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Social studies worksheets for Grade 3 students: Discover a world of free printable resources to help teachers ignite curiosity and foster learning in young minds. Explore, uncover, and delve into history, geography, and more with Quizizz.

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Social studies worksheets for Grade 3 are essential tools for teachers to engage their students in understanding the world around them. These worksheets cover a wide range of topics, including geography, history, economics, and civics, providing a comprehensive foundation for young learners. By incorporating these resources into their lesson plans, educators can effectively teach important concepts and help students develop critical thinking skills. Grade 3 social studies worksheets are designed to be age-appropriate, ensuring that the content is both engaging and accessible for students at this level. Teachers can easily integrate these materials into their existing curriculum, making it simple to create a well-rounded educational experience for their students.

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U.S. National Standards 3rd Grade Social Studies Activities

Printable Third Grade Social Studies Worksheets and Study Guides.

U.S. National Standards for Third Grade Social Studies

N.ncss. national curriculum standards for social studies (ncss), ncss.1. culture, social studies programs should include experiences that provide for the study of culture and cultural diversity., 1.1. knowledge - learners will understand:, 1.1.1. 'culture'' refers to the behaviors, beliefs, values, traditions, institutions, and ways of living together of a group of people., 1.1.2. concepts such as: similarities, differences, beliefs, values, cohesion, and diversity., 1.1.4. how culture may change in response to changing needs and concerns., 1.1.6. how peoples from different cultures develop different values and ways of interpreting experience., 1.2. processes - learners will be able to:, 1.2.2. explore and describe similarities and differences in the ways various cultural groups meet similar needs and concerns., ncss.2. time, continuity, and change, social studies programs should include experiences that provide for the study of the past and its legacy., 2.1. knowledge - learners will understand:, 2.1.1. the study of the past is the story of communities, nations, and the world., 2.1.2. key concepts such as: past, present, future, similarity, difference, and change., 2.1.4. key people, events, and places associated with the history of the community, nation, and world., 2.1.5. key symbols and traditions that are carried from the past into the present by diverse cultures in the united states and world., 2.1.6. that people view and interpret historical events differently because of the times in which they live, the experiences they have, and the point of view they hold., 2.1.7. that historical events occurred in times that differed from our own, but often have lasting consequences for the present and future., 2.2. processes - learners will be able to:, 2.2.1. ask and find answers to questions related to the past in school, community, state and regional contexts., 2.2.2. use a variety of sources to learn about the past., ncss.3. people, places, and environments, social studies programs should include experiences that provide for the study of people, places, and environments., 3.1. knowledge - learners will understand:, 3.1.2. concepts such as: location, direction, distance, and scale., 3.1.3. physical and human characteristics of the school, community, state, and region, and the interactions of people in these places with the environment., 3.1.5. physical changes in community, state, and region, such as seasons, climate, and weather, and their effects on plants and animals., 3.1.7. benefits and problems resulting from the discovery and use of resources., 3.1.9. tools such as maps, globes, and geospatial technologies in investigating the relationships among people, places, and environments., 3.2. processes - learners will be able to:, 3.2.2. investigate relationships among people, places, and environments in the school, community, state, region, and world through the use of atlases, data bases, charts, graphs, maps, and geospatial technologies., 3.2.3. gather and interpret information from various representations of earth, such as maps, globes, geospatial technologies and other geographic tools to inform the study of people, places, and environments, both past and present., ncss.4. individual development and identity, social studies programs should include experiences that provide for the study of individual development and identity., 4.1. knowledge - learners will understand:, 4.1.8. individual choices are influenced by personal and social factors., 4.3. products - learners demonstrate understanding by:, 4.3.4. studying important people in the community and nation, at the present time or in the past, to list qualities that make them special., ncss.5. individuals, groups, and institutions, social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions., 5.1. knowledge - learners will understand:, 5.1.2. concepts such as: community, culture, role, competition, cooperation, rules, and norms., ncss.6. power, authority, and governance, social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance., 6.1. knowledge - learners will understand:, 6.1.2. fundamental ideas that are the foundation of american constitutional democracy, including those of the u.s. constitution, the rule of law, separation of powers, checks and balances, minority rights, and the separation of church and state., 6.1.3. fundamental values of democracy: the common good, liberty, justice, equality, and individual dignity., 6.1.4. the basic elements of government in the united states: executive, legislative, and judicial authority., 6.1.5. the ways in which governments meet the needs and wants of citizens., 6.2. processes - learners will be able to:, 6.2.1. ask and find answers to questions about power, authority, and governance in the school, community, and state., 6.2.2. examine issues involving the rights and responsibilities of individuals and groups in relation to the broader society., 6.3. products - learners demonstrate understanding by:, 6.3.2. preparing and presenting descriptions of and possible solutions to school or community problems that would require working with those in positions of authority., 6.3.3. preparing and implementing an action plan addressing a local public issue or problem., ncss.7. production, distribution, and consumption, social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services., 7.1. knowledge - learners will understand:, 7.1.2. the difference between needs and wants., 7.1.3. what people and communities gain and give up when they make a decision., 7.1.5. the characteristics and functions of money and its uses., 7.1.7. the characteristics of a market economy., 7.1.8. the goods and services produced in the market and those produced by the government., 7.2. processes - learners will be able to:, 7.2.2. analyze the differences between wants and needs., 7.2.3. evaluate how the decisions that people make are influenced by the trade-offs of different options., ncss.8. science, technology, and society, social studies programs should include experiences that provide for the study of relationships among science, technology, and society., 8.1. knowledge - learners will understand:, 8.1.2. how society often turns to science and technology to solve problems., 8.1.3. that media and technology are a part of every aspect of our lives., 8.1.4. the ways in which scientific findings and various forms of technology influence our daily lives., 8.1.5. that science often leads to new technology in areas such as communication and transportation, and results in change over time., 8.1.6. that science and technology can have both positive and negative impacts on individuals, society, and the globe., 8.2. processes - learners will be able to:, 8.2.1. ask and find answers to questions about the ways in which science and technology affect our lives., 8.2.3. identify examples of science and technology in daily life., 8.2.4. identify examples of the use of science and technology in society as well as consequences of their use., 8.2.5. research a scientific topic or type of technology developed in a particular time or place, and determine its impact on people's lives., 8.2.6. identify the points of view expressed in information sources regarding science and technology., ncss.9. global connections, social studies programs should include experiences that provide for the study of global connections and interdependence., 9.1. knowledge - learners will understand:, 9.1.1. global connections may be of various types (e.g., cultural exchange, trade, political, economic, or travel)., 9.1.2. global connections affect daily life for individuals and those around them., 9.1.4. all cultures have similar needs, but meet those needs in different ways that may influence or be influenced by global connections., 9.1.5. the pace of global change has quickened in recent times., 9.2. processes - learners will be able to:, 9.2.1. ask and find answers to questions about the connections we have to other people and places around the globe., 9.2.2. identify examples of global connections in their community, state, or region., 9.2.3. use maps and databases to look for global patterns, trends, and connections., 9.2.4. describe examples in which language, art, music, belief systems, and other cultural elements can facilitate global understanding or cause misunderstanding., 9.2.6. examine the ways in which technology affects global connections., 9.2.8. identify and examine how wants and needs of people in one part of the world may conflict with the wants and needs of people in other parts of the world., ncss.10. civic ideals and practices, social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic., 10.1. knowledge - learners will understand:, 10.1.1. the theme of civic ideals and practices helps us know how we can have influence on how people live and act together., 10.1.2. concepts and ideals such as: individual dignity, fairness, freedom, the common good, rule of law, civic life, rights, and responsibilities., 10.1.3. key practices in a democratic society include civic participation based on studying community issues, planning, decision-making, voting, and cooperating to promote civic ideals., 10.1.4. democratic ideals and practices are often represented in excerpts from contemporary and historical sources, quotations, and stories., 10.1.5. the importance of gathering information as the basis for informed civic action., 10.2. processes - learners will be able to:, 10.2.1. ask and find answers to questions about how to plan for action with others to improve life in the school, community, and beyond., 10.2.2. identify and exercise the rights and responsibilities of citizens., 10.2.4. analyze how specific policies or citizen behaviors reflect ideals and practices consistent or inconsistent with democratic ideals., 10.2.7. examine the influence of citizens and officials on policy decisions., 10.3. products - learners demonstrate understanding by:, 10.3.2. drawing illustrations of examples of participation supportive of civic ideals and practices., 10.3.4. developing a plan in collaboration with others to carry out a school improvement project., n.nscg. national standards for civics and government (nscg), i.a. what is government and what should it do what is government, i.a.1. defining government: students should be able to provide a basic description of government. to achieve this standard, students should be able to, i.a.1.1. describe government in terms of the people and groups who make, apply, and enforce rules and laws for others in their family, school, community, and nation and who manage disputes about them, e.g.,, i.a.1.1.c. city councils and mayors make, apply, and enforce rules and laws for their communities, i.a.1.1.d. governors and state legislatures make, apply, and enforce rules and laws for their states, i.a.1.1.f. the national government makes, applies, and enforces rules and laws for the nation, i.a.1.1.g. courts at all levels apply laws, manage disputes, and punish lawbreakers, i.b. what is government and what should it do where do people in government get the authority to make, apply, and enforce rules and laws and manage disputes about them, i.b.1. defining power and authority: students should be able to explain the difference between authority and power without authority, and that authority comes from custom, law, and the consent of the governed. to achieve this standard, students should be able to, i.b.1.2. explain that authority is power that people have the right to use because of custom, law, or the consent of the governed, i.b.1.2.b. governors of states have the authority to carry out and enforce laws; this authority comes from law and the consent of the people who have elected the governors, i.d. what is government and what should it do what are some of the most important things governments do, i.d.1. functions of government: students should be able to explain some of the major things governments do in their school, community, state, and nation. to achieve this standard, students should be able to, i.d.1.2. explain how government makes it possible for people working together to accomplish goals they could not achieve alone, i.e. what is government and what should it do what are the purposes of rules and laws, i.e.1. purposes of rules and laws: students should be able to explain the purposes of rules and laws and why they are important in their classroom, school, community, state, and nation. to achieve this standard, students should be able to explain that rules and laws can be used to, i.e.1.1. describe ways people should behave, e.g., attend school and do homework, raise one’s hand and be recognized before speaking in class, respect other peoples’ privacy and property, i.e.1.1.b. protect rights, e.g., laws that protect people’s right to practice whatever religion they wish to, laws that provide equal opportunities for all students to get a free, public education, i.e.1.1.d. assign burdens or responsibilities, e.g., laws that require people to pay taxes or to perform military service in times of national emergency, i.f. what is government and what should it do how can you evaluate rules and laws, i.f.1. evaluating rules and laws: students should be able to explain and apply criteria useful in evaluating rules and laws. to achieve this standard, students should be able to, i.f.1.1. identify the strengths and weaknesses of a school rule or a state law by determining if it is, i.f.1.1.d. limits on government are designed to protect fundamental values and principles and to insure that government serves the purposes for which it was established., i.g. what is government and what should it do what are the differences between limited and unlimited governments, i.g.1. limited and unlimited governments: students should be able to explain the basic differences between limited and unlimited governments. to achieve this standard, students should be able to, i.g.1.2. give examples of laws that limit the power of people in government, e.g.,, i.g.1.2.b. laws that prohibit governments from discriminating against people because of their religious or political beliefs, i.g.1.3. explain that an unlimited government is one in which there are no effective controls over the powers of its rulers, who cannot be easily removed from office by peaceful, legal means, e.g., governments run by dictators, i.h. what is government and what should it do why is it important to limit the power of government, i.h.1. importance of limited government: students should be able to explain why limiting the power of government is important to their own lives. to achieve this standard, students should be able to, i.h.1.1. explain why limited government is important for the protection of individual rights such as, i.h.1.1.d. personal rights to practice the religion of their choice, i.h.1.1.e. political rights to express their opinions, i.h.1.1.f. political rights to vote, ii.a. what are the basic values and principles of american democracy what are the most important values and principles of american democracy, ii.a.1. fundamental values and principles: students should be able to explain the importance of the fundamental values and principles of american democracy. to achieve this standard, students should be able to, ii.a.1.1. explain the importance for themselves, their school, their community, and their nation of each of the following fundamental values of american democracy:, ii.a.1.1.e. diversity, ii.a.1.1.g. patriotism, ii.a.1.2. explain the importance for themselves, their school, their community, and their nation of each of the following fundamental principles of american democracy:, ii.a.1.2.c. people exercise their authority directly by voting for or against certain rules, laws, or candidates as well as by voting in community or town meetings, ii.a.1.2.d. people exercise their authority indirectly through representatives they elect to make, apply, and enforce laws and to manage disputes about them, ii.a.1.3. identify fundamental values and principles as they are expressed in the declaration of independence, preamble to the united states constitution, the bill of rights, pledge of allegiance, speeches, songs, and stories, ii.b. what are the basic values and principles of american democracy what are some important beliefs americans have about themselves and their government, ii.b.1. distinctive characteristics of american society: students should be able to identify some important beliefs commonly held by americans about themselves and their government. to achieve this standard, students should be able to describe the following beliefs commonly held by americans:, ii.b.1.1. importance of the individual: students should be able to explain that americans believe, ii.b.1.1.c. individuals have the right to differ about politics, religion, or any other matter, ii.b.1.1.d. individuals have the right to express their views without fear of being punished by their peers or their government, ii.b.1.1.e. the vote of one individual should count as much as another’s, ii.b.1.2. importance of their school, community, state, and nation: students should be able to explain that americans believe that, ii.b.1.2.a. everyone should be concerned about the well-being of his/her school, community, state, and nation, ii.b.1.2.b. people should try to improve the quality of life in their schools, communities, states, and nation, ii.b.1.2.c. people should help others who are less fortunate than they and assist them in times of need, emergency, or natural disaster, ii.b.1.3. importance of equality of opportunity and equal protection of the law: students should be able to explain that americans believe that, ii.b.1.3.b. all people have a right to participate in political life by expressing their opinions and trying to persuade others; all citizens over 18 years of age have the right to vote; and citizens who meet age and other qualifications have the right to seek public office, ii.b.1.7. importance of voluntarism: students should be able to explain that americans believe that, ii.b.1.7.a. people should volunteer to help others in their family, schools, communities, state, nation, and the world, ii.b.1.7.b. volunteering is a source of individual satisfaction and fulfillment, ii.c. what are the basic values and principles of american democracy why is it important for americans to share certain values, principles, and beliefs, ii.c.1. american identity: students should be able to explain the importance of americans sharing and supporting certain values, principles, and beliefs. to achieve this standard, students should be able to, ii.c.1.1. explain that americans are united by the values, principles, and beliefs they share rather than by ethnicity, race, religion, class, language, gender, or national origin, ii.c.1.2. explain the importance of shared values, principles, and beliefs to the continuation and improvement of american democracy, ii.c.1.3. identify basic documents that set forth shared values, principles, and beliefs, e.g., declaration of independence, united states constitution and bill of rights, pledge of allegiance, ii.c.1.4. identify symbols used to depict americans’ shared values, principles, and beliefs and explain their meaning, e.g., the flag, statue of liberty, statue of justice, uncle sam, great seal, national anthem, oaths of office, and mottoes such as e pluribus unum, ii.c.1.5. describe holidays americans celebrate and explain how they reflect their shared values, principles, and beliefs, e.g., the fourth of july, labor day, memorial day, presidents’ day, columbus day, thanksgiving, veterans day, martin luther king, jr.’s birthday, ii.d. what are the basic values and principles of american democracy what are the benefits of diversity in the united states, ii.d.1. diversity in american society: students should be able to describe diversity in the united states and identify its benefits. to achieve this standard, students should be able to, ii.d.1.1. explain the meaning of the word diversity, ii.d.1.2. identify common forms of diversity in the united states, e.g., ethnic, racial, religious, class, linguistic, gender, national origin, ii.d.1.3. explain why there is so much diversity in the united states, ii.d.1.4. describe some benefits of diversity, e.g., it, ii.d.1.4.a. fosters a variety of viewpoints, new ideas, and fresh ways of looking at and solving problems, ii.d.1.5. describe some of the costs of diversity, ii.d.1.5.a. people sometimes discriminate unfairly against others on the basis of their age, religious beliefs, race, or disability, ii.e. what are the basic values and principles of american democracy how should conflicts about diversity be prevented or managed, ii.e.1. prevention and management of conflicts: students should be able to identify and evaluate ways conflicts about diversity can be prevented and managed. to achieve this standard, students should be able to, ii.e.1.1. identify examples of conflicts caused by diversity, e.g., unfair discrimination on the basis of race, ethnicity, religion, language, and gender; alienation of one group from another; efforts to impose beliefs and customs on others, ii.f. what are the basic values and principles of american democracy how can people work together to promote the values and principles of american democracy, ii.f.1. promoting ideals: students should be able to identify ways people can work together to promote the values and principles of american democracy. to achieve this standard, students should be able to, ii.f.1.1. explain how they can promote the values and principles of american democracy by, ii.f.1.1.b. helping to promote the common good, e.g., volunteering for school and community service, cleaning up the environment, ii.f.1.1.c. participating in government, e.g., voting, becoming informed about public issues, attempting to change laws by writing to legislators, serving on juries, iii.a. how does the government established by the constitution embody the purposes, values, and principles of american democracy what is the united states constitution and why is it important, iii.a.1. the meaning and importance of the united states constitution: students should be able to describe what the united states constitution is and why it is important. to achieve this standard, students should be able to explain that the united states constitution, iii.a.1.1. is a written document that, iii.a.1.1.b. describes how the government is organized, iii.a.1.2. limits the powers of government by saying what government can and cannot do, iii.a.1.4. was created by people who believed that the, iii.a.1.4.c. the people have the right to choose their representatives, iii.a.1.4.d. the people have the right to change their government and the united states constitution, iii.b. how does the government established by the constitution embody the purposes, values, and principles of american democracy what does the national government do and how does it protect individual rights and promote the common good, iii.b.1. organization and major responsibilities of the national government: students should be able to give examples of ways the national government protects individual rights and promotes the common good. to achieve this standard, students should be able to explain that, iii.b.1.1. congress passes laws to, iii.b.1.1.a. protect individual rights, e.g., laws protecting freedom of religion and expression and preventing unfair discrimination, iii.b.1.3. the judicial branch, headed by the supreme court, makes decisions concerning the law that are intended to, iii.b.1.3.a. protect individual rights, e.g., the right to a fair trial, to vote, to practice one’s religious beliefs, iii.c. how does the government established by the constitution embody the purposes, values, and principles of american democracy what are the major responsibilities of state governments, iii.c.1. organization and major responsibilities of state governments: students should be able to explain the most important responsibilities of their state government. to achieve this standard, students should be able to, iii.c.1.1. distinguish between the national and state governments, iii.c.1.2. describe the major responsibilities of each branch of their state government, iii.c.1.2.a. legislative branch—makes state laws, decides how the state will spend tax money, approves appointments made by the governor, iii.c.1.2.b. executive branch—carries out and enforces laws made by the state legislature, e.g., laws providing for education, health care for needy children, protection of fish and game, iii.c.1.2.c. judicial branch—interprets law and manages conflicts about the law, iii.c.1.3. describe important services their state government provides, e.g., education, law enforcement, health services and hospitals, roads and highways, public welfare, iii.c.1.4. describe how state government officials are chosen, e.g., elections, appointment, iii.c.1.5. explain how people can participate in their state government, e.g., being informed and taking part in discussions of state issues, voting, volunteering their services, holding public office, serving on governing committees and commissions, iii.c.1.6. explain why it is important that people participate in their state government, e.g., to protect their rights and promote the common welfare, improve the quality of life in their community, to gain personal satisfaction, to prevent officials from abusing their power, iii.c.1.7. explain how state government services are paid for, e.g., taxes on sales and on individual and business income, fees for using parks and toll roads, license fees, iii.d. how does the government established by the constitution embody the purposes, values, and principles of american democracy what are the major responsibilities of local governments, iii.d.1. organization and major responsibilities of local governments: students should be able to explain the most important responsibilities of their local government. to achieve this standard, students should be able to, iii.d.1.1. distinguish among national, state, and local governments, iii.d.1.3. explain how local government services are paid for e.g., property, sales, and other taxes; money from state and national governments, iii.d.1.4. describe how local government officials are chosen, e.g., election, appointment, iii.d.1.5. explain how people can participate in their local government, e.g., being informed and taking part in discussions of local issues, voting, volunteering their services, holding public office, serving on governing committees and commissions, iii.d.1.6. explain why it is important that people participate in their local government, e.g., to protect their rights and promote the common good, improve the quality of life in their community, to gain personal satisfaction, to prevent officials from abusing their power, iii.e. how does the government established by the constitution embody the purposes, values, and principles of american democracy who represents you in the legislative and executive branches of your local, state, and national governments, iii.e.1. identifying members of government: students should be able to identify the members of the legislative branches and the heads of the executive branches of their local, state, and national governments. to achieve this standard, students should be able to, iii.e.1.1. name the persons representing them at state and national levels in the legislative branches of government, e.g., representatives and senators in their state legislature and in congress, iii.e.1.2. name the persons representing them at the executive branches of government, e.g., mayor, governor, president, iv.a. what is the relationship of the united states to other nations and to world affairs how is the world divided into nations, iv.a.1. nations: students should be able to explain that the world is divided into different nations which interact with one another. to achieve this standard, students should be able to explain that, iv.a.1.1. the world is divided into many different nations and that each has its own government, iv.b. what is the relationship of the united states to other nations and to world affairs how do nations interact with one another, iv.b.1. interaction among nations: students should be able to explain the major ways nations interact with one another. to achieve this standard, students should be able to, iv.b.1.1. explain how nations interact through, iv.b.1.1.a. trade, e.g., buying and selling manufactured and agricultural goods such as airplanes, farm equipment, clothing, food, iv.b.1.1.e. use of military force, e.g., world war ii, persian gulf war, v.a. what are the roles of the citizen in american democracy what does it mean to be a citizen of the united states, v.a.1. the meaning of citizenship: students should be able to explain the meaning of citizenship in the united states. to achieve this standard, students should be able to, v.a.1.1. explain the important characteristics of citizenship in the united states. specifically, citizenship, v.a.1.1.a. means that a person is recognized as a legal member of the nation, v.a.1.1.c. means each person has certain responsibilities, e.g., respecting the law, voting, paying taxes, serving on juries, v.b. what are the roles of the citizen in american democracy how does a person become a citizen, v.b.1. becoming a citizen: students should be able to explain how one becomes a citizen of the united states. to achieve this standard, students should be able to, v.b.1.1. explain the difference between a citizen and a non-citizen (alien), v.b.1.2. explain that people become citizens by birth or naturalization, v.c. what are the roles of the citizen in american democracy what are important rights in the united states, v.c.1. rights of individuals: students should be able to explain why certain rights are important to the individual and to a democratic society. to achieve this standard, students should be able to, v.c.1.1. identify the following types of rights and explain their importance, v.c.1.1.a. personal rights, e.g., to associate with whomever one pleases, live where one chooses, practice the religion of one’s choice, travel freely and return to the united states, emigrate, v.d. what are the roles of the citizen in american democracy what are important responsibilities of americans, v.d.1. responsibilities of individuals: students should be able to explain why certain responsibilities are important to themselves and their family, community, state, and nation. to achieve this standard, students should be able to identify such responsibilities as the following and explain their importance:, v.d.1.2. civic responsibilities, e.g., obeying the law, respecting the rights of others, being informed and attentive to the needs of their community, paying attention to how well their elected leaders are doing their jobs, communicating with their representatives in their school, local, state, and national governments, voting, paying taxes, serving on juries, serving in the armed forces, v.e. what are the roles of the citizen in american democracy what dispositions or traits of character are important to the preservation and improvement of american democracy, v.e.1. dispositions that enhance citizen effectiveness and promote the healthy functioning of american democracy: students should be able to explain the importance of certain dispositions to themselves and american democracy. to achieve this standard, students should be able to, v.e.1.1. explain the importance of the following dispositions, v.e.1.1.a. individual responsibility—fulfilling one’s responsibilities to family, friends, and others in one’s community and nation, v.e.1.1.j. persistence—willingness to attempt again and again to accomplish a worthwhile goal, v.e.1.1.k. civic mindedness—concern for the wellbeing of one’s community and nation, v.e.1.1.l. compassion—concern for the well-being of others, especially for the less fortunate, v.e.1.1.m. patriotism—loyalty to the values and principles underlying american constitutional democracy, v.f. what are the roles of the citizen in american democracy how can americans participate in their government, v.f.1. forms of participation: students should be able to describe the means by which citizens can influence the decisions and actions of their government. to achieve this standard, students should be able to, v.f.1.1. identify ways people can monitor and influence the decisions and actions of their government, v.f.1.1.d. voting, v.f.1.1.e. taking an active role in interest groups, political parties, and other organizations that attempt to influence public policy and elections, v.f.1.1.g. working in campaigns, v.f.1.3. explain why it is important for citizens to monitor their local, state and national governments, v.g. what are the roles of the citizen in american democracy what is the importance of political leadership and public service, v.g.1. political leadership and public service: students should be able to explain the importance of political leadership and public service in their school, community, state, and nation. to achieve this standard, students should be able to, v.g.1.4. explain why leadership and public service are important to the continuance and improvement of american democracy, v.h. what are the roles of the citizen in american democracy how should americans select leaders, v.h.1. selecting leaders: students should be able to explain and apply criteria useful in selecting leaders in their school, community, state, and nation. to achieve this standard, students should be able to, v.h.1.1. identify the major duties, powers, privileges, and limitations of a position of leadership, e.g., class president, mayor, state senator, tribal chairperson, president of the united states, v.h.1.3. evaluate the strengths and weaknesses of candidates in terms of the qualifications required for a particular leadership role, n.ncse. national content standards in economics (ncse), ncse.1. scarcity, students will understand that productive resources are limited. therefore, people cannot have all the goods and services they want; as a result, they must choose some things and give up others. students will be able to use this knowledge to identify what they gain and what they give up when they make choices., 1.1. at the completion of grade 4, students will know that:, 1.1.1. people make choices because they can’t have everything they want., 1.1.2. economic wants are desires that can be satisfied by consuming a good (an object), a service (an action), or a leisure activity., 1.1.3. people’s choices about what goods and services to buy and consume determine how resources will be used., 1.1.4. whenever a choice is made, something is given up because resources are limited., 1.1.5. the opportunity cost of an activity is the value of the best alternative that would have been chosen instead. it includes what would have been done with the money spent and the time and other resources used in undertaking the activity., 1.1.7. natural resources, such as land, are “gifts of nature;” they are present without human intervention., 1.1.11. most people produce and consume. as producers they help make goods and services; as consumers they use goods and services to satisfy their wants., 1.2. at the completion of grade 4, students will use this knowledge to:, 1.2.1. identify some choices they have made and explain why they had to make a choice., 1.2.2. match a list of wants with the correct example of a good, service or leisure activity that satisfies each want., 1.2.5. describe a situation that requires a choice, make a decision, and identify the opportunity cost., 1.2.7. use a resource map of a state to locate examples of natural resources., 1.2.11. identify people who are consumers and provide examples in which students were consumers of goods and services. identify people who are producers and provide examples of situations in which students helped produce goods and services., ncse.3. allocation, students will understand that different methods can be used to allocate goods and services. people acting individually or collectively must choose which methods to use to allocate different kinds of goods and services. students will be able to use this knowledge to evaluate different methods of allocating goods and services, by comparing the benefits to the costs of each method., 3.1. at the completion of grade 4, students will know that:, 3.1.1. no method of distributing goods and services can satisfy all wants., students will understand that different methods can be used to allocate goods and services. people acting individually or collectively must choose which methods to use to allocate different kinds of goods and services. students will be able to use this knowledge to evaluate different methods of allocating goods and services, by comparing the benefits to the costs of each method, 3.1.2. there are different ways to distribute goods and services (by prices, command, majority rule, contests, force, first-come/first-served, sharing equally, lottery, personal characteristics, and others), and there are advantages and disadvantages to each., ncse.5. trade, students will understand that voluntary exchange occurs only when all participating parties expect to gain. this is true for trade among individuals or organizations within a nation, and among individuals or organizations in different nations. students will be able to use this knowledge to negotiate exchanges and identify the gains to themselves and others. compare the benefits and costs of policies that alter trade barriers between nations, such as tariffs and quotas., 5.1. at the completion of grade 4, students will know that:, 5.1.1. exchange is trading goods and services with people for other goods and services (called barter) or for money., 5.1.2. the oldest form of exchange is barter, the direct trading of goods and services between people., 5.2. at the completion of grade 4, students will use this knowledge to:, 5.2.1. identify exchanges they have made and tell whether they were monetary or barter exchanges., 5.2.2. identify current and historical examples of barter exchanges., ncse.10. institutions, students will understand that institutions evolve and are created to help individuals and groups accomplish their goals. banks, labor unions, markets, corporations, legal systems, and not-for-profit organizations are examples of important institutions. a different kind of institution, clearly defined and enforced property rights, is essential to a market economy. students will be able to use this knowledge to describe the roles of various economic institutions and explain the importance of property rights in a market economy., 10.1 at the completion of grade 4, students will know that:, 10.1.2. saving is the part of income not spent on taxes or consumption., 10.2. at the completion of grade 4, students will use this knowledge to:, 10.2.1. explain the relationship between saving money and earning interest and borrowing money and paying interest, after participating in an activity in which they role play savers and borrowers., 10.2 at the completion of grade 4, students will use this knowledge to:, 10.2.2. plan a budget for an allowance. the budget will include spending for goods and services, charitable donations, sales taxes, and saving., ncse.11. money and inflation, students will understand that money makes it easier to trade, borrow, save, invest, and compare the value of goods and services. the amount of money in the economy affects the overall price level. inflation is an increase in the overall price level that reduces the value of money. students will be able to use this knowledge to explain how their lives would be more difficult in a world with no money, or in a world where money sharply lost its value., 11.1 at the completion of grade 4, students will know that:, 11.1.2. money (currency, coins, or checks) makes trading easier by replacing barter., 11.1. at the completion of grade 4, students will know that:, 11.1.3. people consume goods and services, not money; money is useful primarily because it can be used to buy goods and services., 11.1.4. producers use natural resources, human resources, and capital goods (not money) to make goods and services., 11.2. at the completion of grade 4, students will use this knowledge to:, 11.2.1. identify things that have been used as money at different times and in different societies and countries. explain why some things can be used effectively for money and some things cannot., ncse.13. income, students will understand that income for most people is determined by the market value of the productive resources they sell. what workers earn primarily depends on the market value of what they produce. students will be able to use this knowledge to predict future earnings based on their current plans for education, training, and career options., 13.1 at the completion of grade 4, students will know that:, 13.1.2. people can earn income by exchanging the use of their labor (physical or mental work) for wages or salaries., 13.2 at the completion of grade 4, students will use this knowledge to:, 13.2.2. collect data from adults regarding their reasons for working, analyze the data, and generalize about why people work., ncse.16. role of government and market failure, students will understand that there is an economic role for government in a market economy whenever the benefits of a government policy outweigh its costs. governments often provide for national defense, address environmental concerns, define and protect property rights, and attempt to make markets more competitive. most government policies also have direct or indirect effects on people’s incomes. students will be able to use this knowledge to identify and evaluate the benefits and costs of alternative public policies, and assess who enjoys the benefits and who bears the costs., 16.1 at the completion of grade 4, students will know that:, 16.1.2. governments pay for the goods and services they use or provide by taxing or borrowing., n.nchs. national center for history in schools (nchs), nchs.ht. historical thinking standards, ht.1. chronological thinking, ht.1.b. identify the temporal structure of a historical narrative or story., ht.1.e. interpret data presented in time lines., ht.1.g. explain change and continuity over time., ht.2. historical comprehension, ht.2.b. identify the central question(s) the historical narrative addresses., ht.2.e. draw upon data in historical maps., ht.3. historical analysis and interpretation, ht.3.a. formulate questions to focus their inquiry or analysis., ht.3.c. compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions., ht.3.e. distinguish between fact and fiction., ht.3.f. compare different stories about a historical figure, era, or event., ht.3.j. challenge arguments of historical inevitability., ht.4. historical research capabilities, ht.4.a. formulate historical questions., ht.5. historical issues-analysis and decision-making, ht.5.a. identify problems and dilemmas in the past., nchs.2. topic 2: the history of students' own state or region, 2.3. the people, events, problems, and ideas that created the history of their state., 2.3a. the student understands the history of indigenous peoples who first lived in his or her state or region., nchs.3. topic 3: the history of the united states: democratic principles and values and the people from many cultures who contributed to its cultural, economic, and political heritage, 3.4. how democratic values came to be, and how they have been exemplified by people, events, and symbols., 3.4a. demonstrate understanding of how the united states government was formed and of the nation's basic democratic principles set forth in the declaration of independence and the constitution., 3.4b. demonstrate understanding of ordinary people who have exemplified values and principles of american democracy., 3.4c. the student understands historic figures who have exemplified values and principles of american democracy., 3.4d. the student understands events that celebrate and exemplify fundamental values and principles of american democracy., 3.4e. the student understands national symbols through which american values and principles are expressed., 3.5. the causes and nature of various movements of large groups of people into and within the united states, now, and long ago., 3.5a. demonstrate understanding of the movements of large groups of people into his or her own and other states in the united states now and long ago., 3.6. regional folklore and culture contributions that helped to form our national heritage., 3.6a. the student understands folklore and other cultural contributions from various regions of the united states and how they help to form a national heritage., nchs.4. topic 4: the history of peoples of many cultures around the world, 4.7. selected attributes and historical developments of various societies in africa, the americas, asia, and europe., 4.7a. the student understands the cultures and historical developments of selected societies in such places as africa, the americas, asia, and europe., 4.8. major discoveries in science and technology, their social and economic effects, and the scientists and inventors responsible for them., 4.8a. the student understands the development of technological innovations, the major scientists and inventors associated with them and their social and economic effects., 4.8b. the student understands changes in transportation and their effects., newpath learning resources are fully aligned to us education standards. select a standard below to view correlations to your selected resource:.

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social studies assignments for 3rd grade

Social Studies Lessons, Grade 3

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Discover the world with our Social Studies Lessons designed for Grade 3 students! Our interactive worksheets, educational videos, and assessment quizzes help students explore diverse cultures, learn about different communities, and develop critical thinking skills. Our curriculum includes engaging topics such as geography, history, economics, and civics. With our lessons, children will learn how to collaborate, recognize and respect cultural diversity, and become global citizens. Our goal is to make learning Social Studies exciting and accessible. Join us today to explore the world in enriching and fun-filled ways!

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Social Studies Lessons for Grade 3 students are not only important to have a basic understanding of the world around us but to also help the students develop an interest in navigating the world and contribute to the society in a meaningful way. Interactive worksheets and educational videos in these lessons can be a powerful tool for students to gain the knowledge and skills they need to achieve these goals.

One of the primary benefits of our Social Studies Lessons is the fact that we include various interactive worksheets. These worksheets help the students to get actively involved in the learning process. They not only help the students learn new concepts but also reinforce their existing knowledge. Our worksheets are designed to be engaging, and they often include games and puzzles, which makes them not only educational but also fun. Students can easily apply what they learn from these worksheets to their lives moving forward, and they can also retain the information better.

Through these worksheets, students are also exposed to different aspects of their communities and the world at large. They learn about different cultures, their history, and what makes them unique. As Grade 3 students, they are at an age where they are starting to make sense of the social and cultural world around them, so it is essential to expose them to diverse perspectives and teach them to be respectful of differences.

One of the many benefits of using educational videos in our social studies lessons is that it enables learners to visualize the concepts that they are learning. They make learning more engaging by presenting information in an entertaining and interactive format. Students can easily grasp complex concepts by having them explained through visual aids, which can help them to understand the topic better. We use short educational videos to supplement the worksheets, as they can help the students to have a better grasp of the topics under study.

Lastly, we include quizzes that help assess the students' understanding of the topic. Our quizzes are designed to be engaging and encourage critical thinking among the students. They are a great way to track the progress of the students and identify areas where they may need more help. Quizzes also motivate students to study and make the learning experience fun and interactive.

In conclusion, Social Studies Lessons are essential to Grade 3 students' academic and personal growth. These lessons are designed to help students develop an empowered and informed citizenship approach, by focusing on the core concepts of civics, economics, geography, and history.

social studies assignments for 3rd grade

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Social Studies Lesson Plans for Third Grade

Let’s Read English is an online student-paced learning system for students in preschool through middle school. It is well-known as a third-grade online school curriculum, afterschool improvement, remediation, and summer study.

The lesson plans below present a thorough list of the third-grade social studies curriculum , with short activity descriptions and learning activity (LA) numbers. Additional resources related to third-grade social studies are also listed down below.

Students who registered for third-grade social studies can access second-grade social studies lessons as a part of their membership. Fourth-grade social studies are also available upon request, and it allows them to progress or revise at their own pace.

If you are just learning about Let’s Read English, you are recommended to take a look at our interactive lesson demos. Members frequently use this article as a resource for more thorough planning as a guide to help them choose particular activities by using the activity finder or differentiate our curriculum with state standards.

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Social Studies Lesson Plans - Third Grade Curriculum

Total activities: 170

Describe the period known as the Viking Age, including dates, deeds, and exploration of the Atlantic Ocean. Explain the Scandanavian expression, ”to-go a-Viking,” and name some notorious activities and personality characteristics attributed to the Vikings. Describe the Viking warrior, including his armor, weapons, battle strategies, and tactics.

Explain the reasons the Vikings traveled by sea to other lands and the navigation methods used by the Vikings to determine directions and locations. Identify the kind of ship used for battle, and explain what made the ship sail at a fast speed.

Describe the role and importance of shipbuilding in the lives of the Vikings. Compare and describe the occupations of the majority of Vikings with the Viking warriors.

Describe the culture of the Vikings, including family life, food, clothing, literature, recreation, artistry, and burial customs. Explain the role of religion and the worship of the gods, Thor, and Frey.

Describe the region of the Alaskan Inuits, including land, climate, population, and environment. Estimate the number of years of habitation of the northwest coast or arctic homeland.

Explain why the region of Alaska is often called the “Land of the Midnight Sun.”

Explain why the Inuits were once called Eskimos, and know the various meanings of the word Eskimo. Identify the language of the Inuits and how words were constructed.

Describe the traditional way of life for the Inuits. Include food, clothing, hunting and fishing, travel, recreation, and art.

Describe the family life and group life of the Inuits. Identify rules of conduct, how disputes were settled, how children were treated, and how future marriage partners were chosen.

Investigate and describe the various shelters in which the Inuits lived, including tents, sod houses, and snow houses. Identify how these shelters were constructed.

Compare and contrast the traditional ways of the Inuits with their present ways of life. Include food, clothing, housing, employment, education, and values.

Use geographic tools, such as maps, globes, and atlases, to gather data about the Earth’s surface. Locate and name your community, state, country, and continent. Identify the major oceans: Pacific, Atlantic, Indian, Arctic and Antarctic. Identify the seven continents: Asia, Europe, Africa, North America, South America, Antarctica, and Australia. Identify the hemispheres: Northern, Southern, Western, and Eastern.

Demonstrate the ability to use the following geographic terms: harbor, island, bay, peninsula, gulf, ocean, coast, region, and mountain. Locate and label examples of each on a map, and write definitions of the terms.

Locate Alaska on a map and globe. Describe Alaska’s position relative to the rest of the continental United States. Locate and label the Gulf of Alaska and the Bering Strait.

Describe how climate, locations, and physical surroundings affect the ways people live in Alaska.

Use a map to locate the Rocky Mountains from New Mexico through Canada to northern Alaska.

Use a world map to locate the region of Europe that was once known as Scandanavia. Identify and label the three countries as they are now known (Denmark, Norway, and Sweden).

Identify several reasons that Europeans were willing to endure many hardships to explore and settle in new lands. Include the search for wealth, the desire to explore, the search for trade routes, new navigation methods, and religious missionary work.

Describe Christopher Columbus’s first journey to America. Identify the names of his three ships, the land he had mistakenly named India, the name he gave native people, and the day of his landing.

Explain whether or not Columbus learned after three additional voyages that he never reached India, but the New World. Identify the Italian trader and explorer who made the first voyage in 1499 to the New World for whom America was named. Identify the Spanish explorer who confirmed Vespucci’s conclusion regarding this new land.

Investigate how the voyages of Columbus reshaped America. Describe how these voyages exchanged plants, animals, and diseases between the Eastern and Western Hemispheres. Identify some of these plants, animals, and diseases.

Describe Ponce de Leon’s role in the settlement of Florida (including dates). Explain the legend of the ”Fountain of Youth” (where Ponce de Leon learned of the legend, and whether Ponce de Leon found the Fountain of Youth). Identify who killed Ponce de Leon (and how).

Describe the 1539 Spanish expedition led by Hernando de Soto to Florida. Include the battle with the Cherokee Indians and how de Soto was associated with the Mississippi River. Identify how de Soto died and where he was buried.

Describe the founding of St. Augustine in 1565 and its heritage as the oldest city in the United States.

Describe the searches made by John Cabot and Henry Hudson for the Northwest Passage. Identify and locate the regions they found and the dates of their discoveries. Describe the hardships they encountered and the contributions they made to their countries.

Investigate the role Samuel de Champlain played in the region of New France. Identify, locate, and label the region Champlain discovered (Quebec). Identify, locate, and label the lakes Champlain explored and mapped (the western end of the St. Lawrence River, in northern New York).

Identify the early Spanish explorers in the lands that are now the states of Texas, New Mexico, Arizona, and California. Describe the contributions each of the explorers made.

Identify various U.S. missionary settlements (especially those in Texas and California). Explain why the Spanish government sent missionaries to the southwestern part of what is now the United States. Explain who Padre Junipero Serra was. Describe life in a mission. Include what services missions provided for Native Americans, and what leaders of missions expected in return from Native Americans.

Explain why Francisco Vásquez de Coronado organized an expedition to the Southwest in 1540. Describe the legend of the ”Seven Cities of Cibola.” Locate and label the areas: Grand Canyon and the Rio Grande.

Identify the region in which the Pueblo lived, the associated tribes (Hopi and Zuni), and the crops grown by them. Explain the conflicts between the Pueblo and the Spaniards.

Define colony. Use a map to locate and label the thirteen English colonies. Differentiate each colony by region: New England Colonies, Middle Colonies, and Southern Colonies.

Describe the two major changes, religion and economics, in England that caused the great interest in establishing the English colonies.

Explain how the first colony originated in Jamestown, Virginia (in 1607), and the role John Smith played. Describe the period known as the ”Starving Time.” Explain how land ownership and growth of tobacco crops were major reasons for the survival of the Jamestown economy.

Retell the legend and history of Pocahontas and John Rolfe. Explain their roles in the clashes between Native Americans.

Describe the beliefs held by Puritans. Explain why some Puritans were called Pilgrims, and why, in 1620, the Puritans left Europe for Massachusetts.

Explain several reasons why European colonists moved to America. Include the search for good farmland, trade opportunities, and religious freedom.

Explain the 1637 conflicts between Puritans and Native Americans. Describe the reasons for King Philip’s War (in 1675).

Identify the founders and dates of the following colonies: the Carolinas, Georgia, New Jersey, Delaware, and New York. Explain why the purchase of Manhattan Island was the most profitable land purchase in history.

Explain slave trade in the Southern Colonies and its economic impact. Explain the differences between indentured servants, and slaves as property. Describe the voyage known as the Middle Passage and its conditions for captured Africans.

Describe the establishment of the Plymouth Colony by the Pilgrims Include discussion of: the importance of religious freedom, the voyage of the Mayflower, the 1620 Mayflower Compact, and the first Thanksgiving. Explain why the Plymouth Colony was taken over by the Massachusetts colony.

In general terms, describe colonial life in America. Include areas such as colonial economy, society, government, homes, churches, schools, transportation, communication, art, and science.

Identify your community as rural, urban, or suburban. Identify the general features of each of these communities as related to size, density, and grasslands.

Describe the characteristics of rural, urban, and suburban communities in terms of housing, community size, populations, jobs, culture, recreation, and transportation.

Compare and contrast these different types of communities in the United States. Locate each type of community on a U.S. map.

Describe the relationship between people and their environments in rural, urban, and suburban communities.

Describe the various landforms and bodies of water that may be found in rural, urban, and suburban communities.

Identify the natural resources in your community. Describe ways in which people can protect these resources.

Describe how rural, urban, and suburban communities have developed and changed over time.

Explain why people earn, save, and spend money.

Describe how people in the United States are dependent upon other countries for goods (products). Explain the interdependence of people and products in your community.

Describe the differences between employer and employees and the responsibilities and duties of each.

Explain the different ways people can use banks: to save and to borrow money. Explain why banks charge interest to the borrower.

Name the natural resources and the goods produced in your local region.

Distinguish between imports and exports.

Identify the various ways that goods are produced: agriculture, manufacturing, mining, and trade.

Explain why all communities and states have governments and laws. Identify some laws in your community.

Name the heads of your local and state government. Describe how the responsibilities of a mayor and governor differ. Identify some of the responsibilities of local government. Describe what a city council does and how people can become members of a city council.

Explain what a town meeting is, what issues may be discussed, and how decisions are made. Identify some issues in your community that need to be addressed.

Explain why it is important for people to take part in local government by voting. Describe ways in which you have participated in voting at home, in school, or within groups and organizations.

Identify leaders who have made a difference in the development of your community. Describe the contributions they have made.

The learner will understand the concept of time and chronology by reading and constructing timelines.

Describe historical times in terms of years, decades and centuries.

Lesson Activity Finder Tool

The lesson activity finder tool is one of the numerous useful tools that Let’s Read English provides for members. The activity finder is an alternative route for parents to preview lessons or find additional practices for their children easily.

Each lesson in the curriculum has a rare activity number referred to in the lesson plans as an “LA Number.” These numbers can be detected either on the scope and sequence pages or the lesson plans in the Parent Dashboard.

You can find the activity finder in the lower left-hand corner of the Student Dashboard. To use the activity finder, members can log in to their children’s account, type the Learning Activity (LA) number of a lesson into the Activity Finder, and then click “Go” to open it.

Please check our hints and help section for more information which provides more details about the activity finder .

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Other Resources Related to Third-Grade Social Studies

If you are intrigued by the lesson plans of third-grade social studies, you might also check out:

Lesson plans for other grade levels of social studies:

  • Second-grade social studies lesson plans
  • Fourth-grade social studies lesson plans

Other third grade subjects and topics:

  • Third-grade math lesson plans
  • Third-grade language arts lesson plans
  • Third-grade science lesson plans
  • Third-grade spelling lists
  • Third-grade writing standards

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Are you wondering how many lessons your children can do every day? Our lesson planning worksheet can guide you through evaluating it.

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Social Studies: 3rd Grade

Help your young learner with fun activities that build on the social studies topics covered in 3rd grade..

Third grade social studies often emphasizes and teaches students about communities, both local and in the wider world, as well as citizenship, leaders and governments, and economic systems in different communities. As students learn, think about, and compare these aspects of different communities, they both learn more about the world around them as well as improve on their analysis, writing, and reading skills. Third graders have the ability to understand the greater communities beyond their own, as well as question and analyze the facts they learn, making social studies an ideal outlet for them to develop their critical thinking skills. Consult your child’s teacher to find out which specific communities and which specific aspects of the community will be covered.

In order to build social studies skills, your 3rd grader :

  • Learns about global and historical communities.
  • Learns about the connection between a culture and its environment.
  • Studies and uses maps to gain a deeper understanding of geography and how geography affects a community.
  • Learns about basic financial needs, such as how different communities support and sustain themselves.
  • Learns about how different communities govern themselves and their leaders.
  • Compares both the similarities and differences between different cultures with an emphasis on accepting and understanding why these differences exist.
  • Uses graphic organizers and charts to make comparisons between cultures and communities. 
  • Uses different media such as literature, art, writing, film, and museum visits to deepen her understanding of concepts and portray what she has learned.
  • Discusses American holidays and important days and events as they approach.

Social Studies Activities

  • Keep Up with Current Events : Read local newspapers, magazines, and websites with your child. Look at the pictures and talk about important events or news. Even if your child doesn’t read the articles, you can summarize the subjects for them. Magazines made just for kids, such as Scholastic News, are also great resources for learning current events.
  • Learn about Your Local Government : Visit your town hall and learn about your local leaders. Your child can write a letter or email to local government leaders. It is sometimes even possible to meet with them.
  • Form a Family Government : Assign different roles to family members, vote on family decisions or rules, or hold meetings to discuss decisions and issues that come up in the family.
  • Pick a Place : Have your child pick a place on the map she would like to learn about. Use the internet and/or books to learn more about the place and its community. Or ask someone you know who lives in a different place to send you pictures of and facts about that place. Then work together with your child to create a collage or magazine about that place using text and art.
  • Find a Pen-Pal : If you know of another child who lives somewhere else, coordinate with a parent to set your children up as pen-pals, using technology (under your supervision) when possible. Your child can use email, letters, and phone- and video calling to communicate. Have the children send pictures of their communities to each other.
  • Find the Historical Figures You Know : You and your child can talk with and interview an older family member or friend about an important or historical moment he/she experienced. This can be filmed or recorded, or you can even put together a poster or book of what you learned together.
  • Map It Out : When visiting a new place, look at a map and show your child your planned route and important locations on the map. When you are given a map somewhere (such as in an amusement park, department store, zoo, or museum), help your child read the map and let her lead the way. 

History of Black women in P.E.I. now part of the province's school curriculum

3 new lesson plans are available to grade 8 social studies classes across the island.

social studies assignments for 3rd grade

Social Sharing

Students and teachers in Prince Edward Island now have access to a new curriculum focused on the history of Black women in the province. 

The material was developed as part of the Black Women's History Project and includes three lesson plans for Grade 8 social studies classes. 

Topics include the transatlantic slave trade, life through the lens of an enslaved woman in P.E.I., and the resilience and resistance of newly freed slaves who lived in The Bog area of Charlottetown. 

Debbie Langston, a diversity consultant with the provincial Department of Education and one of the project leads, hopes teachers and students will learn as much about the history of Black Islanders as she did while she was helping to develop the lessons. 

Debbie Langston against a graphical background at the Black Culture Society of P.E.I.

"[Teachers are] really appreciative of the history background that we supplied for them as educators, knowing that they hadn't had this information when they were in school," Langston told Island Morning host Mitch Cormier. 

"I learned a lot [about] the contributions that the members of the Black community made to P.E.I. in terms of … the land clearing and the farming and all of these things that helped establish P.E.I. as a successful jurisdiction." 

social studies assignments for 3rd grade

Development of the curriculum took about two and a half years, beginning during the COVID-19 pandemic. 

Each lesson is accompanied by educational videos shot last year at the Black Cultural Society of P.E.I. that give greater context to the stories. 

  • New school resources explore the history of Black women on P.E.I.
  • The 'hidden' history of The Bog — Charlottetown's forgotten Black neighbourhood

Many of the people who filmed, directed and acted in the videos are members of the Island's Black community.

Langston said the videos and the anecdotal evidence from descendants of original Black Islanders make the lessons more engaging for the students. 

A black and white photo of a house on Kent Street in Charlottetown next door to The Bog School, which was located on the corner of Rochford and Kent streets in with residents of The Bog posing out front.

She hopes more can be added to the curriculum, such as the perspectives of the owners of enslaved people in P.E.I.

While the Department of Education is highlighting the launch of the curriculum during Black History Month, Langston said it can be used throughout the school year.  

"I would like [students] to understand that there is a rich history here and there's a diverse history here," she said. 

"But also, if they walk away asking questions about … certain histories that we're not talking about or haven't been told or were erased, and if they're looking at ways to make sure that doesn't happen again, then it would have been worth it."

Being Black in Canada logo is red and black text on a white background with a red and orange border and a black CBC logo.

For more stories about the experiences of Black Canadians — from anti-Black racism to success stories within the Black community — check out  Being Black in Canada , a CBC project Black Canadians can be proud of.   You can read more stories here .

ABOUT THE AUTHOR

social studies assignments for 3rd grade

Stephen Brun works for CBC in Charlottetown, P.E.I. Through the years he has been a writer and editor for a number of newspapers and news sites across Canada, most recently in the Atlantic region. You can reach him at [email protected].

With files from Island Morning

Related Stories

  • University of Saskatchewan kicks off Black History Month events
  • Guelph company wants people in Black community to 'take time for themselves' during Black History Month
  • From art to music to comedy: Something for everyone on offer across Black History Month in Windsor-Essex
  • Black History Month kicks off in Vancouver with night of music and poetry
  • Black leadership classes, trivia competitions and celebrations take students beyond Black History Month

IMAGES

  1. 3rd Grade Social Studies Worksheet

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  2. 3rd grade literacy lesson plans

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  3. Free Printable Worksheets For 1st Grade Social Studies

    social studies assignments for 3rd grade

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  5. Social Studies Worksheets For 3rd Grade

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  6. May Sheets: Grade 3 Social Studies Worksheets Pdf

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VIDEO

  1. 10th class Pre Final Social Studies Question Paper 2023-24 💯✍️☝️ || Pre Final Examination

  2. Social Studies PREBOARD PART 1

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COMMENTS

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