3rd Grade Social Studies Teaching & Learning Framework*

Q1 Q2 Q3 Q4
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Launching Social Civics Government American Indian Cultures European Exploration British Colonial America
Studies (2 Weeks) (6 weeks) (9 weeks) (9 Weeks) (9 Weeks)
(1 week)
What big ideas do we How do individuals How do the structures and How did American Indians' How did the arrival of What ideas, beliefs, and
see across American demonstrate thoughtful and functions of government choices on where to live affect Europeans affect life in institutions led to the
history, geography, effective participation in civic interrelate? how they lived? The Americas? development of British Colonies
economics, and life? in North America?
government?
Map & Globe Skills: 1-4, 6-9
Information Processing Skills: 1-13
Connecting Themes &
Enduring GEOGRAPHIC UNDERSTANDINGS – Location; Movement and Migration
Understandings
SS3G1 Locate major SS3G1 Locate major SS3G3 Describe how physical
Location topographical features on a topographical features on a systems affect human systems.
Individuals, Groups, physical map of the United physical map of the United c. Explain how the physical
Institutions States. States. geography of the New England,
a. Locate major rivers of the a. Locate major rivers of the Mid-Atlantic, and Southern
Distribution of Power United States of America: United States of America: colonies helped determine
Mississippi, Ohio, Rio Grande, Mississippi, Ohio, Rio Grande, economic activities. (assess)
Production, Colorado, Hudson, and St. Colorado, Hudson, and St.
Distribution, Lawrence. (assess) Lawrence. (assess)
Consumption b. Locate major mountain b. Locate major mountain ranges
Conflict and Change ranges of the United States of of the United States of America:
America: Appalachian, Rocky. Appalachian, Rocky. (assess)
Beliefs and Ideals (assess) SS3G2 Locate and describe the
SS3G3 Describe how physical equator, prime meridian, and
Movement and
systems affect human systems. lines of latitude and longitude
Migration
a. Explain why American Indian on a globe.
(Introduced Q1 & groups occupied the areas they SS3G3 Describe how physical
developed throughout did (SS3H1a), with emphasis on systems affect human systems.
the year.) why some developed b. Describe how the early
permanent villages and others explorers (SS3H2a) adapted, or
did not. (assess) failed to adapt, to the various
physical environments in which
they traveled. (assess)
HISTORICAL UNDERSTANDINGS - Individuals, Groups, and Institutions; Conflict and Change; Beliefs and Ideals
SS3H1 Describe early American SS3H2 Describe European SS3H3 Explain the factors that
Indian cultures and their exploration in North America. shaped British Colonial
development in North a. Describe the reasons for and America.
America. obstacles to the exploration of a. Identify key reasons why the
a. Locate the regions where North America. (assess) New England, Mid-Atlantic,
American Indians settled in b. Describe the and Southern colonies were

*This framework is intended as a guide and is flexible to meet the needs of local schools and students. Updated May 18

GOVERNMENT/CIVIC UNERSTANDINGS - Individuals, Groups, and Institutions; Distribution of Power; Beliefs and Ideals
SS3CG2 Explain the importance
of Americans sharing certain
central democratic beliefs and
principles, both personal and
civic.
a. Explain the necessity of
respecting the rights of others
and promoting the common
good.
b. Explain the necessity of
obeying reasonable laws/rules
voluntarily, and explain why it is
important for citizens in a
democratic society to
participate in public (civic) life
(staying informed, voting,
volunteering, and
communicating with public
officials). (assess)
ECONOMIC UNDERSTANDINGS - Production, Distribution, and Consumption
SS3E4 Explain the concept of
opportunity cost as it relates to
making a saving or spending
choice. (assess)
*This framework is intended as a guide and is flexible to meet the needs of local schools and students.
North America: Arctic, accomplishments of: John Cabot founded (religious freedom
Northwest Southwest, Plains, (England), Vasco Nunez de and profit). (assess)
Northeast, and Southeast. Balboa (Spain), Hernando de b. Compare and contrast
(assess) Soto (Spain), Christopher colonial life in the New
b. Compare and contrast how Columbus (Spain), Henry Hudson England, Mid-Atlantic, and
American Indians in each region (The Netherlands), and Jacques Southern colonies (education,
used their environment to Cartier (France). (assess) economy, and religion).
obtain food, clothing, and c. Describe examples of (assess)
shelter. (assess) cooperation and conflict c. Describe colonial life in
c. Discuss how American between European explorers America from the perspectives
Indians continue to contribute and American Indians. (assess) of various people: large
to American life (e.g., arts, landowners, farmers, artisans,
literature). (assess) women, children, indentured
servants, slaves, and American
Indians. (assess)
SS3CG1 Describe the elements
of representative
democracy/republic in the
United States.
a. Describe the three branches
of national government:
executive (president),
legislative (Congress), and
judicial (Supreme Court of the
United States). (assess)
b. Describe the three branches
of state government: executive
(governor), legislative (Georgia
General Assembly), and judicial
(Supreme Court of Georgia).
(assess)
c. State the main responsibility
of each branch: executive
(enforcing laws), legislative
(making laws), judicial
(determining if laws are fair).
(assess)
SS3E2 Explain that SS3E1 Define and give SS3E1 Define and give examples SS3E1 Define and give
governments provide certain examples of the four types of of the four types of productive examples of the four types of
types of goods and services in productive resources. resources. productive resources.
a market economy (schools, a. Natural (land) (assess) a. Natural (land) (assess) a. Natural (land) (assess)
libraries, roads, police/fire b. Human (labor) (assess) b. Human (labor) (assess) b. Human (labor) (assess)
protection, and military) and c. Capital (capital goods) (assess) c. Capital (capital goods)
pay for these through taxes. d. Entrepreneurship (risk-taking (assess)
(assess) and combining natural, human, d. Entrepreneurship (risk-taking
Updated May 18
 and capital resources in an
attempt to make a profit)
(assess)
SS3E3 Give examples of
interdependence and trade and
explain the benefits of
voluntary exchange.
d. Explain that most countries
create their own currency for
use as money. (assess)
and combining natural, human,
and capital resources in an
attempt to make a profit)
(assess)
SS3E3 Give examples of
interdependence and trade
and explain the benefits of
voluntary exchange.
a. Describe the
interdependence of consumers
and producers. (assess)
b. Describe how goods and
services are allocated by price
in the marketplace. (assess)
c. Explain that some goods are
made locally, some elsewhere
in the country, and some in
other countries.

Map and Globe Skills Information Processing Skills

1. use a compass rose to identify cardinal directions 1. compare similarities and differences
2. use intermediate directions 2. organize items chronologically
3. use a letter/number grid system to determine location 3. identify issues and/or problems and alternative solutions
4. compare and contrast the categories of natural, cultural, and political 4. distinguish between fact and opinion
features found on maps 5. identify main idea, detail, sequence of events, and cause and effect in
6. use map key/legend to acquire information from historical, physical, a social studies context
political, resource, product, and economic maps 6. identify and use primary and secondary sources
7. use a map to explain impact of geography on historical and current 7. interpret timelines, charts, and tables
events 8. identify social studies reference resources to use for a specific
8. draw conclusions and make generalizations based on information from purpose
maps 9. construct charts and tables
9. use latitude and longitude to determine location 10. analyze artifacts
11. draw conclusions and make generalizations
12. analyze graphs and diagrams
13. translate dates into centuries, eras, or ages

*This framework is intended as a guide and is flexible to meet the needs of local schools and students. Updated May 18