Grade 3 Social Studies New Mexico standards Standards

Geography

Economics/Personal Financial Literacy

Ethnic, Cultural, and Identity Studies

History

Civics

Inquiry

Third Grade

Explain how a compelling question represents key ideas.

Evaluate the reasons for migration and immigration and the effects on people, culture, and ideas in world communities.

Analyze how human settlement and movement impact diverse groups of people.

Analyze the movement of Indigenous groups, including the removal and return of Indigenous people throughout New Mexico and the United States.

Explain how world events impact New Mexico and the United States, both in the past and present.

Use a timeline to analyze connections among historical events, including how human settlement and movement impacted diverse groups of people.

Investigate who receives the goods that are produced in various world communities.

Explore the concepts of surplus and scarcity in relation to resources for various world communities.

Explore the basic economic concepts of supply and demand.

Explain how supply and demand influence prices and trade.

Describe how technological developments in transportation and communication influence trade over time.

Use supporting questions to help answer the compelling question in an inquiry.

Identify currency, credit, debit, and checks as the basic means of exchange in Western society.

Compare currency, credit, debit, and checks in the United States to other world monetary systems.

Create a model to demonstrate how geographic factors influence where people settle and how some people make adaptations to the environment to make a location more suitable for settlement.

Identify and use a variety of digital and analog mapping tools to locate places.

Explain how physical and cultural characteristics of world regions affect people and examine geographic features of various global communities that might create a need for migration or immigration using a variety of maps, photos, and other geographic representations.

Identify the components of the Earth's biosystems and their makeup.

Express a positive view of themselves while demonstrating respect and empathy for others.

Compare and contrast their cultural identity with other people and groups.

Identify the actions of people and groups who have worked throughout history to improve their community which then leads to a more equitable society.

Examine the various ways people earn a living to meet their basic needs of food, clothing, and shelter, and how this has changed over time in various world communities.

With support, determine the credibility of sources.

Personal Financial Literacy

Geographic Representations and Reasoning

Location, Place, and Region

Movement, Population, and Systems

Historical Change, Continuity, Context, and Reconciliation

Historical Thinking

Diversity and Identity

Community Equity Building

Construct Compelling and Supporting Questions

Gather and Evaluate Sources

Develop Claims

Communicate and Critique Conclusions

Take Informed Action

Civic Dispositions and Democratic Principles

Roles and Responsibilities of a Civic Life

Economic Systems and Models

Global Economy

Create a plan with specific steps to reach a short-term financial goal.

Cite evidence that supports a response to supporting or compelling questions.

Construct responses to compelling questions using reasoning, examples, and relevant details.

Identify challenges and opportunities when taking action to address problems or issues, including predicting possible outcomes.

Use deliberative and democratic procedures to make decisions about and act on civic problems or issues in their classrooms.

Explain how the democratic principles motivate people to migrate then and now.

Explain how to be a responsible and active citizen in a democracy.