What's New: Social Studies Worksheets and Study Guides

Famous Americans Third Grade Social Studies
Needs and Wants First Grade Social Studies
Past or Present First Grade Social Studies
Past or Present First Grade Social Studies
Living Things First Grade Social Studies
Roles of the Citizens Third Grade Social Studies
Past or Present First Grade Social Studies

New Hampshire Standards for Third Grade Social Studies

Contributions of Ancient CivilizationsWorksheets: 4Study Guides: 1U.S. GovernmentWorksheets: 4Study Guides: 1World HolidaysFreeWorksheets: 3Study Guides: 4World PopulationWorksheets: 3Study Guides: 1

NH.3. Civics and Governments: The goal of Civics is to educate students to understand the purpose, structure, and functions of government; the political process; the rule of law; and world affairs. Civics builds on a foundation of history, geography, and economics to teach students to become responsible, knowledgeable citizens, committed to participation in public affairs.

3.1. The Nature and Purpose of Government: Students will demonstrate an understanding of the nature of governments, and the fundamental ideals of government of the United States. Explain the ideal of the United States system of government, e.g., equal rights or tolerance for others.

3.2. Structure and Function of United States and New Hampshire Government: Students will demonstrate an understanding of major provisions of the United States and New Hampshire Constitutions, and the organization and operation of government at all levels including the legislative, executive, and judicial branches. Identify the individual functions of the three branches of government and the organization of New Hampshire state government. Explain how laws and/or policies are made at local and state levels.

3.3. The World and the United States' Place In It: Students will demonstrate an understanding of the relationship of the United States to other countries, and the role of the United States in world affairs. Explain that the world is divided into different countries with their own governments and that all governments are not the same.

3.4. Rights and Responsibilities: Students will demonstrate an understanding of the rights and responsibilities of citizenship, and the ability to apply their knowledge of local, state, and national government through the political process and citizen involvement. Describe the rights of citizens as outlined by the Constitutions of New Hampshire and the United States.

NH.4. Economics: Economics is the study of the allocation and utilization of limited resources to meet society's unlimited needs and wants, including how goods and services are produced and distributed. Through economics, students examine the relationship between costs and benefits. They develop an understanding of basic economic concepts; economics in history; how economics affects and is affected by the individual; cycles in the economy; financial institutions and government; and international economics and trade. The goal of economic education is to prepare students to make effective decisions as consumers, producers, savers, investors, and as citizens.

4.1. Economics and the Individual: Students will learn about their role in a free market, how decisions that they make affect the economy, and how changes in the economy can affect them. Identify the factors of production and explain how businesses use these to produce goods and services. Describe what markets are and define individual's roles as consumers and producers in a market economy using circular flow models. Explain how decisions by consumers and producers affect and are affected by the economy.

4.2. Basic Economic Concepts: Students will learn about the pillars of a free market economy and the market mechanism. Explain why needs and wants are unlimited while resources are limited. Explain why scarcity requires individuals, households, businesses and governments to make economic choices and how economic choices always involve an opportunity cost. Define supply and demand and describe factors that can cause a change in supply and demand.

4.5. International Economics and Trade: Students will recognize the importance of international trade and how economies are affected by it. Explain that trade between countries involves imports and exports and the reasons why countries trade.

NH.5. Geography: The real crux of geography is understanding our physical Earth and human-environment interaction: knowing why people settle in an area, how they make their living and the resources they use, why they dress or speak the way they do, and what they do for entertainment. A geographically informed person can draw connections between locations of the Earth, recognize complex regional patterns, and appreciate the influence of place on human development.

5.1. The World in Spatial Terms: Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze geographic information. Identify and describe the characteristics and purposes of geographic tools: maps, globes, graphs, diagrams, photographs, satellite-produced images, and other technologies. Display spatial information on maps and other geographic representations, e.g., home-to-school routes or settings in appropriate children's literature. Locate major physical and human features in the United States and on Earth, e.g., mountain ranges, principal parallels or meridians. Illustrate that places and features are distributed spatially across Earth's surface, e.g., community grid maps or population density maps. Recognize the causes and consequences of spatial interaction on Earth's surface, e.g., the origin of consumer goods or transportation routes.

5.2. Places and Regions: Students will demonstrate an understanding of the physical and human geographic features that define places and regions as well as how culture and experience influence people's perceptions of places and regions. Describe the physical and human characteristics of places, e.g., land forms or where people live. human processes together shape places, e.g., the relationship between elevation and population density in a region or the characteristics of regions along the same latitude. Generalize the concept of region as an area of Earth's surface with unifying geographic characteristics, e.g., neighborhoods or climate regions. Illustrate the ways in which regions change, e.g., changes in local neighborhoods or changes to the United States through westward expansion.

5.3. Physical Systems: Students will demonstrate an understanding of the physical processes that shape the patterns of Earth's surface and the characteristics and spatial distribution of ecosystems. Illustrate the components of Earth's physical systems, e.g., a climate or a model of the water cycle. Demonstrate how physical processes shape features of Earth's surface, e.g., weather or tectonic forces. Describe how the Earth-Sun relationship affects conditions on Earth, e.g., seasons at different locations on Earth, length of daylight. Recognize the components and distribution of ecosystems, e.g., the location of certain plants and animals or the food chain.

5.4. Human Systems: Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic interdependence; human settlement patterns; and the forces of cooperation and conflict among peoples. Recognize the distribution of a population and its underlying causes, e.g., rural, suburban or urban.

5.5. Environment and Society: Students will demonstrate an understanding of the connections and consequences of the interactions between Earth's physical and human systems. Illustrate how people modify the physical environment, e.g., irrigation projects or clearing land for human use. Examine the ways in which the physical environment provides opportunities or limitations, e.g., natural resources that first attracted settlers or natural hazards that threaten life. Examine the effects of the use of renewable and nonrenewable resources on human systems, e.g., climate change or fluctuating oil prices. Describe the role of natural resources in daily life, e.g., food, clothing, or shelter. Compare how people in different regions use the same resource, e.g., water or wood.

NH.6. New Hampshire and United States History: The study of New Hampshire and United States History is important in helping citizens understand and appreciate the legacy of our republic, and to develop the empathy and analytical skills needed to participate intelligently and responsibly in our ongoing democratic experiment. Historical study exposes students to the enduring themes and issues of our past and emboldens them to courageously and compassionately meet the contemporary challenges they will face as individuals in a state, a country and an interdependent world. Ultimately, the study of history will help students plan and implement responsible actions that support and enhance our collective values.

6.1. Political Foundations and Development: Students will demonstrate an understanding of the major ideas, issues and events pertaining to the history of governance in our state and nation. Describe the significance of national and New Hampshire celebrations, monuments, symbols and documents, e.g., Veteran's Day, the Statue of Liberty, Old Man of the Mountain, and the preamble to the New Hampshire Constitution.

6.3. World Views and Value systems and their Intellectual and Artistic Expressions: Students will demonstrate an understanding of conceptions of reality, ideals, guidelines of behavior and forms of expression. Explore how individuals' ideals have profoundly affected life in the United States, e.g., Martin Luther King Jr.'s belief in nonviolence or John Stark's statement 'Live Free or Die'.

6.4. Economic Systems & Technology: Students will demonstrate an understanding of the changing forms of production, distribution and consumption of goods and services over time. Explore the impact of important technological inventions, e.g., new forms of transportation or housing.

6.5. Social/Cultural: Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time. Describe the impact of major national and state events on everyday life, e.g., the American Revolution or the terrorist attacks on 9.11.2001. Trace the changes in the roles and lives of women and children and their impact on society, e.g., the family or the workplace. Explore attitudes towards diversity, e.g., segregation or inclusion. Describe the reasons why various groups have come to the United States, e.g., enslavement or economic opportunity.

NH.7. World History and Contemporary Issues: The study of World History and Contemporary Issues is important in helping citizens understand and appreciate the contemporary challenges they will face as individuals in an interdependent, increasingly connected world. Knowledge of past achievements and failures of different peoples and nations provides citizens of the 21st century with a broader context within which to address the many issues facing our nation and the world. World History fosters an appreciation of the roots of our nation's values and the values and perspectives of other peoples. It illustrates how humans have expressed themselves in different surroundings and at different times, revealing the many commonalties and differences shared by the world's peoples past and present.

7.4. Economic Systems & Technology: Students will demonstrate their understanding of the changing forms of production, distribution and consumption of goods and services over time. Explore how improvements in agriculture enhance human survival using examples, e.g., the exchange between Native Americans and early colonists or feeding the hungry of the world today.

7.5. Social/Cultural: Students will demonstrate their understanding of the diversity of values, beliefs, and practices of individuals and groups over time. Describe different ways that societies around the world express their values and beliefs through practices, e.g., festivals or dress.