Grade 3 Social Studies OLS Standards

Line graphs are used to show changes in data over time.

Both positive and negative incentives affect individuals' choices and behaviors.

Individuals must make decisions because of the scarcity of resources. Making a decision involves a trade-off.

A consumer is a person whose wants are satisfied by using goods and services. A producer makes goods and/or provides services.

A market is where buyers and sellers exchange goods and services.

Making decisions involves weighing costs and benefits.

A budget is a plan to help people make personal economic decisions for the present and future and to become more financially responsible.

Physical and political maps have distinctive characteristics and purposes. Places can be located on a map by using the title, key, alphanumeric grid and cardinal directions.

Daily life is influenced by the agriculture, industry and natural resources in different communities.

Evidence of positive and negative human modification of the environment can be observed in the local community.

Systems of transportation and communication move people, products and ideas from place to place.

Communities may include diverse cultural groups.

Individuals make the community a better place by taking action to solve problems in a way that promotes the common good.

Laws are rules which apply to all people in a community and describe ways people are expected to behave. Laws promote order and security, provide public services and protect the rights of individuals in the local community.

Governments have authority to make and enforce laws.

The structure of local governments may differ from one community to another.

Members of local communities have rights and responsibilities.

Events in local history can be shown on timelines organized by years, decades and centuries.

Primary and secondary sources can be used to show change over time.

Local communities change over time.

Complexity c

Learning Progression

Learning Progression

Rules and Laws

Complexity b

Learning Progression

Complexity b

Complexity c

Production and Consumption

Complexity a

Complexity c

Complexity a

Complexity c

Complexity c

Complexity a

Complexity c

Complexity a

Complexity a

Complexity c

Complexity c

Complexity c

Complexity b

Complexity b

Spatial Thinking and Skills

Complexity c

Complexity b

History

Complexity a

Complexity b

Complexity a

Complexity a

Decision-Making and Skills

Economics

Complexity a

Complexity c

Complexity c

Complexity a

Geography

Complexity b

Learning Progression

Complexity a

Complexity c

Complexity a

Complexity c

Learning Progression

Learning Progression

Heritage

Complexity b

Financial Literacy

Complexity b

Complexity c

Complexity b

Learning Progression

Learning Progression

Complexity a

Complexity a

Learning Progression

Complexity c

Learning Progression

Complexity a

Learning Progression

Complexity c

Learning Progression

Learning Progression

Government

Civic Participation and Skills

Places and Regions

Roles and Systems of Government

Complexity c

Complexity b

Scarcity

Learning Progression

Complexity b

Complexity c

Complexity b

Complexity b

Complexity a

Complexity a

Complexity a

Complexity b

Learning Progression

Markets

Complexity b

Complexity a

Historical Thinking

Learning Progression

Learning Progression

Complexity b

Complexity b

Learning Progression

Complexity c

Learning Progression

Complexity a

Complexity b

Complexity b

Learning Progression

Events in local history can be shown on timelines organized by years, decades and centuries.

Discuss how events happen in order using a classroom schedule or daily routine (using terms like first, next, last).

Engage with representations of a person/character at three different ages (e.g., child, teenager, adult).

Individuals make the community a better place by taking action to solve problems in a way that promotes the common good.

Match images of community members to images of the problems they solve (e.g., firefighter and a fire).

Engage with representations of community members responsible for solving problems (e.g., firefighters, police officers, custodians, veterinarian, etc.).

Identify a problem in the community and how you would correct it.

Match problems with action pictures that promote the common good.

Identify individuals in the community who solve problems (e.g., firefighter puts out fires, doctor helps the ill).

Laws are rules that apply to all people in a community and describe ways people are expected to behave. Laws promote order and security, provide public services, and protect the rights of individuals in the local community.

Identify posted rules in a given location.

When given a rule, demonstrate actions or behaviors that meet the expectations.

Understand what a rule is and how they help the classroom community (safety, respect, rights, order).

Engage while rules or expectations are reviewed.

State a law and explain why it is important.

Identify a rule and why it is important.

Identify a rule and its expectations.

Governments have authority to make and enforce laws.

Describe the roles and responsibilities of leaders in different settings.

Engage with a story of an authority figure enforcing a law.

Engage with representations of people in the community who have the authority to enforce laws.

Describe the ways laws are enforced by authority figures and government (e.g., establish fines, incarceration).

Describe the ways rules are enforced by authority figures at a school (e.g., teacher, counselor, principal, security officer)

Identify a person in the community who has the authority to enforce laws (e.g., game wardens, police officers, mayor, firefighters, safety patrol).

The structure of local governments may differ from one community to another.

Match representations of specific settings with the leaders in those settings.

Understand that there are specific rules and leaders in different settings.

Engage with leaders or representations of leaders within the school community.

Compare two types of local government structures that are different (e.g., municipal, county, township, special).

Identify two types of local government structures that are different (e.g., municipal, county, township, special).

Identify one type of local government structure (e.g., municipal, county, township, special).

Line graphs are used to show changes in data over time.

Use models of line graphs as a reference in data discussion. (use a peg board showing simple samples of line graphs showing a line angled up, down, and even)

Sort sample graphs into “line graphs” and “bar graphs.”

Engage with line graphs and bar graphs by tracing the shapes to notice their differences.

Distinguish between line graphs that show positive and negative change over time.

Identify both variables on a line graph.

Recognize a line graph and identify one variable.

Both positive and negative incentives affect individuals’ choices and behaviors.

Identify negative consequences (classroom disincentives) that are the result of a given behavior.

Identify positive consequences (classroom rewards) that are the result of a given behavior.

Engage with representations of positive outcomes in place for the classroom or school-wide behavioral supports system (e.g., certificate, sticker, chart, bulletin board).

Compare positive and negative cause and effect of a behavior (e.g., late library book versus reward for chore).

Categorize examples of positive and negative incentives that affect a person’s choice.

Identify a positive or negative outcome of a choice or behavior.

Individuals must make decisions because of the scarcity of resources. Making a decision involves a trade-off.

Exchange one thing for another.

Engage during purchase making.

Engage in choice making.

Explain the “opportunity cost” when choosing which item or items to purchase (e.g., Buy 3 of an item or just 1 of an item).

Identify what is gained as a result of choosing not to make a purchase.

Identify what is gained as the result of a purchasing decision.

A consumer is a person whose wants are satisfied by using goods and services. A producer makes goods and/or provides services.

Identify the people who provide goods and services in the school, such as cafeteria staff, custodian.

Engage with representations of goods, such as a notebook, crayons, that students use in the classroom.

Given a product or service, identify both the producer and potential consumer (e.g., corn produced by farmers and consumed by biofuels, grocery retailers, animals).

Identify consumers for products or services (e.g., power plant would be a consumer of coal).

Match goods or services to the producer (e.g., corn to a farmer, bread to a baker, mail to a postmaster).

A market is where buyers and sellers exchange goods and services.

Identify where a desired item could be purchased.

Select items that are needed or wanted.

Virtually or physically visit locations where specific items can be purchased.

Engage with items that can be purchased at a specific location.

Describe the different things you can do in a market (e.g., buy products, ask questions, look at different products, make returns).

Match goods/services to markets (e.g., gas to a gas station, bread to the grocery store, haircut to a barber).

Identify places to buy things in the community (e.g., markets).

Making decisions involves weighing costs and benefits.

Discuss how a student decides whether to complete a task by weighing costs and benefits.

Identify the benefits of completing a task in the classroom or school community.

Engage in the efforts and benefits of a token economy.

Identify negative consequences of not having a job.

Identify positive consequences of having a job.

Identify something a person gets as a result of completing a job or chore (e.g., money, stickers, candy).

Place a sequence of events or dates on a timeline.

Place a series of three personal events in chronological order.

Identify an event/activity occurring before or after another given activity/event.

Primary and secondary sources can be used to show change over time.

Sort representations of historic and modern items from one category (e.g., clothing, automobiles, homes) into “then” and “now.”

Engage with representations of people wearing clothing from earlier time periods or “then.”

Engage with items of clothing from the past or “then” (e.g., hats, coats, shoes).

A budget is a plan to help people make personal economic decisions for the present and future and to become more financially responsible.

Define budget as a plan of how to spend an estimated income (money you earn) within a given amount of time.

Match specific item to its cost.

Engage with tasks involving money.

Identify examples of income (money you make) and expenses (what you spend money on).

Make a choice of an item to purchase that fits into a budget.

Match specific items to their estimated cost.

Sort pictures or objects that identify events/ tools from past or present.

Show and communicate about personal pictures/ experiences over time.

Match pictures that identify change as now and then.

Local communities change over time.

Sort representations of local buildings into “then” and “now,” noting differences.

Engage with representations of local buildings (e.g., schools, stores, town hall, Main Street) from multiple time periods.

Describe changes in the community as told by an older relative or friend.

Describe changes in the local community (e.g., new stores, houses and other construction).

Identify a change within a local community.

Physical and political maps have distinctive characteristics and purposes. Places can be located on a map by using the title, key, alphanumeric grid, and cardinal directions.

Identify familiar places on the classroom emergency exit map.

Engage with the classroom emergency exit map by traveling the route, or tracing the route on paper, to the nearest emergency exit.

Identify north, south, east and west on the compass rose on a map.

Use a map and map tools (e.g., legend, alphanumeric grid lines) to locate familiar landmarks, streets and other features.

Identify a symbol on a simple map.

Daily life is influenced in different communities by their agriculture, industry, and natural resources.

Select from a given set images of products created from trees.

Engage with representations or samples of observable natural resources (e.g.., soil, water, trees, rocks).

Identify different resources in the local community (e.g., natural, economic [businesses that create jobs], and cultural [museums, universities, festivals]).

Identify the natural resources in Ohio.

Identify a natural resource (e.g., soil, water, coal, oil).

Evidence of positive and negative human modification of the environment can be observed in the local community.

Create or identify representations (e.g., drawing, coloring, building blocks) of human changes or additions to a field (e.g., housing, shopping center, sports fields).

Engage with representations of earth movers (e.g., toy bulldozers, dump trucks) to experience how humans can change the physical landscape.

Describe both a positive and negative human change to the local environment.

Identify a human change to the local environment and explain why it is positive or negative.

Recognize a human change to the local environment (e.g., farmland used for a new subdivision, damming a river to create a lake).

Systems of transportation and communication move people, products and ideas from place to place.

Sort models or toys into categories of “land,” “water,” and “air” transportation.

Engage with models or toys of automobiles, busses, airplanes, ships, trucks, trains, etc.

Identify different types of transportation for products and people.

Match methods of transportation with what they typically transport.

Identify types of transportation.

Communities may include diverse cultural groups.

Sort manipulatives into multiple sets (cultures) based on “same” characteristics (color, size, or shape) to show each group has something in common. Next, create a large set of all items to show how a larger group (community) can consist of items with “different” characteristics.

Engage with manipulatives organized into two sets - one set with all same characteristics and one set with items having different characteristics.

Compare practices among different cultural groups (e.g., traditional foods, clothing and customs).

Describe practices among different cultural groups within the local community (e.g., food, clothing, heritage, religion).

Identify ways that humans are the same and different in a local community (e.g., family, classroom).

Members of local communities have rights and responsibilities.

Sort images of students in a classroom into examples and non-examples of “responsible” (e.g., students leaving a messy work area, students putting art supplies away).

Engage with representations of students performing classroom or home chores.

Describe members of the local community and their responsibilities.

Identify responsibilities that you have in your local school community.

Identify a responsibility.