Where can I read the official document?

Ohio’s Learning Standards – Extended with Learning Progressions Social Studies

K–12 Standards

Grade 3
Other Ohio Social Studies - Extended Learning Standards sets
Kindergarten
Grade 1
Grade 2
Grade 4
Grade 5
Grade 6
Grade 7
American Government
American History
Contemporary World Issues
Economics & Financial Literacy
Modern World History
World Geography

Historical Thinking

1
Events in local history can be shown on timelines organized by years, decades and centuries.SS.3.1
1. Complexity a
  a
  Place a sequence of events or dates on a timeline. SS.3.1a
2. Complexity b
  b
  Place a series of three personal events in chronological order.SS.3.1b
3. Complexity c
  c
  Identify an event/activity occurring before or after another given activity/event.SS.3.1c
4. Learning Progression
  -
  Discuss how events happen in order using a classroom schedule or daily routine (using terms like first, next, last).SS.3.1.lp.a
  -
  Engage with representations of a person/character at three different ages (e.g., child, teenager, adult).SS.3.1.lp.b
2
Primary and secondary sources can be used to show change over time.SS.3.2
1. Complexity a
  a
  Sort pictures or objects that identify events/ tools from past or present.SS.3.2a
2. Complexity b
  b
  Show and communicate about personal pictures/ experiences over time. SS.3.2b
3. Complexity c
  c
  Match pictures that identify change as now and then.SS.3.2c
4. Learning Progression
  -
  Sort representations of historic and modern items from one category (e.g., clothing, automobiles, homes) into “then” and “now.”SS.3.2.lp.a
  -
  Engage with representations of people wearing clothing from earlier time periods or “then.” SS.3.2.lp.b
  -
  Engage with items of clothing from the past or “then” (e.g., hats, coats, shoes).SS.3.2.lp.c

Heritage

3
Local communities change over time. SS.3.3
1. Complexity a
  a
  Describe changes in the community as told by an older relative or friend.SS.3.3a
2. Complexity b
  b
  Describe changes in the local community (e.g., new stores, houses and other construction).SS.3.3b
3. Complexity c
  c
  Identify a change within a local community. SS.3.3c
4. Learning Progression
  -
  Sort representations of local buildings into “then” and “now,” noting differences.SS.3.3.lp.a
  -
  Engage with representations of local buildings (e.g., schools, stores, town hall, Main Street) from multiple time periods.SS.3.3.lp.b

Spatial Thinking and Skills

4
Physical and political maps have distinctive characteristics and purposes. Places can be located on a map by using the title, key, alphanumeric grid, and cardinal directions.SS.3.4
1. Complexity a
  a
  Identify north, south, east and west on the compass rose on a map. SS.3.4a
2. Complexity b
  b
  Use a map and map tools (e.g., legend, alphanumeric grid lines) to locate familiar landmarks, streets and other features. SS.3.4b
3. Complexity c
  c
  Identify a symbol on a simple map. SS.3.4c
4. Learning Progression
  -
  Identify familiar places on the classroom emergency exit map.SS.3.4.lp.a
  -
  Engage with the classroom emergency exit map by traveling the route, or tracing the route on paper, to the nearest emergency exit.SS.3.4.lp.b

Places and Regions

5
Daily life is influenced in different communities by their agriculture, industry, and natural resources.SS.3.5
1. Complexity a
  a
  Identify different resources in the local community (e.g., natural, economic [businesses that create jobs], and cultural [museums, universities, festivals]). SS.3.5a
2. Complexity b
  b
  Identify the natural resources in Ohio.SS.3.5b
3. Complexity c
  c
  Identify a natural resource (e.g., soil, water, coal, oil). SS.3.5c
4. Learning Progression
  -
  Select from a given set images of products created from trees.SS.3.5.lp.a
  -
  Engage with representations or samples of observable natural resources (e.g.., soil, water, trees, rocks).SS.3.5.lp.b
6
Evidence of positive and negative human modification of the environment can be observed in the local community.SS.3.6
1. Complexity a
  a
  Describe both a positive and negative human change to the local environment. SS.3.6a
2. Complexity b
  b
  Identify a human change to the local environment and explain why it is positive or negative. SS.3.6b
3. Complexity c
  c
  Recognize a human change to the local environment (e.g., farmland used for a new subdivision, damming a river to create a lake). SS.3.6c
4. Learning Progression
  -
  Create or identify representations (e.g., drawing, coloring, building blocks) of human changes or additions to a field (e.g., housing, shopping center, sports fields).SS.3.6.lp.a
  -
  Engage with representations of earth movers (e.g., toy bulldozers, dump trucks) to experience how humans can change the physical landscape. SS.3.6.lp.b
7
Systems of transportation and communication move people, products and ideas from place to place. SS.3.7
1. Complexity a
  a
  Identify different types of transportation for products and people. SS.3.7a
2. Complexity b
  b
  Match methods of transportation with what they typically transport. SS.3.7b
3. Complexity c
  c
  Identify types of transportation.SS.3.7c
4. Learning Progression
  -
  Sort models or toys into categories of “land,” “water,” and “air” transportation. SS.3.7.lp.a
  -
  Engage with models or toys of automobiles, busses, airplanes, ships, trucks, trains, etc. SS.3.7.lp.b
8
Communities may include diverse cultural groups.SS.3.8
1. Complexity a
  a
  Compare practices among different cultural groups (e.g., traditional foods, clothing and customs).SS.3.8a
2. Complexity b
  b
  Describe practices among different cultural groups within the local community (e.g., food, clothing, heritage, religion).SS.3.8b
3. Complexity c
  c
  Identify ways that humans are the same and different in a local community (e.g., family, classroom).SS.3.8c
4. Learning Progression
  -
  Sort manipulatives into multiple sets (cultures) based on “same” characteristics (color, size, or shape) to show each group has something in common. Next, create a large set of all items to show how a larger group (community) can consist of items with “different” characteristics. SS.3.8.lp.a
  -
  Engage with manipulatives organized into two sets - one set with all same characteristics and one set with items having different characteristics.SS.3.8.lp.b

Civic Participation and Skills

9
Members of local communities have rights and responsibilities. SS.3.9
1. Complexity a
  a
  Describe members of the local community and their responsibilities.SS.3.9a
2. Complexity b
  b
  Identify responsibilities that you have in your local school community. SS.3.9b
3. Complexity c
  c
  Identify a responsibility. SS.3.9c
4. Learning Progression
  -
  Sort images of students in a classroom into examples and non-examples of “responsible” (e.g., students leaving a messy work area, students putting art supplies away).SS.3.9.lp.a
  -
  Engage with representations of students performing classroom or home chores.SS.3.9.lp.b
10
Individuals make the community a better place by taking action to solve problems in a way that promotes the common good.SS.3.10
1. Complexity a
  a
  Identify a problem in the community and how you would correct it. SS.3.10a
2. Complexity b
  b
  Match problems with action pictures that promote the common good. SS.3.10b
3. Complexity c
  c
  Identify individuals in the community who solve problems (e.g., firefighter puts out fires, doctor helps the ill). SS.3.10c
4. Learning Progression
  -
  Match images of community members to images of the problems they solve (e.g., firefighter and a fire).SS.3.10.lp.a
  -
  Engage with representations of community members responsible for solving problems (e.g., firefighters, police officers, custodians, veterinarian, etc.).SS.3.10.lp.b

Rules and Laws

11
Laws are rules that apply to all people in a community and describe ways people are expected to behave. Laws promote order and security, provide public services, and protect the rights of individuals in the local community. SS.3.11
1. Complexity a
  a
  State a law and explain why it is important.SS.3.11a
2. Complexity b
  b
  Identify a rule and why it is important. SS.3.11b
3. Complexity c
  c
  Identify a rule and its expectations.SS.3.11c
4. Learning Progression
  -
  Identify posted rules in a given location.SS.3.11.lp.a
  -
  When given a rule, demonstrate actions or behaviors that meet the expectations.SS.3.11.lp.b
  -
  Understand what a rule is and how they help the classroom community (safety, respect, rights, order). SS.3.11.lp.c
  -
  Engage while rules or expectations are reviewed.SS.3.11.lp.d

Roles and Systems of Government

12
Governments have authority to make and enforce laws. SS.3.12
1. Complexity a
  a
  Describe the ways laws are enforced by authority figures and government (e.g., establish fines, incarceration). SS.3.12a
2. Complexity b
  b
  Describe the ways rules are enforced by authority figures at a school (e.g., teacher, counselor, principal, security officer)SS.3.12b
3. Complexity c
  c
  Identify a person in the community who has the authority to enforce laws (e.g., game wardens, police officers, mayor, firefighters, safety patrol).SS.3.12c
4. Learning Progression
  -
  Describe the roles and responsibilities of leaders in different settings.SS.3.12.lp.a
  -
  Engage with a story of an authority figure enforcing a law. SS.3.12.lp.b
  -
  Engage with representations of people in the community who have the authority to enforce laws.SS.3.12.lp.c
13
The structure of local governments may differ from one community to another.SS.3.13
1. Complexity a
  a
  Compare two types of local government structures that are different (e.g., municipal, county, township, special).SS.3.13a
2. Complexity b
  b
  Identify two types of local government structures that are different (e.g., municipal, county, township, special).SS.3.13b
3. Complexity c
  c
  Identify one type of local government structure (e.g., municipal, county, township, special). SS.3.13c
4. Learning Progression
  -
  Match representations of specific settings with the leaders in those settings. SS.3.13.lp.a
  -
  Understand that there are specific rules and leaders in different settings.SS.3.13.lp.b
  -
  Engage with leaders or representations of leaders within the school community.SS.3.13.lp.c

Decision-Making and Skills

14
Line graphs are used to show changes in data over time. SS.3.14
1. Complexity a
  a
  Distinguish between line graphs that show positive and negative change over time. SS.3.14a
2. Complexity b
  b
  Identify both variables on a line graph.SS.3.14b
3. Complexity c
  c
  Recognize a line graph and identify one variable.SS.3.14c
4. Learning Progression
  -
  Use models of line graphs as a reference in data discussion. (use a peg board showing simple samples of line graphs showing a line angled up, down, and even)SS.3.14.lp.a
  -
  Sort sample graphs into “line graphs” and “bar graphs.” SS.3.14.lp.b
  -
  Engage with line graphs and bar graphs by tracing the shapes to notice their differences.SS.3.14.lp.c
15
Both positive and negative incentives affect individuals’ choices and behaviors.SS.3.15
1. Complexity a
  a
  Compare positive and negative cause and effect of a behavior (e.g., late library book versus reward for chore).SS.3.15a
2. Complexity b
  b
  Categorize examples of positive and negative incentives that affect a person’s choice. SS.3.15b
3. Complexity c
  c
  Identify a positive or negative outcome of a choice or behavior.SS.3.15c
4. Learning Progression
  -
  Identify negative consequences (classroom disincentives) that are the result of a given behavior.SS.3.15.lp.a
  -
  Identify positive consequences (classroom rewards) that are the result of a given behavior.SS.3.15.lp.b
  -
  Engage with representations of positive outcomes in place for the classroom or school-wide behavioral supports system (e.g., certificate, sticker, chart, bulletin board).SS.3.15.lp.c

Scarcity

16
Individuals must make decisions because of the scarcity of resources. Making a decision involves a trade-off. SS.3.16
1. Complexity a
  a
  Explain the “opportunity cost” when choosing which item or items to purchase (e.g., Buy 3 of an item or just 1 of an item).SS.3.16a
2. Complexity b
  b
  Identify what is gained as a result of choosing not to make a purchase. SS.3.16b
3. Complexity c
  c
  Identify what is gained as the result of a purchasing decision. SS.3.16c
4. Learning Progression
  -
  Exchange one thing for another.SS.3.16.lp.a
  -
  Engage during purchase making. SS.3.16.lp.b
  -
  Engage in choice making. SS.3.16.lp.c

Production and Consumption

17
A consumer is a person whose wants are satisfied by using goods and services. A producer makes goods and/or provides services. SS.3.17
1. Complexity a
  a
  Given a product or service, identify both the producer and potential consumer (e.g., corn produced by farmers and consumed by biofuels, grocery retailers, animals).SS.3.17a
2. Complexity b
  b
  Identify consumers for products or services (e.g., power plant would be a consumer of coal). SS.3.17b
3. Complexity c
  c
  Match goods or services to the producer (e.g., corn to a farmer, bread to a baker, mail to a postmaster). SS.3.17c
4. Learning Progression
  -
  Identify the people who provide goods and services in the school, such as cafeteria staff, custodian. SS.3.17.lp.a
  -
  Engage with representations of goods, such as a notebook, crayons, that students use in the classroom.SS.3.17.lp.b

Markets

18
A market is where buyers and sellers exchange goods and services.SS.3.18
1. Complexity a
  a
  Describe the different things you can do in a market (e.g., buy products, ask questions, look at different products, make returns). SS.3.18a
2. Complexity b
  b
  Match goods/services to markets (e.g., gas to a gas station, bread to the grocery store, haircut to a barber).SS.3.18b
3. Complexity c
  c
  Identify places to buy things in the community (e.g., markets). SS.3.18c
4. Learning Progression
  -
  Identify where a desired item could be purchased.SS.3.18.lp.a
  -
  Select items that are needed or wanted. SS.3.18.lp.b
  -
  Virtually or physically visit locations where specific items can be purchased.SS.3.18.lp.c
  -
  Engage with items that can be purchased at a specific location.SS.3.18.lp.d

Financial Literacy

19
Making decisions involves weighing costs and benefits. SS.3.19
1. Complexity a
  a
  Identify negative consequences of not having a job.SS.3.19a
2. Complexity b
  b
  Identify positive consequences of having a job. SS.3.19b
3. Complexity c
  c
  Identify something a person gets as a result of completing a job or chore (e.g., money, stickers, candy).SS.3.19c
4. Learning Progression
  -
  Discuss how a student decides whether to complete a task by weighing costs and benefits.SS.3.19.lp.a
  -
  Identify the benefits of completing a task in the classroom or school community.SS.3.19.lp.b
  -
  Engage in the efforts and benefits of a token economy. SS.3.19.lp.c
20
A budget is a plan to help people make personal economic decisions for the present and future and to become more financially responsible.SS.3.20
1. Complexity a
  a
  Identify examples of income (money you make) and expenses (what you spend money on). SS.3.20a
2. Complexity b
  b
  Make a choice of an item to purchase that fits into a budget. SS.3.20b
3. Complexity c
  c
  Match specific items to their estimated cost.SS.3.20c
4. Learning Progression
  -
  Define budget as a plan of how to spend an estimated income (money you earn) within a given amount of time.SS.3.20.lp.a
  -
  Match specific item to its cost.SS.3.20.lp.b
  -
  Engage with tasks involving money.SS.3.20.lp.c

Frequently asked questions

What grade levels do these standards cover?: Grade 3
Where can I read the official document?: Ohio’s Learning Standards – Extended with Learning Progressions Social Studies

Keep exploring

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

More Ohio Social Studies - Extended Learning Standards sets

Social Studies - Extended Learning Standards

Other Ohio subjects

Ohio