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Web Resources Supporting the Maryland Voluntary State Curriculum
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Social Studies - Grade 3
History | Geography | Economics | Political | Peoples of the Nations |
HISTORY
Standard 1.0 |
| Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States. Students will use historical thinking skills to understand how individuals and events have changed society over time. |
Topic
A. History |
Indicator
1. Distinguish between past, present and future time
Objectives
a. Identify the relationship among events in a timeline
b. Compare family life in the local community by considering such things as jobs, communication, and transportation
Indicator
2. Explain how people lived in the past by using a variety of primary and secondary sources
Objectives
a. Identify information about people, places, or events of the past using pictures; photographs, maps, audio or visual tapes, and or documents
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GEOGRAPHY
Standard 2.0 |
| Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time. Students will use geographic concepts and processes to understand location and its relationship to human activities. |
Topic
A. Geography |
Indicator
1. Locate and describe places using geographic tools
Objectives
a. Describe the characteristics and purposes of a variety of maps, such as community, transportation, physical and political
b. Construct and interpret a variety of maps by using map elements, such as title, order, compass rose, simple grid system, author and date, and legend/key
c. Identify and describe the location of major cities in Maryland and the United States using maps and globes
Indicator
2. Explain the similarities and differences of communities using geographic characteristics
Objectives
a. Describe how natural/physical and human-made features affect the ways that people live and work, and the population distribution of a region
b. Compare places based on their natural/physical and human characteristics
c. Describe how natural/physical and human-made characteristics of a region change over time
Indicator
3 . Describe how transportation and communication networks link places through the movement of goods, ideas and people
Objectives
a. Explain how transportation and communication networks connect places, people, and ideas
b. Identify reasons for the movement of people from one region to another
Indicator
4. Explain how people adapt to, modify and protect their natural environment
Objectives
a. Describe how people in a community modify their natural environment to accommodate changing needs for transportation, housing and how people make a living
b. Describe how and why people protect the natural environment
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- BrainPOP...a cartoon movie introduction to map types and map elements and gives an explanation of each
- see "Save the Bay"...BCPS teacher created research model to meet objectives of this indicator
*this model can be taught inconjunction with the "Peek at the Chesapeake" science research model
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ECONOMICS
Standard 3.0 |
| Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world. Students will identify the economic principles and processes that are helpful to producers and consumers when making good decisions. |
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Indicator
1 .Examine the production process
Objectives
a. Explain how producers make choices because of limited natural, human, and capital resources
b. Give examples of how limited resources affect the decisions producers make
Indicator
2. Examine goods and services provided in communities
Objective
a. Identify goods and services provided by the government and paid for by taxes, such as roads, police protection, and schools
b. Classify goods and services according to who produces them; the government, business or both
Indicator
3. Describe different types of markets that occur when buyers and sellers meet
Objectives
a. Identify markets that are not face-to-face meetings, such as Internet shopping, phone ordering, or catalog shopping
b.
Describe how price affects personal spending choices
Indicator
4. Explain the decision making process used to make an economic choice.
Objectives
a. Identify and apply the steps in the decision-making process
Indicator
5. Explain how technology affects the way people live, work, and play
Objectives
a. Describe how changes in technology have impacted the lives of consumers and producers
Indicator
6. Explain how specialized work result in increased production
Objectives
a. Explain how production may increase when workers specialize
b. Describe the interdependence of people because of specialization
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- PBS - "Donut Dinero"... economic lesson (with a lot of math, too) that helps students see how choices need to be made when purchasing, and the barter system
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POLITICAL
Standard 4.0 |
| Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens. Students will understand the historical development and current status of the democratic principles and the development of skills and attitudes necessary to become responsible citizens. |
Topic
A. Political Science |
Indicator
1. Explain the role of individuals and groups in creating rules and laws to maintain order, protect citizens, and provide services
Objectives
a. Identify local government leaders such as the mayor, county council members or commissioners, and county executive and explain their role in protecting citizens and maintaining order
b. Explain why all citizens must follow rules and laws even when rules conflict with what they want
c. Describe the role of government leaders in making and enforcing laws
Indicator
2. Explain how certain symbols are associated with the democratic principles and values of the United States government
Objectives
a. Describe democratic principles and values associated with symbols, and landmarks such as freedom represented by the bald eagle, patriotism represented by the American flag, the power of the Untied States government represented by the Statue of Liberty, and authority by the White House
b. Explain the importance of the democratic principles and values, such as individual rights, common good, fairness and equal treatment, and patriotism
Indicator
3. Describe how people and past events have contributed to the American political system
Objectives
a. Describe the contributions of people who contributed to the common good of society such as Rosa Parks -civil rights, Caesar Chavez -equal rights for migrant workers, Jimmy Carter-world peace efforts
b. Describe the democratic values and events associated with national holidays, such as Flag Day, Fourth of July, Memorial Day, and Veterans Day
Indicator
4. Explain the rights and responsibilities of being a member of the school and the community
Objectives
a. Describe the responsibilities of being a good citizen such as voting, being informed, following laws, participating in government, and volunteering
Indicator
5. Analyze the role of individual and group participation in creating a supportive community
Objectives
a. Explain the decision-making process used to accomplish a community goal or solve a community problem
b. Describe the actions of people who have made a positive difference in their community such as community and civic leaders
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PEOPLES OF THE NATIONS AND THE WORLD
Standard 5.0 |
| Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the World through a multicultural and historic perspective. Students will understand how people in Maryland, the United States and around the world are alike and different. |
Topic
A. Peoples of the Nations and the World
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Indicator
1. Describe the benefits of a multicultural setting
Objectives
a. Describe how media provides information about cultures
b. Compare the clothing, food, shelter, recreation, education, stories, art, music, and language of several cultures
c. Explain how a variety of cultures may contribute to society
Indicator
2. Explain how different points of view affect the way groups of people interact
Objectives
a. Describe how different points of view may result in cooperation or conflict
b. Explain how a school-based issue can be resolved through cooperation
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