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Skills available for Vermont 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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  • Social and Historical Questioning

    • H&SS3-4:1 Students initiate an inquiry by

      • Asking relevant and focusing questions based on what they have seen, what they have read, what they have listened to, and/or what they have researched (e.g., Why was the soda machine taken out of the school? Why is the number of family farms in Vermont growing smaller?).

  • Hypothesis/Research Statement

    • H&SS3-4:2 Students develop a hypothesis, thesis, or research statement by

      • Using prior knowledge to predict results or proposing a choice about a possible action (e.g., using experience from a field trip to the nature center, propose a way to preserve Vermont's natural habitats).

  • Research Plan

    • H&SS3-4:3 Students design research by

      • Identifying resources for finding answers to their questions (e.g., books, videos, people, and the Internet).

      • Identifying tasks and how they will be completed, including a plan for citing sources (e.g., I will interview the principal about why the soda machine was taken out of the school).

      • Planning how to organize information so it can be shared.

  • Conducting Research

    • H&SS3-4:4 Students conduct research by

      • Referring to and following a plan for an inquiry.

      • Locating relevant materials such as print, electronic, and human resources.

      • Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or databases (e.g., taking notes while interviewing the principal).

      • Citing sources.

    • H&SS3-4:5 Students develop reasonable explanations that support the research statement by

      • Organizing and displaying information in a manner appropriate to the research statement through tables, graphs, maps, dioramas, charts, narratives, and/or posters.

      • Classifying information and justifying groupings based upon observations, prior knowledge, and/or research.

      • Using appropriate methods for interpreting information such as comparing and contrasting.

    • H&SS3-4:6 Students make connections to research by

      • Explaining the relevance of their findings to the research question.

      • Proposing solutions to problems and asking other questions.

      • Identifying what was easy or difficult about following the research plan.

    • H&SS3-4:7 Students communicate their findings by

      • Giving an oral, written, or visual presentation that summarizes their findings.


Physical and Cultural Geography

Civics, Government and Society


  • H&SS3-4:18 Students show an understanding of the interaction/ interdependence between humans, the environment, and the economy by

    • Tracing the production, distribution, and consumption of goods in Vermont (e.g., after visiting a sugar house, tracing the distribution of locally-produced maple syrup).

    • Describing how producers in Vermont have used natural, human, and capital resources to produce goods and services (e.g., describing the natural, human, and capital resources needed to produce maple syrup).

    • Describing the causes and effects of economic activities on the environment in Vermont (e.g., granite industry).

  • H&SS3-4:19 Students show understanding of the interconnectedness between government and the economy by

    • Identifying goods and services provided by local and state governments (e.g., firefighters, highways, museums).

    • Explaining the relationship between taxation and governmental goods and services in Vermont (e.g., town taxes provide for road upkeep).

    • Describing and discussing the advantages and disadvantages of using currency vs. bartering in the exchange of goods and services (e.g., an advantage of bartering is that one doesn't need money, a disadvantage is determining fairness).

  • H&SS3-4:20 Students make economic decisions as a consumer, producer, saver, investor, and citizen by

    • Examining factors that influence supply and demand (e.g., Why is Vermont considering investing in wind energy?).

    • Explaining ways people meet their basic needs and wants (e.g., people buy oil because they need heat; people buy video games because they want entertainment).

    • Comparing prices of goods and services.

    • Explaining how people save (e.g., by giving up something you want, by saving your allowance, by putting money in the bank).