Michigan Social Studies Standards — Grade 3


Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Michigan Social Studies Standards if your intention constitutes fair use.


Plan, assess, and analyze learning aligned to these standards using Kiddom.

Learn more: How Kiddom Empowers Teachers.

3-C1.0.1.

Give an example of how Michigan state government fulfills one of the purposes of government (e.g., protecting individual rights, promoting the common good, ensuring equal treatment under the law).

3-C2.0.1.

Describe how Michigan state government reflects the principle of representative government.

3-C3.0.1.

Distinguish between the roles of state and local government.

3-C3.0.2.

Identify goods and services provided by the state government and describe how they are funded (e.g., taxes, fees, fines).

3-C3.0.3.

Identify the three branches of state government in Michigan and the powers of each.

3-C3.0.4.

Explain how state courts function to resolve conflict.

3-C3.0.5.

Describe the purpose of the Michigan Constitution.

3-C5.0.1.

Identify rights (e.g., freedom of speech, freedom of religion, right to own property) and responsibilities of citizenship (e.g., respecting the rights of others, voting, obeying laws).

3-E1.0.1.

Explain how scarcity, opportunity costs, and choices affect what is produced and consumed in Michigan.

3-E1.0.2.

Identify incentives (e.g., sales, tax breaks) that influence economic decisions people make in Michigan.

3-E1.0.3.

Analyze how Michigan's location and natural resources influenced its economic development (e.g., how waterways and other natural resources have influenced economic activities such as mining, lumbering, automobile manufacturing, and furniture making). (H, G)

3-E1.0.4.

Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan. (H, G)

3-E1.0.5.

Explain the role of business development in Michigan's economic future.

3-E2.0.1.

Using a Michigan example, describe how specialization leads to increased interdependence (cherries grown in Michigan are sold in Florida; oranges grown in Florida are sold in Michigan).

3-E3.0.1.

Identify products produced in other countries and consumed by people in Michigan.

3-G1.0.1.

Use cardinal directions (north, south, east, west) to describe the relative location of significant places in the immediate environment.

3-G1.0.2.

Use thematic maps to identify and describe the physical and human characteristics of Michigan.

3-G2.0.1.

Use a variety of visual materials and data sources to describe ways in which Michigan can be divided into regions.

3-G2.0.2.

Describe different regions to which Michigan belongs (e.g., Great Lakes Region, Midwest).

3-G4.0.1.

Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, university communities), and explain the factors influencing the location of these economic activities. (E)

3-G4.0.2.

Describe diverse groups that have come into a region of Michigan and reasons why they came (push/pull factors). (H)

3-G4.0.3.

Describe some of the current movements of goods, people, jobs or information to, from, or within Michigan and explain reasons for the movements. (E)

3-G4.0.4.

Use data and current information about the Anishinaabeg and other American Indians living in Michigan today to describe the cultural aspects of modern American Indian life; give an example of how another cultural group in Michigan today has preserved and built upon its cultural heritage.

3-G5.0.1.

Locate natural resources in Michigan and explain the consequences of their use.

3-G5.0.2.

Describe how people adapt to, use, and modify the natural resources of Michigan. (H)

3-H3.0.1.

Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?)

3-H3.0.10

Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood).

3-H3.0.2.

Explain how historians use primary and secondary sources to answer questions about the past.

3-H3.0.3.

Describe the causal relationships between three events in Michigan's past (e.g., Erie Canal, more people came, statehood).

3-H3.0.4.

Draw upon traditional stories of American Indians (e.g., Anishinaabeg - Ojibway (Chippewa), Odawa (Ottawa), Potawatomi; Menominee; Huron Indians) who lived in Michigan in order to make generalizations about their beliefs.

3-H3.0.5.

Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment.

3-H3.0.6.

Use a variety of sources to describe interactions that occurred between American Indians and the first European explorers and settlers in Michigan.

3-H3.0.7.

Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements of Michigan (pre-statehood).

3-H3.0.8.

Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan.

3-H3.0.9.

Describe how Michigan attained statehood.

3-P3.1.1.

Identify public issues in Michigan that influence the daily lives of its citizens.

3-P3.1.2.

Use graphic data and other sources to analyze information about a public issue in Michigan and evaluate alternative resolutions.

3-P3.1.3.

Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in Michigan.

3-P3.3.1.

Compose a paragraph expressing a position on a public policy issue in Michigan and justify the position with a reasoned argument.

3-P4.2.1.

Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.

3-P4.2.2.

Participate in projects to help or inform others.