New York State Learning Standards and Core Curriculum
English Language ArtsELAMathMathScienceScienceSocial StudiesSocial Studies
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NY.3.Communities around the World
Communities around the World
Creation, Expansion, and Interaction of Economic Systems
3.10. Each community develops an economic system that addresses three questions: what will be produced, how will it be produced, and who will get what is produced?
3.10a. Communities around the world produce goods and provide services.
3.10a.1. Students will determine what goods are produced and services are provided in each selected world community.
3.10b. World communities have needs, wants, and limited resources. To meet their needs and wants, communities trade with others. Technological developments in transportation and communication have influenced trade.
3.10b.1. Students will examine each selected world community in terms of what products and/or services it exports to other communities.
3.9. Communities meet their needs and wants in a variety of ways, forming the basis for their economy.
3.9a. World communities use human and natural resources in different ways.
3.9a.1. Students will investigate available resources for each selected world community and how these resources are used to meet basic needs and wants.
3.9b. People in communities have various ways of meeting their basic needs and earning a living.
3.9b.1. Students will investigate how each selected world community meets its basic needs of food, clothing, and shelter, and compare that to their own community.
3.5b. Communities around the world can be diverse in terms of their members, languages spoken, customs and traditions, and religious beliefs and practices. People in world communities celebrate various holidays and festivals.
3.5b.1. Students will examine each selected world community in terms of its members, languages spoken, customs and traditions, and religious beliefs and practices.
3.5b.2. Students will learn about the holidays and festivals celebrated in each selected world community and compare them to the holidays and festivals celebrated in their own community.
Quiz, Flash Cards, Worksheet, Game & Study GuideWorld Holidays
3.6. Communities from around the world interact with other people and communities and exchange cultural ideas and practices.
3.6a. Cultural diffusion is the process by which cultures exchange and transmit ideas, beliefs, technologies, and goods over time.
3.6a.2. Students will examine people, goods, and ideas from each selected world community that have diffused into other communities and their effects on those communities.
3.1b. Globes, maps, photographs, and satellite images contain geographic information. Maps often have a title, legend or key, compass orientation, author, date, grid, and scale.
3.1b.1. Students will identify the differences between a globe and a map.
3.1b.2. Students will examine a variety of maps for at least two of the selected world communities, looking for structural features of the map such as title, legend or key, compass orientation, author, date, grid, and scale. These should include political, physic
3.2b. World communities can be located in relation to each other and to principle parallels and meridians.
3.2b.1. Students will examine the location of each selected world community relative to the United States and other selected world communities. Students will locate each selected world community in relationship to principal parallels (equator, Tropic of Cancer, T
3.3. Geographic factors often influence where people settle and form communities. People adapt to and modify their environment in different ways to meet their needs.
3.3b. People make adaptations and modifications to the environment. Advancements in science, technology, and industry can bring about modifications to the environment and can have unintended consequences on the environment. People have attempted to take actions
3.3b.1. Students will examine how each selected world community has adapted to and/or modified its environment to meet its needs.
3.7. Governments in communities and countries around the world have the authority to make and the power to enforce laws. The role of the citizen within these communities or countries varies across different types of governments.
3.7a. The United States government is based on democratic principles. The fundamental principles of other governments may be similar to or different from those of the United States government.
3.7a.1. Students will examine the type of government is found in each selected world community and compare and contrast it with United States government, as well as with the types of governments found in other selected world communities.
3.7b. The process of selecting leaders, solving problems, and making decisions differs across governments in nations and communities around the world.
3.7b.1. Students will examine different processes of selecting leaders, solving problems, and making decisions in nations and communities and compare and contrast them to the process used in the United States.
3.7c. Different governments have different ways of maintaining order and keeping people safe. This includes making rules and laws and enforcing these rules and laws.
3.7c.1. Students will examine how the government maintains order, keeps people safe, and makes and enforces rules and laws in each selected world community and compare and contrast it with the process in the United States, as well as in selected world communities
3.7d. The definition of citizenship and the role of the citizen vary across different types of political systems, and citizens play a greater role in the political process in some countries than in others.
3.7d.1. Students will examine the role of the citizen in each selected world community and how this role is similar to or different from the role a citizen plays in the United States, as well in as other selected world communities.
3.8. The concept of universal human rights suggests that all people should be treated fairly and should have the opportunity to meet their basic needs.
3.8b. Across time and place, communities and cultures have struggled with prejudice and discrimination as barriers to justice and equality for all people.
3.8b.1. Students will examine prejudice and discrimination and how they serve as barriers to justice and equality for all people.
3.4. Each community or culture has a unique history, including heroic figures, traditions, and holidays.
3.4a. People in world communities use legends, folktales, oral histories, biographies, and historical narratives to transmit cultural histories from one generation to the next.
3.4a.2. Students will examine symbols of each selected world community.
Quiz, Flash Cards, Worksheet, Game & Study GuideWorld Holidays
NY.3P.Grade 3: Social Studies Practices
Grade 3: Social Studies Practices
3P.A. Gathering, Interpreting, and Using Evidence
3P.A.1. Develop questions about a world community.
Quiz, Flash Cards, Worksheet, Game & Study GuideTime Lines
3P.D. Geographic Reasoning
3P.D.1. Ask geographic questions about where places are located and why they are located there, using geographic representations, such as maps and models. Describe where places are in relation to each other and describe connections between places.
3P.D.2. Distinguish human activities and human-made features from “environments” (natural events or physical features—land, air, and water—that are not directly made by humans).
3P.D.3. Describe how human activities affect the environment of a world community; describe how the environment of a specific world community affects the human activities in that community.
3P.E.4. Examine the goods and services provided by world communities; describe what goods and services a world community trades with other world communities.
3P.F.4. Identify opportunities for and the role of the individual in social and political participation in the school, local community, or world community.
Quiz, Flash Cards, Worksheet, Game & Study GuideThe Presidency
Quiz, Flash Cards, Worksheet, Game & Study GuideU.S. Government
NY.RI.3.Reading Standards for Informational Text
Reading Standards for Informational Text
Integration of Knowledge and Ideas
RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Quiz, Flash Cards, Worksheet, Game & Study GuideWorld Holidays
Quiz, Flash Cards, Worksheet, Game & Study GuideWorld Population
RI.3.8. Describe the logical connections between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Quiz, Flash Cards, Worksheet, Game & Study GuideWorld Holidays
Quiz, Flash Cards, Worksheet, Game & Study GuideWorld Population
RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.