Asking questions like a researcher
Students start the year learning to ask good questions about people and places, then hunt for answers in books, photos, and maps. They begin to notice which sources are trustworthy and which are not.
What does a student learn in
This is the year social studies stretches beyond the classroom to Maryland itself. Students ask real questions about a place or event, then check whether a source is trustworthy before using it. They study how local and state government works, how maps reveal patterns in Maryland's regions, and how different communities have shaped its history. By spring, students can back up an opinion about a community issue with evidence from a map, a photo, or a short reading.
- Maryland communities
- Maps and regions
- Local government
- Asking good questions
- Using sources
- Money basics
- History over time
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Living and working together
Students look at how classrooms, towns, and the state of Maryland make rules and decisions. They talk about fairness, voting, and what it means to be a good neighbor and citizen.
- 3
Money, choices, and trade-offs
Students see how families and businesses make choices when they cannot have everything. They practice saving, spending, and weighing what something really costs.
- 4
Maryland on the map
Students use maps and photos to explore Maryland's mountains, bay, and cities. They notice how the land shapes how people live, work, and move from place to place.
- 5
Stories from Maryland's past
Students look at events from Maryland and U.S. history through the eyes of different people, including Native nations and families who came from far away. They learn that one event can look different depending on who tells it.
- 6
Sharing what they learned
Students wrap up the year by turning their research into writing, talks, posters, or projects. They share what they found and suggest ways to help their school or community.
Mastery Learning Standards
The required skills a student should display by the end of Grade 3.
Inquiry, Disciplinary Skills, and Processes
Inquiry, Disciplinary Skills, and Processes
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Develop Questions and Plan Inquiries
Students come up with a big question about history, people, or places, then figure out smaller questions to help investigate it. The goal is to keep digging until they can actually answer what they set out to learn.
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Evaluate Sources and Use Evidence
Students look at sources like old photos, letters, or encyclopedia entries and decide how trustworthy each one is. Then they use what they find to back up a claim with real evidence.
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Communicate Conclusions
Students share what they learned from an inquiry by writing, speaking, or creating something, then use that knowledge to take a real action on the topic they studied.
| Standard | Definition | Code |
|---|---|---|
| Develop Questions and Plan Inquiries | Students come up with a big question about history, people, or places, then figure out smaller questions to help investigate it. The goal is to keep digging until they can actually answer what they set out to learn. | MD-SS.INQ.3.1 |
| Evaluate Sources and Use Evidence | Students look at sources like old photos, letters, or encyclopedia entries and decide how trustworthy each one is. Then they use what they find to back up a claim with real evidence. | MD-SS.INQ.3.2 |
| Communicate Conclusions | Students share what they learned from an inquiry by writing, speaking, or creating something, then use that knowledge to take a real action on the topic they studied. | MD-SS.INQ.3.3 |
Civics
Civics
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Civic Reasoning and Participation
Students practice fairness, respect, and taking turns in class decisions, then connect those same habits to how communities and governments make choices together.
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Government Institutions
Students learn how Maryland's state government, the U.S. federal government, and tribal governments are set up, what each one does, and how they work together or divide responsibility.
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Rights, Laws, and Public Issues
Students look at a real community issue, such as a school rule or local law, and explain what rights people have and what responsibilities go with them.
| Standard | Definition | Code |
|---|---|---|
| Civic Reasoning and Participation | Students practice fairness, respect, and taking turns in class decisions, then connect those same habits to how communities and governments make choices together. | MD-SS.CIV.3.1 |
| Government Institutions | Students learn how Maryland's state government, the U.S. federal government, and tribal governments are set up, what each one does, and how they work together or divide responsibility. | MD-SS.CIV.3.2 |
| Rights, Laws, and Public Issues | Students look at a real community issue, such as a school rule or local law, and explain what rights people have and what responsibilities go with them. | MD-SS.CIV.3.3 |
Economics
Economics
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Economic Decision Making
Students weigh the pros and cons of a choice before deciding, like whether to spend birthday money now or save it. They practice thinking through what they gain and what they give up.
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Markets and Exchange
Markets are places where buyers and sellers agree on prices. Students learn how competition between sellers affects what things cost and how goods get shared across neighborhoods, countries, and the world.
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Personal Finance
Students learn how to make basic money decisions: when to save, when to spend, and what it means to borrow or invest. The goal is to understand that every dollar choice has a trade-off.
| Standard | Definition | Code |
|---|---|---|
| Economic Decision Making | Students weigh the pros and cons of a choice before deciding, like whether to spend birthday money now or save it. They practice thinking through what they gain and what they give up. | MD-SS.ECON.3.1 |
| Markets and Exchange | Markets are places where buyers and sellers agree on prices. Students learn how competition between sellers affects what things cost and how goods get shared across neighborhoods, countries, and the world. | MD-SS.ECON.3.2 |
| Personal Finance | Students learn how to make basic money decisions: when to save, when to spend, and what it means to borrow or invest. The goal is to understand that every dollar choice has a trade-off. | MD-SS.ECON.3.3 |
Geography
Geography
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Geographic Representations
Students read maps, study photos, and look at geographic data to figure out what a place is like and how it connects to the places around it.
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Human-Environment Interaction
Students study how the land, water, and climate of a place change what people build, grow, and do there. They also look at how people change the land around them, using Maryland's regions as examples.
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Movement and Connections
Students look at maps and records to figure out why people moved to certain places, where they settled, and how their food, language, and traditions spread to neighboring regions.
| Standard | Definition | Code |
|---|---|---|
| Geographic Representations | Students read maps, study photos, and look at geographic data to figure out what a place is like and how it connects to the places around it. | MD-SS.GEO.3.1 |
| Human-Environment Interaction | Students study how the land, water, and climate of a place change what people build, grow, and do there. They also look at how people change the land around them, using Maryland's regions as examples. | MD-SS.GEO.3.2 |
| Movement and Connections | Students look at maps and records to figure out why people moved to certain places, where they settled, and how their food, language, and traditions spread to neighboring regions. | MD-SS.GEO.3.3 |
History
History
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Continuity and Change
Students look at how life in Maryland and the United States has changed over time and what has stayed the same. They compare different periods in history to understand why those shifts happened.
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Perspectives
Students look at the same event in Maryland's past through more than one set of eyes, comparing how different groups, such as Native communities, immigrants, or farmers, understood what happened and why.
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Causation and Argumentation
Students look at why a historical event happened and what changed because of it, then back up their explanation with facts from what they studied.
| Standard | Definition | Code |
|---|---|---|
| Continuity and Change | Students look at how life in Maryland and the United States has changed over time and what has stayed the same. They compare different periods in history to understand why those shifts happened. | MD-SS.HIST.3.1 |
| Perspectives | Students look at the same event in Maryland's past through more than one set of eyes, comparing how different groups, such as Native communities, immigrants, or farmers, understood what happened and why. | MD-SS.HIST.3.2 |
| Causation and Argumentation | Students look at why a historical event happened and what changed because of it, then back up their explanation with facts from what they studied. | MD-SS.HIST.3.3 |
Peoples of the Nation and World
Peoples of the Nation and World
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Diverse Communities and Cultures
Students examine how people from different backgrounds have shaped Maryland, the country, and the world, looking at what those groups contributed and how they saw events from their own point of view.
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Movements for Equity
Students look at real groups of people who fought for fairer treatment, like civil rights marchers or labor strikers, and explain what they wanted, what they did, and whether things changed.
| Standard | Definition | Code |
|---|---|---|
| Diverse Communities and Cultures | Students examine how people from different backgrounds have shaped Maryland, the country, and the world, looking at what those groups contributed and how they saw events from their own point of view. | MD-SS.PEOPLES.3.1 |
| Movements for Equity | Students look at real groups of people who fought for fairer treatment, like civil rights marchers or labor strikers, and explain what they wanted, what they did, and whether things changed. | MD-SS.PEOPLES.3.2 |
No state assessments at this grade
Students take their next one in Grade 4.
NAEP (National Assessment of Educational Progress)
Federally administered sample-based assessment in reading, mathematics, science, and writing. NAEP results inform state-by-state comparisons rather than individual student or school accountability.
- When given:
- biennial in winter
- Frequency:
- every two years
Common Questions
What does third grade social studies actually cover?
Students study how communities work, how maps describe places, how people earn and spend money, and how the past connects to the present. A lot of the focus is on Maryland: its regions, its people, and its government. Students also start asking real research questions and backing up answers with evidence.
How can I help my child at home if they get stuck on social studies?
Talk about what they are studying during everyday moments. Look at a map together when planning a trip, talk about choices when shopping, or share family stories about where relatives lived and worked. Ten minutes of conversation often does more than a worksheet.
What should my child know about Maryland by the end of the year?
Students should be able to name Maryland's regions, point to major features like the Chesapeake Bay on a map, and describe how the land shaped how people lived and worked. They should also know basic ideas about state and local government and how laws get made.
How do I sequence the year across so many topics?
Most teachers anchor the year in Maryland and build out from there. A common path is geography first to set the map skills, then history and peoples of Maryland, then civics and economics with current local examples. Inquiry skills run through every unit rather than sitting in their own block.
What does mastery of inquiry look like at this age?
By spring, students should be able to ask a focused question, find two or three sources, decide which looks more trustworthy, and write or say a short answer that uses evidence. The argument does not need to be polished. It needs to be supported.
Which skills usually need the most reteaching?
Map reading past the basics gives students trouble, especially scale, region, and the difference between physical and political maps. Source evaluation is the other big one. Students tend to trust whatever they read first, so plan to revisit it across units.
Does my child need to memorize dates and names?
Some names and places matter, like the Chesapeake Bay, Annapolis, and a few key Maryland figures. But the year is more about understanding cause and effect than memorizing lists. If a child can explain why something happened and who it affected, they are in good shape.
How is money and economics taught in third grade?
Students learn the difference between wants and needs, talk through trade-offs in everyday choices, and start basic ideas about saving and spending. Letting a child plan a small purchase, compare two prices at the store, or save toward something is exactly the kind of practice this work builds on.
How do I know my child is ready for fourth grade social studies?
A ready student can read a simple map, explain how Maryland's land and people connect, describe what government does, and back up an opinion with a reason from something they read. Comfort with asking questions and looking things up matters as much as the facts.