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Skills available for District of Columbia third-grade social studies standards

Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Geography of DC

  • 3.1 Students use cardinal directions, map scales, legends, and titles to locate places on contemporary maps of Washington, DC, and the local community.

    • 1 Compare and contrast the differences between a contemporary map of Washington, DC, and maps of this area at the end of the 18th and 19th centuries.

    • 2 Identify and locate major physical features and natural characteristics (e.g., bodies of water, land forms, natural resources, and weather) in Washington, DC.

    • 3 Identify and locate major monuments and historical sites in and around Washington, DC (e.g., the Jefferson and Lincoln memorials, Smithsonian museums, Library of Congress, White House, Capitol, Washington Monument, National Archives, Arlington National Cemetery, African American Civil War Museum, Anacostia Museum, Vietnam Veterans Memorial, Iwo Jima Memorial, Frederick Douglass House, Mary McCleod Bethune House, Wilson Building, and Mount Vernon).

    • 4 Describe the various types of communities within the city (e.g., Chinatown, Foggy Bottom, Adams Morgan, Anacostia, and Georgetown), beginning with the community in which the elementary school is located.

    • 5 Describe the ways in which people have used and modified resources in the local region (e.g., building roads, bridges, and cities, and raising crops).

    • 6 Explain how people depend on the physical environment and its natural resources to satisfy their basic needs.

Government of DC

Economy of the Local Region

  • 3.3 Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.

    • 1 Outline the ways in which local producers have used and are using natural resources, human resources, and capital resources to produce goods and services in the past and the present.

    • 2 Explain what a tax is and the purposes for taxes, and with the help of their teachers and parents, provide examples of different kinds of taxes (e.g., property, sales, and income taxes).

    • 3 Describe the specialization in jobs and businesses and provide examples of specialized businesses in the community.

    • 4 Define what bartering is (e.g., trading baseball cards with each other), and how money makes it easier for people to get things they want.

    • 5 Identify ways in which Washington, DC, meets the economic needs of its citizens (e.g., housing, jobs, health, transportation, and recreation).

History of DC (18th–20th Centuries)

  • 3.4 Emphasizing the most significant differences, students describe Washington, DC, at the end of the 18th, 19th, and 20th centuries.

    • 1 Compare and contrast how people in the past met their needs in different ways (e.g., hunting and gathering, subsistence agriculture, barter, commerce, and manufacturing).

    • 2 Construct a chronological explanation of key people and events that were important in shaping the character of Washington, DC, during the 18th, 19th, and 20th centuries.

    • 3 Understand the unique nature of Washington, DC, as the nation’s capital, a multicultural urban city, and the jurisdiction that provides the state and local government for its residents.

    • 4 Explain how Washington, DC, was selected and named as our capital city.

    • 5 Identify and research outstanding statements of moral and civic principles made in Washington, DC, as well as the leaders who delivered them, that contributed to the struggle to extend equal rights to all Americans (e.g., Lincoln and his second inaugural address, Frederick Douglass and his speech against lynching at the Metropolitan AME Church, Martin Luther King Jr. and his speeches at the Lincoln Memorial in 1957 and 1963, and Rodolfo “Corky” Gonzales at the Poor People’s March).

  • 3.5 Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.

Chronology and Cause and Effect

Geographic Skills

Historical Research, Evidence, and Point of View