New Jersey

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Skills available for New Jersey 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, Government, and Human Rights

  • 6.1.5.CivicsPI Civic and political institutions

  • 6.1.5.CivicsPD Participation and Deliberation

    • 6.1.5.CivicsPD.1 Describe the roles of elected representatives and explain how individuals at local, state, and national levels can interact with them.

    • 6.1.5.CivicsPD.2 Explain how individuals can initiate and/or influence local, state, or national public policymaking (e.g., petitions, proposing laws, contacting elected officials).

    • 6.1.5.CivicsPD.3 Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges.

    • 6.1.5.CivicsPD.4 Compare the qualifications of candidates running for local, state, or national public office with the responsibilities of the position.

  • 6.1.5.CivicsDP Democratic Principles

  • 6.1.5.CivicsPR Processes and Rules

    • 6.1.5.CivicsPR.1 Compare procedures for making decisions in a variety of settings including classroom, school, government, and /or society.

    • 6.1.5.CivicsPR.2 Describe the process by which immigrants can become United States citizens.

    • 6.1.5.CivicsPR.3 Evaluate school and community rules, laws and/or policies and determine if they meet their intended purpose.

    • 6.1.5.CivicsPR.4 Explain how policies are developed to address public problems.

  • 6.1.5.CivicsHR Human and Civil Rights

    • 6.1.5.CivicsHR.1 Describe how fundamental rights guaranteed by the United States Constitution and the Bill of Rights contribute to the improvement of American democracy (i.e., freedom of expression, freedom of religion, freedom of the press, freedom of assembly, freedom of petition, the right to vote, and the right to due process).

    • 6.1.5.CivicsHR.2 Research and cite evidence for how the actions of Dr. Martin Luther King, Jr. and other historical civil rights leaders served as catalysts for social change, inspired social activism in subsequent generations.

    • 6.1.5.CivicsHR.3 Cite examples from a variety of sources to describe how national and international leaders, businesses, and global organizations promote human rights and aid individuals and nations in need.

    • 6.1.5.CivicsHR.4 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.

  • 6.1.5.CivicsCM Civic Mindedness

    • 6.1.5.CivicsCM.1 Use a variety of sources to describe the characteristics exhibited by real and fictional people that contribute(d) to the well-being of their community and country.

    • 6.1.5.CivicsCM.2 Use evidence from multiple sources to construct a claim about how self-discipline and civility contribute to the common good.

    • 6.1.5.CivicsCM.3 Identify the types of behaviors that promote collaboration and problem solving with others who have different perspectives.

    • 6.1.5.CivicsCM.4 Examine the responsibilities of differing positions of authority and identify criteria that are likely to make leaders qualified for those positions.

    • 6.1.5.CivicsCM.5 Investigate the lives of New Jersey individuals with diverse experiences who have contributed to the improvement of society.

    • 6.1.5.CivicsCM.6 Cite evidence from a variety of sources to describe how a democracy depends upon and responds to individuals' participation.

Geography, People, and the Environment

Economics, Innovation, and Technology

  • 6.1.5.EconET Economic Ways of Thinking

    • 6.1.5.EconET.1 Identify positive and negative incentives that influence the decisions people make.

    • 6.1.5.EconET.2 Use quantitative data to engage in cost benefit analyses of decisions that impact the individual and/or community.

    • 6.1.5.EconET.3 Explain how scarcity and choice influence decisions made by individuals, communities, and nations.

  • 6.1.5.EconEM Exchange and Markets

  • 6.1.5.EconNM National Economy

    • 6.1.5.EconNM.1 Explain the ways in which the government pays for the goods and services it provides.

    • 6.1.5.EconNM.2 Use data to describe how the availability of resources in New Jersey and other regions in the United States have impacted economic opportunities.

    • 6.1.5.EconNM.3 Describe how the development of different transportation systems impacted the economies of New Jersey and the United States.

    • 6.1.5.EconNM.4 Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods.

    • 6.1.5.EconNM.5 Explain how the availability of private and public goods and services is influenced by the government and the global economy.

    • 6.1.5.EconNM.6 Examine the qualities of entrepreneurs in a capitalistic society.

    • 6.1.5.EconNM.7 Describe the role and relationship among households, businesses, laborers, and governments within the economic system.

  • 6.1.5.EconGE Global Economy

    • 6.1.5.EconGE.1 Explain how the development of communication systems has led to increased collaboration and the spread of ideas throughout the United States and the world.

    • 6.1.5.EconGE.2 Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and events in the world community.

    • 6.1.5.EconGE.3 Use economic data to explain how trade leads to increasing economic interdependence among nations.

    • 6.1.5.EconGE.4 Compare and contrast how the availability of resources affects people across the world differently.

    • 6.1.5.EconGE.5 Evaluate the economic impact of science and technology innovations on European exploration.

History, Culture, and Perspectives

  • 6.1.5.HistoryCC Continuity and Change

    • 6.1.5.HistoryCC.1 Analyze key historical events from the past to explain how they led to the creation of the state of New Jersey and the United States.

    • 6.1.5.HistoryCC.2 Use a variety of sources to illustrate how the American identity has evolved over time.

    • 6.1.5.HistoryCC.3 Use multiple sources to describe how George Washington, Thomas Jefferson, Benjamin Franklin, and Governor William Livingston have impacted state and national governments over time.

    • 6.1.5.HistoryCC.4 Use evidence to document how the interactions among African, European, and Native American groups impacted their respective cultures.

    • 6.1.5.HistoryCC.5 Analyze the power struggle among European countries and determine its impact on people living in Europe and the Americas.

    • 6.1.5.HistoryCC.6 Use multiple sources to make evidence-based inferences on the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey.

    • 6.1.5.HistoryCC.7 Evaluate the initial and lasting impact of slavery using sources that represent multiple perspectives.

    • 6.1.5.HistoryCC.8 Make evidence-based inferences to describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey.

    • 6.1.5.HistoryCC.9 Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived New Jersey.

    • 6.1.5.HistoryCC.10 Analyze the power struggle among European countries and determine its impact on people living in Europe and the Americas.

    • 6.1.5.HistoryCC.11 Make evidence-based inferences to explain the impact that belief systems and family structures of African, European, and Native American groups had on government structures.

    • 6.1.5.HistoryCC.12 Determine the roles of religious freedom and participatory government in various North American colonies.

    • 6.1.5.HistoryCC.13 Craft a claim explaining how the development of early government structures impacted the evolution of American politics and institutions.

    • 6.1.5.HistoryCC.14 Compare the practice of slavery and indentured servitude in Colonial labor systems.

    • 6.1.5.HistoryCC.15 Analyze key historical documents to determine the role they played in past and present-day government and citizenship (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, the Bill of Rights).

  • 6.1.5.HistoryUP Understanding Perspectives

    • 6.1.5.HistoryUP.1 Describe the reasons various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and cite evidence from multiple perspectives to describe the challenges they encountered.

    • 6.1.5.HistoryUP.2 Compare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups.

    • 6.1.5.HistoryUP.3 Use multiple perspectives to evaluate the impact of the Columbian Exchange on ecology, agriculture, and culture.

    • 6.1.5.HistoryUP.4 Compare and contrast gender roles, religion, values, cultural practices, and political systems of Native American groups.

    • 6.1.5.HistoryUP.5 Compare and contrast historians' interpretations of important historical ideas, resources and events.

    • 6.1.5.HistoryUP.6 Evaluate the impact of different interpretations of experiences and events by people with different cultural or individual perspectives.

    • 6.1.5.HistoryUP.7 Describe why it is important to understand the perspectives of other cultures in an interconnected world.

  • 6.1.5.HistorySE Historical Sourcing and Evidence

  • 6.1.5.HistoryCA Claims and Argumentation

    • 6.1.5.HistoryCA.1 Craft an argument, supported with historical evidence, for how factors such as demographics (e.g., race, gender, religion, and economic status) affected social, economic, and political opportunities during the Colonial era.