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Indiana: 3rd-Grade Standards

  • IN.1. Standard: History Students will describe how significant people, events and developments have shaped their own community and region; compare their community to other communities in the region in other times and places; and use a variety of resources to gather information about the past.
    • 3.1.1. Proficiency Statement: Historical Knowledge Identify and describe Native American Woodland Indians who lived in the region when European settlers arrived.
    • 3.1.2. Proficiency Statement: Historical Knowledge Explain why and how the local community was established and identify its founders and early settlers.
    • 3.1.3. Proficiency Statement: Historical Knowledge Describe the role of the local community and other communities in the development of the state's regions.
    • 3.1.4. Proficiency Statement: Historical Knowledge Give examples of people, events and developments that brought important changes to the regions of Indiana. (Individuals, Society and Culture)
    • 3.1.5. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Create simple timelines that identify important events in various regions of the state.
    • 3.1.6. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Use a variety of community resources to gather information about the regional communities. (Individuals, Society and Culture)
    • 3.1.7. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Distinguish between fact and fiction in historical accounts by comparing documentary sources on historical figures and events with fictional characters and events in stories.
    • 3.1.8. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Write and illustrate descriptions of local communities and regions in Indiana past and present.
  • IN.2. Standard: Civics and Government Students will explain what it means to be citizens of their community, state and nation; be able to identify the functions and major services provided by local governments; use a variety of resources to gather information about their local, state and national governments; and demonstrate understanding of democratic principles and practices.
    • 3.2.1. Proficiency Statement: Foundations of Government Discuss the reasons governments are needed and identify specific goods and services that governments provide.
    • 3.2.2. Proficiency Statement: Foundations of Government Identify fundamental democratic principles and ideals.
    • 3.2.3. Proficiency Statement: Functions of Government Identify the duties of and selection process for local and state government officials who make, implement and enforce laws.
    • 3.2.4. Proficiency Statement: Functions of Government Explain that the United States has different levels of government (local, state and national) and that each has special duties and responsibilities.
    • 3.2.5. Proficiency Statement: Roles of Citizens Explain the importance of being a good citizen of the state and the nation. Identify people in the state who exhibit the characteristics of good citizenship.
    • 3.2.6. Proficiency Statement: Roles of Citizens Explain the role citizens have in making decisions and rules within the community, state and nation.
    • 3.2.7. Proficiency Statement: Roles of Citizens Use a variety of information resources to gather information about local, state and regional leaders and civic issues.
  • IN.3. Standard: Geography Students will explain that simple grid systems (latitude and longitude) are used to locate places on maps and globes, and will begin to understand the Earth/sun relationship, identify the distinctive physical and cultural features of their community, and explain the geographic relationships within their own community with the state and other states within the region.
    • 3.3.1. Proficiency Statement: The World in Spatial Terms Use labels and symbols to locate and identify physical and political features on maps and globes. Label a map of the Midwest, identifying states, major rivers, lakes and the Great Lakes.
    • 3.3.2. Proficiency Statement: The World in Spatial Terms Locate Indiana and other Midwestern states on maps using simple grid systems.
    • 3.3.3. Proficiency Statement: The World in Spatial Terms Identify the northern, southern, eastern and western hemispheres; cardinal and intermediate directions; and determine the direction and distance from one place to another.
    • 3.3.4. Proficiency Statement: Places and Regions Explain that regions are areas that have similar physical and cultural characteristics. Identify Indiana and the local community as part of a specific region. (Individuals, Society and Culture)
    • 3.3.5. Proficiency Statement: Places and Regions Observe and describe the physical characteristics of Indiana using words and illustrations and compare them to the characteristics of neighboring states.
    • 3.3.6. Proficiency Statement: Physical Systems Explain the basic Earth/sun relationship, including how it influences climate, and identify major climate regions of the United States.
    • 3.3.7. Proficiency Statement: Physical Systems Describe how climate and the physical characteristics of a region affect the vegetation and animal life living there.
    • 3.3.8. Proficiency Statement: Human Systems Construct maps and graphs that show aspects of human/environmental interaction in the local community, Indiana and communities within the region.
    • 3.3.9. Proficiency Statement: Human Systems Identify factors that make the region unique, including cultural diversity, industry, the arts and architecture. (Individuals, Society and Culture)
    • 3.3.10. Proficiency Statement: Environment and Society Use a variety of information resources to identify regional environmental issues and examine the ways that people have tried to solve these problems.
    • 3.3.11. Proficiency Statement: Environment and Society Identify and describe the relationship between human systems and physical systems and the impact they have on each other.
  • IN.4. Standard: Economics Students will explain how people in the local community make choices about using goods, services and how they use a variety of sources to gather and apply information about economic changes in the community; and how they compare costs and benefits in economic decision making.
    • 3.4.1. Proficiency Statement: Give examples from the local community that illustrate the scarcity of productive resources. Explain how this scarcity requires people to make choices and incur opportunity costs.
    • 3.4.2. Proficiency Statement: Give examples of goods and services provided by local business and industry.
    • 3.4.3. Proficiency Statement: Give examples of trade in the local community and explain how trade benefits both parties.
    • 3.4.4. Proficiency Statement: Define interdependence and give examples of how people in the local community depend on each other for goods and services.
    • 3.4.5. Proficiency Statement: List the characteristics of money and explain how money makes trade easier.
    • 3.4.6. Proficiency Statement: Identify different ways people save their income and explain advantages and disadvantages of each.
    • 3.4.7. Proficiency Statement: Explain that buyers and sellers interact to determine the prices of goods and services in markets.
    • 3.4.8. Proficiency Statement: Illustrate how people compare benefits and costs when making choices and decisions as consumers and producers.
    • 3.4.9. Proficiency Statement: Gather data from a variety of information resources about a change that will have an economic impact on the community.
 
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