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GRADE THREE SOCIAL STUDIES OBJECTIVESArchaeology
- The students will explain how archaeologists give a historical perspective about a past people (the Woodland Indians) and how they lived with emphasis on
* how peoples leave artifacts, some planned and some accidental;
* how the interrelationships of artifacts provide clues as to the value systems, experiences, etc. of the peoples; and
* what procedures archaeologists use and what records they keep to do their work. (History)
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Geography
- The students will identify the basic land and water forms of the region (ocean, sound, river, lake, pond, forest, hill, peninsula, island, cliff).
- In their study, the students will
* use a compass rose to label cardinal and intermediate directions;
* read a legend/key;
* locate the imaginary lines on a map or globe (equator, prime meridian, and lines of latitude and longitude);
* find given locations using a grid;
* read and interpret political, physical, and resource maps. |
Native Americans and Early Settlers
- The students will explain how the Woodland Indians used natural resources to meet their economic needs with emphasis on
* materials for wigwams;* vegetables raised, e.g. "the three sisters" (corn, squash, and beans)
* what they hunted; and
* travel and trade.
(Economics)
- The students will analyze cultural elements of Woodland Indian society with emphasis on* clothing;
* foods; and
* legends.
(Culture)
- In studying the Woodland Indians and early colonial times, the students will distinguish between fact and myth/legend. (Critical Thinking)
- In studying the Woodland Indians and early colonial times, the students will write on a topic or legend in logical sequence to create a narrative. (Critical Thinking)
- The students will describe the political structure of the Woodland Indians (tribe, sachem, tribal council).
(Civics)
- The students will analyze the political relations and arrangements between the Siwanoy and the early settlers (Founder's Rock).(Civics)
- The students will analyze the reasons why people left Europe in the 1600's to become colonists. (History)
- The students will analyze the early contacts between the Siwanoy and the colonists with emphasis on
* the formation of colonial towns;
* the early hardships;
* the sharing of the land and how this led to cooperation and disagreement; and
* the formation of a permanent farming settlement.
(History)
- The students will analyze how different peoples use the same land for different purposes with emphasis on
* the Siwanoy (pre 1600)
* the early colonists (1640-1700)
(Geography)
- The students will identify the Mayflower Compact and explain its significance. (Civics)
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Colonial America
- The students will analyze cultural elements of Colonial America with emphasis on:
* the social and religious role of the church;
* food and diet;
* housing;
* clothing; and
* legends.
(Culture)
O The students will explain the political role of the church in early Colonial America. (Civics)
O The students will explain the political role of town meetings in early America. (Civics)
O The students will explain how the colonists used available resources to meet their economic needs with emphasis on:
* division of labor;
* effects of scarcity;
* methods of exchange;
* materials for homes (saltbox);
* human, natural, capital resources;
* goods produced and services provided;
* tools; and
* the roles different trades and trades people brought to the growth of Colonial America.
(Economics)
O The students will define the concepts of economic interdependence and specialization and describe the roles each played in the development of American Towns. (Civics)
O The students will be able to distinguish between at least three aspects of Colonial life and of their present lives. (Critical Thinking)
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Modern Times and Government
O The students will describe the role colonial towns played in the Revolutionary War. (History)
O The students will describe changes in the town as a result of the industrial revolution. [pending materials] (History)
O The students will analyze how different peoples use the same land for different purposes with emphasis on:
* modern residents(Geography)
O The students will use political maps to show changes over time. (Geography)
O The students will understand the role of absolute location to locate settlements on political maps and on the globe. (Geography)
O With respect to the Declaration of Independence, the students will:
* identify the date and principal author; and
* explain at least one reason for its writing.(Civics)
O The students will identify at least one change in the structure of a town government over time. (Civics)
O With respect to community government, the students will:
* describe its purposes.
* identify how it raises money.
* identify services it provides.
* explain how people select its leaders.
* define the term law and explain how they are made and why they should be followed.
* identify the rights and duties of citizenship.(Civics)
O The students will
* identify the location of seats of government at the local, state, and national level.
* explain how a state government runs.
* explain the purpose of constitutions at the state level as to how they seek to balance individual rights and the common good.
* list the duties of the three parts of the national government. (Civics)
O The students will identify and explain the significance of patriotic symbols (bald eagle). (Civics)
O The students will read about and discuss current events on a regular basis. (Critical Thinking)
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