Grade 3 Social Studies Curriculum
Written by Joanne Harriman Monday, 31 January 2011 16:25
Bold-faced standards are the MDIRSS essential standards and the standards in regular font are supporting standards. Click on the green bold-faced MDIRSS essential standards to see the unpacked version, list of resources, and corresponding performance rubric for that standard.
Process Skills
A1. Students identify and answer research questions related to social studies, by locating and selecting information and presenting findings.
A1a. Identify research questions related to social studies - seeking multiple perspectives from varied sources.
A1b. Identify key words and concepts related to research questions, making adjustments when necessary.
A1c. Locate and access information by using text features.
A1d. Collect, evaluate, and organize for a specific purpose.
A1e. Communicate findings from a variety of print and non-print sources.
A1f. Describe plagiarism and demonstrate appropriate citation.
A1g. Distinguish between facts and opinions/interpretations in sources.
A2. Students make individual and collaborative decisions on matters related to social studies using relevant information and research and discussion skills.
A2a. Contribute equitably to collaborative discussions, examine alternative ideas, and work cooperatively to share ideas, and individually and collaboratively develop a decision or plan.
A2b. Make a real or simulated decision related to the classroom, school, community, or civic organization by applying appropriate and relevant social studies knowledge and skills, including research skills, and other relevant information.
Civic and Government
B1c. Explain the structure of the local government.
B2a. Identify the rights, duties and responsibilities of citizens within the class, school, and community.
B2c. Provide examples of being an active, involved community member.
B3a. Identify examples of unity and diversity within their community.
B3b. Describe the civic beliefs and activities of various cultures in their community.
Economics
C1a. Explain that scarcity leads to economic choices about the production of goods and services and their distribution.
C1b. Explain how local entrepreneurs help satisfy the wants and needs of consumers by using natural resources.
C1c. Demonstrate personal choice related to the use of money and savings.
C2a. Explain the economic similarities and differences within the community.
C2b. Identify economic processes, economic institutions and economic influences within their community.
Geography
D1a. Identify that geography is the study of locations, physical features, and distances between places.
D1b. Develop a grid system on a map of their local area.
D1c. Define the characteristics of these landforms: mountain range, plain, desert, oasis, plateau, peninsula, fjord, delta, volcano, canyon, mesa, butte, pond, stream.
D1c. Use a map to identify all K-2 landforms, as well as: mountain range, plain, desert, oasis, plateau, peninsula, fjord, delta, volcano, canyon, mesa, butte, pond, stream.
D1d. Understand how changes to the physical features such as earthquakes, volcanoes, erosion, mudslides, etc. impact communities and regions.
D1d. Understand why communities settle near particular geographic features.
History
E1a. Explain that history includes the study of past human experience based on available evidence from a variety of sources.
E1b. Identify various major historical eras, major enduring themes, turning points, events, consequences, persons, and timeframes, in the history of the community.
E1c. Trace and explain how the history of democratic principles is preserved in historic symbols, monuments and traditions important in the community.
E2a. Describe examples in the history of diverse and shared values and traditions in their community.
E2b. Describe various cultural traditions and contributions of Maine Native Americans and various historical and recent immigrant groups in the community.