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 (CC)
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? (CC)
• How does daily life reflect quality of life in the communities (e.g., employment, transportation, roles of family members)? (CC, ER, GC)
• How does access to public services affect the communities? (e.g., schools, hospitals,
libraries, transportation systems)? (ER, GC, PADM)
• 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)? (CC,
GC, TCC)
• How is identity reflected in traditions, celebrations, stories and customs in the
communities? (CC, I, TCC)
• How are the various leaders chosen in the communities (e.g., within families, within
schools, within communities, within government)? (GC, PADM)
• How are decisions made in the communities? Who is responsible for making the
decisions? (CC, PADM)
• How do the individuals and groups in the communities maintain peace? (GC, PADM)
• How do the individuals and groups in the communities cooperate and share with other
group members? (C, CC)
• How is cultural diversity expressed within each community? (CC, I)
SKILLS AND PROCESSES FOR GRADE 3
Alberta Learning’s Information and Communication Technology (ICT) curriculum is infused throughout the social studies program of studies. Selected ICT outcomes are suggested throughout the program and are indicated by this symbol .
DIMENSIONS OF THINKING
Students will:
3.S.1 develop skills of critical thinking and creative thinking:
• evaluate ideas and information from different points of view
• generate original ideas and strategies in individual and group activities
compare and contrast information from similar types of electronic sources, such as
information collected on the Internet
3.S.2 develop skills of historical thinking:
• correctly apply terms related to time, including past, present, future
• arrange events, facts and/or ideas in sequence
3.S.3 develop skills of geographic thinking:
• create and use a simple map to locate communities studied in the world
• use cardinal and intermediate directions to locate places on maps and globes
• apply the concept of relative location to determine locations of people and places
• apply the terms hemisphere, poles, equator
3.S.4 demonstrate skills of decision making and problem solving:
• apply new ideas and strategies to contribute to decision making and problem solving
• support proposed ideas, strategies and options with facts and reasons
• collaborate with others to devise strategies for dealing with problems and issues
use technology to organize and display data in a problem-solving context
SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE
Students will:
3. S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
• demonstrate cooperative behavior to ensure that all members of the group have an
opportunity to participate
• demonstrate willingness to seek consensus among members of a work group
• consider the needs and points of view of others
• work and play in harmony with others to create a safe and caring environment
share information collected from electronic sources to add to a group task
RESEARCH FOR DELIBERATIVE INQUIRY
Students will:
3.S.7 apply the research process:
• make connections between cause-and-effect relationships from information gathered from
varied sources
• evaluate whether information supports an issue or a research question
develop questions that reflect a personal information need
follow a plan to complete an inquiry
access and retrieve appropriate information from electronic sources for a specific inquiry
navigate within a document, compact disc or other software program that contains links
organize information from more than one source
process information from more than one source to retell what has been discovered
draw conclusions from organized information
make predictions based on organized information
formulate new questions as research progresses
COMMUNICATION
Students will:
3. S.8 demonstrate skills of oral, written and visual literacy:
• organize and present information, such as written and oral reports, taking particular audiences
and purposes into consideration
• listen to others in order to understand their points of view
• interact with others in a socially appropriate manner
create visual images for particular audiences and purposes
use technology to support and present conclusions
3. S.9 develop skills of media literacy:
• compare information on the same issue or topic from print media, television, photographs and
the Internet
• identify key words from information gathered from a variety of media on a topic or issue |
