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In third grade, students study how and why people move from one place to another with the theme “Immigration and Migration.” Students look at the geographic, political, and cultural reasons that people move to a new place as well as what they experience during the transition. They understand that a society is a complex and changing place shaped by laws and the civic virtues of the citizens who live there.
Back to topInquiry Anchor Standard
Constructing Compelling Questions
SS.3.1. Identify disciplinary ideas associated with a compelling question.
Constructing Supporting Questions
SS.3.2. Use supporting questions to help answer the compelling question in an inquiry.
Gathering and Evaluating Sources
SS.3.3. Determine the credibility of one source.
Developing Claims and Using Evidence
SS.3.4. Cite evidence that supports a response to supporting or compelling questions.
Communicating and Critiquing Conclusions
SS.3.5. Construct responses to compelling questions using reasoning, examples, and relevant details.
Taking Informed Action
SS.3.6. Identify challenges and opportunities when taking action to address problems, including predicting possible results.
SS.3.7. Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms.
Back to topContent Anchor Standard
Behavioral Science
Recognize the Interaction Between the Individual and Various Groups
SS.3.8. Describe the effects, opportunities, and conflicts that happened when people from different social groups came into contact with each other.
Examine Factors that Led to Continuity and Change on Human Development and Behavior
SS.3.9. Compare and contrast the treatment of a variety of demographic groups in the past and present.
Civics/Government
Interpret Processes, Rules and Laws
SS.3.10. Explain how rules and laws impact society.
SS.3.11. Provide examples of historical and contemporary ways that societies have changed.
Economics
Engage in Economic Decision Making
SS.3.12. Use historical examples to describe how scarcity requires a person to make choices.
Critique Exchange and Markets
SS.3.13. Identify how people use natural resources, human resources, and physical capital to produce goods and services.
SS.3.14. Describe the role of various financial institutions in an economy.
Assess the Global Economy
SS.3.15. Analyze why and how individuals, businesses, and nations around the world specialize and trade.
Financial Literacy
Develop Financial and Career Goals
SS.3.16. Describe how people take risks to improve their family income through education, career changes and moving to new places.
Create a Saving and Spending Plan
SS.3.17. Explain an individual's responsibility for credit and debt.
Evaluate Savings and Long Term Investments
SS.3.18. Determine the importance of saving/investing in relation to future needs.
Geography
Create Geographic Representations
SS.3.19. Create a geographic representation to explain how the unique characteristics of a place affect migration.
Evaluate Human Environment Interaction
SS.3.20. Describe how cultural characteristics influence people’s choices to live in different regions of the U.S.
Analyze Human Population Movements and Patterns
SS.3.21. Use map evidence to explain how human settlements and movements relate to the locations and use of various regional landforms and natural resources.
History
Analyze Change, Continuity, and Context
SS.3.22. Compare and contrast events that happened at the same time.
Compare Perspectives
SS.3.23. Compare and contrast conflicting historical perspectives about a past event or issue.
Critique Historical Sources and Evidence
SS.3.24. Infer the intended audience and purpose of a primary source using textual evidence.
Justify Causation and Argumentation
SS.3.25. Explain probable causes and effects of events and developments.
SS.3.26. Develop a claim about the past based on cited evidence.
Iowa History
SS.3.27. Analyze the movement of different groups in and out of Iowa, including the removal and return of indigenous people.
SS.3.28. Explain the cultural contributions that different groups have made on Iowa.
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