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Skills available for Maine 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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A Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

  • A1 Students identify and answer research questions related to social studies, by locating and selecting information and presenting findings.

    • a Identify research questions related to social studies - seeking multiple perspectives from varied sources.

    • b Identify key words and concepts related to research questions, making adjustments when necessary.

    • c Locate and access information by using text features.

    • d Collect, evaluate, and organize for a specific purpose.

    • e Communicate findings from a variety of print and non-print sources.

    • f Describe plagiarism and demonstrate appropriate citation.

    • g Distinguish between facts and opinions/interpretations in sources.

  • A2 Students make individual and collaborative decisions on matters related to social studies using relevant information and research and discussion skills.

    • a Contribute equitably to collaborative discussions, examine alternative ideas, and work cooperatively to share ideas, and individually and collaboratively develop a decision or plan.

    • b Make a real or simulated decision related to the classroom, school, community, or civic organization by applying appropriate and relevant social studies knowledge and skills, including research skills, and other relevant information.

  • A3 Students select, plan, and participate in a civic action or service-learning project based on a classroom, school or local community asset or need, and describe evidence of the project's effectiveness and civic contribution.

B Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

C Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

  • C1 Students understand personal economics and the basis of the economies of the community, Maine, the United States, and various regions of the world.

    • a Explain that economics includes the study of scarcity which leads to economic choices about what goods and services will be produced, how they will be distributed, and for whom they will be produced.

    • b Explain how entrepreneurs and other producers of goods and services help satisfy the wants and needs of consumers in a market economy, locally and nationally, by using natural, human, and capital resources.

    • c Describe situations in which personal choices are related to the use of financial resources and financial institutions including the use of money, consumption, savings, investment, and banking.

  • C2 Students understand economic aspects of unity and diversity in the community, Maine, and regions of the United States and the world, including Maine Native American communities.

    • a Describe economic similarities and differences within the community, Maine, and the United States.

    • b Identify economic processes, economic institutions, and economic influences related to Maine Native Americans and various cultures in the United States and the world.

D Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

E Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.