Third Grade Social Studies Crosswalk - NC
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staffare continually updating and improving these tools to better serve teachers.Third Grade Social Studies CrosswalkThis crosswalk document compares the 2010 K-12 Social Studies Essential Standards and the 2006 North Carolina Social Studies Standard Course of Study (SCOS)and provides some insight into the similarities and differences between these two sets of standards, especially as it relates to content coverage. This document is notintended to answer all questions about the nuances of the new standards versus the old. Additional documents will provide support for curriculum development andinstructional planning.In looking at this document, you should be aware of three key structural differences between the 2010 K-12 Social Studies Essential Standards and the 2006 NorthCarolina Social Studies Standard Course of Study: the organization of the standards around five broad strands, the use of a conceptual framework, and the use ofRevised Bloom’s Taxonomy. Due to these structural differences, not all parts of a crosswalked objective may align perfectly to a clarifying objective. The relationshipbetween content, concepts, and cognitive demand may have changed. Additionally, some content, concepts, and/or skills have been eliminated or moved to other gradelevels.The 2010 K-12 Social Studies Essential Standards are organized around five strands: history, geography and environmental literacy, civics and government, economicsand financial literacy, and culture. These strands are based on the social science disciplines and provide students a consistent framework for studying and analyzingspecific grade level content. At the high school level, strands are designed to be more specific to their course and subject content.Additionally, the new structure of the 2010 K‐12 Social Studies Essential Standards reflects a shift to a more conceptual framework. The goal of conceptually writtenstandards is to help students recognize patterns and make connections in their learning that transfer beyond a single discipline, topic, grade, or isolated fact. Thisadoption of a conceptual framework reduces the number of objectives while continuing to address similar topics, facts and skills. In looking at this document, you willsee that there are multiple objectives from the old standards aligned to the new clarifying objectives; however, these objectives may be connected by broad conceptualunderstandings and should not be seen in the same light as they were in the old standards.Finally, the 2010 K‐12 Social Studies Essential Standards were also written using the Revised Bloom's Taxonomy (RBT). The most notable change from our currentStandard Course of Study to the Essential Standards is the use of one verb per standard and clarifying objective. This will allow for greater alignment betweeninstruction and assessment. RBT verbs have specific meanings; therefore, the same verb may serve a different purpose than in the 2006 North Carolina Social StudiesStandard Course of Study.In third grade, students draw upon knowledge learned in previous grades to develop more sophisticated understanding of how communities may be linked to form largerpolitical units, and how there are cultural, geographic, and economic connections. By looking at communities from a geographic perspective, students become aware ofsome of the cultural, political, geographic, historic, environmental and economic factors that help bind communities together through both time and space. Studentsunderstand the significant role of the individual in shaping history and explore changes in communities and regions over time.Important Note: The current 2006 SCOS will continue to be the operational standards in the 2010-12 school year. We expect the 2010 K‐12 Social StudiesEssential Standards to be taught and assessed for the first time in the 2012-13 school year.Page 1 of 11
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staffare continually updating and improving these tools to better serve teachers.Strand2010 Essential Standard2006 NC Standard Course of StudyEssential StandardClarifying ObjectiveObjectiveCommentsHistory3.H.1Understand how events, individuals andideas have influenced the history of local andregional communities.3.H.1.1Explain key historical events that occurred inthe local community and regions over time.3.02Describe how individuals, events, and ideas changeover time.3.H.1.2Analyze the impact of contributions made bydiverse historical figures in local communitiesand regions over time.5.07Identify historic figures and leaders who haveinfluenced the economies of communities and evaluatethe effectiveness of their contributions.3.H.1.3Exemplify the ideas that were significant in thedevelopment of local communities and regions.3.H.2Use historical thinking skills to understandthe context of events, people and places.Page 2 of 11
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staffare continually updating and improving these tools to better serve teachers.3.H.2.1Explain change over time through historicalnarratives. (events, people and places)3.02Describe how individuals, events, and ideas changeover time.3.H.2.2Explain how multiple perspectives areportrayed through historical narratives.Page 3 of 11
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staffare continually updating and improving these tools to better serve teachers.Strand2010 Essential Standard2006 NC Standard Course of StudyEssential StandardClarifying ObjectiveObjectiveCommentsGeography and Environmental Literacy3.G.1Understand the earth’s patterns by using the5 themes of geography: (location, place,human-environment interaction, movementand regions).3.G.1.1Find absolute and relative locations of placeswithin the local community and region.(2nd grade) 5.04 Identify the absolute and relativelocation of communities.3.G.1.2Compare the human and physical characteristicsof places.(4th grade) 1.02 Describe and compare physical andcultural characteristics of regions.3.G.1.3Exemplify how people adapt to, change andprotect the environment to meet their needs.4.04Compare how people in different communities adapt toor modify the physical environment to meet their needs.3.G.1.4Explain how the movement of goods, peopleand ideas impact the community.(2nd grade) 6.03Identify means and methods of human movement asthey relate to the physical environment.3.G.1.5Summarize the elements (cultural,demographic, economic and geographic) thatdefine regions (community, state, nation andworld).Page 4 of 11
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staffare continually updating and improving these tools to better serve teachers.3.G.1.6Compare various regions according to theircharacteristics.Page 5 of 11
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staffare continually updating and improving these tools to better serve teachers.Strand2010 Essential Standard2006 NC Standard Course of StudyEssential StandardClarifying ObjectiveObjectiveCommentsEconomics and Financial Literacy3.E.1Understand how the location of regionsaffects activity in a market economy.3.E.1.1Explain how location impacts supply anddemand.3.E.1.2Explain how locations of regions and naturalresources influence economic development(industries developed around natural resources,rivers and coastal towns).5.05 Distinguish and analyze the economic resourceswithin communities.3.E.2Understand entrepreneurship in a marketeconomy.3.E.2.1Explain why people become entrepreneurs.3.E.2.2Give examples of entrepreneurship in variousregions of our state.Page 6 of 11
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staffare continually updating and improving these tools to better serve teachers.Strand2010 Essential Standard2006 NC Standard Course of StudyEssential StandardClarifying ObjectiveObjectiveComments3.C&G.1Understand the development, structure andfunction of local government.Civics and Government3.C&G.1.1Summarize the historical development of localgovernments.3.C&G.1.2Describe the structure of local government andhow it functions to serve citizens.1.04 Explain the need for leaders in communities anddescribe their roles and responsibilities.3.C&G.1.3Understand the three branches of government,with an emphasis on local government.3.C&G.2Understand how citizens participate in theircommunities.3.C&G.2.1Exemplify how citizens contribute politically,socially and economically to their community.1.01 Identify and demonstrate characteristics ofresponsible citizenship and explain how citizenparticipation can impact changes within a community.3.C&G.2.2Exemplify how citizens contribute to the wellbeing of the community’s natural environment.Page 7 of 11
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staffare continually updating and improving these tools to better serve teachers.3.C&G.2.3Apply skills in civic engagement and publicdiscourse (school, community).(2nd grade) 2.02 Recognize and demonstrate examplesof the elective process.Page 8 of 11
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staffare continually updating and improving these tools to better serve teachers.Strand2010 Essential Standard2006 NC Standard Course of StudyEssential StandardClarifying ObjectiveObjectiveCommentsCulture3.C.1Understand how diverse cultures are visiblein local and regional communities.3.C.1.1Compare languages, foods and traditions ofvarious groups living in local and regionalcommunities.3.C.1.2Exemplify how various groups show artisticexpression within the local and regionalcommunities.3.C.1.3Use non-fiction texts to explore how culturesborrow and share from each other (foods,languages, rules, traditions and behaviors).Eliminated/Moved Objectives:1.02 Recognize diverse local, state, and national leaders, past and present, who demonstrate responsible citizenship.1.03 Identify and explain the importance of civic responsibility, including but not limited to, obeying laws and voting.1.05 Suggest responsible courses of action in given situations and assess the consequences or irresponsible behavior.Page 9 of 11
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staffare continually updating and improving these tools to better serve teachers.1.06 Identify selected personalities associated with major holidays and cultural celebrations.2.01 Distinguish and compare economic and social roles of children and adults in the local community to selected communities around the world.2.02 Analyze similarities and differences among families in different times and in different places.2.03 Describe similarities and differences among communities in different times and in different places.3.01 Analyze changes, which occurred in communities past and present.3.03 Compare and contrast the family structure and the roles of its members over time.4.01 Distinguish between various types of maps and globes.4.02 Use appropriate source maps to locate communities.4.03 Use geographic terminology to describe and explain variations in the physical environment as communities.5.01 Define and identify examples of scarcity.5.02 Explain the impact of scarcity on the production, distribution, and consumption of goods and services. (moved to 4th grade- 4.E.1.2)5.03 Apply concepts of specialization and division of labor to the local community.5.04 Compare and contrast the division of labor in local and global communities.6.01 Describe and assess ways in which technology is used in a community’s economy.6.02 Identify and describe contributions made by community leaders in technology.6.03 Identify the impact of technological change on communities around the world.7.01 Identify the deeds of local and global leaders.Page 10 of 11
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staffare continually updating and improving these tools to better serve teachers.7.02 Assess the heroic deeds of characters from folktales and legends.7.03 Explore the role of selected fictional characters in creating new communities.Page 11 of 11
Third Grade Social Studies Crosswalk This crosswalk document compares the 2010 K-12 Social Studies Essential Standards and the 2006 North Carolina Social Studies Standard Course of Study (SCOS) and provides some insight into the similarities and differences between these two sets of
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