VSC Social Studies Grade 3

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21st Century Teaching & Learning Resources

Baltimore County Public Library

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Destiny School Library Catalog

Digital Content, Databases, eBooks

SAILOR: MD's Public Information Network

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Summer Reading

VSC/CLG Aligned Web Resources

Research Resources

Digital Content, Databases, & eBooks

Online Research Models

Research & Investigation Guide K-5

Research & Investigation Guide 6-12

Web Resources Supporting the Maryland Voluntary State Curriculum 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	Ben Franklin Timeline... an activity to learn how to create a timeline US Mint - "Charting History with Pennies"... lesson plan that has students collect, organize and give events in each year, using pennies Ben Franklin Timeline...an activity to learn how to create a timeline "Diggin' in the Past"...BCPS teacher created research model to meet objectives of this indicator
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	BrainPOP...a cartoon movie introduction to map types and map elements and gives an explanation of each Thinkport - "Where in the World Is It?"... students use map elements to find needed information; also introduces specialty maps USGS Learning Web - "What Do Maps Show?" ... series of lessons that compare different types of maps for students to use (with activities) see "A Visit to Charm City"...BCPS teacher created research model to meet objectives of this indicator Thinkport - "Crossroads: The Rise of Cities"...this lesson is time intensive, but can be done in conjunction with Language Arts, Media Center and Technology Education; covers multiple indicators 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
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.
Topic A. Economics
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	Thinkport.org - "We All Need Each Other"...lesson plan aligned with state curriculum from MPT Thinkport.org - "We All Need Each Other"...lesson plan aligned with state curriculum from MPT 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 Thinkport - Economic Decision Tree...graphic organizer about opportunity cost (pro's & con's) for buying goods Scholastic - "The Top Ten African-American Inventors"...facts about inventors you may have heard of, and some you haven't; links to other web pages for more information Awesome Library - "Assembly Line Benefits"...lesson which gives students a first-hand look at the benefits of the assembly line
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	Ben's Guide to US Government - How Laws Are Made...information about the three branches of government and their roles in the processes of law; Also discusses how the state governments mirror the national model Thinkport Lesson Plan... this plan uses Ben's Guide to US Government to teach about the symbols Maryland Kids Page - State Symbols...lists whats, whys and when symbols were choosen (for comparison with national symbols) America's Memory from America's Past - Cesar Chavez...brief biography and stories about Cesar's accomplishments Jimmy Carter Library & Museum...biography about the President and his contributions Rosa Parks - The Montgomery Bus Boycott... tells the events and impact of Rosa Parks' refusal to give up her seat Spotlight on Rosa Parks - on Girl Power...biography of the Civil Rights Activist
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
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	Jewish Holidays Guide... information about Jewish holidays and traditions and Children's Activities in Ramadan...gives information and craft lessons on this Islamic holiday Scholastic - "World/Customs Cultures"... links to other cultures, many have websites that students can visit to learn about people around the world

Web Resources Supporting the Maryland Voluntary State Curriculum

Social Studies - Grade 3

HISTORY

Standard 1.0

GEOGRAPHY

Standard 2.0

ECONOMICS

Standard 3.0

POLITICAL

Standard 4.0

PEOPLES OF THE NATIONS AND THE WORLD

Standard 5.0