Washington

SSS Social Studies Skills

• SSS1.3 Uses critical reasoning skills to analyze and evaluate claims.

  • SSS1.3.1 Explain the purpose of documents and the concepts used in them.

    • The Constitution (3-E.5)

  • SSS1.3.2 Evaluate if information is well accepted and relevant, or if information is clear, specific, and detailed.

• SSS2.3 Uses inquiry-based research.

  • SSS2.3.1 Use a graphic organizer to organize main ideas and supporting details from a variety of print and nonprint texts.

  • SSS2.3.2 Explain how and why compelling questions are important to others (e.g., peers, adults).

• SSS3.3 Deliberates public issues.

  • SSS3.3.1 Engage others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.

• SSS4.3 Creates a product that uses social studies content to support a claim and presents the product in a manner that meaningfully communicates with a key audience.

  • SSS4.3.1 Draw conclusions using clear, specific, and accurate examples in a paper or presentation.

  • SSS4.3.2 Give clear attribution to sources within writing or presentations.

  • SSS4.3.3 Use distinctions between fact and opinion to determine the credibility of multiple sources.

    • Identify facts and opinions (3-J.1)

C Civics

• C1.3 Understands key ideals and principles of the United States, including those in the Declaration of Independence, Constitution, and other foundational documents.

  • C1.3.1 Recognize the key ideals of unity and diversity.

    • The Bill of Rights (3-E.6)

  • C1.3.2 Recognize and apply the key ideals of unity and diversity within the context of the community.

    • 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)

  • C1.3.3 Use deliberative processes when making decisions or reaching judgement as a group.

  • C1.3.4 Identify core virtues and democratic principles found in classroom and school rules.

• C2.3 Understands the purposes, organization, and function of governments, laws, and political systems.

  • C2.3.1 Describe the basic organization of government in the community or city.

    • Local government (3-E.2)

  • C2.3.2 Identify the basic function of government and laws in the community or city.

    • Local government (3-E.2)

  • C2.3.3 Explain the reasons for rules in the home or in school, and compare rules and laws in the local community.

    • Purpose of government (3-E.1)

  • C2.3.4 Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.

• C3.3 Understands the purposes and organization of tribal and international relationships and U.S. foreign policy.

  • C3.3.1 Explain that tribes have lived in North America since time immemorial.

  • C3.3.2 Know and understand that tribes have organizational structures (councils, chairman, etc.) that are formed to benefit the entire tribe.

  • C3.3.3 Explain how tribes of North America work to help the people of their tribes.

• C4.3 Understands civic involvement.

  • C4.3.1 Recognize that civic participation involves being informed about public issues, taking action, and voting in elections.

    • Presidential elections (3-E.8)

  • C4.3.2 Explain the many ways people become knowledgeable about issues in their communities: they read, discuss, communicate, and vote.

    • Presidential elections (3-E.8)

  • C4.3.3 Demonstrate that voting is a civic duty.

    • Presidential elections (3-E.8)

E Economics

• E1.3 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.

  • E1.3.1 Identify the costs and benefits of individual choices.

    • What is economics? (3-H.1)

  • E1.3.2 Identify positive and negative incentives that influence the decisions people make.

    • What is economics? (3-H.1)

  • E1.3.3 Describe how individual choices are influenced by various cultural norms.

• E2.3 Understands the components of an economic system.

  • E2.3.1 Recognize how the economic systems of groups are influenced by community and cultural laws, values, and customs.

    • What is economics? (3-H.1)

  • E2.3.2 Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.

    • Natural resources (3-H.2)

  • E2.3.3 Explain why individuals and businesses specialize and trade.

  • E2.3.4 Explain the role of money in making exchange easier.

  • E2.3.5 Explain how profits influence sellers in markets.

  • E2.3.6 Identify examples of external benefits (acquired relationships) and costs (things given up).

    • Costs and benefits (4-N.2)

  • E2.3.7 Describe the role of financial institutions in an economy.

    • Banks (4-O.1)

• E3.3 Understands the government's role in the economy.

  • E3.3.1 Describe how local taxation supports one's community.

    • Purpose of government (3-E.1)

  • E3.3.2 Explain the ways in which the government pays for the goods and services it provides.

    • Purpose of government (3-E.1)

• E4.3 Understands the economic issues and problems that all societies face.

  • E4.3.1 Identify the positive and negative impacts of trade among and between cultural groups.

  • E4.3.2 Explain how trade leads to increasing economic interdependence among cultural groups.

  • E4.3.3 Explain the effects of increasing economic interdependence on different groups within participating cultural groups.

G Geography

• G1.3 Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth's surface.

  • G1.3.1 Examine and use maps and globes to understand the regions of North America in the past and present.

    • New England colonies: religion and government (4-A.4)
    • Middle colonies: founding and government (4-A.6)
    • Southern colonies: economy and slavery (4-A.9)

  • G1.3.2 Investigate the physical, political, and cultural characteristics of places, regions, and people in North America, including the location of the fifty states within the regions of the United States.

    • 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)
    • Identify the 50 states (3-B.13)
    • Select the 50 states (3-B.14)
    • Name the 50 states (3-B.15)

• G2.3 Understands human interaction with the environment.

  • G2.3.1 Explain how the environment affects cultural groups and how groups affect the environment.

  • G2.3.2 Examine the cultural universals of place, time, family life, economics, communication, arts, recreation, food, clothing, shelter, transportation, government, and education.

  • G2.3.3 Compare the traditions, beliefs, and values of cultural groups in North America.

    • Día de los Muertos (3-G.1)
    • Thanksgiving (3-G.2)
    • Hanukkah (3-G.3)
    • Rosh Hashanah (3-G.4)
    • Kwanzaa (3-G.5)
    • Christmas (3-G.6)
    • Easter (3-G.7)
    • Lunar New Year (3-G.8)
    • Ramadan (3-G.9)
    • Holi (3-G.10)

• G3.3 Understands the geographic context of global issues and events.

  • G3.3.1 Explain that learning about the geography of North America helps us understand cultures from around the world.

H History

• H1.3 Understands historical chronology.

  • H1.3.1 Create timelines to show events connected to their cultural identities.

    • Reading and creating timelines with BCE and CE (4-Q.2)

  • H1.3.2 Compare the similarities and differences between their own cultural timelines and those of others.

  • H1.3.3 Use timelines to explain the context of history.

    • Jamestown: growth of a colony (4-A.2)
    • Plymouth (4-A.3)
    • The American Revolution: the Thirteen Colonies under British rule (4-B.1)

• H2.3 Understands and analyzes causal factors that have shaped major events in history.

  • H2.3.1 Demonstrate how contributions made by various cultural and ethnic groups have shaped the history of the community and world.

    • Día de los Muertos (3-G.1)
    • Thanksgiving (3-G.2)
    • Hanukkah (3-G.3)
    • Rosh Hashanah (3-G.4)
    • Kwanzaa (3-G.5)
    • Christmas (3-G.6)
    • Easter (3-G.7)
    • Lunar New Year (3-G.8)
    • Ramadan (3-G.9)
    • Holi (3-G.10)

  • H2.3.2 Explain probable causes and effects of events and developments locally.

• H3.3 Understands that there are multiple perspectives and interpretations of historical events.

  • H3.3.1 Recognize and explain that there are multiple cultural perspectives through a study of important individual or major events.

  • H3.3.2 Explain connections among historical contexts and people's perspectives at the time.

    • 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)

  • H3.3.3 Describe how people's perspectives shaped the historical sources they created.

    • The Constitution (3-E.5)

• H4.3 Understands how historical events inform analysis of contemporary issues and events.

  • H4.3.1 Recognize and explain how significant cultural events have implications for current decisions.

    • Bill Gates (3-D.21)

  • H4.3.2 Use evidence to develop a claim about our past community's history.

    • 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)

  • H4.3.3 Summarize how different kinds of historical sources are used to explain events in the past.