GR+3+Social+Studies


 * IOWA **** CORE CURRICULUM – SOCIAL SCIENCES **
 * GRADE 3 **


 * BEHAVIORAL SCIENCE **
 * ** Essential Concept and Skill ** || ** Standard ** || ** Aligned Benchmarks ** || ** What Taught ** || ** When Taught ** ||
 * BS1. Understand the changing nature of society ||   ||   || chapter 5

chapter 1,lesson2 chapter 1,lesson1 Guidance Curriculum Guidance Curriculum chapter 9 and 10

chapter 4 || second quarter ||
 * BS2. Understand the influences on individual and group behavior and group decision making ||  || 3.2-Identify ways their community is diverse

4.1-Understand rules for group behavior

4.2-Understand that some ways of dealing with disputes work better than others and that those not involved in an argument may be helpful in solving it

4.3-Indentify examples of tolerance, acceptance, and harassment ||^  || first quarter

all year ||
 * BS3. Understand how personality and socialization impact the individual ||  || 3.1-Know individuals have different interests, talents and skills ||^   || fourth quarter ||
 * BS4. Understand the process of how humans develop, learn, adapt to the environment and internalize their culture ||   ||   ||^   || second quarter ||
 * BS5. Understand current social issues to determine how the individual formulates opinions and responds to issues ||  || 12.5-Are introduced to the concepts of fact/opinion and viewpoint

6.1-Analyze and compare citizens’ points of view on various issues || chapter 11

chapter 2,6,12 ubd projects || fourth quarter all year ||
 * BS6. Understand how to evaluate social research and information ||   ||   ||^   ||   ||


 * Gr. 3 ECONOMICS **
 * ** Essential Concept and Skill ** || ** Standard ** || ** Aligned Benchmarks ** || ** What Taught ** || ** When Taught ** ||
 * E1. Understands the role of scarcity and economic trade-offs and how economic conditions impact people’s lives ||   ||   || chapter 12

chapter 11

chapter 11

chapter 11 chapter 11

chapter 11

chapter 11

chapter 11

chapter 12 chapter 12 || fourth quarter ||
 * E2. Understand the functions of economic institutions ||  || 9.3-Know vocabulary associated with manufacturing including factory, assembly line and mill

9.4-Describe how technology is involved in processing raw materials into finished goods

9.5-Name the components of products such as paper, glass, steel ||^  || fourth quarter

fourth quarter

fourth quarter || fourth quarter ||
 * E3. Understand how governments throughout the world influence economic behavior ||  || 2.1-Identify private and public goods and services ||^   || fourth quarter
 * E4. Understand factors that create patterns of interdependence in the world economy ||  || 2.2-Understand concepts and vocabulary associated with trace (export, import, domestic, international) ||^   || fourth quarter ||
 * E5. Understand that advancing technologies impact the global economy ||   ||   ||^   || fourth quarter ||
 * E6. Understand that all economies throughout the world rely upon universal concepts ||   ||   ||^   || fourth quarter ||

** GEOGRAPHY -3RD GRADE **
 * ** Essential Concept and Skill ** || ** Standard ** || ** Aligned Benchmarks ** || ** What Taught ** || ** When Taught ** ||
 * G1. Understand the use of geographic tools to locate and analyze information about people, places, and environments ||  || 1.1-Estimate distance and calculate scale

1.2-Understand concepts related to equator, hemispheres, and continents

1.4-Know the characteristics of political and physical maps || chapter 1 chapter 3 map champ map champ chapter 9

chapter 4 || first quarter first quarter all year ||
 * G2. Understand how geographic and human characteristics create culture and define regions ||  || 11.1-Know vocabulary and place locations relevant to study of selected communities in Europe, Latin America, Africa, Asia Mexico, Aztecs, Peru, South America, Senegal, colony, France, England, English Channel, rail tunnels, Japan, Tokyo ||^   || all year ||
 * G3. Understand how human factors and the distribution of resources affect the development of communities and the movement of populations ||  ||   ||^   || third quarter ||
 * G4. Understand how physical processes and human actions modify the environment and how the environment affects humans ||  ||   ||^   || second quarter ||


 * 3RD GRADE – HISTORY **
 * ** Essential Concept and Skill ** || ** Standard ** || ** Aligned Benchmarks ** || ** What Taught ** || ** When Taught ** ||
 * H1. Understand historical patterns, periods of time, and the relationships among these elements ||  || 12.1-Read and interpret timelines

12.4-Identify chronological organizational patterns in fiction and nonfiction text || Ch. 5 Les. 1

Unit 3 Preview

Chapter 10

Ch. 6 & 9 no tenements

Chapter 9 Lesson1

Chapter 9 Lesson1

Chapter 9 lesson1

Chapter 9 Lesson 1 ||  ||
 * H2. Understand how and why people create, maintain, or change systems of power, authority and governance ||   ||   ||^   ||   ||
 * H3. Understand role of culture and cultural diffusion on the development and maintenance of societies ||  || 7.1-Compare and contrast ways groups/societies in North America, South America, Africa and Asia interpret their experiences from diverse cultural perspective and frame of reference

10.1-Know relevant vocabulary (immigration, Ellis Island, oral history, tenements)

10.2-Understand reasons immigrants came to America in the 19th and 20th centuries

10.3-Understand reasons some immigrants could not gain admission to the United States

10.4-Describe life/economies in such areas as New York’s Lower East Side during the late 19th and 20th centuries

10.5-Understand the relationship between immigration and population growth in the United States

10.6-Understand migrations that have occurred within the United States (i.e. African Americans to northern cities, 1890s-1940s) ||^  ||   || No James Madison ||  || Project/ Chapter 6
 * H4. Understand individuals and groups within a society may promote change or the status quo ||  || 5.2-Knows names and roles of people central to writing the Constitution (Franklin, Washington, Madison, Jefferson) || Ch. 6 Less. 3
 * H5. Understand the effect of economic needs and wants on individual and group decisions ||   ||   || Westward Movement

9.1 Chapter 11 Less. 4 ||  ||
 * H6. Understand the effects of geographic factors in historical events ||  || 8.1-Identify places associated with the westward movement in the United States: Oregon Trail, Santa Fe Trail, Rocky Mountains, Oregon, California and Independence, Missouri

8.2-Know vocabulary associated with the westward movement: prairie, pioneer 8.3-Understand the role of the railroad in the westward movement

8.4-Describe life for travelers on the Oregon/Santa Fe Trails 9.1-Describe how scientific/technological innovations have changed the ways people have made a living in the 18th, 19th, 20th and 21st centuries

9.2-Describe the impact of innovations on agricultural production methods and yields

9.6-List reasons/conditions that encouraged inventions or innovations ||^  ||   ||
 * ||  ||^   || Ch. 5 Less. 3 ||^   ||
 * H7. Understand the role of innovation on the development and interaction of societies ||   ||   || Ch. 5 Less. 3 ||   ||
 * H8. Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues ||  || 12.3-Understand and apply the processes of classifying, comparing and contrasting to cultural, economic, and historical information

12.6-Know vocabulary related to the concept of cause and effect (because of, as a result of, since, therefore, so)

12.7-Know how sources such as diaries, oral histories are used to reconstruct events || Unit 1 Pg. 4

Unit 5 p. 316

Chapter 6 Less. 1 ||  ||
 * 3RD GRADE – POLITICAL SCIENCE/CIVIC LITERACY **
 * ** Essential Concept and Skill ** || ** Standard ** || ** Aligned Benchmarks ** || ** What Taught ** || ** When Taught ** ||
 * PS1. Understand the rights and responsibilities of each citizen and demonstrate the value of lifelong civic action ||  || 6.1-List examples of rights and responsibilities of citizens

6.2-Explain actions citizens can take to influence public policy decisions

6.3-List ways citizens can take part in local government

6.4-Understand the concept of community service and give examples of ways children can provide it || Ch. 7 Less.2

Ch 8 Less. 2 Ch. 8 Less. 2

Ch. 6 Less 3

Ch. 6 Less 3

Ch. 8 Less 1

Ch. 8 Less. 1 ||  ||
 * PS2. Understand how the government established by the Constitution embodies the enduring values and principles of democracy and republicanism ||  || 5.1-Know names and purposes of important documents related to the Untied States government (Declaration of Independence, Constitution, Bill of Rights)

5.3-Understand the concept of compromise as applied to the writing of the Constitution ||^  ||   ||
 * PS3. Understand the purpose and function of each of the three branches of government established by the United States Constitution ||  || 5.4-Introduced to basic concepts included in organization of United States government (3 branches-Congress, Supreme Court, President)

5.5-Introduced to the concept of how the branches of government work together ||^  ||   ||
 * PS3. continued: Understand the purpose and function of each of the three branches of government established by the United States Constitution ||  ||   ||   ||   ||
 * PS4. Understand the differences among local, state and national governments ||  ||   ||^   ||   ||
 * PS5. Understand the role of the United States in current world affairs ||  ||   ||^   ||   ||