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Skills available for New York 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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Geography, Humans, and the Environment

  • 3.1 Geographic regions have unifying characteristics and can be studied using a variety of tools.

  • 3.2 The location of world communities can be described using geographic tools and vocabulary.

    • 3.2a World communities can be located on globes and maps.

      • Students will examine where each selected world community is located.

    • 3.2b World communities can be located in relation to each other and to principle parallels and meridians.

  • 3.3 Geographic factors often influence where people settle and form communities. People adapt to and modify their environment in different ways to meet their needs.

    • 3.3a Geographic factors influence where people settle and their lifestyle. Some geographic factors make a location more suitable for settlement, while others act as deterrents.

      • Students will examine the geographic factors of each selected world community, including physical features and climate, noting how certain factors are likely to support settlement and larger populations.

      • Students will investigate the lifestyle of the people who live in each selected world community and how the lifestyle has been influenced by the geographic factors.

    • 3.3b People make adaptations and modifications to the environment. Advancements in science, technology, and industry can bring about modifications to the environment and can have unintended consequences on the environment. People have attempted to take actions to protect the environment.

      • Students will examine how each selected world community has adapted to and/or modified its environment to meet its needs.

      • Students will investigate how human activities and the use of technology have altered the environment, bringing about unintended consequences for each of the selected world communities and their own community.

      • Students will explore actions that are being taken to protect the environment in the selected world communities and in their own community.

Time, Continuity, and Change

Development, Movement, and Interaction of Cultures

  • 3.5 Communities share cultural similarities and differences across the world.

    • 3.5a The structure and activities of families and schools share similarities and differences across world communities.

      • Students will compare and contrast the structure and activities of families and schools in each selected community with their own.

    • 3.5b Communities around the world can be diverse in terms of their members, languages spoken, customs and traditions, and religious beliefs and practices. People in world communities celebrate various holidays and festivals.

  • 3.6 Communities from around the world interact with other people and communities and exchange cultural ideas and practices.

    • 3.6a Cultural diffusion is the process by which cultures exchange and transmit ideas, beliefs, technologies, and goods over time.

      • Students will examine people, goods, and ideas that have diffused from other communities into each selected world community and the effects of the people, goods, and ideas on these communities.

      • Students will examine people, goods, and ideas from each selected world community that have diffused into other communities and their effects on those communities.

Civic Ideals and Practices

Creation, Expansion, and Interaction of Economic Systems