Massachusetts History and Social Science Curriculum Framework (2003) — Grade 3

Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Massachusetts History and Social Science Curriculum Framework (2003) if your intention constitutes fair use.

Plan, assess, and analyze learning aligned to these standards using Kiddom.

Learn more: How Kiddom Empowers Teachers.


On a map of the United States, locate the New England states (Connecticut, Rhode Island, Massachusetts, Vermont, New Hampshire, Maine) and the Atlantic Ocean. On a map of Massachusetts, locate major cities and towns, Cape Ann, Cape Cod, the Connecticut River, the Merrimack River, the Charles River, and the Berkshire Hills.(G)


Explain the meaning of the stars and stripes in the American flag, and describe official procedures for the care and display of the flag. (C)


Identify when the students own town or city was founded, and describe the different groups of people who have settled in the community since its founding. (H, G)


Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historical society and local museums as needed. (H, G, E)


Give examples of goods and services provided by their local businesses and industries. (E)


Give examples of tax-supported facilities and services provided by their local government, such as public schools, parks, recreational facilities, police and fire departments, and libraries. (E)


Identify the Wampanoags and their leaders at the time the Pilgrims arrived, and describe their way of life. (H, G)


Identify who the Pilgrims were and explain why they left Europe to seek religious freedom; describe their journey and their early years in the Plymouth Colony. (H, G, C, E) A. the purpose of the Mayflower Compact and its principles of self-government B. challenges in settling in America C. events leading to the first Thanksgiving


Explain how the Puritans and Pilgrims differed and identify early leaders in Massachusetts, such as John Winthrop; describe the daily life, education, and work of the Puritans in the Massachusetts Bay Colony. (H, E, C)


Explain important political, economic, and military developments leading to and during the American Revolution. (H, C) A. the growth of towns and cities in Massachusetts before the Revolution B. the Boston Tea Party C. the beginning of the Revolution at Lexington and Concord D. the Battle of Bunker Hill E. Revolutionary leaders such as John Adams, Samuel Adams, John Hancock, and Paul Revere


Identify the Declaration of Independence, the Constitution, and the Bill of Rights as key American documents. (C)


After reading a biography of a person from Massachusetts in one of the following categories, summarize the persons life and achievements. (H, C) A. science and technology (e.g., Alexander Graham Bell, Nathaniel Bowditch, Robert Goddard, John Hayes Hammond, Edwin Land, Samuel Morse) B. the arts (e.g., Henry Adams, Louisa May Alcott, John Singleton Copley, Emily Dickinson, Ralph Waldo Emerson, Theodore Geisel, Nathaniel Hawthorne, Oliver Wendell Holmes, Frederick Law Olmsted, Norman Rockwell, Henry David Thoreau, Phyllis Wheatley) C. business (e.g., William Filene, Amos Lawrence, Francis Cabot Lowell, An Wang); D. education, journalism, and health (e.g., Clara Barton, Horace Mann, William Monroe Trotter) E. political leadership (e.g., John Adams, John Quincy Adams, Susan B. Anthony, Edward Brooke, Benjamin Franklin, John F. Kennedy, Paul Revere)


On a map of Massachusetts, locate the classs home town or city and its local geographic features and landmarks. (G)


Identify historic buildings, monuments, or sites in the area and explain their purpose and significance. (H, C)