New Hampshire

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Skills available for New Hampshire 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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Civics and Governments


  • SS:EC:1 Students will learn about their role in a free market, how decisions that they make affect the economy, and how changes in the economy can affect them.

    • SS:EC:4:1.1 Identify the factors of production and explain how businesses use these to produce goods and services.

    • SS:EC:4:1.2 Describe what markets are and define individual's roles as consumers and producers in a market economy using circular flow models.

    • SS:EC:4:1.3 Explain how decisions by consumers and producers affect and are affected by the economy.

    • SS:EC:4:1.4 Describe why most jobs today require greater specialization and result in greater productivity.

  • SS:EC:2 Students will learn about the pillars of a free market economy and the market mechanism.

  • SS:EC:3 Students will be able to explain the business cycle and trends in economic activity over time.

    • SS:EC:4:3.1 Illustrate cycles of economic growth and decline, e.g., New Hampshire manufacturing or agriculture.

    • SS:EC:4:3.2 Describe how changes in the business cycle can impact people's lives.

  • SS:EC:4 Students will understand how financial institutions and the government work together to stabilize our economy, and how changes in them affect the individual.

    • SS:EC:4:4.1 Describe different methods people use to exchange goods and services, e.g., barter or the use of money.

    • SS:EC:4:4.2 Identify good and services provided by local government, e.g., police cars or fire protection.

  • SS:EC:5 Students will recognize the importance of international trade and how economies are affected by it.

    • SS:EC:4:5.1 Describe that countries have different kinds of resources.

    • SS:EC:4:5.2 Explain why some countries' resources are in greater demand than others, e.g., colonial New Hampshire's mast trees or petroleum.

    • SS:EC:4:5.3 Explain that trade between countries involves imports and exports and the reasons why countries trade.


  • SS:GE:1 Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze geographic information.

  • SS:GE:2 Students will demonstrate an understanding of the physical and human geographic features that define places and regions as well as how culture and experience influence people's perceptions of places and regions.

    • SS:GE:4:2.1 Describe the physical and human characteristics of places, e.g., land forms or where people live.

    • SS:GE:4:2.2 Recognize how physical and human processes together shape places, e.g., the relationship between elevation and population density in a region or the characteristics of regions along the same latitude.

    • SS:GE:4:2.3 Generalize the concept of region as an area of Earth's surface with unifying geographic characteristics, e.g., neighborhoods or climate regions.

    • SS:GE:4:2.4 Illustrate the ways in which regions change, e.g., changes in local neighborhoods or changes to the United States through westward expansion.

    • SS:GE:4:2.5 Compare and contrast the ways in which different people perceive places, e.g., drawings and sketch maps of familiar places or examples from children's literature.

  • SS:GE:3 Students will demonstrate an understanding of the physical processes that shape the patterns of Earth's surface and the characteristics and spatial distribution of ecosystems.

    • SS:GE:4:3.1 Illustrate the components of Earth's physical systems, e.g., a climate or a model of the water cycle.

    • SS:GE:4:3.2 Demonstrate how physical processes shape features of Earth's surface, e.g., weather or tectonic forces.

    • SS:GE:4:3.3 Describe how the Earth-Sun relationship affects conditions on Earth, e.g., seasons at different locations on Earth, length of daylight.

    • SS:GE:4:3.4 Recognize the components and distribution of ecosystems, e.g., the location of certain plants and animals or the food chain.

    • SS:GE:4:3.5 Investigate how humans interact with ecosystems, e.g., forest management or impacting wetlands.

  • SS:GE:4 Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic interdependence; human settlement patterns; and the forces of cooperation and conflict among peoples.

  • SS:GE:5 Students will demonstrate an understanding of the connections and consequences of the interactions between Earth's physical and human systems.

    • SS:GE:4:5.1 Illustrate how people modify the physical environment, e.g., irrigation projects or clearing land for human use.

    • SS:GE:4:5.2 Examine the ways in which the physical environment provides opportunities or limitations, e.g., natural resources that first attracted settlers or natural hazards that threaten life.

    • SS:GE:4:5.3 Examine the effects of the use of renewable and nonrenewable resources on human systems, e.g., climate change or fluctuating oil prices.

    • SS:GE:4:5.4 Describe the role of natural resources in daily life, e.g., food, clothing, or shelter.

    • SS:GE:4:5.5 Compare how people in different regions use the same resource, e.g., water or wood.

New Hampshire and United States History

World History and Contemporary Issues

  • SS:WH:1 Students will demonstrate an understanding of major events, ideas and issues pertaining to the history of governance.

    • SS:WH:4:1.1 Explain that people of different countries create social and political systems, e.g., a family or a government.

  • SS:WH:2 Students will demonstrate their understanding of the interactions of peoples and governments over time.

    • SS:WH:4:2.1 Explain how events or global issues affect interactions between countries, e.g., the Olympics or the war on terrorism.

  • SS:WH:3 Students will demonstrate their understanding of conceptions of reality, ideals, guidelines of behavior and their forms of expression.

    • SS:WH:4:3.1 Describe ways that societies around the world express themselves artistically through forms, e.g., architecture or folk tales.

  • SS:WH:4 Students will demonstrate their understanding of the changing forms of production, distribution and consumption of goods and services over time.

  • SS:WH:5 Students will demonstrate their understanding of the diversity of values, beliefs, and practices of individuals and groups over time.