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Ohio Standards for Third Grade Social Studies

OH.1. History: Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

1.2. Grade Level Indicator: Chronology: Place local historical events in sequential order on a time line.

1.B. Describe the cultural patterns that are evident in North America today as a result of exploration, colonization and conflict.

1.C. Explain how new developments led to the growth of the United States.

OH.2. People in Societies: Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings.

2.1. Grade Level Indicator: Cultures: Compare some of the cultural practices and products of various groups of people who have lived in the local community including: Artistic expression; Religion; Language; Food.

2.2. Grade Level Indicator: Cultures: Compare the cultural practices and products of the local community with those of other communities in Ohio, the United States and countries of the world.

2.A. Compare practices and products of North American cultural groups.

2.B. Explain the reasons people from various cultural groups came to North America and the consequences of their interactions with each other.

OH.3 Geography: Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world.

3.2. Grade Level Indicator: Location: Use a compass rose and cardinal directions to describe the relative location of places.

3.4. Grade Level Indicator: Location: Use a number/letter grid system to locate physical and human features on a map.

3.5. Grade Level Indicator: Location: Identify the location of the equator, Arctic Circle, Antarctic Circle, North Pole, South Pole, Prime Meridian, the tropics and the hemispheres on maps and globes.

3.8. Grade Level Indicator: Movement: Identify systems of transportation used to move people and products and systems of communication used to move ideas from place to place.

3.A. Use map elements or coordinates to locate physical and human features of North America.

3.B. Identify the physical and human characteristics of places and regions in North America.

3.D. Analyze ways that transportation and communication relate to patterns of settlement and economic activity.

OH.4. Economics: Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.

4.1. Grade Level Indicator: Scarcity and Resource Allocation: Define opportunity cost and give an example of the opportunity cost of a personal decision.

4.2. Grade Level Indicator: Production, Distribution and Consumption: Identify people who purchase goods and services as consumers and people who make goods or provide services as producers.

4.5. Grade Level Indicator: Markets: Identify different forms of money used over time, and recognize that money facilitates the purchase of goods, services and resources and enables savings.

4.6. Grade Level Indicator: Markets: Explain how the local community is an example of a market where buyers and sellers exchange goods and services.

4.A. Explain the opportunity costs involved in the allocation of scarce productive resources.

4.B. Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services.

4.C. Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade.

OH.5. Government: Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare.

5.2. Grade Level Indicator: Role of Government: Explain the structure of local governments and identify local leaders (e.g., township trustees, county commissioners, city council members or mayor).

5.4. Grade Level Indicator: Role of Government: Identify goods and services provided by local government, why people need them and the source of funding (taxation).

5.A. Identify the responsibilities of the branches of the U.S. government and explain why they are necessary.

5.B. Give examples of documents that specify the structure of state and national governments in the United States and explain how these documents foster self-government in a democracy.

OH.6. Citizenship Rights and Responsibilities: Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

6.1. Grade Level Indicator: Participation: Describe how people help to make the community a better place in which to live including: Working to preserve the environment; Helping the homeless; Restoring houses in low-income areas; Supporting education; Planning community events; Starting a business.

6.2. Grade Level Indicator: Participation: Demonstrate effective citizenship traits including: Civility; Respect for the rights and dignity of each person; Volunteerism; Compromise; Compassion; Persistence in achieving goals; Civic-mindedness

6.3. Grade Level Indicator: Rights and Responsibilities: Describe the responsibilities of citizenship with emphasis on: Voting; Obeying laws; Respecting the rights of others; Being informed about current issues; Paying taxes.

6.A. Explain how citizens take part in civic life in order to promote the common good.

6.B. Identify rights and responsibilities of citizenship in the United States that are important for preserving democratic government.