Section 389.254 - Social studiesBy 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 studies disciplinary skills: (a) Generate compelling questions to explore the movement of persons throughout the world.(b) Generate and answer supporting questions that address the compelling questions generated pursuant to paragraph (a).(c) Determine the credibility of one source by comparing it to another source about the same topic to corroborate the credibility of the source.(d) Identify the difference between primary and secondary sources and explain why both are important to constructing a narrative of the past.(e) Cite evidence that supports a response to a compelling question generated pursuant to paragraph (a) or a supporting question generated pursuant to paragraph (b).(f) Construct responses to the compelling questions generated pursuant to paragraph (a) using reasoning, examples and relevant details.(g) Construct organized explanations of relevant concepts for various audiences and purposes using evidence and reasoning.(h) Participate in a structured academic discussion using evidence and reasoning to share and critique ideas.(i) List and discuss actions by a person or a group that can be taken to address local, regional or global problems.(j) Use deliberative and democratic procedures to take action about an issue.2. For the area of history: (a) Investigate the response of the government of the United States to migration and immigration.(b) Compare and contrast conflicting historical perspectives about migration and immigration.(c) Analyze the cultural contributions that different migrant groups have made to this State throughout history.(d) Explore the impact of migration and immigration on global conflicts.3. For the area of geography: (a) Use a map to explain how the unique characteristics of a place affect the decisions of persons to relocate nationally and globally.(b) Examine how environmental and cultural characteristics influence the choices of persons to live in different areas around the world.(c) Explain how human settlements and movements relate to the physical geography and natural resources of a location.(d) Describe how various cultures have interacted with and influenced each other.4. For the area of economics: (a) Identify how humans use natural resources, human resources and physical capital to produce goods and services to trade throughout the world.(b) Explain why persons in one country trade goods and services with persons in other countries.5. For the area of civics:(a) Identify how democratic principles motivate persons to migrate from one nation to another.(b) Identify and discuss examples of rules, laws and authorities that keep persons safe and property secure in societies throughout the world.6. For the area of multicultural education: (a) Examine major events throughout world history to understand how discrimination against and the oppression of various racial and ethnic groups have contributed towards movements for social justice.(b) Analyze how migrants and immigrants interact with persons in the community to which they have moved.(c) Analyze the contributions made by culturally, racially and ethnically diverse persons in various places throughout the world and any positive impacts of such contributions.Nev. Admin. Code § 389.254
Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009; A by R056-17AP, eff. 8/30/2018NRS 385.080, 385.114, 389.021, 389.520