REVIEW ALL PRECEDING GRADE LEVEL STANDARDS SOCIAL SCIENCE LEARNING STANDARDS – (Topics) WEYMOUTH PUBLIC SCHOOLS GRADE 3
Concepts and Skills
History and Geography 1. Explain the meaning of time periods or dates in historical narratives (decade, century, 1600’s, 1776) and use them correctly in speaking and writing. 2. Identify and sequence historical events and important people in Massachusetts history using a time line. 3. Observe visual sources such as historic paintings, photographs, or illustrations accompanying historical narratives, and describe details such as clothing, setting, or action. 4. Identify the symbols, slogans, and mottos that represent Massachusetts. 5. Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction, and significance. 6. Use cardinal directions, map scales, legends, and titles to locate places on contemporary maps of New England, Massachusetts, and Weymouth. 7. Identify the Northern and Southern Hemispheres. 8. Recognize that a map is done to scale. 9. Explain that a map shows how a place looks from above. 10. Explain how to use map keys. 11. Explain how globes help us study the Earth. 12. Explain how to read a map. 13. Recognize intermediate directions on a map. 14. Recognize an inset map. 15. Use a compass to find directions. 16. Describe the difference between a contemporary map of Weymouth and the map of Weymouth in the 19th or early 20th century. 17. Define different kinds of land forms and bodies of water. 18. Explain the relationship between natural resources and land forms. 19. Compare and contrast mountains, deserts, plains and rivers. Civics and Government 20. Give examples of why it is necessary for communities to have governments (e.g., governments provide order and protect rights). 21. Give examples of the different ways people in a community can influence their local government (e.g., by voting, running for office, or attending meetings). Economics 22. Define what a tax is and the purposes for taxes, and with the help of a teacher or parents give examples of the different kinds of taxes (sales, property or income). 23. Define specialization in jobs and businesses and give examples of specialized businesses in community. 24. Define barter, give examples of bartering (e.g., trading baseball cards with each other), and explain how money makes it easier for people to get things they want than barter.
Barter is the direct exchange of goods and services between people without using money. Trade is the exchange of goods and services between people. 25. Trace the economy of Massachusetts from colonial times to the present. Learning Standards Grade 3 26. On a map of the United States, locate the New England States (Connecticut, Rhode Island, Massachusetts, Vermont, New Hampshire, Maine) and the Atlantic Ocean. On a map of Massachusetts, locate major cities and towns, Cape Ann, Cape Cod, the Connecticut River, the Merrimack River, the Charles River and the Berkshire Mountains. 27. Identify the Wampanoags and their leaders at the time the Pilgrims arrived, and describe their way of life. 28. Explain the importance of trade between the early settlers of Massachusetts. 29. Identify who the Pilgrims were and explain why they left Europe to seek religious freedom; describe their journey and their early years in the Plymouth Colony. a. the purpose of the Mayflower Compact and its principles of self-government b. challenges of settling in America c. events leading to the first Thanksgiving 30. Explain how the Puritans and Pilgrims differed and identify early leaders in Massachusetts such as John Winthrop; describe the daily life, education, and work of the Puritans in the Massachusetts Bay Colony. 31. Compare education in Massachusetts today and long ago. 32. List differences in work and play in daily life for students now and long ago using stories and biographies. 33. Explain important political, economic, and military development leading to and during the American Revolution: a. the growth of towns and cities in Massachusetts before the Revolution b. the Boston Tea Party c. the beginning of the Revolution at Lexington and Concord d. the Battle of Bunker Hill e. Revolutionary leaders such as Paul Revere, John Hancock, John Adams, and Samuel Adams 34. Identify the Declaration of Independence, the Constitution, and the Bill of Rights as key American documents. 35. After reading a biography of a person from Massachusetts in one of the following categories, summarize the person’s life and achievements: a. in science and technology (e.g. Nathaniel Bowditch, Alexander Graham Bell, Samuel Morse, John Hayes Hammond, Robert Goddard, and Edwin Land); b. the arts (e.g. John Singleton Copley, Norman Rockwell, Theodore Geisel, Henry Adams, Oliver Wendell Holmes, Ralph Waldo Emerson, Henry David Thoreau, Emily Dickinson, Frederick Law Olmsted, Phyllis Wheatly, Nathaniel Hawthorne,and Louisa May Alcott); c. business (e.g., Amos Lawrence, William Filene, Francis Cabot Lowell, and An Wang); d. education, journalism, and health (e.g. Horace Mann, William Monroe Trotter, and Clara Baron); and e. political leadership (e.g., John Adams, Benjamin Franklin, Paul Revere, John Quincy Adams, Susan B. Anthony, Edward Brooke, and John F. Kennedy).
Learning Standards Grade 3 (con’t.)
36. 37. 38. 39. 40. 41. 42. 43.
On a map of Massachusetts locate Weymouth and its local geographic features and landmarks. List as many different religions as you can that are represented in Massachusetts today. Identify historic buildings, monuments, or sites in Weymouth and explain their purpose and significance. Explain the meaning of the stars and stripes in the American flag, and describe official procedures for the care and display of the flag. Identify when Weymouth was founded, and describe the different groups of people who have settled in the community since its founding. Explain how objects or artifacts of every day life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historical society and local museums as needed. Give examples of goods and services provided by their local businesses and industries. Give examples of tax-supported facilities and services provided by their local government such as public schools, parks, recreational facilities, police and fire departments, and libraries.
Asia Unit (optional) 44. Compare and contrast the geography and resources of Massachusetts to those of a selected country in Asia. 45. Compare and contrast the population growth and landscape past and present of Massachusetts with that of a comparable land area in Asia. 46. Identify the geography and location of a selected country in Asia including land forms, bodies of water, and natural resources. 47. Describe how people in an Asian community exploit their natural resources. 48. Compare and contrast Massachusetts citizens with those of a comparable Asian community. 49. Compare and contrast the natural and man made resources on Massachusetts with those of a selected Asian community. 50. Using primary sources such as newspapers, magazine articles, letters from pen pals and contacts on the internet, compare and contrast Massachusetts with a comparable land area in Asia (Japan?, China?) 51. Identify the way children are educated in Asia. 52. Explain how people in Massachusetts help people in Asia through trade. 53. Write a report about prejudice against Asian people in America through historical accounts, narratives, etc. 54. Explain how climate in a selected country in Asia affects the life of its people.
Synopsis Using local historic sites, historical societies, and museums, third graders learn about the history of Massachusetts from the time of the arrival of the Pilgrims. They also learn the history of their own cities and towns and about famous people and events in Massachusetts’ history. In addition, they read biographies of prominent Massachusetts people in science, technology, the arts, business, education, or political leadership in order to learn how they contributed to Massachusetts history.