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In Grade 3, students learn
about ethnic an/or cultural celebrations on Guam, the United States and
other nations. They learn about the role of real and mythical heroes in
shaping the culture of communities, the island, and the nation. Students
learn how individuals have changed their 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, and new
communities. Students expand their knowledge through the identification and
study of people who made a difference, influenced public opinion 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.
CONTENT STANDARD 1
1. Culture
Performance Indicators
1.3.1 Determine and explain
the relationship between a village, island neighbors, and the U.S.
1.3.2 Describe similarities
and differences among the cultures in the class and intergenerational
groups in the community.
1.3.3 Interview family
members and write a story about how they lived when they were young.
1.3.4 Survey and graph
languages spoken in the classroom/school and community.
1.3.5 Respect cultural
groups, including island visitors.
1.3.6 Respect national
heritage and beliefs.
1.3.7 Share experiences with
others.
1.3.8 Join classmates in
multi-cultural and intergenerational activities.
1.3.9 Explain the
significance of selected ethnic and/or cultural celebrations of Guam, the
United States, and other nations (e.g., patron saints of their villages,
St. Patrick’s Day, Cinco de Mayo).
1.3.10 Compare ethnic and/or
cultural celebrations of Guam, the United States and other nations.
1.3.11 Identify the heroic
deeds of island and national heroes (e.g., Chief Quipuha, or the person
whom their school is named after).
1.3.12 Retell the heroic
deeds of characters from island and American folktales and legends (e.g.,
Chief Gadao, Paul Bunyan).
1.3.13 Retell the heroic
deeds of Greek and Roman myths.
1.3.14 Identify selected
individual writers and artists and their stories, poems, statues, (e.g.,
Chief Quipuha, Two Lovers’ Point), paintings (e.g., Bank of Hawaii murals,
murals painted by students), and other examples of cultural heritage from
Guam and communities around the world.
CONTENT STANDARD 2
2. HISTORY
Performance Indicators
2.3.5 Recall, recite, and
sing the Guam pledge/anthem and U.S. pedge/anthem with pride and dignity.
2.3.2 Read and make a
timeline of certain events on Guam.
2.3.3 Compare and contrast
the Guam flag with the U.S. flag (e.g., meaning, designer, origin).
2.3.4 Describe how
individuals, events, and ideas have changed communities over time.
2.3.5 Identify individuals
who have helped to shape communities (e.g., Pierre-Charles L’Enfant,
designer of Washington, D.C.).
2.3.6 Describe how
individuals have contributed to the expansion of existing communities or
to the creation of new communities (e.g., Christopher Columbus, Meriwether
Lewis and William Clark.).
2.3.7 Identify reasons people
have formed communities (e.g., a need for security, law, and material
well-being).
2.3.8 Compare ways in which
people in the local community and communities around the world meet their
needs for government, education, communication, transportation, and
recreation, over time and in the present.
2.3.9 Use vocabulary related
to chronology, including ancient and modern times, and past, present, and
future times.
2.3.10 Create and interpret
timelines.
2.3.11 Describe historical
times in terms of years, decades, and centuries.
CONTENT STANDARD 3
3. Geography
Performance Indicators
3.3.1 Interpret, use, and
distinguish various representations, of the earth (e.g., maps, globes,
photographs of places studied).
3.3.2 Identify and describe
geographic characteristics of home, school, and community as one’s unique
place in space.
3.3.3 Demonstrate one’s
responsibility to the community.
3.3.4 Explain the
relationship between the physical and human environment on the individual.
3.3.5 Describe and explain
variations in the physical environment (e.g., climate, land forms, natural
resources, natural hazards).
3.3.6 Compare how people in
different communities adapt to or modify the physical environment.
3.3.7 Describe the effects of
physical and human processes in shaping the landscape.
3.3.8 Identify and compare
the human characteristics of selected regions.
3.3.9 Use cardinal (N,S, E,W)
and intermediate NE,NW, SE, SW) directions to locate places on maps and
globes (e.g., Amazon River, Himalayan Mountains, Washington, D.C.).
3.3.10 Use a scale to
determine the distance between places on maps and globes.
3.3.11 Identify and use the
compass rose, grid and symbols to locate places on maps and globes.
3.3.12 Draw maps of places
and regions that contain map elements (e.g. title, compass rose, legend,
scale, grid system).
3.3.13 Draw a map indicating
various locations in the school.
3.3.14 Explain that all
rivers flow down, not to be confused with north, south, east, or west
(e.g., Nile River flows down and north, not up).
CONTENT STANDARD 4
4. Government
Performance Indicators
4.3.1 Identify the three
branches of government, their basic functions and their leaders.
4.3.2 Explain the purpose of
government.
4.3.3 Give examples of how
the government provides for the needs of the people.
4.3.4 Discuss the interaction
of people and their government.
4.3.5 Follow safety rules
(e.g., at work, play, going to and from school, and at home after school,
with or without supervision).
4.3.6 Participate in class
elections and group activities.
4.3.7 Explain why rules and
laws are a necessary part of community life.
4.3.8 Recite and explain the
meaning of the Pledge of Allegiance, in general and word-for-word.
4.3.9 Sing or recite The Star
Spangled Banner and explain its history.
4.3.10 Explain selected
patriotic symbols and landmarks (e.g., Statue of Liberty, the White House,
the donkey and the elephant).
CONTENT STANDARD 5
5. Economics
Performance Indicators
5.3.1 Identify ways of
earning, spending, and saving money.
5.3.2 Analyze a simple budget
that allocates money for spending and saving.
5.3.3 Define and identify
examples of scarcity.
5.3.4 Explain the impact of
scarcity on interdependence within and among communities.
5.3.5 Explain the impact of
scarcity on the production, distribution, and consumption of goods and
services.
5.3.6. Explain the impact of
scarcity of U.S., Asian, and other worldly goods on Guam, (e.g., oil
embargo, shipping strikes).
5.3.7 Explain the concepts of
a free market.
5.3.8 Give examples of how a
simple business operates.
5.3.9 Explain how supply and
demand affect the price of goods or services.
5.3.10 Explain how the cost
of production and the selling price affect profits.
5.3.11 Identify historical
figures and ordinary people in the community who have started new
businesses or who are important in the economics of Guam.
5.3.12 Discuss and list the
natural resources that contribute to the growth of communities.
5.3.13 Analyze the importance
of trade and transportation.
5.3.14 Discuss how economic
resources/activities affect the island.
5.3.15 Discuss the importance
of tourism on the island.
5.3.16 Discuss the process of
acquiring a job.
5.3.17 Participate in career
awareness activities.
CONTENT STANDARD 6
6. Technology
Performance Indicators
6.3.1 Use a computer to type
a short story or letter.
6.3.2 Discuss ways in which
people use tools and technology to obtain what they need and want in every
day life.
6.3.3 Record and critique a
report from the media.
6.3.4 Use the computer to do
research on a topic.
6.3.5 Describe ways business
establishments and workers make jobs more efficient by using different
types of machines.
6.3.6 Identify scientists and
inventors who have created or invented new technology (e.g., Cyrus
McCormick, Louis Pasteur, Jonas Salk).
6.3.7 Identify the impact of
new technology on communities around the world (e.g., photography,
farming, medical vaccines, hydroelectric dams).
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