Cherokee County School District
Student Performance Standards
Unit Guides - Social Studies: Third Grade
Unit 1 – Connecting Themes (Enduring Understandings/Essential Questions)
Beliefs and Ideals: The student will understand that the beliefs and ideals of a society influence the
social, political, and economic decisions of that society.
K-5 EU: The student will understand that people’s ideas and feelings influence their decisions.
How can the decisions that you make affect the world around you?
What are some beliefs that are important to you and your family?
How do you decide if one belief is more important than another one?
Conflict and Change: The student will understand that when there is conflict between or within
societies, change is the result.
K-5 EU: The student will understand that conflict causes change.
What happens when you disagree with others?
How could having disagreements with your friends change your friendship?
Why do things have to change when you have disagreements with others?
How does solving a disagreement with your family differ from solving a disagreement with
your friends?
Distribution of Power: The student will understand that distribution of power in government is a
product of existing documents and laws combined with contemporary values and beliefs.
K-5 EU: The student will understand that laws and people's beliefs help decide who gets to make
choices in government.
What are some of your responsibilities as a member of your family?
How do your responsibilities as a son or daughter differ with those of your parent(s)?
What are your responsibilities as a citizen of your school?
How do your responsibilities as a student compare to being a principal of a school?
Individuals, Groups, Institutions: The student will understand that the actions of individuals,
groups, and/or institutions affect society through intended and unintended consequences.
K-5 EU: The student will understand that what people, groups, and institutions say and do can
help or harm others whether they mean to or not.
How do your choices affect the people around you?
Why do we have rules in schools?
What are consequences?
What are the positive and negative consequences of not following your school’s rules?
What are some examples of ways to help others?
What are some ways in which kids can hurt each other by the way they treat or speak to
someone?
Location: The student will understand that location affects a society’s economy, culture, and
development.
K-5 EU: The student will understand that where people live matters.
How does where you live affect the choices you have for things like food, clothing, and
recreation?
Why do people eat different foods in different parts of the world?
Why did your family decide to move to Georgia?
How does living in your community impact the choices your family makes?
1
Cherokee County School District
Student Performance Standards
Unit Guides - Social Studies: Third Grade
Production, Distribution, Consumption: The student will understand that the production,
distribution, and consumption of goods/services produced by the society are affected by the location,
customs, beliefs, and laws of the society.
K-5 EU: The student will understand that the ways people make, get, and use goods and services
may be different from how people in other places make, get, and use goods and services.
How does where you live affect the products available to you?
How do stores get the things you want to buy?
Are they available at each location?
How are different cultures represented in our favorite restaurants?
How do you decide what to buy?
How does your family decide to make and spend money?
Unit 2 - The Foundation of the United States
SS3H2.
The student will discuss the lives of Americans who expanded people’s rights and
freedoms in a democracy.
a) Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony
(women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New
Deal and World War II), Eleanor Roosevelt (United Nations and human rights),
Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting
rights), and Cesar Chavez (workers’ rights).
b) Explain social barriers, restrictions, and obstacles that these historical figures had
to overcome and describe how they overcame them.
SS3G1.
The student will locate major topographical features.
c) Locate the Equator, Prime Meridian, and lines of latitude and longitude on a globe.
SS3G2.
The student will describe the cultural and geographic systems associated with the
historical figures in H2a.
a) Identify on a political map specific locations significant to the life and times of
these historical figures.
b) Describe how place (physical and human characteristics) had an impact on the lives
of these historic figures.
c) Describe how each of these historic figures adapted to and was influenced by
his/her environment.
d) Trace examples of travel and movement of these historic figures and their ideas
across time.
e) Describe how the regions in which these historic figures lived affected their lives
and had an impact on their cultural identification.
SS3CG2. The student will discuss the character of different historical figures in SS3H2a.
a) Describe how the different historical figures in SS3H2a display positive character
traits of cooperation, diligence, courage, and leadership.
b) Explain how the historical figures in SS3H2a used positive character traits to
support their beliefs in liberty, justice, tolerance, and freedom of conscience and
expression.
c) Explain how the historical figures in SS3H2a chose when to respect and accept
authority.
2
Cherokee County School District
Student Performance Standards
Unit Guides - Social Studies: Third Grade
Unit 3 - Our Demographic Heritage
SS3H1.
The student will explain the political roots of our modern democracy in the
United States of America.
a) Identify the influence of Greek architecture (columns on the Parthenon, U.S.
Supreme Court building), law, and the Olympic Games on the present.
b) Explain the ancient Athenian’s idea that a community should choose its own
leaders.
c) Compare and contrast Athens as a direct democracy with the United States as a
representative democracy.
SS3G1.
The student will locate major topographical features.
c) Locate the Equator, Prime Meridian, and lines of latitude and longitude on a globe.
d) Locate Greece on a world map.
SS3CG1. The student will explain the importance of the basic principles that provide the
foundation of a republican form of government.
a) Explain why in the United States there is a separation of power between branches
of government and levels of government.
b) Name the three levels of government (national, state, local) and the three branches
in each (executive, legislative, judicial), including the names of the legislative
branch (Congress, General Assembly, city commission or city council).
c) State an example of the responsibilities of each level and branch of government.
3
SS3E2.
The student will explain that governments provide certain types of goods and
services in a market economy and pay for these through taxes and will describe
services such as schools, libraries, roads, police/fire protection, and military.
SS3E3.
The student will give examples of interdependence and trade and will explain how
voluntary exchange benefits both parties.
a) Describe the interdependence of consumers and products of goods and services.
d) Explain that most countries create their own currency for use as money.
Cherokee County School District
Student Performance Standards
Unit Guides - Social Studies: Third Grade
Unit 4 - Life, Liberty, and the Pursuit of Happiness
SS3H2.
The student will discuss the lives of Americans who expanded people’s rights and
freedoms in a democracy.
a) Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony
(women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New
Deal and World War II), Eleanor Roosevelt (United Nations and human rights),
Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting
rights), and Cesar Chavez (workers’ rights).
b) Explain social barriers, restrictions, and obstacles that these historical figures had
to overcome and describe how they overcame them.
SS3G1.
The student will locate major topographical features.
a) Identify major rivers of the United States of America: Mississippi, Ohio, Rio
Grande, Colorado, Hudson
SS3G2.
The student will describe the cultural and geographic systems associated with the
historical figures in H2a.
a) Identify on a political map specific locations significant to the life and times of
these historical figures.
b) Describe how place (physical and human characteristics) had an impact on the lives
of these historic figures.
c) Describe how each of these historic figures adapted to and was influenced by
his/her environment.
d) Trace examples of travel and movement of these historic figures and their ideas
across time.
e) Describe how the regions in which these historic figures lived affected their lives
and had an impact on their cultural identification.
SS3CG2. The student will discuss the character of different historical figures in SS3H2a.
a) Describe how the different historical figures in SS3H2a display positive character
traits of cooperation, diligence, courage, and leadership.
b) Explain how the historical figures in SS3H2a used positive character traits to
support their beliefs in liberty, justice, tolerance, and freedom of conscience and
expression.
c) Explain how the historical figures in SS3H2a chose when to respect and accept
authority.
4
SS3E3.
The student will give examples of interdependence and trade and will explain how
voluntary exchange benefits both parties.
a) Describe the interdependence of consumers and producers of goods and services.
b) Describe how goods and services are allocated by price in the marketplace.
d) Explain that most countries create their own currency for use as money.
SS3E4.
The student will describe the costs and benefits of personal spending and saving
choices.
Cherokee County School District
Student Performance Standards
Unit Guides - Social Studies: Third Grade
Unit 5 - Rights and Freedoms for Everybody
SS3H2.
The student will discuss the lives of Americans who expanded people’s rights and
freedoms in a democracy.
a) Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony
(women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New
Deal and World War II), Eleanor Roosevelt (United Nations and human rights),
Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting
rights), and Cesar Chavez (workers’ rights).
b) Explain social barriers, restrictions, and obstacles that these historical figures had
to overcome and describe how they overcame them.
SS3G2.
The student will describe the cultural and geographic systems associated with the
historical figures in H2a.
a) Identify on a political map specific locations significant to the life and times of
these historical figures.
b) Describe how place (physical and human characteristics) had an impact on the lives
of these historic figures.
c) Describe how each of these historic figures adapted to and was influenced by
his/her environment.
d) Trace examples of travel and movement of these historic figures and their ideas
across time.
e) Describe how the regions in which these historic figures lived affected their lives
and had an impact on their cultural identification.
SS3CG2. The student will discuss the character of different historical figures in SS3H2a.
a) Describe how the different historical figures in SS3H2a display positive character
traits of cooperation, diligence, courage, and leadership.
b) Explain how the historical figures in SS3H2a used positive character traits to
support their beliefs in liberty, justice, tolerance, and freedom of conscience and
expression.
c) Explain how the historical figures in SS3H2a chose when to respect and accept
authority.
5
Cherokee County School District
Student Performance Standards
Unit Guides - Social Studies: Third Grade
Unit 6 - The Work Force in Democracy
SS3H2.
The student will discuss the lives of Americans who expanded people’s rights and
freedoms in a democracy.
a) Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony
(women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New
Deal and World War II), Eleanor Roosevelt (United Nations and human rights),
Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting
rights), and Cesar Chavez (workers’ rights).
b) Explain social barriers, restrictions, and obstacles that these historical figures had
to overcome and describe how they overcame them.
SS3G2.
The student will describe the cultural and geographic systems associated with the
historical figures in H2a.
a) Identify on a political map specific locations significant to the life and times of
these historical figures.
b) Describe how place (physical and human characteristics) had an impact on the lives
of these historic figures.
c) Describe how each of these historic figures adapted to and was influenced by
his/her environment.
d) Trace examples of travel and movement of these historic figures and their ideas
across time.
e) Describe how the regions in which these historic figures lived affected their lives
and had an impact on their cultural identification.
SS3CG2. The student will discuss the character of different historical figures in SS3H2a.
a) Describe how the different historical figures in SS3H2a display positive character
traits of cooperation, diligence, courage, and leadership.
b) Explain how the historical figures in SS3H2a used positive character traits to
support their beliefs in liberty, justice, tolerance, and freedom of conscience and
expression.
c) Explain how the historical figures in SS3H2a chose when to respect and accept
authority.
6
SS3E2.
The student will explain that governments provide certain types of goods and
services in a market economy and pay for these through taxes and will describe
services such as schools, libraries, roads, police/fire protection, and military.
SS3E3.
The student will give examples of interdependence and trade and will explain how
voluntary exchange benefits both parties.
a) Describe the interdependence of consumers and producers of goods and services.
b) Describe how goods and services are allocated by price in the marketplace.
d) Explain that most countries create their own currency for use as money.
SS3E4.
The student will describe the costs and benefits of personal spending and saving
choices.
Cherokee County School District
Student Performance Standards
Unit Guides - Social Studies: Third Grade
Unit 7 - Rights of Workers in the United States
SS3H2.
The student will discuss the lives of Americans who expanded people’s rights and
freedoms in a democracy.
a) Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony
(women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New
Deal and World War II), Eleanor Roosevelt (United Nations and human rights),
Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting
rights), and Cesar Chavez (workers’ rights).
b) Explain social barriers, restrictions, and obstacles that these historical figures had
to overcome and describe how they overcame them.
SS3G2.
The student will describe the cultural and geographic systems associated with the
historical figures in H2a.
b) Describe how place (physical and human characteristics) had an impact on the lives
of these historic figures.
c) Describe how each of these historic figures adapted to and was influenced by
his/her environment.
e) Describe how the regions in which these historic figures lived affected their lives
and had an impact on their cultural identification.
SS3CG2. The student will discuss the character of different historical figures in SS3H2a.
a) Describe how the different historical figures in SS3H2a display positive character
traits of cooperation, diligence, courage, and leadership.
b) Explain how the historical figures in SS3H2a used positive character traits to
support their beliefs in liberty, justice, tolerance, and freedom of conscience and
expression.
c) Explain how the historical figures in SS3H2a chose when to respect and accept
authority.
7
SS3E1.
The student will describe the four types of productive resources:
a) Natural (land)
b) Human (labor)
c) Capital (capital goods)
d) Entrepreneurship (used to create goods and services)
SS3E3.
The student will give examples of interdependence and trade and will explain how
voluntary exchange benefits both parties.
c) Explain that some things are made locally, some elsewhere in the country, and
some in other countries.