What's New: Social Studies Worksheets and Study Guides

Past or Present First Grade Social Studies
My Community Kindergarten Social Studies
Being a Good Citizen Kindergarten Social Studies
My Community Kindergarten Social Studies
Important People & Events Kindergarten Social Studies
Important People & Events Kindergarten Social Studies
Being a Good Citizen Kindergarten Social Studies

Vermont Standards for Third Grade Social Studies

VT.6.1. Critical Evaluation: Causes and Effects in Human Societies: Students examine complex webs of causes and effects in relations to events in order to generalize about the workings of human societies, and they apply their findings to problems.

H&SS3-4:1. Grade Level Expectation: Social and Historical Questioning: Students initiate an inquiry by:

3-4:1.a. Asking relevant and focusing questions based on what they have seen, what they have read, what they have listened to, and/or what they have researched (e.g., Why was the soda machine taken out of the school? Why is the number of family farms in Vermont growing smaller?).

H&SS3-4:2. Grade Level Expectation: Hypothesis/Research Statement: Students develop a hypothesis, thesis, or research statement by:

3-4:2.a. Using prior knowledge to predict results or proposing a choice about a possible action (e.g., using experience from a field trip to the nature center, propose a way to preserve Vermont's natural habitats).

H&SS3-4:5. Grade Level Expectation: Conducting Research: Students develop reasonable explanations that support the research statement by:

3-4:5.c. Using appropriate methods for interpreting information such as comparing and contrasting.

H&SS3-4:6. Grade Level Expectation: Students make connections to research by:

3-4:6.b. Proposing solutions to problems and asking other questions.

VT.6.10. Citizenship: Types of Government: Students compare and evaluate the philosophical underpinnings and the workings of different types of governments, including constitutional governments, in various times in their local community, in Vermont, in the United States, and in various locations world wide.

H&SS3-4:14. Grade Level Expectation: Students act as citizens by:

3-4:14.a. Identifying the rights and responsibilities of citizenship in a school and local community (e.g., the right to use town roads and speak one's mind at town meeting, the responsibility to pay town taxes).
3-4:14.e. Demonstrating the role of individuals in the election processes (e.g., voting in class or mock elections).
3-4:14.f. Describing the roots of American culture, its development and many traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it.

H&SS3-4:16. Grade Level Expectation: Students examine how different societies address issues of human interdependence by:

3-4:16.b. Identifying and describing ways regional, ethnic, and national cultures influence individuals' daily lives (e.g., reading myths and legends to learn about the origins of culture).
3-4:16.e. Citing examples, both past and present, of how diversity has led to change (e.g., Native Americans moving to reservations).

VT.6.11. Citizenship: Institutional Access: Students analyze the access that various groups and individuals have had to justice, reward, and power, as those are evident in the institutions in various times in their local community, in Vermont, in the United States, and in various locations world wide.

H&SS3-4:14. Grade Level Expectation: Students act as citizens by:

3-4:14.a. Identifying the rights and responsibilities of citizenship in a school and local community (e.g., the right to use town roads and speak one's mind at town meeting, the responsibility to pay town taxes).
3-4:14.e. Demonstrating the role of individuals in the election processes (e.g., voting in class or mock elections).
3-4:14.f. Describing the roots of American culture, its development and many traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it.

H&SS3-4:16. Grade Level Expectation: Students examine how different societies address issues of human interdependence by:

3-4:16.b. Identifying and describing ways regional, ethnic, and national cultures influence individuals' daily lives (e.g., reading myths and legends to learn about the origins of culture).
3-4:16.d. Giving examples of ways that she or he is similar to and different from others (e.g. gender, race, religion, ethnicity.).
3-4:16.e. Citing examples, both past and present, of how diversity has led to change (e.g., Native Americans moving to reservations).

VT.6.12. Citizenship: Human Rights: Students identify and evaluate the concept of human rights in various times in their local community, in Vermont, in the United States, and in various locations world wide.

H&SS3-4:14. Grade Level Expectation: Students act as citizens by:

3-4:14.a. Identifying the rights and responsibilities of citizenship in a school and local community (e.g., the right to use town roads and speak one's mind at town meeting, the responsibility to pay town taxes).
3-4:14.e. Demonstrating the role of individuals in the election processes (e.g., voting in class or mock elections).
3-4:14.f. Describing the roots of American culture, its development and many traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it.

H&SS3-4:16. Grade Level Expectation: Students examine how different societies address issues of human interdependence by:

3-4:16.b. Identifying and describing ways regional, ethnic, and national cultures influence individuals' daily lives (e.g., reading myths and legends to learn about the origins of culture).
3-4:16.d. Giving examples of ways that she or he is similar to and different from others (e.g. gender, race, religion, ethnicity.).
3-4:16.e. Citing examples, both past and present, of how diversity has led to change (e.g., Native Americans moving to reservations).
3-4:16.i. Explaining different ways in which conflict has been resolved, and different ways in which conflicts and their resolutions have affected people (e.g., reservations and Indian schools; Green Mountain Boys; treaties).

VT.6.13. Diversity and Unity: Concepts of Culture: Students understand the concept of culture, including the cultures of indigenous peoples, in various times in their local community, in Vermont, in the United States, and in various locations world wide.

H&SS3-4:11. Grade Level Expectation: Students interpret geography and solve geographic problems by:

3-4:11.d. Locating countries and major cities in North America.
3-4:11.e. Locating major global physical divisions, such as continents, oceans, poles, equator, tropics, Arctic and Antarctic Circles, tropical, mid-latitude and polar regions.
3-4:11.f. Creating effective geographic representations using appropriate elements to demonstrate an understanding of relative location, location, size, and shape of the local community, Vermont, the U.S., and locations worldwide (e.g., create a representation of a globe, including continents, oceans, and major parallels).
3-4:11.g. Identifying and using basic elements of the map (e.g., cardinal directions and key).
3-4:11.h. Using grid systems to locate places on maps and globes (e.g., longitude and latitude).

H&SS3-4:12. Grade Level Expectation: Students show understanding of human interaction with the environment over time by:

3-4:12.b. Identifying and participating in ways they can contribute to preserving natural resources (e.g., creating a class or school recycling center).
3-4:12.d. Describing how patterns of human activities (for example, housing, transportation, food consumption, or employment) relate to natural resource distribution (e.g., how population concentrations in Vermont developed around fertile lowlands, French/English/Indian conflict for furs in northern Vermont.)

H&SS3-4:13. Grade Level Expectation: Students analyze how and why cultures continue and change over time by:

3-4:13.a. Identifying expressions of culture in Vermont and the U.S., such as language, social institutions, beliefs and customs, economic activities, behaviors, material goods, food, clothing, buildings, tools, and machines (e.g., discovering how Abenaki oral tradition reflects and influences their society).
3-4:13.b. Describing the contributions of various cultural groups to Vermont and the U.S. (e.g., describing French cultural diffusion in Vermont).

VT.6.15. Economics: Knowledge of Economic Principles: Students use the basic principles of economics to interpret local, state, national, and international economic activity.

H&SS3-4:19. Grade Level Expectation: Students show understanding of the interconnectedness between government and the economy by:

3-4:19.c. Describing and discussing the advantages and disadvantages of using currency vs. bartering in the exchange of goods and services (e.g., an advantage of bartering is that one doesn't need money, a disadvantage is determining fairness).

H&SS3-4:20. Grade Level Expectation: Students make economic decisions as a consumer, producer, saver, investor, and citizen by:

3-4:20.a. Examining factors that influence supply and demand (e.g., Why is Vermont considering investing in wind energy?).
3-4:20.b. Explaining ways people meet their basic needs and wants (e.g., people buy oil because they need heat; people buy video games because they want entertainment).
3-4:20.d. Explaining how people save (e.g., by giving up something you want, by saving your allowance, by putting money in the bank).

VT.6.16. Economics: Impact of Economic Systems: Students evaluate the impact of economic systems on the needs and wants of all people and on the environment in various times in their local community, in Vermont, in the United States, and in various locations world wide.

H&SS3-4:19. Grade Level Expectation: Students show understanding of the interconnectedness between government and the economy by:

3-4:19.c. Describing and discussing the advantages and disadvantages of using currency vs. bartering in the exchange of goods and services (e.g., an advantage of bartering is that one doesn't need money, a disadvantage is determining fairness).

H&SS3-4:20. Grade Level Expectation: Students make economic decisions as a consumer, producer, saver, investor, and citizen by:

3-4:20.a. Examining factors that influence supply and demand (e.g., Why is Vermont considering investing in wind energy?).
3-4:20.b. Explaining ways people meet their basic needs and wants (e.g., people buy oil because they need heat; people buy video games because they want entertainment).
3-4:20.d. Explaining how people save (e.g., by giving up something you want, by saving your allowance, by putting money in the bank).

VT.6.17. Economics: Governments and Resources: Students understand how governments affect the flow of resources, goods, and services.

H&SS3-4:19. Grade Level Expectation: Students show understanding of the interconnectedness between government and the economy by:

3-4:19.c. Describing and discussing the advantages and disadvantages of using currency vs. bartering in the exchange of goods and services (e.g., an advantage of bartering is that one doesn't need money, a disadvantage is determining fairness).

H&SS3-4:20. Grade Level Expectation: Students make economic decisions as a consumer, producer, saver, investor, and citizen by:

3-4:20.a. Examining factors that influence supply and demand (e.g., Why is Vermont considering investing in wind energy?).
3-4:20.b. Explaining ways people meet their basic needs and wants (e.g., people buy oil because they need heat; people buy video games because they want entertainment).
3-4:20.d. Explaining how people save (e.g., by giving up something you want, by saving your allowance, by putting money in the bank).

VT.6.2. Critical Evaluation: Uses of Evidence and Data: Students understand the varied uses of evidence and data, and use both to make interpretations concerning public issues.

H&SS3-4:2. Grade Level Expectation: Hypothesis/Research Statement: Students develop a hypothesis, thesis, or research statement by:

3-4:2.a. Using prior knowledge to predict results or proposing a choice about a possible action (e.g., using experience from a field trip to the nature center, propose a way to preserve Vermont's natural habitats).

H&SS3-4:5. Grade Level Expectation: Conducting Research: Students develop reasonable explanations that support the research statement by:

3-4:5.c. Using appropriate methods for interpreting information such as comparing and contrasting.

H&SS3-4:6. Grade Level Expectation: Students make connections to research by:

3-4:6.b. Proposing solutions to problems and asking other questions.

VT.6.3. Critical Evaluation: Analyzing Knowledge: Students analyze knowledge as a collection of selected facts and interpretations based on a particular historical or social setting.

H&SS3-4:1. Grade Level Expectation: Social and Historical Questioning: Students initiate an inquiry by:

3-4:1.a. Asking relevant and focusing questions based on what they have seen, what they have read, what they have listened to, and/or what they have researched (e.g., Why was the soda machine taken out of the school? Why is the number of family farms in Vermont growing smaller?).

H&SS3-4:2. Grade Level Expectation: Hypothesis/Research Statement: Students develop a hypothesis, thesis, or research statement by:

3-4:2.a. Using prior knowledge to predict results or proposing a choice about a possible action (e.g., using experience from a field trip to the nature center, propose a way to preserve Vermont's natural habitats).

H&SS3-4:5. Grade Level Expectation: Conducting Research: Students develop reasonable explanations that support the research statement by:

3-4:5.c. Using appropriate methods for interpreting information such as comparing and contrasting.

H&SS3-4:6. Grade Level Expectation: Students make connections to research by:

3-4:6.b. Proposing solutions to problems and asking other questions.

VT.6.4. History: Historical Connections: Students identify major historical eras and analyze periods of transition in various times in their local community, in Vermont, in the United States, and in various locations world wide, to interpret the influence of the past on the present.

H&SS3-4:1. Grade Level Expectation: Social and Historical Questioning: Students initiate an inquiry by:

3-4:1.a. Asking relevant and focusing questions based on what they have seen, what they have read, what they have listened to, and/or what they have researched (e.g., Why was the soda machine taken out of the school? Why is the number of family farms in Vermont growing smaller?).

H&SS3-4:2. Grade Level Expectation: Hypothesis/Research Statement: Students develop a hypothesis, thesis, or research statement by:

3-4:2.a. Using prior knowledge to predict results or proposing a choice about a possible action (e.g., using experience from a field trip to the nature center, propose a way to preserve Vermont's natural habitats).

H&SS3-4:5. Grade Level Expectation: Conducting Research: Students develop reasonable explanations that support the research statement by:

3-4:5.c. Using appropriate methods for interpreting information such as comparing and contrasting.

H&SS3-4:6. Grade Level Expectation: Students make connections to research by:

3-4:6.b. Proposing solutions to problems and asking other questions.

H&SS3-4:9. Grade Level Expectation: Students show understanding of how humans interpret history by:

3-4:9.b. Differentiating among fact, opinion, and interpretation in various events.

VT.6.5. History: Traditional and Social Histories: Students investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.

H&SS3-4:9. Grade Level Expectation: Students show understanding of how humans interpret history by:

3-4:9.b. Differentiating among fact, opinion, and interpretation in various events.

VT.6.6. History: Being A Historian: Students use historical methodology to make interpretations concerning history, change, and continuity.

H&SS3-4:1. Grade Level Expectation: Social and Historical Questioning: Students initiate an inquiry by:

3-4:1.a. Asking relevant and focusing questions based on what they have seen, what they have read, what they have listened to, and/or what they have researched (e.g., Why was the soda machine taken out of the school? Why is the number of family farms in Vermont growing smaller?).

H&SS3-4:2. Grade Level Expectation: Hypothesis/Research Statement: Students develop a hypothesis, thesis, or research statement by:

3-4:2.a. Using prior knowledge to predict results or proposing a choice about a possible action (e.g., using experience from a field trip to the nature center, propose a way to preserve Vermont's natural habitats).

H&SS3-4:5. Grade Level Expectation: Conducting Research: Students develop reasonable explanations that support the research statement by:

3-4:5.c. Using appropriate methods for interpreting information such as comparing and contrasting.

H&SS3-4:6. Grade Level Expectation: Students make connections to research by:

3-4:6.b. Proposing solutions to problems and asking other questions.

VT.6.7. Geography: Geographical Knowledge: Students use geographical knowledge and images of various places to understand the present, communicate historical interpretations, develop solutions for problems, and plan for the future.

H&SS3-4:11. Grade Level Expectation: Students interpret geography and solve geographic problems by:

3-4:11.d. Locating countries and major cities in North America.
3-4:11.e. Locating major global physical divisions, such as continents, oceans, poles, equator, tropics, Arctic and Antarctic Circles, tropical, mid-latitude and polar regions.
3-4:11.g. Identifying and using basic elements of the map (e.g., cardinal directions and key).
3-4:11.h. Using grid systems to locate places on maps and globes (e.g., longitude and latitude).
3-4:11.i. Asking appropriate geographic questions and using geographic resources to answer them (e.g., what product is produced in a region and why; atlas, globe, wall maps, reference books).

H&SS3-4:12. Grade Level Expectation: Students show understanding of human interaction with the environment over time by:

3-4:12.b. Identifying and participating in ways they can contribute to preserving natural resources (e.g., creating a class or school recycling center).
3-4:12.d. Describing how patterns of human activities (for example, housing, transportation, food consumption, or employment) relate to natural resource distribution (e.g., how population concentrations in Vermont developed around fertile lowlands, French/English/Indian conflict for furs in northern Vermont.)

H&SS3-4:13. Grade Level Expectation: Students analyze how and why cultures continue and change over time by:

3-4:13.b. Describing the contributions of various cultural groups to Vermont and the U.S. (e.g., describing French cultural diffusion in Vermont).

VT.6.8. Geography: Movements and Settlements: Students analyze the factors and implications associated with the historical and contemporary movements and settlements of people and groups in various times in their local community, in Vermont, in the United States, and in various locations world wide.

H&SS3-4:11. Grade Level Expectation: Students interpret geography and solve geographic problems by:

3-4:11.d. Locating countries and major cities in North America.
3-4:11.e. Locating major global physical divisions, such as continents, oceans, poles, equator, tropics, Arctic and Antarctic Circles, tropical, mid-latitude and polar regions.
3-4:11.g. Identifying and using basic elements of the map (e.g., cardinal directions and key).
3-4:11.h. Using grid systems to locate places on maps and globes (e.g., longitude and latitude).
3-4:11.i. Asking appropriate geographic questions and using geographic resources to answer them (e.g., what product is produced in a region and why; atlas, globe, wall maps, reference books).

H&SS3-4:12. Grade Level Expectation: Students show understanding of human interaction with the environment over time by:

3-4:12.b. Identifying and participating in ways they can contribute to preserving natural resources (e.g., creating a class or school recycling center).
3-4:12.d. Describing how patterns of human activities (for example, housing, transportation, food consumption, or employment) relate to natural resource distribution (e.g., how population concentrations in Vermont developed around fertile lowlands, French/English/Indian conflict for furs in northern Vermont.)

H&SS3-4:13. Grade Level Expectation: Students analyze how and why cultures continue and change over time by:

3-4:13.b. Describing the contributions of various cultural groups to Vermont and the U.S. (e.g., describing French cultural diffusion in Vermont).

VT.6.9. Citizenship: Meaning of Citizenship: Students examine and debate the meaning of citizenship and act as citizens in a democratic society.

H&SS3-4:14. Grade Level Expectation: Students act as citizens by:

3-4:14.a. Identifying the rights and responsibilities of citizenship in a school and local community (e.g., the right to use town roads and speak one's mind at town meeting, the responsibility to pay town taxes).
3-4:14.e. Demonstrating the role of individuals in the election processes (e.g., voting in class or mock elections).
3-4:14.f. Describing the roots of American culture, its development and many traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it.

H&SS3-4:16. Grade Level Expectation: Students examine how different societies address issues of human interdependence by:

3-4:16.b. Identifying and describing ways regional, ethnic, and national cultures influence individuals' daily lives (e.g., reading myths and legends to learn about the origins of culture).
3-4:16.d. Giving examples of ways that she or he is similar to and different from others (e.g. gender, race, religion, ethnicity.).
3-4:16.e. Citing examples, both past and present, of how diversity has led to change (e.g., Native Americans moving to reservations).
3-4:16.f. Identifying examples of interdependence among individuals and groups (e.g., buyers and sellers; performers and audience).
3-4:16.i. Explaining different ways in which conflict has been resolved, and different ways in which conflicts and their resolutions have affected people (e.g., reservations and Indian schools; Green Mountain Boys; treaties).