§113.14. Social Studies, Grade 3, Adopted 2018 Beginning with School Year 2011-2012 .
(a)

Introduction.
(1)

In Grade 3, students learn how diverse individuals have changed their communities and world.
Students study the effects inspiring heroes have had on communities, past and present. Students
learn about the lives of heroic men and women who made important choices, overcame obstacles,
sacrificed for the betterment of others, and embarked on journeys that resulted in new ideas, new
inventions, new technologies, and new communities. Students expand their knowledge through the
identification and study of people who made a difference, influenced public policy and decision
making, and participated in resolving issues that are important to all people. Throughout Grade 3,
students develop an understanding of the economic, cultural, and scientific contributions made by
individuals.

(2)

To support the teaching of the essential knowledge and skills, the use of a variety of rich material
such as biographies, founding documents, poetry, songs, and artworks is encouraged. Motivating
resources are available from museums, historical sites, presidential libraries, and local and state
preservation societies.

(3)

The eight strands of the essential knowledge and skills for social studies are intended to be
integrated for instructional purposes. Skills listed in the social studies skills strand in subsection
(b) of this section should be incorporated into the teaching of all essential knowledge and skills for
social studies. A greater depth of understanding of complex content material can be attained when
integrated social studies content from the various disciplines and critical-thinking skills are taught
together. Statements that contain the word "including" reference content that must be mastered,
while those containing the phrase "such as" are intended as possible illustrative examples.

(4)

Students identify the role of the U.S. free enterprise system within the parameters of this course
and understand that this system may also be referenced as capitalism or the free market system.

(5)

Throughout social studies in Kindergarten-Grade 12, students build a foundation in history;
geography; economics; government; citizenship; culture; science, technology, and society; and
social studies skills. The content, as appropriate for the grade level or course, enables students to
understand the importance of patriotism, function in a free enterprise society, and appreciate the
basic democratic values of our state and nation as referenced in the Texas Education Code (TEC),
§28.002(h).

(6)

Students understand that a constitutional republic is a representative form of government whose
representatives derive their authority from the consent of the governed, serve for an established
tenure, and are sworn to uphold the constitution.

(7)

State and federal laws mandate a variety of celebrations and observances, including Celebrate
Freedom Week.
(A)

Each social studies class shall include, during Celebrate Freedom Week as provided
under the TEC, §29.907, or during another full school week as determined by the board
of trustees of a school district, appropriate instruction concerning the intent, meaning, and
importance of the Declaration of Independence and the U.S. Constitution, including the
Bill of Rights, in their historical contexts. The study of the Declaration of Independence
must include the study of the relationship of the ideas expressed in that document to
subsequent American history, including the relationship of its ideas to the rich diversity of
our people as a nation of immigrants, the American Revolution, the formulation of the
U.S. Constitution, and the abolitionist movement, which led to the Emancipation
Proclamation and the women's suffrage movement.

Social Studies, Grade 3
Final Recommendations, September 2018

 (B) Each school district shall require that, during Celebrate
Freedom Week or other week of instruction prescribed
under subparagraph (A) of this paragraph, students in
Grades 3-12 study and recite the following text, from
the Declaration of Independence: "We hold
these Truths to be self-evident, that all Men are created
equal, that they are endowed by their Creator with
certain unalienable Rights, that among these are Life,
Liberty and the Pursuit of Happiness--That to secure
these Rights, Governments are instituted among Men,
deriving their just Powers from the Consent of the
Governed."
(8)
(b)

Students identify and discuss how the actions of U.S. citizens and the local, state, and federal
governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills.
(1)

History. The student understands how individuals, events, and ideas have influenced the history of
various communities. The student is expected to:
(A)

describe how individuals, events, and ideas have changed communities, past and present;

(B)

identify individuals, including Pierre-Charles L'Enfant , Benjamin Banneker, and
Benjamin Franklin, who have helped to shape communities; and

Comment 1, 2(C)

(2)

describe how individuals, including Daniel Boone , Christopher Columbus, and the
Founding Fathers , and Juan de Oñate, have contributed to the expansion of existing
communities or to the creation of new communities.

History. The student understands common characteristics of communities, past and present. The
student is expected to:

Comment 3(A)

identify reasons people have formed communities, including a need for security and laws
, religious freedom, law, and material well-being; and

Comment 4(B)

compare identify ways in which people in the local community and other communities
meet their needs for government, education, communication, transportation, and
recreation . ; and

(C)
5

Comment (3)

compare ways in which various other communities meet their needs.

History. The student understands the concepts of time and chronology. The student is expected to:

1 Deleting Christopher Columbus is a better fit for Kindergarten because of the celebration of Columbus Day. The
WG would like to see a revision; the historical figures listed are difficult to connect to the idea of influencing
communities particularly at this grade level. [30 minutes]
2 WG agrees with previous WG response to SBOE Comment regarding Juan de Onate not being grade level
appropriate and the scarcity of resources for the grade level. [30 minutes]
3 Clarifying that people don’t form communities to create laws; laws are created to provide security. [no time
change]
4 Communication has changed over time as to how people in the community communicate. [+15 minutes]
5 Deleting the KS because it is a skill and moving the SE to 18. VA [no time change]

Social Studies, Grade 3
Final Recommendations, September 2018

 Comment 6(A)

7

Comment (3) (4)

use vocabulary related to chronology, including past, present, and future times;

(B)

create and interpret timelines; and

(C)

apply the terms year, decade, and century to describe historical times.

Geography. The student understands how humans adapt to and/or modify variations in the physical
environment. The student is expected to:
(A)

describe similarities and differences and explain variations in the physical environment,
including climate, landforms, natural resources, and natural hazards;

(B)

identify and compare how people in different communities adapt to or modify the
physical environment in which they live such as deserts, mountains, wetlands, and plains;
and

Comment 8(C)

describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes
in shaping the landscape; and

(C) (D) describe the effects of human processes such as building new homes, conservation, and
pollution in shaping the landscape . ; and
(E)
(4) (5)

identify and compare the human characteristics of various regions.

Geography. The student understands the concepts of location, distance, and direction on maps and
globes. The student is expected to:
(A)

use cardinal and intermediate directions to locate places on maps and globes such as the
Rocky Mountains, the Mississippi River, and Austin, Texas, in relation to the local
community;

(B)

use a scale to determine the distance between places on maps and globes; and

(C)

identify and use the compass rose, grid system, and symbols to locate places on maps and
globes; and

(C) (D) identify, create , and interpret maps of places and regions that contain map elements,
including a title, compass rose, legend, scale, and grid system.
(5) (6)

Economics. The student understands the purposes of earning, spending, and saving, and donating
money. The student is expected to:

Comment 9(A)
(B)
10

Comment (7)

(6) (8)

identify ways of earning, spending, and saving, and donating money; and
create a simple budget that allocates money for spending , and saving , and donating .

Economics. The student understands the role concept of scarcity in the free enterprise system. The
student is expected to:
(A)

define and identify examples of scarcity;

(B)

explain the impact of scarcity on the production, distribution, and consumption of goods
and services in the U.S. free enterprise system.; and

(C)

explain the concept of a free market as it relates to the U.S. free enterprise system.

Economics. The student understands the concept of the free enterprise system and how businesses
operate in the U.S. free enterprise system. The student is expected to:

6 WG agrees with SBOE Comment that students need time to learn and practice vocabulary and reinstated the SE.
Moved SEs to 16C and made additional revisions. VA [no time change]
7 Unnecessary wording; creates confusion; clarification of the KS.
8 The content of the SE does not match the KS. The content is taught in Science Grade 3 KS 7. [50 minutes]
9 This WG would like to reinstate “donating” into the SE because earning, spending, and saving are also in the PFL.
10 By combining KS 7 and KS 8 and eliminating 7B (grade level appropriate) it is narrowing the scope of what
students need to know regarding the introduction free enterprise system. [30 minutes]

Social Studies, Grade 3
Final Recommendations, September 2018

 (A)

identify examples of how a simple business operates;

(A) (B) explain how supply and demand affect the price of a good or service;
(B)

define and identify examples of scarcity;

(C)

explain how the cost of production and selling price affect profits; and

11

Comment (D)

explain how government regulations and taxes impact consumer costs; and

Comment 12(D) (E)
identify individuals, past and
present, including such as Henry Ford and
other entrepreneurs in the community such
as Mary Kay Ash, Wallace Amos, Milton
Hershey, and and Sam Walton, who have
started new businesses.
(7) (9)

Government. The student understands the basic structure and functions of various levels of
government. The student is expected to:
(A)

describe the basic structure of government in the local community, state, and nation;

(B)

identify local, state, and national government officials and explain how they are chosen;
and

(C)

identify services commonly provided by local, state, and national governments . ; and

Comment 13(D)

explain how local, state, and national government services are financed.

(8) (10) Government. The student understands important ideas in historical documents at various levels of
government. The student is expected to:
(A)
Comment 14(B)

identify the purposes of the Declaration of Independence and the U.S. Constitution,
including the Bill of Rights; and
describe and explain the importance of the concept of "consent of the governed" as it
relates to the functions of local, state, and national government .

(9) (11) Citizenship. The student understands characteristics of good citizenship as exemplified by
historical and contemporary figures. The student is expected to:
Comment 15(A)

identify characteristics of good citizenship, such as including truthfulness, justice,
equality, respect for oneself and others, responsibility in daily life, and participation in
government by educating oneself about the issues, respectfully holding public officials to
their word, and voting;

11 The concept of governmental regulation and taxation is not grade level appropriate and taught in high school
courses. [60 minutes]
12 Reinstating the such as list of entrepreneurs to provide the teachers a list of examples. [+15 minutes]
13 The concepts of taxation and government finances are not grade level appropriate. [40 minutes]
14 Consent of the governed at it relates to functions of the government is not grade level appropriate. [40 minutes]
15 Deleted due to redundancy of the exact SE in Grades 1 and 2. [45 minutes]

Social Studies, Grade 3
Final Recommendations, September 2018

 Comment 16(A) (B) identify historical figures such as Helen Keller and Clara Barton and contemporary
figures such as Ruby Bridges and military and first responders who exemplify good
citizenship; and
Comment 17(B) (C) identify and discuss and explain the importance of individual acts of civic responsibility,
including obeying laws, serving the community, serving on a jury, and voting.
Comment 18(10) (12)
Citizenship. The student understands the impact of individual and group decisions on
communities in a constitutional republic . The student is expected to :

(11) (13)

(12) (14)

(A)

give examples of community changes that result from individual or group decisions;

(B)

identify examples of actions individuals and groups can take to improve the community;
and

(C)

identify examples of nonprofit and/or civic organizations such as the Red Cross and
explain how they serve the common good.

Culture. The student understands ethnic and/or cultural celebrations of the local
community and other communities. The student is expected to:
(A)

explain the significance of various ethnic and/or cultural celebrations in the local
community and other communities; and

(B)

compare ethnic and/or cultural celebrations in the local community with other
communities.

Culture. The student understands the role of heroes in shaping the culture of
communities, the state, and the nation. The student is expected to:

Comment 19(A)

identify and describe compare the heroic deeds of state and national heroes and military
and first responders , such as including Hector P. Garcia, and James A. Lovell, and the
Four Chaplains other individuals such as Harriet Tubman, Juliette Gordon Low, Todd
Beamer, Ellen Ochoa, John "Danny" Olivas, and other contemporary heroes ; and

Comment 20(B)

identify and describe analyze the heroic deeds of individuals such as , including Harriet
Tubman, Todd Beamer, and other contemporary heroes military and first responders such
as the Four Chaplains .

(13) (15)

Culture. The student understands the importance of writers and artists to the cultural
heritage of communities. The student is expected to :

Comment 21(A)

discuss identify various individual writers and artists such as Kadir Nelson, Tomie
dePaola, and Phillis Wheatley, Carmen Lomas Garza, and Laura Ingalls Wilder and
examples of their cultural heritage through their stories, poems, statues, and paintings .
and other forms of expression examples of cultural heritage from various communities;
and

(B)

explain the significance of various individual writers and artists such as Carmen Lomas
Garza, Laura Ingalls Wilder, and Bill Martin Jr. and their stories, poems, statues, and

16 Deleted due to WG B rubric recommendation. Helen Keller does not best represent the concept of citizenship.
Military and first responders are best represented in KS 14. [40 minutes] Simplified language to more accurately
reflect the essential knowledge.
17 At this grade level discussing the civic responsibilities is more grade level appropriate. [20 minutes]
18 The concepts are above grade level and would have to be taught in isolation. It is covered in Grade 4 KS 18.
“Individuals” was struck because the SEs no longer cover “individuals.”
19 Separated military heroes from other cultural heroes into two SEs. This WG did not agree with previous WG
response to SBOE Comment; Reinstated the Four Chaplains.
20 Changed analyze to discuss to be consistent with 2A; changed including to such as to provide greater flexibility
teachers. [no time change]
21 Streamlined and clarified the SEs. [20 minutes]

Social Studies, Grade 3
Final Recommendations, September 2018

 paintings and other forms of expression examples of cultural heritage to various
communities.
(14) (16)

Science, technology, and society. The student understands how individuals have created
or invented new technology and affected life in various communities, past and present. The
student is expected to:

Comment 22(A) identify scientists and inventors, individuals
who have discovered scientific breakthroughs or
created or invented new technology such as
including Jonas Salk, Maria Mitchell, and others
who have discovered scientific breakthroughs or
created or invented new technology such as
Cyrus McCormick, Bill Gates, and Louis
Pasteur, and others ; and
(B)

describe identify the impact of scientific breakthroughs and new technology in
computers, pasteurization, and medical vaccines on various communities.

Comment 23(15) (17)
Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including digital electronic technology. The
student is expected to:
Comment 24(A)

gather research information, including historical and current events, and geographic data,
about the community and world, using a variety of valid print, oral, visual, and digital
Internet resources;

Comment 25(B)

interpret oral, visual, and print material by sequencing, categorizing, identifying the
main idea, distinguishing between fact and opinion, identifying cause and effect,
comparing, and contrasting sequence and categorize information ; and

(C)

interpret oral, visual, and print material by identifying the main idea, distinguishing
between fact and opinion, identifying cause and effect, and comparing and contrasting;

Comment 26(D)

use various parts of a source, including the table of contents, glossary, and index as well
as keyword Internet searches, to locate information;

(C) (E) interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and
maps . ; and
Comment 27(F)

apply use appropriate mathematical skills to interpret social studies information such as
maps and graphs.

22 WG agrees with previous WG response to SBOE Comment.
23 In response to SBOE Comment. VA [no time change]
24 The term “and world” has been deleted because the focus of the course is on community. The change of
“research” to “gather” is to VA to Grade 2. Using a variety of resources streamlines the SE. [45 minutes]
25 Combining 15B and C creates vertical alignment and scaffolds appropriate social studies skills. [no change in
time]
26 This standard is supposed to be mastered in grade 2 ELA. In addition, “keyword search” is covered in Tech Apps
3.3A. [90 minutes]
27 Mathematical skills are inherently used in SEs throughout the social studies skills strand. For example, math
skills are applied when interpreting and creating maps, chart, and graphs. (15E) [no time change]

Social Studies, Grade 3
Final Recommendations, September 2018

 (16) (18)

Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:

Comment 28(A)
29

Comment (B)
(C)

use social studies terminology correctly;
create and interpret timelines; and
apply the terms year, decade, and century to describe historical times;

(D) (A) express ideas orally based on knowledge and experiences; and
30

Comment (E) (B)

use technology to create written and visual material such as stories, poems, pictures,
maps, and graphic organizers to express ideas. ; and

Comment 31(F) (C)

use effective written communication skills standard grammar, spelling, sentence
structure, and punctuation.

(17) (19)

Social studies skills. The student uses problem-solving and decision-making skills,
working independently and with others , in a variety of settings . The student is expected to :

Comment 32(A)

(B)

use a problem-solving and decision-making processes process to identify a problem,
gather information, list and consider options, consider advantages and disadvantages,
choose and implement a solution, and evaluate the effectiveness of the solution . ; and
use a decision-making process to identify a situation that requires a decision, gather
information, identify options, predict consequences, and take action to implement a
decision.

28VA move to social studies skills strand and reworded in new location [no time change]
29 VA move to social studies skills strand [no time change]
30 This deletion of technology vertically aligns with other grade levels. The deletion of poems is already covered in
ELA 3.18B (new TEKS).
31 These skills are inherently applied in other social studies skills. For example, the use of effective written
communication skills is necessary to express ideas in 16E.
32 Combining new 17A and B streamlines the vertical alignment of this skill through grade 12 by using the
language from World Geography 23C. This WG has determined that the steps used in problem solving and decision
making are so similar that it is not necessary to repeat the skills in separate standards.

Social Studies, Grade 3
Final Recommendations, September 2018