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Grade 3
Social Studies TEKS
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Directions
This document is arranged so that you can have immediate access to the TEKS as they were written by the state of Texas. Each TEKS, including the introduction, will be followed by resource(s) for your use. As you, the teacher, begin to plan for lessons that address the various third grade Social Studies TEKS:
1. Scroll down the document, click on the
appropriate TEKS
2. Review and evaluate the sites and/or
software that relate to the designated TEKS
3. Plan appropriately.
Some of the WWW sites and instructional software can be used with various TEKS. Therefore, you may encounter the use of these WWW sites and software more than once.
| Introduction | ||
| TEKS 3.1 | TEKS 3.7 | TEKS 3.13 |
| TEKS 3.2 | TEKS 3.8 | TEKS 3.14 |
| TEKS 3.3 | TEKS 3.9 | TEKS 3.15 |
| TEKS 3.4 | TEKS 3.10 | TEKS 3.16 |
| TEKS 3.5 | TEKS 3.11 | TEKS 3.17 |
| TEKS 3.6 | TEKS 3.12 | TEKS 3.18 |
(1) Grade 3,
students learn how individuals have changed their communities and world. Students study
the effects inspiring heroes have had on communities, past and present. Students learn
about the lives of heroic men and women who made important choices, overcame obstacles,
sacrificed for the betterment of others, and embarked on journeys that resulted in new
ideas, new inventions, and new communities. Students expand their knowledge through the
identification and study of people who made a difference, influenced public policy and
decision making, and participated in resolving issues that are important to all people.
Throughout Grade 3, students develop an understanding of the economic, cultural, and
scientific contributions made by individuals.
(2) To support the teaching of the essential knowledge and
skills, the use of a variety of rich material such as biographies; folktales, myths, and
legends; and poetry, songs, and artworks is encouraged. Selections may include the legend
of Paul Bunyan. Motivating resources are also available from museums, historical sites,
presidential libraries, and local and state preservation societies.
(3) The eight strands of the essential knowledge and skills for
social studies are intended to be integrated for instructional purposes. Skills listed in
the geography and social studies skills strands in subsection (b) of this section should
be incorporated into the teaching of all essential knowledge and skills for social
studies. A greater depth of understanding of complex content material can be attained when
integrated social studies content from the various disciplines and critical- thinking
skills are taught together.
(4) Throughout social studies in Kindergarten-Grade 12, students
build a foundation in history; geography; economics; government; citizenship; culture;
science, technology, and society; and social studies skills. The content, as appropriate
for the grade level or course, enables students to understand the importance of
patriotism, function in a free enterprise society, and appreciate the basic democratic
values of our state and nation as referenced in the Texas Education Code, §28.002(h).
3.1 The
student understands how individuals, events, and ideas have influenced the history of
various communities. The student is expected to:
(A) describe how individuals, events, and
ideas have changed communities over time;
(B) identify individuals such as Pierre-Charles L'Enfant who have helped to shape
communities; and
(C) describe how individuals such as Christopher Columbus and Meriwether Lewis and
William Clark have contributed to the expansion of existing communities or to the creation
of new communities.
Telefieldtrip/
History and Geography
Telefieldtrips to historic sites in Philadelphia including Valley Forge, Independence Hall and the Betsy Ross House
Biographical
Dictionary Classroom Ideas
Ideas for students and teachers when studying historical figures and groups
Students write to historical figures and get responses via e-mail.
3.2 The
student understands common characteristics of communities, past and present. The student
is expected to:
(A) identify reasons people have
formed communities, including a need for security, law, and material well-being; and
(B) compare ways in which people in the local community and communities around the
world meet their needs for government, education, communication, transportation, and
recreation, over time and in the present.
Lesson plan on communities
The students will learn that the environment can create hardships that unite the community.
Information about Wichita Falls
Student awareness of what makes up a community
Students will construct a family crest using pictures and symbols that relate to their family name.
Students work in groups to research family life of long ago and present their findings in a variety of ways.
3.3 The
student understands the concepts of time and chronology. The student is expected to:
(A) use vocabulary related to chronology, including ancient and modern times and
past, present, and future times;
(B) create and interpret timelines; and
(C) describe historical times in terms of years, decades, and centuries.
Children use a timeline to find out how many years it will be until they reach several important events, or milestones in their lives.
This is a history/mathematics/art activity where students will set aside a day to celebrate their town’s history by creating a living timeline to narrate the most important events.
A history, reading, and art activity where students design an accordion book of historic events.
TimeLiner 4.0
A program that allows the student to create a variety of timelines or interpret timelines already researched and stored on a data disk.
3.4 The
student understands how humans adapt to variations in the physical
environment. The student is expected to:
(A) describe and explain variations
in the physical environment including climate, landforms, natural resources, and natural
hazards;
(B) compare how people in different communities adapt to or modify the physical
environment;
C) describe the effects of physical and human processes in shaping the landscape;
and
(D) identify and compare the human characteristics of selected regions.
Through the geography themes of location, place, human environment, interaction, movement, and region students will highlight where they live without giving away the exact location. Students create drawings, take photos and provide unique information about the place they live. This is then shared with othere classes around the world.
Students will use observation skills to analyze changes that people have made to the natural environment. They also discuss their own opinions and viewpoints regarding environmental change.
Weather’s Impact on
Communities
Students will use problem-solving techniques to learn the precautionary measures and plans that are necessary for communities to effectively function in various forms of weather.
An art activity to help students understand how people adapt to their environment.
Students will explore their family heritage.
3.5 The
student understands the concepts of location, distance, and
direction on maps and globes. The student is expected to:
(A) use cardinal and intermediate
directions to locate places such as the Amazon River, Himalayan Mountains, and Washington
D.C. on maps and globes;
(B) use a scale to determine the distance between places on maps and globes;
(C) identify and use the compass rose, grid, and symbols to locate places on maps
and globes; and
(D) draw maps of places and regions that contain map elements including a title,
compass rose, legend, scale, and grid system.
A world atlas site
Explore the World!
Geography Takes You Places
A packet of activities, that can be ordered, to celebrate Geography Awareness Week in November of each year.
Students will learn, in cooperative groups, how scale is used in mapping to represent distance.
Using geography, math and art skills, students will use and draw map scales.
Students gather geographic information about their community and work together to create a community almanac.
A
“Boring” Lesson in Geography
A lesson that teaches map skills and U.S. geography through research of silly or unique city and town names.
Using geography, math and art, students make a map of their favorite room and create a map key, and a map index.
3.6 The
student understands the purposes of spending and saving money. The
student is expected to:
(A) identify ways of earning,
spending, and saving money; and
(B) analyze a simple budget that allocates money for spending and saving.
Introduces need for money
3.7 The
student understands the concept of an economic system. The student is
expected to:
(A) define and identify examples of
scarcity;
(B) explain the impact of scarcity on the production, distribution, and consumption
of goods and services;
(C) explain the impact of scarcity on interdependence within and among communities;
and
(D) explain the concept of a free market.
Economics and language arts lesson about resources, capital and intermediate goods
3.8 The
student understands how businesses operate in the U.S. free enterprise system. The
student is expected to:
(A) give examples of how a simple
business operates;
(B) explain how supply and demand affect the price of a good or service;
(C) explain how the cost of production and selling price affect profits; and
(D) identify historic figures, such as Henry Ford, and ordinary people in the
community who have started new businesses.
Art project illustrating assembly line production and special jobs in a community or group
Peanut
Butter and Jell-E-Nomics
Story about free enterprise for kids
An information search, language arts activity that involves capital resources, increasing productivity, law of demand. Students research inventions.
A hands-on activity illustrating supply and demand.
Class project: running a store. Integrates language arts and math.
Inventors and Their
Inventions
Utilize internet resources to research inventions
3.9 The
student understands the basic structure and functions of local
government. The student is expected to:
(A) describe the basic structure of
government in the local community;
(B) identify services commonly provided by local governments;
(C) identify local government officials and explain how they are chosen;
(D) explain how local government services are financed; and
(E) explain the importance of the consent of the governed to the functions of local
government.
Essential Buildings and Services
in the Community
Students will become familiar with the important buildings and services in their community. Students will construct buildings out of boxes to represent public places in their community. Buildings will be used to create a replica of their city.
Community study lesson plan.
Five lessons about local government and problem solving in the community
Lesson plan that helps students learn names of mayor, city council members, and enjoy a field trip. Integrates language arts.
3.10 The
student understands characteristics of good citizenship as exemplified by
historic figures and ordinary people. The student is expected to:
(A) identify characteristics of good
citizenship such as a belief in justice, truth, equality, and responsibility for the
common good;
(B) identify historic figures such as Jane Addams, Helen Keller, and Harriet Tubman
who have exemplified good citizenship;
(C) identify and explain the importance of acts of civic responsibility, including
obeying laws and voting; and
(D) identify ordinary people who exemplify good citizenship.
A unit on Abe Lincoln with many activities to help learn about him and society at that time.
How environmental hardships/disasters can unite a community
Card game about role models
3.11 The
student understands the impact of individual and group decisions on communities in a
democratic society. The student is expected to:
(A) give examples of community
changes that result from individual or group decisions;
(B) identify examples of actions individuals and groups can take to improve the
community; and
(C) identify examples of nonprofit and/or civic organizations such as the Red Cross
and explain how they serve the common good.
The students will learn that the environment can create hardships that unite the community.
3.12 The
student understands ethnic and/or cultural celebrations of the
United States and other nations. The student is expected to:
(A) explain the significance of
selected ethnic and/or cultural celebrations in Texas, the United States, and other
nations such as St. Patrick's Day, Cinco de Mayo, and Kwanzaa; and
(B) compare ethnic and/or cultural celebrations in Texas, the United States, and
other nations.
To help students develop a respect for cultures different from their own
Children will explore their family heritage.
In this activity students research family life of long ago and present their findings in a variety of ways.
Children can begin to think about their family histories and their own lives by making a family crest.
Celebrate the diversity of your community by setting aside special days throughout the school year to celebrate other cultures.
Students map the events of the year with a timeline. Students identify our national holidays, make and use a timeline, and appreciate the unique nature and shared values of family celebrations.
Native American
Interdisciplinary Educational Unit
The Native American has for hundreds of years been stereotyped. This unit will help children understand that what they see in movies and television is make believe and Hollywood scenarios and not the real life of the Native American.
Many students are not aware of their rich, diverse cultures. They do not realize how their cultures have contributed to the great “Melting Pot” (more recently termed "Salad Bowl") of America.
This activity was designed to help the students plan a
well-balanced snack to celebrate St. Patrick’s Day.
To help students develop a respect for cultures different from their own
Integrating language arts and art, students design a commemorative postage stamp in honor of a person or an event they believe is worthy of the honor.
Integrating language arts and art, students celebrate a historical or contemporary figure whom they admire.
Integrating language arts, students will use a collection of objects as the basis for writing a tale about the people who used them.
Integrating language arts, students will create an imaginary tale of travel and adventure.
3.13
The student understands the role of real and mythical heroes in shaping the
culture of communities, the state, and the nation. The student is expected to:
(A) identify the heroic deeds of
state and national heroes such as Daniel Boone and Davy Crockett;
(B) retell the heroic deeds of characters from American folktales and legends such
as Pecos Bill and Paul Bunyan;
(C) retell the heroic deeds of characters of Greek and Roman myths; and
(D) identify how selected fictional characters such as Robinson Crusoe created new
communities.
Students learn about the events in the American Revolution and they become aware of the shortage of information written about women during this time period.
Children put down their thoughts in a remember book about someone who has helped them in some way.
With this activity students use the metaphor of a woven fabric to develop a cloth mural telling about their community.
Students will review various historical personalities that have been studied.
Students design a postage stamp to honor a special person. Students identify people who have made a difference, analyze why people commemorate others, and describe ways individuals can help others.
Students express a personal view of land areas as well as buildings, schools, stores, and cultural events that make their community unique.
Students look at pictures of famous heroes/heroines as they
were captured by painters or, especially, sculptors, and consider the meaning of such
memorials.
3.14 The
student understands the importance of writers and artists to the cultural heritage of
communities. The student is expected to:
(A) identify selected individual
writers and artists and their stories, poems, statues, paintings, and other examples of
cultural heritage from communities around the world; and
(B) explain the significance of selected individual writers and artists and their
stories, poems, statues, paintings, and other examples of cultural heritage to communities
around the world.
This group of sites include addresses to world renowned architects, illustrators, painters, photographers, printmakers, and sculptors. The sites includes biographies and examples of their work.
3.15 The
student understands how individuals have created or invented new technology and affected
life in communities around the world, past and present. The student is expected to:
(A) identify scientists and
inventors such as Louis Daguerre, Cyrus McCormick, Louis Pasteur, and Jonas Salk who have
created or invented new technology; and
(B) identify the impact of new technology in photography, farm equipment,
pasteurization, and medical vaccines on communities around the world.
Science and
Technology Timeline
By having students develop a time line of discoveries that have occurred in their lifetime, they become more aware that Science is an ongoing process and that there is a future for them in Science and Technology.
Students research transportation “firsts” to create posters to show how methods of travel have changed over time.
Students learn about the events in the American Revolution and become aware of the shortage of information written about women during this time period.
This activity is a card game that encourages students to choose a role model, learn about that person, and share the information with others.
To utilize Internet resources to learn about cultures around the world
Integrating language arts and art, students celebrate a historical or contemporary figure whom they admire.
3.16
The student applies critical-thinking skills to organize and use information acquired
from a variety of sources including electronic technology. The student is expected to:
(A) obtain information, including
historical and geographic data about the community, using a variety of print, oral,
visual, and computer sources;
(B) sequence and categorize information;
(C) interpret oral, visual, and print material by identifying the main idea,
identifying cause and effect, and comparing and contrasting;
(D) use various parts of a source, including the table of contents, glossary, and
index, as well as keyword computer searches, to locate information;
(E) interpret and create visuals including graphs, charts, tables, timelines,
illustrations, and maps; and
(F) use appropriate mathematical skills to interpret social studies information such
as maps and graphs.
Celebrate the diversity of your community by setting aside special days throughout the school year to celebrate other cultures.
The purpose of this activity is to enable students to sequence events and to tie together in visual form a specific period in American History.
Science and
Technology Timeline
By having students develop a time line of discoveries that have occurred in their lifetime, they become more aware that Science is an ongoing process and that there is a future for them in Science and Technology.
Students learn about the events in the American Revolution and become aware of the shortage of information written about women during this time period.
Students work in groups to research family life of long ago and present their findings in a variety of ways.
Students should increase their awareness of the make-up of their immediate community.
A
“Boring” Lesson in Geography
Students use social studies skills to research unique city or town names using a variety of resources.
Students map the events of the year with a timeline. Students identify our national holidays, make and use a timeline, and appreciate the unique nature and shared values of family celebrations.
Community study lesson plan
3.17 The
student communicates effectively in written, oral, and visual forms. The student is
expected to:
(A) express ideas orally based on
knowledge and experiences;
(B) create written and visual material such as stories, poems, pictures, maps, and
graphic organizers to express ideas; and
(C) use standard grammar, spelling, sentence structure, and punctuation.
This strategy is intended to help develop and evaluate the critical thinking skills of comparing, contrasting, and of analyzing similarities and differences.
Science and
Technology Timeline
By having students develop a time line of discoveries that have occurred in their lifetime, they become more aware that Science is an ongoing process and that there is a future for them in Science and Technology.
Students brainstorm a list of things friends do in groups. They will illustrate and make a class book. They also post a message on the Internet asking for contributions and voting for best ideas.
Students write a proposal for a community project that would require both government funding and citizen participation.
Celebrate the diversity of your community by setting aside special days throughout the school year to celebrate other cultures.
Students work in groups to research family life of long ago and present their findings in a variety of ways.
Community study lesson plan
Children experience democracy in action by taking part in a town meeting.
Children set goals for the future and think about how they will achieve them.
In this activity, students create an emergency drill guide that will help them know what to do in the event of an emergency at school.
Integrating language arts and art, students design a commemorative postage stamp in honor of a person or an event they believe is worthy of the honor.
Integrating language arts, students will use a collection of objects as the basis for writing a tale about the people who used them.
Integrating language arts and music, students discuss their
thoughts about citizenship in songs and poems.
Integrating language arts, students will create an imaginary tale of travel and adventure.
3.18 The
student uses problem-solving and decision-making skills, working independently and with
others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to
identify a problem, gather information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the effectiveness of the
solution; and
(B) use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to implement a
decision.
Integrating language arts and art, students design a commemorative postage stamp in honor of a person or an event they believe is worthy of the honor.
Integrating language arts and art, students celebrate a historical or contemporary figure whom they admire.
Integrating language arts and music, students discuss their thoughts about citizenship in songs and poems.
Integrating language arts, students will create an imaginary tale of travel and adventure.
Source: The provisions of this §113.5 adopted to be effective September 1, 1998, 22 TexReg 7684.
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Updated December 2001
