School Administrative District #4
Unity of purpose
CORE CURRICULUM: SCOPE AND SEQUENCE
Department: Social Studies
CONTENT STANDARD: HISTORY
The study of history acquaints students with human experience through time and helps them to recognize relationships between and among events and people and to identify patterns, themes, and turning points of change, using the chronology of history and major eras. In interpreting current and historical events, students evaluate the credibility and perspectives of information gathered from multiple sources. All students are expected to (1) use the chronology of history and major eras to demonstrate the relationships between and among events and people; (2) develop historical knowledge of major events, people, and enduring themes in Maine, in the United States, and throughout the world; and (3) evaluate source material such as documents, artifacts, maps, artworks, and literature; and to make judgments about the perspectives of the authors and their credibility when interpreting current historical events.
Performance Indicators: The learner will·
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Grade 3 |
1. Review and extend prior learning
2. Identify similarities and differences in the characteristics of individuals who have made significant contributions to society in different eras
á Provide examples of how events occurring in national and world communities impact or might impact his/her own life
3. Place in chronological order, significant events, groups, and individuals in history
á Record chronology showing major people and events from a selected country (e.g., Great Britain, Japan, Kenya, or Mexico)
4. Distinguish similarities and differences among historical events
á Provide examples of different customs and beliefs from several different countries and relate those customs and beliefs to the history of those countries
The study of geography involves understanding the relationships among people and environments. Students learn how to construct and interpret maps and how to use globes and other geographic tools to locate and derive information about people, places, regions, and environments. In an integrated way, students study people and the physical characteristics and processes of the earth's surface to understand causes and effects, ecosystems, human behavior, patterns of population, inter-dependence, resources, cooperation and conflict and the process by which these are shaped by economic, political, and cultural systems. All students are expected to (1) know how to construct and interpret maps and use globes and other geographic tools to locate and derive information about people, places, regions, and environments; (2) understand and analyze the relationships between people and their physical environments; (3) develop an under-standing of ethnic, gender, socio-economic, religious, and political differences among people; (4) understand that cultural diversity can be both a boon and a bane to society; and (5) understand that cultural change is evolutionary and somewhat predictable.
Performance Indicators: The learner will·
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Grade 3 |
1. Review and extend prior learning
2. Construct and compare maps of Maine, the United States, and regions of the world to interpret geographical features and draw conclusions about physical patterns (e.g., climate, culture, population density, occupations, etc.)
á Identify the physical characteristics of various regions of the world
3. Demonstrate an initial understanding of the differences between parallels of latitude and meridians of longitude, and the use of the equator and prime meridian to identify
á The Northern, Southern, Eastern, and Western hemispheres
á The Tropic of Cancer and the Tropic of Capricorn
á The Arctic Circle and the Antarctic Circle
á The locations of places being studied
4. Use simple maps and globes to locate
á The seven continents
á Africa
á Antarctica
á Asia
á Australia
á Europe
á North America
á South America
á The four major oceans
á Atlantic
á Arctic
á Indian
á Pacific
5. Locate cities of the world and discuss why they emerged in the particular region in which they are located
á Cities in Great Britain and, as time and resources permit, other European countries
á Cities in Japan and, as time and resources permit, other Asian countries
á Cities in Kenya and, as time and resources permit, other African countries
á Cities in Mexico and, as time and resources permit, other Latin American countries
6. Explain ways in which communities reflect the backgrounds of their inhabitants
á Identify the makeup of given international cities
á Cities in Great Britain and, as time and resources permit, other European countries
á Cities in Japan and, as time and resources permit, other Asian countries
á Cities in Kenya and, as time and resources permit, other African countries
á Cities in Mexico and, as time and resources permit, other Latin American countries
7. Use a variety of materials and geographic tools to explain how the physical environment supports and constrains human activities
á Investigate population density and the reasons why some areas are more populated than others
á Explain how the physical characteristics of an area support and constrain human activities (e.g., a town built beside a river, on a mountain, on the seacoast, etc.)
CONTENT STANDARD: CIVICS AND GOVERNMENT
The study of civics and government provides students the opportunity to learn about the constitutional principles and the democratic foundations of local, state, and national systems and institutions, as well as the opportunity to learn how to exercise the rights and responsibilities of participation in civic life and how to analyze and evaluate public policies. Political relationships among the United States and other nations are included in this content area. All students are expected to understand (1) the rights and responsibilities of civic life and employ the skills of effective civic participation; (2) the types and purposes of governments, their evolution, and their relationships with the governed; (3) the constitutional principles and the democratic foundations of the political institutions of the United States; and (4) the political relationships among the United States and other nations.
Performance Indicators: The learner will·
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Grade 3 |
1. Review and extend prior learning
2. Explain the relationship between rights and responsibilities; the need for rules, laws, and constitutional mandates (i.e., the need for government) to protect rights and to make sure responsibilities are carried out; the consequences for violating those rules, laws, and mandates; and the role of citizenship in promoting them
3. Demonstrate an initial understanding of different levels and functions of government
á International
4. Demonstrate an initial understanding of the role of the United Nations in international relationships
5. Explore trade interactions between the United States and European, Asian, African, Latin-American, and North-American countries
6. Compare a foreign culture to that of the United States with respect to decision-making processes
7. Identify differing traditions and practices among several European, Asian, African, Latin-American, and North-American countries
CONTENT STANDARD: ECONOMICS
The study of economics includes understanding concepts of production, distribution, and consumption needed to make decisions as effective participants in an international economy. Students come to understand the development, principles, institutions, relationships to culture, and change over time of economic systems in the United States and elsewhere. Students also come to understand how these concepts apply to individuals, households, businesses, governments, and societies that make decisions based on the availability of resources, as well as on costs and benefits of choices. These concepts help to explain the patterns and results of trade, interdependence, and distribution of wealth in local, regional, national, and world economics. All students are expected to (1) understand that economic decisions are based on the availability of resources and the costs and benefits of choices; (2) understand the economic system of the United States, including principles, development, and institutions; (3) analyze how different economic systems function and change over time; and (4) understand the patterns and results of international trade.
Performance Indicators: The learner will·
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Grade 3 |
1. Review and extend prior learning
2. Describe barter and money and how each is used in the exchange of resources, goods, and ervices
á Demonstrate an understanding of what bartering is by exchanging goods for other goods in the classroom
á Explain the differences among using cash, checks, and credit to purchase goods and services
á Compare and contrast currency from a variety of countries
3. Describe the economic specialization and interdependence involved in the production of goods and services in various communities in the past
4. Explain how selected cultures or countries meet basic human needs
á Indicate how the environment has influenced the way people meet their needs
á Compare ways by which people satisfy their needs
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07/30/98 |
curr-social studies-scope-3.doc |