Board Approved 7-26-01
Grade 3 Social Studies
TEKS - Student Objectives
Suggested
Time Ranges
Note: The suggested time ranges reflect weekly social studies instruction
expressed in total time across the six weeks period.
First Nine Weeks
Community/Citizenship
SS3.2(A) The student will identify reasons people have formed communities,
including a need for security, law, and material well-being.
SS3.2(A) The student will identify reasons people have formed communities,
including a need for security, law, and material well-being.
SS3.10(A) The student will interpret and reflect upon characteristics of good
citizenship: belief in truth, equality, justice, and responsibility for the common
good.
SS3.10(A) The student will identify characteristics of good citizenship such as a
belief in justice, truth, equality, and responsibility for the common good.
1 – 2 hours
1 – 2 hours
H3.1(A) The student will explain how personal health habits affect self and others.
H3.9(C) The student will explain how to be a good friend.
SS3.17(A) The student will express ideas orally based on knowledge and
experiences.
SS3.17(A) The student will express ideas orally based on knowledge and
experiences.
SS3.17(B) The student will create written and visual materials including stories,
poems, and pictures.
SS3.17(B) The student will create written and visual material such as stories,
poems, pictures, maps, and graphic organizers to express ideas.
SS3.17(C) The student will use standard grammar, spelling, sentence structure, and
punctuation.
SS3.17(C) The student will use standard grammar, spelling, sentence structure,
and punctuation.
SS3.10(C) The student will investigate current events to identify and explain the
importance of acts of civic responsibility including obeying laws and voting.
SS3.10(C) The student will identify and explain the importance of acts of civic
responsibility, including obeying laws and voting.
2 – 3 hours
H3.2(A) The student will explain the need for obeying safety rules at home, school, and work such
as bike safety rules and the avoidance of weapons.
SS3.16(E) The student will interpret and create visuals including illustrations.
SS3.16(E) The student will interpret and create visuals including graphs, charts,
tables, timelines, illustrations, and maps.
SS– Social Studies
H – Health
T – Technology
1
Board Approved 7-26-01
Grade 3 Social Studies
TEKS - Student Objectives
Suggested
Time Ranges
SS3.11(B) The student will survey to determine actions individuals and groups can
take to improve the community.
SS3.11(B) The student will identify examples of actions individuals and groups can
take to improve the community.
SS3.18(A) The student will use a problem-solving process to identify a problem,
gather information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the effectiveness of
the solution.
SS3.18(A) The student will use a problem-solving process to identify a problem,
gather information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the effectiveness of
the solution.
4 – 5 hours
H3.2(C) The student will identify reasons for avoiding violence, gangs, weapons, and drugs.
H3.2(E) The student will describe the importance of taking responsibility for reducing hazards,
avoiding accidents, and preventing accidental injury.
H3.9(B) The student will demonstrate strategies for resolving conflict.
SS3.11(C) The student will investigate how nonprofit and/or civic organizations,
including Scouts, the Red Cross, Chamber of Commerce, SPCA, church groups,
and other community service groups, serve the common good.
SS3.11(C) The student will identify examples of nonprofit and/or civic
organizations such as the Red Cross and explain how they serve the common good.
1 – 2 hours
H3.8(B) The student will describe ways in which peers and families can work together to build a
healthy community.
SS3.17(B) The student will create written and visual material such as graphic
organizers.
SS3.17(B) The student will create written and visual material such as stories,
poems, pictures, maps, and graphic organizers to express ideas.
Geography/Maps
SS3.4(B) The student will compare how people in different communities adapt to
or modify the natural environment.
SS3.4(B) The student will compare how people in different communities adapt to or
modify the physical environment.
SS3.5(A) The student will use cardinal and intermediate directions to locate places
such as the Amazon River, Himalayan Mountains, Mississippi River, Rocky
Mountains, and Washington, D.C., on maps and globes.
SS3.5(A) The student will use cardinal and intermediate directions to locate places
such as the Amazon River, Himalayan Mountains, and Washington D.C. on maps
and globes.
1 – 2 hours
1 – 2 hours
SS– Social Studies
H – Health
T – Technology
2
Board Approved 7-26-01
Grade 3 Social Studies
TEKS - Student Objectives
Suggested
Time Ranges
SS3.5(C) The student will identify and use the compass rose, grid system, and
symbols to locate places on maps and globes.
SS3.5(C) The student will identify and use the compass rose, grid, and symbols to
locate places on maps and globes.
SS3.16(A) The student will obtain information, including geographic data about
communities, using a variety of print, oral, visual, and computer sources.
SS3.16(A) The student will obtain information, including historical and geographic
data about the community, using a variety of print, oral, visual, and computer
sources.
2 – 3 hours
T7(A) The student will use software programs with audio, video, and graphics to enhance learning
experiences.
Second Nine Weeks
Geography/Maps
SS3.5(B) The student will use scale to determine the distance between places on
maps and globes.
SS3.5(B) The student will use a scale to determine the distance between places on
maps and globes.
SS3.16(F) The student will use appropriate mathematical skills to interpret social
studies information including maps.
SS3.16(F) The student will use appropriate mathematical skills to interpret social
studies information such as maps and graphs.
SS3.5(D) The student will draw maps of places and regions that contain map
elements including a title, compass rose, symbols and legend, scale, and grid
system.
SS3.5(D) The student will draw maps of places and regions that contain map
elements including a title, compass rose, legend, scale, and grid system.
SS3.16(E), 3.17(B) The student will interpret and create visuals including maps.
SS3.16(E), 3.17(B) The student will create written and visual material such as
stories, poems, pictures, maps, and graphic organizers to express ideas.
SS3.4(A) The student will describe and explain variations in land forms of the
natural environment.
SS3.4(A) The student will describe and explain variations in the physical
environment including climate, landforms, natural resources, and natural hazards.
Government
SS3.2(B) The student will describe ways people in communities meet their needs
for government and education.
SS3.2(B) The student will compare ways in which people in the local community
and communities around the world meet their needs for government, education,
communication, transportation, and recreation, over time and in the present.
1 – 2 hours
1 – 2 hours
2 – 3 hours
1 – 2 hours
SS– Social Studies
H – Health
T – Technology
3
Board Approved 7-26-01
Grade 3 Social Studies
TEKS - Student Objectives
Suggested
Time Ranges
SS3.9(A) The student will diagram the basic structure of government in local
communities including the mayor, council, and courts.
SS3.9(A) The student will describe the basic structure of government in the local
community.
SS3.16(E) The student will interpret and create charts.
SS3.16(E) The student will interpret and create visuals including graphs, charts,
tables, timelines, illustrations, and maps.
SS3.9(C) The students will identify how government officials are chosen.
SS3.9(C) The students will identify local government officials and explain how they
are chosen.
SS3.18(B) The student will use a decision-making process to identify a situation
that requires a decision, gather information, identify options, predict consequences,
and take action to implement a decision.
SS3.18(B) The student will use a decision-making process to identify a situation
that requires a decision, gather information, identify options, predict consequences,
and take action to implement a decision.
SS3.9(E) The student will explain the importance of civic duty and public support
of local government.
SS3.9(E) The student will explain the importance of the consent of the governed to
the functions of local government.
SS3.16(C) The student will interpret oral, visual, and print material by identifying
the main idea.
SS3.16(C) The student will interpret oral, visual, and print material by identifying
the main idea, identifying cause and effect, and comparing and contrasting.
SS3.9(B) The student will list and evaluate the services commonly provided by
local government such as city planning, sewage treatment, trash collection, and
schools.
SS3.9(B) The student will list
SS3.9(D) The student will explain how taxes, fees, and fines support local
government.
SS3.9(D) The student will explain how local government services are financed.
Third Nine Weeks
Community Change and Historical Leaders
SS3.11(A) The student will generate examples of community changes that result
from individual or group decisions.
SS3.11(A) The student will give examples of community changes that result from
individual or group decisions.
1 – 2 hours
4 – 5 hours
1 – 2 hours
1 – 2 hours
1 – 2 hours
1 – 2 hours
SS– Social Studies
H – Health
T – Technology
4
Board Approved 7-26-01
Grade 3 Social Studies
TEKS - Student Objectives
Suggested
Time Ranges
SS3.1(B), 3.3(B) The student will construct a timeline of individuals who have
changed and shaped communities.
SS3.1(B), 3.3(B) The student will identify individuals such as Pierre-Charles
L'Enfant who have helped to shape communities.
SS3.16(E) The student will interpret and create visuals such as timelines.
SS3.16(E) The student will interpret and create visuals including graphs, charts,
tables, timelines, illustrations, and maps.
SS3.3(C) The student will describe historical times in terms of years, decades, and
centuries.
SS3.3(C) The student will describe historical times in terms of years, decades, and
centuries.
SS3.16(A) The student will obtain information, including historical data about
communities, using a variety of print, oral, visual, and computer sources.
SS3.16(A) The student will use vocabulary related to chronology, including ancient
and modern times and past, present, and future times.
2 – 3 hours
T4(A) The student will apply appropriate electronic search strategies in the acquisition of
information including keyword and Boolean search strategies.
SS3.1(C) The student will outline cause-effect relationships to describe how
individuals such as John Smith, Daniel Boone, Pierre L’Enfant, Meriwether Lewis,
William Clark, Stephen F. Austin, Jane Long, and the Allen brothers contributed to
the expansion of existing communities or the creation of new communities.
SS3.1(C) The student will describe how individuals such as Christopher Columbus
and Meriwether Lewis and William Clark have contributed to the expansion of
existing communities or to the creation of new communities.
SS3.16(C) The student will interpret oral, visual, and print material by identifying
cause and effect.
SS3.16(C) The student will interpret oral, visual, and print material by identifying
the main idea, identifying cause and effect, and comparing and contrasting.
1 – 2 hours
SS– Social Studies
H – Health
T – Technology
5
Board Approved 7-26-01
Grade 3 Social Studies
TEKS - Student Objectives
SS3.10(B,D) The student will summarize how ordinary people and historic figures
such as the Wright brothers, Neil Armstrong, Jackie Robinson, Nathan Hale, and
Roy Benavidez have exemplified good citizenship.
SS3.10(B,D) The student will identify historic figures such as Jane Addams, Helen
Keller, and Harriet Tubman who have exemplified good citizenship. The student
will identify ordinary people who exemplify good citizenship.
SS3.13(A) The student will summarize heroic deeds of state and national heroes.
SS3.13(A) The student will identify the heroic deeds of state and national heroes
such as Daniel Boone and Davy Crockett.
SS3.16(D) The student will use various parts of a source, including the table of
contents, glossary, and index, as well as keyword computer searches, to locate
information.
SS3.16(D) The student will use various parts of a source, including the table of
contents, glossary, and index, as well as keyword computer searches, to locate
information.
Suggested
Time Ranges
3 – 4 hours
T5(A) The student will acquire information including text, audio, video, and graphics.
T5(B) The student will use on-line help and documentation.
SS3.13(A) The student will distinguish between fact and myth in identifying the
heroic deeds of historic figures such as Pocahontas, George Washington, Daniel
Boone, and Davy Crockett.
SS3.13(A) The student will identify the heroic deeds of state and national heroes
such as Daniel Boone and Davy Crockett.
SS3.13(B) The student will retell the heroic deeds of characters from American
folktales and legends such as Paul Bunyan and Pecos Bill.
SS3.13(B) The student will retell the heroic deeds of characters from American
folktales and legends such as Pecos Bill and Paul Bunyan.
SS3.13(C) The student will retell the heroic deeds of characters from Greek and
Roman myths.
SS3.13(C) The student will retell the heroic deeds of characters of Greek and
Roman myths.
SS3.13(D) The student will identify how fictional characters such as Robinson
Crusoe created new communities.
SS3.13(D) The student will identify how selected fictional characters such as
Robinson Crusoe created new communities.
Community Cultures
1 – 2 hours.
SS– Social Studies
H – Health
T – Technology
6
Board Approved 7-26-01
Grade 3 Social Studies
TEKS - Student Objectives
Suggested
Time Ranges
SS3.4(D) The student will identify and compare man-made characteristics of
selected regions.
SS3.4(D) The student will identify and compare the human characteristics of
selected regions.
SS3.16(C) The student will interpret oral, visual, and print material by comparing
and contrasting.
SS3.16(C) The student will interpret oral, visual, and print material by identifying
the main idea, identifying cause and effect, and comparing and contrasting.
SS3.2(B) The student will compare ways in which people in local and world
communities meet their needs for communication, transportation, and recreation
over time and in the present.
SS3.2(B) The student will compare ways in which people in the local community
and communities around the world meet their needs for government, education,
communication, transportation, and recreation, over time and in the present.
SS3.16(B) The student will categorize information.
SS3.16(B) The student will sequence and categorize information.
SS3.1(A) The student will describe events and ideas in communication,
transportation, and recreation that have changed communities over time.
SS3.1(A) The student will describe how individuals, events, and ideas have
changed communities over time.
SS3.16(B) The student will sequence information.
SS3.16(B) The student will sequence and categorize information.
SS3.3(A) The student will use vocabulary related to chronology, including ancient,
modern, past, present, and future.
SS3.3(A) The student will use vocabulary related to chronology, including ancient
and modern times and past, present, and future times.
Fourth Nine Weeks
Community Cultures
SS3.12(A) The student will explain the significance of selected ethnic and/or
cultural celebrations in Texas, the U.S., and other nations including Earth Day,
Juneteenth, Dies y Seis, Cinco de Mayo, Wurstfest, Czechfest, Bastille Day, and
Mardi Gras.
SS3.12(A) The student will explain the significance of selected ethnic and/or
cultural celebrations in Texas, the United States, and other nations such as St.
Patrick's Day, Cinco de Mayo, and Kwanzaa.
SS3.12(B) The student will compare ethnic and/or cultural celebrations in Texas,
the U.S., and other nations.
SS3.12(B) The student will compare ethnic and/or cultural celebrations in Texas,
the United States, and other nations.
2 – 3 hours
2 – 3 hours
2 – 3 hours
2 – 3 hours
SS– Social Studies
H – Health
T – Technology
7
Board Approved 7-26-01
Grade 3 Social Studies
TEKS - Student Objectives
Suggested
Time Ranges
SS3.14(A,B) The student will investigate and report on individual writers and
artists from communities around the world and their contributions to cultural
heritage.
SS3.14(A,B) The student will identify selected individual writers and artists
and their stories, poems, statues, paintings, and other examples of cultural heritage
from communities around the world. The student will explain the significance of
selected individual writers and artists and their stories, poems, statues, paintings,
and other examples of cultural heritage to communities around the world.
SS3.4(A) The student will describe and explain variations in the natural
environment, including climate, natural resources, and natural hazards.
SS3.4(A) The student will describe and explain variations in the physical
environment including climate, landforms, natural resources, and natural hazards.
SS3.4(C) The student will describe the effects of natural and human processes in
shaping the landscape.
SS3.4(C) The student will describe the effects of physical and human processes in
shaping the landscape.
Economics
SS3.6(A) The student will compare ways of earning, spending, and saving money.
SS3.6(A) The student will identify ways of earning, spending, and saving money.
SS3.6(B) The student will analyze a simple budget that allocates money for
spending and saving.
SS3.6(B) The student will analyze a simple budget that allocates money for
spending and saving.
SS3.16(E) The student will interpret and create visuals including graphs and tables.
SS3.16(E) The student will interpret and create visuals including graphs, charts,
tables, timelines, illustrations, and maps.
SS3.16(F) The student will use appropriate mathematical skills to interpret social
studies information such as graphs and tables.
SS3.16(F) The student will use appropriate mathematical skills to interpret social
studies information such as maps and graphs.
SS3.8(A) The student will diagram how a simple business operates.
SS3.8(A) The student will give examples of how a simple business operates.
SS3.8(D) The student will identify ordinary people and historic figures such as
Henry Ford, Thomas Edison, and Bill Gates who have started new businesses.
SS3.8(D) The student will identify historic figures, such as Henry Ford, and
ordinary people in the community who have started new businesses.
1 – 2 hours
2 – 3 hours
1 – 2 hours
1 – 2 hours
1 – 2 hours
2 – 3 hours
SS– Social Studies
H – Health
T – Technology
8
Board Approved 7-26-01
TEKS - Student Objectives
SS3.8(B) The student will explain the effect of supply and demand on the price of a
product or service.
SS3.8(B) The student will explain how supply and demand affect the price of a
good or service.
SS3.8(C) The student will explain how the cost of production and selling price
affect profits.
SS3.8(C) The student will explain how the cost of production and selling price
affect profits.
SS3.7(D) The student will define characteristics of a free market.
SS3.7(D) The student will explain the concept of a free market.
SS3.7(A) The student will define and give examples of scarcity.
SS3.7(A) The student will define and identify examples of scarcity.
SS3.7(B) The student will explain the impact of scarcity on the production,
distribution, and consumption of goods and services.
SS3.7(B) The student will explain the impact of scarcity on the production,
distribution, and consumption of goods and services.
SS3.7(C) The student will relate scarcity to interdependence within and among
communities.
SS3.7(C) The student will explain the impact of scarcity on interdependence within
and among communities.
Note: The following objectives are included in the science curriculum.
Suggested
Time Ranges
1 – 2 hours
1 – 2 hours
1 – 2 hours
SS3.15(A) The student will identify scientists and inventors such as Louis
Daguerre, Cyrus McCormick, Louis Pasteur, and Jonas Salk who have created or
invented new technology.
SS3.15(A) The student will identify scientists and inventors such as Louis
Daguerre, Cyrus McCormick, Louis Pasteur, and Jonas Salk who have created or
invented new technology.
SS3.15(B) The student will identify the impact of new technology in photography,
farm equipment, pasteurization, and medical vaccines on communities around the
world.
SS3.15(B) The student will identify the impact of new technology in photography,
farm equipment, pasteurization, and medical vaccines on communities around the
world.
SS– Social Studies
H – Health
T – Technology
9