Connecticut Elementary and Secondary Social Studies Frameworks — Grade 3


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CIV 3.1

Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places.

CIV 3.2

Explain how a democracy relies on peoples responsible participation, and draw implications for how individuals should participate.

CIV 3.3

Explain how groups of people make rules to create responsibilities and protect freedoms.

CIV 3.4

Identify core civic virtues and democratic principles that guide government, society, and communities.

CIV 3.5

Identify the beliefs, experiences, perspectives, and values that underlie their own and others points of view about civic issues.

CIV 3.6

Explain how rules and laws change society and how people change rules and laws.

CIV 3.7

Explain how policies are developed to address public problems.

ECO 3.1

Compare the benefits and costs of individual choices.

ECO 3.2

Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used.

ECO 3.3

Explain why individuals and businesses specialize and trade.

ECO 3.4

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

GEO 2.6

Identify cultural and environmental characteristics of a place/region.

GEO 3.1

Construct maps and other graphic representations of both familiar and unfamiliar places.

GEO 3.2

Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.

GEO 3.3

Use maps of different scales to describe the locations of cultural and environmental characteristics.

GEO 3.4

Explain how culture influences the way people modify and adapt to their environments.

GEO 3.5

Explain how the cultural and environmental characteristics of places change over time.

GEO 3.6

Describe how environmental and cultural characteristics influence population distribution in specific places or regions.

GEO 3.7

Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.

GEO 3.8

Explain how human settlements and movements relate to the locations and use of various natural resources.

GEO 3.9

Analyze the effects of catastrophic environmental and technological events on human settlements and migration.

HIST 3.1

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

HIST 3.10

Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.

HIST 3.11

Explain probable causes and effects of events and developments.

HIST 3.2

Compare life in specific historical time periods to life today.

HIST 3.3

Generate questions about individuals who have shaped significant historical changes and continuities.

HIST 3.4

Explain connections among historical contexts and peoples perspectives at the time.

HIST 3.5

Describe how peoples perspectives shaped the historical sources they created.

HIST 3.6

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

HIST 3.7

Compare information provided by different historical sources about the past.

HIST 3.8

Infer the intended audience and purpose of a historical source from information within the source itself.

HIST 3.9

Generate questions about multiple historical sources and their relationships to particular historical events and developments.

INQ 3–5.1

Explain why compelling questions are important to others (e.g., peers, adults).

INQ 3–5.10

Construct arguments using claims and evidence from multiple sources.

INQ 3–5.11

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

INQ 3–5.12

Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).

INQ 3–5.15

Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.

INQ 3–5.16

Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.

INQ 3–5.17

Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms and schools.

INQ 3–5.2

Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.

INQ 3–5.3

Identify the disciplinary concepts and ideas associated with a supporting question that are open to interpretation.

INQ 3–5.4

Explain how supporting questions help answer compelling questions in an inquiry.

INQ 3–5.5

Determine the kinds of sources that will be helpful in answering compelling questions and supporting questions, taking into consideration the different opinions people have about how to answer the questions.

INQ 3–5.6

Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection.

INQ 3–5.7

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

INQ 3–5.8

Identify evidence that draws information from multiple sources in response to compelling questions.

INQ 3–5.9

Use evidence to develop claims in response to compelling questions.