Grade 3

- A timeline of events in the community (5.A.1.a) 

- Events in a variety of timelines   (5.A.1.b)

- Information about people, places, or events (5.A.2.a)

- Family life in the community (5.A.2.b)

- Roles of the local government leaders (1.A.1.a)

- The selection and duties of local officials (1.A.1.c)

- Consequences for violating rules and laws (1.A.1.b)

- Democratic principles   (1.A.2.a)

- Practices of voting, volunteering, following rules, and recognizing national holidays (1.A.2.b)

- Contributions of people that make a positive difference in the community (1.B.1.b)

- Decision-making process used to accomplish a community goal or solve a community problem (1.B.2.a)

- Roles and responsibilities of effective citizens (1.C.1.a)

- Maps, globes and atlases (3.A.1.bc)

- Geographic features of places and regions (3.B.1.a)

- Population distribution of places and regions both rural and urban (3.B.1.c)

- Geographic characteristics of places and regions that change over time and influence the way people live and work (3.B.1.d)

- Transportation and communication networks (3.C.1.a)

- How people modify, protect, and adapt to their environment (relative to Carroll County) (3.D.1.ac)

- Different perspectives amongst individuals and groups in our school and community may result in compromise and/or conflict (2.C.1.b)

- Working in a cooperative group (2.C.1.a)

- Explain how producers make choices because of limited natural, human, and capital resources (4.A.2.a.)

- Give examples of when limited resources affect decisions that producers make (4.A.2.b)

- Describe steps in the production process to produce a product (4.A.2.d)

- Acquire and apply new vocabulary through investigating, listening, reading and discussing a variety of print and non-print resources (6.A.1.a)

- Identify and use new vocabulary acquired through study of relationships, prior knowledge and experiences (6.A.1.b)

- Identify key ideas (6.B.1.a)

- Connect key ideas to prior knowledge (6.B.1.b)

- Identify, paraphrase or summarize the main idea of the text (6.A.4.b)

- Set a purpose for reading the text (6.A.2.c)

- Draw conclusions and make generalizations based on the text, multiple texts and/or prior knowledge (6.A.4.i)

- Use graphic organizers or another note-taking technique to record important ideas or information (6. A.3.c)

- Periodically summarize/paraphrase important ideas while reading (6.A.3.f)

- Connect the text to prior knowledge or personal experiences (6.A.4.h)

- Locate and gather data or information from appropriate non-print sources (6.D.1.c)

- Present social studies information in a variety of ways such as mock trials, simulations, debates, and skits (6.G.1.a)

- Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem-solution to gain meaning (6.A.3.a)

- Explain what is not directly stated in the text by drawing inferences (6.A.4.f)

- Connect key ideas to prior knowledge (personal experience, text and world) (6.B.1.b)

- Support topic with appropriate details (6.B.4.c)

- Incorporate social studies knowledge (6.B.4.d)

- Explain personal connections to the ideas or information in the text (6.A.3.h)

- Preview the text by examining features, such as the title, pictures, illustrations, photographs, charts, timelines, graphs, and icons (6.A.2.b)

- Identify form, audience, topic and purpose (6.B.2.a)

- State a clear opinion or position (6.B.3.b)

- Support the opinion or position with facts and/or data (6.B.3.c)

- Students will describe the purposes of a variety of maps and atlases, such as transportation maps, physical maps, and political maps.

- Students will construct and interpret maps by using elements such as a title, compass rose, simple grid system, scale, legend/key, date, and author.

- Students will identify the location of communities, major cities in Maryland, United States and the world using a globe, maps, and atlases.

- Students will compare places and regions using geographic features.

- Students will identify natural/physical and human-made features of places and regions.

- Students will describe population distribution of places and regions such as rural and urban.

- Students will describe how geographic characteristics of places and regions change over time and influence the way people live and work.

- Students will explain how transportation and communication networks connect places, people, and ideas.

- Students will identify reasons for the movement of people from one community or region to another.

- Students will describe how people in a community modify their environment to meet changing needs for transportation, shelter and making a living.

- Students will describe why and how people make decisions about protecting the environment.

- Students will compare ways that people adapt to the environment for food, clothing and shelter.

- Students will learn that people must make choices due to scarcity and limited resources.

- Students will identify what helps producers and consumers make good economic decisions.

- Students will use an organizer to see the pros and cons of a choice before making an economic decision.

- Students will identify the thing not chosen as an “opportunity cost”.

- Students will examine the production process and identify human, natural and capital resources used by producers.

- Students will understand that specializing at a task means increased production (factory vs. handmade).

- Students will examine how technology has affected the lives of consumers through online shopping.

- Students will examine how technology has affected the lives of producers with the use of robotic-powered assembly lines.

- Students will identify markets that are not face-to-face such as on-line shopping, catalog shopping, and trading in a global market.

- Students will classify goods and services provided by their families vs. those provided by the government.

- Students will understand how income is earned and budgets are made to control expenses.