Grade 3 Social Studies ILS Standards

Developing Questions and Planning Inquiries

Civics

Evaluating Sources and Using Evidence

History

Inquiry

Geography

Economics/ Financial Literacy

Communicating Conclusions and Taking Informed Action

Construct explanations using reasoning, correct sequences, examples, and details with relevant information and data.

Develop essential questions and explain the importance of the questions to self and others.

Engage in reflective conversations to draw conclusions on inquiry findings and create action steps that consider multiple viewpoints.

Students generate supporting questions that require investigation to help answer essential questions.

Identify varied resources that answer essential and student-generated questions and that take into consideration multiple points of view.

Gather relevant information and distinguish between fact and opinion to determine credibility of multiple sources.

Develop claims using evidence from multiple sources to answer essential questions.

Construct arguments using claims and evidence from multiple sources.

Present a summary of arguments and explanations to others inside and/or outside of the classroom using print and oral technologies.

Explain the use of inquiry strategies, approaches, and relevant sources that will allow students to address local, regional, state, national, and global problems.

Explain how families, workplaces, organizations, and government entities interact and affect communities in multiple ways.

Using evidence, describe how people have strived to improve communities over time to achieve equitable outcomes, practices, or policies.

Compare the goods and services that people in the local community produce and those that are produced in other communities.

Generate examples of the goods and services that governments provide.

Describe the role of banks and other financial institutions in an economy.

Explain that when people borrow, they receive something of value now and agree to repay the lender over time.

Use print and digital maps, globes, and other simple geographic models to identify topographic and other graphic representations of both familiar and unfamiliar locations.

Explain how culture influences the way people modify and adapt to the environment or the way people do not modify and adapt to their environments.

Describe the movement of goods, people, jobs, and/or information and the effect of the cultural and environmental characteristics on movement of goods.

Create and use a chronological sequence of related events to compare developments that happened at the same time.

Explain how the diverse perspectives of people and events develop and shape communities and/or regions.

Identify and analyze how different kinds of historical sources are used to explain events in the past.