THIRD GRADE SOCIAL STUDIES

Alaska Content Standards

 

HISTORY

 

Standard A.  A student should understand that history is a record of

                        human experiences that links the past to the present and

                        future.

Standard B.  A student should understand historical themes through

                        factual knowledge of time, places, ideas, institutions,

                        cultures, people, and events.

Standard C.  A student should develop the skills and processes of

                        historical inquiry.

Standard D.  A student should be able to integrate historical

                        knowledge with historical skill to effectively participate

                        as a citizen and as a lifelong learner.

 

 

GOVERNMENT AND CITIZENSHIP

 

Standard A.  A student should know and understand how societies

                        define authority, rights, and responsibilities through a

                        governmental process.

Standard B.  A student should understand the constitutional

                        foundations of the American political system and the

                        democratic ideals of this nation.

Standard C.  A student should understand the character of government

                        of the state.

Standard D.  A student should understand the role of the United States in international affairs.

Standard E.  A student should have the knowledge and skills necessary

                        to participate effectively as an informed and responsible

                        citizen.

Standard F.  A student should understand the economies of the United

                        States and the state and their relationships to the global

                        economy.

Standard G.  A student should understand the impact of economic

                        choices and participate effectively in the local, state,

                        national, and global economies.

 

 

         

GEOGRAPHY

 

Standard A.  A student should be able to make and use maps, globes,

                        and graphs to gather, analyze, and report spatial

                        (geographic) information.

Standard B.  A student should be able to utilize, analyze, and explain

                        information about the human and physical features of

                        places and regions.

Standard C.  Student should understand the dynamic and interactive

                        natural forces that shape the earth’s environments.

Standard D.  A student should understand and be able to interpret

                        spatial (geographic) characteristics of human systems,

                   including migration, movement, interactions of cultures,

                        economic activities, settlement patterns, and political units

                        in the state, nation, and world.

Standard E.  A student should understand and be able to evaluate how

                        humans and physical environments interact.

Standard F.  A student should be able to use geography to understand

                        the world by interpreting the past, knowing the present,

                        and preparing for the future.

 

 

COURSE CONTENT

The third grade social studies curriculum is designed to increase student’s understandings about community life in a variety of contexts.  Aspects of familiar communities will be compared with those of other cultures and times.  Students will examine relationships among ways of living, the physical environment, and human traditions.  By examining community life in the past, students are made aware of cultural, political and economic factors that bind communities together in time and give them continuity.  Students will do a study of the geography of Alaska.

 

CULTURE

·        Identify elements of culture in their own community and recognize needs common to all people for food, clothing, government, shelter and recreation

·        Describe the traditional lifestyle of this region past and present

·        Understand how communities in the past lived and worked together

·        Use information about his/her community to draw conclusions

·        Explain why people choose to live in a certain community

·        Compare cultures in terms of contributions, attitudes and ideas

CITIZENSHIP/GOVERNMENT

·        Identify and name the present Governor of the state and explain what a governor is

·        Know if they live in a borough, city or village and who the mayor or leader is

·        Identify and explain the basic structure of the local government in their community

·        Identify some careers available at all three government levels; federal, state, local

·        Discuss the effects of population movements on food sources, jobs, culture, and housing patterns

·        Recite the Pledge of Allegiance

·        Know the techniques of conflict resolution to reach consensus among individuals from different backgrounds

·        Discuss the different groups they can belong to and differentiate role and behavior depending on group membership at any given time

·        Discuss the benefits of being tolerant of individual differences within a group

·        Identify the many roles of citizens and the need for active and responsible citizens

·        Describe the different purposes of various organizations

·        Use simplified parliamentary procedures

·        Recognize that people can work together to improve the environment

HISTORY

·        Write a chronicle of daily life in journal form

·        Give an oral report on famous people in the world, the nation, the state, and the community

·        Write a report based on the oral interview of an elder in the student’s own community

·        List ways that technological change affects our lives

·        Explain in their own words how historic events have influenced economic and cultural development of Alaskan cities and communities

GEOGRAPHY

·        Identify and use the cardinal directions (N,S,E,W) on a compass rose to locate places on a map

·        Select the appropriate map or globe for a given task

·        Independently construct a simple map, including an appropriate title, a minimum of five symbols in the map key, and compass rose showing the cardinal directions

·        Recognize and differentiate among physical maps, political maps, and special purpose/thematic maps

·        Define common geographic terms: island, peninsula, coast, mountain, continent, plateau, shore, etc.

·        Collect information and make a brief oral report on a country based on use of an encyclopedia article

·        Understand historical theme through knowledge of time, place, ideas, institutions, cultures, people and events

·        Identify and explain the significance of spatial patterns on a map, such as population distribution in rural and urban areas

·        Locate, identify, and label Alaska’s 6 geographic regions, 4 cultural regions, and major land and water features

·        Distinguish between renewable and non-renewable resources; list and describe the resources of Alaska

 

 

ECONOMICS

·        Compare and contrast economic activities between today and long ago

·        Recognize that people earn money to provide for needs and wants

·        Explains how people make choices on spending and earning money

·        Defines terms: goods, services, producer, consumer, needs and wants

·        Explains how people depend on one another for goods and services in the community

·        Describe how local, national and worldwide communities depend upon workers with specialized jobs, and give examples of ways in which they contribute to the production and exchange of goods and services

·        Identify ways resources are managed and mismanaged

 

 

Textbook:
ISBN#:
Publisher:
Share Our World 0-618-00411-4 Houghton Mifflin
Geography Lv. 3 0-618-01011-4 Houghton Mifflin