3rd Grade Social Studies
Standards
History
Standard 1
Students are able to
identify important people and events in order to analyze significant patterns,
relationships,
themes, ideas, beliefs,
and turning points in New Mexico, United States, and world history in order to
understand
the complexity of the
human experience.
A. New Mexico: Describe
how contemporary and historical people and events have influenced New Mexico
communities and regions.
1. Describe how the lives and
contributions of people of New Mexico influenced local communities and regions.
B. United States:
Understand connections among historical events, people, and symbols significant
to United States
history and cultures.
1. Describe local events and
their connections to state history.
C. World: Students will
identify and describe similar historical characteristics of the United States
and its neighboring countries.
1. Identify and compare
components that create a community in the United States and its neighboring
countries.
D. Skills: Understand time
passage and chronology.
1. Interpret information from
multiple resources and contexts to determine chronological relationships.
Geography
Standard 2
Students understand how
physical, natural, and cultural processes influence where people live, the ways
in which people live, and how societies interact with one another and their
environments.
A. Understand the concept
of location by using and constructing maps, globes, and other geographic tools
to identify and derive information about people, places, and environments.
1. Identify and use the
mapping tools of scale, compass rose, grid, symbols, and mental mapping to
locate and draw
places on maps and globes.
B. Distinguish between
natural and human characteristics of places and use this knowledge to define
regions, their relationships with other regions, and patterns of change.
1. Describe how human and
natural processes can sometimes work together to shape the appearance of places
(e.g.,
post-fire reforestation).
2. Explore examples of
environmental and social changes in various regions.
C. Be familiar with
aspects of human behavior and man-made and natural environments in order to
recognize their impact on the past and present.
1. Identify personal
behaviors that can affect community planning.
2. Identify ways in which
people have modified their environments (e.g., building roads, clearing land
for
development, mining, and
constructing towns and cities).
3. Describe the consequences
of human modification of the natural environment (e.g., use of irrigation to
improve
crop yields, highways).
D. Understand how physical
processes shape the Earth?s surface patterns and biosystems
1. Identify the components
of the Earth's biosystems and their makeup (e.g., air, land, water, plants, and
animals).
2. Describe how physical
processes shape features on the Earth's surface.
E. Describe how economic,
political, cultural, and social processes interact to shape patterns of human
populations, and their interdependence, cooperation, and conflict.
1. Describe how patterns of
culture vary geographically.
2. Describe how
transportation and communication networks are used in daily life.
3. Describe how cooperation
and conflict affect neighborhoods and communities.
F. Describe how natural
and man-made changes affect the meaning, use, distribution, and value of
resources.
1. Identify the characteristics of renewable and nonrenewable
resources.
Civics and Government
Standard I
Students understand the
ideals, rights, and responsibilities of citizenship and understand the content
and history of the founding documents of the United States with particular
emphasis on the United States and New Mexico constitutions and how governments
function at local, state, tribal, and national levels.
A. Know the fundamental
purposes, concepts, structures, and functions of local, state, tribal, and
national
governments.
1. Explain the basic
structure and functions of local governments.
2. Describe and give examples
of 'public good.'
3. Explain how New Mexico
helps to form a nation with other states.
B. Identify and describe
the symbols, icons, songs, traditions, and leaders of local, state, tribal, and
national levels that exemplifyideals and provide continuity and a sense of
community across time.
1. Explain how symbols,
songs, icons, and traditions combine to reflect various cultures over time.
C. Become familiar with the
basic purposes of government in New Mexico and the United States.
1. Describe how the majority
protects the rights of the minority.
2. Explain how rules/laws are
made and compare different processes used by local, state, tribal, and
national governments to
determine rules/laws.
D. Understand rights and
responsibilities of "good citizenship" as members of a family, school
and community.
1. Explain the significance
of participation and cooperation in a classroom and community.
2. Understands the impact of
individual and group decisions on communities in a democratic society.
3. Explain the significance
and process of voting.
Economics
Standard 1
Students understand
basic economic principles and use economic reasoning skills to analyze the
impact of
economic systems
(including the market economy) on individuals, families, businesses,
communities, and governments.
A. Understand that
individuals, households, businesses, governments, and societies make decisions
that affect the distribution of resources and that these decisions are
influenced by incentives (both economic and intrinsic).
1. Explain that people want
more goods and services than is possible to produce.
2. Define and categorize
resources (e.g., human, financial, natural).
3. Identify a variety of
products that use similar resources.
C. Understand the patterns
and results of trade and exchange among individuals, households, businesses,
governments, and societies,
and their interdependent qualities.
1. Understand the purposes of
spending and saving money.
2. Identify currency, credit,
debit, and checks as the basic mediums of exchange in Western society.