied.
Concepts (Nouns, Knows)
local environmental issues
Skills (Verbs, Dos)
identify
Big Ideas (Enduring Understandings)
Essential Questions
(d) Compare environmental concerns (e.g., air quality, soil conservation, water
availability and quality) common to both the local community and communities studied.
Concepts (Nouns, Knows)
environmental concerns
Skills (Verbs, Dos)
compare
Big Ideas (Enduring Understandings)
Essential Questions
SOCIAL STUDIES Grade 3 (Updated FEB-6-2012)
OUTCOME:
PA 3.1 Compare how decisions are made in the local community and
communities studied.
Key Indicators
- (a) Identify formal and informal types of leadership.
Concepts (Nouns, Knows)
formal and informal leadership.
Skills (Verbs, Dos)
identify
Big Ideas (Enduring Understandings)
Essential Questions
- mayor, city council
- presidents of organizations, parent councils,
school boards
- RM’s - Reeve, council
- Student councils (SRC)
What are different types of leadership?
- (c) Give examples of ways in which groups and communities make decisions.
Concepts (Nouns, Knows)
groups and communities make decisions.
Skills (Verbs, Dos)
give examples
Big Ideas (Enduring Understandings)
Essential Questions
-voting, polls, elections, consensus, forums,
debates,
How do groups and communities make
decisions?
- (d) Investigate decision-making processes in communities studied.
Concepts (Nouns, Knows)
decision-making processes in communities
Skills (Verbs, Dos)
investigate
Big Ideas (Enduring Understandings)
Essential Questions
- let the issue be known, discuss pros/cons,
put to a vote/consensus, communicate the
decision to everyone, plan for follow through
What are the decision making processes in
different communities?
SOCIAL STUDIES Grade 3 (Updated FEB-6-2012)
OUTCOME:
PA 3.2 Demonstrate awareness that divergent viewpoints may lead to
conflict as part of group interactions, and assess various means of conflict
resolution.
Key Indicators
- (d) Construct a list of reasons why groups and communities may experience conflict,
and identify ways in which conflict is resolved and harmony is restored.
Concepts (Nouns, Knows)
reasons, groups, communities,conflict
ways conflicts resolved
Skills (Verbs, Dos)
construct
identify
Big Ideas (Enduring Understandings)
Essential Questions
- cultural differences and a variety of life
experiences can cause different opinions on
various topics
Why does conflict happen in a community?
- (g) Simulate one or more conflict resolution models as a means of resolving an issue in
the school or community.
Concepts (Nouns, Knows)
conflict resolution models
Skills (Verbs, Dos)
simulate
Big Ideas (Enduring Understandings)
Essential Questions
- healing circles, mediation, justice system, rules How can a group or community
solve a conflict peacefully?
and laws
SOCIAL STUDIES Grade 3 (Updated FEB-6-2012)
OUTCOME:
PA 3.3 Make generalizations about the purpose and intent of documents
that define the rights of children.
Key Indicators
- (a) Research the United Nations Declaration of the Rights of Human Rights, and
suggest reasons for these declarations.
Cons (Nouns, Knows)
Skills (Verbs, Dos)
Big Ideas (Enduring Understandings)
Essential Questions
- (b) Research the Canadian Charter of Rights and Freedoms and child protection
legislation in Saskatchewan.
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
Big Ideas (Enduring Understandings)
Essential Questions
SOCIAL STUDIES Grade 3 (Updated FEB-6-2012)
OUTCOME:
RW 3.1 Appraise the ways communities meet their members’ needs and
wants.
Key Indicators
- (b) Identify how individuals and communities meet needs and wants.
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
Big Ideas (Enduring Understandings)
Essential Questions
- (c) Describe ways in which communities help ensure basic human needs are met (e.g.,
food and water, shelter, clothing, education, safety).
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
Big Ideas (Enduring Understandings)
Essential Questions
SOCIAL STUDIES Grade 3 (Updated FEB-6-2012)
- (d) Describe how and why communities exchange goods with other communities.
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
Big Ideas (Enduring Understandings)
Essential Questions
SOCIAL STUDIES Grade 3 (Updated FEB-6-2012)
OUTCOME:
RW 3.2 Analyze the creation and distribution of wealth in communities
studied.
Key Indicators
- (a) Assess the role of work in communities, including the value of paid and unpaid
work.
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
Big Ideas (Enduring Understandings)
Essential Questions
- (b) Define the term natural resources, and differentiate between renewable and nonrenewable resources.
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
Big Ideas (Enduring Understandings)
Essential Questions
- (d) Identify how wealth is defined and acquired in communities studied.
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
Big Ideas (Enduring Understandings)
Essential Questions
SOCIAL STUDIES Grade 3 (Updated FEB-6-2012)
OUTCOME:
RW 3.3 Evaluate the ways in which technologies have impacted daily life.
Key Indicators
- (a) Recognize that technology includes more than electronics (i.e., paper, forging steel,
manufacturing, vehicles, making cloth, products created for construction).
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
Big Ideas (Enduring Understandings)
Essential Questions
- (b) Give examples of technologies in communities studied (e.g., communications,
transportation, housing, food acquisition, preparation and storage, construction,
manufacturing), and categorize the influences of the application of the technology as
positive or negative.
Concepts (Nouns, Knows)
Skills (Verbs, Dos)
Big Ideas (Enduring Understandings)
Essential Questions
SOCIAL STUDIES Grade 3 (Updated FEB-6-2012)
SOCIAL STUDIES Grade 3 (Updated FEB-6-2012)