Illinois
Skills available for Illinois 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.
Show alignments for:
- Illinois Social Science Standards (adopted in 2021) Illinois Social Science Standards (adopted in 2021)
- Illinois Learning Standards: Grade 3 Disciplinary Concepts Illinois Learning Standards: Grade 3 Disciplinary Concepts
- Illinois Learning Standards: Grade 3 Inquiry Skills Illinois Learning Standards: Grade 3 Inquiry Skills
- Learning Standards (1997) Learning Standards (1997)
Actions
14 Understand political systems, with an emphasis on the United States.
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A Understand and explain basic principles of the United States government.
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14.A.1 Describe the fundamental principles of government including representative government, government of law, individual rights and the common good.
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B Understand the structures and functions of the political systems of Illinois, the United States and other nations.
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14.B.1 Identify the different levels of government as local, state and national.
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C Understand election processes and responsibilities of citizens.
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14.C.1 Identify concepts of responsible citizenship including respect for the law, patriotism, civility and working with others.
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D Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations.
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14.D.1 Identify the roles of civic leaders (e.g., elected leaders, public service leaders).
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E Understand United States foreign policy as it relates to other nations and international issues.
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14.E.1 Identify relationships that the federal government establishes with other nations.
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F Understand the development of United States political ideas and traditions.
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14.F.1 Describe political ideas and traditions important to the development of the United States including democracy, individual rights and the concept of freedom.
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15 Understand economic systems, with an emphasis on the United States.
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A Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.
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15.A.1a Identify advantages and disadvantages of different ways to distribute goods and services.
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15.A.1b Describe how wages/salaries can be earned in exchange for work.
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B Understand that scarcity necessitates choices by consumers.
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15.B.1 Explain why consumers must make choices.
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C Understand that scarcity necessitates choices by producers.
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15.C.1a Describe how human, natural and capital resources are used to produce goods and services.
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15.C.1b Identify limitations in resources that force producers to make choices about what to produce.
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D Understand trade as an exchange of goods or services.
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15.D.1a Demonstrate the benefits of simple voluntary exchanges.
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15.D.1b Know that barter is a type of exchange and that money makes exchange easier.
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E Understand the impact of government policies and decisions on production and consumption in the economy.
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15.E.1 Identify goods and services provided by government.
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16 Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
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A Apply the skills of historical analysis and interpretation.
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16.A.1a Explain the difference between past, present and future time; place themselves in time.
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16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
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16.A.1c Describe how people in different times and places viewed the world in different ways.
- Benjamin Franklin (2-B.1)
- Paul Revere (2-B.2)
- Thomas Jefferson (2-B.3)
- Abraham Lincoln (2-B.6)
- Frederick Douglass (2-B.7)
- Susan B. Anthony (2-B.8)
- Harriet Tubman (2-B.9)
- Thomas Edison (2-B.11)
- George Washington Carver (2-B.13)
- Thurgood Marshall (2-B.15)
- Rosa Parks (2-B.16)
- Jackie Robinson (2-B.17)
- Cesar Chavez (2-B.18)
- Martin Luther King Jr. (2-B.19)
- Neil Armstrong (2-B.20)
- Benjamin Franklin (3-D.1)
- Paul Revere (3-D.2)
- Thomas Jefferson (3-D.3)
- Abraham Lincoln (3-D.6)
- Frederick Douglass (3-D.7)
- Susan B. Anthony (3-D.8)
- Harriet Tubman (3-D.9)
- Thomas Edison (3-D.11)
- George Washington Carver (3-D.13)
- 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)
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B Understand the development of significant political events.
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16.B.1a US Identify key individuals and events in the development of the local community (e.g., Founders days, names of parks, streets, public buildings).
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16.B.1b US Explain why individuals, groups, issues and events are celebrated with local, state or national holidays or days of recognition (e.g., Lincoln's Birthday, Martin Luther King's Birthday, Pulaski Day, Fourth of July, Memorial Day, Labor Day, Veterans' Day, Thanksgiving).
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16.B.1 W Explain the contributions of individuals and groups who are featured in biographies, legends, folklore and traditions.
- Benjamin Franklin (2-B.1)
- Paul Revere (2-B.2)
- Thomas Jefferson (2-B.3)
- Abraham Lincoln (2-B.6)
- Frederick Douglass (2-B.7)
- Susan B. Anthony (2-B.8)
- Harriet Tubman (2-B.9)
- Thomas Edison (2-B.11)
- George Washington Carver (2-B.13)
- Thurgood Marshall (2-B.15)
- Rosa Parks (2-B.16)
- Jackie Robinson (2-B.17)
- Cesar Chavez (2-B.18)
- Martin Luther King Jr. (2-B.19)
- Neil Armstrong (2-B.20)
- Benjamin Franklin (3-D.1)
- Paul Revere (3-D.2)
- Thomas Jefferson (3-D.3)
- Abraham Lincoln (3-D.6)
- Frederick Douglass (3-D.7)
- Susan B. Anthony (3-D.8)
- Harriet Tubman (3-D.9)
- Thomas Edison (3-D.11)
- George Washington Carver (3-D.13)
- 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)
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C Understand the development of economic systems.
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16.C.1a US Describe how Native American people in Illinois engaged in economic activities with other tribes and traders in the region prior to the Black Hawk War.
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16.C.1b US Explain how the economy of the students' local community has changed over time.
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16.C.1a W Identify how people and groups in the past made economic choices (e.g., crops to plant, products to make, products to trade) to survive and improve their lives.
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16.C.1b W Explain how trade among people brought an exchange of ideas, technology and language.
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D Understand Illinois, United States and world social history.
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16.D.1 US Describe key figures and organizations (e.g., fraternal/civic organizations, public service groups, community leaders) in the social history of the local community.
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16.D.1 W Identify how customs and traditions from around the world influence the local community.
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E Understand Illinois, United States and world environmental history.
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16.E.1 US Describe how the local environment has changed over time.
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16.E.1 W Compare depictions of the natural environment that are found in myths, legends, folklore and traditions.
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17 Understand world geography and the effects of geography on society, with an emphasis on the United States.
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A Locate, describe and explain places, regions and features on the Earth.
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17.A.1a Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water).
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17.A.1b Identify the characteristics and purposes of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each.
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B Analyze and explain characteristics and interactions on the Earth's physical systems.
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17.B.1a Identify components of the Earth's physical systems.
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17.B.1b Describe physical components of ecosystems.
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C Understand relationships between geographic factors and society.
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17.C.1a Identify ways people depend on and interact with the physical environment (e.g., farming, fishing, hydroelectric power).
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17.C.1b Identify opportunities and constraints of the physical environment.
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17.C.1c Explain the difference between renewable and nonrenewable resources.
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D Understand the historical significance of geography.
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17.D.1 Identify changes in geographic characteristics of a local region (e.g., town, community).
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18 Understand social systems, with an emphasis on the United States.
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A Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.
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18.A.1 Identify folklore from different cultures which became part of the heritage of the United States.
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B Understand the roles and interactions of individuals and groups in society.
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18.B.1a Compare the roles of individuals in group situations (e.g., student, committee member, employee/employer).
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18.B.1b Identify major social institutions in the community.
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C Understand how social systems form and develop over time.
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18.C.1 Describe how individuals interacted within groups to make choices regarding food, clothing and shelter.
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