Third Grade Social Studies
for
CIVICS-GOVERNMENT
- 3rd Grade
Civics-Government Standard: The student
uses a working knowledge and understanding of governmental
systems of the United States and other nations with an emphasis on the U. S.
Constitution, the necessity for the rule of law, the civic values of the
American republican government, and the rights, privileges, and responsibilities
to become active participants in the democratic process.
Indicators:
The student:
3. names the capital of
Indicators:
The student:
6 D 1. understands the responsibilities and rights of the individual in groups; such as, family, peer group,
class, school, and local, and state governments.
6 D 2. knows that effective informed citizenship is a duty of each citizen (i.
e., jury service, voting, running for office, community service).
organizations interact.
Indicators:
The student:
1. describes the basic purposes of local government
(using powers to provide and enforce rules for a society to live by, protect rights).
ECONOMICS – 3rd Grade
Economics Standard: The student uses a
working knowledge and understanding of major economic concepts,
issues, and systems of the United States and other nations; and applies decision
making skills as a consumer, producer, saver, investor, and citizen in an
interdependent world.
Indicators:
The student:
° 1. knows that there are not enough productive resources to satisfy all wants
for goods and services.
2. identifies examples of how natural, capital,
and human resources are used in
production of goods or services (e. g., land resources [natural] are used to
produce wheat [goods] which is harvested by skilled farmers [human] using
combines [capital]).
° 3 traces the production, distribution,
and consumption of particular goods.
6 D 4. compares the cost to the benefit of
making a choice. (illustration: doing homework has both a cost and a benefit;
cost is the time spent, the benefit is
what is learned from the assignment).
8 D 5. knows that economic specialization occurs when people produce a narrower
range of goods and services
than they consume.
6. gives an example of economic interdependence
(illustration: state of Kansas depends on states like Florida, Texas, and
California for some fruits and vegetables).
Indicators:
The student:
° 1. explains how barter or money
are used to exchange goods and services.
2. knows that a market occurs
when buyers and sellers exchange goods and
services.
3. identifies the entrepreneur as
a human resource and describes at least one characteristic of an entrepreneur
(e. g., risk taker, takes initiative to produce a product, is an innovator).
Indicators:
The student:
1. determines how wants for goods
and services are met through spending
and saving.
2. identifies examples of borrowing and
lending.
Geography Standard: The student uses a working knowledge and understanding of the spatial organization of Earth's surface and relationships among people, places, and physical and human environments in order to explain the interactions that occur in our interconnected world.
Indicators: The student:
1. uses map legends, scale, and
distance to answer geographic questions.
° 2. uses grid systems to locate places on maps and globes
(e. g., basic alpha-numeric, latitude/
longitude coordinates).
3. identifies major landforms and bodies of water (e. g.,
continents, mountains, plains, islands, peninsulas, rivers, oceans) on maps,
globes, and aerial photos to answer simple geographic
questions related to their relative
locations.
5. observes and compares patterns of land use in urban, suburban, and rural
areas.
° 6. analyzes the locations of places to suggest why
particular locations are used for certain
human activities (e. g., residential, commercial, recreational, community
services, agricultural, industrial).
Benchmark 4: Human Systems: The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.
Indicators:
The student:
° 1. describes the types and characteristics of territorial/ political units
(e. g., city, county, state, country, province, boundaries, laws, autonomy).
° 2. describes and compares cultural characteristics and patterns within
the U. S. (e. g., beliefs, customs, food preferences, ways of earning a living,
technology, and gender/ age roles).
° 3. identifies factors important in the location of economic activities (e.
g., population concentration, environmental resources, transportation access, technology,
market, labor pool).
° 4. explains why people compete for control of Earth's surface and how they
resolve con-flicts that arise.
between human and physical systems.
Indicators:
The student:
° 1. identifies the positive and negative impacts of past, present, and future
human activities on the physical environment (e. g., loss of habitat, mining,
farming, chemical uses, community development,
improved transportation).
° 2. identifies ways in which human activities are enhanced or constrained by
the physical environment (e. g., housing, clothing, recreation, jobs, resource
availability, effects of weather and climate).
3. identifies and suggests responses to critical present-day issues related to
the use of natural resources (e. g., depletion,
conservation, pollution).
History Standard:
The student uses a working knowledge and understanding of significant
individuals, groups, ideas, events, eras, and developments in the history of
Kansas, the United States, and the world,
utilizing essential analytical and research skills.
symbols which are important in Kansas history.
Indicators:
The student:
1. explains how important buildings, statues, monuments, and place names are
associated with the state's history.
2. describes regional folk heroes, stories, or songs that have contributed to
the development of the history of Kansas and the United States.
3. uses local resources to explain the origin of his/ her community.
Indicators:
The student:
1. compares the changes in land usage of his/ her town and/ or county in Kansas
since settlement using local documents.
2. compares and contrasts land use in his/ her community to other areas in Kansas.
Indicators:
The student:
6 D 1. describes the experiences of explorers who came to Kansas before
statehood (i. e., Lewis and Clark, Pike, Coronado, Long).
8 D 2. compares and contrasts the purposes of the Santa Fe and Oregon-California
Trails (i. e., commercial, immigration).
5. describes the development of trails, railroads, and highway systems to
connect Kansas to the rest of the country.
history.
Indicators:
The student:
1. researches the contributions made by notable Kansans in history (e. g.,
Dwight David Eisenhower, Alf Landon, Amelia Earhart, George Washington Carver,
Carry A. Nation, Black Bear Bosin, Gordon Parks, Clyde Cessna, local notables).
History Standard:
The student uses a working knowledge and understanding of significant
individuals, groups, ideas, events, eras, and developments in the history of
Kansas, the United States, and the world,
utilizing essential analytical and research skills.
Benchmark 3: The
student understands the significance of events, holidays, documents, and
landmarks,
which are important in United States history.
Indicators: The
student:
1. identifies important documents in U. S. history (e. g., the Declaration of
Independence, the U. S. Constitution, Mayflower Compact).
2. describes the historical events that led to important U. S. holidays (e. g.,
Columbus Day, Independence Day, Martin Luther King, Jr. Day, Presidents' Day,
Thanksgiving, Veterans Day).
6 D 3. recognizes and locates national and local landmarks and historic sites (i.
e., Jefferson Memorial, Lincoln Memorial, Plymouth Rock, U.S. Capitol,
Washington Monument, White House).
4. explains why we have landmarks and historic sites.