How to learn Grade 3: Social studies

Alaska academic standards: Social studies, Grade 3

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1. Communicate and Critique Conclusions

1. Resolving Disagreements with Friends: Resolve simple disagreements with peers by talking it through — explaining how they feel, listening to the other person's side, and finding a compromise or solution that both can accept

2. Evaluate Sources and Evidence

1. Questioning Historical Sources: Before trusting a historical source, ask: who made this, when, and why? — the answers shape how much weight the source should carry
2. Checking Sources Against Each Other: Corroborate: check whether multiple sources agree on the same facts — and investigate why they might not

3. Human‐Environment Interaction: Place, Regions, and Culture · Describe how environmental and cultural characteristics influence population distribution in specific places or regions.

1. Culture and Experience Shape Emotions: Understand that emotional responses are shaped by personal experiences, culture, and context — the same situation triggers different emotions in different people because of their backgrounds and past experiences

4. Rights, Roles, and Responsibilities of Citizens · Explain, compare, and participate in various rights, roles, and responsibilities of citizens.

1. Community Rights and Responsibilities: Understand their rights and responsibilities as a member of a community — that everyone has a right to be treated with respect and to feel safe, and that with rights come responsibilities to treat others the same way

5. Processes, Rules, and Laws · Explain how policies are developed to address public problems.

1. Actions and Their Consequences: Understand that actions have consequences — that what you choose to do affects both yourself and other people — and begin to think about what might happen before they act

6. Processes, Rules, and Laws · Explain how rules and laws change society and how people change rules and laws.

1. Rules and agreements exist: Understand why rules and agreements exist — that they help keep people safe, make things fair, and help groups work well together — and follow agreed rules willingly rather than only when being watched

7. Processes, Rules, and Laws · Compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society.

1. Vocabulary: making decisions and keeping safe: Know and use the vocabulary of making decisions and keeping safe — choice, consequence, rule, safe, fair, honest, trusted adult, and right and wrong — and understand that naming these ideas clearly helps make better choices

8. Participation and Deliberation · Apply civic virtues and democratic principles in school settings.

1. Vocabulary: ethics and citizenship: Know and use the vocabulary of ethics and citizenship — bullying, cyberbullying, bystander, upstander, peer pressure, digital citizenship, rights, responsibility, and ethical — and understand the distinctions between these closely related terms

9. Civic and Political Institutions and Systems · Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and

1. Vocabulary: working with others: Know and use the vocabulary of working with others — cooperate, share, take turns, team, listen, agree, disagree respectfully, and include — and understand that these words describe habits that friendships and group work depend on

10. The Global Economy · Explain the effects of increasing economic interdependence on different groups within participating nations.

1. Global Trade: Why countries trade with each other; imports and exports; how goods travel around the world; that different countries use different currencies

11. The National Economy · Explain the ways in which the government pays for the goods and services it provides.

1. Taxes & Public Services: What taxes are and why people pay them; how taxes fund schools, hospitals, roads, and emergency services; that governments decide how to spend tax money

12. The National Economy · Explain the meaning of inflation, deflation, and unemployment.

1. How the Economy Works: What an economy is; producers and consumers; supply and demand; why prices change; the basics of how markets work

13. The National Economy · Explain what interest rates are.

1. Banks & Saving: What banks do and why people use them; bank accounts as safe places for money; that savings in a bank can earn interest; children's savings accounts
2. Borrowing & Debt: What borrowing money means; that loans must be repaid with interest; what credit is; why too much debt can be risky; responsible borrowing

14. Decision‐Making and Personal Finance · Identify positive and negative incentives that influence the decisions people make.

1. Emotions and Decision-Making: Understand how emotions influence thinking and decision-making — that strong feelings can cloud judgement, that we often make different choices when calm versus when upset, and that recognising this gives us more control

15. Decision‐Making and Personal Finance · Compare the benefits and costs of individual choices.

1. Needs & Wants: The difference between things we need (food, shelter, clothing) and things we want (toys, treats); that we sometimes have to choose because money is limited

16. Economic Systems, Models, and Markets · Explain the role of money in making exchange easier.

1. What Money Is: What money is and why we use it; that money is exchanged for goods and services; brief history from barter to coins to digital payments

17. Economic Systems, Models, and Markets · Explain why individuals and businesses specialize and trade.

1. Teamwork in Business: Most businesses need more than one person; working together, dividing tasks, and using different people's strengths; the value of teamwork in business

18. Historical Thinking · Use evidence to develop a claim about the past.

1. Vocabulary: historical thinking: Know and use the vocabulary of historical thinking — source, evidence, primary source, secondary source, artefact, chronology, chronological order, BC/BCE, AD/CE, century, decade, era, period, timeline, excavation, archaeologist, interpretation, corroborate, bias, perspective — and apply these terms when discussing how we know about the past and how reliable our knowledge is

19. Perspectives · Explain why individuals and groups during the same historical period differed in their perspectives.

1. Understanding People in Their Own Time: Understand that people in the past saw the world very differently from us — judge their actions by the context they lived in, not only by today's values