Huntsville City Schools
Third Grade Social Studies Pacing Guide
2015-2016
 Thoughtful and effective planning throughout the school year is crucial for student mastery of standards.
 Social Studies standards have been designated by quarter to compliment curriculum integration (ELA, math, and
technology).
The Social Studies standards are interwoven throughout the domains of
Economics, Geography, History, Civics and Government.
First Nine Weeks
Second Nine Weeks
Third Nine Weeks
Fourth Nine Weeks
3.1-Locate the prime meridian,
equator, Tropic of Capricorn, Tropic
of Cancer, International Date Line,
and lines of latitude and longitude on
maps and globes.
3.1.a-Using cardinal and
intermediate directions to locate
on a map or globe an area in
Alabama or the world
3.1.b-Using coordinates to locate
points on a grid.
3.1.c-Determining distance between
places on a map using a scale.
3.1.d-Locating physical and cultural
regions using labels, symbols, and
legends on an Alabama or world
map.
3.3-Describe ways the environment is
affected by humans in Alabama and
the world.
Examples: crop rotation, oil spills,
landfills, clearing of forests,
replacement of cleared lands,
restocking of fish in waterways.
3.3.a-Using vocabulary associated
with human influence on the
environment, including irrigation,
aeration, urbanization, reforestation,
erosion, and migration.
3.4-Relate population dispersion to
geographic, economic, and historic
changes in Alabama and the world.
Examples: geographic—flood,
hurricane, tsunami
3.11-Interpret various primary
sources for reconstructing the
past, including documents,
letters, diaries, maps, and
photographs.
3.11.a-Comparing maps of the
past to maps of the present.
3.12-Explain the significance of
representations of American
values and beliefs, including the
Statue of Liberty, the statue of
Lady Justice, the United States
flag, and the national anthem.
3.13-Describe prehistoric and
historic American Indian
cultures, governments, and
economics in Alabama.
3.10-Recognize functions of the
Declaration of Independence and
the Constitution of the United
States.
3.10.a-Describing the process by
which a bill becomes law.
3.10.b-Explaining the
relationship between the federal
government and state
governments, including the three
branches of government.
3.10.c-Defining governmental
systems, including democracy,
monarchy, and dictatorship.
3.1.e-Describing the use of
geospatial technologies.
Examples: Global Positioning
System (GPS), geographic
information system (GIS)
3.1.f-Interpreting information on
thematic maps.
Examples: population, vegetation,
climate, growing season, irrigation
3.1.g-Using vocabulary associated
with maps and globes, including
megalopolis, landlocked, border, and
elevation.
3.2-Locate the continents on a map
or globe.
3.2.a-Using vocabulary associated
with geographical features of Earth,
including hill, plateau, valley,
peninsula, island, isthmus, ice cap,
and glacier.
3.2.b-Locating major mountain
ranges, oceans, rivers, and lakes
throughout the world.
3.7-Describe the relationship
between locations of resources and
patterns of population distribution.
Examples: presence of trees for
building homes, availability of
natural gas supply for heating,
availability of water supply for
drinking and for irrigating crops.
3.7.a-Locating major natural
resources and deposits throughout
economic—crop failure
historic—disease, war, migration.
3.4.a-Identifying human and physical
criteria used to define regions and
boundaries.
Examples: human—city
boundaries, school district lines
physical—hemispheres, regions
within continents
or countries.
3.5-Compare trading patterns between
countries and regions.
3.5.a-Differentiating between
producers and consumers.
3.5.b-Differentiating between imports
and exports.
Examples: imports—coffee, crude
oil exports—corn, wheat,
automobiles.
3.6-Identify conflicts within and
between geographic areas involving
use of land, economic competition for
scarce resources, opposing political
views, boundary disputes, and cultural
differences.
3.6.a-Identifying examples of
cooperation among governmental
agencies within and between different
geographic areas.
Examples: American Red Cross,
Federal Emergency Management
Agency (FEMA), World Health
Organization (WHO)
Examples: prehistoric—
Paleo-Indian, Archaic,
Woodland, Mississippian
historic—Choctaw, Chickasaw,
Cherokee, Creek.
3.13.a-Identifying roles of
archaeologists and
paleontologists.
the world on topographical maps.
3.7.b-Comparing present-day
mechanization of labor with the
historical use of human labor for
harvesting natural resources
Example: present-day practices of
using machinery versus human labor
to mine coal and harvest cotton and
pecans.
3.7.c-Explaining the geographic
impact of using petroleum, coal,
nuclear power, and solar power as
major energy sources in the twentyfirst century.
3.8-Identify geographic links of land
regions, river systems, and interstate
highways between Alabama and
other states.
Examples: Appalachian
Mountains, Tennessee-Tombigbee
Waterway, Interstate Highway 65 (I65), Natchez Trace Parkway
3.8.a-Locating the five geographic
regions of Alabama.
3.8.b-Locating state and national
parks on a map or globe.
3.6.b-Locating areas of political
conflict on maps and globes.
3.6.c-Explaining the role of the United
Nations (UN) and the United States in
resolving conflict within and between
geographic areas.
3.9-Identify ways to prepare for
natural disasters.
Examples: constructing houses on
stilts in flood-prone areas, buying
earthquake and flood insurance,
providing hurricane or tornado
shelters, establishing emergency
evacuation routes.
Social Studies utilizes a variety of standards and may be cross-referenced,
integrated, and assessed in both subject areas.
Informational Text:
RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and cause/effect.
RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or
subject area.
RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly
and efficiently.
RI.3.6-Distinguish their own point of view from that of the author of a text.
RI.3.7-Use information gained from illustrations, other visual elements (e.g., maps, photographs), and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison; cause and effect; first,
second, third in a sequence).
RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.
RI.3.10 -By the end of the year, read and comprehend informational texts, including historical, scientific, and technical texts, in the
grades 2–3 text complexity band independently and proficiently.
Writing:
W.3.1-Write opinion pieces on topics or texts, supporting an ongoing of view with reasons.
W.3.2-Write informative or explanatory texts to examine a topic and convey ideas and information clearly.
W.3.3–Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear
event sequences.
W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and
purpose.
W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
(Editing for conventions should demonstrate command of the first three Language standards in Grades K-3).
W.3.6-With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to
interact and collaborate with others.
W.3.7-Conduct short research projects that build knowledge about a topic.
W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort
evidence into provided categories.
W 3.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening:
SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking
clearly at an understandable pace.
SL.3.5-Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual
displays when appropriate to emphasize or enhance certain facts or details.
SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.