South Dakota
Skills available for South Dakota 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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- South Dakota Content Standards South Dakota Content Standards
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K-12.H History
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K-12.H.1 Students will analyze how major events are chronologically connected and evaluate their impact on one another.
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3.H.1.1 Demonstrate knowledge of the obstacles and successes of the early settlers and in creating communities
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3.H.1.2 Explain cause and effect relationships that impacted early settlement and development in the United States
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K-12.H.2 Students will analyze and evaluate the impact of people, events, ideas, and symbols upon history using multiple sources.
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3.H.2.1 Generate questions about individuals and groups who have shaped significant historical changes and continuities
- 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.2.2 Explain the importance of famous American figures including but not limited to George Washington, Abraham Lincoln, and Thomas Jefferson
- 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.2.3 Analyze a community's culture and history
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K-12.H.5 Students will develop historical research skills.
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3.H.5.1 Compare information provided by different primary and secondary historical sources about the past
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K-12.C Civics/Government
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K-12.C.1 Students will explain, compare and contrast, and analyze the historical principles and philosophical purposes of various forms of governments.
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3.C.1.1 Research and explain the meaning behind South Dakota's symbols
- Identify American symbols (3-F.1)
- Identify American landmarks and monuments: part I (3-F.2)
- Identify American landmarks and monuments: part II (3-F.3)
- The American flag (3-F.4)
- The White House (3-F.5)
- The Washington Monument (3-F.6)
- The Lincoln Memorial (3-F.7)
- The Statue of Liberty (3-F.8)
- Mount Rushmore (3-F.11)
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K-12.C.2 Students will explain the historical impact of primary founding documents including, but not limited to, the Declaration of Independence, the U.S. Constitution, the U.S. Bill of Rights and subsequent amendments.
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3.C.2.1 Explain the meaning and importance of the Declaration of Independence and the Constitution
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3.C.2.2 Explain the basic political roles of leaders in the state and nation
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K-12.C.3 Students will explain how the Constitution organizes the government of the United States.
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3.C.3.1 Identify why laws and responsibilities are needed in a community and why there are legal consequences
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3.C.2.2 Identify the structure, roles, and responsibility of local government
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K-12.C.4 Students will understand the fundamental principles of America's democratic republic and the United States Constitution and the inherent conflicts that may arise.
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3.C.4.1 Explain the role of government agencies in a community
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3.C.4.2 Explain why communities have rules and laws
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3.C.4.3 Identify the rights and responsibilities of citizenship in students' own communities
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K-12.G Geography
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K-12.G.1 Students will apply geospatial resources, including data sources and geographic tools to generate, interpret, and analyze information.
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3.G.1.1 Identify locations in a community by using grid systems
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3.G.1.2 Locate the seven continents, four oceans, and major physical features and regions of the United States on a map or globe
- Identify oceans and continents (3-A.4)
- Select oceans and continents (3-A.5)
- Name oceans and continents (3-A.6)
- Identify states of the West (3-B.1)
- Select states of the West (3-B.2)
- Name states of the West (3-B.3)
- Identify states of the Midwest (3-B.4)
- Select states of the Midwest (3-B.5)
- Name states of the Midwest (3-B.6)
- Identify states of the Southeast (3-B.7)
- Select states of the Southeast (3-B.8)
- Name states of the Southeast (3-B.9)
- Identify states of the Northeast (3-B.10)
- Select states of the Northeast (3-B.11)
- Name states of the Northeast (3-B.12)
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K-12.G.2 Students will understand the nature and importance of the Five Themes of Geography: location, place characteristics, human-environment interaction, movement, and region.
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3.G.2.1 Identify reasons why people move and how it affects their communities
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K-12.E Economics
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K-12.E.1 Students will apply the fundamental economic ideas and concepts associated with the study of economics.
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3.E.1.1 Explain ways producers use resources to produce goods and services
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K-12.E.5 Students will describe how trade generates economic development and interdependence.
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3.E.5.1 Use examples to show that people in modern society may not be able to produce everything they want and depend upon trade with others to meet their wants
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