3rd Grade History/Social Science Standards

Continuity and Change
  Students in grade three learn more about our connections to the past and the ways in  which particularly local, but also regional and national, government and traditions have  developed and left their marks on current society, providing common memories. Em­phasis is on the physical and cultural landscape of California, including the study of  American Indians, the subsequent arrival of immigrants, and the impact they have had  in forming the character of our contemporary society. 
3.1      Students describe the physical and human geography and use maps, tables,  graphs, photographs,         and charts to organize information about people, places,  and environments in a spatial context. 
1.  Identify geographical features in their local region (e.g., deserts, mountains, valleys,  hills, coastal areas,    oceans, lakes).
 2.  Trace the ways in which people have used the resources of the local region and modi­fied the physical                 environment (e.g., a dam constructed upstream changed a river or  coastline). 

3.2      Students describe the American Indian nations in their local region long ago and in the recent past. 
1.  Describe national identities, religious beliefs, customs, and various folklore  traditions. 
2.  Discuss the ways in which physical geography, including climate, influenced how  the local Indian nations                 adapted to their natural environment (e.g., how they obtained  food, clothing, tools). 
3.  Describe the economy and systems of government, particularly those with tribal  constitutions, and their                 relationship to federal and state governments. 
4.  Discuss the interaction of new settlers with the already established Indians of the  region.

3.3      Students draw from historical and community resources to organize the se­quence of local historical events and describe how each period of settlement left  its mark on the land.
 
1.  Research the explorers who visited here, the newcomers who settled here, and the  people who continue to         come to the region, including their cultural and religious  traditions and contributions. 
2.  Describe the economies established by settlers and their influence on the present-day  economy, with    emphasis on the importance of private property and entrepreneurship. 
3.  Trace why their community was established, how individuals and families contributed  to its founding and `    `    development, and how the community has changed over time,  drawing on maps, photographs, oral histories, `    letters, newspapers, and other primary  sources. 

3.4      Students understand the role of rules and laws in our daily lives and the basic  structure of the U.S. government. 
1.  Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship  in the promotion of rules and laws; and the consequences for people who violate rules  and laws. 
2.  Discuss the importance of public virtue and the role of citizens, including how to  participate in a classroom, in ` `    he community, and in civic life. 
3.  Know the histories of important local and national landmarks, symbols, and essential  documents that create a     sense of community among citizens and exemplify cherished  ideals (e.g., the U.S. flag, the bald eagle, the    Statue of Liberty, the U.S. Constitution, the  Declaration of Independence, the U.S. Capitol). 
4.  Understand the three branches of government, with an emphasis on local government. 
5.  Describe the ways in which California, the other states, and sovereign American  Indian tribes contribute to the     making of our nation and participate in the federal  system of government. 
6.  Describe the lives of American heroes who took risks to secure our freedoms (e.g.,  Anne Hutchinson, Benjamin     Franklin, Thomas Jefferson, Abraham Lincoln, Frederick  Douglass, Harriet Tubman, Martin Luther King, Jr.).

3.5      Students demonstrate basic economic reasoning skills and an understanding of  the economy of the local region. 

1.  Describe the ways in which local producers have used and are using natural resources,  human resources, and     capital resources to produce goods and services in the past and  the present. 
2.  Understand that some goods are made locally, some elsewhere in the United States,  and some abroad. 
3.  Understand that individual economic choices involve trade-offs and the evaluation of  benefits and costs. 
4.  Discuss the relationship of students’ “work” in school and their personal human  capital.