Maine
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.
Show alignments for:
- Maine Learning Results Maine Learning Results
- Maine Learning Results: Parameters for Essential Instruction Maine Learning Results: Parameters for Essential Instruction
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3.C&G Civics & Government
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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 the world.
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3.C&G.1 Civics & Government 1: Students understand the basic ideals, purposes, principles, structures, and processes of democratic government in Maine and the United States by explaining that the study of government includes how governments are organized and how citizens participate.
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3.C&G.2 Civics & Government 2: Students understand the basic ideals, purposes, principles, structures, and processes of democratic government in Maine and the United States by explaining how leaders are elected and how laws are made and implemented.
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3.C&G.3 Civics & Government 3: Students understand the basic rights, duties, responsibilities, and roles of citizens in a democratic republic by identifying the rights, duties, responsibilities of citizens within the class, school, or community.
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3.C&G.4 Civics & Government 4: Students understand the basic rights, duties, responsibilities, and roles of citizens in a democratic republic by providing examples of how people influence government and work for the common good including voting and writing to legislators.
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3.C&G.5 Civics & Government 5: Students understand civic aspects of unity and diversity in the daily life of various cultures in Maine and the United States by identifying examples of unity (sameness) and diversity (variety).
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3.C&G.6 Civics & Government 6: Students understand civic aspects of unity and diversity in the daily life of Maine Native Americans and other various cultures in Maine by describing civic beliefs and activities in the daily life of diverse cultures of Maine.
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3.PF&E Personal Finance & Economics
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Students draw from concepts and processes in personal finance to understand issues of money management, saving, investing, credit, and debt; students draw from concepts and processes in economics to understand issues of production, distribution, consumption in the community, Maine, the United States, and the world.
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3.PF&E.1 Personal Finance: Students understand the nature of personal finance as well as key foundational ideas by describing situations in which personal choices are related to the use of money.
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3.PF&E.2 Economics: Students understand economics and the basis of the economies of the community, Maine, the United States, and various regions of the world by explaining how scarcity leads to choices about what goods and services are produced and for whom they are produced.
- What is economics? (3-H.1)
- Goods and services (3-H.3)
- Producers and consumers (3-H.4)
- Understand quantity supplied and quantity demanded (3-I.1)
- Understand overall supply and demand (3-I.2)
- Create and use supply and demand curves (3-I.3)
- Identify shortage and surplus (3-I.4)
- Identify shortage and surplus with graphs (3-I.5)
- Identify shortage and surplus with data (3-I.6)
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3.PF&E.3 Global Connections: 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 by describing economic similarities and differences within the community, Maine, and the United States.
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3.G Geography
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Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and the world.
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3.G.1 Geography 1: Students understand the geography of the community, Maine, the United States, and various regions of the world by explaining that geography includes the study of Earth's physical features including climate and the distribution of plant, animal, and human life.
- 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)
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3.G.2 Geography 2: Students understand geographic aspects of unity and diversity in the community and in Maine, including Maine Native American communities by collecting, evaluating, and organizing information about the impacts of geographic features on the daily life of various cultures, including Maine Native Americans and other cultures and communities.
- Introduction to Earth's land features (3-A.7)
- Identify Earth's land features using photographs (3-A.8)
- Identify urban, suburban, and rural areas (3-A.10)
- Compare urban, suburban, and rural areas (3-A.11)
- Identify states of the Northeast (3-B.10)
- Select states of the Northeast (3-B.11)
- Name states of the Northeast (3-B.12)
- Identify state capitals of the Northeast (3-C.7)
- Name state capitals of the Northeast (3-C.8)
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3.H History
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Students draw on concepts and processes using primary and secondary sources from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.
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3.H.1 History 1: Students understand various major eras in the history of the community, Maine, and the United States by explaining that history includes the study of past human experience based on available evidence from a variety of primary and secondary sources. Students make real or simulated decisions related to the local community or civic organizations by applying appropriate and relevant social studies knowledge and skills, including research skills, and other relevant information.
- 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)
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3.H.2 History 2: Students understand historical aspects of unity and diversity in the community, the state, Maine Native American communities, and the United States by identifying research questions, seeking multiple perspectives from varied sources, and describing examples in the history of the United States of diverse and shared values and traditions.
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