Georgia

SS3H Historical Understandings

• SS3H1 Describe early American Indian cultures and their development in North America.

  • SS3H1.a Locate the regions where American Indians settled in North America: Arctic, Northwest Southwest, Plains, Northeast, and Southeast.

  • SS3H1.b Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter.

  • SS3H1.c Discuss how American Indians continue to contribute to American life (e.g., arts, literature).

• SS3H2 Describe European exploration in North America.

  • SS3H2.a Describe the reasons for and obstacles to the exploration of North America.

    • Jamestown: the early years (4-A.1)

  • SS3H2.b Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France).

  • SS3H2.c Describe examples of cooperation and conflict between European explorers and American Indians.

    • Jamestown: the early years (4-A.1)
    • Jamestown: growth of a colony (4-A.2)
    • Plymouth (4-A.3)

• SS3H3 Explain the factors that shaped British Colonial America.

  • SS3H3.a Identify key reasons why the New England, Mid-Atlantic, and Southern colonies were founded (religious freedom and profit).

    • Jamestown: the early years (4-A.1)
    • Plymouth (4-A.3)
    • Middle colonies: founding and government (4-A.6)
    • Southern colonies: founding and government (4-A.8)

  • SS3H3.b Compare and contrast colonial life in the New England, Mid-Atlantic, and Southern colonies (education, economy, and religion).

    • New England colonies: religion and government (4-A.4)
    • New England colonies: economy and conflict (4-A.5)
    • Middle colonies: founding and government (4-A.6)
    • Middle colonies: economy and society (4-A.7)
    • Southern colonies: founding and government (4-A.8)
    • Southern colonies: economy and slavery (4-A.9)

  • SS3H3.c Describe colonial life in America from the perspectives of various people: large landowners, farmers, artisans, women, children, indentured servants, slaves, and American Indians.

    • New England colonies: economy and conflict (4-A.5)
    • Middle colonies: economy and society (4-A.7)
    • Southern colonies: economy and slavery (4-A.9)

SS3G Geographic Understandings

• SS3G1 Locate major topographical features on a physical map of the United States.

  • SS3G1.a Locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence.

  • SS3G1.b Locate major mountain ranges of the United States of America: Appalachian, Rocky.

• SS3G2 Locate and describe the equator, prime meridian, and lines of latitude and longitude on a globe.

  • Identify lines of latitude and longitude (4-F.2)

• SS3G3 Describe how physical systems affect human systems.

  • SS3G3.a Explain why American Indian groups occupied the areas they did (SS3H1a), with emphasis on why some developed permanent villages and others did not.

  • SS3G3.b Describe how the early explorers (SS3H2a) adapted, or failed to adapt, to the various physical environments in which they traveled.

  • SS3G3.c Explain how the physical geography of the New England, Mid-Atlantic, and Southern colonies helped determine economic activities.

    • New England colonies: economy and conflict (4-A.5)
    • Middle colonies: economy and society (4-A.7)
    • Southern colonies: economy and slavery (4-A.9)

SS3CG Government/Civic Understandings

• SS3CG1 Describe the elements of representative democracy/republic in the United States.

  • SS3CG1.a Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court of the United States).

    • Federal government (3-E.4)

  • SS3CG1.b Describe the three branches of state government: executive (governor), legislative (Georgia General Assembly), and judicial (Supreme Court of Georgia).

    • State government (3-E.3)

  • SS3CG1.c State the main responsibility of each branch: executive (enforcing laws), legislative (making laws), judicial (determining if laws are fair).

    • Federal government (3-E.4)

• SS3CG2 Explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic.

  • SS3CG2.a Explain the necessity of respecting the rights of others and promoting the common good.

  • SS3CG2.b Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, and communicating with public officials).

    • Presidential elections (3-E.8)

SS3E Economic Understandings

• SS3E1 Define and give examples of the four types of productive resources.

  • SS3E1.a Natural (land)

    • Natural resources (3-H.2)

  • SS3E1.b Human (labor)

  • SS3E1.c Capital (capital goods)

  • SS3E1.d Entrepreneurship (risk-taking and combining natural, human, and capital resources in an attempt to make a profit)

    • Bill Gates (3-D.21)

• SS3E2 Explain that governments provide certain types of goods and services in a market economy (schools, libraries, roads, police/fire protection, and military) and pay for these through taxes.

  • Purpose of government (3-E.1)

• SS3E3 Give examples of interdependence and trade and explain the benefits of voluntary exchange.

  • SS3E3.a Describe the interdependence of consumers and producers.

    • Producers and consumers (3-H.4)

  • SS3E3.b Describe how goods and services are allocated by price in the marketplace.

    • What is economics? (3-H.1)

  • SS3E3.c Explain that some goods are made locally, some elsewhere in the country, and some in other countries.

  • SS3E3.d Explain that most countries create their own currency for use as money.

• SS3E4 Explain the concept of opportunity cost as it relates to making a saving or spending choice.

  • Opportunity cost (4-N.3)

Map and Globe Skills

• SS3MG The student will use maps to retrieve social studies information.

  • SS3MG.3 use a letter/number grid system to determine location

    • Use a letter-number grid (3-A.2)

  • SS3MG.4 compare and contrast the categories of natural, cultural, and political features found on maps

  • SS3MG.6 use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps

  • SS3MG.7 use a map to explain impact of geography on historical and current events

  • SS3MG.8 draw conclusions and make generalizations based on information from maps

  • SS3MG.9 use latitude and longitude to determine location

    • Use lines of latitude and longitude (4-F.3)

Information Processing Skills

• SS3IP The student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems/make decisions.

  • SS3IP.2 organize items chronologically

    • Reading and creating timelines with BCE and CE (4-Q.2)

  • SS3IP.3 identify issues and/or problems and alternative solutions

  • SS3IP.4 distinguish between fact and opinion

    • Identify facts and opinions (3-J.1)

  • SS3IP.5 identify main idea, detail, sequence of events, and cause and effect in a social studies context

  • SS3IP.6 identify and use primary and secondary sources

  • SS3IP.7 interpret timelines

    • Reading and creating timelines with BCE and CE (4-Q.2)

  • SS3IP.8 identify social studies reference resources to use for a specific purpose

  • SS3IP.9 construct charts and tables

    • Create and use supply and demand curves (3-I.3)

  • SS3IP.10 analyze artifacts

    • Bill Gates (3-D.21)

  • SS3IP.11 draw conclusions and make generalizations

  • SS3IP.12 analyze graphs and diagrams

    • Checks and balances (3-E.7)
    • Presidential elections (3-E.8)
    • Understand quantity supplied and quantity demanded (3-I.1)
    • Create and use supply and demand curves (3-I.3)
    • Identify shortage and surplus with graphs (3-I.5)

  • SS3IP.13 translate dates into centuries, eras, or ages