Academic standards list

Third Grade: World Geography and Cultures — Social Studies (2014-2019)

Introduction

Third grade students will learn about the major components of world geography and world cultures. Students will develop skills across the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography. Students will analyze the impact of physical and human geography on cultures in times past and present. They will explore the production, distribution, and consumption of goods and services on a local and global scale. Students will examine our connections to the past and the ways in which local, regional, and national governments and traditions have developed and left their marks on current societies. They will recognize the contributions of famous individuals from various ethnic, racial, religious, and socioeconomic groups to the development of civilizations around the world. Students will understand the role of rules and laws in our daily lives and the basic structure of the United States government, with opportunities to compare different government systems. They will evaluate evidence to develop comparative and causal analyses in order to interpret primary sources and informational text. Third grade students will construct sound historical arguments and perspectives on which informed decisions can be based.
 

Content Strands: Many academic standards for social studies courses are categorized into content strands as indicated by letter codes. (C=Culture, E=Economics, G=Geography, H=History, P=Politics/Government, TN=Tennessee)

Geography

In order for students to understand that geography influences the development of a region as well as the interactions between people and the environment, the geography content standards have been structured to be taught as an independent unit. Students will then utilize their geographic content knowledge and apply the skills within their study of the continents.

 
Academic Standards
Process and report information identifying, locating, comparing, and contrasting the major continents and oceans: North America, South America, Europe, Africa, Australia,
 
 
Interpret maps and globes using common terms, including country, region, mountain, hemisphere, latitude, longitude, north pole, south pole, equator, time zones,
 
Use cardinal directions, map scales, legends, titles, and longitude and latitude to locate major cities and countries in the world.
 
Examine major physical and political features on globes and maps, including mountains, plains, plateaus, mesas, buttes deserts, deltas, islands, peninsulas, basins,
 
Explain the difference between relative and absolute location.
 
 
Use different types of maps (political, physical, population, resource, polar projection, and climate) and globe skills to interpret geographic information from a graph
 
 
Explain how specific images contribute to and clarify geographical information (diagrams, landforms, satellite photos, GPS system, maps, and charts).
 
 
Interpret digital sources and informational text to describe how humans interact with their environment.
 
 
Analyze primary and secondary sources, maps, photographs, texts, and artifacts for contradictions, supporting evidence, and historical details.
 
 
Trace the development of a product from its natural resource state to a finished product.
 
 
Analyze how natural resources have impacted the economy of each region and their connections to global trade.
 
 
Discuss how unique weather forces impact the geography and population of a region or continent (hurricanes, earthquakes, floods, tornadoes, drought).
 
 
Summarize how people interact with their environment to satisfy basic needs and how geographic challenges are resolved, including housing, industry, transportation,
 
 

North America

Academic Standards
Interpret different texts and primary sources to describe the major components of culture including language, clothing, food, art, beliefs, customs, and music.
C, H
 
Use information gained from timelines, primary sources, media, and informational text to identify major historical events and patterns in North America. Suggestions are
C, G, H, P
 
Use timelines and historical passages to summarize the history of a region, including events, inventions/inventors, artists, writers, and political figures. Suggestions
C, G, H, P, TN
 
Compare and contrast a primary source and secondary source of the same event or topic.
C, H
Identify and locate on a map: Canada, Mexico, Central America, Cuba and the 50 states of the U.S.
G
 
Compare and contrast different maps to show the location of Alaska and Hawaii as outside of the contiguous United States, using a globe to refine understanding of the
G
 
Identify on a map major cities of the continent (Charleston, Chicago, Knoxville, Los Angeles, Memphis, Mexico City, Miami, Montreal, Nashville, New York, Seattle,
G, TN
 
Locate the states that comprise the regions of the United States.
G
 
Identify major physical features on a map:
G, TN
 
Identify examples of scarcity in and around specific regions.
E, G
 
Interpret a chart, graph, or resource map of major imports and exports.
E, G
 
Define supply and demand and describe how changes in supply and demand affect prices of specific products.
E
Describe how goods and services are exchanged on local, regional, and international levels including transportation methods and bartering and monetary exchange.
C, E, G, TN
 
Compare and contrast landforms, climates, population, natural resources, and major cities of the three Grand Divisions of Tennessee.
G, TN
Discuss the structure and purpose of government.
P
Compare and contrast the national governments of Canada, Mexico, and the United States.
P
 
Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice.
P, TN
 

South America

Academic Standards
Conduct short research projects to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music.
C, H
 
Use timelines, primary sources, and historical passages to summarize the history of a region, including events, inventions/inventors, artists, writers, and political
C, G, H, P
 
Identify on a map major countries of the continent (Brazil, Colombia, and Peru, Argentina).
G
 
Identify major physical features of the continent:
G
 
Identify examples of scarcity in and around specific regions.
E, G
 
Interpret a chart, graph, or resource map of major imports and exports.
E, G
 
Define supply and demand and describe how changes in supply and demand affect prices of specific products.
E
 
Summarize the differences between a dictatorship and democratic forms of government.
P
 

Europe

Academic Standards
Describe the diverse but unified nature of people within a continent or region, identifying the distinct contribution made by their culture including language, clothing,
C, H
 
Use timelines, primary sources, and historical passages to summarize the history of a region, including events, inventions/inventors, artists, writers, and political
C, G, H, P
 
Identify major countries of the continent (France, Italy, Germany, Russia, Spain, and United Kingdom).
G
 
Identify major physical features of the continent:
G
 
Identify examples of scarcity in and around specific regions.
E, G
 
Interpret a chart, graph, or resource map of major imports and exports.
E, G
 
Compare and contrast a monarchy and a democratic form of government.
P
 

Africa

Academic Standards
Interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music.
C,H
Tell a historic story with appropriate facts and relevant, descriptive details while speaking audibly in coherent sentences using information gained from timelines,
C,G,H,P
 
Identify major countries of the continent (Egypt, Kenya, Libya, and South Africa).
G
 
Identify major physical features of the continent:
G
 
Explain how people depend on the physical environment and its natural resources to satisfy their basic needs.
C,E,G
 
Identify examples of scarcity in and around specific regions.
E,G
 
Interpret a chart, graph, or resource map of major imports and exports.
E,G
 

Australia

Academic Standards
Interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music.
C,H
 
Use information gained from timelines, primary sources and informational text to identify major historical people, events and patterns. Suggestions are as follows:
C,G,H,P
 
Identify the Great Barrier Reef, New Zealand, Ayers Rock, and Tasmania.
G
 
Interpret a chart, graph, or resource map of major imports and exports.
E,G
 

Asia

Academic Standards
Interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music.
C,H
 
Tell a historic story with appropriate facts and relevant, descriptive details while speaking audibly in coherent sentences. Use information gained from timelines,
C,G,H,P
 
Identify the major countries of the continent (China, India, Israel, and Japan).
G
 
Identify the Himalayas, Mount Everest, and Mesopotamia.
G
 
Interpret a chart, graph, or resource map of major imports and exports.
E,G
 
Describe how goods and services are exchanged on local and international levels.
E,G
 

Antarctica

Academic Standards
Create a multimedia presentation of social studies stories about explorations to Antarctica; add drawings or other visual displays to stories or accounts of experiences
C,G
 
Use timelines and historical passages to summarize the history of a region including events, inventions/inventors, artists, writers, and political figures. Suggestions
C,H,P
 
Conduct a short research project to examine the Antarctic Treaty.
P
 
Explain why there are only temporary residents found on Antarctica and the impact the physical environment and its natural resources have on how basic needs are met.
G
 
Read and interpret information about the impact of people on the environment.
G
 
Identify McMurdo Station.
G
 
 
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