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Skills available for Maryland 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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1.0 Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens.

2.0 Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the World through both a multicultural and historic perspective.

  • A Elements of Culture

    • 1 Analyze and describe elements of a multicultural setting

      • a Use fiction and non-fiction to compare the elements of several cultures and how they meet their human needs for clothing, food, shelter, recreation, education, stories, art, music, and language

      • b Explain how and why media such as the internet, television, radio, and newspaper provide an opportunity to understand various perspectives about cultures

  • B Cultural Diffusion

    • 1 Identify and describe how individuals and groups share and borrow from other cultures

      • a Use non-fiction texts to identify and discuss examples of how communities borrow and share from other cultures

  • C Conflict and Compromise

    • 1 Analyze how groups of people interact

      • a Identify and demonstrate appropriate social skills necessary for working in a cooperative groups such as using concern, compassion, and respect among group members

      • b Explain how different points of view in school and community situations may result in compromise or conflict

3.0 Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.

  • A Using Geographic Tools

  • B Geographic Characteristics of Places and Regions

  • C Movement of People, Goods and Ideas

  • D Modifying and Adapting to the Environment

    • 1 Explain how people modify, protect and adapt to their environment

      • a Describe how people in a community modify their environment to meet changing needs for transportation, shelter and making a living

      • b Describe why and how people make decisions about protecting the environment

      • c Compare ways that people adapt to the environment for food, clothing, and shelter

4.0 Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.

  • A Scarcity and Economic Decision-making

    • 1 Explain that people must make choices because resources are limited relative to unlimited wants for goods and services

    • 2 Examine the production process

      • a Explain how producers make choices because of limited natural, human, and capital resources

      • b Give examples of when limited resources affect the decisions producers make

      • c Describe steps in the production process to produce a product

      • d Explain how specialized work results in increased production

    • 3 Examine how technology affects the way people live, work, and play

      • a Describe how changes in technology have affected the lives of consumers, such as UPC bar codes, and online shopping

      • b Describe how changes in technology have affected lives of producers, such as robot-powered assembly lines

  • B Economic Systems and the Role of Government in the Economy

    • 1 Describe different types of markets

      • a Identify markets that are not face-to-face meetings, such as Internet shopping or catalog shopping

      • b Describe how countries around the world trade in the global market

    • 2 Identify goods and services provided by the government and paid for by taxes

      • a Classify goods and services according to who produces them, such as the government, business, or both

    • 3 Describe how consumers acquire goods and services

      • a Develop a budget indicating income and expenses

      • b Develop a plan that shows how money is obtained, such as selling things, getting a gift, and getting allowance

5.0 Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland, the United States and around the world.

6.0 Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.

  • A Read to Learn and Construct Meaning about Social Studies

    • 1 Use appropriate strategies and opportunities to increase understandings of social studies vocabulary

      • a Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources

      • b Identify and use new vocabulary acquired through study of relationships to prior knowledge and experiences

      • c Use context clues to understand new social studies vocabulary

      • d Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression

    • 2 Use strategies to prepare for reading (before reading)

      • a Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features

      • b Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons

      • c Set a purpose for reading the text

      • d Ask questions and make predictions about the text

      • e Make connections to the text using prior knowledge and experiences

    • 3 Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)

      • a Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning

      • b Reread slowly and carefully, restate, or read on and revisit difficult parts

      • c Use a graphic organizer or another note-taking technique to record important ideas or information

      • d Look back through the text to search for connections between and among ideas

      • e Make, confirm, or adjust predictions about the text

      • f Periodically summarize or paraphrase important ideas while reading

      • g Visualize what was read for deeper meaning

      • h Explain personal connections to the ideas or information in the text

    • 4 Use strategies to demonstrate understanding of the text (after reading)

      • a Identify and explain what is directly stated in the text

      • b Identify, paraphrase, or summarize the main idea of the text

      • c Determine and explain the author's purpose

      • d Distinguish between facts and opinions

      • e Explain whether or not the author's opinion is presented fairly

      • f Explain what is not directly stated in the text by drawing inferences

      • g Confirm or refute predictions made about the text to form new ideas

      • h Connect the text to prior knowledge or personal experiences

      • i Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge

  • B Write to Learn and Communicate Social Studies Understandings

    • 1 Use informal writing strategies, such as journal writing, note taking, quick writes, and graphic organizers to clarify, organize, remember and/or express new understandings

      • a Identify key ideas

      • b Connect key ideas to prior knowledge (personal experience, text, and world)

    • 2 Use formal writing, such as multi-paragraph essays, historical investigations, research reports, letters and summaries to inform

      • a Identify form, audience, topic, and purpose before writing

      • b Organize facts and/or data to support a topic

      • c Provide introduction, body, and conclusion

      • d Cite sources of information

    • 3 Use formal writing, such as multi-paragraph essays, historical investigations, editorials, and letters to persuade

      • a Identify form audience, topic and purpose

      • b State a clear opinion or position

      • c Support the opinion or position with facts and/or data

    • 4 Use timed, on-demand writing to demonstrate understanding on assessments (Constructed Responses)

      • a Address the topic

      • b Provide accurate information

      • c Support topic with appropriate details

      • d Incorporate social studies knowledge

  • C Ask Social Studies Questions

    • 1 Identify a topic that requires further study

      • a Identify prior knowledge about the topic

      • b Pose questions the about the topic

      • c Formulate research questions

      • d Develop a plan for how to answer questions about the topic

    • 2 Identify a problem/situation that requires further study

      • a Define the problem/situation

      • b Identify prior knowledge about the problem/situation

      • c Pose questions about the problem/ situation from a variety of perspectives

      • d Pose questions that elicit higher order thinking responses

      • e Formulate simple research questions

      • f Develop a plan for how to answer questions about the problem/situation

  • D Acquire Social Studies Information

    • 1 Identify primary and secondary sources of information that relate to the topic/situation/problem being studied

      • a Gather and read appropriate print sources, such as textbooks, government documents, timelines, trade books, and web sites

      • b Read and obtain information from texts representing diversity in content, culture, authorship, and perspective

      • c Locate and gather data and information from appropriate non-print sources, such as music, artifacts, charts, maps, graphs, photographs, video clips, illustrations, paintings, political cartoons, interviews, and oral histories

    • 2 Engage in field work that relates to the topic/ situation/ problem being studied

      • a Gather data

      • b Make and record observations

      • c Design and conduct surveys and oral histories

  • E Organize Social Studies Information

    • 1 Organize information from non-print sources

      • a Prioritize information gathered according to importance and relevance

      • b Distinguish factual from fictional information

      • c Find relationships between gathered information

      • d Display information on various types of graphic organizers, maps, and charts

      • e Categorize information obtained from surveys and field work

    • 2 Organize information from print sources

      • a Prioritize information gathered according to importance and relevance

      • b Distinguish factual from fictional information

      • c Find relationships between gathered information

      • d Construct various types of graphic organizers, maps, and charts to display information

  • F Analyze Social Studies Information

  • G Answer Social Studies Questions