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Jefferson County Schools Social Studies In Social Studies, the goal is for all students to develop a deep, rich network of understandings related to the world around them. The objectives and competencies included in this curriculum deal with history, geography, economics, and civics from a diverse, global perspective. Students engage in projects that require them to apply Social Studies skills in real-world contexts. Grade 3 Social Studies core concepts covered in third grade include state and national history, local, state, and national government, economics, and elements of early civilizations. Studies of civics focus on rights and responsibilities in the context of American democracy. Students should be learning about public service and leadership, while being exposed to personal opportunities for voluntarism, leadership, and service. Third graders continue to develop historical analysis and awareness skills introduced in earlier grades. Geography studies should expand to include discussions of regions and populations. Topics covered in economics range from competition in a free-market economic system to an introduction of the world of work. |
| Culture |
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Bar Graph: Use/Cultural Population
The learner will be able to (ESSENTIAL) differentiate the cultural population distribution in the United States using a bar graph.
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Change: Recognize
The learner will be able to (IMPORTANT) recognize that changes occur through the spread of people, language, ideas, and goods.
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Community: Draw Conclusions/Pictures
The learner will be able to (ESSENTIAL) use pictures to draw conclusions.
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Cultures: Differences/Similarities/Iden
The learner will be able to (IMPORTANT) describe differences and similarities in ways societies and cultures address human needs, concerns, physical environment, and social conditions.
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Culture: Diversity
The learner will be able to (IMPORTANT) compare cultural differences in various regions.
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Culture: Recognize
The learner will be able to (ESSENTIAL) recognize some of the major components of a culture (i.e.language, clothing, art, music, religion, food) from a reading passage.
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Data Interpretation: Chart/Graph/Analyze
The learner will be able to (ESSENTIAL) analyze data presented in a chart or graph and draw conclusions from the data concerning major cultural groups of the world.
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Folk Tales/Legends: Characters
The learner will be able to (IMPORTANT) retell the heroic deeds of characters from folk tales and legends.
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Individuals/Groups: Contributions/Recogn
The learner will be able to (IMPORTANT) explain the significance of selected ethnic and/or cultural celebrations in Tennessee/United States and other nations such as St. Patrick's Day, Cinco de Mayo,and Kwanzaa.
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Meeting Basic Needs: Similarities/Differ
The learner will be able to (ESSENTIAL) determine similarities and differences in the ways different cultural groups address basic human needs using pictures of common items (i.e. food, water, clothing shelter).
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Past: Colonial
The learner will be able to (ESSENTIAL) understand the daily life of early colonial settlements.
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Writers/Artists: Significance/Identify
The learner will be able to (IMPORTANT) explain the significance of selected individual writers and artists and their stories. poems, statues, paintings, and other examples of cultural heritage from regions in Tennessee and around the world.
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| Economics |
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Diagram: Read
The learner will be able to (IMPORTANT) read a diagram illustrating an economic flow of a raw product to a finished product.
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Economic Choices: Identify
The learner will be able to (IMPORTANT) identify ways of earning, spending, and saving money and be able to analyze a simple budget that allocates funds for spending and saving.
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Economic Concepts: Identify
The learner will be able to (IMPORTANT) identify examples of scarcity, supply and demand, and examples of public/private goods and services.
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Economics: Data/Interpret/Chart
The learner will be able to (COMPACTED) interpret economic data presented on a chart.
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Economics: Process/Final Product
The learner will be able to (COMPACTED) associate a final product (e.g., carton of milk) with its original source (e.g. cow on a dairy farm).
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Global Economy: Characteristics
The learner will be able to (IMPORTANT) explain the characteristics of a technologically expanding global economy.
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Goods/Services: Consumers/Define
The learner will be able to (COMPACTED) define consumers as people who use goods and services.
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Goods/Services: Costs
The learner will be able to (ESSENTIAL) distinguish between the price paid for goods/services and the cost of making/producing it.
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Goods/Services: Understand Difference
The learner will be able to (ESSENTIAL) understand the difference between goods and services and using a picture, identify examples of each.
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Import/Export: Distinguish
The learner will be able to (ESSENTIAL) distinguish between imports and exports.
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International Trade: Discuss/Patterns
The learner will be able to (IMPORTANT) be aware of how goods and services are exchanged at the local and national levels.
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Map: Interpret
The learner will be able to (ESSENTIAL) interpret a map showing agricultural and industrial areas.
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Money/Barter Economies: Differentiate
The learner will be able to (ESSENTIAL) understand that bartering is trading goods and services for other goods and services without using money and differentiate between money and barter economies.
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Natural Resource/Finished: Differentiate
The learner will be able to (ESSENTIAL) differentiate between a natural resource and a finished product.
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Needs/Wants: Vary
The learner will be able to (ESSENTIAL) understand how needs and wants may vary in different places.
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Producer/Consumer: Differentiate
The learner will be able to (ESSENTIAL) differentiate between a producer and a consumer using a picture(s).
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Regions: Different/World
The learner will be able to (IMPORTANT) recognize that the world(including Tennessee and the United States) have different agricultural and industrial regions.
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Scarcity: Impact/Explain
The learner will be able to (IMPORTANT) explain the impact of scarcity on interdependence within and among regions.
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Tools: Use
The learner will be able to (ESSENTIAL) understand the invention of basic tools and how they were used in early societies.
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Transportation: Compare/Contrast
The learner will be able to (ESSENTIAL) compare and contrast modes of transportation.
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| Geographic Perspectives |
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Concepts: Directions
The learner will be able to (COMPACTED) use north, south, east, and west as a means for identifying location.
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Concepts: Terms/Identify Meaning
The learner will be able to (COMPACTED) identify the meaning of geographical terms, such as the equator, north and south poles, lines of identify and latitude.
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Concepts: Use Knowledge
The learner will be able to (ESSENTIAL) use knowledge of a geographic concept (i.e. rank in size, bodies of water).
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Early Explorers: Routes
The learner will be able to (COMPACTED) locate the routes of early explorers of North America on a map or globe.
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Earth Attributes: Identify Major
The learner will be able to (ESSENTIAL) use absolute and relative locations to identify places on a map (i,e,, north, south,east,west, borders, lines of longitude and latitude, the equator, the north and south poles).
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Earth Attributes: Places/Recognize
The learner will be able to (ESSENTIAL) identify basic components of earth's systems (i.e.landforms, water, climate, weather).
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Ecosystems: Differentiate Characteristic
The learner will be able to (ESSENTIAL) differentiate the distinguishing characteristics of ecosystems (i.e. deserts, grasslands, rainforests).
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Environment: Affect Community
The learner will be able to (ESSENTIAL) describe how the environment affects communities (i.e. pollution, crowdedness).
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Globe: Major Components/Identify
The learner will be able to (ESSENTIAL) identify the major physical components of the world (i.e.oceans, equator, continents, and hemispheres).
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Human-Environment: Climate/Needs
The learner will be able to (ESSENTIAL) determine the climate of a specific region of the world using a map and relate climate to human needs.
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Human-Environment: Interact/Identify
The learner will be able to (COMPACTED) describe how the interaction of humans with the physical environment lead to a sense of personal and community (i.e.cleaning the environment).
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Map: Draw Conclusions
The learner will be able to (ESSENTIAL) use the information presented on a map to draw conclusions.
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Map: Find Specific Location
The learner will be able to (ESSENTIAL) find a specific location on a school or community map.
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Map: Utilize Skills
The learner will be able to (ESSENTIAL) utilize skills to locate a place using cardinal directions and symbols given an appropriate map with a key.
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Map/Globe: Use
The learner will be able to (ESSENTIAL) recognize and use a map key.
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Map/Globe: Use
The learner will be able to (IMPORTANT) show how the spatial elements of point, line, and area are used on a map or globe.
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Physical/Political Regions: Identify
The learner will be able to (IMPORTANT) demonstrate how to identify/locate major physical features on a map/globe by describing the concept of formal regions, defining characteristics that define a region, and explain how change affect regions.
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Physical Resources: Conserve
The learner will be able to (COMPACTED) understand how to conserve the Earth's physical resources.
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Population Distribution: Show
The learner will be able to (IMPORTANT) show the population distribution of the state and country.
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Regions: Characteristics
The learner will be able to (ESSENTIAL) recognize the identifying characteristics of certain geographic features (i.e.peninsula, island, continent, mountain,river, desert, ocean, forest).
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Regions: Differentiate
The learner will be able to (IMPORTANT) differentiate between urban, suburban, and rural regions.
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Regions: Similarities/Differences
The learner will be able to (IMPORTANT) list the similarities and differences of local places and regions with other places and regions.
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Technology: People/Adapt
The learner will be able to (IMPORTANT) understand how technology allows people to adapt the environment to meet their needs.
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US Geography: Cities
The learner will be able to (ESSENTIAL) identify major cities of the United States including the capital of the United States.
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| Governance and Civics |
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Authority: Government
The learner will be able to (ESSENTIAL) identify government officials and how they are chosen.
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Citizen:Rights/Responsibilities
The learner will be able to (ESSENTIAL) identify the rights and responsibilities of a citizen.
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Citizenship: Good/Examples
The learner will be able to (ESSENTIAL) identify examples of good citizens from a set of pictures (i.e. obeying speed limit, not littering, walking within the crosswalk).
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Consent: Explain Concept
The learner will be able to (IMPORTANT) explain the concept of the consent of the governed and its importance to the function of government.
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Electoral Process: Elections
The learner will be able to (ESSENTIAL) understand that voting is part of the election process.
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Governance: Structure/Purpose
The learner will be able to (IMPORTANT) describe the basic structures of state government, recognize who makes laws in the state, and examine how regions choose to govern in different ways.
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Governance: Structures/Varied
The learner will be able to (IMPORTANT) describe local, state and national governmental structures and recognize that these structures have in place ways to protect the environment.
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Governments: Compare/Contrast
The learner will be able to (IMPORTANT) list the differences between community, city, county, and national events and recognize the relationship of local governments to those of the state and the nation.
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Historic Figures: Identify
The learner will be able to (IMPORTANT) identify diverse historic figures that exemplified good citizenship.
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Public Policy: Identify/Use
The learner will be able to (IMPORTANT) describe how public policy is used to address issues of public concern.
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Responsibilities: Civic/Recognize
The learner will be able to (ESSENTIAL) recognize and explain the importance of civic and personal rights and responsibilities including obeying laws and voting.
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State/National Constitution: Describe
The learner will be able to (IMPORTANT) identify services provided by state government, compare/contrast with other regions, and compare the state and national constitutions with other governing procedures around the world.
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Visual Representation: Select
The learner will be able to (ESSENTIAL) select from a visual representation a service provided by the government (i.e. parks, schools, libraries).
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| History |
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Data: Create/Read
The learner will be able to (ESSENTIAL) use primary data to create/read a table or graph.
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Draw Conclusions/Make Inferences: Resour
The learner will be able to (ESSENTIAL) use pictures, graphs, tables, and charts to draw conclusions, make inferences, and choose the main idea of a reference about historical events, people, and places.
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Heroic Deeds: Identify
The learner will be able to (IMPORTANT) identify the heroic deeds of characters from state, national, and global histories.
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Historical Events: Past/Present/Future
The learner will be able to (IMPORTANT) understand the place of historical events by using time designations, using vocabulary related to chronology (past, present, future) and describing and measuring calendar time by days, weeks, months, and years.
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Historical Figures: Identify
The learner will be able to (IMPORTANT) identify historical figures that helped to shape the region.
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Historical Passage: Interpr
The learner will be able to (ESSENTIAL) read and interpret facts from a historical passage.
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Historical Sequence: Use Timeline
The learner will be able to (ESSENTIAL) read and use a timeline to determine the order of a historical event.
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Literature: Biography
The learner will be able to (ESSENTIAL) identify the main character and idea of a biographical passage.
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Past/ Present/ Future:Identify
The learner will be able to (ESSENTIAL) label historical events as past, present, future.
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Photographs/Interviews: Use
The learner will be able to (IMPORTANT) compare various interpretations of the same time period using evidence such as photographs and interviews.
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Regional Change: Describe/Causes
The learner will be able to (IMPORTANT) identify factors that cause development and change and describe how individuals, events, and ideas cause regional change over time.
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Science and Technology: Identify Change
The learner will be able to (ESSENTIAL) determine how scientific and technological discoveries changed the way of life across time (cotton gin, automobile, electricity, communications).
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| Individuals, Groups, and Interactions |
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Changes: Individual/Group
The learner will be able to (IMPORTANT) give examples of economic, social, or political changes that result from individual or group decisions.
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Conflict/Cooperation: Distinguish
The learner will be able to (ESSENTIAL) distinguish between conflict and cooperation within group interactions as represented by pictures.
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Global Concerns: Recognize
The learner will be able to (ESSENTIAL) recognize major global concerns: (i.e., pollution, conservation of natural resources, global warming, destruction of rain forest).
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Groups/Individuals: Change/Impact
The learner will be able to (IMPORTANT) identify examples of actions individuals and groups can take to improve the community.
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Needs/Wants: Classify
The learner will be able to (ESSENTIAL) classify needs and wants using pictures of common items (i.e.,food, cleaning products, clothes, candy, make-up).
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