Grade 3 Social Studies Frameworks

Capitalizing on eight-year olds curiosity and increased social interest, the social studies should engage students in conceptual understandings of people in other times and places. Critically important, however, is to connect these understandings to their own experiences.

Primary: CULTURE: PEOPLE, PLACES, & THE ENVIRONMENT
A. Cultures in Our Community
EALR Benchmarks: WHAT	Evidence of Learning: HOW Students will be able to…			Assess- ments HOW WELL		Enduring Understandings/ Essential Questions WHY
				Assess- ments HOW WELL		Students will come to their own understanding of the following questions:
				*CBAs*
History H1.1.1a Group personal, local, state, and national events in terms of past, present, and future, and place in proper sequence on a timeline. H1.1.1b identify and analyze relationships between historical events WH1.2.1 Describe similarities and differences between families, communities, and cultures past and present; describe similarities and differences in the ways families, communities, and cultures address human needs over time; describe ways in which stories, folktales, and the arts serve as expressions of cultures H2.1.1 Explain how an idea has affected the way people live	• Compare and contrast different stories and/or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of various cultural groups.			Adapt *Dig* *Deep* *CBA*		*How do people from differing cultural groups and ways of life work together to solve problems?* *Why is it important to understand how culture functions?*
Geography 3.3.1a Know that people are born into societies that consist of different racial, ethnic, religious, and/or social groups (Location, Region, Place) 3.3.1b Identify the ways cultural traditions are expressed through artistic creations and use of the environment (Five Themes) 3.3.1c Recognize the positive and negative outcomes that can result when people of different cultural backgrounds interact and understand how an awareness of cultural traditions can help in cross-cultural communication (Five Themes)	• Identify examples of cultural universals (basic human needs and social experiences found in all societies past and present) • Explain one's own culture through cultural universals. • Examine how cultural universals influence people's way of life and values. • Describe ways in which language, stories, music, and artistic creations serve as expressions of culture and influence behaviors of people living in our culture.					*What are the critical attributes of culture (cultural universals)?* *Why is important to understand how culture functions?*
Civics C1.3.1a Identify examples of rights and responsibilities of citizenship C3.2.1a Provide examples of conflict, cooperation, and interdependence among individuals, groups, and nations C4.1.1a Identify individual rights and the responsibilities they imply and the importance of respecting the rights of others C4.2.1a Participate in civic discussion pertaining to public issues at school and in the local community C4.3.1a Describe how one person can make a difference in school or the local community	• Explain how understanding cultural differences aids in appreciating similarities and differences among people. • Recognize how different cultural values and experiences can contribute to misunderstanding and conflict. • Suggest ways in which people of different cultures can work together to solve problems.			Adapt *You* *Decide* *CBA*		*How do people from differing cultural groups and ways of life work together to solve problems?* *Why is it important to understand how culture functions?*
Primary: CULTURE: PEOPLE, PLACES, & THE ENVIRONMENT
B. Our Native American Past
EALR Benchmarks: WHAT		Evidence of Learning: HOW Students will be able to…	Assess- ments HOW WELL		Enduring Understandings/ Essential Questions WHY
			Assess- ments HOW WELL		Students will come to their own understanding of the following questions:
			*CBAs*
History US1.2.1 Describe and compare patterns of life over time in the following historical periods: “Indian” cultures (prehistory to 1492), Worlds Meet: Western Europe, West Africa, the Americas, Settlement and Colonization (1607-1776) WH1.2.1 Describe similarities and differences between families, communities, and cultures past and present; describe similarities and differences in the ways families, communities, and cultures address human needs over time; describe ways in which stories, folktales, and the arts serve as expressions of cultures H1.3.1 Describe the contributions of people from various cultural groups to the development of local, Washington State, and U.S. history		• Describe ways that language, stories, music, and artistic creations serve as expressions of culture and influence behaviors of people living in a particular culture and time. • Explain how and why experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference. • Examine from a Native American perspective the impact of European exploration and settlement.	Adapt *Dig* *Deep* *CBA*		*How are Native American cultures similar and different?* *How do stories, legends, and the arts serve as expressions of cultural traditions?* *How and why did the Native American cultures change over time?*
Geography G1.2.1a Locate places, major physical features, and human spatial patterns using maps, globes, and other sources (Location, Place, Region) G3.2.1a Describe how differing environments both provide varying opportunities and set limits for human activity (Human/Environment Interaction, Region, Place) G3.2.1b Describe how people adapt to their environment to meet basic human needs and concerns (Human/ Environment Interaction, Region) G3.3.1b Identify the ways cultural traditions are expressed through artistic creations and use of the environment (Five Themes) G3.3.1c Recognize the positive and negative outcomes that can result when people of different cultural backgrounds interact and understand how an awareness of cultural traditions can help in cross-cultural communication (Five Themes)		• Explain how the location influenced the ways of life in past times. • Compare and contrast the similarities and differences among Native cultures in meeting their human needs. • Analyze how Native Americans movement from one location to another affected their way of life. • Examine the cultural traditions of local tribes.	Adapt *People* *on the* *Move* *CBA*		*How does geography influence culture?*
Economics E2.1.1a Recognize that people trade or exchange goods and services only when they think they will gain E3.2.1a Explain how money makes trading easier by replacing barter with currency, coins, or checks		• Explain the role of trade among Native peoples--the exchange of goods, services, and ideas. • Analyze the effect of trade between non-native peoples and native peoples.			*How were Native American cultures affected by exchanges with non-native peoples?*

	Primary: CULTURE: PEOPLE, PLACES, & THE ENVIRONMENT
	C. Cultures: Making Global Connections
EALR Benchmarks: WHAT		Evidence of Learning: HOW Students will be able to…	Assessments HOW WELL	Enduring Understandings/ WHY Essential Questions
EALR Benchmarks: WHAT			Classroom-Based Assessment	Students will come to their own understanding of the following questions:
Geography G1.1.1a Examine a variety of maps to describe basic mapping elements. (Location) G1.1.b Use basic mapping elements to construct a map that displays information about school grounds, a neighborhood, or a local community (Location, Place) G3.2.1a Describe how differing environments both provide varying opportunities and set limits for human activity (Human/Environment Interaction, Region, Place) G3.2.1b Describe how people adapt to their environment to meet basic human needs and concerns (Human/ Environment Interaction, Region) G3.3.1a Know that people are born into societies that consist of different racial, ethnic, religious, and/or social groups (Location, Region, Place) G3.3.1b Identify the ways cultural traditions are expressed through artistic creations and use of the environment (Five Themes)		· Locate cultural regions on maps and globes. · Identify examples of cultural universals (basic human needs and social experiences found in all societies past and present) related to people in other places. · Explain how people create places that reflect ideas, personality, culture, and wants and needs as they design homes, other structures, and public spaces. · Describe ways in which language, stories, music, and artistic creations serve as expressions of culture and influence behaviors of people living in a particular culture. · Examine how similar experiences may be interpreted differently by people from diverse cultures. · Compare and contrast cultural universals between one's own culture and other cultures.	Adapt *People* *on the* *Move* *CBA*	*How does the geographic region influence the culture?* *How are cultures similar and different?*
Civics C3.2.1a Provide examples of conflict, cooperation, and interdependence among individuals, groups, and nations C3.2.1b Explain why a nation would want to develop relationships with other nations		· Examine the benefits of learning about cultures. · Explain why some groups cooperate and others have conflicts.		*What can we learn about ourselves by studying cultures in other places?*

Social studies skills

Communications Frameworks Third Grade

1.1 Inquiry and Information Skills

Defines central question (Writing 3.1), (Math 2.2): Selects a social studies topic; asks questions to identify sub-topics

Searches for relevant information (Communication 2.2) (Reading 1.5, 3.1)(Writing 3.2), (Math 4.1): Identifies key works; identifies appropriate and varied sources, uses basic search skills, use table of contents and indexes in social studies reference material

Evaluates information (Reading 2.3) (Math 2.1 Locates particular facts in social studies documents, identifies the main idea

Organizes information (Writing 3.2) (Math 4.1, 4.2): Locates data into graphic organizers

Applies information (Writing 2.2, 2.3, 2.4, 3.5) (Communication 2.1, 2.5) (Math 4.3): Creates a product that demonstrates understanding of information and responds to central questions; presents product to meaningful audience

1.2 Interpersonal and Group Process Skills

Discussion Skills (Communication 1.1, 1.2 1.3, 3.3): Communicates own feelings and beliefs; listens to other viewpoint on social studies issues

Group Interaction Skills (Communication 3.1, 3.2, 3.3): Identifies roles of different members of a group; serve in different roles in group

Interview Skills (Communication 1.1, 1.3 2.3, 2.4): Identifies appropriate people to gain information, ask relevant questions, record answers

1.3 Critical Thinking

Defines and Clarifies a Problem (Reading 2.2) (Math 2.2, 3.2):Identifies central issue; formulates appropriate questions

Judges Information Related to the Problem (Reading 2.3) (Communication 4.3) (Math 3.3): Distinguishes between fact and opinion; clarifies points of view; identify main message and target audience

Solves Problems and Draws Conclusions (Math 3.3): Compares advantages and disadvantages, suggest solutions, decides appropriate course of action

Analyzes Cause and Effect Relationships (Math 1.4): Investigates cause and effect relationships and their impact on people, environments, and economic systems

Thinks Chronologically: Groups human and natural events into broadly defined eras and places in proper sequence on a time line

Takes Perspective: Assumes and portrays others' point(s) of view

Reading

See New Reading GLEs at www.k12.wa.us

Identifies author's intention and purpose for writing and how these influence reading and response

Identifies main idea or message of text and evaluates how this influences meaning and the reading

Considers how different illustrative or text forms present a different view of or emphasis on the same content or theme

Copes with a wide range of features within a text or book

Gathers and synthesizes information from paragraphs and longer texts and from a variety of sources

Summarizes orally and in writing information gained from text and/or illustration

Identifies persuasive elements in fiction and nonfiction material

Uses a range of reference material including technical texts to pursue interests and complete tasks

Skims and scans when selecting a book or seeking information

Uses reading to explore ideas and gain new knowledge

Uses charts and tables to read and present information comparing, recording, summarizing, or reorganizing ideas and facts from textual and/or illustrative materials

Writing

Includes headings, table of contents, captions in final products

Distinguishes among writing for self, people, teacher, wider audiences and reflects this in vocabulary and syntax

Gathers information and takes notes as part of prewriting and drafting

Attends to clarity and audience interest when revising

Uses more than one reference-including dictionary, known books, simple thesaurus--when editing

Listening And Observing

Demonstrates active listening behaviors by maintaining eye contact, using facial expressions to convey interest and/or disagreement

Summarizes main ideas succinctly from a variety of text

Uses graphic organizers to aid comprehension and access prior knowledge

Listens to evaluate and make judgements

Monitors others' speech and paraphrases content

Requests repetition or an explanation when meaning is unclear

Presenting

Demonstrates expository oral presentation that may contain narrative elements

Organizes a presentation in a logical order (with a clear introduction, body, and conclusion)

Recites using fluency, intonation, and emphasis (e.g., poetry, speeches, essays)

Draws and maintains an audience interest during formal presentations

Uses facial expression, eye contact, and volume, which contribute to verbal expression

Adds appropriate elaboration and detail to recounts and description of events, objects, or concepts

Adapts language to meet social, situational, and educational needs

Selects and develops a variety of media and visuals to illustrate an idea

Collaborating

Asks questions in conversation

Contributes ideas that relate to the group’s purpose or goals

Illustrates an issue being discussed by using personal experiences

Responds to group’s verbal or nonverbal feedback by clarifying ideas

Identifies contribution as fact or opinion

Investigates problems and sees a range of solutions

Understands another's point of view through adult mediation

Evaluating

Provides specific feedback based upon established criteria (e.g., teacher provided or group developed)

Identifies fact and fiction in a media text