Social Studies Pacing Guide
THIRD GRADE
August 2009
1
Grade/Course: Grade Three – Our Democratic Heritage
Standards: H1a,b,c; G1c,d;
CG1a,b,c
3 weeks
Standards: E1a,b,c,d; E2a;
E3a,b,c,d; E4, G1a, G1a,b
4 weeks
Standards: H2a,b; G2a,b,c,d,e;
CG2; E1a,b,c,d; E2; E3a,b
1½ weeks
Standards: H2a,b; G2a,b,c,d,e;
CG2; E1a,b,c,d; E2; E3a,b
1½ weeks
Unit One:
Unit Two:
Unit Three:
Unit Four:
Roots of Our
Democracy
Our Economy
Paul Revere
Frederick Douglass
Themes and Concepts/Topics:
Themes and Concepts/Topics:
Themes and Concepts/Topics:
Themes and Concepts/Topics:
Governance

direct democracy

representative democracy

republic

separation of powers

levels of government
Economic Choices

productive resources

goods and services

taxes

interdependence

trade

producer

consumer

resource allocation

market economy

marketplace

currency

spending and saving
Contributions

independence

patriot
Contributions

civil rights

freedom

abolition
Geographic Setting

major U.S. rivers

major U.S. mountains
Economic Choices

productive resources

role of government

interdependence
Geographic Setting

Athens, Greece

latitude and longitude
Everyday Life

architecture

Olympic Games
Geographic Setting

Boston, Massachusetts
Character

diligence

liberty
Everyday Life

silversmith
Geographic Setting

Baltimore, Maryland

Rochester, New York

Underground Railroad
Character

liberty

justice

freedom of conscience
Everyday Life

learning to read

newspaper editor
Economic Choices

productive resources

role of government

interdependence
August 2009
2
Standards: H2a,b; G2a,b,c,d,e;
CG2; E1a,b,c,d; E2; E3a,b
1½ weeks
Standards: H2a,b; G2a,b,c,d,e;
CG2; E1a,b,c,d; E2; E3a,b
1½ weeks
Standards: H2a,b; G2a,b,c,d,e;
CG2; E1a,b,c,d; E2; E3a,b
1½ weeks
Standards: H2a,b; G2a,b,c,d,e;
CG2; E1a,b,c,d; E2; E3a,b
1½ weeks
Unit Five:
Unit Six:
Unit Seven:
Unit Eight:
Susan B. Anthony
Mary McLeod Bethune
Franklin Roosevelt
Eleanor Roosevelt
Themes and Concepts/Topics:
Themes and Concepts/Topics:
Themes and Concepts/Topics:
Themes and Concepts/Topics:
Contributions

Women’s suffrage

voting
Contributions

founded a school/college for
African-American females
Geographic Setting

Rochester, New York

Seneca Falls, New York
Geographic Setting

Daytona Beach, Florida
Contributions

Great Depression

New Deal

World War II

President of the United States
Contributions

First Lady of the United States

Ambassador to the United
Nations

human rights

civil rights
Character

diligence

justice
Everyday Life

educator
Economic Choices

productive resources

role of government

interdependence
Geographic Setting

Hyde Park, New York

Warm Springs, Georgia

Washington, D.C.
Character

diligence

respect for and acceptance of
authority

justice
Economic Choices

productive resources

role of government

interdependence
August 2009
3
Geographic Setting

New York, New York
Character

cooperation

diligence

liberty
Character

cooperation

tolerance

respect for and acceptance of
authority
Everyday Life

physical disability
Everyday Life

wrote newspaper column
Economic Choices

productive resources

role of government

interdependence
Economic Choices

productive resources

role of government

interdependence
Standards: H2a,b; G2a,b,c,d,e;
CG2; E1a,b,c,d,e; E2, E3a,b
1½ weeks
Standards: H2a,b; G2a,b,c,d,e;
CG2; E1a,b,c,d; E2, E3a
1½ weeks
Standards: H2a,b; G2a,b,c,d,e;
CG2; E1a,b,c,d; E2; E3a,b
1½ weeks
Unit Nine:
Unit Ten:
Unit Eleven:
Thurgood Marshall
Lyndon B. Johnson
Cesar Chavez
Themes and Concepts/Topics:
Themes and Concepts/Topics:
Themes and Concepts/Topics:
Contributions

Supreme Court Justice

Civil Rights

desegregation
Contributions

President of the United States

Civil Rights Act of 1964

Voting Rights Act

Great Society
Contributions

labor union

worker rights
Geographic Setting

Baltimore, Maryland

Oxford, Pennsylvania

Topeka, Kansas
Character

justice

freedom of conscience and
expression

respect for and acceptance of
authority
Everyday Life

attorney
Economic Choices

productive resources

role of government

interdependence
Geographic Setting

Yuma, Arizona

Sacramento, California

Imperial Valley

San Joaquin Valley
Geographic Setting

Texas
Character

diligence

tolerance

respect for and acceptance of
authority
Character

diligence

justice

freedom of conscience and
expression
Everyday Life

teacher

public servant
Everyday Life

migrant worker

labor leader
Economic Choices

productive resources

role of government

interdependence
Economic Choices

productive resources

role of government

interdependence
August 2009
4
Grade 3
Unit 1: Roots of Our Democracy
Elaborated Unit Focus: This unit is centered on the political roots of U.S. democracy. Students
examine ancient Athens, Greece, as the source of influence on our modern republican form of
government, and the influence of Greek architecture on major government buildings in
Washington, D.C.
GPS Standards:
History
SS3H1 The student will explain the political roots of our modern democracy in the United
States of America.
a. Identify the influence of Greek architecture (columns on the Parthenon, U.S. Supreme Court
Building), law, and the Olympic Games on the present.
b. Explain the ancient Athenians’ idea that a community should choose its own leaders.
c. Compare and contrast Athens as a direct democracy and the United States as a representative
democracy.
Geography
SS3G1 The student will locate major topographical features.
a. Identify major rivers of the United States of America: Mississippi, Ohio, Rio Grande,
Colorado, Hudson.
b. Identify major mountain ranges of the United States of America: Appalachian, Rocky.
c. Locate the Equator, Prime Meridian, and lines of latitude and longitude on a globe and world
map.
d. Locate Greece on a world map.
Civics and Government
SS3CG1 The student will explain the importance of the basic principles that provide the
foundation of a republican form of government.
a. Explain why in the United States there is a separation of power between branches of
government and levels of government.
b. Name the three levels of government (national, state, local) and the three branches in each
(executive, legislative, judicial) including the names of the legislative branch (Congress, General
Assembly, county commission or city council).
c. State an example of the responsibilities of each level and branch of government.
August 2009
5
Grade Three – Unit 1
Enduring Understandings and Unit Essential Questions
Modern democracy has its roots in ancient Greece.

How is Athens, Greece, a model for our country’s government? (SS3H1)
Maps and globes can be used to locate places in our country and on Earth.

How can the location of Greece be described on a world map and a globe? (SS3G1c, d)
A republican form of government is based on the principle of separation of powers.

Why is the power of government divided among the three branches (executive, legislative,
judicial) and across three levels (national, state, local)? (SS3CG1a, b, c)
August 2009
6
Grade 3
Unit 2: Our Economy
Elaborated Unit Focus: The focus of this unit is how individuals, businesses, and
governments make decisions about allocating limited productive resources and engaging in
trade to provide goods and services that people want.
GPS Standards:
Economics
SS3E1 The student will describe the four types of productive resources.
a. Describe natural/land productive resources.
b. Describe human/labor productive resources.
c. Describe capital/capital goods productive resources.
d. Describe characteristics of entrepreneurship.
SS3E2 The student will explain that governments provide certain types of goods and
services in a market economy and pay for these through taxes.
a. Describe government services such as schools, libraries, road, police/fire protection and
military.
SS3E3 The student will give examples of interdependence and trade and will explain how
voluntary exchange benefits both parties.
a. Describe the interdependence of consumers and producers of goods and services.
b. Describe how goods and services are allocated by price in the marketplace.
c. Explain that some things are made locally, some elsewhere in the country, and some in other
countries.
d. Explain that most countries create their own currency for use as money.
SS3E4 The student will describe the costs and benefits of personal spending and saving
choices.
August 2009
7
Grade Three – Unit 2
Enduring Understandings and Unit Essential Questions
People must choose how to use limited resources.

Why must people make decisions about the use of productive resources? (SS3E1a, b, c, d)
In a market economy, governments collect taxes for a variety of reasons.

Why do governments provide goods and services to citizens? (SS3E2)
Consumers and producers are interdependent because of specialization, and both benefit from
voluntary exchange.

How are consumers and producers interdependent? (SS3E3a, b)
August 2009
8
Grade 3
Unit 3: Paul Revere
Elaborated Unit Focus: The focus of this unit is Paul Revere and his contributions to
expanding our rights and freedoms.
GPS Standards:
History
SS3H2 The student will discuss the life of Paul Revere and his efforts to expand people’s
rights and freedoms in a democracy.
a. Discuss Paul Revere and his efforts to expand our rights through independence.
b. Explain social barriers, restrictions, and obstacles that Paul Revere had to overcome and
how he was able to succeed.
Geography
SS3G2 The student will describe the cultural and geographic systems associated with Paul
Revere.
a. Identify specific location significant to the life and times of Paul Revere on a political map.
b. Describe how place (physical and cultural) impacted the life of Paul Revere.
c. Describe how Paul Revere adapted to and was influenced by his environment.
d. Traces examples of travel and movement of Paul Revere and the movement of his ideas
across time.
e. Describe how the region in which Paul Revere lived affected his life and impacted his
cultural identification.
Civics and Government
SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of
cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their
beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
Economics
SS3E1 The student will describe the four types of productive resources.
a. Describe Paul Revere’s use of natural/land productive resources.
b. Describe Paul Revere’s use of human/labor productive resources.
c. Describe Paul Revere’s use of capital/capital goods productive resources.
d. Describe Paul Revere’s use of characteristics of entrepreneurship.
SS3E2 The student will explain that governments provide certain types of goods and
services in a market economy and pay for these through taxes.
SS3E3 The student will give examples of interdependence and trade and will explain how
voluntary exchange benefits both parties.
a. Describe Paul Revere’s role in the interdependence of consumers and producers of goods
and services.
b. Describe how goods and services produced by Paul Revere were allocated by price in the
August 2009
marketplace.
9
Grade Three – Unit 3
Enduring Understandings and Unit Essential Questions
Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.

How did Paul Revere expand the rights and freedoms of people in our country? (SS3H2a,
b)

How did Paul Revere show positive character traits? (SS3CG2)
The natural world and people around us shape what we do.

How did geography influence actions taken by Paul Revere? (SS3G2a, b, c, d, e)
People must choose how to use limited resources.

How did Paul Revere use productive resources in his occupation? (SS3E1a, b, c, d)
In a market economy, governments collect taxes for a variety of reasons.

How did the actions of the government impact Paul Revere? (SS3E2)
Consumers and producers are interdependent because of specialization, and both benefit from
voluntary exchange.

How were Paul Revere’s actions related to the actions of others? (SS3E3a, b)
August 2009
10
Grade 3
Unit 4: Frederick Douglass
Elaborated Unit Focus: The focus of this unit is Frederick Douglass and his contributions to
expanding our rights and freedoms.
GPS Standards:
History
SS3H2 The student will discuss the life of Frederick Douglass and his efforts to expand
people’s rights and freedoms in a democracy.
a. Discuss Frederick Douglass and his efforts to expand our rights through civil rights.
b. Explain social barriers, restrictions, and obstacles that Frederick Douglass had to overcome
and how he was able to succeed.
Geography
SS3G2 The student will describe the cultural and geographic systems associated with
Frederick Douglass.
a. Identify specific locations significant to the life and times of Frederick Douglass on a map.
b. Describe how place (physical and cultural) impacted the life of Frederick Douglass.
c. Describe how Frederick Douglass adapted to and was influenced by his environment.
d. Trace examples of travels of Frederick Douglass and the movement of his ideas across time.
e. Describe how the region in which Frederick Douglass lived affected his life and impacted
his cultural identification.
Civics and Government
SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of
cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their
beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
Economics
SS3E1 The student will describe the four types of productive resources.
a. Describe Frederick Douglass’ use of natural/land productive resources.
b. Describe Frederick Douglass’ use of human/labor productive resources.
c. Describe Frederick Douglass’ use of capital/capital goods productive resources.
d. Describe Frederick Douglass’ use of characteristics of entrepreneurship.
SS3E2 The student will explain that governments provide certain types of goods and
services in a market economy and pay for these through taxes.
SS3E3 The student will give examples of interdependence and trade and will explain how
voluntary exchange benefits both parties.
a. Describe Frederick Douglass’ role in the interdependence of consumers and producers of
goods and services.
b. Describe how services produced by Frederick Douglass were allocated by price in the
marketplace.
August 2009
11
Grade Three – Unit 4
Enduring Understandings and Essential Questions
Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.

How did Frederick Douglass expand the rights and freedoms of people in our country?
(SS3H2a, b)

How did Frederick Douglass show positive character traits? (SS3CG2)
The natural world and people around us shape what we do.

How did geography influence actions taken by Frederick Douglass? (SS3G2a, b, c, d, e)
People must choose how to use limited resources.

How did Frederick Douglass use productive resources in his occupation? (SS3E1a, b, c, d)
In a market economy, governments collect taxes for a variety of reasons.

How did the actions of the government impact Frederick Douglass? (SS3E2)
Consumers and producers are interdependent because of specialization, and both benefit from
voluntary exchange.

How were Frederick Douglass’ actions related to the actions of others? (SS3E3a, b)
August 2009
12
Grade 3
Unit 5: Susan B. Anthony
Elaborated Unit Focus: The focus of this unit is Susan B. Anthony and her contributions to
expanding our rights and freedoms.
GPS Standards:
History
SS3H2 The student will discuss the life of Susan B. Anthony and her efforts to expand
people’s rights and freedoms in a democracy.
a. Discuss Susan B. Anthony and her efforts to expand our rights through civil rights
b. Explain social barriers, restrictions, and obstacles that Susan B. Anthony had to overcome
and how she was able to succeed
Geography
SS3G2 The student will describe the cultural and geographic systems associated with
Susan B. Anthony.
a. Identify specific locations significant to the life and times of Susan B. Anthony on a map.
b. Describe how place (physical and cultural) impacted the life of Susan B. Anthony.
c. Describe how Susan B. Anthony adapted to and was influenced by her environment.
d. Trace examples of travels of Susan B. Anthony and the movement of her ideas across time.
e. Describe how the region in which Susan B. Anthony lived affected her life and impacted her
cultural identification.
Civics and Government
SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of
cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their
beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
Economics
SS3E1 The student will describe the four types of productive resources.
a. Describe Susan B. Anthony’s use of natural/land productive resources.
b. Describe Susan B. Anthony’s use of human/labor productive resources.
c. Describe Susan B. Anthony’s use of capital/capital goods productive resources.
d. Describe Susan B. Anthony’s use of characteristics of entrepreneurship.
SS3E2 The student will explain that governments provide certain types of goods and
services in a market economy and pay for these through taxes.
SS3E3 The student will give examples of interdependence and trade and will explain how
voluntary exchange benefits both parties.
a. Describe Susan B. Anthony’s role in the interdependence of consumers and producers of
goods and services.
b. Describe how services produced by Susan B. Anthony were allocated by price in the
marketplace.
August 2009
13
Grade Three – Unit 5
Enduring Understandings and Unit Essential Questions
Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.

How did Susan B. Anthony expand the rights and freedoms of people in our country?
(SS3H2a, b)

How did Susan B. Anthony show positive character traits? (SS3CG2)
The natural world and people around us shape what we do.

How did geography influence actions taken by Susan B. Anthony? (SS3G2a, b, c, d, e)
People must choose how to use limited resources.

How did Susan B. Anthony use productive resources in her occupation? (SS3E1a, b, c, d)
In a market economy, governments collect taxes for a variety of reasons.

How did the actions of the government impact Susan B. Anthony? (SS3E2)
Consumers and producers are interdependent because of specialization, and both benefit from
voluntary exchange.

How were Susan B. Anthony’s actions related to the actions of others? (SS3E3a, b)
August 2009
14
Grade 3
Unit 6: Mary McLeod Bethune
Elaborated Unit Focus: The focus of this unit is Mary McLeod Bethune and her contributions
to expanding our rights and freedoms.
GPS Standards:
History
SS3H2 The student will discuss the life of Mary McLeod Bethune and her efforts to expand
people’s rights and freedoms in a democracy.
a. Discuss Mary McLeod Bethune and her efforts to expand our rights through education.
b. Explain social barriers, restrictions, and obstacles that Mary McLeod Bethune had to
overcome and how she was able to succeed.
Geography
SS3G2 The student will describe the cultural and geographic systems associated with
Bethune.
a. Identify specific locations significant to the life and times of Mary McLeod Bethune on a map.
b. Describe how place (physical and cultural) impacted the life of Mary McLeod Bethune.
c. Describe how Mary McLeod Bethune adapted to and was influenced by her environment.
d. Trace examples of travels of Mary McLeod Bethune and the movement of her ideas across
time.
e. Describe how the region in which Mary McLeod Bethune lived affected her life and impacted
her cultural identification.
Civics and Government
SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display character traits of
cooperation, diligence, courage and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their
beliefs in liberty, justices, tolerance, and freedom of conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
Economics
E1 The student will describe the four types of productive resources.
a. Describe Mary McLeod Bethune’s use of natural/land productive resources.
b. Describe Mary McLeod Bethune’s use of human/labor productive resources.
c. Describe Mary McLeod Bethune’s use of capital/capital goods productive resources.
d. Describe Mary McLeod Bethune’s use of characteristics of entrepreneurship.
SS3E2 The student will explain that governments provide certain types of goods and
services in a market economy and pay for these through taxes.
SS3E3 The student will give examples of interdependence and trade and will explain how
voluntary exchange benefits both parties.
a. Describe Mary McLeod Bethune’s role in the interdependence of consumers and producers of
goods and services.
b. Describe how services produced by Mary McLeod Bethune were allocated by price in the
marketplace.
August 2009
15
Grade Three – Unit 6
Enduring Understandings and Unit Essential Questions
Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.

How did Mary McLeod Bethune expand the rights and freedoms of people in our
country? (SS3H2a, b)

How did Mary McLeod Bethune show positive character traits? (SS3CG2)
The natural world and people around us shape what we do.

How did geography influence actions taken by Mary McLeod Bethune? (SS3G2a, b, c, d,
e)
People must choose how to use limited resources.

How did Mary McLeod Bethune use productive resources in her occupation? (SS3E1a, b,
c, d)
In a market economy, governments collect taxes for a variety of reasons.

How did the actions of the government impact Mary McLeod Bethune? (SS3E2)
Consumers and producers are interdependent because of specialization, and both benefit from
voluntary exchange.

How were Mary McLeod Bethune’s actions related to the actions of others? (SS3E3a, b)
August 2009
16
Grade 3
Unit 7: Franklin Roosevelt
Elaborated Unit Focus: The focus of this unit is Franklin D. Roosevelt and his contributions to
expanding our rights and freedoms.
GPS Standards:
History
SS3H2 The student will discuss the life of Franklin Roosevelt and his efforts to expand people’s rights
and freedoms in a democracy.
a. Discuss Franklin Roosevelt and his efforts to expand our rights through the programs of the New Deal and
fighting World War II.
b. Explain social barriers, restrictions, and obstacles that Franklin Roosevelt had to overcome and how he was
able to succeed.
Geography
SS3G2 The student will describe the cultural and geographic systems associated with Franklin
Roosevelt.
a. Identify specific locations significant to the life and times of Franklin Roosevelt on a map.
b. Describe how place (physical and cultural) impacted the life of Franklin Roosevelt.
c. Describe how Franklin Roosevelt adapted to and was influenced by his environment.
d. Trace examples of travels of Franklin Roosevelt and the movement of his ideas across time.
e. Describe how the region in which Franklin Roosevelt lived affected his life and impacted his cultural
identification.
Civics and Government
SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of
cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their
beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
Economics
SS3E1 The student will describe the four types of productive resources.
a. Describe Franklin Roosevelt’s use of natural/land productive resources.
b. Describe Franklin Roosevelt’s use of human/labor productive resources.
c. Describe Franklin Roosevelt’s use of capital/capital goods productive resources.
d. Describe Franklin Roosevelt’s use of characteristics of entrepreneurship.
SS3E2 The student will explain that governments provide certain types of goods and services in a
market economy and pay for these through taxes.
SS3E3 The student will give examples of interdependence and trade and will explain how voluntary
exchange benefits both parties.
a. Describe Franklin Roosevelt’s role in the interdependence of consumers and producers of goods and
services.
b. Describe how services produced by Franklin Roosevelt were allocated by price in the marketplace.
August 2009
17
Grade Three – Unit 7
Enduring Understandings and Unit Essential Questions
Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.

How did Franklin Roosevelt expand the rights and freedoms of people in our country?
(SS3H2a, b)

How did Franklin Roosevelt show positive character traits? (SS3CG2)
The natural world and people around us shape what we do.

How did geography influence actions taken by Franklin Roosevelt? (SS3G2a, b, c, d, e)
People must choose how to use limited resources.

How did Franklin Roosevelt use productive resources in his occupation? (SS3E1a, b, c, d)
In a market economy, governments collect taxes for a variety of reasons.

How did the actions of the government impact Franklin Roosevelt? (SS3E2)
Consumers and producers are interdependent because of specialization, and both benefit from
voluntary exchange.

How were Franklin Roosevelt’s actions related to the actions of others? (SS3E3a, b)
August 2009
18
Grade 3
Unit 8: Eleanor Roosevelt
Elaborated Unit Focus: The focus of this unit is Eleanor Roosevelt and her contributions to
expanding our rights and freedoms.
GPS Standards:
History
SS3H2 The student will discuss the life of Eleanor Roosevelt and her efforts to expand
people’s rights and freedoms in a democracy.
a. Discuss Eleanor Roosevelt and her efforts to expand our rights through the United Nations and
the advancement of human rights.
b. Explain social barriers, restrictions, and obstacles that Eleanor Roosevelt had to overcome and
how she was able to succeed.
Geography
SS3G2 The student will describe the cultural and geographic systems associated with Eleanor
Roosevelt.
a. Identify specific locations significant to the life and times of Eleanor Roosevelt on a map.
b. Describe how place (physical and cultural) impacted the life of Eleanor Roosevelt.
c. Describe how Eleanor Roosevelt adapted to and was influenced by her environment.
d. Trace examples of travels of Eleanor Roosevelt and the movement of her ideas across time.
e. Describe how the region in which Eleanor Roosevelt lived affected her life and impacted her
cultural identification.
Civics and Government
SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of
cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their
beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
Economics
SS3E1 The student will describe the four types of productive resources.
a. Describe Eleanor Roosevelt’s use of natural/land productive resources.
b. Describe Eleanor Roosevelt’s use of human/labor productive resources.
c. Describe Eleanor Roosevelt’s use of capital/capital goods productive resources.
d. Describe Eleanor Roosevelt’s use of characteristics of entrepreneurship.
SS3E2 The student will explain that governments provide certain types of goods and services
in a market economy and pay for these through taxes.
SS3E3 The student will give examples of interdependence and trade and will explain how
voluntary exchange benefits both parties.
a. Describe Eleanor Roosevelt’s role in the interdependence of consumers and producers of goods
and services.
b. Describe how services produced by Eleanor Roosevelt were allocated by price in the
marketplace.
August 2009
19
Grade Three – Unit 8
Enduring Understandings and Unit Essential Questions
Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.

How did Eleanor Roosevelt expand the rights and freedoms of people in our country?
(SS3H2a, b)

How did Eleanor Roosevelt show positive character traits? (SS3CG2)
The natural world and people around us shape what we do.

How did geography influence actions taken by Eleanor Roosevelt? (SS3G2a, b, c, d, e)
People must choose how to use limited resources.

How did Eleanor Roosevelt use productive resources in her occupation? (SS3E1a, b, c, d)
In a market economy, governments collect taxes for a variety of reasons.

How did the actions of the government impact Eleanor Roosevelt? (SS3E2)
Consumers and producers are interdependent because of specialization, and both benefit from
voluntary exchange.

How were Eleanor Roosevelt’s actions related to the actions of others? (SS3E3a, b)
August 2009
20
Grade 3
Unit 9: Thurgood Marshall
Elaborated Unit Focus: The focus of this unit is Thurgood Marshall and his contributions to
expanding our rights and freedoms.
GPS Standards:
History
SS3H2 The student will discuss the life of Thurgood Marshall and his efforts to expand
people’s rights and freedoms in a democracy.
a. Discuss Thurgood Marshall and his efforts to expand our rights through civil rights and the
Supreme Court of the United States.
b. Explain social barriers, restrictions, and obstacles that Thurgood Marshall had to overcome
and how he was able to succeed.
Geography
SS3G2 The student will describe the cultural and geographic systems associated with
Thurgood Marshall.
a. Identify specific locations significant to the life and times of Marshall on a map.
b. Describe how place (physical and cultural) impacted the life of Thurgood Marshall.
c. Describe how Thurgood Marshall adapted to and was influenced by his environment.
d. Trace examples of travels of Thurgood Marshall and the movement of his ideas across time.
e. Describe how the region in which Thurgood Marshall lived affected his life and impacted his
cultural identification.
Civics and Government
SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of
cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their
beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
Economics
SS3E1 The student will describe the four types of productive resources.
a. Describe Thurgood Marshall’s use of natural/land productive resources.
b. Describe Thurgood Marshall’s use of human/labor productive resources.
c. Describe Thurgood Marshall’s use of capital/capital goods productive resources.
d. Describe Thurgood Marshall’s use of characteristics of entrepreneurship.
SS3E2 The student will explain that governments provide certain types of goods and
services in a market economy and pay for these through taxes.
SS3E3 The student will give examples of interdependence and trade and will explain how
voluntary exchange benefits both parties.
a. Describe Thurgood Marshall’s role in the interdependence of consumers and producers of
goods and services.
b. Describe how services produced by Thurgood Marshall were allocated by price in the
marketplace.
August 2009
21
Grade Three – Unit 9
Enduring Understandings and Unit Essential Questions
Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.

How did Thurgood Marshall expand the rights and freedoms of people in our country?
(SS3H2a, b)

How did Thurgood Marshall show positive character traits? (SS3CG2)
The natural world and people around us shape what we do.

How did geography influence actions taken by Thurgood Marshall? (SS3G2a, b, c, d, e)
People must choose how to use limited resources.

How did Thurgood Marshall use productive resources in his occupation? (SS3E1a, b, c,
d)
In a market economy, governments collect taxes for a variety of reasons.

How did the actions of the government impact Thurgood Marshall? (SS3E2)
Consumers and producers are interdependent because of specialization, and both benefit
from voluntary exchange.

How were Thurgood Marshall’s actions related to the actions of others? (SS3E3a, b)
August 2009
22
Grade 3
Unit 10: Lyndon B. Johnson
Elaborated Unit Focus: The focus of this unit is Lyndon B. Johnson and his contributions to
expanding our rights and freedoms.
GPS Standards:
History
SS3H2 The student will discuss the life of Lyndon B. Johnson and his efforts to expand people’s
rights and freedoms in a democracy.
a. Discuss Lyndon B. Johnson and his efforts to expand our rights through the Great Society and
expanding voting rights.
b. Explain social barriers, restrictions, and obstacles that Lyndon B. Johnson had to overcome and how he
was able to succeed.
Geography
SS3G2 The student will describe the cultural and geographic systems associated with Lyndon B.
Johnson.
a. Identify specific locations significant to the life and times of Lyndon B. Johnson on a map.
b. Describe how place (physical and cultural) impacted the life of Lyndon B. Johnson.
c. Describe how Lyndon B. Johnson adapted to and was influenced by his environment.
d. Trace examples of travels of Lyndon B. Johnson and the movement of his ideas across time.
e. Describe how the region in which Lyndon B. Johnson lived affected his life and impacted his cultural
identification.
Civics and Government
SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of
cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their
beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
Economics
SS3E1 The student will describe the four types of productive resources.
a. Describe Lyndon B. Johnson’s use of natural/land productive resources.
b. Describe Lyndon B. Johnson’s use of human/labor productive resources.
c. Describe Lyndon B. Johnson’s use of capital/capital goods productive resources.
d. Describe Lyndon B. Johnson’s use of characteristics of entrepreneurship.
SS3E2 The student will explain that governments provide certain types of goods and services in a
market economy and pay for these through taxes.
SS3E3 The student will give examples of interdependence and trade and will explain how voluntary
exchange benefits both parties.
a. Describe Lyndon B. Johnson’s role in the interdependence of consumers and producers of goods and
services.
August 2009
23
Grade 3
Unit 11: Cesar Chavez
Grade Three – Unit 10
Enduring Understandings and Unit Essential Questions
Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.

How did Lyndon B. Johnson expand the rights and freedoms of people in our country?
(SS3H2a, b)

How did Lyndon B. Johnson show positive character traits? (SS3CG2)
The natural world and people around us shape what we do.

How did geography influence actions taken by Lyndon B. Johnson? (SS3G2a, b, c, d, e)
People must choose how to use limited resources.

How did Lyndon B. Johnson use productive resources in his occupation? (SS3E1a, b, c, d)
In a market economy, governments collect taxes for a variety of reasons.

How did the actions of the government impact Lyndon B. Johnson? (SS3E2)
Consumers and producers are interdependent because of specialization, and both benefit from
voluntary exchange.

How were Lyndon B. Johnson’s actions related to the actions of others? (SS3E3a, b)
August 2009
24
Grade 3
Unit 11: Cesar Chavez
Elaborated Unit Focus: The focus of this unit is Cesar Chavez and his contributions to
expanding our rights and freedoms.
GPS Standards:
History
SS3H2 The student will discuss the life of Cesar Chavez and his efforts to expand people’s rights
and freedoms in a democracy.
a. Discuss Cesar Chavez and his efforts to expand our rights through workers’ rights.
b. Explain social barriers, restrictions, and obstacles that Cesar Chavez had to overcome and how he
was able to succeed.
Geography
SS3G2 The student will describe the cultural and geographic systems associated with Cesar
Chavez.
a. Identify specific locations significant to the life and times of Chavez on a map.
b. Describe how place (physical and cultural) impacted the life of Cesar Chavez.
c. Describe how Cesar Chavez adapted to and was influenced by his environment.
d. Trace examples of travels of Cesar Chavez and the movement of his ideas across time.
e. Describe how the region in which Cesar Chavez lived affected his life and impacted his cultural
identification.
Civics and Government
SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of
cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their
beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
Economics
SS3E1 The student will describe the four types of productive resources.
a. Describe Cesar Chavez’s use of natural/land productive resources.
b. Describe Cesar Chavez’s use of human/labor productive resources.
c. Describe Cesar Chavez’s use of capital/capital goods productive resources.
d. Describe Cesar Chavez’s use of characteristics of entrepreneurship.
SS3E2 The student will explain that governments provide certain types of goods and services in a
market economy and pay for these through taxes.
SS3E3 The student will give examples of interdependence and trade and will explain how
voluntary exchange benefits both parties.
a. Describe Cesar Chavez’s role in the interdependence of consumers and producers of goods and
services.
b. Describe how services produced by Cesar Chavez were allocated by price in the
marketplace.
August 2009
25
Grade 3
Unit 12: Personal Finance
Grade Three – Unit 11
Enduring Understandings and Unit Essential Questions
Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.

How did Cesar Chavez expand the rights and freedoms of people in our country?
(SS3H2a, b)

How did Cesar Chavez show positive character traits? (SS3CG2)
The natural world and people around us shape what we do.

How did geography influence actions taken by Cesar Chavez? (SS3G2a, b, c, d, e)
People must choose how to use limited resources.

How did Cesar Chavez use productive resources in his occupation? (SS3E1a, b, c, d)
In a market economy, governments collect taxes for a variety of reasons.

How did the actions of the government impact Cesar Chavez? (SS3E2)
Consumers and producers are interdependent because of specialization, and both benefit from
voluntary exchange.

How were Cesar Chavez’s actions related to the actions of others? (SS3E3a, b)
August 2009
26
Grade 3
Unit 12: Personal Finance
Elaborated Unit Focus: The focus of this unit is the self-discipline required to make informed
and reasoned decisions concerning wise spending and saving choices.
GPS Standards:
Economics
SS3E4 The student will describe the costs and benefits of personal spending and saving
choices.
August 2009
27
Grade Three - Unit 12
Enduring Understandings and Unit Essential Questions
Decisions about personal spending and saving have both costs and benefits.

How do decisions about spending money have both costs and benefits? (SS1E4)

How do decisions about saving money have both costs and benefits? (SS1E4)
This document is provided as a service by the Georgia Council for the Social Studies (GCSS) and the Georgia Leadership
Association for the Social Studies (GLASS) for their members, June 2008. Electronic copies are available at
www.gcss.net in Microsoft Word format.
28
Grade Three
Summary of Enduring Understandings
Unit 1: Roots of Our Democracy
 Modern democracy has its roots in ancient Greece.
 Maps and globes can be used to locate places in our country and on Earth.
 A republican form of government is based on the principle of separation of powers.
Unit 2: Our Economy
 People must choose how to use limited resources.
 In a market economy, governments collect taxes for a variety of reasons.
 Consumers and producers are interdependent because of specialization, and both benefit
from voluntary exchange.
Unit 3: Paul Revere
 Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.
 The natural world and people around us shape what we do.
 People must choose how to use limited resources.
 In a market economy, governments collect taxes for a variety of reasons.
 Consumers and producers are interdependent because of specialization, and both benefit
from voluntary exchange.
Unit 4: Frederick Douglass
 Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.
 The natural world and people around us shape what we do.
 People must choose how to use limited resources.
 In a market economy, governments collect taxes for a variety of reasons.
 Consumers and producers are interdependent because of specialization, and both benefit
from voluntary exchange.
Unit 5: Susan B. Anthony
 Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.
 The natural world and people around us shape what we do.
 People must choose how to use limited resources.
 In a market economy, governments collect taxes for a variety of reasons.
 Consumers and producers are interdependent because of specialization, and both benefit
from voluntary exchange.
This document is provided as a service by the Georgia Council for the Social Studies (GCSS) and the Georgia Leadership
Association for the Social Studies (GLASS) for their members, June 2008. Electronic copies are available at
www.gcss.net in Microsoft Word format.
29
Unit 6: Mary McLeod Bethune
 Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.
 The natural world and people around us shape what we do.
 People must choose how to use limited resources.
 In a market economy, governments collect taxes for a variety of reasons.
 Consumers and producers are interdependent because of specialization, and both benefit
from voluntary exchange.
Unit 7: Franklin Roosevelt
 Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.
 The natural world and people around us shape what we do.
 People must choose how to use limited resources.
 In a market economy, governments collect taxes for a variety of reasons.
 Consumers and producers are interdependent because of specialization, and both benefit
from voluntary exchange.
Unit 8: Eleanor Roosevelt
 Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.
 The natural world and people around us shape what we do.
 People must choose how to use limited resources.
 In a market economy, governments collect taxes for a variety of reasons.
 Consumers and producers are interdependent because of specialization, and both benefit
from voluntary exchange.
Unit 9: Thurgood Marshall
 Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.
 The natural world and people around us shape what we do.
 People must choose how to use limited resources.
 In a market economy, governments collect taxes for a variety of reasons.
 Consumers and producers are interdependent because of specialization, and both benefit
from voluntary exchange.
Unit 10: Lyndon B. Johnson
 Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.
 The natural world and people around us shape what we do.
 People must choose how to use limited resources.
 In a market economy, governments collect taxes for a variety of reasons.
 Consumers and producers are interdependent because of specialization, and both benefit
from voluntary exchange.
This document is provided as a service by the Georgia Council for the Social Studies (GCSS) and the Georgia Leadership
Association for the Social Studies (GLASS) for their members, June 2008. Electronic copies are available at
www.gcss.net in Microsoft Word format.
30
Unit 11: Cesar Chavez
 Many people overcome obstacles to help expand people’s rights and freedoms in our
democracy.
 The natural world and people around us shape what we do.
 People must choose how to use limited resources.
 In a market economy, governments collect taxes for a variety of reasons.
 Consumers and producers are interdependent because of specialization, and both benefit
from voluntary exchange.
Unit 12: Personal Finance
 Decisions about personal spending and saving have both costs and benefits.
This document is provided as a service by the Georgia Council for the Social Studies (GCSS) and the Georgia Leadership
Association for the Social Studies (GLASS) for their members, June 2008. Electronic copies are available at
www.gcss.net in Microsoft Word format.
31
Social Studies Skills Matrices
MAP AND GLOBE SKILLS
GOAL: The student will use maps to retrieve social studies information.
I: indicates when a skill is introduced in the standards and elements as part of the content
D: indicates grade levels where the teacher must develop that skill using the appropriate content
M: indicates grade level by which student should achieve mastery, the ability to use the skill in all situations
A: indicates grade levels where students will continue to apply and improve mastered skills
Map and Globe Skills
K
1
2
3
4
5
6
7
8
9-12
1. use cardinal directions
I
M
A
A
A
A
A
A
A
A
I
M
A
A
A
A
A
A
A
3. use a letter/number grid system to determine location
I
M
A
A
A
A
A
A
4. compare and contrast the categories of natural,
cultural, and political features found on maps
I
M
A
A
A
A
A
A
5. use inch to inch map scale to determine distance on
map
I
M
A
A
A
A
A
A
6. use map key/legend to acquire information from,
historical, physical, political, resource, product and
economic maps
I
D
M
A
A
A
A
A
7. use a map to explain impact of geography on
historical and current events
I
D
M
A
A
A
A
A
8. draw conclusions and make generalizations based on
information from maps
I
M
A
A
A
A
A
9. use latitude and longitude to determine location
I
D
D
D
M
A
A
I
M
A
A
A
A
I
M
A
A
A
A
I
M
A
A
A
A
2. use intermediate directions
10. use graphic scales to determine distances on a map
11. compare maps of the same place at different points
in time and from different perspectives to determine
changes, identify trends, and generalize about human
activities
12. compare maps with data sets (charts, tables, graphs)
and /or readings to draw conclusions and make
generalizations
This document is provided as a service by the Georgia Council for the Social Studies (GCSS) and the Georgia Leadership
Association for the Social Studies (GLASS) for their members, June 2008. Electronic copies are available at
www.gcss.net in Microsoft Word format.
32
INFORMATION PROCESSING SKILLS
GOAL: The student will be able to locate, analyze, and synthesize information related to social studies topics and
apply this information to solve problems/make decisions.
I: indicates when a skill is introduced in the standards and elements as part of the content
D: indicates grade levels where the teacher must develop that skill using the appropriate content
M: indicates grade level by which student should achieve mastery, the ability to use the skill in all situations
A: indicates grade levels where students will continue to apply and improve mastered skills
This document is provided as a service by the Georgia Council for the Social Studies (GCSS) and the Georgia Leadership
Association for the Social Studies (GLASS) for their members, June 2008. Electronic copies are available at
www.gcss.net in Microsoft Word format.
33