Grade 3 Social Studies

Below is a simplified list of the Social Studies curricular units and core competencies for Grade 3. 


The Alberta curriculum is complex and lengthy and in order to present a coherent and understandable document, I have omitted many of the non-content specific skills and attitudes discussed in the original curricular documents.

Social Studies

1. Communities in the World (Tunisia, Peru, Ukraine, India)
2. Global Citizenship
3. Glossary

SOCIAL STUDIES (Colour Coded by Unit)

3.1: Communities in the World

General Outcome

Students will demonstrate an understanding and appreciation of how geographic, social, cultural and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and Peru.

Specific Outcomes: Values and Attitudes

Students will:

3.1.1 - appreciate similarities and differences among people and communities:  

• demonstrate an awareness of and interest in the beliefs, traditions and customs of groups and communities other than their own

Specific Outcomes: Knowledge and Understanding

Students will:

3.1.2 - examine the social, cultural and linguistic characteristics that affect quality of life in communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:  

• What determines quality of life?
• How does daily life reflect quality of life in the communities (e.g., employment, transportation, roles of family members)?
• How does access to public services affect the communities? (e.g., schools, hospitals, libraries, transportation systems)?
• What are the traditions, celebrations, stories and practices in the communities that connect the people to the past and to each other (e.g., language spoken, traditions, customs)?
• How is identity reflected in traditions, celebrations, stories and customs in the communities?
• How are the various leaders chosen in the communities (e.g., within families, within schools, within communities, within government)?
• How are decisions made in the communities? Who is responsible for making the decisions?
• How do the individuals and groups in the communities maintain peace?
• How do the individuals and groups in the communities cooperate and share with other group members?
• How is cultural diversity expressed within each community?

3.1.3 - examine the geographic characteristics that shape communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:  

• Where, on a globe and/or map, are the communities in relation to Canada?
• In what ways do the people in the communities depend on, adapt to and change the environment in which they live and work?
• In what ways do the communities show concern for their natural environment?
• How does the physical geography influence the human activities in the communities (e.g., availability of water, climate)?

3.1.4 - examine economic factors that shape communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:  

• What are the main goods and services produced by the communities studied (i.e., agricultural activities, manufacturing activities)?
• What goods and services do the communities import from and export to other parts of the world?
• What are the main forms of technologies, transportation and communication in the communities?

3.2: Global Citizenship

General Outcome

Students will demonstrate an understanding and appreciation of Canada's roles and responsibilities in global citizenship in relation to communities in India, Tunisia, Ukraine and Peru.

Specific Outcomes: Values and Attitudes

Students will:

3.2.1 - appreciate elements of global citizenship:  

• recognize how their actions might affect people elsewhere in the world and how the actions of others might affect them
• respect the equality of all human beings

Specific Outcomes: Knowledge and Understanding

Students will:

3.2.2 - explore the concept of global citizenship by reflecting upon the following questions for inquiry:  

• How are the rights, responsibilities and roles of citizens in communities around the world the same or different than those of Canadian citizens?
• What are some environmental concerns that Canada and communities around the world share?
• In what ways can individuals and groups contribute to positive change in the world?
• How do international organizations support communities in need throughout the world (e.g., UNICEF, Red Cross, Development and Peace)?
• What are examples of international organizations formed by individuals (e.g., Free the Children, Médecins sans frontières (Doctors Without Borders))?
• What are examples of international organizations formed by nations (e.g., UN)?

Glossary of Terms & Concepts - Grade 3

The following terms and concepts are contained within the general and specific outcomes in the grade. The definitions are provided to facilitate a better understanding and more effective application of the social studies concepts presented.

equator - The imaginary circle around the Earth that is the same distance from the North and South Poles and divides the Earth into the northern and southern hemispheres.

export - To sell goods and services to another country.

global - Relating to the whole world.

global citizenship - A feeling of responsibility, beyond a country's borders, toward humanity.

goods - Items that are produced and have an economic value.

hemisphere - One half of the Earth, especially a half north or south of the equator or west or east of the Prime Meridian.

import - To buy or bring in products and services from another country, or to introduce new goods, customs or ideas to one country from another.

poles - North or South Pole: either of the two points on the Earth, the North and South Poles, that are the endpoints of its axis of rotation, are farthest from the equator, and are surrounded by ice caps.

quality of life - The sense of safety, comfort, security, health and happiness that a person has in his or her life.

relative location - A geographic location that is described by comparing its location to another location.

resources - Useful or valuable possessions or qualities of a country, organization or person.

services - Work done for somebody else: work done by somebody for somebody else as a job, a duty or a favour