Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
ACKNOWLEDGEMENTS
The Social Studies Office acknowledges the contributions made to the development of these materials by
all social studies staff and especially the following people:
Kindergarten: Our Community
Mary Cantwell, Anna Maria Lechleitner, Juanita Wade
Grade 1: Our State
Marijoy Cordero, Gina Samara, Jaclyn Scott
Grade 2: Our Country
Jennifer Burgin, Anna Kanter, Maryellen Meden, Eric Sokolove
Grade 3: Ancient World Cultures
Kim Dinardo, Tara Mitchell, Christine Williams, Tricia Zipfel
Grade 4: Virginia Studies
Mercedes Dean, Lauren Elkins, Karen Magestad, Kristen Wolla
Grade 5: Ancient World
Greg Chapuis, Casey Dolan, Nicholas Fernandez, Michelle Jaeckel
Grade 6: U.S. History, Civics and Economics to 1865
Patricia Carlson, Breonna McClain, Anne Miller, Tiffany Mitchell, Sara Winter
Grade 7: U.S. History, Civics and Economics 1865 to Present
Jesse Homburg, Rachel Payne, Lilo Stephens, Patty Tuttle-Newby
Grade 8: World Geography
Allie Bakaj, Christine Joy, Maureen Nolan, Sarah Stewart
Grade 9: World History II from 1500 A.D.
Jen Dean, Jeana Norton, Anne Stewart
Grade 10: World History I to 1500 A.D.
Julie Bell, Kathleen Claassen, Caitlin Dodds
Grade 11: U.S. and Virginia History
Kevin Bridwell, Greg Cabana, Erica Drummond, Kevin Phillips
Grade 12: U.S. and Virginia Government
Diane Boudalis, Michelle Cottrell-Williams, Patricia Hunt
Diana Jordan
Barbara Ann Lavelle
Cathy Bonneville Hix
Social Studies Supervisor
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
COURSE DESCRIPTION: The standards for third-grade students include an introduction to the heritage and contributions of the peoples of ancient China,
Egypt, Greece, Rome, and the West African empire of Mali. Students should continue developing map skills and demonstrate an understanding of basic
economic and civics concepts. Students will examine the social, cultural, and political characteristics of major ancient world cultures. Students will
recognize that many aspects of ancient cultures served as the foundation for modern governments, customs, traditions, and perspectives.
THEME: The organizing theme for third grade is CHANGE.
KEY CONCEPTS: Students will learn that CHANGE
 causes growth and development of people, places, and institutions
 influences the production, consumption, distribution, and price of goods and services
 creates regions with common characteristics
 brings about conflict and the need for conflict resolution
UNITS and UNIT SECTIONS: These concepts are taught through the following units of study:
I. Civics: This unit addresses basic civics skills and information, including:
 the responsibilities of a good citizen
 taking part in the voting process when making classroom decisions
 describing actions that can improve the school and community
 describing the purpose of rules
II. Geography: This unit addresses basic geographic skills and information, including:
● continents
● oceans
● hemispheres
● major rivers, mountain ranges, and other geographic features
III. Economics: This unit addresses economic concepts both in generic terms and in relation to the civilizations and cultures being studied. These
concepts include:
 natural, human, and capital resources
 producers and consumers
 goods and services
 specialization
 economic choices and opportunity cost
IV. Government: This unit incorporates content from the civics strand. Sections include:
 principles and purposes of government in the community, Virginia, and United States
 rules and laws
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
V. Ancient China: This unit addresses the study of ancient China. Sections include:
 geography of China
 architecture
 inventions
 calendar
 written language
VI. Ancient Egypt: This unit addresses the study of ancient Egypt. Sections include:
 geography of Egypt
 adaptations of the ancient Egyptians
 contributions in the area of architecture
 inventions
 calendar
 written language
VII. Ancient Greece: This unit addresses the study of ancient Greece. Sections include:
 geography of Greece
 adaptations of the ancient Greeks
 key elements of ancient Greek economies
 contributions in the area of architecture
 contributions in the area of government
 contributions in the area of sports
 contributions in the area of art
VIII. Ancient Rome: This unit addresses the study of ancient Greece and Rome. Sections include:
 geography of Rome
 adaptations of the ancient Romans
 key elements of ancient Roman economies
 contributions in the area of architecture
 contributions in the area of government
 contributions in the area of sports
 contributions in the area of art
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
IX. Mali: This unit addresses the ancient Empire of Mali in West Africa. Sections include:
 geography
 adaptations of the people of Mali
 key elements of ancient Mali’s economy
 key elements of ancient Mali’s government
 oral storytelling traditions
End of Year Suggested Activities
 Designing a civilization to include the themes of: geography, economics, and government.
 Create a travel brochure for one of the ancient civilizations that the students studied to include the themes of: geography, economics,
architecture, and art.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
UNIT I: Civics
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards are indicated in bold.
SOL 3.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
b) using geographic information to support an understanding of world cultures;
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
d) summarizing points and evidence to answer a question;
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
f) determining relationships with multiple causes or effects;
g) explaining connections across time and place;
h) using a decision-making model to make informed decisions;
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom activities;
and
j) accessing a variety of media, including online resources.
SOL 3.11
The student will explain the responsibilities of a good citizen, with emphasis on
a) respecting and protecting the rights and property of others;
b) taking part in the voting process when making classroom decisions;
c) describing actions that can improve the school and community;
d) demonstrating self-discipline and self-reliance;
e) practicing honesty and trustworthiness; and
f) describing the purpose of rules
SOL 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic
principles of a republican form of government and respect for individual rights and freedoms.
ENDURING UNDERSTANDING: Students will understand that people from different cultures that share common experiences can live together.
CONCEPTUAL UNIT QUESTION (Essential Question): Is America a place where people from different origins can come together and share
the same ideas?
PREVIEW ACTIVITY: Ask each student to identify a classroom rule that would be important to have a safe and respectful classroom. As
students share the rules, write them on the board. Then have students vote on the top 3 that they should follow.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
I. Civics 3.11
II. Geography 3.5, 3.6
III. Economics 3.8, 3.9, 3.10
IV. Government 3.12/3.13
V. Ancient China 3.2, 3.5, 3.7
VI. Ancient Egypt 3.2, 3.5, 3.7
VII. Ancient Greece 3.3, 3.5, 3.7
VIII. Ancient Rome 3.3, 3.5, 3.7
IX. Mali 3.4, 3.5, 3.7
Post SOL Activity
TIMEFRAME
10 days
20 days
20 days
30 days
10 days
10 days
15 days
15 days
15 days
DATES
September
September/October
October/November
December/ January
January/February
February
March/April
April
May
June
Skills 3.1 and Civics 3.13 are taught throughout the school year.
LITERATURE AND OTHER RESOURCES:
LITERATURE
Citizenship Printable Activity Book Rights and Responsibilities by TeachesthirdinGeorgia by Teachers pay Teachers. Nonfiction reproducible
booklets. Strengths are vocabulary and nonfiction content in small easy to comprehend segments.
Economics and Civics Third Grade Interactive Notebook Sampler by Amy Mezni by Teachers pay Teachers. Grade level readability.
Have you filled a bucket today? by Carol McCloud. This book shows students how rewarding it can be to have positive behavior and kindness
towards others. It helps students understand the effects of their actions and words on themselves and others.
Kids Rule! by Lynette Evans by Scholastic. A civic action book from a child’s perspective with a DRA level of 34.
Knowing your Civil Rights by Christin Ditchfield by Scholastic. A True Book with a DRA level of 40. Can be used as an enrichment or stretch
book in conjunction with teaching SOL 3.13.
We Live Here Too!; Kids Talk About Good Citizenship by Nancy Loewen. The author defines citizenship and explains how it can be used in
daily situations.
What If everybody did that? by Ellen Javernick. This book gets students to think about the consequences if everyone broke the rules. The
illustrations show students the consequences of thoughtless behavior in a child-friendly way.
WEBSITES
Discovery Education United Streaming
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
This is Your Government: What Does it mean to be a Good Citizen?
The Importance of Rules
Diversity http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=286&id=2345
A Richer Life - Diversity http://aricherlife.org/index.html
GENERAL WEBSITES and DATABASES
A Book in Time http://www.abookintime.com/ is a site that provides book lists, crafts, games, and maps for all history subjects.
Culture Grams: http://online.culturegrams.com/ Database explaining the geography and culture of the United States and countries around the
world
Curriki http://www.curriki.com/ is a site for teachers to share their best ideas. With a searchable index,
teachers can find lessons and unit plans with primary source materials.
Google Earth: Interactive map of the World with links to pictures, websites, and general information about places all over the globe.
PBS Learning Media http://www.teachersdomain.org/ provides digital media for the classroom and professional development that is free for
teachers to use. The search feature allows you to locate videos by state standards.
PebbleGo (APS)
Teaching with Primary Sources: http://www.tpsnva.org/ Website containing Virginia teacher created lesson and Unit plans with emphasis on
primary sources. This website links directly to the Library of Congress’s website and to the America’s Story website with short, easily accessible
information about the history of United States.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should
know to successfully understand course content.
citizen
community
Pledge of Allegiance
rule
trustworthiness
citizenship
honesty
property
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdT2tnTTI2b2psZmM&usp=sharing
SOL ESSENTIAL UNDERSTANDING, QUESTIONS, CONTENT, and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skill related to the SOLs. They provide the base from which the content in this unit
is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Identifying artifacts and primary
and secondary sources includes
viewing and using information
sources to draw conclusions.
An artifact is an object or tool that
tells us about people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
 Use images to make observations, ask questions, and draw conclusions about the contributions of
ancient Greece and Rome.
 Use a map of trade routes to determine the importance of human, natural, and capital resources in
ancient Greece.
 Create and share stories with classmates in order to understand how the people of Mali passed on
stories and traditions from one generation to the next.
 Use images of the regions of ancient China, Egypt, Greece, Rome, and the West African empire of
Mali to predict what goods and services might have been produced in each region.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to support an understanding of world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Using geographic information
helps develop an awareness of
the relationship between time and
place.
The physical geography of a
location had a direct impact on
the lives of ancient people and
how they adapted to their
environment.
Using geographic information
involves asking questions and
drawing conclusions about
information found on a map.
Geographic information can be
gathered using some of the
following tools:
 Variety of historical and
cultural maps
 Satellite images
 Images/photographs
 Physical and political maps
 Digital maps
 Ask questions and draw conclusions about world cultures, using information found on a map. Sample
sources of geographic information include the following:
o Variety of historical and cultural maps
o Satellite images
o Images/photographs
o Physical and political maps
o Digital maps
 Use a simple world map to identify where ancient civilizations (ancient Egypt, China, Greece, Rome,
and the West African empire of Mali) were located.
 Use current images/photographs of a country to predict where people lived in ancient times.
 Construct a map with a legend to show trade routes between ancient civilizations.
 Describe how geography had a direct impact on the lives of ancient people and how they adapted to
their environment.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Interpretation involves using
information found in charts,
graphs, and pictures to develop
an understanding of people,
places, or events and draw
conclusions.
Close examination and
interpretation of data and images
are essential to making informed
decisions.
 Gather information about how students in the class demonstrate good citizenship. Create a class chart
to show examples of good citizenship in each month of the school year.
 Conduct surveys to determine which contributions from world cultures had the greatest influence on
the United States. Graph the results.
 Illustrate the land and contributions of ancient China, Egypt, Greece, Rome, and the West African
empire of Mali. Use these pictures to create a chart or diagram that shows connections among and
distinctions between world cultures.
 Survey family members to determine ways they help their community, country, and world. Create a
web or a simple bar graph to show the results.
 Gather information about the natural, human, and capital resources of ancient China, Egypt, Greece,
Rome, and the West African empire of Mali. Create a graphic organizer to illustrate the location of
these resources in the ancient world cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) summarizing points and evidence to answer a question;
Essential Understandings
Experiences may include but are not limited to the following:
Asking questions involves making
observations about the world and
framing them as inquiries to solve
a problem.
Asking a variety of questions
extends learning and deepens
understanding.
Summarizing points and evidence
involves assembling information
to construct an answer to a
question.
 When reading about ancient world cultures, support thinking with evidence from the text. Evidence can
include observations from images, articles, books, and reputable Web sites.
 Generate a question about the relationship between the physical environment and economic activities
in ancient Egypt or China. Summarize evidence to answer the question in a multimedia presentation or
a museum exhibit.
 After viewing images of modern buildings featuring arches and columns, generate questions about the
influence of ancient Greek and Roman architecture on buildings in America. Support answers with
specific observations from the images.
 Generate questions about change over time by examining both maps of ancient cultures and satellite
images of modern-day Egypt, China, Greece, Rome, and Mali. Support answers with specific
observations from the maps and images.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Comparing and contrasting
examines similarities and
differences among people,
places, or events.
Being able to compare and
contrast helps us to understand
important similarities and
differences between people or
events.
 Create a Venn diagram to show the similarities and differences between two ancient cultures.
 Compare and contrast an ancient community in Greece with a local community.
 Create a T-chart that compares the geographic features of two ancient cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) determining relationships with multiple causes or effects;
Essential Understandings
Experiences may include but are not limited to the following:
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen.
Relationships can have multiple
causes and effects.
 Explain the relationship between the economic activities and physical characteristics of ancient Greece
(e.g., many mountains led to farming on hillsides and the development of small, independent
communities).
 Explain the impacts to the community of being a good citizen and encouraging others to be good
citizens.
 Draw conclusions about why ancient civilizations traded with each other.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) explaining connections across time and place;
Essential Understandings
Experiences may include but are not limited to the following:
Everyday life in the world today is
different from everyday life long
ago.
Time and place affect how people
live.
Knowledge of the past helps us
understand the present and make
decisions about the future.
 Create a chart comparing the use of a human, natural, or capital resource in ancient China, Egypt,
Greece, Rome, or the West African empire of Mali to today.
 Use maps and images to make connections between the geography of China and the geography of
Egypt.
 Use digital media, storyboards, or flow charts to show how ancient Greece influenced ancient Rome,
and how both cultures influence the United States today.
 Use images to compare the architecture in selected ancient world cultures. Use photographs of
modern architecture to discuss how ancient architecture influences our culture today.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to make informed decisions;
Essential Understandings
Experiences may include but are not limited to the following:
All decisions involve costs and
benefits.
A cost is what you give up when
you decide to do something.
A benefit is what satisfies a want.
Choices involve getting more of
one thing by giving up something
else.
Students make better choices
when they consider the costs and
benefits of their decisions.
Decision-making models are used
to make decisions for the future
and to better understand the
decisions people made in the
past.
 Use a decision-making model to weigh the costs and benefits of the following:
o Everyone keeps their own supplies or everyone shares their supplies.
o Decisions made by characters in children’s literature related to the ancient civilizations.
 Work in small groups to decide whether to plan a class trip to Egypt or China.
Sample Decision-Making Model
Decision to be made:
Benefits
Costs
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom
activities;
Essential Understandings
Experiences may include but are not limited to the following:
Good citizens
 collaborate to achieve shared
goals
 compromise to reach an
agreement
 participate in classroom
activities to demonstrate
respect for rules.
 Participate in classroom activities to demonstrate respect for community rules and laws.
 Make an economic choice (e.g., the best project materials to use or purchase) by comparing the
opportunity and monetary costs of various choices with the benefits of those choices.
 Work in groups to determine an action the class can take to serve the community, state, or nation.
 Participate in class simulations of direct and representative democracies while studying ancient Greece
and Rome.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) accessing a variety of media, including online resources.
Essential Understandings
Experiences may include but are not limited to the following:
Developing fluency in social
studies vocabulary improves
comprehension of oral, written,
and visual sources of information
about world cultures.
Accessing a variety of media
involves locating information in
the classroom, the school, the
community, and on the Internet.
 Explain the relationship between the environment and the resources in different parts of the world,
using economic vocabulary (e.g., specialization; natural, human, and capital resources; producers,
goods, and services).
 Use images of an ancient world culture to create a picture book to describe the geography of an area.
 Listen to guest speakers discuss food, clothing, and music from their culture. Create a photo story
about the benefits of diversity.
 Create a list outlining the characteristics of a good citizen and then illustrate the list.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.11a, b, c, d, e, f
The student will explain the responsibilities of a good citizen, with emphasis on
a) respecting and protecting the rights and property of others;
b) taking part in the voting process when making classroom decisions;
c) describing actions that can improve the school and community;
d) demonstrating self-discipline and self-reliance;
e) practicing honesty and trustworthiness; and
f) describing the purpose of rules.
Essential Understandings
A good citizen has a variety of
responsibilities that contribute to
society as a whole.
Essential Knowledge
Terms to know
 rules: Guidelines for how people should act or behave
 laws: Important rules written and carried out by government
Responsibilities of a good citizen
 Respecting and protecting the rights and property of others
 Taking part in the voting process when making classroom decisions
 Describing actions that can improve the school and community
 Demonstrating self-discipline and self-reliance
 Practicing honesty and trustworthiness
The purpose of rules and laws is to keep people safe and maintain order.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic
principles of a republican form of government and respect for individual rights and freedoms.
Essential Understandings
The American people come from
diverse ethnic and national
origins and are united as
Americans by basic American
principles.
Being an American is defined by
sharing the basic principles of the
republican form of government.
There are many ways that people
can serve their community, state,
and nation.
Essential Knowledge
Term to know
 republican form of government: A representative democracy
The American people have different ethnic origins and come from different countries but are united as
Americans by the basic principles of a republican form of government, including the individual rights to life,
liberty, and the pursuit of happiness as well as equality under the law.
Benefits of diversity
 Food
 Clothing
 Music
Some of the ways that people can serve their community, state, and nation include
 being a volunteer
 getting involved in community projects
 serving as a government official
 joining the military
 voting.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
UNIT II: Geography
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL 3.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
b) using geographic information to support an understanding of world cultures;
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
d) summarizing points and evidence to answer a question;
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
f) determining relationships with multiple causes or effects;
g) explaining connections across time and place;
h) using a decision-making model to make informed decisions;
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom
activities; and
j) accessing a variety of media, including online resources.
SOL 3.5
The student will develop map skills and an understanding of change over time by locating major ancient world cultures on world maps
a) at the beginning of their culture;
b) during their period of greatest influence; and
c) today.
SOL 3.6
The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other geographic
features of
a) Africa;
b) Asia;
c) Europe;
d) North America; and
e) South America.
SOL 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic principles
of a republican form of government and respect for individual rights and freedoms.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
ENDURING UNDERSTANDING: Students will understand that maps, globes, and other technologies help us learn about the Earth.
CONCEPTUAL UNIT QUESTION (Essential Question): What is the best way to learn about the Earth?
PREVIEW ACTIVITY: Have students work in pairs or small groups. Provide each group with samples of a map and a globe. Have each group list the
information that can be found on the map and the globe. Then have them discuss and list the advantages and disadvantages of using a map and using a
globe to learn about the earth. Share responses in a class chart.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
I. Civics 3.11
II. Geography 3.5, 3.6
III. Economics 3.8, 3.9, 3.10
IV. Government 3.12/3.13
V. Ancient China 3.2, 3.5, 3.7
VI. Ancient Egypt 3.2, 3.5, 3.7
VII. Ancient Greece 3.3, 3.5, 3.7
VIII. Ancient Rome 3.3, 3.5, 3.7
IX. Mali 3.4, 3.5, 3.7
Post SOL Activity
Skills 3.1 and Civics 3.13 are taught throughout the school year.
TIMEFRAME
10 days
20 days
20 days
30 days
10 days
10 days
15 days
15 days
15 days
DATES
September
September/October
October/November
December/ January
January/February
February
March/April
April
May
June
LITERATURE AND OTHER RESOURCES:
LITERATURE
Earth’s Continents series by Child’s World - Each book focuses on one continent. The books are short and easy-to-read with opening pages showing the
world map with the title continent highlighted.
Mapping Penny's World by Loreen Leedy- Lisa and her dog, Penny, learn the basics of mapmaking.
The ABCs of Continents by Bobbie Kalman - This book covers topics such as bodies of water, the equator, poles, hemispheres, latitude and longitude,
landforms, urban and rural areas, and more through alphabetical entries.
There's a Map on my Lap by Tish Rabe- The Cat in the Hat introduces beginning readers to maps.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
WEBSITES
http://www.sheppardsoftware.com/world_G0_Click.html This is a game to help students review the geography concepts of continents and oceans.
Lizard Point http://lizardpoint.com/geography/world-quiz.php Students can test their knowledge of the geography concepts of continents and oceans.
http://www.oswego.org/ocsd-web/match/term/matchgeneric2.asp?filename=rburgesscontoc Students can test their knowledge of the geography concepts
of continents and oceans through a matching game.
World Atlas http://www.worldatlas.com/ Students can explore the online world atlas.
Discovery Education United Streaming
-The Geography of Earth (Science Connection)
-Physical Geography
-What Continent Is It?
-Discovering the World Locating Places
-The World’s Oceans & Continents
-Understanding & Globes
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to
successfully understand course content.
North America
coordinates
title
peninsula
Pacific Ocean
South America
Equator
physical surroundings
regions
Atlantic Ocean
Africa
cardinal directions
location
season
Indian Ocean
Asia
climate
map legend
Arctic Ocean
Europe
compass rose
hemisphere
Australia
Prime Meridian
Nile River
symbols
Huang He River
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdWERFSHh4MmZfcEE&usp=sharing
SOL ESSENTIAL UNDERSTANDING, QUESTIONS, CONTENT, and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skill related to the SOLs. They provide the base from which the content in this unit
is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Identifying artifacts and primary
and secondary sources includes
viewing and using information
sources to draw conclusions.
An artifact is an object or tool that
tells us about people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
 Use images to make observations, ask questions, and draw conclusions about the contributions of
ancient Greece and Rome.
 Use a map of trade routes to determine the importance of human, natural, and capital resources in
ancient Greece.
 Create and share stories with classmates in order to understand how the people of Mali passed on
stories and traditions from one generation to the next.
 Use images of the regions of ancient China, Egypt, Greece, Rome, and the West African empire of
Mali to predict what goods and services might have been produced in each region.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to support an understanding of world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Using geographic information
helps develop an awareness of
the relationship between time and
place.
The physical geography of a
location had a direct impact on
the lives of ancient people and
how they adapted to their
environment.
Using geographic information
involves asking questions and
drawing conclusions about
information found on a map.
Geographic information can be
gathered using some of the
following tools:
 Variety of historical and
cultural maps

Satellite images

Images/photographs

Physical and political maps

Digital maps
 Ask questions and draw conclusions about world cultures, using information found on a map. Sample
sources of geographic information include the following:
o
Variety of historical and cultural maps
o
Satellite images
o
Images/photographs
o
Physical and political maps
o
Digital maps
 Use a simple world map to identify where ancient civilizations (ancient Egypt, China, Greece, Rome,
and the West African empire of Mali) were located.
 Use current images/photographs of a country to predict where people lived in ancient times.
 Construct a map with a legend to show trade routes between ancient civilizations.
 Describe how geography had a direct impact on the lives of ancient people and how they adapted to
their environment.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Interpretation involves using
information found in charts,
graphs, and pictures to develop
an understanding of people,
places, or events and draw
conclusions.
Close examination and
interpretation of data and images
are essential to making informed
decisions.
 Gather information about how students in the class demonstrate good citizenship. Create a class chart
to show examples of good citizenship in each month of the school year.
 Conduct surveys to determine which contributions from world cultures had the greatest influence on
the United States. Graph the results.
 Illustrate the land and contributions of ancient China, Egypt, Greece, Rome, and the West African
empire of Mali. Use these pictures to create a chart or diagram that shows connections among and
distinctions between world cultures.
 Survey family members to determine ways they help their community, country, and world. Create a
web or a simple bar graph to show the results.
 Gather information about the natural, human, and capital resources of ancient China, Egypt, Greece,
Rome, and the West African empire of Mali. Create a graphic organizer to illustrate the location of
these resources in the ancient world cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) summarizing points and evidence to answer a question;
Essential Understandings
Experiences may include but are not limited to the following:
Asking questions involves making
observations about the world and
framing them as inquiries to solve
a problem.
Asking a variety of questions
extends learning and deepens
understanding.
Summarizing points and evidence
involves assembling information
to construct an answer to a
question.
 When reading about ancient world cultures, support thinking with evidence from the text. Evidence can
include observations from images, articles, books, and reputable Web sites.
 Generate a question about the relationship between the physical environment and economic activities
in ancient Egypt or China. Summarize evidence to answer the question in a multimedia presentation or
a museum exhibit.
 After viewing images of modern buildings featuring arches and columns, generate questions about the
influence of ancient Greek and Roman architecture on buildings in America. Support answers with
specific observations from the images.
 Generate questions about change over time by examining both maps of ancient cultures and satellite
images of modern-day Egypt, China, Greece, Rome, and Mali. Support answers with specific
observations from the maps and images.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Comparing and contrasting
examines similarities and
differences among people,
places, or events.
Being able to compare and
contrast helps us to understand
important similarities and
differences between people or
events.
 Create a Venn diagram to show the similarities and differences between two ancient cultures.
 Compare and contrast an ancient community in Greece with a local community.
 Create a T-chart that compares the geographic features of two ancient cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) determining relationships with multiple causes or effects;
Essential Understandings
Experiences may include but are not limited to the following:
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen.
Relationships can have multiple
causes and effects.
 Explain the relationship between the economic activities and physical characteristics of ancient Greece
(e.g., many mountains led to farming on hillsides and the development of small, independent
communities).
 Explain the impacts to the community of being a good citizen and encouraging others to be good
citizens.
 Draw conclusions about why ancient civilizations traded with each other.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) explaining connections across time and place;
Essential Understandings
Experiences may include but are not limited to the following:
Everyday life in the world today is
different from everyday life long
ago.
Time and place affect how people
live.
Knowledge of the past helps us
understand the present and make
decisions about the future.
 Create a chart comparing the use of a human, natural, or capital resource in ancient China, Egypt,
Greece, Rome, or the West African empire of Mali to today.
 Use maps and images to make connections between the geography of China and the geography of
Egypt.
 Use digital media, storyboards, or flow charts to show how ancient Greece influenced ancient Rome,
and how both cultures influence the United States today.
 Use images to compare the architecture in selected ancient world cultures. Use photographs of
modern architecture to discuss how ancient architecture influences our culture today.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to make informed decisions;
Essential Understandings
Experiences may include but are not limited to the following:
All decisions involve costs and
benefits.
 Use a decision-making model to weigh the costs and benefits of the following:
A cost is what you give up when
you decide to do something.
A benefit is what satisfies a want.
Choices involve getting more of
one thing by giving up something
else.
Students make better choices
when they consider the costs and
benefits of their decisions.
Decision-making models are used
to make decisions for the future
and to better understand the
decisions people made in the
past.
o
Everyone keeps their own supplies or everyone shares their supplies.
o
Decisions made by characters in children’s literature related to the ancient civilizations.
 Work in small groups to decide whether to plan a class trip to Egypt or China.
Decision to be made: Sample
Benefits
Decision-Making Model
Costs
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom
activities;
Essential Understandings
Experiences may include but are not limited to the following:
Good citizens
 collaborate to achieve shared
goals


compromise to reach an
agreement
participate in classroom
activities to demonstrate
respect for rules.
 Participate in classroom activities to demonstrate respect for community rules and laws.
 Make an economic choice (e.g., the best project materials to use or purchase) by comparing the
opportunity and monetary costs of various choices with the benefits of those choices.
 Work in groups to determine an action the class can take to serve the community, state, or nation.
 Participate in class simulations of direct and representative democracies while studying ancient Greece
and Rome.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) accessing a variety of media, including online resources.
Essential Understandings
Experiences may include but are not limited to the following:
Developing fluency in social
studies vocabulary improves
comprehension of oral, written,
and visual sources of information
about world cultures.
 Explain the relationship between the environment and the resources in different parts of the world,
using economic vocabulary (e.g., specialization; natural, human, and capital resources; producers,
goods, and services).
Accessing a variety of media
involves locating information in
the classroom, the school, the
community, and on the Internet.
 Listen to guest speakers discuss food, clothing, and music from their culture. Create a photo story
about the benefits of diversity.
 Use images of an ancient world culture to create a picture book to describe the geography of an area.
 Create a list outlining the characteristics of a good citizen and then illustrate the list.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.5a, b, c
The student will develop map skills and an understanding of change over time by locating major ancient world cultures on world maps
a) at the beginning of their culture;
b) during their period of greatest influence; and
c) today.
Essential Understandings
The sizes and locations of ancient
world cultures have changed over
time.
Essential Knowledge
Viewing maps of ancient civilizations during different time periods helps students begin to understand
changes in relationships among peoples, places, and environments.
Location of ancient world cultures at the beginning of their culture
Ancient China was located in eastern Asia centered on the Huang He River.
Ancient Egypt was located along the Nile River in northeast Africa.
Ancient Greece was located on a peninsula with many islands, surrounded by the Mediterranean Sea.
Ancient Rome was located by a river on a peninsula in the Mediterranean Sea.
The West African empire of Mali was located by a river in a grassland region in west Africa.
Location of ancient world cultures during their period of greatest influence
Ancient China spread southward to the Yangtze River.
Ancient Egypt spread southward along the Nile River and eastward and westward along the
Mediterranean coast.
Ancient Greece spread throughout the eastern Mediterranean region.
Ancient Rome spread throughout the Mediterranean region and most of western Europe.
The West African empire of Mali spread westward to the Atlantic coast and northward into the Sahara
desert.
Location of ancient world cultures today
China includes most of East Asia westward into the deserts of Central Asia.
Egypt is located in the northeastern corner of Africa along the Nile River.
Greece is located on a peninsula with many islands, surrounded by the Mediterranean Sea.
Rome is a city located in present-day Italy.
Mali is a country located in West Africa.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.6a, b, c, d, e
The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other
geographic features of
a) Africa;
b) Asia;
c) Europe;
d) North America; and
e) South America.
Essential Understandings
Essential Knowledge
The continents of Africa, Asia,
Major rivers, mountain ranges, and other geographic features of Africa
Europe, North America, and
 Nile River: The longest river in the world
South America have unique
 Atlas Mountains: Separate the coastlines of the Mediterranean Sea and the Atlantic Ocean from the
geographic features.
Sahara Desert
 Sahara Desert: The largest hot desert in the world
Major rivers, mountain ranges, and other geographic features of Asia
 Huang He River: Flows through much of China
 Himalaya Mountains: Home to some of highest peaks on Earth
 Gobi Desert: Asia’s largest desert
Major rivers, mountain ranges, and other geographic features of Europe
 Mediterranean Sea: An intercontinental sea situated between Europe to the north, Africa to the south,
and Asia to the east
 Alps Mountains: The largest mountain system in Europe
 Italian Peninsula: A boot-shaped peninsula in southern Europe extending into the Mediterranean Sea
Major rivers, mountain ranges, and other geographic features of North America
 Mississippi River: One of the longest rivers in North America
 Rio Grande: Marks part of the boundary between Mexico and the United States
 Rocky Mountains: Located in western North America and extend from Canada to New Mexico
 Appalachian Mountains: Located in eastern North America and extend from Canada to Alabama
 Great Lakes: A series of interconnected freshwater lakes located in northeastern North America
Major rivers, mountain ranges, and other geographic features of South America
 Amazon River: The second longest river in the world
 Andes Mountains: The longest continental mountain range in the world
 Amazon rainforest: The largest tropical rainforest in the world; includes many types of plants and
animals
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic
principles of a republican form of government and respect for individual rights and freedoms.
Essential Understandings
The American people come from
diverse ethnic and national
origins and are united as
Americans by basic American
principles.
Being an American is defined by
sharing the basic principles of the
republican form of government.
There are many ways that people
can serve their community, state,
and nation.
Essential Knowledge
Term to know
 republican form of government: A representative democracy
The American people have different ethnic origins and come from different countries but are united as
Americans by the basic principles of a republican form of government, including the individual rights to life,
liberty, and the pursuit of happiness as well as equality under the law.
Benefits of diversity
 Food

Clothing

Music
Some of the ways that people can serve their community, state, and nation include
 being a volunteer
 getting involved in community projects
 serving as a government official
 joining the military
 voting.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
UNIT III: Economics
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL 3.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
b) using geographic information to support an understanding of world cultures;
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
d) summarizing points and evidence to answer a question;
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
f) determining relationships with multiple causes or effects;
g) explaining connections across time and place;
h) using a decision-making model to make informed decisions;
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom
activities; and
j) accessing a variety of media, including online resources.
SOL 3.8
The student will demonstrate an understanding of different cultures and the natural, human, and capital resources they used in the production of
goods and services.
SOL 3.9
The student will recognize that because people and regions cannot produce everything they want, they specialize in what they do best
and trade for the rest.
SOL 3.10
The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a
choice).
SOL 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic
principles of a republican form of government and respect for individual rights and freedoms.
ENDURING UNDERSTANDING: Students will understand that people make economic choices that affect human, natural, and capital resources.
CONCEPTUAL UNIT QUESTION (Essential Question): What choices can people make when they cannot have everything they need/want?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
PREVIEW ACTIVITY: Tell students to imagine they are going to be on the show, "Survivor." The show will be filmed on a deserted island, where
the only water source is the ocean. Ask them to list in their notebook the five items they would bring with them to the island. Ask them to reflect on
why they would choose those five items. Use this activity to launch into a discussion about basic needs and wants and how the choices we make
affect our needs and wants.
TEXTBOOK ALLIGNMENT: SEE FILES
PACING GUIDE:
UNIT
I. Civics 3.11
II. Geography 3.5, 3.6
III. Economics 3.8, 3.9, 3.10
IV. Government 3.12/3.13
V. Ancient China 3.2, 3.5, 3.7
VI. Ancient Egypt 3.2, 3.5, 3.7
VII. Ancient Greece 3.3, 3.5, 3.7
VIII. Ancient Rome 3.3, 3.5, 3.7
IX. Mali 3.4, 3.5, 3.7
Post SOL Activity
Skills 3.1 and Civics 3.13 are taught throughout the school year.
TIMEFRAME
10 days
20 days
20 days
30 days
10 days
10 days
15 days
15 days
15 days
DATES
September
September/October
October/November
December/ January
January/February
February
March/April
April
May
June
LITERATURE AND OTHER RESOURCES:
LITERATURE
Abe Lincoln’s Dream by Lane Smith – A picture book fantasy based on fact, tells the story of a modern schoolgirl’s encounter with the ghost of
Lincoln. Together they embark on a journey across the country to answer Lincoln's questions and quiet his concerns about the nation for which he
gave his life. Student can apply economic concepts of human resources, capital resources, and incentives.
A Chair for My Mother by Vera Williams- A girl saves money to buy a chair for her mother.
Alexander Who Used to be Rich Last Sunday by Judith Viorst- A boy who makes some not so wise money decisions.
A New Coat for Anna by Harriet Ziefert- A mother barter’s to have a new coat made for her daughter during the difficult time after World War II.
Beatrice's Goat by Page McBrier -A girl gets a goat from Heifer International and is then able to go to school.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
Boxes for Katje by Candace Fleming- The true story of how three American children helped the people of Holland meet their needs after WWII.
Economics in Action series by Crabtree Publishing—Each book in this series explains in simple terms the fundamental concepts of economics.
Titles in this series include: What is Supply and Demand?, What are Goods and Services?, What is Scarcity of Resources?, What is Trade?, and
more.
Fifty Cents and a Dream: Young Booker T. Washington by Jabari Asim – this book captures the hardship and the spirit of Booker T. Washington's
journey to learn, to read, and to realize a dream. Students can learn about human and capital resources from this book.
Galimoto- Karen Williams- A boy uses the resources he can find to make a toy car for himself. He barters and makes his Galimoto.
The Hatmaker's Sign- A story Benjamin Franklin told T. Jefferson about a man who was trying to make a sign for his hat shop.
Lawn Boy by Gary Paulsen—Fiction chapter book about a young boy who creates a lawn mowing business that leads him to making millions in the
stock market.
The Lemonade War by Jacqueline Davies—Fiction chapter book that focuses on a brother and sister’s bet to be the first to earn $100 selling
lemonade.
The Lorax by Dr. Seuss-This book focuses on the consequences of overuse of resources.
Ox-Cart Man by Donald Hall and Barbara Cooney- A lyrical journey through the seasons and passing years of one New Englander's family.
Pancakes, Pancakes! by Eric Carle- This is the story of Jack, who wants a giant pancake for breakfast and has to gather the ingredients that are
located in several different places.
Saturday Sancocho by Leyla Torres- A Colombian girl and her grandmother barter so that they can get all the ingredients for the soup they cook
every Saturday.
Tortilla Factory by Gary Paulsen- Great book for introducing natural, human, and capital resources
WEBSITES
Discovery Education United Streaming
-What is Economics?
-Scarcity & Choice
-Barter vs Money
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
-The Marketplace: Supply & Demand
-Supply & Demand
-Producers & Consumers
-Goods & Services
Economics http://www.mcwdn.org/ECONOMICS/EconMain.html This site is an introduction to basic concepts on economics and contains
information, quizzes, activities and links to various online resources to learn more about our global economy.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know
to successfully understand course content. *prior knowledge
natural resources
human resources
capital resources
producers
goods
services
trade
economic choices
opportunity cost
wants
needs
scarcity
barter
specialization
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdWERFSHh4MmZfcEE&usp=sharing
SOL ESSENTIAL UNDERSTANDING, QUESTIONS, CONTENT, and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skill related to the SOLs. They provide the base from which the content in this unit
is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Identifying artifacts and primary
and secondary sources includes
viewing and using information
sources to draw conclusions.
An artifact is an object or tool that
tells us about people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
 Use images to make observations, ask questions, and draw conclusions about the contributions of
ancient Greece and Rome.
 Use a map of trade routes to determine the importance of human, natural, and capital resources in
ancient Greece.
 Create and share stories with classmates in order to understand how the people of Mali passed on
stories and traditions from one generation to the next.
 Use images of the regions of ancient China, Egypt, Greece, Rome, and the West African empire of
Mali to predict what goods and services might have been produced in each region.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to support an understanding of world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Using geographic information
helps develop an awareness of
the relationship between time and
place.
The physical geography of a
location had a direct impact on
the lives of ancient people and
how they adapted to their
environment.
Using geographic information
involves asking questions and
drawing conclusions about
information found on a map.
Geographic information can be
gathered using some of the
following tools:
 Variety of historical and
cultural maps
 Satellite images
 Images/photographs
 Physical and political maps
 Digital maps
 Ask questions and draw conclusions about world cultures, using information found on a map. Sample
sources of geographic information include the following:
o Variety of historical and cultural maps
o Satellite images
o Images/photographs
o Physical and political maps
o Digital maps
 Use a simple world map to identify where ancient civilizations (ancient Egypt, China, Greece, Rome,
and the West African empire of Mali) were located.
 Use current images/photographs of a country to predict where people lived in ancient times.
 Construct a map with a legend to show trade routes between ancient civilizations.
 Describe how geography had a direct impact on the lives of ancient people and how they adapted to
their environment.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Interpretation involves using
information found in charts,
graphs, and pictures to develop
an understanding of people,
places, or events and draw
conclusions.
Close examination and
interpretation of data and images
are essential to making informed
decisions.
 Gather information about how students in the class demonstrate good citizenship. Create a class chart
to show examples of good citizenship in each month of the school year.
 Conduct surveys to determine which contributions from world cultures had the greatest influence on
the United States. Graph the results.
 Illustrate the land and contributions of ancient China, Egypt, Greece, Rome, and the West African
empire of Mali. Use these pictures to create a chart or diagram that shows connections among and
distinctions between world cultures.
 Survey family members to determine ways they help their community, country, and world. Create a
web or a simple bar graph to show the results.
 Gather information about the natural, human, and capital resources of ancient China, Egypt, Greece,
Rome, and the West African empire of Mali. Create a graphic organizer to illustrate the location of
these resources in the ancient world cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) summarizing points and evidence to answer a question;
Essential Understandings
Experiences may include but are not limited to the following:
Asking questions involves making
observations about the world and
framing them as inquiries to solve
a problem.
Asking a variety of questions
extends learning and deepens
understanding.
Summarizing points and evidence
involves assembling information
to construct an answer to a
question.
 When reading about ancient world cultures, support thinking with evidence from the text. Evidence can
include observations from images, articles, books, and reputable Web sites.
 Generate a question about the relationship between the physical environment and economic activities
in ancient Egypt or China. Summarize evidence to answer the question in a multimedia presentation or
a museum exhibit.
 After viewing images of modern buildings featuring arches and columns, generate questions about the
influence of ancient Greek and Roman architecture on buildings in America. Support answers with
specific observations from the images.
 Generate questions about change over time by examining both maps of ancient cultures and satellite
images of modern-day Egypt, China, Greece, Rome, and Mali. Support answers with specific
observations from the maps and images.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Comparing and contrasting
examines similarities and
differences among people,
places, or events.
Being able to compare and
contrast helps us to understand
important similarities and
differences between people or
events.
 Create a Venn diagram to show the similarities and differences between two ancient cultures.
 Compare and contrast an ancient community in Greece with a local community.
 Create a T-chart that compares the geographic features of two ancient cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) determining relationships with multiple causes or effects;
Essential Understandings
Experiences may include but are not limited to the following:
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen.
Relationships can have multiple
causes and effects.
 Explain the relationship between the economic activities and physical characteristics of ancient Greece
(e.g., many mountains led to farming on hillsides and the development of small, independent
communities).
 Explain the impacts to the community of being a good citizen and encouraging others to be good
citizens.
 Draw conclusions about why ancient civilizations traded with each other.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) explaining connections across time and place;
Essential Understandings
Experiences may include but are not limited to the following:
Everyday life in the world today is
different from everyday life long
ago.
Time and place affect how people
live.
Knowledge of the past helps us
understand the present and make
decisions about the future.
 Create a chart comparing the use of a human, natural, or capital resource in ancient China, Egypt,
Greece, Rome, or the West African empire of Mali to today.
 Use maps and images to make connections between the geography of China and the geography of
Egypt.
 Use digital media, storyboards, or flow charts to show how ancient Greece influenced ancient Rome,
and how both cultures influence the United States today.
 Use images to compare the architecture in selected ancient world cultures. Use photographs of
modern architecture to discuss how ancient architecture influences our culture today.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to make informed decisions;
Essential Understandings
Experiences may include but are not limited to the following:
All decisions involve costs and
benefits.
A cost is what you give up when
you decide to do something.
A benefit is what satisfies a want.
Choices involve getting more of
one thing by giving up something
else.
Students make better choices
when they consider the costs and
benefits of their decisions.
Decision-making models are used
to make decisions for the future
and to better understand the
decisions people made in the
past.
 Use a decision-making model to weigh the costs and benefits of the following:
o Everyone keeps their own supplies or everyone shares their supplies.
o Decisions made by characters in children’s literature related to the ancient civilizations.
 Work in small groups to decide whether to plan a class trip to Egypt or China.
Sample Decision-Making Model
Decision to be made:
Benefits
Costs
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom
activities;
Essential Understandings
Experiences may include but are not limited to the following:
Good citizens
 collaborate to achieve shared
goals
 compromise to reach an
agreement
 participate in classroom
activities to demonstrate
respect for rules.
 Participate in classroom activities to demonstrate respect for community rules and laws.
 Make an economic choice (e.g., the best project materials to use or purchase) by comparing the
opportunity and monetary costs of various choices with the benefits of those choices.
 Work in groups to determine an action the class can take to serve the community, state, or nation.
 Participate in class simulations of direct and representative democracies while studying ancient Greece
and Rome.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) accessing a variety of media, including online resources.
Essential Understandings
Experiences may include but are not limited to the following:
Developing fluency in social
studies vocabulary improves
comprehension of oral, written,
and visual sources of information
about world cultures.
Accessing a variety of media
involves locating information in
the classroom, the school, the
community, and on the Internet.
 Explain the relationship between the environment and the resources in different parts of the world,
using economic vocabulary (e.g., specialization; natural, human, and capital resources; producers,
goods, and services).
 Use images of an ancient world culture to create a picture book to describe the geography of an area.
 Listen to guest speakers discuss food, clothing, and music from their culture. Create a photo story
about the benefits of diversity.
 Create a list outlining the characteristics of a good citizen and then illustrate the list.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.8
The student will demonstrate an understanding of different cultures and the natural, human, and capital resources they used in the
production of goods and services.
Essential Understandings
Resources are used to produce
goods and services.
Producers of goods and services
are influenced by natural, human,
and capital resources.
Essential Knowledge
Terms to know
 natural resources: Materials (e.g., water, soil, wood, coal) that come directly from nature
 human resources: People working to produce goods and services
 capital resources: Goods (e.g., machines, tools, buildings) made by people and used to produce other
goods and services
 producers: People who use resources to make goods and/or provide services
 goods: Things that people make or use to satisfy wants
 services: Activities that satisfy people’s wants
Ancient China was located on a large land mass. The land consisted of forests, hills, mountains, and
deserts. The people of ancient China farmed, fished, mined, made pottery, and traded goods.
Ancient Egypt was located along the Nile River in northeast Africa. Most of the land was desert. There
was rich soil along the Nile River. The people of ancient Egypt farmed, fished, made crafts, and traded
goods.
Ancient Greece was located on a peninsula with mountains and hills and was surrounded by many islands
and the Mediterranean Sea. Greece had limited rich soil. The people of ancient Greece built ships, fished,
made pottery, and farmed.
Ancient Rome was located next to a river. Rich soil for farming was limited. A variety of trees grew in
ancient Rome. The people of ancient Rome built ships, fished, made pottery, and farmed.
The West African empire of Mali was located in Africa. Gold was a natural resource. The people of Mali
traded gold for salt.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.9
The student will recognize that because people and regions cannot produce everything they want, they specialize in what they do best
and trade for the rest.
Essential Understandings
Essential Knowledge
People and regions specialize
because they cannot produce
everything they want.
Specialization occurs when people focus on the production of selected goods and services.
People trade for things they want
but do not have.
Specialization encourages trade because people want goods and services that they do not have.
People and regions often specialize in the production of certain goods and services.
People trade when individuals or groups benefit from the trade.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.10
The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when
making a choice).
Essential Understandings
Essential Knowledge
People make choices because
they cannot have everything they
want.
Terms to know
 economic choice: The choice that is made among alternatives or possibilities
 opportunity cost: The next best choice that is given up when an economic choice is made
All choices require giving up
something else (opportunity cost).
Economic decision making requires comparing the opportunity and monetary costs of various choices with
the benefits of those choices.
Economic choices
Choice given up
(opportunity
cost)
Choices
Choice
made
Ice cream or
popcorn
Ice cream
Popcorn
Toy or
favorite video
Favorite
video
Toy
Spend now or
save for the
future
Spend now
Save for the
future
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic
principles of a republican form of government and respect for individual rights and freedoms.
Essential Understandings
The American people come from
diverse ethnic and national
origins and are united as
Americans by basic American
principles.
Being an American is defined by
sharing the basic principles of the
republican form of government.
There are many ways that people
can serve their community, state,
and nation.
Essential Knowledge
Term to know
 republican form of government: A representative democracy
The American people have different ethnic origins and come from different countries but are united as
Americans by the basic principles of a republican form of government, including the individual rights to life,
liberty, and the pursuit of happiness as well as equality under the law.
Benefits of diversity
 Food
 Clothing
 Music
Some of the ways that people can serve their community, state, and nation include
 being a volunteer
 getting involved in community projects
 serving as a government official
 joining the military
 voting.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
UNIT IV: Government
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL 3.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
b) using geographic information to support an understanding of world cultures;
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
d) summarizing points and evidence to answer a question;
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
f) determining relationships with multiple causes or effects;
g) explaining connections across time and place;
h) using a decision-making model to make informed decisions;
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in
classroom activities; and
j) accessing a variety of media, including online resources.
SOL 3.12
The student will recognize the importance of government in the community, Virginia, and the United States of America by
a) explaining the purpose of laws;
b) explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken; and
c) explaining that government protects the rights and property of individuals.
SOL 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic principles
of a republican form of government and respect for individual rights and freedoms.
ENDURING UNDERSTANDING: Students will understand that rules and laws bring order and protection to our lives and society.
CONCEPTUAL UNIT QUESTION (Essential Question): Why do people need rules and laws?
PREVIEW ACTIVITY: Collect several file folder games or games that children are unfamiliar with. Randomly divide your class into several
groups and present each group with a game and game pieces, without revealing the directions of each game. Instruct the children to begin
playing and observe student behaviors. After giving sufficient time for children to play their games, have students come together to share how
they felt about this activity. Students should voice frustration and confusion over not having rules provided and not knowing how to play the
game. As well, students may discuss their interactions with one another (bossiness, anger, poor sportsmanship, quitting, etc.) An alternate
activity, if time allows, is to give groups of students basic items like checker pieces, playing cards, index cards, etc. with which they can create
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
their own game and write detailed rules for their game. Time is then given for groups to play each game and critique the rules for the game.
More complete directions can be found on p. 63 of the Our World Far and Wide teacher’s manual.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIMEFRAME
DATES
I. Civics 3.11
10 days
September
II. Geography 3.5, 3.6
20 days
September/October
III. Economics 3.8, 3.9, 3.10
20 days
October/November
IV. Government 3.12/3.13
30 days
December/ January
V. Ancient China 3.2, 3.5, 3.7
10 days
January/February
VI. Ancient Egypt 3.2, 3.5, 3.7
10 days
February
VII. Ancient Greece 3.3, 3.5, 3.7
15 days
March/April
VIII. Ancient Rome 3.3, 3.5, 3.7
15 days
April
IX. Mali 3.4, 3.5, 3.7
15 days
May
Post SOL Activity
June
Skills 3.1 and Civics 3.13 are taught throughout the school year.
LITERATURE AND OTHER RESOURCES:
LITERATURE
In 1776 by Jean Marzollo- a good book to help students understand the 4th of July and the Declaration of Independence
Making a Law by Sarah De Capua by Scholastic. A True Book with a DRA level of 38.
Marshall, the Courthouse Mouse: A Tail of the U.S. Supreme Court by Peter W. Barnes and Cheryl S. Barnes. Students learn about the
Supreme Court through the story of Marshall J. Mouse, the Chief Justice of the United Mice of America.
Serving Your Community by Christin Ditchfield by Scholastic. A True Book with a DRA level of 38.
Unite or Die- How the States became a Nation by Jacqueline Jules- Great for helping the students understand why we needed a constitution.
Voting by Sarah De Capua by Scholastic. A True Book (trade book) with excellent photos. DRA level of 30.
We are All Americans: Understanding Diversity by Joy Masoff—America’s multicultural diversity and how the nation’s development was
influenced by immigrants’ cultures, traditions, and beliefs are highlighted through photographs, illustrations, and text.
We the Kids - The Preamble of the Constitution of the United States by David Catrow- a kid- friendly and fun book that explains the Preamble to
kids.
We the People: The Story of Our Constitution by Lynne Cheney-This is an illustrated history of how the Constitution came to be.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
What is Government? by Baron Bedesky—An introduction to the responsibilities of government, how laws are passed, checks and balances,
three branches of the U.S. government, and how leaders are elected.
White House, Senate Mouse by Peter W. Barnes and Cheryl S. Barnes. The students learn about Congress through the story of Squeaker of
the House and the Senate Mouse-jority leader who need to pass a bill.
Woodrow for President: A Tail of Voting, Campaigns, and Elections by Peter W. Barnes and Cheryl S. Barnes. This book teaches students
about the election process. Woodrow G. Washingtail is running for president of the United Mice of America.
Woodrow, the White House Mouse by Peter W. Barnes and Cheryl S. Barnes. Woodrow G. Washingtail is Commander-in-Cheese of the United
Mice of America. The students learn what the President does through the tale of Woodrow.
WEBSITES
Ben's Guide to US Government for Kids http://bensguide.gpo.gov/3-5/index.html
Discovery Education United Streaming
-This is Your Government: Branches of Government
-Three Branches of Government
-Teacher & the Rockbots: Branches of Government
-Three Branches
Kids.gov http://www.kids.gov/ This site provides a portal for K-8 students to access information about the United States government. Students
link to different categories to find out all the government sites available for their use.
Journey Through Justice http://www.jtj.courts.state.va.us/ This website is maintained by the Virginia State Courts. The site provides teachers
with key content information about how the courts work in Virginia and also includes case files and games for student use.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should
know to successfully understand course content.
community
laws
government
rights
property
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdWERFSHh4MmZfcEE&usp=sharing
SOL ESSENTIAL UNDERSTANDING, QUESTIONS, CONTENT, and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skill related to the SOLs. They provide the base from which the content in this unit
is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Identifying artifacts and primary
and secondary sources includes
viewing and using information
sources to draw conclusions.
An artifact is an object or tool that
tells us about people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
 Use images to make observations, ask questions, and draw conclusions about the contributions of
ancient Greece and Rome.
 Use a map of trade routes to determine the importance of human, natural, and capital resources in
ancient Greece.
 Create and share stories with classmates in order to understand how the people of Mali passed on
stories and traditions from one generation to the next.
 Use images of the regions of ancient China, Egypt, Greece, Rome, and the West African empire of
Mali to predict what goods and services might have been produced in each region.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to support an understanding of world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Using geographic information
helps develop an awareness of
the relationship between time and
place.
The physical geography of a
location had a direct impact on
the lives of ancient people and
how they adapted to their
environment.
Using geographic information
involves asking questions and
drawing conclusions about
information found on a map.
Geographic information can be
gathered using some of the
following tools:
 Variety of historical and
cultural maps
 Satellite images
 Images/photographs
 Physical and political maps
 Digital maps
 Ask questions and draw conclusions about world cultures, using information found on a map. Sample
sources of geographic information include the following:
o Variety of historical and cultural maps
o Satellite images
o Images/photographs
o Physical and political maps
o Digital maps
 Use a simple world map to identify where ancient civilizations (ancient Egypt, China, Greece, Rome,
and the West African empire of Mali) were located.
 Use current images/photographs of a country to predict where people lived in ancient times.
 Construct a map with a legend to show trade routes between ancient civilizations.
 Describe how geography had a direct impact on the lives of ancient people and how they adapted to
their environment.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Interpretation involves using
information found in charts,
graphs, and pictures to develop
an understanding of people,
places, or events and draw
conclusions.
Close examination and
interpretation of data and images
are essential to making informed
decisions.
 Gather information about how students in the class demonstrate good citizenship. Create a class chart
to show examples of good citizenship in each month of the school year.
 Conduct surveys to determine which contributions from world cultures had the greatest influence on
the United States. Graph the results.
 Illustrate the land and contributions of ancient China, Egypt, Greece, Rome, and the West African
empire of Mali. Use these pictures to create a chart or diagram that shows connections among and
distinctions between world cultures.
 Survey family members to determine ways they help their community, country, and world. Create a
web or a simple bar graph to show the results.
 Gather information about the natural, human, and capital resources of ancient China, Egypt, Greece,
Rome, and the West African empire of Mali. Create a graphic organizer to illustrate the location of
these resources in the ancient world cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) summarizing points and evidence to answer a question;
Essential Understandings
Experiences may include but are not limited to the following:
Asking questions involves making
observations about the world and
framing them as inquiries to solve
a problem.
Asking a variety of questions
extends learning and deepens
understanding.
Summarizing points and evidence
involves assembling information
to construct an answer to a
question.
 When reading about ancient world cultures, support thinking with evidence from the text. Evidence can
include observations from images, articles, books, and reputable Web sites.
 Generate a question about the relationship between the physical environment and economic activities
in ancient Egypt or China. Summarize evidence to answer the question in a multimedia presentation or
a museum exhibit.
 After viewing images of modern buildings featuring arches and columns, generate questions about the
influence of ancient Greek and Roman architecture on buildings in America. Support answers with
specific observations from the images.
 Generate questions about change over time by examining both maps of ancient cultures and satellite
images of modern-day Egypt, China, Greece, Rome, and Mali. Support answers with specific
observations from the maps and images.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Comparing and contrasting
examines similarities and
differences among people,
places, or events.
Being able to compare and
contrast helps us to understand
important similarities and
differences between people or
events.
 Create a Venn diagram to show the similarities and differences between two ancient cultures.
 Compare and contrast an ancient community in Greece with a local community.
 Create a T-chart that compares the geographic features of two ancient cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) determining relationships with multiple causes or effects;
Essential Understandings
Experiences may include but are not limited to the following:
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen.
Relationships can have multiple
causes and effects.
 Explain the relationship between the economic activities and physical characteristics of ancient Greece
(e.g., many mountains led to farming on hillsides and the development of small, independent
communities).
 Explain the impacts to the community of being a good citizen and encouraging others to be good
citizens.
 Draw conclusions about why ancient civilizations traded with each other.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) explaining connections across time and place;
Essential Understandings
Experiences may include but are not limited to the following:
Everyday life in the world today is
different from everyday life long
ago.
Time and place affect how people
live.
Knowledge of the past helps us
understand the present and make
decisions about the future.
 Create a chart comparing the use of a human, natural, or capital resource in ancient China, Egypt,
Greece, Rome, or the West African empire of Mali to today.
 Use maps and images to make connections between the geography of China and the geography of
Egypt.
 Use digital media, storyboards, or flow charts to show how ancient Greece influenced ancient Rome,
and how both cultures influence the United States today.
 Use images to compare the architecture in selected ancient world cultures. Use photographs of
modern architecture to discuss how ancient architecture influences our culture today.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to make informed decisions;
Essential Understandings
Experiences may include but are not limited to the following:
All decisions involve costs and
benefits.
A cost is what you give up when
you decide to do something.
A benefit is what satisfies a want.
Choices involve getting more of
one thing by giving up something
else.
Students make better choices
when they consider the costs and
benefits of their decisions.
Decision-making models are used
to make decisions for the future
and to better understand the
decisions people made in the
past.
 Use a decision-making model to weigh the costs and benefits of the following:
o Everyone keeps their own supplies or everyone shares their supplies.
o Decisions made by characters in children’s literature related to the ancient civilizations.
 Work in small groups to decide whether to plan a class trip to Egypt or China.
Sample Decision-Making Model
Decision to be made:
Benefits
Costs
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom
activities;
Essential Understandings
Experiences may include but are not limited to the following:
Good citizens
 collaborate to achieve shared
goals
 compromise to reach an
agreement
 participate in classroom
activities to demonstrate
respect for rules.
 Participate in classroom activities to demonstrate respect for community rules and laws.
 Make an economic choice (e.g., the best project materials to use or purchase) by comparing the
opportunity and monetary costs of various choices with the benefits of those choices.
 Work in groups to determine an action the class can take to serve the community, state, or nation.
 Participate in class simulations of direct and representative democracies while studying ancient Greece
and Rome.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) accessing a variety of media, including online resources.
Essential Understandings
Experiences may include but are not limited to the following:
Developing fluency in social
studies vocabulary improves
comprehension of oral, written,
and visual sources of information
about world cultures.
Accessing a variety of media
involves locating information in
the classroom, the school, the
community, and on the Internet.
 Explain the relationship between the environment and the resources in different parts of the world,
using economic vocabulary (e.g., specialization; natural, human, and capital resources; producers,
goods, and services).
 Use images of an ancient world culture to create a picture book to describe the geography of an area.
 Listen to guest speakers discuss food, clothing, and music from their culture. Create a photo story
about the benefits of diversity.
 Create a list outlining the characteristics of a good citizen and then illustrate the list.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.12a, b, c
The student will recognize the importance of government in the community, Virginia, and the United States of America by
a) explaining the purpose of laws;
b) explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken; and
c) explaining that government protects the rights and property of individuals.
Essential Understandings
Government protects the rights
and property of individuals.
Government exists at the local
(community), state (Virginia), and
national (United States) levels.
Essential Knowledge
Terms to know
 community: A place where people live, work, and play
 laws: Important rules written and carried out by government
 government: A group of people that makes laws, carries out laws, and decides if laws have been
broken
The purpose of laws is to keep people safe and maintain order.
The purposes of government are to make laws, carry out laws, and decide if laws have been broken.
Governments are necessary because they develop laws and protect the rights and property of individuals.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic
principles of a republican form of government and respect for individual rights and freedoms.
Essential Understandings
The American people come from
diverse ethnic and national
origins and are united as
Americans by basic American
principles.
Being an American is defined by
sharing the basic principles of the
republican form of government.
There are many ways that people
can serve their community, state,
and nation.
Essential Knowledge
Term to know
 republican form of government: A representative democracy
The American people have different ethnic origins and come from different countries but are united as
Americans by the basic principles of a republican form of government, including the individual rights to life,
liberty, and the pursuit of happiness as well as equality under the law.
Benefits of diversity
 Food
 Clothing
 Music
Some of the ways that people can serve their community, state, and nation include
 being a volunteer
 getting involved in community projects
 serving as a government official
 joining the military
 voting.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
UNIT V: Ancient China
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL 3.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
b) using geographic information to support an understanding of world cultures;
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
d) summarizing points and evidence to answer a question;
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
f) determining relationships with multiple causes or effects;
g) explaining connections across time and place;
h) using a decision-making model to make informed decisions;
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in
classroom activities; and
j) accessing a variety of media, including online resources.
SOL 3.2
The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions,
the calendar, and written language.
SOL 3.5
The student will develop map skills and an understanding of change over time by locating major ancient world cultures on world
maps
a) at the beginning of their culture;
b) during their period of greatest influence; and
c) today.
SOL 3.6
The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other
geographic features of
a) Africa;
b) Asia;
c) Europe;
d) North America; and
e) South America.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
SOL 3.7
The student will describe how people in ancient world cultures adapted to their environment.
SOL 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic
principles of a republican form of government and respect for individual rights and freedoms.
ENDURING UNDERSTANDING: Students will understand that ancient civilizations have made contributions that we still use today.
CONCEPTUAL UNIT QUESTION (Essential Question): How has Ancient China contributed to our lives today?
PREVIEW ACTIVITY: Read aloud Weslandia by Paul Fleischman. Discuss with children what components in Weslandia helped the lead
character make up his own civilization. Ask the children to imagine that they can create their own civilization. Have them brainstorm with a
partner what would be in their civilization and have them illustrate it.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
I. Civics 3.11
II. Geography 3.5, 3.6
III. Economics 3.8, 3.9, 3.10
IV. Government 3.12/3.13
V. Ancient China 3.2, 3.5, 3.7
VI. Ancient Egypt 3.2, 3.5, 3.7
VII. Ancient Greece 3.3, 3.5, 3.7
VIII. Ancient Rome 3.3, 3.5, 3.7
IX. Mali 3.4, 3.5, 3.7
Post SOL Activity
Skills 3.1 and Civics 3.13 are taught throughout the school year.
TIMEFRAME
10 days
20 days
20 days
30 days
10 days
10 days
15 days
15 days
15 days
DATES
September
September/October
October/November
December/ January
January/February
February
March/April
April
May
June
LITERATURE AND OTHER RESOURCES:
LITERATURE
History and Geography of Ancient China ED Hirsh, Jr by Pearson Learning Group. Above grade level information source in the history and
geography of Ancient China.
Where is the Great Wall? by PB Demuth by Grosset and Dunlap. Grade level information source on the Great Wall of China.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
Day of the Dragon King by MP Osborne by Scholastic. Magic Tree House #14 child friendly series filled with facts about inventions and culture.
(fictional characters).
Lion Dancer by K. Waters and M. Slovenez-Low by Reading Rainbow (Scholastic). Child friendly format with facts about Ancient China.
Grandfather, the Doll, the Carp and Me by C. Murphy by Scott Foresman. Main Protagonist is in the age range of students and reading level is
comfortable for grade level readers.
The Dragon’s Robe by DM Lattimore by Harper Trophy. High Interest level reading material is high average. Text contains information on
Chinese Culture.
Crouching Tiger by Ying Chang by Chandwick Press. Grade level reading material with appealing pictures. Text contains information on
Chinese Culture.
Sam and the Lucky Monkey by Karen Chinn
Tikki Tikki Tembo by Arlene Mosel by Henry Holt and Company. Child friendly grade level that could be used as a read aloud.
Auntie Yang’s Great Soybean Picnic by Ginnie Lo by Lee & Low Books, Inc. Wonderful way to learn about culture through the eyes of a child.
Light read. Publisher is a noted source of multicultural educational books.
Chinese Folktale-The Weaving of a Dream by M. Heyer by Puffin Books. Above grade level reading material with advanced vocabulary.
Excellent for literary discussion groups with an advanced group of readers who think beyond the basic meaning.
The Greatest Treasure by Demi by Scholastic. Additional above grade level literature.
Stranger on the Silk Road by J. Gunderson by Picture Windows Books (Capstone). Above grade level literature on culture and inventions.
The Nightingale by Hans Christian Anderson by Scholastic. Fairy Tale about a Chinese Emperor.
The Seven Chinese Brothers by M. Mahy by Scholastic. Traditional Chinese folktale that can be used as a read aloud.
Articles on Chinese New Year Celebrations by Scholastic News. Each year just prior to the New Year Scholastic has wonderful grade level
articles on the Chinese inventions, culture and the celebration.
WEBSITES
For Kids Only: Facts About China http://nis.accel.worcK12.ma.us/www/Projects/China/kidschina.html
Discovery Education United Streaming
Journals Through History: Ancient China Contributions to the World (a child narrates)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
1.
2.
3.
4.
5.
6.
7.
8.
Introduction (overview)
The Three Paths of Fate (Enrichment)
Masters of Kung Fu (Enrichment)
The Secrets of the Silk
Paper
Innovations and Inventions (review of SOL objectives for inventions)
Gunpowder
The Year of the Dragon (Enrichment)
Ancient Civilizations Starter Collection: China ( child narrates)
1. Respect for Parents (Enrichment)
2. Yin and Yang (Enrichment)
3. Calligraphy (invention)
4. Chinese Invention (invention)
5. Dynasties (Enrichment)
6. Feudal System (Enrichment)
7. The Great Wall of China (invention)
8. Han Dynasty (Enrichment)
9. Confucius (Enrichment)
10. Chinese Religion (Enrichment)
11. Education (Enrichment)
12. Ancestors (Enrichment)
Maya and Miguel: A Little Culture (Enrichment refers to other Ancient Cultures as well)
1. Exploring the Exhibits
2. Stories from Ancient China
Live Binder http://www.livebinders.com/play/play?id=787442 This Live Binder contains information about all the ancient civilizations that are
studied.
Ancient China for Kids http://china.mrdonn.org/index.html
GENERAL WEBSITES and DATABASES
A Book in Time http://www.abookintime.com/ is a site that provides book lists, crafts, games, and maps for all history subjects.
Culture Grams: http://online.culturegrams.com/ Database explaining the geography and culture of the United States and countries around the
world
Curriki http://www.curriki.com/ is a site for teachers to share their best ideas. With a searchable index, teachers can find lessons and unit plans
with primary source materials.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
Google Earth: Interactive map of the World with links to pictures, websites, and general information about places all over the globe.
PBS Learning Media http://www.teachersdomain.org/ provides digital media for the classroom and professional development that is free for
teachers to use. The search feature allows you to locate videos by state standards.
PebbleGo (APS)
Teaching with Primary Sources: http://www.tpsnva.org/ Website containing Virginia teacher created lesson and unit plans with emphasis on
primary sources. This website links directly to the Library of Congress’s website and to the America’s Story website with short, easily accessible
information about the history of United States.
The British Museum http://www.ancientgreece.co.uk/
http://www.ancientegypt.co.uk/
http://www.ancientchina.co.uk/menu.html#
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should
know to successfully understand course content.
*Prior knowledge
ancient
characters/symbols
geography
invention
written language
architecture
community
Great Wall
land
Gobi Desert
Asia
contribution
hills
mountains
Himalayan Mountain
climate
environment
Huang He River
transportation
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdWERFSHh4MmZfcEE&usp=sharing
SOL ESSENTIAL UNDERSTANDING, QUESTIONS, CONTENT, and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skill related to the SOLs. They provide the base from which the content in this unit
is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Identifying artifacts and primary
and secondary sources includes
viewing and using information
sources to draw conclusions.
An artifact is an object or tool that
tells us about people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
 Use images to make observations, ask questions, and draw conclusions about the contributions of
ancient Greece and Rome.
 Use a map of trade routes to determine the importance of human, natural, and capital resources in
ancient Greece.
 Create and share stories with classmates in order to understand how the people of Mali passed on
stories and traditions from one generation to the next.
 Use images of the regions of ancient China, Egypt, Greece, Rome, and the West African empire of
Mali to predict what goods and services might have been produced in each region.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to support an understanding of world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Using geographic information
helps develop an awareness of
the relationship between time and
place.
The physical geography of a
location had a direct impact on
the lives of ancient people and
how they adapted to their
environment.
Using geographic information
involves asking questions and
drawing conclusions about
information found on a map.
Geographic information can be
gathered using some of the
following tools:
 Variety of historical and
cultural maps
 Satellite images
 Images/photographs
 Physical and political maps
 Digital maps
 Ask questions and draw conclusions about world cultures, using information found on a map. Sample
sources of geographic information include the following:
o Variety of historical and cultural maps
o Satellite images
o Images/photographs
o Physical and political maps
o Digital maps
 Use a simple world map to identify where ancient civilizations (ancient Egypt, China, Greece, Rome,
and the West African empire of Mali) were located.
 Use current images/photographs of a country to predict where people lived in ancient times.
 Construct a map with a legend to show trade routes between ancient civilizations.
 Describe how geography had a direct impact on the lives of ancient people and how they adapted to
their environment.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Interpretation involves using
information found in charts,
graphs, and pictures to develop
an understanding of people,
places, or events and draw
conclusions.
Close examination and
interpretation of data and images
are essential to making informed
decisions.
 Gather information about how students in the class demonstrate good citizenship. Create a class chart
to show examples of good citizenship in each month of the school year.
 Conduct surveys to determine which contributions from world cultures had the greatest influence on
the United States. Graph the results.
 Illustrate the land and contributions of ancient China, Egypt, Greece, Rome, and the West African
empire of Mali. Use these pictures to create a chart or diagram that shows connections among and
distinctions between world cultures.
 Survey family members to determine ways they help their community, country, and world. Create a
web or a simple bar graph to show the results.
 Gather information about the natural, human, and capital resources of ancient China, Egypt, Greece,
Rome, and the West African empire of Mali. Create a graphic organizer to illustrate the location of
these resources in the ancient world cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) summarizing points and evidence to answer a question;
Essential Understandings
Experiences may include but are not limited to the following:
Asking questions involves making
observations about the world and
framing them as inquiries to solve
a problem.
Asking a variety of questions
extends learning and deepens
understanding.
Summarizing points and evidence
involves assembling information
to construct an answer to a
question.
 When reading about ancient world cultures, support thinking with evidence from the text. Evidence can
include observations from images, articles, books, and reputable Web sites.
 Generate a question about the relationship between the physical environment and economic activities
in ancient Egypt or China. Summarize evidence to answer the question in a multimedia presentation or
a museum exhibit.
 After viewing images of modern buildings featuring arches and columns, generate questions about the
influence of ancient Greek and Roman architecture on buildings in America. Support answers with
specific observations from the images.
 Generate questions about change over time by examining both maps of ancient cultures and satellite
images of modern-day Egypt, China, Greece, Rome, and Mali. Support answers with specific
observations from the maps and images.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Comparing and contrasting
examines similarities and
differences among people,
places, or events.
Being able to compare and
contrast helps us to understand
important similarities and
differences between people or
events.
 Create a Venn diagram to show the similarities and differences between two ancient cultures.
 Compare and contrast an ancient community in Greece with a local community.
 Create a T-chart that compares the geographic features of two ancient cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) determining relationships with multiple causes or effects;
Essential Understandings
Experiences may include but are not limited to the following:
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen.
Relationships can have multiple
causes and effects.
 Explain the relationship between the economic activities and physical characteristics of ancient Greece
(e.g., many mountains led to farming on hillsides and the development of small, independent
communities).
 Explain the impacts to the community of being a good citizen and encouraging others to be good
citizens.
 Draw conclusions about why ancient civilizations traded with each other.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) explaining connections across time and place;
Essential Understandings
Experiences may include but are not limited to the following:
Everyday life in the world today is
different from everyday life long
ago.
Time and place affect how people
live.
Knowledge of the past helps us
understand the present and make
decisions about the future.
 Create a chart comparing the use of a human, natural, or capital resource in ancient China, Egypt,
Greece, Rome, or the West African empire of Mali to today.
 Use maps and images to make connections between the geography of China and the geography of
Egypt.
 Use digital media, storyboards, or flow charts to show how ancient Greece influenced ancient Rome,
and how both cultures influence the United States today.
 Use images to compare the architecture in selected ancient world cultures. Use photographs of
modern architecture to discuss how ancient architecture influences our culture today.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to make informed decisions;
Essential Understandings
Experiences may include but are not limited to the following:
All decisions involve costs and
benefits.
A cost is what you give up when
you decide to do something.
A benefit is what satisfies a want.
Choices involve getting more of
one thing by giving up something
else.
Students make better choices
when they consider the costs and
benefits of their decisions.
Decision-making models are used
to make decisions for the future
and to better understand the
decisions people made in the
past.
 Use a decision-making model to weigh the costs and benefits of the following:
o Everyone keeps their own supplies or everyone shares their supplies.
o Decisions made by characters in children’s literature related to the ancient civilizations.
 Work in small groups to decide whether to plan a class trip to Egypt or China.
Sample Decision-Making Model
Decision to be made:
Benefits
Costs
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom
activities;
Essential Understandings
Experiences may include but are not limited to the following:
Good citizens
 collaborate to achieve shared
goals
 compromise to reach an
agreement
 participate in classroom
activities to demonstrate
respect for rules.
 Participate in classroom activities to demonstrate respect for community rules and laws.
 Make an economic choice (e.g., the best project materials to use or purchase) by comparing the
opportunity and monetary costs of various choices with the benefits of those choices.
 Work in groups to determine an action the class can take to serve the community, state, or nation.
 Participate in class simulations of direct and representative democracies while studying ancient Greece
and Rome.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) accessing a variety of media, including online resources.
Essential Understandings
Experiences may include but are not limited to the following:
Developing fluency in social
studies vocabulary improves
comprehension of oral, written,
and visual sources of information
about world cultures.
Accessing a variety of media
involves locating information in
the classroom, the school, the
community, and on the Internet.
 Explain the relationship between the environment and the resources in different parts of the world,
using economic vocabulary (e.g., specialization; natural, human, and capital resources; producers,
goods, and services).
 Use images of an ancient world culture to create a picture book to describe the geography of an area.
 Listen to guest speakers discuss food, clothing, and music from their culture. Create a photo story
about the benefits of diversity.
 Create a list outlining the characteristics of a good citizen and then illustrate the list.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.2
The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture,
inventions, the calendar, and written language.
Essential Understandings
Ancient people made
contributions that affect the
present world.
Essential Knowledge
Terms to know
 ancient: Long ago
 architecture: The design of buildings
 contribution: The act of giving or doing something
Contributions of ancient China and Egypt
China
Egypt
Written
language
Characters,
symbols
Hieroglyphics
Inventions
Kite, silk
cloth,
compass,
fireworks
Paper made
from papyrus,
365-day
calendar,
clock
Architecture
Great Wall
Pyramids
Many inventions of ancient China and Egypt are still used today.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.5a, b, c
The student will develop map skills and an understanding of change over time by locating major ancient world cultures on world maps
a) at the beginning of their culture;
b) during their period of greatest influence; and
c) today.
Essential Understandings
The sizes and locations of ancient
world cultures have changed over
time.
Essential Knowledge
Viewing maps of ancient civilizations during different time periods helps students begin to understand
changes in relationships among peoples, places, and environments.
Location of ancient world cultures at the beginning of their culture
Ancient China was located in eastern Asia centered on the Huang He River.
Ancient Egypt was located along the Nile River in northeast Africa.
Ancient Greece was located on a peninsula with many islands, surrounded by the Mediterranean Sea.
Ancient Rome was located by a river on a peninsula in the Mediterranean Sea.
The West African empire of Mali was located by a river in a grassland region in west Africa.
Location of ancient world cultures during their period of greatest influence
Ancient China spread southward to the Yangtze River.
Ancient Egypt spread southward along the Nile River and eastward and westward along the
Mediterranean coast.
Ancient Greece spread throughout the eastern Mediterranean region.
Ancient Rome spread throughout the Mediterranean region and most of western Europe.
The West African empire of Mali spread westward to the Atlantic coast and northward into the Sahara
desert.
Location of ancient world cultures today
China includes most of East Asia westward into the deserts of Central Asia.
Egypt is located in the northeastern corner of Africa along the Nile River.
Greece is located on a peninsula with many islands, surrounded by the Mediterranean Sea.
Rome is a city located in present-day Italy.
Mali is a country located in West Africa.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.6a, b, c, d, e
The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other
geographic features of
a) Africa;
b) Asia;
c) Europe;
d) North America; and
e) South America.
Essential Understandings
Essential Knowledge
The continents of Africa, Asia,
Major rivers, mountain ranges, and other geographic features of Africa
Europe, North America, and
 Nile River: The longest river in the world
South America have unique
 Atlas Mountains: Separate the coastlines of the Mediterranean Sea and the Atlantic Ocean from the
geographic features.
Sahara Desert
 Sahara Desert: The largest hot desert in the world
Major rivers, mountain ranges, and other geographic features of Asia
 Huang He River: Flows through much of China
 Himalaya Mountains: Home to some of highest peaks on Earth
 Gobi Desert: Asia’s largest desert
Major rivers, mountain ranges, and other geographic features of Europe
 Mediterranean Sea: An intercontinental sea situated between Europe to the north, Africa to the south,
and Asia to the east
 Alps Mountains: The largest mountain system in Europe
 Italian Peninsula: A boot-shaped peninsula in southern Europe extending into the Mediterranean Sea
Major rivers, mountain ranges, and other geographic features of North America
 Mississippi River: One of the longest rivers in North America
 Rio Grande: Marks part of the boundary between Mexico and the United States
 Rocky Mountains: Located in western North America and extend from Canada to New Mexico
 Appalachian Mountains: Located in eastern North America and extend from Canada to Alabama
 Great Lakes: A series of interconnected freshwater lakes located in northeastern North America
Major rivers, mountain ranges, and other geographic features of South America
 Amazon River: The second longest river in the world
 Andes Mountains: The longest continental mountain range in the world
 Amazon rainforest: The largest tropical rainforest in the world; includes many types of plants and
animals
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.7
The student will describe how people in ancient world cultures adapted to their environment.
Essential Understandings
Essential Knowledge
People in ancient world cultures
adapted to their environment in
different ways.
Human activities develop in response to physical environments. When the environment does not meet
human needs, people adapt to meet those needs.
Ways people in ancient world cultures adapted to their environments
Ancient China:
 Farmed in fertile soil along the rivers
 Fished in the rivers and seas
 Mined natural resources
Ancient Egypt:
 Farmed in fertile soil along the Nile River
 Created irrigation systems
 Traded along the Mediterranean coast
Ancient Greece:
 Limited farming due to mountains
 Traded across the Mediterranean Sea
 Built ships to fish in and trade across the Mediterranean Sea
Ancient Rome:
 Limited farming due to mountains
 Traded across the Mediterranean Sea
 Built roads to connect to land in western Europe and Africa
West African empire of Mali:
 Mined gold
 Traded gold for salt from the Sahara Desert
 Farmed and raised animals on the grasslands
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic
principles of a republican form of government and respect for individual rights and freedoms.
Essential Understandings
The American people come from
diverse ethnic and national
origins and are united as
Americans by basic American
principles.
Being an American is defined by
sharing the basic principles of the
republican form of government.
There are many ways that people
can serve their community, state,
and nation.
Essential Knowledge
Term to know
 republican form of government: A representative democracy
The American people have different ethnic origins and come from different countries but are united as
Americans by the basic principles of a republican form of government, including the individual rights to life,
liberty, and the pursuit of happiness as well as equality under the law.
Benefits of diversity
 Food
 Clothing
 Music
Some of the ways that people can serve their community, state, and nation include
 being a volunteer
 getting involved in community projects
 serving as a government official
 joining the military
 voting.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
UNIT VI: Ancient Egypt
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL 3.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
b) using geographic information to support an understanding of world cultures;
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
d) summarizing points and evidence to answer a question;
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
f) determining relationships with multiple causes or effects;
g) explaining connections across time and place;
h) using a decision-making model to make informed decisions;
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in
classroom activities; and
j) accessing a variety of media, including online resources.
SOL 3.2
The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions,
the calendar, and written language.
SOL 3.5
The student will develop map skills and an understanding of change over time by locating major ancient world cultures on world maps
a) at the beginning of their culture;
b) during their period of greatest influence; and
c) today.
SOL 3.6
The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other
geographic features of
a) Africa;
b) Asia;
c) Europe;
d) North America; and
e) South America.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
SOL 3.7
The student will describe how people in ancient world cultures adapted to their environment.
SOL 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic
principles of a republican form of government and respect for individual rights and freedoms.
ENDURING UNDERSTANDING: Students will understand that ancient civilizations have made contributions that we still use today.
CONCEPTUAL UNIT QUESTION (Essential Question): Ancient Egyptians have made contributions that are still important today. Do you
agree or disagree?
PREVIEW ACTIVITY: Read aloud Weslandia by Paul Fleishman. Discuss with students what components in the book help the characters
make up their own civilization. Ask students to imagine that they can create their own civilization. Have them brainstorm with a partner what
would be in their civilization and illustrate it.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
I. Civics 3.11
II. Geography 3.5, 3.6
III. Economics 3.8, 3.9, 3.10
IV. Government 3.12, 3.13
V. Ancient China 3.2, 3.5, 3.7
VI. Ancient Egypt 3.2, 3.5, 3.7
VII. Ancient Greece 3.3, 3.5, 3.7
VIII. Ancient Rome 3.3, 3.5, 3.7
IX. Mali 3.4, 3.5, 3.7
Post SOL Activity
Skills 3.1 and Civics 3.13 are taught throughout the school year.
TIMEFRAME
10 days
20 days
20 days
30 days
10 days
10 days
15 days
15 days
15 days
DATES
September
September/October
October/November
December/ January
January/February
February
March/April
April
May
June
LITERATURE AND OTHER RESOURCES:
LITERATURE
First Facts Ancient Egypt series by Amanda Doering Tourville by Capstone 2009. Series contains four titles exploring aspects of Ancient
Egyptian life and culture, including: Hieroglyphs, King Tut’s Tomb, Mummies, Pyramids
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
We’re sailing down the Nile: a journey through Egypt by Laurie Krebs 2007. As a riverboat sails down the Nile, remnants of Egypt’s long history
and aspects of its present culture are revealed on its banks. Includes map and facts on trade, mummies, pyramids, floods, gods and goddesses,
hieroglyphs.
Egypt History and Treasures of an Ancient Civilization by Giorgio Ferrero by Metro Books. Information resource for Egyptian Culture.
Egyptology by Candlewick. Resource due to advanced vocabulary and text.
Amazing Pop-up & Pull-out Mummy Book by D. Hawcock by DK (Dorling Kindersley) Amazingly child friendly with extraordinary visuals with
advanced vocabulary and content levels.
The Ancient Egyptians Life in the Nile Valley by V. Koenig & V. Ageorges by Millbrook Press. Factual information on Ancient Life with pictorial
representations of significant locations.
Ancient Egyptians The Great Discoveries by N. Reeves by Thames and Hudson. Factual information, advanced vocabulary and concepts.
Egypt by Christy Steele by Harcourt. High average reading materials nonfiction piece of literature.
Who was King Tut? by R. Edwards by Grosset & Dunlap. Factual information in a child friendly format.
Mummies & Pyramids by W & MP Osborne by Random House (Magic Tree House). Grade level reader with fictional characters.
The King of Egypt by Pam Rushby and Rigby Literature. Comfortable read with factual information on Egypt.
Tutankhamen by Truman Vega by Mac Millian/McGraw-Hill. High interest level paired with advanced vocabulary and content.
Secrets of the Mummies by H. Griffey by DK Readers. Advanced level can be used when giving children topics to explore or research.
Ancient Egypt by H. Adams by You Choose books/Capstone Press. Advanced level can be used when giving children topics to explore or
research.
Egyptian Gods and Goddesses by H. Barker by Grosset & Dunlap. Stretch reading for advanced learners/readers.
The Egyptology Handbook by Emily Sands by Candlewick Press. Teacher Resource Material.
Hieroglyphs by Joyce Milton by Grosset & Dunlap. Stamps and materials can be used in a learning center.
Fun with Hieroglyphs by C. Roehrig by Metropolitan Museum of Art. Stamps and materials can be used in a learning center.
Understanding Hieroglyphs by H. Wilson by Barnes and Noble. Teacher resource material.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
50 Hands-on Activities to Experience Ancient Egypt by A. Hart & P. Mantell by Williamson. Inexpensive book chalked full of easy to do activities.
Weslandia by Paul Fleishman
WEBSITES
Discovery Education United Streaming
Ancient Egypt :The Gift of the Nile
1. Welcome to Ancient Egypt
2. The Gift of the Nile (tells about Lower and Upper Egypt)
3. Farming Along the Nile (Inventions)
4. Papyrus: The Invention of Paper
5. Hieroglyphics (Invention)
Living History: Living in Ancient Egypt
1. Farming, Houses, and Transportation (Inventions)
2. Paper, Writing and Numbers (Inventions)
*For Advanced Learners
Ancient Egypt
1. A Gift of the Nile (explains in greater detail)
2. Social Classes (to truly understand the culture)
3. Daily Life (children can make connections or picture what their life would be like)
Ancient Civilizations: Program
1. Writing
2. Gods and Goddesses (for GT stretching activities)
*Preview for Literature for Children: History Books: Nonfiction
Journals Through History: Ancient Egypt: Constructing Civilization
The Pyramids - Out of Egypt: Shape of the Gods
Purpose of Egyptian Pyramids (advanced) math connections
Live Binder http://www.livebinders.com/play/play?id=787442 This Live Binder contains information about all the ancient civilizations that are
studied.
Ancient Egypt http://egypt.mrdonn.org/index.html
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
GENERAL WEBSITES and DATABASES
A Book in Time http://www.abookintime.com/ is a site that provides book lists, crafts, games, and maps for all history subjects.
Culture Grams: http://online.culturegrams.com/ Database explaining the geography and culture of the United States and countries around the
world
Curriki http://www.curriki.com/ is a site for teachers to share their best ideas. With a searchable index, teachers can find lessons and unit plans
with primary source materials.
Google Earth: Interactive map of the World with links to pictures, websites, and general information about places all over the globe.
PBS Learning Media http://www.teachersdomain.org/ provides digital media for the classroom and professional development that is free for
teachers to use. The search feature allows you to locate videos by state standards.
PebbleGo (APS)
Teaching with Primary Sources: http://www.tpsnva.org/ Website containing Virginia teacher created lesson and unit plans with emphasis on
primary sources. This website links directly to the Library of Congress’s website and to the America’s Story website with short, easily accessible
information about the history of United States.
The British Museum http://www.ancientgreece.co.uk/ http://www.ancientegypt.co.uk/
http://www.ancientchina.co.uk/menu.html#
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should
know to successfully understand course content. *Prior knowledge
Africa
climate
environment
invention
pyramids
ancient
community
geography
land
transportation
architecture
contribution
hieroglyphics
mountains
written language
characters/symbols
desert
hills
Nile River
papyrus
Atlas Mountains
Sahara Desert
Irrigation system
Mediterranean Sea
SAMPLE LESSONS: https://drive.google.com/open?id=0BySl24GaKHVdX1hyT21HdlRTUjQ
SOL ESSENTIAL UNDERSTANDING, QUESTIONS, CONTENT, and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skill related to the SOLs. They provide the base from which the content in this unit
is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Identifying artifacts and primary
and secondary sources includes
viewing and using information
sources to draw conclusions.
An artifact is an object or tool that
tells us about people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
 Use images to make observations, ask questions, and draw conclusions about the contributions of
ancient Greece and Rome.
 Use a map of trade routes to determine the importance of human, natural, and capital resources in
ancient Greece.
 Create and share stories with classmates in order to understand how the people of Mali passed on
stories and traditions from one generation to the next.
 Use images of the regions of ancient China, Egypt, Greece, Rome, and the West African empire of
Mali to predict what goods and services might have been produced in each region.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to support an understanding of world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Using geographic information
helps develop an awareness of
the relationship between time and
place.
The physical geography of a
location had a direct impact on
the lives of ancient people and
how they adapted to their
environment.
Using geographic information
involves asking questions and
drawing conclusions about
information found on a map.
Geographic information can be
gathered using some of the
following tools:
 Variety of historical and
cultural maps
 Satellite images
 Images/photographs
 Physical and political maps
 Digital maps
 Ask questions and draw conclusions about world cultures, using information found on a map. Sample
sources of geographic information include the following:
o Variety of historical and cultural maps
o Satellite images
o Images/photographs
o Physical and political maps
o Digital maps
 Use a simple world map to identify where ancient civilizations (ancient Egypt, China, Greece, Rome,
and the West African empire of Mali) were located.
 Use current images/photographs of a country to predict where people lived in ancient times.
 Construct a map with a legend to show trade routes between ancient civilizations.
 Describe how geography had a direct impact on the lives of ancient people and how they adapted to
their environment.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Interpretation involves using
information found in charts,
graphs, and pictures to develop
an understanding of people,
places, or events and draw
conclusions.
Close examination and
interpretation of data and images
are essential to making informed
decisions.
 Gather information about how students in the class demonstrate good citizenship. Create a class chart
to show examples of good citizenship in each month of the school year.
 Conduct surveys to determine which contributions from world cultures had the greatest influence on
the United States. Graph the results.
 Illustrate the land and contributions of ancient China, Egypt, Greece, Rome, and the West African
empire of Mali. Use these pictures to create a chart or diagram that shows connections among and
distinctions between world cultures.
 Survey family members to determine ways they help their community, country, and world. Create a
web or a simple bar graph to show the results.
 Gather information about the natural, human, and capital resources of ancient China, Egypt, Greece,
Rome, and the West African empire of Mali. Create a graphic organizer to illustrate the location of
these resources in the ancient world cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) summarizing points and evidence to answer a question;
Essential Understandings
Experiences may include but are not limited to the following:
Asking questions involves making
observations about the world and
framing them as inquiries to solve
a problem.
Asking a variety of questions
extends learning and deepens
understanding.
Summarizing points and evidence
involves assembling information
to construct an answer to a
question.
 When reading about ancient world cultures, support thinking with evidence from the text. Evidence can
include observations from images, articles, books, and reputable Web sites.
 Generate a question about the relationship between the physical environment and economic activities
in ancient Egypt or China. Summarize evidence to answer the question in a multimedia presentation or
a museum exhibit.
 After viewing images of modern buildings featuring arches and columns, generate questions about the
influence of ancient Greek and Roman architecture on buildings in America. Support answers with
specific observations from the images.
 Generate questions about change over time by examining both maps of ancient cultures and satellite
images of modern-day Egypt, China, Greece, Rome, and Mali. Support answers with specific
observations from the maps and images.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Comparing and contrasting
examines similarities and
differences among people,
places, or events.
Being able to compare and
contrast helps us to understand
important similarities and
differences between people or
events.
 Create a Venn diagram to show the similarities and differences between two ancient cultures.
 Compare and contrast an ancient community in Greece with a local community.
 Create a T-chart that compares the geographic features of two ancient cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) determining relationships with multiple causes or effects;
Essential Understandings
Experiences may include but are not limited to the following:
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen.
Relationships can have multiple
causes and effects.
 Explain the relationship between the economic activities and physical characteristics of ancient Greece
(e.g., many mountains led to farming on hillsides and the development of small, independent
communities).
 Explain the impacts to the community of being a good citizen and encouraging others to be good
citizens.
 Draw conclusions about why ancient civilizations traded with each other.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) explaining connections across time and place;
Essential Understandings
Experiences may include but are not limited to the following:
Everyday life in the world today is
different from everyday life long
ago.
Time and place affect how people
live.
Knowledge of the past helps us
understand the present and make
decisions about the future.
 Create a chart comparing the use of a human, natural, or capital resource in ancient China, Egypt,
Greece, Rome, or the West African empire of Mali to today.
 Use maps and images to make connections between the geography of China and the geography of
Egypt.
 Use digital media, storyboards, or flow charts to show how ancient Greece influenced ancient Rome,
and how both cultures influence the United States today.
 Use images to compare the architecture in selected ancient world cultures. Use photographs of
modern architecture to discuss how ancient architecture influences our culture today.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to make informed decisions;
Essential Understandings
Experiences may include but are not limited to the following:
All decisions involve costs and
benefits.
A cost is what you give up when
you decide to do something.
A benefit is what satisfies a want.
Choices involve getting more of
one thing by giving up something
else.
Students make better choices
when they consider the costs and
benefits of their decisions.
Decision-making models are used
to make decisions for the future
and to better understand the
decisions people made in the
past.
 Use a decision-making model to weigh the costs and benefits of the following:
o Everyone keeps their own supplies or everyone shares their supplies.
o Decisions made by characters in children’s literature related to the ancient civilizations.
 Work in small groups to decide whether to plan a class trip to Egypt or China.
Sample Decision-Making Model
Decision to be made:
Benefits
Costs
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom
activities;
Essential Understandings
Experiences may include but are not limited to the following:
Good citizens
 collaborate to achieve shared
goals
 compromise to reach an
agreement
 participate in classroom
activities to demonstrate
respect for rules.
 Participate in classroom activities to demonstrate respect for community rules and laws.
 Make an economic choice (e.g., the best project materials to use or purchase) by comparing the
opportunity and monetary costs of various choices with the benefits of those choices.
 Work in groups to determine an action the class can take to serve the community, state, or nation.
 Participate in class simulations of direct and representative democracies while studying ancient Greece
and Rome.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) accessing a variety of media, including online resources.
Essential Understandings
Experiences may include but are not limited to the following:
Developing fluency in social
studies vocabulary improves
comprehension of oral, written,
and visual sources of information
about world cultures.
Accessing a variety of media
involves locating information in
the classroom, the school, the
community, and on the Internet.
 Explain the relationship between the environment and the resources in different parts of the world,
using economic vocabulary (e.g., specialization; natural, human, and capital resources; producers,
goods, and services).
 Use images of an ancient world culture to create a picture book to describe the geography of an area.
 Listen to guest speakers discuss food, clothing, and music from their culture. Create a photo story
about the benefits of diversity.
 Create a list outlining the characteristics of a good citizen and then illustrate the list.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.2
The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture,
inventions, the calendar, and written language.
Essential Understandings
Ancient people made
contributions that affect the
present world.
Essential Knowledge
Terms to know
 ancient: Long ago
 architecture: The design of buildings
 contribution: The act of giving or doing something
Contributions of ancient China and Egypt
China
Egypt
Written
language
Characters,
symbols
Hieroglyphics
Inventions
Kite, silk
cloth,
compass,
fireworks
Paper made
from papyrus,
365-day
calendar,
clock
Architecture
Great Wall
Pyramids
Many inventions of ancient China and Egypt are still used today.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.5a, b, c
The student will develop map skills and an understanding of change over time by locating major ancient world cultures on world maps
a) at the beginning of their culture;
b) during their period of greatest influence; and
c) today.
Essential Understandings
The sizes and locations of ancient
world cultures have changed over
time.
Essential Knowledge
Viewing maps of ancient civilizations during different time periods helps students begin to understand
changes in relationships among peoples, places, and environments.
Location of ancient world cultures at the beginning of their culture
Ancient China was located in eastern Asia centered on the Huang He River.
Ancient Egypt was located along the Nile River in northeast Africa.
Ancient Greece was located on a peninsula with many islands, surrounded by the Mediterranean Sea.
Ancient Rome was located by a river on a peninsula in the Mediterranean Sea.
The West African empire of Mali was located by a river in a grassland region in west Africa.
Location of ancient world cultures during their period of greatest influence
Ancient China spread southward to the Yangtze River.
Ancient Egypt spread southward along the Nile River and eastward and westward along the
Mediterranean coast.
Ancient Greece spread throughout the eastern Mediterranean region.
Ancient Rome spread throughout the Mediterranean region and most of western Europe.
The West African empire of Mali spread westward to the Atlantic coast and northward into the Sahara
desert.
Location of ancient world cultures today
China includes most of East Asia westward into the deserts of Central Asia.
Egypt is located in the northeastern corner of Africa along the Nile River.
Greece is located on a peninsula with many islands, surrounded by the Mediterranean Sea.
Rome is a city located in present-day Italy.
Mali is a country located in West Africa.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.6a, b, c, d, e
The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other
geographic features of
a) Africa;
b) Asia;
c) Europe;
d) North America; and
e) South America.
Essential Understandings
Essential Knowledge
The continents of Africa, Asia,
Major rivers, mountain ranges, and other geographic features of Africa
Europe, North America, and
 Nile River: The longest river in the world
South America have unique
 Atlas Mountains: Separate the coastlines of the Mediterranean Sea and the Atlantic Ocean from the
geographic features.
Sahara Desert
 Sahara Desert: The largest hot desert in the world
Major rivers, mountain ranges, and other geographic features of Asia
 Huang He River: Flows through much of China
 Himalaya Mountains: Home to some of highest peaks on Earth
 Gobi Desert: Asia’s largest desert
Major rivers, mountain ranges, and other geographic features of Europe
 Mediterranean Sea: An intercontinental sea situated between Europe to the north, Africa to the south,
and Asia to the east
 Alps Mountains: The largest mountain system in Europe
 Italian Peninsula: A boot-shaped peninsula in southern Europe extending into the Mediterranean Sea
Major rivers, mountain ranges, and other geographic features of North America
 Mississippi River: One of the longest rivers in North America
 Rio Grande: Marks part of the boundary between Mexico and the United States
 Rocky Mountains: Located in western North America and extend from Canada to New Mexico
 Appalachian Mountains: Located in eastern North America and extend from Canada to Alabama
 Great Lakes: A series of interconnected freshwater lakes located in northeastern North America
Major rivers, mountain ranges, and other geographic features of South America
 Amazon River: The second longest river in the world
 Andes Mountains: The longest continental mountain range in the world
 Amazon rainforest: The largest tropical rainforest in the world; includes many types of plants and
animals
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.7
The student will describe how people in ancient world cultures adapted to their environment.
Essential Understandings
Essential Knowledge
People in ancient world cultures
adapted to their environment in
different ways.
Human activities develop in response to physical environments. When the environment does not meet
human needs, people adapt to meet those needs.
Ways people in ancient world cultures adapted to their environments
Ancient China:
 Farmed in fertile soil along the rivers
 Fished in the rivers and seas
 Mined natural resources
Ancient Egypt:
 Farmed in fertile soil along the Nile River
 Created irrigation systems
 Traded along the Mediterranean coast
Ancient Greece:
 Limited farming due to mountains
 Traded across the Mediterranean Sea
 Built ships to fish in and trade across the Mediterranean Sea
Ancient Rome:
 Limited farming due to mountains
 Traded across the Mediterranean Sea
 Built roads to connect to land in western Europe and Africa
West African empire of Mali:
 Mined gold
 Traded gold for salt from the Sahara Desert
 Farmed and raised animals on the grasslands
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic
principles of a republican form of government and respect for individual rights and freedoms.
Essential Understandings
The American people come from
diverse ethnic and national
origins and are united as
Americans by basic American
principles.
Being an American is defined by
sharing the basic principles of the
republican form of government.
There are many ways that people
can serve their community, state,
and nation.
Essential Knowledge
Term to know
 republican form of government: A representative democracy
The American people have different ethnic origins and come from different countries but are united as
Americans by the basic principles of a republican form of government, including the individual rights to life,
liberty, and the pursuit of happiness as well as equality under the law.
Benefits of diversity
 Food
 Clothing
 Music
Some of the ways that people can serve their community, state, and nation include
 being a volunteer
 getting involved in community projects
 serving as a government official
 joining the military
 voting.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
UNIT VII: Ancient Greece
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL 3.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
b) using geographic information to support an understanding of world cultures;
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
d) summarizing points and evidence to answer a question;
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
f) determining relationships with multiple causes or effects;
g) explaining connections across time and place;
h) using a decision-making model to make informed decisions;
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom
activities; and
j) accessing a variety of media, including online resources.
SOL 3.3
The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture,
government (direct and representative democracy), and sports.
SOL 3.5
The student will develop map skills and an understanding of change over time by locating major ancient world cultures on world maps
a) at the beginning of their culture;
b) during their period of greatest influence; and
c) today
SOL 3.6
The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other
geographic features of
a) Africa;
b) Asia;
c) Europe;
d) North America; and
e) South America.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
SOL 3.7
The student will describe how people in ancient world cultures adapted to their environment.
SOL 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic
principles of a republican form of government and respect for individual rights and freedoms.
ENDURING UNDERSTANDING: Students will understand that ancient civilizations have made contributions that we still use today.
CONCEPTUAL UNIT QUESTION (Essential Question): How has Ancient Greece contributed to our lives today?
PREVIEW ACTIVITY: Have students work independently and provide them with the following prompt: “Pretend you are packing your suitcase to
visit ancient Greece and Rome for one week. For your travel plans, you will need to know that much of the land is very mountainous, the climate
is almost always hot and dry, and there is a large body of water nearby. Using what you already know about ancient places, make a list of five
things that would be appropriate to take for the type of place you are visiting.”
After giving sufficient time to generate lists, have students share items and reasons for taking them. Relate your discussion to facts about Greece
and Rome utilizing maps, globes, and key terms when appropriate.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
I. Civics 3.11
II. Geography 3.5, 3.6
III. Economics 3.8, 3.9, 3.10
IV. Government 3.12/3.13
V. Ancient China 3.2, 3.5, 3.7
VI. Ancient Egypt 3.2, 3.5, 3.7
VII. Ancient Greece 3.3, 3.5, 3.7
VIII. Ancient Rome 3.3, 3.5, 3.7
IX. Mali 3.4, 3.5, 3.7
Post SOL Activity
Skills 3.1 and Civics 3.13 are taught throughout the school year.
TIMEFRAME
10 days
20 days
20 days
30 days
10 days
10 days
15 days
15 days
15 days
DATES
September
September/October
October/November
December/ January
January/February
February
March/April
April
May
June
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
LITERATURE AND OTHER RESOURCES:
LITERATURE
The Greeks (Pictures of the Past series for young reader) by Denise Allard- Describes the daily life of ancient Greece, including such topics as
schools, work, shopping, religion, drama, and sports.
Growing up in Ancient Greece by Chris Chelepi- Describes daily life in ancient Greece, discussing life in the city, life in the country, school,
ceremonies and festivals, food, and other aspects.
Life Long Ago series by Weekly Reader Leveled Readers—Each book in this series uses illustrations and simple sentences to describe how
people lived, they ate, and what they did for fun. Ancient Greece and Ancient Rome are titles included in this series.
Magic Tree House Tracker #10 Ancient Greece and the Olympics by Mary Pope Osbourne.
Magic Tree House #16 Hour of the Olympics by Mary Pope Osbourne.
Mini Greek Myths for Young Children by Heather Arnery- Greek myths are wonderful stories, full of brave heroes, terrifying monsters, powerful
gods and goddesses, battles and great adventures.
Welcome to the Ancient Olympics! by Jane Bingham—This book provides an introduction to the ancient Greek Olympics covering topics from
athletes and events to prizes and the modern Olympic games.
WEBSITES
Discovery Education United Streaming
 Ancient Civilizations Starter Collection: Greece (sections of location, government, lifestyle, Olympics, myths & legends)
 Journals Through History: Ancient Rome: Building an Empire *Section on Bathhouses review to determine if your class has the maturity
level to deal with the subject matter
 A World of Wonders: It’s All Greek (a child’s adventure to Greece)
 Greek Art & Architecture in the Parthenon
 The Parthenon: Design & Architecture
 Literature for Children: Greek Myths (advanced subject matter)
 The Myths & Legends of Ancient Greece
 Live Binder http://www.livebinders.com/play/play?id=787442 This Live Binder contains information about all the ancient civilizations that
are studied.
 Voyage Back in Time https://sites.google.com/site/voyagebackintime/
 Ancient Greece for Kids http://greece.mrdonn.org/index.html
GENERAL WEBSITES and DATABASES
A Book in Time http://www.abookintime.com/ is a site that provides book lists, crafts, games, and maps for all history subjects.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
Culture Grams: http://online.culturegrams.com/ Database explaining the geography and culture of the United States and countries around the
world
Curriki http://www.curriki.com/ is a site for teachers to share their best ideas. With a searchable index, teachers can find lessons and unit plans
with primary source materials.
Google Earth: Interactive map of the World with links to pictures, websites, and general information about places all over the globe.
PBS Learning Media http://www.teachersdomain.org/ provides digital media for the classroom and professional development that is free for
teachers to use. The search feature allows you to locate videos by state standards.
PebbleGo (APS)
Teaching with Primary Sources: http://www.tpsnva.org/ Website containing Virginia teacher created lesson and unit plans with emphasis on
primary sources. This website links directly to the Library of Congress’s website and to the America’s Story website with short, easily accessible
information about the history of United States.
The British Museum http://www.ancientgreece.co.uk/
http://www.ancientegypt.co.uk/
http://www.ancientchina.co.uk/menu.html#
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know
to successfully understand course content.
agriculture
architecture
columns
government
Parthenon
specialization
ancient
characteristics
contribution
Mediterranean
direct democracy
trade
Sea
Europe
climate
direct democracy
mosaics
pottery
traits
Olympics
sculpture
Aegean Sea
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdWERFSHh4MmZfcEE&usp=sharing
SOL ESSENTIAL UNDERSTANDING, QUESTIONS, CONTENT, and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skill related to the SOLs. They provide the base from which the content in this unit
is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Identifying artifacts and primary
and secondary sources includes
viewing and using information
sources to draw conclusions.
An artifact is an object or tool that
tells us about people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
 Use images to make observations, ask questions, and draw conclusions about the contributions of
ancient Greece and Rome.
 Use a map of trade routes to determine the importance of human, natural, and capital resources in
ancient Greece.
 Create and share stories with classmates in order to understand how the people of Mali passed on
stories and traditions from one generation to the next.
 Use images of the regions of ancient China, Egypt, Greece, Rome, and the West African empire of
Mali to predict what goods and services might have been produced in each region.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to support an understanding of world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Using geographic information
helps develop an awareness of
the relationship between time and
place.
The physical geography of a
location had a direct impact on
the lives of ancient people and
how they adapted to their
environment.
Using geographic information
involves asking questions and
drawing conclusions about
information found on a map.
Geographic information can be
gathered using some of the
following tools:
 Variety of historical and
cultural maps
 Satellite images
 Images/photographs
 Physical and political maps
 Digital maps
 Ask questions and draw conclusions about world cultures, using information found on a map. Sample
sources of geographic information include the following:
o Variety of historical and cultural maps
o Satellite images
o Images/photographs
o Physical and political maps
o Digital maps
 Use a simple world map to identify where ancient civilizations (ancient Egypt, China, Greece, Rome,
and the West African empire of Mali) were located.
 Use current images/photographs of a country to predict where people lived in ancient times.
 Construct a map with a legend to show trade routes between ancient civilizations.
 Describe how geography had a direct impact on the lives of ancient people and how they adapted to
their environment.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Interpretation involves using
information found in charts,
graphs, and pictures to develop
an understanding of people,
places, or events and draw
conclusions.
Close examination and
interpretation of data and images
are essential to making informed
decisions.
 Gather information about how students in the class demonstrate good citizenship. Create a class chart
to show examples of good citizenship in each month of the school year.
 Conduct surveys to determine which contributions from world cultures had the greatest influence on
the United States. Graph the results.
 Illustrate the land and contributions of ancient China, Egypt, Greece, Rome, and the West African
empire of Mali. Use these pictures to create a chart or diagram that shows connections among and
distinctions between world cultures.
 Survey family members to determine ways they help their community, country, and world. Create a
web or a simple bar graph to show the results.
 Gather information about the natural, human, and capital resources of ancient China, Egypt, Greece,
Rome, and the West African empire of Mali. Create a graphic organizer to illustrate the location of
these resources in the ancient world cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) summarizing points and evidence to answer a question;
Essential Understandings
Experiences may include but are not limited to the following:
Asking questions involves making
observations about the world and
framing them as inquiries to solve
a problem.
Asking a variety of questions
extends learning and deepens
understanding.
Summarizing points and evidence
involves assembling information
to construct an answer to a
question.
 When reading about ancient world cultures, support thinking with evidence from the text. Evidence can
include observations from images, articles, books, and reputable Web sites.
 Generate a question about the relationship between the physical environment and economic activities
in ancient Egypt or China. Summarize evidence to answer the question in a multimedia presentation or
a museum exhibit.
 After viewing images of modern buildings featuring arches and columns, generate questions about the
influence of ancient Greek and Roman architecture on buildings in America. Support answers with
specific observations from the images.
 Generate questions about change over time by examining both maps of ancient cultures and satellite
images of modern-day Egypt, China, Greece, Rome, and Mali. Support answers with specific
observations from the maps and images.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Comparing and contrasting
examines similarities and
differences among people,
places, or events.
Being able to compare and
contrast helps us to understand
important similarities and
differences between people or
events.
 Create a Venn diagram to show the similarities and differences between two ancient cultures.
 Compare and contrast an ancient community in Greece with a local community.
 Create a T-chart that compares the geographic features of two ancient cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) determining relationships with multiple causes or effects;
Essential Understandings
Experiences may include but are not limited to the following:
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen.
Relationships can have multiple
causes and effects.
 Explain the relationship between the economic activities and physical characteristics of ancient Greece
(e.g., many mountains led to farming on hillsides and the development of small, independent
communities).
 Explain the impacts to the community of being a good citizen and encouraging others to be good
citizens.
 Draw conclusions about why ancient civilizations traded with each other.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) explaining connections across time and place;
Essential Understandings
Experiences may include but are not limited to the following:
Everyday life in the world today is
different from everyday life long
ago.
Time and place affect how people
live.
Knowledge of the past helps us
understand the present and make
decisions about the future.
 Create a chart comparing the use of a human, natural, or capital resource in ancient China, Egypt,
Greece, Rome, or the West African empire of Mali to today.
 Use maps and images to make connections between the geography of China and the geography of
Egypt.
 Use digital media, storyboards, or flow charts to show how ancient Greece influenced ancient Rome,
and how both cultures influence the United States today.
 Use images to compare the architecture in selected ancient world cultures. Use photographs of
modern architecture to discuss how ancient architecture influences our culture today.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to make informed decisions;
Essential Understandings
Experiences may include but are not limited to the following:
All decisions involve costs and
benefits.
A cost is what you give up when
you decide to do something.
A benefit is what satisfies a want.
Choices involve getting more of
one thing by giving up something
else.
Students make better choices
when they consider the costs and
benefits of their decisions.
Decision-making models are used
to make decisions for the future
and to better understand the
decisions people made in the
past.
 Use a decision-making model to weigh the costs and benefits of the following:
o Everyone keeps their own supplies or everyone shares their supplies.
o Decisions made by characters in children’s literature related to the ancient civilizations.
 Work in small groups to decide whether to plan a class trip to Egypt or China.
Sample Decision-Making Model
Decision to be made:
Benefits
Costs
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom
activities;
Essential Understandings
Experiences may include but are not limited to the following:
Good citizens
 collaborate to achieve shared
goals
 compromise to reach an
agreement
 participate in classroom
activities to demonstrate
respect for rules.
 Participate in classroom activities to demonstrate respect for community rules and laws.
 Make an economic choice (e.g., the best project materials to use or purchase) by comparing the
opportunity and monetary costs of various choices with the benefits of those choices.
 Work in groups to determine an action the class can take to serve the community, state, or nation.
 Participate in class simulations of direct and representative democracies while studying ancient Greece
and Rome.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) accessing a variety of media, including online resources.
Essential Understandings
Experiences may include but are not limited to the following:
Developing fluency in social
studies vocabulary improves
comprehension of oral, written,
and visual sources of information
about world cultures.
Accessing a variety of media
involves locating information in
the classroom, the school, the
community, and on the Internet.
 Explain the relationship between the environment and the resources in different parts of the world,
using economic vocabulary (e.g., specialization; natural, human, and capital resources; producers,
goods, and services).
 Use images of an ancient world culture to create a picture book to describe the geography of an area.
 Listen to guest speakers discuss food, clothing, and music from their culture. Create a photo story
about the benefits of diversity.
 Create a list outlining the characteristics of a good citizen and then illustrate the list.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.3
The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture,
government (direct and representative democracy), and sports.
Essential Understandings
Essential Knowledge
The ancient Greeks and Romans
were two groups of people who
made significant contributions to
society in terms of architecture,
government, and sports.
Terms to know
 direct democracy: A government in which people vote to make their own rules and laws
 representative democracy: A government in which the people vote for (elect) a smaller group of citizens
to make the rules and laws for everyone
The ancient Greeks and Romans
have influenced the lives of
people today.
Architecture
The architects of ancient Greece and Rome used columns and arches in the construction of their
buildings. Ancient examples still exist today.
 Greece: The Parthenon (columns)
 Rome: The Colosseum and aqueducts (arches)
The arts
Mosaics, sculpture, and paintings are displayed on buildings in ancient Greece and Rome.
 Greece: Pottery
 Rome: Mosaics
Government
The government of the United States is based on ideas developed in ancient Greece and Rome.
 Greece: Birthplace of democracy (government by the people); a direct democracy
 Rome: Republican (representative) form of government; a representative democracy
Sports
Olympic games of today are modeled after the games of ancient Greece.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.5a, b, c
The student will develop map skills and an understanding of change over time by locating major ancient world cultures on world maps
a) at the beginning of their culture;
b) during their period of greatest influence; and
c) today.
Essential Understandings
The sizes and locations of ancient
world cultures have changed over
time.
Essential Knowledge
Viewing maps of ancient civilizations during different time periods helps students begin to understand
changes in relationships among peoples, places, and environments.
Location of ancient world cultures at the beginning of their culture
Ancient China was located in eastern Asia centered on the Huang He River.
Ancient Egypt was located along the Nile River in northeast Africa.
Ancient Greece was located on a peninsula with many islands, surrounded by the Mediterranean Sea.
Ancient Rome was located by a river on a peninsula in the Mediterranean Sea.
The West African empire of Mali was located by a river in a grassland region in west Africa.
Location of ancient world cultures during their period of greatest influence
Ancient China spread southward to the Yangtze River.
Ancient Egypt spread southward along the Nile River and eastward and westward along the
Mediterranean coast.
Ancient Greece spread throughout the eastern Mediterranean region.
Ancient Rome spread throughout the Mediterranean region and most of western Europe.
The West African empire of Mali spread westward to the Atlantic coast and northward into the Sahara
desert.
Location of ancient world cultures today
China includes most of East Asia westward into the deserts of Central Asia.
Egypt is located in the northeastern corner of Africa along the Nile River.
Greece is located on a peninsula with many islands, surrounded by the Mediterranean Sea.
Rome is a city located in present-day Italy.
Mali is a country located in West Africa.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.6a, b, c, d, e
The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other
geographic features of
a) Africa;
b) Asia;
c) Europe;
d) North America; and
e) South America.
Essential Understandings
Essential Knowledge
The continents of Africa, Asia,
Major rivers, mountain ranges, and other geographic features of Africa
Europe, North America, and
 Nile River: The longest river in the world
South America have unique
 Atlas Mountains: Separate the coastlines of the Mediterranean Sea and the Atlantic Ocean from the
geographic features.
Sahara Desert
 Sahara Desert: The largest hot desert in the world
Major rivers, mountain ranges, and other geographic features of Asia
 Huang He River: Flows through much of China
 Himalaya Mountains: Home to some of highest peaks on Earth
 Gobi Desert: Asia’s largest desert
Major rivers, mountain ranges, and other geographic features of Europe
 Mediterranean Sea: An intercontinental sea situated between Europe to the north, Africa to the south,
and Asia to the east
 Alps Mountains: The largest mountain system in Europe
 Italian Peninsula: A boot-shaped peninsula in southern Europe extending into the Mediterranean Sea
Major rivers, mountain ranges, and other geographic features of North America
 Mississippi River: One of the longest rivers in North America
 Rio Grande: Marks part of the boundary between Mexico and the United States
 Rocky Mountains: Located in western North America and extend from Canada to New Mexico
 Appalachian Mountains: Located in eastern North America and extend from Canada to Alabama
 Great Lakes: A series of interconnected freshwater lakes located in northeastern North America
Major rivers, mountain ranges, and other geographic features of South America
 Amazon River: The second longest river in the world
 Andes Mountains: The longest continental mountain range in the world
 Amazon rainforest: The largest tropical rainforest in the world; includes many types of plants and
animals
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.7
The student will describe how people in ancient world cultures adapted to their environment.
Essential Understandings
Essential Knowledge
People in ancient world cultures
adapted to their environment in
different ways.
Human activities develop in response to physical environments. When the environment does not meet
human needs, people adapt to meet those needs.
Ways people in ancient world cultures adapted to their environments
Ancient China:
 Farmed in fertile soil along the rivers
 Fished in the rivers and seas
 Mined natural resources
Ancient Egypt:
 Farmed in fertile soil along the Nile River
 Created irrigation systems
 Traded along the Mediterranean coast
Ancient Greece:
 Limited farming due to mountains
 Traded across the Mediterranean Sea
 Built ships to fish in and trade across the Mediterranean Sea
Ancient Rome:
 Limited farming due to mountains
 Traded across the Mediterranean Sea
 Built roads to connect to land in western Europe and Africa
West African empire of Mali:
 Mined gold
 Traded gold for salt from the Sahara Desert
 Farmed and raised animals on the grasslands
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic
principles of a republican form of government and respect for individual rights and freedoms.
Essential Understandings
The American people come from
diverse ethnic and national
origins and are united as
Americans by basic American
principles.
Being an American is defined by
sharing the basic principles of the
republican form of government.
There are many ways that people
can serve their community, state,
and nation.
Essential Knowledge
Term to know
 republican form of government: A representative democracy
The American people have different ethnic origins and come from different countries but are united as
Americans by the basic principles of a republican form of government, including the individual rights to life,
liberty, and the pursuit of happiness as well as equality under the law.
Benefits of diversity
 Food
 Clothing
 Music
Some of the ways that people can serve their community, state, and nation include
 being a volunteer
 getting involved in community projects
 serving as a government official
 joining the military
 voting.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
UNIT VIII: Ancient Rome
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL 3.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
b) using geographic information to support an understanding of world cultures;
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
d) summarizing points and evidence to answer a question;
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
f) determining relationships with multiple causes or effects;
g) explaining connections across time and place;
h) using a decision-making model to make informed decisions;
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in
classroom activities; and
j) accessing a variety of media, including online resources.
SOL 3.3
The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture,
government (direct and representative democracy), and sports.
SOL 3.5
The student will develop map skills and an understanding of change over time by locating major ancient world cultures on world
maps
a) at the beginning of their culture;
b) during their period of greatest influence; and
c) today
SOL 3.6
The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other
geographic features of
a) Africa;
b) Asia;
c) Europe;
d) North America; and
e) South America.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
SOL 3.7
The student will describe how people in ancient world cultures adapted to their environment.
SOL 3.8
The student will demonstrate an understanding of different cultures and the natural, human, and capital resources they used in the production of
goods and services.
SOL 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic
principles of a republican form of government and respect for individual rights and freedoms.
ENDURING UNDERSTANDING: Students will understand that people from the past made choices and adaptations that affect our lives today.
CONCEPTUAL UNIT QUESTION (Essential Question): How has Ancient Rome contributed to our lives today?
PREVIEW ACTIVITY:
Have students work independently and provide them with the following prompt: “Pretend you are packing your suitcase to visit ancient Greece
and Rome for one week. For your travel plans, you will need to know that much of the land is very mountainous, the climate is almost always
hot and dry, and there is a large body of water nearby. Using what you already know about ancient places, make a list of five things that would
be appropriate to take for the type of place you are visiting.”
After giving sufficient time to generate lists, have students share items and reasons for taking them. Relate your discussion to facts about
Greece and Rome utilizing maps, globes, and key terms when appropriate.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
I. Civics 3.11
II. Geography 3.5, 3.6
III. Economics 3.8, 3.9, 3.10
IV. Government 3.12/3.13
V. Ancient China 3.2, 3.5, 3.7
VI. Ancient Egypt 3.2, 3.5, 3.7
VII. Ancient Greece 3.3, 3.5, 3.7
VIII. Ancient Rome 3.3, 3.5, 3.7
IX. Mali 3.4, 3.5, 3.7
Post SOL Activity
Skills 3.1 and Civics 3.13 are taught throughout the school year.
TIMEFRAME
10 days
20 days
20 days
30 days
10 days
10 days
15 days
15 days
15 days
DATES
September
September/October
October/November
December/ January
January/February
February
March/April
April
May
June
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
LITERATURE AND OTHER RESOURCES:
LITERATURE
Ancient Communities: Roman Life by PowerKids Press—This series contains book titled Ancient Roman Clothes, Ancient Roman Homes,
Ancient Roman Jobs, and Ancient Roman Sports and Pastimes. Each book explains the daily routines of Ancient Romans with paragraphs,
colorful illustrations, black-and-white photographs, and fact boxes.
G is for Gladiator: An Ancient Rome Alphabet by Debbie Shoulders—Through the use of the alphabet and poetry, people, places and events
relating to ancient Rome are covered.
Growing up in Ancient Rome by Mike Corbishley- Describes daily life in ancient Rome, discussing family life, entertainment, schools, religion,
and other aspects.
Life Long Ago series by Weekly Reader Leveled Readers—Each book in this series uses illustrations and simple sentences to describe how
people lived, they ate, and what they did for fun. Ancient Rome is a title included in this series.
You Wouldn't Want to Live in Pompeii! by John Malam- Part of an entertaining series, this book tells the story of what happens when Mount
Vesuvius blows its top.
You Wouldn't Want to be a Roman Gladiator by John Malam- Part of an entertaining series, this book tells about gladiator school where you'll be
taught to fight, kill, and die in a suitably sporting manner to entertain the Roman crowds.
WEBSITES
 Journals Through History: Ancient Rome: Building an Empire
 Journals Through History:Ancient Rome: the Eternal City
 Elementary Video Adventures: Life in Ancient Rome (daily life, inventions, government)
 Ancient Civilizations Starter Collection: Rom
 United Kingdom: Pompeii on Display (an enrichment/stretch video clip)
 Live Binder http://www.livebinders.com/play/play?id=787442 This Live Binder contains information about all the ancient civilizations
that are studied.
 Voyage Back in Time https://sites.google.com/site/voyagebackintime/
 Ancient Rome for Kids http://www.rome.mrdonn.org/
 Primary History - Romans http://www.bbc.co.uk/schools/primaryhistory/romans/
GENERAL WEBSITES and DATABASES
A Book in Time http://www.abookintime.com/ is a site that provides book lists, crafts, games, and maps for all history subjects.
Culture Grams: http://online.culturegrams.com/ Database explaining the geography and culture of the United States and countries around the
world
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
Curriki http://www.curriki.com/ is a site for teachers to share their best ideas. With a searchable index,
teachers can find lessons and unit plans with primary source materials.
Google Earth: Interactive map of the World with links to pictures, websites, and general information about places all over the globe.
PBS Learning Media http://www.teachersdomain.org/ provides digital media for the classroom and professional development that is free for
teachers to use. The search feature allows you to locate videos by state standards.
PebbleGo (APS)
Teaching with Primary Sources: http://www.tpsnva.org/ Website containing Virginia teacher created lesson and unit plans with emphasis on
primary sources. This website links directly to the Library of Congress’s website and to the America’s Story website with short, easily accessible
information about the history of United States.
The British Museum http://www.ancientgreece.co.uk/
http://www.ancientegypt.co.uk/
http://www.ancientchina.co.uk/menu.html#
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should
know to successfully understand course content.
mosaics
Republican
Mediterranean Sea
Italy
aqueducts
Coliseum
representative democracy peninsula
trade
arches
Alps Mountains
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdWERFSHh4MmZfcEE&usp=sharing
SOL ESSENTIAL UNDERSTANDING, QUESTIONS, CONTENT, and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skill related to the SOLs. They provide the base from which the content in this unit
is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Identifying artifacts and primary
and secondary sources includes
viewing and using information
sources to draw conclusions.
An artifact is an object or tool that
tells us about people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
 Use images to make observations, ask questions, and draw conclusions about the contributions of
ancient Greece and Rome.
 Use a map of trade routes to determine the importance of human, natural, and capital resources in
ancient Greece.
 Create and share stories with classmates in order to understand how the people of Mali passed on
stories and traditions from one generation to the next.
 Use images of the regions of ancient China, Egypt, Greece, Rome, and the West African empire of
Mali to predict what goods and services might have been produced in each region.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to support an understanding of world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Using geographic information
helps develop an awareness of
the relationship between time and
place.
The physical geography of a
location had a direct impact on
the lives of ancient people and
how they adapted to their
environment.
Using geographic information
involves asking questions and
drawing conclusions about
information found on a map.
Geographic information can be
gathered using some of the
following tools:
 Variety of historical and
cultural maps
 Satellite images
 Images/photographs
 Physical and political maps
 Digital maps
 Ask questions and draw conclusions about world cultures, using information found on a map. Sample
sources of geographic information include the following:
o Variety of historical and cultural maps
o Satellite images
o Images/photographs
o Physical and political maps
o Digital maps
 Use a simple world map to identify where ancient civilizations (ancient Egypt, China, Greece, Rome,
and the West African empire of Mali) were located.
 Use current images/photographs of a country to predict where people lived in ancient times.
 Construct a map with a legend to show trade routes between ancient civilizations.
 Describe how geography had a direct impact on the lives of ancient people and how they adapted to
their environment.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Interpretation involves using
information found in charts,
graphs, and pictures to develop
an understanding of people,
places, or events and draw
conclusions.
Close examination and
interpretation of data and images
are essential to making informed
decisions.
 Gather information about how students in the class demonstrate good citizenship. Create a class chart
to show examples of good citizenship in each month of the school year.
 Conduct surveys to determine which contributions from world cultures had the greatest influence on
the United States. Graph the results.
 Illustrate the land and contributions of ancient China, Egypt, Greece, Rome, and the West African
empire of Mali. Use these pictures to create a chart or diagram that shows connections among and
distinctions between world cultures.
 Survey family members to determine ways they help their community, country, and world. Create a
web or a simple bar graph to show the results.
 Gather information about the natural, human, and capital resources of ancient China, Egypt, Greece,
Rome, and the West African empire of Mali. Create a graphic organizer to illustrate the location of
these resources in the ancient world cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) summarizing points and evidence to answer a question;
Essential Understandings
Experiences may include but are not limited to the following:
Asking questions involves making
observations about the world and
framing them as inquiries to solve
a problem.
Asking a variety of questions
extends learning and deepens
understanding.
Summarizing points and evidence
involves assembling information
to construct an answer to a
question.
 When reading about ancient world cultures, support thinking with evidence from the text. Evidence can
include observations from images, articles, books, and reputable Web sites.
 Generate a question about the relationship between the physical environment and economic activities
in ancient Egypt or China. Summarize evidence to answer the question in a multimedia presentation or
a museum exhibit.
 After viewing images of modern buildings featuring arches and columns, generate questions about the
influence of ancient Greek and Roman architecture on buildings in America. Support answers with
specific observations from the images.
 Generate questions about change over time by examining both maps of ancient cultures and satellite
images of modern-day Egypt, China, Greece, Rome, and Mali. Support answers with specific
observations from the maps and images.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Comparing and contrasting
examines similarities and
differences among people,
places, or events.
Being able to compare and
contrast helps us to understand
important similarities and
differences between people or
events.
 Create a Venn diagram to show the similarities and differences between two ancient cultures.
 Compare and contrast an ancient community in Greece with a local community.
 Create a T-chart that compares the geographic features of two ancient cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) determining relationships with multiple causes or effects;
Essential Understandings
Experiences may include but are not limited to the following:
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen.
Relationships can have multiple
causes and effects.
 Explain the relationship between the economic activities and physical characteristics of ancient Greece
(e.g., many mountains led to farming on hillsides and the development of small, independent
communities).
 Explain the impacts to the community of being a good citizen and encouraging others to be good
citizens.
 Draw conclusions about why ancient civilizations traded with each other.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) explaining connections across time and place;
Essential Understandings
Experiences may include but are not limited to the following:
Everyday life in the world today is
different from everyday life long
ago.
Time and place affect how people
live.
Knowledge of the past helps us
understand the present and make
decisions about the future.
 Create a chart comparing the use of a human, natural, or capital resource in ancient China, Egypt,
Greece, Rome, or the West African empire of Mali to today.
 Use maps and images to make connections between the geography of China and the geography of
Egypt.
 Use digital media, storyboards, or flow charts to show how ancient Greece influenced ancient Rome,
and how both cultures influence the United States today.
 Use images to compare the architecture in selected ancient world cultures. Use photographs of
modern architecture to discuss how ancient architecture influences our culture today.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to make informed decisions;
Essential Understandings
Experiences may include but are not limited to the following:
All decisions involve costs and
benefits.
A cost is what you give up when
you decide to do something.
A benefit is what satisfies a want.
Choices involve getting more of
one thing by giving up something
else.
Students make better choices
when they consider the costs and
benefits of their decisions.
Decision-making models are used
to make decisions for the future
and to better understand the
decisions people made in the
past.
 Use a decision-making model to weigh the costs and benefits of the following:
o Everyone keeps their own supplies or everyone shares their supplies.
o Decisions made by characters in children’s literature related to the ancient civilizations.
 Work in small groups to decide whether to plan a class trip to Egypt or China.
Sample Decision-Making Model
Decision to be made:
Benefits
Costs
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom
activities;
Essential Understandings
Experiences may include but are not limited to the following:
Good citizens
 collaborate to achieve shared
goals
 compromise to reach an
agreement
 participate in classroom
activities to demonstrate
respect for rules.
 Participate in classroom activities to demonstrate respect for community rules and laws.
 Make an economic choice (e.g., the best project materials to use or purchase) by comparing the
opportunity and monetary costs of various choices with the benefits of those choices.
 Work in groups to determine an action the class can take to serve the community, state, or nation.
 Participate in class simulations of direct and representative democracies while studying ancient Greece
and Rome.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) accessing a variety of media, including online resources.
Essential Understandings
Experiences may include but are not limited to the following:
Developing fluency in social
studies vocabulary improves
comprehension of oral, written,
and visual sources of information
about world cultures.
Accessing a variety of media
involves locating information in
the classroom, the school, the
community, and on the Internet.
 Explain the relationship between the environment and the resources in different parts of the world,
using economic vocabulary (e.g., specialization; natural, human, and capital resources; producers,
goods, and services).
 Use images of an ancient world culture to create a picture book to describe the geography of an area.
 Listen to guest speakers discuss food, clothing, and music from their culture. Create a photo story
about the benefits of diversity.
 Create a list outlining the characteristics of a good citizen and then illustrate the list.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.3
The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture,
government (direct and representative democracy), and sports.
Essential Understandings
Essential Knowledge
The ancient Greeks and Romans
were two groups of people who
made significant contributions to
society in terms of architecture,
government, and sports.
Terms to know
 direct democracy: A government in which people vote to make their own rules and laws
 representative democracy: A government in which the people vote for (elect) a smaller group of citizens
to make the rules and laws for everyone
The ancient Greeks and Romans
have influenced the lives of
people today.
Architecture
The architects of ancient Greece and Rome used columns and arches in the construction of their
buildings. Ancient examples still exist today.
 Greece: The Parthenon (columns)
 Rome: The Colosseum and aqueducts (arches)
The arts
Mosaics, sculpture, and paintings are displayed on buildings in ancient Greece and Rome.
 Greece: Pottery
 Rome: Mosaics
Government
The government of the United States is based on ideas developed in ancient Greece and Rome.
 Greece: Birthplace of democracy (government by the people); a direct democracy
 Rome: Republican (representative) form of government; a representative democracy
Sports
Olympic games of today are modeled after the games of ancient Greece.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.5a, b, c
The student will develop map skills and an understanding of change over time by locating major ancient world cultures on world maps
a) at the beginning of their culture;
b) during their period of greatest influence; and
c) today.
Essential Understandings
The sizes and locations of ancient
world cultures have changed over
time.
Essential Knowledge
Viewing maps of ancient civilizations during different time periods helps students begin to understand
changes in relationships among peoples, places, and environments.
Location of ancient world cultures at the beginning of their culture
Ancient China was located in eastern Asia centered on the Huang He River.
Ancient Egypt was located along the Nile River in northeast Africa.
Ancient Greece was located on a peninsula with many islands, surrounded by the Mediterranean Sea.
Ancient Rome was located by a river on a peninsula in the Mediterranean Sea.
The West African empire of Mali was located by a river in a grassland region in west Africa.
Location of ancient world cultures during their period of greatest influence
Ancient China spread southward to the Yangtze River.
Ancient Egypt spread southward along the Nile River and eastward and westward along the
Mediterranean coast.
Ancient Greece spread throughout the eastern Mediterranean region.
Ancient Rome spread throughout the Mediterranean region and most of western Europe.
The West African empire of Mali spread westward to the Atlantic coast and northward into the Sahara
desert.
Location of ancient world cultures today
China includes most of East Asia westward into the deserts of Central Asia.
Egypt is located in the northeastern corner of Africa along the Nile River.
Greece is located on a peninsula with many islands, surrounded by the Mediterranean Sea.
Rome is a city located in present-day Italy.
Mali is a country located in West Africa.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.6a, b, c, d, e
The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other
geographic features of
a) Africa;
b) Asia;
c) Europe;
d) North America; and
e) South America.
Essential Understandings
Essential Knowledge
The continents of Africa, Asia,
Major rivers, mountain ranges, and other geographic features of Africa
Europe, North America, and
 Nile River: The longest river in the world
South America have unique
 Atlas Mountains: Separate the coastlines of the Mediterranean Sea and the Atlantic Ocean from the
geographic features.
Sahara Desert
 Sahara Desert: The largest hot desert in the world
Major rivers, mountain ranges, and other geographic features of Asia
 Huang He River: Flows through much of China
 Himalaya Mountains: Home to some of highest peaks on Earth
 Gobi Desert: Asia’s largest desert
Major rivers, mountain ranges, and other geographic features of Europe
 Mediterranean Sea: An intercontinental sea situated between Europe to the north, Africa to the south,
and Asia to the east
 Alps Mountains: The largest mountain system in Europe
 Italian Peninsula: A boot-shaped peninsula in southern Europe extending into the Mediterranean Sea
Major rivers, mountain ranges, and other geographic features of North America
 Mississippi River: One of the longest rivers in North America
 Rio Grande: Marks part of the boundary between Mexico and the United States
 Rocky Mountains: Located in western North America and extend from Canada to New Mexico
 Appalachian Mountains: Located in eastern North America and extend from Canada to Alabama
 Great Lakes: A series of interconnected freshwater lakes located in northeastern North America
Major rivers, mountain ranges, and other geographic features of South America
 Amazon River: The second longest river in the world
 Andes Mountains: The longest continental mountain range in the world
 Amazon rainforest: The largest tropical rainforest in the world; includes many types of plants and
animals
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.7
The student will describe how people in ancient world cultures adapted to their environment.
Essential Understandings
Essential Knowledge
People in ancient world cultures
adapted to their environment in
different ways.
Human activities develop in response to physical environments. When the environment does not meet
human needs, people adapt to meet those needs.
Ways people in ancient world cultures adapted to their environments
Ancient China:
 Farmed in fertile soil along the rivers
 Fished in the rivers and seas
 Mined natural resources
Ancient Egypt:
 Farmed in fertile soil along the Nile River
 Created irrigation systems
 Traded along the Mediterranean coast
Ancient Greece:
 Limited farming due to mountains
 Traded across the Mediterranean Sea
 Built ships to fish in and trade across the Mediterranean Sea
Ancient Rome:
 Limited farming due to mountains
 Traded across the Mediterranean Sea
 Built roads to connect to land in western Europe and Africa
West African empire of Mali:
 Mined gold
 Traded gold for salt from the Sahara Desert
 Farmed and raised animals on the grasslands
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.8
The student will demonstrate an understanding of different cultures and the natural, human, and capital resources they used in the
production of goods and services.
Essential Understandings
Resources are used to produce
goods and services.
Producers of goods and services
are influenced by natural, human,
and capital resources.
Essential Knowledge
Terms to know
 natural resources: Materials (e.g., water, soil, wood, coal) that come directly from nature
 human resources: People working to produce goods and services
 capital resources: Goods (e.g., machines, tools, buildings) made by people and used to produce other
goods and services
 producers: People who use resources to make goods and/or provide services
 goods: Things that people make or use to satisfy wants
 services: Activities that satisfy people’s wants
Ancient China was located on a large land mass. The land consisted of forests, hills, mountains, and
deserts. The people of ancient China farmed, fished, mined, made pottery, and traded goods.
Ancient Egypt was located along the Nile River in northeast Africa. Most of the land was desert. There
was rich soil along the Nile River. The people of ancient Egypt farmed, fished, made crafts, and traded
goods.
Ancient Greece was located on a peninsula with mountains and hills and was surrounded by many islands
and the Mediterranean Sea. Greece had limited rich soil. The people of ancient Greece built ships, fished,
made pottery, and farmed.
Ancient Rome was located next to a river. Rich soil for farming was limited. A variety of trees grew in
ancient Rome. The people of ancient Rome built ships, fished, made pottery, and farmed.
The West African empire of Mali was located in Africa. Gold was a natural resource. The people of Mali
traded gold for salt.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic
principles of a republican form of government and respect for individual rights and freedoms.
Essential Understandings
The American people come from
diverse ethnic and national
origins and are united as
Americans by basic American
principles.
Being an American is defined by
sharing the basic principles of the
republican form of government.
There are many ways that people
can serve their community, state,
and nation.
Essential Knowledge
Term to know
 republican form of government: A representative democracy
The American people have different ethnic origins and come from different countries but are united as
Americans by the basic principles of a republican form of government, including the individual rights to life,
liberty, and the pursuit of happiness as well as equality under the law.
Benefits of diversity
 Food
 Clothing
 Music
Some of the ways that people can serve their community, state, and nation include
 being a volunteer
 getting involved in community projects
 serving as a government official
 joining the military
 voting.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
UNIT IX: Mali
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL 3.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
b) using geographic information to support an understanding of world cultures;
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
d) summarizing points and evidence to answer a question;
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
f) determining relationships with multiple causes or effects;
g) explaining connections across time and place;
h) using a decision-making model to make informed decisions;
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom
activities; and
j) accessing a variety of media, including online resources.
SOL 3.4
The student will describe the oral tradition (storytelling), government (kings), and economic development (trade) of the early West African empire
of Mali.
SOL 3.5
The student will develop map skills and an understanding of change over time by locating major ancient world cultures on world maps
a) at the beginning of their culture;
b) during their period of greatest influence; and
c) today.
SOL 3.6
The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other
geographic features of
a) Africa;
b) Asia;
c) Europe;
d) North America; and
e) South America.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
SOL 3.7
The student will describe how people in ancient world cultures adapted to their environment.
SOL 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic
principles of a republican form of government and respect for individual rights and freedoms.
ENDURING UNDERSTANDING: Students will understand that natural resources and location have a lasting influence on civilization.
CONCEPTUAL UNIT QUESTION (Essential Question): How did the West African Empire of Mali utilize their natural resources and location to
adapt to their environment?
PREVIEW ACTIVITY: Ask children what they would trade for a pound of salt. Write ideas down on the board in a column. Ask students what they
trade for a pound of gold. Write ideas down in another column and compare relative values of the items in both columns. Introduce the EQUAL
importance of both salt AND gold to the people of ancient Mali.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
I. Civics 3.11
II. Geography 3.5, 3.6
III. Economics 3.8, 3.9, 3.10
IV. Government 3.12/3.13
V. Ancient China 3.2, 3.5, 3.7
VI. Ancient Egypt 3.2, 3.5, 3.7
VII. Ancient Greece 3.3, 3.5, 3.7
VIII. Ancient Rome 3.3, 3.5, 3.7
IX. Mali 3.4, 3.5, 3.7
Post SOL Activity
Skills 3.1 and Civics 3.13 are taught throughout the school year.
TIMEFRAME
10 days
20 days
20 days
30 days
10 days
10 days
15 days
15 days
15 days
DATES
September
September/October
October/November
December/ January
January/February
February
March/April
April
May
June
LITERATURE AND OTHER RESOURCES:
LITERATURE
Civilizations Past to Present: Mali by Kevin Supplies- The book in a series provides an overview of Mali.
The Magic Gourd by Baba Wague Diakite—An African folktale in which Brother Rabbit and Chameleon teach the greedy king about the
importance of generosity and friendship.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
Mali: Land of Gold and Glory by Joy Masoff—The story of Mali is outlined by a griot, story-teller and singer of history.
Mali Today and Long Ago by Melanie Zucker Stanley- Short, easy-to-read chapters provide an overview of Mali as an ancient kingdom and how it
has changed from its early years
Mansa Musa: The Lion of Mali by Khephra Burns – A fictional story about a nomadic boy who grew up to become one of Mali’s great leaders in the
fourteenth-century.
Mee-An and the Magic Serpant by Baba Wague Diakite—A retelling of an African folktale set in Mali in which a young woman who wants to marry
a perfect and blemish-free husband. However, a serpent disguises a man to trick her into marrying him.
Sundiata: Lion King of Mali by David Wisneiwski—The story of Sundiata and how he overcame physical handicaps, social disgrace, and strong
opposition to rule the trading empire of Mali.
WEBSITES
Discovery Education United Streaming
 Geography & Cultures of Africa
 The Mali Empire & Gold
 The following three video clips are listed for grades 6-8 however, they are rich in content. Preview to determine if they are appropriate for
your classroom composition.
1. Economic Progress in Mali (reviews economic concepts taught in the economics unit)
2. Mali (reviews the location and history of Mali)
3. Farming in Mali. (culture, economy, history of Mali)
 Clothing of West Africa:Talking Drums & the Meaning of Head Wrapping (overlaps with SOL 3.13)
 Live Binder http://www.livebinders.com/play/play?id=787442 This Live Binder contains information about all the ancient civilizations that
are studied.
 Mali: Ancient Crossroads of Africa http://mali.pwnet.org/ This website contains useful resources for teaching about Mali.
 Enchanted Learning http://www.enchantedlearning.com/africa/mali/index.shtml
GENERAL WEBSITES and DATABASES
A Book in Time http://www.abookintime.com/ is a site that provides book lists, crafts, games, and maps for all history subjects.
Culture Grams: http://online.culturegrams.com/ Database explaining the geography and culture of the United States and countries around the
world
Curriki http://www.curriki.com/ is a site for teachers to share their best ideas. With a searchable index, teachers can find lessons and unit plans
with primary source materials.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
Google Earth: Interactive map of the World with links to pictures, websites, and general information about places all over the globe.
PBS Learning Media http://www.teachersdomain.org/ provides digital media for the classroom and professional development that is free for
teachers to use. The search feature allows you to locate videos by state standards.
PebbleGo (APS)
Teaching with Primary Sources: http://www.tpsnva.org/ Website containing Virginia teacher created lesson and unit plans with emphasis on
primary sources. This website links directly to the Library of Congress’s website and to the America’s Story website with short, easily accessible
information about the history of United States.
The British Museum http://www.ancientgreece.co.uk/
http://www.ancientegypt.co.uk/
http://www.ancientchina.co.uk/menu.html#
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know
to successfully understand course content.
Africa
continent
empire
oral tradition (storytelling)
specialization
characteristics
contribution
gold
Sahara Desert
Timbuktu
climate
economic development
government (kings)
salt
trade
(trade)
trade routes
griots/storytellers
grasslands
SAMPLE LESSONS: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdWERFSHh4MmZfcEE&usp=sharing
SOL ESSENTIAL UNDERSTANDING, QUESTIONS, CONTENT, and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skill related to the SOLs. They provide the base from which the content in this unit
is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) identifying artifacts and primary and secondary sources to understand events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Identifying artifacts and primary
and secondary sources includes
viewing and using information
sources to draw conclusions.
An artifact is an object or tool that
tells us about people from the
past.
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
 Use images to make observations, ask questions, and draw conclusions about the contributions of
ancient Greece and Rome.
 Use a map of trade routes to determine the importance of human, natural, and capital resources in
ancient Greece.
 Create and share stories with classmates in order to understand how the people of Mali passed on
stories and traditions from one generation to the next.
 Use images of the regions of ancient China, Egypt, Greece, Rome, and the West African empire of
Mali to predict what goods and services might have been produced in each region.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) using geographic information to support an understanding of world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Using geographic information
helps develop an awareness of
the relationship between time and
place.
The physical geography of a
location had a direct impact on
the lives of ancient people and
how they adapted to their
environment.
Using geographic information
involves asking questions and
drawing conclusions about
information found on a map.
Geographic information can be
gathered using some of the
following tools:
 Variety of historical and
cultural maps
 Satellite images
 Images/photographs
 Physical and political maps
 Digital maps
 Ask questions and draw conclusions about world cultures, using information found on a map. Sample
sources of geographic information include the following:
o Variety of historical and cultural maps
o Satellite images
o Images/photographs
o Physical and political maps
o Digital maps
 Use a simple world map to identify where ancient civilizations (ancient Egypt, China, Greece, Rome,
and the West African empire of Mali) were located.
 Use current images/photographs of a country to predict where people lived in ancient times.
 Construct a map with a legend to show trade routes between ancient civilizations.
 Describe how geography had a direct impact on the lives of ancient people and how they adapted to
their environment.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Interpretation involves using
information found in charts,
graphs, and pictures to develop
an understanding of people,
places, or events and draw
conclusions.
Close examination and
interpretation of data and images
are essential to making informed
decisions.
 Gather information about how students in the class demonstrate good citizenship. Create a class chart
to show examples of good citizenship in each month of the school year.
 Conduct surveys to determine which contributions from world cultures had the greatest influence on
the United States. Graph the results.
 Illustrate the land and contributions of ancient China, Egypt, Greece, Rome, and the West African
empire of Mali. Use these pictures to create a chart or diagram that shows connections among and
distinctions between world cultures.
 Survey family members to determine ways they help their community, country, and world. Create a
web or a simple bar graph to show the results.
 Gather information about the natural, human, and capital resources of ancient China, Egypt, Greece,
Rome, and the West African empire of Mali. Create a graphic organizer to illustrate the location of
these resources in the ancient world cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) summarizing points and evidence to answer a question;
Essential Understandings
Experiences may include but are not limited to the following:
Asking questions involves making
observations about the world and
framing them as inquiries to solve
a problem.
Asking a variety of questions
extends learning and deepens
understanding.
Summarizing points and evidence
involves assembling information
to construct an answer to a
question.
 When reading about ancient world cultures, support thinking with evidence from the text. Evidence can
include observations from images, articles, books, and reputable Web sites.
 Generate a question about the relationship between the physical environment and economic activities
in ancient Egypt or China. Summarize evidence to answer the question in a multimedia presentation or
a museum exhibit.
 After viewing images of modern buildings featuring arches and columns, generate questions about the
influence of ancient Greek and Roman architecture on buildings in America. Support answers with
specific observations from the images.
 Generate questions about change over time by examining both maps of ancient cultures and satellite
images of modern-day Egypt, China, Greece, Rome, and Mali. Support answers with specific
observations from the maps and images.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) comparing and contrasting ideas and perspectives to better understand people or events in world cultures;
Essential Understandings
Experiences may include but are not limited to the following:
Comparing and contrasting
examines similarities and
differences among people,
places, or events.
Being able to compare and
contrast helps us to understand
important similarities and
differences between people or
events.
 Create a Venn diagram to show the similarities and differences between two ancient cultures.
 Compare and contrast an ancient community in Greece with a local community.
 Create a T-chart that compares the geographic features of two ancient cultures.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) determining relationships with multiple causes or effects;
Essential Understandings
Experiences may include but are not limited to the following:
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen.
Relationships can have multiple
causes and effects.
 Explain the relationship between the economic activities and physical characteristics of ancient Greece
(e.g., many mountains led to farming on hillsides and the development of small, independent
communities).
 Explain the impacts to the community of being a good citizen and encouraging others to be good
citizens.
 Draw conclusions about why ancient civilizations traded with each other.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) explaining connections across time and place;
Essential Understandings
Experiences may include but are not limited to the following:
Everyday life in the world today is
different from everyday life long
ago.
Time and place affect how people
live.
Knowledge of the past helps us
understand the present and make
decisions about the future.
 Create a chart comparing the use of a human, natural, or capital resource in ancient China, Egypt,
Greece, Rome, or the West African empire of Mali to today.
 Use maps and images to make connections between the geography of China and the geography of
Egypt.
 Use digital media, storyboards, or flow charts to show how ancient Greece influenced ancient Rome,
and how both cultures influence the United States today.
 Use images to compare the architecture in selected ancient world cultures. Use photographs of
modern architecture to discuss how ancient architecture influences our culture today.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to make informed decisions;
Essential Understandings
Experiences may include but are not limited to the following:
All decisions involve costs and
benefits.
A cost is what you give up when
you decide to do something.
A benefit is what satisfies a want.
Choices involve getting more of
one thing by giving up something
else.
Students make better choices
when they consider the costs and
benefits of their decisions.
Decision-making models are used
to make decisions for the future
and to better understand the
decisions people made in the
past.
 Use a decision-making model to weigh the costs and benefits of the following:
o Everyone keeps their own supplies or everyone shares their supplies.
o Decisions made by characters in children’s literature related to the ancient civilizations.
 Work in small groups to decide whether to plan a class trip to Egypt or China.
Sample Decision-Making Model
Decision to be made:
Benefits
Costs
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom
activities;
Essential Understandings
Experiences may include but are not limited to the following:
Good citizens
 collaborate to achieve shared
goals
 compromise to reach an
agreement
 participate in classroom
activities to demonstrate
respect for rules.
 Participate in classroom activities to demonstrate respect for community rules and laws.
 Make an economic choice (e.g., the best project materials to use or purchase) by comparing the
opportunity and monetary costs of various choices with the benefits of those choices.
 Work in groups to determine an action the class can take to serve the community, state, or nation.
 Participate in class simulations of direct and representative democracies while studying ancient Greece
and Rome.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) accessing a variety of media, including online resources.
Essential Understandings
Experiences may include but are not limited to the following:
Developing fluency in social
studies vocabulary improves
comprehension of oral, written,
and visual sources of information
about world cultures.
Accessing a variety of media
involves locating information in
the classroom, the school, the
community, and on the Internet.
 Explain the relationship between the environment and the resources in different parts of the world,
using economic vocabulary (e.g., specialization; natural, human, and capital resources; producers,
goods, and services).
 Use images of an ancient world culture to create a picture book to describe the geography of an area.
 Listen to guest speakers discuss food, clothing, and music from their culture. Create a photo story
about the benefits of diversity.
 Create a list outlining the characteristics of a good citizen and then illustrate the list.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.4
The student will describe the oral tradition (storytelling), government (kings), and economic development (trade) of the early West
African empire of Mali.
Essential Understandings
Essential Knowledge
Most of what we know about
Mali’s history comes from oral
accounts that were handed down
by Mali storytellers.
Africa was the home of several great empires. One of the most prosperous was the early West African
empire of Mali.
Mali was ruled by rich and
powerful kings.
The kings of Mali were rich and powerful men who controlled trade in West Africa. Mali became one of the
largest and wealthiest empires in the region and was an important trade center.
Early Mali was a wealthy trading
empire before Columbus sailed to
America.
Mali lay across the trade routes between the sources of salt in the Sahara Desert and the gold mines of
West Africa. For the people of the desert, salt was a valuable natural resource. People used salt for health
reasons and for preserving foods. Miners found gold in Western Africa. Therefore, salt was traded for
gold.
Many storytellers in Mali passed on stories and traditions from one generation to the next.
Timbuktu was an important city in Mali. It had a famous university with a large library containing Greek
and Roman books.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.5a, b, c
The student will develop map skills and an understanding of change over time by locating major ancient world cultures on world maps
a) at the beginning of their culture;
b) during their period of greatest influence; and
c) today.
Essential Understandings
The sizes and locations of ancient
world cultures have changed over
time.
Essential Knowledge
Viewing maps of ancient civilizations during different time periods helps students begin to understand
changes in relationships among peoples, places, and environments.
Location of ancient world cultures at the beginning of their culture
Ancient China was located in eastern Asia centered on the Huang He River.
Ancient Egypt was located along the Nile River in northeast Africa.
Ancient Greece was located on a peninsula with many islands, surrounded by the Mediterranean Sea.
Ancient Rome was located by a river on a peninsula in the Mediterranean Sea.
The West African empire of Mali was located by a river in a grassland region in west Africa.
Location of ancient world cultures during their period of greatest influence
Ancient China spread southward to the Yangtze River.
Ancient Egypt spread southward along the Nile River and eastward and westward along the
Mediterranean coast.
Ancient Greece spread throughout the eastern Mediterranean region.
Ancient Rome spread throughout the Mediterranean region and most of western Europe.
The West African empire of Mali spread westward to the Atlantic coast and northward into the Sahara
desert.
Location of ancient world cultures today
China includes most of East Asia westward into the deserts of Central Asia.
Egypt is located in the northeastern corner of Africa along the Nile River.
Greece is located on a peninsula with many islands, surrounded by the Mediterranean Sea.
Rome is a city located in present-day Italy.
Mali is a country located in West Africa.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.6a, b, c, d, e
The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other
geographic features of
a) Africa;
b) Asia;
c) Europe;
d) North America; and
e) South America.
Essential Understandings
Essential Knowledge
The continents of Africa, Asia,
Major rivers, mountain ranges, and other geographic features of Africa
Europe, North America, and
 Nile River: The longest river in the world
South America have unique
 Atlas Mountains: Separate the coastlines of the Mediterranean Sea and the Atlantic Ocean from the
geographic features.
Sahara Desert
 Sahara Desert: The largest hot desert in the world
Major rivers, mountain ranges, and other geographic features of Asia
 Huang He River: Flows through much of China
 Himalaya Mountains: Home to some of highest peaks on Earth
 Gobi Desert: Asia’s largest desert
Major rivers, mountain ranges, and other geographic features of Europe
 Mediterranean Sea: An intercontinental sea situated between Europe to the north, Africa to the south,
and Asia to the east
 Alps Mountains: The largest mountain system in Europe
 Italian Peninsula: A boot-shaped peninsula in southern Europe extending into the Mediterranean Sea
Major rivers, mountain ranges, and other geographic features of North America
 Mississippi River: One of the longest rivers in North America
 Rio Grande: Marks part of the boundary between Mexico and the United States
 Rocky Mountains: Located in western North America and extend from Canada to New Mexico
 Appalachian Mountains: Located in eastern North America and extend from Canada to Alabama
 Great Lakes: A series of interconnected freshwater lakes located in northeastern North America
Major rivers, mountain ranges, and other geographic features of South America
 Amazon River: The second longest river in the world
 Andes Mountains: The longest continental mountain range in the world
 Amazon rainforest: The largest tropical rainforest in the world; includes many types of plants and
animals
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.7
The student will describe how people in ancient world cultures adapted to their environment.
Essential Understandings
Essential Knowledge
People in ancient world cultures
adapted to their environment in
different ways.
Human activities develop in response to physical environments. When the environment does not meet
human needs, people adapt to meet those needs.
Ways people in ancient world cultures adapted to their environments
Ancient China:
 Farmed in fertile soil along the rivers
 Fished in the rivers and seas
 Mined natural resources
Ancient Egypt:
 Farmed in fertile soil along the Nile River
 Created irrigation systems
 Traded along the Mediterranean coast
Ancient Greece:
 Limited farming due to mountains
 Traded across the Mediterranean Sea
 Built ships to fish in and trade across the Mediterranean Sea
Ancient Rome:
 Limited farming due to mountains
 Traded across the Mediterranean Sea
 Built roads to connect to land in western Europe and Africa
West African empire of Mali:
 Mined gold
 Traded gold for salt from the Sahara Desert
 Farmed and raised animals on the grasslands
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD 3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic
principles of a republican form of government and respect for individual rights and freedoms.
Essential Understandings
The American people come from
diverse ethnic and national
origins and are united as
Americans by basic American
principles.
Being an American is defined by
sharing the basic principles of the
republican form of government.
There are many ways that people
can serve their community, state,
and nation.
Essential Knowledge
Term to know
 republican form of government: A representative democracy
The American people have different ethnic origins and come from different countries but are united as
Americans by the basic principles of a republican form of government, including the individual rights to life,
liberty, and the pursuit of happiness as well as equality under the law.
Benefits of diversity
 Food
 Clothing
 Music
Some of the ways that people can serve their community, state, and nation include
 being a volunteer
 getting involved in community projects
 serving as a government official
 joining the military
 voting.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
TEXTBOOK ALIGNMENT
STANDARD
K.2
K.3
K.4
K.5
The student will recognize that history describes events and people from other times and places by
a) identifying examples of historical events, stories, and legends that describe the development of the
local community; and
b) identifying people who helped establish and lead the local community over time.
The student will sequence events in the past and present and begin to recognize that things change
over time.
The student will describe the relative location of people, places, and things by using positional words,
with emphasis on near/far, above/below, left/right, and behind/in front.
The student will use simple maps and globes to
a) develop an awareness that a map is a drawing of a place to show where things are located and
that a globe is a round model of Earth;
b) describe places referenced in historical events, stories, and real-life situations;
c) locate land and water features;
d) identify basic map symbols in a map legend; and
e) identify places and objects of a familiar area.
BOOK & PAGE
NUMBERS
Our World, Let’s Go (K),
pp. 52-58
Our World, Let’s Go (K),
pp. 54-55
Our World, Let’s Go (K),
pp. 32-36
Our World, Let’s Go (K),
pp. 42-50
K.6
The student will develop an awareness that maps and globes
a) show a view from above;
b) show things in smaller size; and
c) show the position of objects.
Our World, Let’s Go (K),
pp. 42-50
K.7
The student will describe how the location, climate, and physical surroundings of a community affect
the way people live, including their food, clothing, shelter, transportation, and recreation.
Our World, Let’s Go (K),
pp. 70-78
K.8
The student will match simple descriptions of work that people do with the names of those jobs.
K.9
The student will
a) recognize that people make choices because they cannot have everything they want; and
b) explain that people work to earn money to buy the things they want.
Our World, Let’s Go (K),
pp. 70-78
Our World, Let’s Go (K),
pp. 82-89
K.10
The student will demonstrate that being a good citizen involves
a) taking turns and sharing;
b) taking responsibility for certain classroom chores;
c) taking care of personal belongings and respecting what belongs to others;
d) following rules and understanding the consequence of breaking rules;
e) practicing honesty, self-control, and kindness to others;
Our World, Let’s Go (K),
pp. 6-15
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
f) participating in decision making in the classroom; and
g) participating successfully in group settings.
K.11
The student will develop an understanding of how communities express patriotism through events and
symbols by
a) recognizing the American flag;
b) recognizing the Pledge of Allegiance;
c) knowing that the president is the leader of the United States; and
d) recognizing the holidays and the people associated with the holidays Thanksgiving Day; Martin
Luther King, Jr., Day; George Washington Day (Presidents’ Day); and Independence Day (Fourth
of July).
Our World, Let’s Go (K),
pp. 18-31
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD
The student will demonstrate knowledge of Virginia history by describing important
events and people in the history of the Commonwealth, including
a) the settlement of Virginia at Jamestown;
b) famous Virginians, such as George Washington and Thomas Jefferson, who
helped form a new nation; and
c) life in Virginia today, including food, clothing, shelter, transportation, and
recreation.
BOOK & PAGE NUMBERS
Our World, Then & Now (1), p. 36-37
Our World, Far & Wide (3), pp. 70-7
Our World, Past & Present (4), pp. 52-53
1.3
The student will describe the stories of influential people in the history of Virginia and
their contributions to our Commonwealth, with emphasis on
a) Powhatan;
b) Pocahontas;
c) Christopher Newport;
d) Maggie L. Walker; and
e) Arthur R. Ashe, Jr.
Our World, Let’s Go (K), p. 60-61
Our World, Far & Wide (3), p. 43
Our World, Past & Present (4), pp. 55,
150-151
1.4
The student will describe the lives of people associated with major holidays, including
a) George Washington Day (Presidents’ Day);
b) Independence Day (Fourth of July); and
c) Martin Luther King, Jr., Day.
Our World, Then & Now (1), pp. 48-49
Our World, Far & Wide (3), pp. 80-81, 8889
1.5
The student will develop map skills by
a) recognizing basic map symbols, including references to land, water, cities, and
roads;
b) using cardinal directions on maps;
c) identifying the shapes of the United States and Virginia on maps and globes;
d) locating Washington, D.C., the capital of the United States, and Richmond, the
capital of Virginia, on a United States map; and
e) constructing simple maps, including a title, map legend, and compass rose.
Our World, Then & Now (1), pp. 52-65
1.6
The student will develop a geographic understanding that
a) the location of Virginia determines its climate and results in four distinct seasons;
and
b) the landforms of Virginia affect the places people live.
Our World, Past & Present (4), pp. 10-13
1.7
The student will explain the difference between goods and services and describe how
people are consumers and producers of goods and services.
Our World, Then & Now (1), pp. 76-85
1.2
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
1.8
The student will explain that people make choices because they cannot have
everything they want.
Our World, Then & Now (1), pp. 76-85
1.9
The student will recognize that people save money for the future to purchase goods
and services.
Our World, Then & Now (1), pp. 76-85
1.10
The student will apply the traits of a good citizen by
a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating
others with respect;
b) recognizing the purpose of rules and practicing self-control;
c) working hard in school;
d) taking responsibility for one’s own actions;
e) valuing honesty and truthfulness in oneself and others; and
f) participating in classroom decision making through voting.
Our World, Then & Now (1), pp. 4-15
1.11
The student will recognize the symbols and traditional practices that honor and foster
patriotism in the United States by demonstrating respect for the American flag by
learning about the Pledge of Allegiance.
Our World, Then & Now (1), pp. 10-15
1.12
The student will recognize the symbols and traditional practices that honor the
Commonwealth of Virginia by
a) identifying the Virginia flag, state capitol building, state bird, and state flower; and
b) describing why people have symbols and traditions.
Our World, Then & Now (1), pp. 11, 98
1.13
The student will understand that the people of Virginia
a) have state and local government officials who are elected by voters;
b) make contributions to their communities; and
c) include people who have diverse ethnic origins, customs, and traditions and are
united as Americans by common principles.
Our World, Then & Now (1), pp. 4-15, 8698
Our World, Far & Wide (3), pp. 92-95
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
2.2
2.3
2.4
2.5
2.6
STANDARD
The student will demonstrate knowledge of the United States by describing important
developments and innovations in United States history, including developments and
innovations related to communication and transportation.
The student will compare the lives and contributions of three American Indian cultures of the
past and present, with emphasis on
a) the Powhatan of the Eastern Woodlands;
b) the Lakota of the Plains; and
c) the Pueblo peoples of the Southwest.
The student will describe how the contributions of selected individuals changed the lives of
Americans, with emphasis on
a) Christopher Columbus;
b) Benjamin Franklin;
c) Abraham Lincoln;
d) George Washington Carver;
e) Helen Keller;
f) Thurgood Marshall;
g) Rosa Parks;
h) Jackie Robinson;
i) Cesar Chavez; and
j) Martin Luther King, Jr.
The student will describe why United States citizens celebrate major holidays, including
a) Martin Luther King, Jr., Day;
b) George Washington Day (Presidents’ Day);
c) Memorial Day;
d) Independence Day (Fourth of July);
e) Labor Day;
f) Columbus Day;
g) Veterans Day; and
h) Thanksgiving Day.
The student will develop map skills by using globes and maps of the world and the United
States to locate
a) the seven continents and the five oceans;
b) the equator, the Prime Meridian, and the four hemispheres; and
c) major rivers, mountain ranges, lakes, and other physical features in the United States.
BOOK & PAGE NUMBERS
Our World, Near & Far (2), pp. 70-77
Our World, Far & Wide (3), pp. 64-65
Our World, Near & Far (2), pp. 34-47
Our World, Then & Now (1),
pp. 38-43
Our World, Near & Far (2),
pp. 82-83, 90-91
Our World, Far & Wide (3),
pp. 40, 76-77, 78-79, 82-83
Our World, Let’s Go (K), p. 22-23
Our World, Then & Now (1), p. 47-49
Our World, Far & Wide (3), pp.88-89
Our World, Near & Far (2), p. 22-33
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
2.7
The student will locate and describe the relationship between the environment & culture of
a) the Powhatan of the Eastern Woodlands;
b) the Lakota of the Plains; and
c) the Pueblo Indians of the Southwest.
Our World, Near & Far (2), pp. 60-65
2.8
The student will describe natural resources (water, soil, wood, and coal), human resources
(people at work), and capital resources (machines, tools, and buildings).
Our World, Near & Far (2), pp. 94-103
2.9
The student will distinguish between the use of barter and the use of money in the
exchange for goods and services.
Our World, Near & Far (2), pp. 94-103
2.10
The student will explain that scarcity (limited resources) requires people to make choices
about producing and consuming goods and services.
Our World, Near & Far (2), pp. 94-103
2.11
The student will explain the responsibilities of a good citizen, with emphasis on
a) respecting and protecting the rights and property of others;
b) taking part in the voting process when making classroom decisions;
c) describing actions that can improve the school and community;
d) demonstrating self-discipline and self-reliance;
e) practicing honesty and trustworthiness; and
f) describing the purpose of rules and laws.
Our World, Near & Far (2), pp. 4-13
2.12
The student will understand that the people of the United States of America
a) make contributions to their communities;
b) vote in elections;
c) are united as Americans by common principles; and
d) have the individual rights to life, liberty, and the pursuit of happiness as well as equality
under the law.
Our World, Then & Now (1),
pp. 4-15, 86-98
2.13
The student will understand the symbols and traditional practices that honor and foster
patriotism in the United States of America by
a) explaining the meaning behind symbols such as the American flag, bald eagle,
Washington Monument, and Statue of Liberty; and
b) learning the words and meaning of the Pledge of Allegiance.
Our World, Then & Now (1),
pp. 10-15, 98
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
STANDARD
The student will explain how the contributions of ancient China and Egypt have influenced
the present world in terms of architecture, inventions, the calendar, and written language.
BOOK & PAGE NUMBERS
Our World, Near & Far (2), pp. 52-69
3.3
The student will explain how the contributions of ancient Greece and Rome have influenced
the present world in terms of architecture, government (direct and representative
democracy), and sports.
Our World, Far & Wide (3), pp. 18-27
3.4
The student will describe the oral tradition (storytelling), government (kings), and economic
development (trade) of the early West African empire of Mali.
Our World, Far & Wide (3), pp. 28-34
3.5
The student will develop map skills and an understanding of change over time by locating
major ancient world cultures on world maps
a) at the beginning of their culture;
b) during their period of greatest influence; and
c) today.
See Digital School Maps for
Elementary
3.6
The student will develop map skills by using globes and maps to locate and describe major
rivers, mountain ranges, and other geographic features of
a) Africa;
b) Asia;
c) Europe;
d) North America; and
e) South America.
Our World, Far & Wide (3), pp. 4-14
3.7
The student will describe how people in ancient world cultures adapted to their environment.
3.8
The student will demonstrate an understanding of different cultures and the natural, human,
and capital resources they used in the production of goods and services.
Our World, Near & Far (2), pp. 66-67
Our World, Far & Wide (3), pp. 52-53
Our World, Far & Wide (3), pp. 48-58
3.9
The student will recognize that because people and regions cannot produce everything they
want, they specialize in what they do best and trade for the rest.
Our World, Near & Far (2), pp. 48-58
3.10
The student will identify examples of making an economic choice and will explain the idea of
opportunity cost (what is given up when making a choice).
Our World, Near & Far (2), pp. 48-58
3.2
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 3
3.11
The student will explain the responsibilities of a good citizen, with emphasis on
a) respecting and protecting the rights and property of others;
b) taking part in the voting process when making classroom decisions;
c) describing actions that can improve the school and community;
d) demonstrating self-discipline and self-reliance;
e) practicing honesty and trustworthiness; and
f) describing the purpose of rules.
Our World, Then & Now (1), pp. 4-8,
92-94
3.12
The student will recognize the importance of government in the community, Virginia, and
the United States of America by
a) explaining the purpose of laws;
b) explaining that the basic purposes of government are to make laws, carry out laws, and
decide if laws have been broken; and
c) explaining that government protects the rights and property of individuals.
Our World, Near & Far (2), pp. 60-66
3.13
The student will recognize that Americans are a people of diverse ethnic origins, customs,
and traditions and are united by the basic principles of a republican form of government and
respect for individual rights and freedoms.
Our World, Near & Far (2), pp. 86-97