NAC389.254. Social studies.  


Latest version.
  • By the beginning of the third grade, pupils must know and be able to do everything required in the previous grades for social studies offered in public schools. Instruction in the third grade in social studies must be designed so that pupils meet the following performance standards by the completion of the third grade:

         1. For the area of social study skills:

         (a) Acquire and apply skills of reading, writing and oral communication to construct knowledge, as demonstrated by the ability of the pupil to:

              (1) Use prereading strategies to skim text for main ideas.

              (2) Identify main ideas and the sequences of events in the context of social studies.

              (3) Use reading and writing to respond to literature.

              (4) Identify fact and opinion.

              (5) Increase comprehension using graphic organizers.

              (6) Use content specific vocabulary in sentences.

         (b) Acquire, organize, use and evaluate information that prepares a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

              (1) Research a prescribed topic in social studies.

              (2) Conduct research by locating, gathering and organizing information.

              (3) Present information orally and in writing.

              (4) Read maps, graphs, charts and diagrams for information.

              (5) Demonstrate acceptable social and ethical behaviors when using technology and discuss the consequences of the inappropriate use of technology.

              (6) Use technological resources for solving problems, communicating and illustrating thoughts and ideas.

              (7) Use technology to effectively access information.

         (c) Demonstrate historical comprehension by analyzing and interpreting historical documents and artifacts that present alternative voices, accounts and interpretations or perspectives on past events, as demonstrated by the ability of the pupil to:

              (1) Demonstrate an understanding of chronology by reading a timeline.

              (2) Read and discuss historical fiction.

              (3) Identify different perspectives.

         (d) Demonstrate skills which prepare a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

              (1) Demonstrate responsibility for the well-being of himself or herself and his or her family.

              (2) Listen and participate as a member of a group in the classroom.

         2. For the area of history:

         (a) Understand the development, characteristics and interactions of persons, cultures, societies, religions and ideas, as demonstrated by the ability of the pupil to:

              (1) Learn about persons in the community and discuss the contributions of those persons to the community.

              (2) Use artifacts and other primary resources to investigate the contributions of persons and families to the founding and development of the local community.

              (3) Learn about persons from around the world and discuss the contributions of those persons.

         (b) Understand the influences of persons, events, ideas and conflicts in the development of nations, empires, cultures and political and economic ideas, as demonstrated by the ability of the pupil to:

              (1) Discuss the resolution of conflicts through compromise.

              (2) Explain how memorials honor and remember persons.

         (c) Understand the influences of social ideas and personal action on social, political, economic and technological change, as demonstrated by the ability of the pupil to:

              (1) Explain how the actions of heroes and heroines make a difference.

              (2) Determine what it means to be a citizen of the United States and describe the achievements of famous and ordinary citizens.

              (3) Define the term “ethnicity” and explain that persons who make contributions to their communities include persons who have diverse ethnic origins, customs and traditions.

              (4) Demonstrate respect for other pupils, the community and the world.

              (5) Explain how technology in the pupil’s home and school affects the pupil’s life.

              (6) Discuss the effects of events reported by the media on persons in the community.

         3. For the area of geography:

         (a) Use maps, globes and other geographic tools and technologies to locate and extrapolate information about persons, places and environments, as demonstrated by the ability of the pupil to:

              (1) Identify and use the cardinal directions on a compass rose to locate places on a map.

              (2) Differentiate between a city and a state using appropriate examples.

              (3) Compare uses of maps and globes.

              (4) Identify and explain simple spatial patterns on a map, including, without limitation, population centers, farmland and mountains.

              (5) Construct a simple map which includes, without limitation, a title, symbols and directions from a bird’s-eye view.

              (6) Recognize different types of maps, including, without limitation, maps of the neighborhood, school and classroom.

              (7) List careers that require the use of geographic tools.

         (b) Understand the physical and human features of places, and use that information to define and study regions and their patterns of changes, as demonstrated by the ability of the pupil to:

              (1) Distinguish between physical and human features.

              (2) Identify characteristics of neighborhoods and communities, including, without limitation, the physical and geographical differences, land use and population density.

              (3) Identify ways persons can express their culture.

              (4) List ways persons view their own communities, including, without limitation, a ranching community and a tourist destination.

              (5) List ways persons use technology for geographic purposes, including, without limitation, for forecasting the weather and taking aerial photographs to measure changes in population over a period of time.

              (6) Locate and name the states that surround Nevada.

              (7) Identify latitude and longitude on a map or globe.

         (c) Understand how economic, political and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation, as demonstrated by the ability of the pupil to:

              (1) Compare population distribution across regions using maps and mathematical representations, including, without limitation, tables and graphs.

              (2) Identify the types of transportation and communication networks.

              (3) List reasons for choosing to live in urban and rural communities.

              (4) Use a map to display information about an economic product.

              (5) Describe the purposes for various organizations.

         (d) Understand the effects of interactions between human and physical systems, and changes in the use, distribution and importance of resources, as demonstrated by the ability of the pupil to:

              (1) Predict possible geographic changes that could take place in the neighborhood or community.

              (2) List tools, machines or technologies that persons use to change the physical environment.

              (3) Compare ways persons modify the physical environment.

              (4) Identify persons, groups and organizations that respond to natural hazards.

              (5) Describe ways persons depend on and manage natural resources within their communities.

         4. For the area of economics:

         (a) Understand how scarcity and incentives affect choices, how markets work, why markets form, how supply and demand interact to determine the market price and how changes in prices act as economic signals to coordinate trade, as demonstrated by the ability of the pupil to:

              (1) Identify needs as high priority wants and identify wants as goods, service or leisure activities.

              (2) Give examples of the prices consumers have paid when buying goods and services.

              (3) Give examples of the prices set by businesses for selling goods and services.

              (4) Demonstrate an understanding of income and give examples.

         (b) Identify indicators used to measure economic performance, understand important aspects of how the economy acts as a system, and understand the roles of money, interest rates, saving and borrowing, financial institutions and the central banking system in the economy, as demonstrated by the ability of the pupil to:

              (1) Identify forms of money used by persons across time and in different places.

              (2) Define terms used in banking, including, without limitation, “saving,” “interest” and “borrowing.”

              (3) Identify reasons persons use banks.

         (c) Identify the causes of economic change, and explain how the economic system of the United States responds to those changes and how other economic systems respond to changes, as demonstrated by the ability of the pupil to:

              (1) Identify and explain what business owners do.

              (2) Identify classroom resources that are limited and must be shared.

         (d) Explore trends in international trade, the impact of trade on the economy of the United States and the role of exchange rates, as demonstrated by the ability of the pupil to differentiate between barter and monetary trade.

         5. For the area of civics:

         (a) Know why society needs rules, law and governments, and understand the roles, rights and responsibilities of citizens, as demonstrated by the ability of the pupil to:

              (1) Identify rules, laws and authorities that keep persons safe and property secure and discuss examples of each.

              (2) Discuss that the democratic process involves voting, majority rule and the setting of rules.

              (3) Explain personal responsibilities in the classroom and the school.

              (4) Recognize the Pledge of Allegiance and discuss its purpose.

              (5) Explain why we have patriotic activities, holidays and symbols.

         (b) Understand the United States Constitution and the government created by the United States Constitution, including, without limitation, the relationship between national and sub-national governments, and the structure and function of state and local governments, as demonstrated by the ability of the pupil to:

              (1) Name the current President of the United States.

              (2) Name the current mayor of the town in which the pupil resides, if applicable.

         (c) Describe the roles of political parties, elections, interest groups, the media and public opinion in the democratic process, as demonstrated by the ability of the pupil to:

              (1) List the qualities of a leader.

              (2) Discuss why persons form interest groups.

              (3) Introduce sources of information which persons use to form an opinion.

         (d) Explain the different political systems in the world and how those systems relate to the United States and the citizens of the United States, as demonstrated by the ability of the pupil to identify the city, state and country in which the pupil resides.

     (Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009)