Massachusetts History and Social Science Curriculum Framework

(These content objectives should be taught using the skills objectives identified in the Common Core State Standards)

Grade 3

Massachusetts and its Cities and Towns !eogra"hy and History

#verview of Sco"e and Se$uence %rawing on information from local historic sites& historical societies& and museums& third graders learn about the history of Massachusetts from the time of the arrival of the 'ilgrims( They also learn the history of their own cities and towns and about famous "eo"le and events in Massachusetts) history(
*n this curriculum framework& the four disci"lines of history& geogra"hy& economics& and civics and government are integrated in the learning standards& they are not "resented in four se"arate strands( + coding system has been used throughout to indicate disci"linary content stressed in a standard: (H) history, (G) geography, (E) economics, and (C) civics and government.

Massachusetts History and Social Science Curriculum Framework

Massachusetts and its Cities and Towns: Geography and History
,sing local historic sites& historical societies& and museums& third graders learn about the history of Massachusetts from the time of the arrival of the 'ilgrims( They also learn the history of their own cities and towns and about famous "eo"le and events in Massachusetts) history( *n addition& they read biogra"hies of "rominent Massachusetts "eo"le in science& technology& the arts& business& education& or "olitical leadershi" in order to learn how they contributed to Massachusetts history(

Grade 3 Concepts and !i""s

Students should be able to:

History and Geography

-( ./"lain the meaning of time "eriods or dates in historical narratives (decade, century, 1600s, 1776) and use them correctly in s"eaking and writing( (H) 0( #bserve visual sources such as historic "aintings& "hotogra"hs& or illustrations that accom"any historical narratives& and describe details such as clothing& setting& or action( (H) 1( #bserve and describe local or regional historic artifacts and sites and generate $uestions about their function& construction& and significance( (H) 2( ,se cardinal directions& ma" scales& legends& and titles to locate "laces on contem"orary ma"s of 3ew .ngland& Massachusetts& and the local community( (!) 4( %escribe the difference between a contem"orary ma" of their city or town and the ma" of their city or town in the -5th& -6th & or early 07th century( (H& !)

Civics and Government

8( !ive e/am"les of why it is necessary for communities to have governments (e(g(& governments "rovide order and "rotect rights)( (C) 9( !ive e/am"les of the different ways "eo"le in a community can influence their local government (e(g(& by voting& running for office& or "artici"ating in meetings)( (C)

Economics
5( %efine what a ta/ is and the "ur"oses for ta/es& and with the hel" of their teachers and "arents& give e/am"les of different kinds of ta/es (e(g(& "ro"erty& sales& or income ta/es)( (.) 6( %efine s"eciali:ation in jobs and businesses and give e/am"les of s"eciali:ed businesses in the community( (.) -7( %efine barter& give e/am"les of bartering (e(g(& trading baseball cards with each other)& and e/"lain how money makes it easier for "eo"le to get things they want( (.) Barter is the direct exchange of goods and services bet een !eo!le ithout using "oney# $rade is the exchange of goods and services bet een !eo!le#

Massachusetts History and Social Science Curriculum Framework Grade 3 #earning tandards
Building on kno ledge fro" !revious years, students should be able to:

$ew Eng"and and Massachusetts

1(- #n a ma" of the ,nited States& locate the 3ew .ngland states (Connecticut& ;hode *sland& Massachusetts& <ermont& 3ew Ham"shire& Maine) and the +tlantic #cean( #n a ma" of Massachusetts& locate major cities and towns& Ca"e +nn& Ca"e Cod& the Connecticut ;iver& the Merrimack ;iver& the Charles ;iver& and the =erkshire Hills#(!) 1(0 *dentify the >am"anoags and their leaders at the time the 'ilgrims arrived& and describe their way of life( (H& !) 1(1 *dentify who the 'ilgrims were and e/"lain why they left .uro"e to seek religious freedom? describe their journey and their early years in the 'lymouth Colony( (H& !& C& .)
+( the "ur"ose of the Mayflower Com"act and its "rinci"les of self@government =( challenges in settling in +merica C( events leading to the first Thanksgiving

1(2 ./"lain how the 'uritans and 'ilgrims differed and identify early leaders in Massachusetts& such as Aohn >inthro"? describe the daily life& education& and work of the 'uritans in the Massachusetts =ay Colony( (H& .& C) 1(4 ./"lain im"ortant "olitical& economic& and military develo"ments leading to and during the +merican ;evolution( (H& C)
a( b( c( d( e( the growth of towns and cities in Massachusetts before the ;evolution the =oston Tea 'arty the beginning of the ;evolution at Be/ington and Concord the =attle of =unker Hill ;evolutionary leaders such as Aohn +dams& Samuel +dams& Aohn Hancock& and 'aul ;evere

1(8 *dentify the %eclaration of *nde"endence& the Constitution& and the =ill of ;ights as key +merican documents( (C) 1(9 +fter reading a biogra"hy of a "erson from Massachusetts in one of the following categories& summari:e the "erson)s life and achievements( (H& C)
+( science and technology (e(g(& +le/ander !raham =ell& 3athaniel =owditch& ;obert !oddard& Aohn Hayes Hammond& .dwin Band& Samuel Morse) =( the arts (e(g(& Henry +dams& Bouisa May +lcott& Aohn Singleton Co"ley& .mily %ickinson& ;al"h >aldo .merson& Theodore !eisel& 3athaniel Hawthorne& #liver >endell Holmes& Frederick Baw #lmsted& 3orman ;ockwell& Henry %avid Thoreau& 'hyllis >heatley) C( business (e(g(& >illiam Filene& +mos Bawrence& Francis Cabot Bowell& +n >ang)? %( education& journalism& and health (e(g(& Clara =arton& Horace Mann& >illiam Monroe Trotter) .( "olitical leadershi" (e(g(& Aohn +dams& Aohn Cuincy +dams& Susan =( +nthony& .dward =rooke& =enjamin Franklin& Aohn F( Dennedy& 'aul ;evere)

Massachusetts History and Social Science Curriculum Framework

Cities and Towns of Massachusetts
1(5 #n a ma" of Massachusetts& locate the class)s home town or city and its local geogra"hic features and landmarks( (!) 1(6 *dentify historic buildings& monuments& or sites in the area and e/"lain their "ur"ose and significance( (H& C) 1(-7 ./"lain the meaning of the stars and stri"es in the +merican flag& and describe official "rocedures for the care and dis"lay of the flag( (C) 1(-- *dentify when the students) own town or city was founded& and describe the different grou"s of "eo"le who have settled in the community since its founding( (H& !) 1(-0 ./"lain how objects or artifacts of everyday life in the "ast tell us how ordinary "eo"le lived and how everyday life has changed( %raw on the services of the local historical society and local museums as needed( (H& !& .) 1(-1 !ive e/am"les of goods and services "rovided by their local businesses and industries( (.) 1(-2 !ive e/am"les of ta/@su""orted facilities and services "rovided by their local government& such as "ublic schools& "arks& recreational facilities& "olice and fire de"artments& and libraries( (.)