U.S. National Standards 3rd Grade Social Studies Activities

N.NCSS. National Curriculum Standards for Social Studies (NCSS)

NCSS.1. CULTURE

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF CULTURE AND CULTURAL DIVERSITY.

1.1. KNOWLEDGE - Learners will understand:

1.1.1. 'Culture'' refers to the behaviors, beliefs, values, traditions, institutions, and ways of living together of a group of people.

1.1.2. Concepts such as: similarities, differences, beliefs, values, cohesion, and diversity.

1.1.4. How culture may change in response to changing needs and concerns.

1.1.6. How peoples from different cultures develop different values and ways of interpreting experience.

1.2. PROCESSES - Learners will be able to:

1.2.2. Explore and describe similarities and differences in the ways various cultural groups meet similar needs and concerns.

NCSS.2. TIME, CONTINUITY, AND CHANGE

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF THE PAST AND ITS LEGACY.

2.1. KNOWLEDGE - Learners will understand:

2.1.1. The study of the past is the story of communities, nations, and the world.

2.1.2. Key concepts such as: past, present, future, similarity, difference, and change.

2.1.4. Key people, events, and places associated with the history of the community, nation, and world.

2.1.5. Key symbols and traditions that are carried from the past into the present by diverse cultures in the United States and world.

2.1.6. That people view and interpret historical events differently because of the times in which they live, the experiences they have, and the point of view they hold.

2.1.7. That historical events occurred in times that differed from our own, but often have lasting consequences for the present and future.

2.2. PROCESSES - Learners will be able to:

2.2.1. Ask and find answers to questions related to the past in school, community, state and regional contexts.

2.2.2. Use a variety of sources to learn about the past.

NCSS.3. PEOPLE, PLACES, AND ENVIRONMENTS

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF PEOPLE, PLACES, AND ENVIRONMENTS.

3.1. KNOWLEDGE - Learners will understand:

3.1.2. Concepts such as: location, direction, distance, and scale.

3.1.3. Physical and human characteristics of the school, community, state, and region, and the interactions of people in these places with the environment.

3.1.5. Physical changes in community, state, and region, such as seasons, climate, and weather, and their effects on plants and animals.

3.1.7. Benefits and problems resulting from the discovery and use of resources.

3.1.9. Tools such as maps, globes, and geospatial technologies in investigating the relationships among people, places, and environments.

3.2. PROCESSES - Learners will be able to:

3.2.2. Investigate relationships among people, places, and environments in the school, community, state, region, and world through the use of atlases, data bases, charts, graphs, maps, and geospatial technologies.

3.2.3. Gather and interpret information from various representations of Earth, such as maps, globes, geospatial technologies and other geographic tools to inform the study of people, places, and environments, both past and present.

NCSS.4. INDIVIDUAL DEVELOPMENT AND IDENTITY

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF INDIVIDUAL DEVELOPMENT AND IDENTITY.

4.1. KNOWLEDGE - Learners will understand:

4.1.8. Individual choices are influenced by personal and social factors.

4.3. PRODUCTS - Learners demonstrate understanding by:

4.3.4. Studying important people in the community and nation, at the present time or in the past, to list qualities that make them special.

NCSS.5. INDIVIDUALS, GROUPS, AND INSTITUTIONS

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF INTERACTIONS AMONG INDIVIDUALS, GROUPS, AND INSTITUTIONS.

5.1. KNOWLEDGE - Learners will understand:

5.1.2. Concepts such as: community, culture, role, competition, cooperation, rules, and norms.

NCSS.6. POWER, AUTHORITY, AND GOVERNANCE

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF HOW PEOPLE CREATE, INTERACT WITH, AND CHANGE STRUCTURES OF POWER, AUTHORITY, AND GOVERNANCE.

6.1. KNOWLEDGE - Learners will understand:

6.1.2. Fundamental ideas that are the foundation of American constitutional democracy, including those of the U.S. Constitution, the rule of law, separation of powers, checks and balances, minority rights, and the separation of church and state.

6.1.3. Fundamental values of democracy: the common good, liberty, justice, equality, and individual dignity.

6.1.4. The basic elements of government in the United States: executive, legislative, and judicial authority.

6.1.5. The ways in which governments meet the needs and wants of citizens.

6.2. PROCESSES - Learners will be able to:

6.2.1. Ask and find answers to questions about power, authority, and governance in the school, community, and state.

6.2.2. Examine issues involving the rights and responsibilities of individuals and groups in relation to the broader society.

6.3. PRODUCTS - Learners demonstrate understanding by:

6.3.2. Preparing and presenting descriptions of and possible solutions to school or community problems that would require working with those in positions of authority.

6.3.3. Preparing and implementing an action plan addressing a local public issue or problem.

NCSS.7. PRODUCTION, DISTRIBUTION, AND CONSUMPTION

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF HOW PEOPLE ORGANIZE FOR THE PRODUCTION, DISTRIBUTION, AND CONSUMPTION OF GOODS AND SERVICES.

7.1. KNOWLEDGE - Learners will understand:

7.1.2. The difference between needs and wants.

7.1.3. What people and communities gain and give up when they make a decision.

7.1.5. The characteristics and functions of money and its uses.

7.1.7. The characteristics of a market economy.

7.1.8. The goods and services produced in the market and those produced by the government.

7.2. PROCESSES - Learners will be able to:

7.2.2. Analyze the differences between wants and needs.

7.2.3. Evaluate how the decisions that people make are influenced by the trade-offs of different options.

NCSS.8. SCIENCE, TECHNOLOGY, AND SOCIETY

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF RELATIONSHIPS AMONG SCIENCE, TECHNOLOGY, AND SOCIETY.

8.1. KNOWLEDGE - Learners will understand:

8.1.2. How society often turns to science and technology to solve problems.

8.1.3. That media and technology are a part of every aspect of our lives.

8.1.4. The ways in which scientific findings and various forms of technology influence our daily lives.

8.1.5. That science often leads to new technology in areas such as communication and transportation, and results in change over time.

8.1.6. That science and technology can have both positive and negative impacts on individuals, society, and the globe.

8.2. PROCESSES - Learners will be able to:

8.2.1. Ask and find answers to questions about the ways in which science and technology affect our lives.

8.2.3. Identify examples of science and technology in daily life.

8.2.4. Identify examples of the use of science and technology in society as well as consequences of their use.

8.2.5. Research a scientific topic or type of technology developed in a particular time or place, and determine its impact on people's lives.

8.2.6. Identify the points of view expressed in information sources regarding science and technology.

NCSS.9. GLOBAL CONNECTIONS

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF GLOBAL CONNECTIONS AND INTERDEPENDENCE.

9.1. KNOWLEDGE - Learners will understand:

9.1.1. Global connections may be of various types (e.g., cultural exchange, trade, political, economic, or travel).

9.1.2. Global connections affect daily life for individuals and those around them.

9.1.4. All cultures have similar needs, but meet those needs in different ways that may influence or be influenced by global connections.

9.1.5. The pace of global change has quickened in recent times.

9.2. PROCESSES - Learners will be able to:

9.2.1. Ask and find answers to questions about the connections we have to other people and places around the globe.

9.2.2. Identify examples of global connections in their community, state, or region.

9.2.3. Use maps and databases to look for global patterns, trends, and connections.

9.2.4. Describe examples in which language, art, music, belief systems, and other cultural elements can facilitate global understanding or cause misunderstanding.

9.2.6. Examine the ways in which technology affects global connections.

9.2.8. Identify and examine how wants and needs of people in one part of the world may conflict with the wants and needs of people in other parts of the world.

NCSS.10. CIVIC IDEALS AND PRACTICES

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF THE IDEALS, PRINCIPLES, AND PRACTICES OF CITIZENSHIP IN A DEMOCRATIC REPUBLIC.

10.1. KNOWLEDGE - Learners will understand:

10.1.1. The theme of civic ideals and practices helps us know how we can have influence on how people live and act together.

10.1.2. Concepts and ideals such as: individual dignity, fairness, freedom, the common good, rule of law, civic life, rights, and responsibilities.

10.1.3. Key practices in a democratic society include civic participation based on studying community issues, planning, decision-making, voting, and cooperating to promote civic ideals.

10.1.4. Democratic ideals and practices are often represented in excerpts from contemporary and historical sources, quotations, and stories.

10.1.5. The importance of gathering information as the basis for informed civic action.

10.2. PROCESSES - Learners will be able to:

10.2.1. Ask and find answers to questions about how to plan for action with others to improve life in the school, community, and beyond.

10.2.2. Identify and exercise the rights and responsibilities of citizens.

10.2.4. Analyze how specific policies or citizen behaviors reflect ideals and practices consistent or inconsistent with democratic ideals.

10.2.7. Examine the influence of citizens and officials on policy decisions.

10.3. PRODUCTS - Learners demonstrate understanding by:

10.3.2. Drawing illustrations of examples of participation supportive of civic ideals and practices.

10.3.4. Developing a plan in collaboration with others to carry out a school improvement project.

N.NSCG. National Standards for Civics and Government (NSCG)

I.A. What is Government and What Should It Do? What is government?

I.A.1. Defining government: Students should be able to provide a basic description of government. To achieve this standard, students should be able to

I.A.1.1. Describe government in terms of the people and groups who make, apply, and enforce rules and laws for others in their family, school, community, and nation and who manage disputes about them, e.g.,

I.A.1.1.c. City councils and mayors make, apply, and enforce rules and laws for their communities

I.A.1.1.d. Governors and state legislatures make, apply, and enforce rules and laws for their states

I.A.1.1.f. The national government makes, applies, and enforces rules and laws for the nation

I.A.1.1.g. Courts at all levels apply laws, manage disputes, and punish lawbreakers

I.B. What is Government and What Should It Do? Where do people in government get the authority to make, apply, and enforce rules and laws and manage disputes about them?

I.B.1. Defining power and authority: Students should be able to explain the difference between authority and power without authority, and that authority comes from custom, law, and the consent of the governed. To achieve this standard, students should be able to

I.B.1.2. Explain that authority is power that people have the right to use because of custom, law, or the consent of the governed

I.B.1.2.b. Governors of states have the authority to carry out and enforce laws; this authority comes from law and the consent of the people who have elected the governors

I.D. What is Government and What Should It Do? What are some of the most important things governments do?

I.D.1. Functions of government: Students should be able to explain some of the major things governments do in their school, community, state, and nation. To achieve this standard, students should be able to

I.D.1.2. Explain how government makes it possible for people working together to accomplish goals they could not achieve alone

I.E. What is Government and What Should It Do? What are the purposes of rules and laws?

I.E.1. Purposes of rules and laws: Students should be able to explain the purposes of rules and laws and why they are important in their classroom, school, community, state, and nation. To achieve this standard, students should be able to explain that rules and laws can be used to

I.E.1.1. Describe ways people should behave, e.g., attend school and do homework, raise one’s hand and be recognized before speaking in class, respect other peoples’ privacy and property

I.E.1.1.b. Protect rights, e.g., laws that protect people’s right to practice whatever religion they wish to, laws that provide equal opportunities for all students to get a free, public education

I.E.1.1.d. Assign burdens or responsibilities, e.g., laws that require people to pay taxes or to perform military service in times of national emergency

I.F. What is Government and What Should It Do? How can you evaluate rules and laws?

I.F.1. Evaluating rules and laws: Students should be able to explain and apply criteria useful in evaluating rules and laws. To achieve this standard, students should be able to

I.F.1.1. Identify the strengths and weaknesses of a school rule or a state law by determining if it is

I.F.1.1.d. Limits on government are designed to protect fundamental values and principles and to insure that government serves the purposes for which it was established.

I.G. What is Government and What Should It Do? What are the differences between limited and unlimited governments?

I.G.1. Limited and unlimited governments: Students should be able to explain the basic differences between limited and unlimited governments. To achieve this standard, students should be able to

I.G.1.2. Give examples of laws that limit the power of people in government, e.g.,

I.G.1.2.b. Laws that prohibit governments from discriminating against people because of their religious or political beliefs

I.G.1.3. Explain that an unlimited government is one in which there are no effective controls over the powers of its rulers, who cannot be easily removed from office by peaceful, legal means, e.g., governments run by dictators

I.H. What is Government and What Should It Do? Why is it important to limit the power of government?

I.H.1. Importance of limited government: Students should be able to explain why limiting the power of government is important to their own lives. To achieve this standard, students should be able to

I.H.1.1. Explain why limited government is important for the protection of individual rights such as

I.H.1.1.d. Personal rights to practice the religion of their choice

I.H.1.1.e. Political rights to express their opinions

I.H.1.1.f. Political rights to vote

II.A. What are the Basic Values and Principles of American Democracy? What are the most important values and principles of American democracy?

II.A.1. Fundamental values and principles: Students should be able to explain the importance of the fundamental values and principles of American democracy. To achieve this standard, students should be able to

II.A.1.1. Explain the importance for themselves, their school, their community, and their nation of each of the following fundamental values of American democracy:

II.A.1.1.e. Diversity

II.A.1.1.g. Patriotism

II.A.1.2. Explain the importance for themselves, their school, their community, and their nation of each of the following fundamental principles of American democracy:

II.A.1.2.c. People exercise their authority directly by voting for or against certain rules, laws, or candidates as well as by voting in community or town meetings

II.A.1.2.d. People exercise their authority indirectly through representatives they elect to make, apply, and enforce laws and to manage disputes about them

II.A.1.3. Identify fundamental values and principles as they are expressed in the Declaration of Independence, Preamble to the United States Constitution, the Bill of Rights, Pledge of Allegiance, speeches, songs, and stories

II.B. What are the Basic Values and Principles of American Democracy? What are some important beliefs Americans have about themselves and their government?

II.B.1. Distinctive characteristics of American society: Students should be able to identify some important beliefs commonly held by Americans about themselves and their government. To achieve this standard, students should be able to describe the following beliefs commonly held by Americans:

II.B.1.1. Importance of the individual: Students should be able to explain that Americans believe

II.B.1.1.c. Individuals have the right to differ about politics, religion, or any other matter

II.B.1.1.d. Individuals have the right to express their views without fear of being punished by their peers or their government

II.B.1.1.e. The vote of one individual should count as much as another’s

II.B.1.2. Importance of their school, community, state, and nation: Students should be able to explain that Americans believe that

II.B.1.2.a. Everyone should be concerned about the well-being of his/her school, community, state, and nation

II.B.1.2.b. People should try to improve the quality of life in their schools, communities, states, and nation

II.B.1.2.c. People should help others who are less fortunate than they and assist them in times of need, emergency, or natural disaster

II.B.1.3. Importance of equality of opportunity and equal protection of the law: Students should be able to explain that Americans believe that

II.B.1.3.b. All people have a right to participate in political life by expressing their opinions and trying to persuade others; all citizens over 18 years of age have the right to vote; and citizens who meet age and other qualifications have the right to seek public office

II.B.1.7. Importance of voluntarism: Students should be able to explain that Americans believe that

II.B.1.7.a. People should volunteer to help others in their family, schools, communities, state, nation, and the world

II.B.1.7.b. Volunteering is a source of individual satisfaction and fulfillment

II.C. What are the Basic Values and Principles of American Democracy? Why is it important for Americans to share certain values, principles, and beliefs?

II.C.1. American identity: Students should be able to explain the importance of Americans sharing and supporting certain values, principles, and beliefs. To achieve this standard, students should be able to

II.C.1.1. Explain that Americans are united by the values, principles, and beliefs they share rather than by ethnicity, race, religion, class, language, gender, or national origin

II.C.1.2. Explain the importance of shared values, principles, and beliefs to the continuation and improvement of American democracy

II.C.1.3. Identify basic documents that set forth shared values, principles, and beliefs, e.g., Declaration of Independence, United States Constitution and Bill of Rights, Pledge of Allegiance

II.C.1.4. Identify symbols used to depict Americans’ shared values, principles, and beliefs and explain their meaning, e.g., the flag, Statue of Liberty, Statue of Justice, Uncle Sam, Great Seal, national anthem, oaths of office, and mottoes such as E Pluribus Unum

II.C.1.5. Describe holidays Americans celebrate and explain how they reflect their shared values, principles, and beliefs, e.g., the Fourth of July, Labor Day, Memorial Day, Presidents’ Day, Columbus Day, Thanksgiving, Veterans Day, Martin Luther King, Jr.’s Birthday

II.D. What are the Basic Values and Principles of American Democracy? What are the benefits of diversity in the United States?

II.D.1. Diversity in American society: Students should be able to describe diversity in the United States and identify its benefits. To achieve this standard, students should be able to

II.D.1.1. Explain the meaning of the word diversity

II.D.1.2. Identify common forms of diversity in the United States, e.g., ethnic, racial, religious, class, linguistic, gender, national origin

II.D.1.3. Explain why there is so much diversity in the United States

II.D.1.4. Describe some benefits of diversity, e.g., it

II.D.1.4.a. Fosters a variety of viewpoints, new ideas, and fresh ways of looking at and solving problems

II.D.1.5. Describe some of the costs of diversity

II.D.1.5.a. People sometimes discriminate unfairly against others on the basis of their age, religious beliefs, race, or disability

II.E. What are the Basic Values and Principles of American Democracy? How should conflicts about diversity be prevented or managed?

II.E.1. Prevention and management of conflicts: Students should be able to identify and evaluate ways conflicts about diversity can be prevented and managed. To achieve this standard, students should be able to

II.E.1.1. Identify examples of conflicts caused by diversity, e.g., unfair discrimination on the basis of race, ethnicity, religion, language, and gender; alienation of one group from another; efforts to impose beliefs and customs on others

II.F. What are the Basic Values and Principles of American Democracy? How can people work together to promote the values and principles of American democracy?

II.F.1. Promoting ideals: Students should be able to identify ways people can work together to promote the values and principles of American democracy. To achieve this standard, students should be able to

II.F.1.1. Explain how they can promote the values and principles of American democracy by

II.F.1.1.b. Helping to promote the common good, e.g., volunteering for school and community service, cleaning up the environment

II.F.1.1.c. Participating in government, e.g., voting, becoming informed about public issues, attempting to change laws by writing to legislators, serving on juries

III.A. How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy? What is the United States Constitution and why is it important?

III.A.1. The meaning and importance of the United States Constitution: Students should be able to describe what the United States Constitution is and why it is important. To achieve this standard, students should be able to explain that the United States Constitution

III.A.1.1. Is a written document that

III.A.1.1.b. Describes how the government is organized

III.A.1.2. Limits the powers of government by saying what government can and cannot do

III.A.1.4. Was created by people who believed that the

III.A.1.4.c. The people have the right to choose their representatives

III.A.1.4.d. The people have the right to change their government and the United States Constitution

III.B. How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy? What does the national government do and how does it protect individual rights and promote the common good?

III.B.1. Organization and major responsibilities of the national government: Students should be able to give examples of ways the national government protects individual rights and promotes the common good. To achieve this standard, students should be able to explain that

III.B.1.1. Congress passes laws to

III.B.1.1.a. Protect individual rights, e.g., laws protecting freedom of religion and expression and preventing unfair discrimination

III.B.1.3. The judicial branch, headed by the Supreme Court, makes decisions concerning the law that are intended to

III.B.1.3.a. Protect individual rights, e.g., the right to a fair trial, to vote, to practice one’s religious beliefs

III.C. How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy? What are the major responsibilities of state governments?

III.C.1. Organization and major responsibilities of state governments: Students should be able to explain the most important responsibilities of their state government. To achieve this standard, students should be able to

III.C.1.1. Distinguish between the national and state governments

III.C.1.2. Describe the major responsibilities of each branch of their state government

III.C.1.2.a. Legislative branch—makes state laws, decides how the state will spend tax money, approves appointments made by the governor

III.C.1.2.b. Executive branch—carries out and enforces laws made by the state legislature, e.g., laws providing for education, health care for needy children, protection of fish and game

III.C.1.2.c. Judicial branch—interprets law and manages conflicts about the law

III.C.1.3. Describe important services their state government provides, e.g., education, law enforcement, health services and hospitals, roads and highways, public welfare

III.C.1.4. Describe how state government officials are chosen, e.g., elections, appointment

III.C.1.5. Explain how people can participate in their state government, e.g., being informed and taking part in discussions of state issues, voting, volunteering their services, holding public office, serving on governing committees and commissions

III.C.1.6. Explain why it is important that people participate in their state government, e.g., to protect their rights and promote the common welfare, improve the quality of life in their community, to gain personal satisfaction, to prevent officials from abusing their power

III.C.1.7. Explain how state government services are paid for, e.g., taxes on sales and on individual and business income, fees for using parks and toll roads, license fees

III.D. How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy? What are the major responsibilities of local governments?

III.D.1. Organization and major responsibilities of local governments: Students should be able to explain the most important responsibilities of their local government. To achieve this standard, students should be able to

III.D.1.1. Distinguish among national, state, and local governments

III.D.1.3. Explain how local government services are paid for e.g., property, sales, and other taxes; money from state and national governments

III.D.1.4. Describe how local government officials are chosen, e.g., election, appointment

III.D.1.5. Explain how people can participate in their local government, e.g., being informed and taking part in discussions of local issues, voting, volunteering their services, holding public office, serving on governing committees and commissions

III.D.1.6. Explain why it is important that people participate in their local government, e.g., to protect their rights and promote the common good, improve the quality of life in their community, to gain personal satisfaction, to prevent officials from abusing their power

III.E. How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy? Who represents you in the legislative and executive branches of your local, state, and national governments?

III.E.1. Identifying members of government: Students should be able to identify the members of the legislative branches and the heads of the executive branches of their local, state, and national governments. To achieve this standard, students should be able to

III.E.1.1. Name the persons representing them at state and national levels in the legislative branches of government, e.g., representatives and senators in their state legislature and in Congress

III.E.1.2. Name the persons representing them at the executive branches of government, e.g., mayor, governor, president

IV.A. What is the Relationship of the United States to Other Nations and to World Affairs? How is the world divided into nations?

IV.A.1. Nations: Students should be able to explain that the world is divided into different nations which interact with one another. To achieve this standard, students should be able to explain that

IV.A.1.1. The world is divided into many different nations and that each has its own government

IV.B. What is the Relationship of the United States to Other Nations and to World Affairs? How do nations interact with one another?

IV.B.1. Interaction among nations: Students should be able to explain the major ways nations interact with one another. To achieve this standard, students should be able to

IV.B.1.1. Explain how nations interact through

IV.B.1.1.a. Trade, e.g., buying and selling manufactured and agricultural goods such as airplanes, farm equipment, clothing, food

IV.B.1.1.e. Use of military force, e.g., World War II, Persian Gulf War

V.A. What are the Roles of the Citizen in American Democracy? What does it mean to be a citizen of the United States?

V.A.1. The meaning of citizenship: Students should be able to explain the meaning of citizenship in the United States. To achieve this standard, students should be able to

V.A.1.1. Explain the important characteristics of citizenship in the United States. Specifically, citizenship

V.A.1.1.a. Means that a person is recognized as a legal member of the nation

V.A.1.1.c. Means each person has certain responsibilities, e.g., respecting the law, voting, paying taxes, serving on juries

V.B. What are the Roles of the Citizen in American Democracy? How does a person become a citizen?

V.B.1. Becoming a citizen: Students should be able to explain how one becomes a citizen of the United States. To achieve this standard, students should be able to

V.B.1.1. Explain the difference between a citizen and a non-citizen (alien)

V.B.1.2. Explain that people become citizens by birth or naturalization

V.C. What are the Roles of the Citizen in American Democracy? What are important rights in the United States?

V.C.1. Rights of individuals: Students should be able to explain why certain rights are important to the individual and to a democratic society. To achieve this standard, students should be able to

V.C.1.1. Identify the following types of rights and explain their importance

V.C.1.1.a. Personal rights, e.g., to associate with whomever one pleases, live where one chooses, practice the religion of one’s choice, travel freely and return to the United States, emigrate

V.D. What are the Roles of the Citizen in American Democracy? What are important responsibilities of Americans?

V.D.1. Responsibilities of individuals: Students should be able to explain why certain responsibilities are important to themselves and their family, community, state, and nation. To achieve this standard, students should be able to identify such responsibilities as the following and explain their importance:

V.D.1.2. Civic responsibilities, e.g., obeying the law, respecting the rights of others, being informed and attentive to the needs of their community, paying attention to how well their elected leaders are doing their jobs, communicating with their representatives in their school, local, state, and national governments, voting, paying taxes, serving on juries, serving in the armed forces

V.E. What are the Roles of the Citizen in American Democracy? What dispositions or traits of character are important to the preservation and improvement of American democracy?

V.E.1. Dispositions that enhance citizen effectiveness and promote the healthy functioning of American democracy: Students should be able to explain the importance of certain dispositions to themselves and American democracy. To achieve this standard, students should be able to

V.E.1.1. Explain the importance of the following dispositions

V.E.1.1.a. Individual responsibility—fulfilling one’s responsibilities to family, friends, and others in one’s community and nation

V.E.1.1.j. Persistence—willingness to attempt again and again to accomplish a worthwhile goal

V.E.1.1.k. Civic mindedness—concern for the wellbeing of one’s community and nation

V.E.1.1.l. Compassion—concern for the well-being of others, especially for the less fortunate

V.E.1.1.m. Patriotism—loyalty to the values and principles underlying American constitutional democracy

V.F. What are the Roles of the Citizen in American Democracy? How can Americans participate in their government?

V.F.1. Forms of participation: Students should be able to describe the means by which citizens can influence the decisions and actions of their government. To achieve this standard, students should be able to

V.F.1.1. Identify ways people can monitor and influence the decisions and actions of their government

V.F.1.1.d. Voting

V.F.1.1.e. Taking an active role in interest groups, political parties, and other organizations that attempt to influence public policy and elections

V.F.1.1.g. Working in campaigns

V.F.1.3. Explain why it is important for citizens to monitor their local, state and national governments

V.G. What are the Roles of the Citizen in American Democracy? What is the importance of political leadership and public service?

V.G.1. Political leadership and public service: Students should be able to explain the importance of political leadership and public service in their school, community, state, and nation. To achieve this standard, students should be able to

V.G.1.4. Explain why leadership and public service are important to the continuance and improvement of American democracy

V.H. What are the Roles of the Citizen in American Democracy? How should Americans select leaders?

V.H.1. Selecting leaders: Students should be able to explain and apply criteria useful in selecting leaders in their school, community, state, and nation. To achieve this standard, students should be able to

V.H.1.1. Identify the major duties, powers, privileges, and limitations of a position of leadership, e.g., class president, mayor, state senator, tribal chairperson, president of the United States

V.H.1.3. Evaluate the strengths and weaknesses of candidates in terms of the qualifications required for a particular leadership role

N.NCSE. National Content Standards in Economics (NCSE)

NCSE.1. Scarcity

Students will understand that productive resources are limited. Therefore, people cannot have all the goods and services they want; as a result, they must choose some things and give up others. Students will be able to use this knowledge to identify what they gain and what they give up when they make choices.

1.1. At the completion of Grade 4, students will know that:

1.1.1. People make choices because they can’t have everything they want.

1.1.2. Economic wants are desires that can be satisfied by consuming a good (an object), a service (an action), or a leisure activity.

1.1.3. People’s choices about what goods and services to buy and consume determine how resources will be used.

1.1.4. Whenever a choice is made, something is given up because resources are limited.

1.1.5. The opportunity cost of an activity is the value of the best alternative that would have been chosen instead. It includes what would have been done with the money spent and the time and other resources used in undertaking the activity.

1.1.7. Natural resources, such as land, are “gifts of nature;” they are present without human intervention.

1.1.11. Most people produce and consume. As producers they help make goods and services; as consumers they use goods and services to satisfy their wants.

1.2. At the completion of Grade 4, students will use this knowledge to:

1.2.1. Identify some choices they have made and explain why they had to make a choice.

1.2.2. Match a list of wants with the correct example of a good, service or leisure activity that satisfies each want.

1.2.5. Describe a situation that requires a choice, make a decision, and identify the opportunity cost.

1.2.7. Use a resource map of a state to locate examples of natural resources.

1.2.11. Identify people who are consumers and provide examples in which students were consumers of goods and services. Identify people who are producers and provide examples of situations in which students helped produce goods and services.

NCSE.3. Allocation

Students will understand that different methods can be used to allocate goods and services. People acting individually or collectively must choose which methods to use to allocate different kinds of goods and services. Students will be able to use this knowledge to evaluate different methods of allocating goods and services, by comparing the benefits to the costs of each method.

3.1. At the completion of Grade 4, students will know that:

3.1.1. No method of distributing goods and services can satisfy all wants.

Students will understand that different methods can be used to allocate goods and services. People acting individually or collectively must choose which methods to use to allocate different kinds of goods and services. Students will be able to use this knowledge to evaluate different methods of allocating goods and services, by comparing the benefits to the costs of each method

3.1. At the completion of Grade 4, students will know that:

3.1.2. There are different ways to distribute goods and services (by prices, command, majority rule, contests, force, first-come/first-served, sharing equally, lottery, personal characteristics, and others), and there are advantages and disadvantages to each.

NCSE.5. Trade

Students will understand that voluntary exchange occurs only when all participating parties expect to gain. This is true for trade among individuals or organizations within a nation, and among individuals or organizations in different nations. Students will be able to use this knowledge to negotiate exchanges and identify the gains to themselves and others. Compare the benefits and costs of policies that alter trade barriers between nations, such as tariffs and quotas.

5.1. At the completion of Grade 4, students will know that:

5.1.1. Exchange is trading goods and services with people for other goods and services (called barter) or for money.

5.1.2. The oldest form of exchange is barter, the direct trading of goods and services between people.

5.2. At the completion of Grade 4, students will use this knowledge to:

5.2.1. Identify exchanges they have made and tell whether they were monetary or barter exchanges.

5.2.2. Identify current and historical examples of barter exchanges.

NCSE.10. Institutions

Students will understand that institutions evolve and are created to help individuals and groups accomplish their goals. Banks, labor unions, markets, corporations, legal systems, and not-for-profit organizations are examples of important institutions. A different kind of institution, clearly defined and enforced property rights, is essential to a market economy. Students will be able to use this knowledge to describe the roles of various economic institutions and explain the importance of property rights in a market economy.

10.1 At the completion of Grade 4, students will know that:

10.1.2. Saving is the part of income not spent on taxes or consumption.

10.2. At the completion of Grade 4, students will use this knowledge to:

10.2.1. Explain the relationship between saving money and earning interest and borrowing money and paying interest, after participating in an activity in which they role play savers and borrowers.

10.2 At the completion of Grade 4, students will use this knowledge to:

10.2.2. Plan a budget for an allowance. The budget will include spending for goods and services, charitable donations, sales taxes, and saving.

NCSE.11. Money and Inflation

Students will understand that money makes it easier to trade, borrow, save, invest, and compare the value of goods and services. The amount of money in the economy affects the overall price level. Inflation is an increase in the overall price level that reduces the value of money. Students will be able to use this knowledge to explain how their lives would be more difficult in a world with no money, or in a world where money sharply lost its value.

11.1 At the completion of Grade 4, students will know that:

11.1.2. Money (currency, coins, or checks) makes trading easier by replacing barter.

11.1. At the completion of Grade 4, students will know that:

11.1.3. People consume goods and services, not money; money is useful primarily because it can be used to buy goods and services.

11.1.4. Producers use natural resources, human resources, and capital goods (not money) to make goods and services.

11.2. At the completion of Grade 4, students will use this knowledge to:

11.2.1. Identify things that have been used as money at different times and in different societies and countries. Explain why some things can be used effectively for money and some things cannot.

NCSE.13. Income

Students will understand that income for most people is determined by the market value of the productive resources they sell. What workers earn primarily depends on the market value of what they produce. Students will be able to use this knowledge to predict future earnings based on their current plans for education, training, and career options.

13.1 At the completion of Grade 4, students will know that:

13.1.2. People can earn income by exchanging the use of their labor (physical or mental work) for wages or salaries.

13.2 At the completion of Grade 4, students will use this knowledge to:

13.2.2. Collect data from adults regarding their reasons for working, analyze the data, and generalize about why people work.

NCSE.16. Role of Government and Market Failure

Students will understand that there is an economic role for government in a market economy whenever the benefits of a government policy outweigh its costs. Governments often provide for national defense, address environmental concerns, define and protect property rights, and attempt to make markets more competitive. Most government policies also have direct or indirect effects on people’s incomes. Students will be able to use this knowledge to identify and evaluate the benefits and costs of alternative public policies, and assess who enjoys the benefits and who bears the costs.

16.1 At the completion of Grade 4, students will know that:

16.1.2. Governments pay for the goods and services they use or provide by taxing or borrowing.

N.NCHS. National Center for History in Schools (NCHS)

NCHS.HT. Historical Thinking Standards

HT.1. Chronological Thinking

HT.1.B. Identify the temporal structure of a historical narrative or story.

HT.1.E. Interpret data presented in time lines.

HT.1.G. Explain change and continuity over time.

HT.2. Historical Comprehension

HT.2.B. Identify the central question(s) the historical narrative addresses.

HT.2.E. Draw upon data in historical maps.

HT.3. Historical Analysis and Interpretation

HT.3.A. Formulate questions to focus their inquiry or analysis.

HT.3.C. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions.

HT.3.E. Distinguish between fact and fiction.

HT.3.F. Compare different stories about a historical figure, era, or event.

HT.3.J. Challenge arguments of historical inevitability.

HT.4. Historical Research Capabilities

HT.4.A. Formulate historical questions.

HT.5. Historical Issues-Analysis and Decision-Making

HT.5.A. Identify problems and dilemmas in the past.

NCHS.2. Topic 2: The History of Students' Own State or Region

2.3. The people, events, problems, and ideas that created the history of their state.

2.3A. The student understands the history of indigenous peoples who first lived in his or her state or region.

NCHS.3. Topic 3: The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political Heritage

3.4. How democratic values came to be, and how they have been exemplified by people, events, and symbols.

3.4A. Demonstrate understanding of how the United States government was formed and of the nation's basic democratic principles set forth in the Declaration of Independence and the Constitution.

3.4B. Demonstrate understanding of ordinary people who have exemplified values and principles of American democracy.

3.4C. The student understands historic figures who have exemplified values and principles of American democracy.

3.4D. The student understands events that celebrate and exemplify fundamental values and principles of American democracy.

3.4E. The student understands national symbols through which American values and principles are expressed.

3.5. The causes and nature of various movements of large groups of people into and within the United States, now, and long ago.

3.5A. Demonstrate understanding of the movements of large groups of people into his or her own and other states in the United States now and long ago.

3.6. Regional folklore and culture contributions that helped to form our national heritage.

3.6A. The student understands folklore and other cultural contributions from various regions of the United States and how they help to form a national heritage.

NCHS.4. Topic 4: The History of Peoples of Many Cultures Around the World

4.7. Selected attributes and historical developments of various societies in Africa, the Americas, Asia, and Europe.

4.7A. The student understands the cultures and historical developments of selected societies in such places as Africa, the Americas, Asia, and Europe.

4.8. Major discoveries in science and technology, their social and economic effects, and the scientists and inventors responsible for them.

4.8A. The student understands the development of technological innovations, the major scientists and inventors associated with them and their social and economic effects.

4.8B. The student understands changes in transportation and their effects.