 |
Educational Support
Audiovisual
After School
BTSA
/ Credentialing
Child
Development
CDL
Data
Designated Subject Credential
English Language Learners
Health and
Safety
Library
Direct
Support
Mathematics
No
Child Left Behind
Reading
Technology in Curriculum
"Where children come first."
 |
|
Butte County Office of Education
History / Social Science Standards Resource Guide
Grade Three
|
Continuity and Change |
3.1 Students describe the physical and human
geography and use maps, labels, graphs, photographs, and charts to
organize information about people, places, and environments in a
spatial context.
1. Identify geographical features in their local
region (e.g., deserts, mountains, valleys, hills, coastal areas,
oceans, lakes).
2. Trace
the ways in which people have used the resources of the local region
and modified the physical environment (e.g., a dam constructed
upstream changed a river or coastline).
3.2
Student describe the American Indian nations in their local
region long ago and in the recent past.
1.
Describe national identities, religious beliefs, customs, and various
folklore traditions.
2. Discuss
the ways in which physical geography, including climate, influenced
how the local Indian nations adapted to their natural environment
(e.g., how they obtained food, clothing, tools).
3. Describe the economy and systems of government,
particularly those with tribal constitutions, and their relationship
to federal and state governments.
4. Discuss the interaction of new settlers with the
already established Indians of the region.
3.3
Students draw from historical and community resources to
organize the sequence of local historical events and describe how each
period of settlement left its mark on the land.
1.
Research the explorers who visited here, the newcomers who settled
here, and the people who continue to come to the region, including
their cultural and religious traditions and contributions.
2. Describe
the economies established by settlers and their influence on the
present-day economy, with emphasis on the importance of private
property and entrepreneurship.
3. Trace why their community was established , how
individuals and families contributed to its founding and development,
and how the community has changed over time, drawing on maps,
photographs, oral histories, letters, newspapers, and other primary
sources.
3.4 Students understand the role of rules and laws in our
daily lives and the basic structure of the U.S. government.
1.
Determine the reasons for rules, laws, and the U.S. Constitution;
the role of citizenship in the promotion of rules and laws; and the
consequences for people who violate rules and laws.
2.
Discuss the importance of public virtue and the role of citizens,
including how to participate in a classroom, in the community, and in
civic life.
3.
Know the histories of important local and national landmarks, symbols,
and essential documents that create a sense of community among
citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald
eagle, the Statue of Liberty, the U.S. Constitution, the Declaration
of Independence, the U.S. Capitol).
4. Understand the three branches of government, with an
emphasis on local government.
5. Describe the ways in which California, the other
states, and sovereign American Indian tribes contribute to the making
of our nation and participate in the federal system of government.
6. Describe the lives of American heroes who took risks
to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin,
Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman,
Martin Luther King, Jr.)
3.5 Students demonstrate basic
economic reasoning skills and an understanding of the economy of the
local region.
1.
Describe the ways in which local producers have used and are using
natural resources, human resources, and capitol resources to produce
goods and services in the past and the present.
2.
Understand that some goods are made locally, some elsewhere in the
United States, and some abroad.
3.
Understand that individual economic choices involve trade-offs and the
evaluation of benefits and costs.
4. Discuss the relationship of students' work in school
and their personal human capital.
|
|
Return to Top of Page |
|
|
Butte County Office of Education