Washington States
Social Studies GLEs
Grade 3
Fall 2008
Suggested Grade 3 Units:
Cultures in our Community
First Nations of North America
Cultures of North America
Social Studies EALR 1: CIVICS
Component 1.1
GLE 1.1.1
Examples:
GLE 1.1.2
Examples:
Component 1.2
GLE 1.2.1
GLE 1.2.2
GLE 1.2.3
No Grade 3 GLE
GLE 1.2.4
No Grade 3 GLE
Component 1.3
GLE 1.3.1
No Grade 3 GLE
Component 1.4
GLE 1.4.1
The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make
decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship
Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution,
and other fundamental documents.
Explains the benefits of diversity for a community, including the increased range of viewpoints, ideas, custom,
and choices available.
Explains the diverse perspectives of cultural groups in the community.
Understands the key ideals of unity and diversity.
Understands and applies the key ideals of unity and diversity within the context of the community.
Explains that the community is made up of people from various cultures.
Understands the purpose, organization of international relationships and United States foreign policy.
Understands civic involvement.
No Grade 3 GLE
Understands the purposes, organizations, and functions of governments, laws and political systems.
No Grade 3 GLE
Contributes one’s own diverse cultural perspective to the classroom community.
No Grade 3 GLE
Washington States
Social Studies GLEs
Grade 3
Fall 2008
Social Studies EALR 2: ECONOMICS
Component 2.1
GLE 2.1.1
Component 2.2
GLE 2.2.1
Examples:
GLE 2.2.2
Component 2.3
GLE 2.3.1
Component 2.4
GLE 2.4.1
No Grade 3 GLE
No Grade 3 GLE
Understands how economic systems function.
Explains how the farming and herding practices of Eastern Woodland peoples reflected how they viewed their
environment.
Explains how the basket and rug weaving customs of the Southwest tribes contributed to their economy through
trade.
Understands how the economic systems of groups are influenced by laws, values, and customs.
The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between
individuals, households, businesses, governments, and societies.
Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
No Grade 3 GLE
Compare how laws, values, and customs affected the ways in which Pueblo tribes and Plains tribes built homes,
produced, gathered, or hunted food, and made clothing and tools.
Understands the economic issues and problems that all societies face.
Understands the government’s role in the economy.
No Grade 3 GLE
Washington States
Social Studies GLEs
Grade 3
Fall 2008
Social Studies EALR 3: GEOGRAPHY
Component 3.1
GLE 3.1.1
Examples:
GLE 3.1.2
Examples:
Component 3.2
GLE 3.2.1
Examples:
GLE 3.2.2
Examples:
GLE 3.2.3
Component 3.3
GLE 3.3.1
Understands the geographic context of global issues and events.
Explains that learning about the geography of North America helps us understand the cultures from around the world.
Explains the variety of ways that people in North America use language to communicate, including spoken,
written, sign, and body language in the past or present.
Compares the forms of literature, music, art, dance, and games that belong to cultures in Mexico, Canada, and
the United States.
Examines ways native people affected their environment as they met their needs.
Understands how the environment affects cultural groups and how cultural groups affect the environment.
Examines how the environment influenced the development of a native culture’s lifestyle, traditions, and beliefs.
Uses different maps, such as climate and vegetation maps, to anayze the interaction between native people and
their environment.
Uses maps of North America to explain the interaction between indigenous peoples and their environment.
Explains the physical geography, including landforms and climate, of Mexico, Canada, and the U.S.
The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement
and demonstrating knowledge of how geographic features and human cultures impact environments.
Explains the regions of North America based on current and historical maps.
Understands the physical characteristics, cultural characteristics, and spatial pattersn of places and regions on the Earth's
surface.
Understands and applies how maps and globes are used to display the regionsof North America in the past and present.
Uses maps to identify physical features of the regions where the Plains and Eastern Woodland Indians lived.
Explains the unique cultural characteristics of regions in North America including language, food, customs,
religion, stories, music, and art.
Understands the physical and cultural characteristics of places, regions, and people in North America,
including the location of the fifty states within the regions of the U.S.
Compares the traditions, beliefs, and values of cultural groups in North America.
No Grade 3 GLE
Explains which states are located in the southwest regions of the United States.
Explains how people make a living in different communities.
Explains the variety of wasy that people in one's community use money or trade to meet their needs and wants.
Explains how children gain knowledge formally through school and informally through family, friends, and media.
Understands the interactions between humans and environments.
Understands the cultural universals of place, time, family life, economics, communication, arts
recreation, food clothing, shelter, transportation, government, and education.
Washington States
Social Studies GLEs
Grade 3
Fall 2008
Examples:
Social Studies EALR 4: HISTORY
Component 4.1
GLE 4.1.1
GLE 4.1.2
Component 4.2
GLE 4.2.1
GLE 4.2.2
Examples:
GLE 4.2.3
Component 4.3
GLE 4.3.1
GLE 4.3.2
Component 4.4
GLE 4.4.1
No Grade 3 GLE
No Grade 3 GLE
No Grade 3 GLE
The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals,
and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present
and future.
No Grade 3 GLE
No Grade 3 GLE
Understand and analyzes causal factors that have shaped major events in history.
Understands that there are multiple perspectives and interpretations of historical events.
Understands historical chronology.
Compares the contributions to transportation made by the Northern Plains native tribes with those of the
Southeast native tribes.
No Grade 3 GLE
No Grade 3 GLE
Explains that cultural groups in North America have traditions, beliefs, and celebrations that have been brought
from countries all around the world.
Understands how contributions made by various cultural groups have shaped the history of the community and world.
Explains the technology, art, and music contributions made by the Southwest native tribes and the Eastern
Woodland native tribes.
Compare the contributions that people from Mexico, Canada, or other countries have made to art,
food, music, literature, and sports in your community.
Explains the contributions that Asian immigrants have made to strawberry farming in Bainbridge
Explains the contributions that Hispanic workers have made to farming in the Yakima Valley
.
Uses history to understand the present and plan for the future.
Washington States
Social Studies GLEs
Grade 3
Fall 2008
Social Studies EARL 5: SS SKILLS
Component 5.1
GLE 5.1.1
GLE 5.1.2
Examples:
Component 5.2
GLE 5.2.1
GLE 5.2.2
Examples:
Component 5.3
GLE 5.3.1
Examples:
Component 5.4
GLE 5.4.1
Examples:
GLE 5.4.2
Determines whether there are details to support a conclusion about tools as a cultural contribution of the Easter
Woodlands tribe.
Uses inquiry-based research.
No Grade 3 GLE
Engages
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in discussion on creation legends to learn about the differences in tribes' beliefs.
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needs.
Draws a conclusion using at least two clear, specific, and accurate examples in a paper about the trading
systems of different tribes.
Draws a conclusion using at least two clear, specific, and accurate examples in a presentation about how
different tribes met their needs.
Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a
meaningful audience.
Draws conclusions using at least two clear, specific, and accurate examples in a paper or presentation.
Prepares a list of resources, including the title and author for each source.
Engages in discussions that attempt to answer questions about cultural similarities and differences.
Uses a graphic organizer to organize main ideas and supporting details from visuals and literary, narrative, information, and
expository texts.
Deliberates public issues.
Uses a graphic organizer to organize main ideas and supporting details from sources on the cultural
contributions of eastern Woodland tribes.
Uses a grphic organizer to organize main ideas and supporting details from sources on the bulrual contributions
of Northern Plains tribes and Southeast tribes.
Determines whether a conclusion on the cutural contributions of the Eastern Woodlands tribes is clearly stated.
Determines whether there are details to support a conclusion about apple farming as a contribution of Japanese
Americans in your community.
The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the
process of reading, writing, and communicating.
Uses critical reasoning skills to analyze and evaluate positions.
No Grade 3 GLE
Evaluates if information about various cultures is specific and detailed.
Washington States
Social Studies GLEs
Grade 3
Fall 2008
Examples:
Completes a graphic organizer listing resources on various cultures including the title, author, type of source,
and date published for each source.