Third Grade Social Studies. Standards and Learning Targets

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1 Course Description: Third grade students explore the social studies disciplines of history, geography, civics and government, and economics through the context of community studies. Building on prior social studies knowledge and applying new concepts of each social studies discipline to the increasingly complex social environment of their community, the content expectations prepare students for more sophisticated studies of their state, country, and world in later grades. A special emphasis is placed on how each of these disciplines affects the daily lives of people in today s world. Instruction is designed to meet all learning needs while attaining the same desired outcomes. Standards and Learning Targets Standard: Use reference points, latitude, longitude, direction, size, shape, and scale to locate positions on the Earth s surface. I can use reference points such as mountains and bodies of water to locate points on Earth. I can use latitude and longitude to find exact places on the Earth s surface. I can use a compass rose to describe a location on a map or globe. I can use scale to describe the actual size of geographical features on a map or globe. Standard: Locate on a map or globe physical features such as resources, flora, fauna; and human features such as cities, states, and national borders. I can locate physical features such as mountains, rivers, and oceans on a map and globe. I can locate human features such as highways, airports, and cities on a map or globe. Standard: Construct a map of the world from memory showing the location of major landmasses, bodies of water, and mountain ranges. I can create a map from memory showing the relative location of continents, major bodies of water, and mountain ranges.

2 Standard: Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the world. I can use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community. I can use atlases, databases, grid systems, charts, graphs, and maps to gather information about Wisconsin. I can use atlases, databases, grid systems, charts, graphs, and maps to gather information about the United States. I can use atlases, databases, grid systems, charts, graphs, and maps to gather information about the world. Standard: Describe and give examples of ways people interact with the physical environment, including land use, and location of communities. I can describe and give examples of ways people use land. I can describe and give examples of why communities are located where they are. Standard: Identify weather patterns, seasons, and weather related phenomena such as floods and droughts, and describe the social and economic effects of these changes. I can identify and describe weather patterns on a map. I can describe seasons and their characteristics. I can describe weather related items such as floods and droughts. I can describe the social and economic effects of weather related items. Standard: Identify connections between the local community and other places in Wisconsin, the United States, and the world. I can identify connections between Winneconne and other places in Wisconsin. I can identify connections between Winneconne and other places in the United States. I can I identify connections between Winneconne and other places in the world. Winneconne Community School District Page 2

3 Standard: Identify changes in the local community that have been caused by human beings, such as a construction project, a new highway, a building being torn down, or a fire; discuss reasons for these changes; and explain their probable effects on the community and the environment. I can identify changes in the local community that have been caused by human beings, such as a construction project, a new highway, a building being torn down, or a fire. I can discuss the reasons for the changes in the local community that have been caused by human beings, such as a construction project, a new highway, a building being torn down, or a fire. I can explain the probable effects on the community and the environment from a construction project, a new highway, a building being torn down, or a fire. Standard: Give examples to show how scientific and technological knowledge has led to environmental changes, such as pollution, prevention measures, and solar heating. I can show how scientific and technological knowledge has led to environmental changes that have negatively and positively affected our community. Standard: Identify and examine various sources of information that are used for construction and understanding of the past, such as artifacts, documents, letters, maps, textbooks, photos, paintings, architecture, graphs, and charts. I can use various sources of information to research and better understand past events. Standard: Use a timeline to select and sequence information in history. I can use a timeline to select information from history and put it in the correct sequential order. Winneconne Community School District Page 3

4 Standard: Examine biographies, stories, narratives, and folktales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship to important historical events. I can examine biographies, stories, narratives, and folktales to understand the lives of ordinary and extraordinary people. I can examine biographies, stories, narratives, and folktales to understand the lives of ordinary and extraordinary people and place them in the correct time. I can examine biographies, stories, narratives, and folktales to understand the lives of ordinary and extraordinary people and place them in the correct context. I can examine biographies, stories, narratives, and folktales to understand the lives of ordinary and extraordinary people and explain their relationship to historical events. Standard: Compare and contrast changes in contemporary life, with life in the past by looking at social, economic, political, cultural, roles played by individuals and groups. I can compare and contrast changes in contemporary life, with life in the past by looking at social roles played by individuals and groups. I can compare and contrast changes in contemporary life, with life in the past by looking at political roles played by individuals and groups. I can compare and contrast changes in contemporary life, with life in the past by looking at cultural roles played by individuals and groups. Standard: Identify the historical background and meaning of important political values such as freedom, democracy, and justice. I can identify the historical background and meaning of freedom. I can identify the historical background and meaning of democracy. I can identify the historical background and meaning of justice. Winneconne Community School District Page 4

5 Standard: Explain the significance of state and national holidays, such as Independence Day and Martin Luther King, Jr. Day, and national and state symbols such as the United States flag and the state flags. I can explain the significance of state and national holidays, such as Independence Day and Martin Luther King, Jr. Day. I can explain the significance of state and national symbols such as the United States flag and the state flags. Standard: Identify and describe important events, and famous people in Wisconsin and the United States history. I can identify and describe important events, and famous people in Wisconsin history. I can identify and describe important events, and famous people in United States history. Standard: Compare past and present technologies related to energy, transportation, and communications, and describe the effects of technological change, either beneficial or harmful, on people and the environment. I can compare past and present technologies related to energy, transportation, and communications. I can describe the effects of technological change, either beneficial or harmful, on people and the environment. Standard: Describe examples of cooperation and interdependence among individuals, groups, and nations. I can describe how individuals, groups, and nations depend on, and cooperate with others. Standard: Describe the history and culture of the American Indian tribes and bands in Wisconsin, and of several tribes in the United States. I can describe the history and culture of the American Indian tribes and bands in Wisconsin. I can describe the history and culture of the American Indian tribes and bands in the United States. Winneconne Community School District Page 5

6 Standard: Identify and explain the individual s responsibilities to family, peers, and community, including the need for civility and respect for diversity. I can identify and explain the individual s responsibilities to family, peers, and community, including the need for civility. I can identify and explain the individual s responsibilities to family, peers, and community, including respect for diversity. Standard: Locate, organize, and use relevant information, to understand an issue in the classroom, or school, while taking into account the viewpoints and interests of different groups and individuals. I can locate, organize, and use relevant information, to understand an issue in the classroom, or school, while taking into account the viewpoints and interests of different groups. Standard: Identify documents such as the Declaration of Independence, the Constitution, and the Bill of Rights, in which the rights of citizens in our country are guaranteed. I can identify documents such as the Declaration of Independence, the Constitution, and the Bill of Rights, in which the rights of citizens in our country are guaranteed. Standard: Explain how families, schools, and other groups develop, enforce, and change rules of behavior, and explain how various behaviors promote or hinder cooperation. I can explain how families, schools, and other groups develop, enforce, and change rules of behavior. I can explain how various behaviors promote or hinder cooperation. Standard: Explain how various forms of civic action such as running for political office, voting, and speaking at public meetings can contribute to the well being of the community. Winneconne Community School District Page 6

7 I can explain how running for political office can contribute to the well being of the community. I can explain how speaking at public meetings can contribute to the well being of the community. I can explain how voting can contribute to the well being of the community. Standard: Give examples of important contributions made by United States citizens and world citizens. I can give examples of important contributions made by United States citizens and world citizens. Cluster: Government Standard: Explain the basic purpose of government in American society, recognizing the three levels of government. I can explain the purpose of government in American society. I can recognize the three levels of government. Standard: Describe and explain the role of money, banking, and savings in every day life. I can describe and explain the role of money, banking, and savings in every day life. Standard: Identify situations requiring an allocation of limited economic resources and appraise the opportunity cost (for example spending one s allowance on a movie will mean less money saved for a new video game). I can identify situations in which having a limited amount of money will require decisions between needs and wants. Winneconne Community School District Page 7

8 Standard: Identify local goods and services that are part of the global economy and explain their use in Wisconsin. I can explain how goods and services from around the world have a use in Wisconsin. Standard: Give examples to explain how business and industry depends upon workers with specialized skills to make production more efficient. I can give examples to explain how business and industry depends upon workers with specialized skills to make production more efficient. Standard: Distinguish between private goods and services and public goods and services. I can distinguish private goods and services and public goods and services. Standard: Identify the economic roles of various institutions, including households, businesses, and government. I can identify the economic roles that households, institutions, and government hold. Standard: Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much to contribute to people in need, can affect the lives of people in Wisconsin, the United States, and the world. I can describe how deciding what to buy can affect the lives of people in Wisconsin, the United States, and the world. I can describe how deciding what to recycle can affect the lives of people in Wisconsin, the United States, and the world. I can describe how deciding how much to give to people in need can affect the lives of people in Wisconsin, the United States, and the world. Winneconne Community School District Page 8

9 Cluster: Influences Standard: Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning. I can explain how prior knowledge can influence individual learning. I can explain how motivation can influence individual learning. I can explain how capabilities can influence individual learning. I can explain how personal interests and other factors can influence individual learning. Cluster: Influences Standard: Explain the influence of factors such as family, neighborhood, personal interests, language, likes, and dislikes, and accomplishments on individual identity and development. I can explain how family can influence individual identity and development. I can explain how neighborhoods can influence individual identity and development. I can explain how personal interests can influence individual identity and development. I can explain how language can influence individual identity and development. I can explain how likes and dislikes can influence individual identity and development. I can explain how accomplishments can influence individual identity and development. Cluster: Influences Standard: Give examples and explain how the media may influence opinions, choices, and decisions. I can give examples and explain how the media may influence opinions, choices, and decisions. Cluster: Culture Standard: Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a living. I can describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a living. Cluster: Culture Standard: Describe the ways in which ethnic cultures influence the daily lives of people. I can describe the ways in which ethnic cultures influence the daily lives of people. Winneconne Community School District Page 9

10 Cluster: Culture Standard: Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other people and cultures. I can give examples and explain how language is an expression of culture and conveys knowledge of other people and cultures. I can give examples and explain how stories and folk tales convey knowledge of other people and cultures. I can give examples and explain how music is an expression of culture and conveys knowledge of other people and cultures. I can give examples and explain how artistic creations convey knowledge and are an expression of culture and of other people and cultures. Cluster: Culture Standard: Investigate and explain similarities and differences in ways that cultures may lead to understanding among people. I can investigate and explain similarities and differences in ways that cultures may lead to understanding among people. Cluster: Culture Standard: Investigate and explain similarities and differences in ways that cultures meet human needs. I can Investigate and explain similarities and differences in ways that cultures meet human needs. Cluster: Institutions Standard: Identify and describe institutions such as school, church, police, and family and describe their contributions to the well being of the community, state, nation, and global society. I can identify and describe institutions such as school, church, police, and family and describe their contributions to the well being of the community. I can identify and describe institutions such as school, church, police, and family and describe their contributions to the well being of the state. I can identify and describe institutions such as school, church, police, and family and describe their contributions to the well being of the nation. I can identify and describe institutions such as school, church, police, and family and describe their contributions to the well being of the global society. Winneconne Community School District Page 10

11 Cluster: Institutions Standard: Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and culture. I can give examples of group and institutional influences such as laws, rules, and peer pressure on people. I can give examples of group and institutional influences such as laws, rules, and peer pressure on events. I can give examples of group and institutional influences such as laws, rules, and peer pressure on culture. Cluster: Institutions Standard: Describe and distinguish among the values and beliefs of different institutions. I can describe and distinguish among the values and beliefs of different institutions. Cluster: Sociology Standard: Explain the reasons why individuals respond in different ways to particular events and the ways in which interactions among individuals influence behavior. I can explain the reasons why individuals respond in different ways to particular events. I can explain the ways in which interactions among individuals influence behavior. Cluster: Sociology Standard: Explain how people learn about others who are different from themselves. I can explain how people learn about others who are different than themselves. Winneconne Community School District Page 11