Illinois

SS.3-5.IS Inquiry

• Constructing Essential Questions

  • SS.3-5.IS.1 Develop essential questions and explain the importance of the questions to self and others.

    • Purpose of government (3-E.1)
    • What is economics? (3-H.1)

• Constructing Supporting Questions

  • SS.3-5.IS.2 Students generate supporting questions that require investigation to help answer essential questions.

    • Purpose of government (3-E.1)
    • What is economics? (3-H.1)

• Determining Helpful Resources

  • SS.3-5.IS.3 Identify varied resources that answer essential and student-generated questions and that take into consideration multiple points of view.

• Gathering and Evaluating Sources

  • SS.3-5.IS.4 Gather relevant information and distinguish between fact and opinion to determine credibility of multiple sources.

    • Identify facts and opinions (3-J.1)

• Developing Claims and Using Evidence

  • SS.3-5.IS.5 Develop claims using evidence from multiple sources to answer essential questions.

    • Identify facts and opinions (3-J.1)

• Communicating Conclusions

  • SS.3-5.IS.6 Construct arguments using claims and evidence from multiple sources.

    • Identify facts and opinions (3-J.1)

  • SS.3-5.IS.7 Construct explanations using reasoning, correct sequences, examples, and details with relevant information and data.

    • Identify facts and opinions (3-J.1)

  • SS.3-5.IS.8 Present a summary of arguments and explanations to others inside and/or outside of the classroom using print and oral technologies.

• Critiquing Conclusions

  • SS.3-5.IS.9 Explain the use of inquiry strategies, approaches, and relevant sources that will allow students to address local, regional, state, national, and global problems.

• Taking Informed Action

  • SS.3-5.IS.10 Students will engage in reflective conversations to draw conclusions on inquiry findings and create action steps that consider multiple viewpoints.

SS.3.CV Civics

• Civic and Political Institutions

  • SS.3.CV.1 Explain how families, workplaces, organizations, and government entities interact and affect communities in multiple ways.

    • Purpose of government (3-E.1)
    • Local government (3-E.2)
    • State government (3-E.3)
    • Federal government (3-E.4)

• Processes, Rules, and Laws

  • SS.3.CV.2 Using evidence, describe how people have strived to improve communities over time to achieve equitable outcomes, practices, or policies.

    • Benjamin Franklin (3-D.1)
    • Paul Revere (3-D.2)
    • Thomas Jefferson (3-D.3)
    • Davy Crockett (3-D.4)
    • John Deere (3-D.5)
    • Abraham Lincoln (3-D.6)
    • Frederick Douglass (3-D.7)
    • Susan B. Anthony (3-D.8)
    • Harriet Tubman (3-D.9)
    • Sitting Bull (3-D.10)
    • Thomas Edison (3-D.11)
    • Theodore Roosevelt (3-D.12)
    • George Washington Carver (3-D.13)
    • Amelia Earhart (3-D.14)
    • Thurgood Marshall (3-D.15)
    • Rosa Parks (3-D.16)
    • Jackie Robinson (3-D.17)
    • Cesar Chavez (3-D.18)
    • Martin Luther King Jr. (3-D.19)
    • Neil Armstrong (3-D.20)
    • Bill Gates (3-D.21)

SS.3.EC Economics/Financial Literacy

• Economic Decision-Making

  • SS.3.EC.1 Compare the goods and services that people in the local community produce and those that are produced in other communities.

    • Goods and services (3-H.3)

• Exchange and Markets

  • SS.3.EC.2 Generate examples of the goods and services that governments provide.

    • Purpose of government (3-E.1)

• Financial Literacy

  • SS.3.EC.3 Describe the role of banks and other financial institutions in an economy.

    • Banks (4-O.1)

  • SS.3.EC.4 Explain that when people borrow, they receive something of value now and agree to repay the lender over time.

    • Banks (4-O.1)

SS.3.G Geography

• Geographic Representations: Spatial Views of the World

  • SS.3.G.1 Use print and digital maps, globes, and other simple geographic models to identify topographic and other graphic representations of both familiar and unfamiliar locations.

    • Read a letter-number grid (3-A.1)
    • Use a letter-number grid (3-A.2)
    • Read a map: cardinal directions (3-A.3)
    • Identify oceans and continents (3-A.4)
    • Select oceans and continents (3-A.5)
    • Name oceans and continents (3-A.6)
    • Introduction to Earth's land features (3-A.7)
    • Identify Earth's land features using photographs (3-A.8)

• Human-Environment Interaction: Place, Regions, and Culture

  • SS.3.G.2 Explain how culture influences the way people modify and adapt to the environment or the way people do not modify and adapt to their environments.

    • John Deere (3-D.5)
    • Sitting Bull (3-D.10)
    • George Washington Carver (3-D.13)

• Human Population: Spatial Patterns and Movements

  • SS.3.G.3 Describe the movement of goods, people, jobs, and/or information and the effect of the cultural and environmental characteristics on movement of goods.

    • Davy Crockett (3-D.4)
    • John Deere (3-D.5)
    • George Washington Carver (3-D.13)

SS.3.H History

• Change, Continuity, and Context

  • SS.3.H.1 Create and use a chronological sequence of related events to compare developments that happened at the same time.

    • Reading and creating timelines with BCE and CE (4-Q.2)

• Perspectives

  • SS.3.H.2 Explain how the diverse perspectives of people and events develop and shape communities and/or regions.

    • Benjamin Franklin (3-D.1)
    • Paul Revere (3-D.2)
    • Thomas Jefferson (3-D.3)
    • Davy Crockett (3-D.4)
    • John Deere (3-D.5)
    • Abraham Lincoln (3-D.6)
    • Frederick Douglass (3-D.7)
    • Susan B. Anthony (3-D.8)
    • Harriet Tubman (3-D.9)
    • Sitting Bull (3-D.10)
    • Thomas Edison (3-D.11)
    • Theodore Roosevelt (3-D.12)
    • George Washington Carver (3-D.13)
    • Amelia Earhart (3-D.14)
    • Thurgood Marshall (3-D.15)
    • Rosa Parks (3-D.16)
    • Jackie Robinson (3-D.17)
    • Cesar Chavez (3-D.18)
    • Martin Luther King Jr. (3-D.19)
    • Neil Armstrong (3-D.20)
    • Bill Gates (3-D.21)
    • Día de los Muertos (3-G.1)
    • Thanksgiving (3-G.2)
    • Hanukkah (3-G.3)
    • Rosh Hashanah (3-G.4)
    • Kwanzaa (3-G.5)
    • Christmas (3-G.6)
    • Easter (3-G.7)
    • Lunar New Year (3-G.8)
    • Ramadan (3-G.9)
    • Holi (3-G.10)

• Historical Sources and Evidence

  • SS.3.H.3 Identify and analyze how different kinds of historical sources are used to explain events in the past.

    • Identify facts and opinions (3-J.1)