Common Planner
K–12 Standards

Grade 3 through 5 Civics Standards

Other Alaska Social Studies sets

Civic and Political Institutions and SystemsSS.3‐5.6

  • 1

    Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places.SS.3‐5.6.1

    1. 3

      By the end of 3: Describe the responsibilities and powers of local, Tribal, and state leaders across branches of government.SS.3.1.6.1

    2. 4

      By the end of 4: Compare and contrast the responsibilities and powers of government officials and various levels and branches of the current federal government.SS.4.1.6.1

    3. 5

      By the end of 5: Distinguish the responsibilities and powers of government officials at various levels and branches of government in the early days of American democracy.SS.5.1.6.1

  • 2

    Explain how a democracy relies on people’s responsible participation and draw implications for how individuals participate in democracy.SS.3‐5.6.2

    1. 3

      By the end of 3: List ways that people participate in democracy.SS.3.2.6.1

    2. 4

      By the end of 4: Explain how democracies rely on responsible participation.SS.4.2.6.1

    3. 5

      By the end of 5: Assess the importance of participation in democracy.SS.5.2.6.1

  • 3

    Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions.SS.3‐5.6.3

    1. 3

      By the end of 3: Identify key documents on which local and state laws are based and where to find them.SS.3.3.6.1

    2. 4

      By the end of 4: Identify key civic documents at the local, state, and national levels, and describe their central principles.SS.4.3.6.1

    3. 5

      By the end of 5: Identify and explain the importance of key national documents and determine their impact on governance.SS.5.3.6.1

  • 4

    Explain how groups of people make rules to create responsibilities and protect freedoms.SS.3‐5.6.4

    1. 3

      By the end of 3: Describe how rules can create responsibilities.SS.3.4.6.1

    2. 4

      By the end of 4: Explain how groups of people make rules to create responsibilities.SS.4.4.6.1

    3. 5

      By the end of 5: Explain how groups of people make rules to create responsibilities and protect freedoms.SS.5.4.6.1

  • 5

    Explain the origins, functions, and structure of different systems of government, including those created by the U.S. and state constitutions.SS.3‐5.6.5

    1. 3

      By the end of 3: Explain the origins, functions, and structure of state and Tribal governments in Alaska.SS.3.5.6.1

    2. 4

      By the end of 4: Describe the origins, functions, and structure of municipal and state governments in the United States.SS.4.5.6.1

    3. 5

      By the end of 5: Investigate the origins, functions, and structure of the U.S. federal government.SS.5.5.6.1

  • 6

    Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.SS.3‐5.6.6

    1. 3

      By the end of 3: Describe ways in which people benefit from working together in families, households, and voluntary organizations.SS.3.6.6.1

    2. 4

      By the end of 4: Describe ways in which people benefit from and are challenged by working together in workplaces.SS.4.6.6.1

    3. 5

      By the end of 5: Describe ways in which people benefit from and are challenged by working together through government.SS.5.6.6.1

Participation and DeliberationSS.3‐5.7

  • 1

    Apply civic virtues and democratic principles in school settings.SS.3‐5.7.1

    1. 3

      By the end of 3: Describe how civic virtues can be applied in school settings.SS.3.1.7.1

    2. 4

      By the end of 4: Demonstrate civic virtues in school settings.SS.4.1.7.1

    3. 5

      By the end of 5: Apply civic virtues and democratic principles in school settings.SS.5.1.7.1

    4. 2

      Identify core civic virtues and democratic principles that guide government, society, and communities.SS.3‐5.7.2

    5. 3

      By the end of 3: Recall core civic virtues that guide communities in Alaska.SS.3.2.7.1

    6. 4

      By the end of 4: Determine core civic virtues and democratic principles that guide society in Alaska and the United States.SS.4.2.7.1

    7. 5

      By the end of 5: Distinguish core civic virtues and democratic principles that guide government, society, and communities.SS.5.2.7.1

    8. 3

      Use deliberative processes when making decisions or reaching judgments as a group.SS.3‐5.7.3

    9. 3

      By the end of 3: Discuss the importance of having processes for making decisions as a group.SS.3.3.7.1

    10. 4

      By the end of 4: With teacher guidance, create a process for group decision‐ making.SS.4.3.7.1

    11. 5

      By the end of 5: Use deliberative processes when making decisions or reaching judgments as a group.SS.5.3.7.1

    12. 4

      Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.SS.3‐5.7.4

    13. 3

      By the end of 3: Identify the beliefs and values that underlie one’s own point of view about civic issues in Alaska.SS.3.4.7.1

    14. 4

      By the end of 4: Recognize the beliefs, experiences, perspectives, and values that underlie another person’s point of view about a civic issue.SS.4.4.7.1

    15. 5

      By the end of 5: Examine the beliefs, experiences, perspectives, and values that underlie one’s own and others’ points of view about civic issues.SS.5.4.7.1

Processes, Rules, and LawsSS.3‐5.8

  • 1

    Compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society.SS.3‐5.8.1

    1. 3

      By the end of 3: Describe procedures for making decisions at the local, Tribal, and state levels in Alaska, including the impact individuals can have.SS.3.1.8.1

    2. 4

      By the end of 4: Describe procedures for making decisions at the federal level in the United States, including the impact individuals can have.SS.4.1.8.1

    3. 5

      By the end of 5: Analyze and compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society.SS.5.1.8.1

  • 2

    Explain how rules and laws change society and how people change rules and laws.SS.3‐5.8.2

    1. 3

      By the end of 3: Describe how Alaska’s laws are created and changed at multiple organizational levels.SS.3.2.8.1

    2. 4

      By the end of 4: Explain how laws are created at the federal level in the United States, including how change is brought forth by voting in government elections.SS.4.2.8.1

    3. 5

      By the end of 5: Evaluate how rules and laws change society and how people change rules and laws.SS.5.2.8.1

  • 3

    Explain how policies are developed to address public problems.SS.3‐5.8.3

    1. 3

      By the end of 3: Identify and participate in ways that people can influence the local community and organize solutions through action.SS.3.3.8.1

    2. 4

      By the end of 4: Explain how policies are developed to address public problems.SS.3.4.8.1

    3. 5

      By the end of 5: Research problems or issues and propose solutions using the appropriate public process.SS.5.3.8.1

  • 4

    Illustrate historical and contemporary means of changing society.SS.3‐5.8.4

    1. 3

      By the end of 3: Illustrate historical and contemporary means of changing society in Alaska.SS.3.4.8.1

    2. 4

      By the end of 4: Illustrate historical and contemporary means of changing society in various regions of the United States.SS.4.4.8.1

    3. 5

      By the end of 5: Summarize the historical origins of relevant rules and laws, and the formal and informal factors that shape(d) public policy.SS.5.4.8.1

Processes, Rules, and LawsSS.3‐5.9

  • 1

    Explain and analyze the roles of government systems that influence and impact Alaska.SS.3‐5.9.1

    1. 3

      By the end of 3: Explore and describe various government structures within Alaska.SS.3.1.9.1

    2. 4

      By the end of 4: Examine Indigenous land ownership, rights, and acknowledgment in Alaska and other areas.SS.4.1.9.1

    3. 5

      By the end of 5: Compare and contrast the three branches of national government along with their impact on Alaska.SS.5.1.9.1

Rights, Roles, and Responsibilities of CitizensSS.3‐5.10

  • 1

    Explain, compare, and participate in various rights, roles, and responsibilities of citizens.SS.3‐5.10.1

    1. 3

      By the end of 3: Describe and define the rights, roles, and responsibilities of residents of Alaska.SS.3.1.10.1

    2. 4

      By the end of 4: Examine Indigenous land ownership, rights, and acknowledgment in Alaska and in other areas.SS.4.1.10.1

    3. 5

      By the end of 5: Describe the rights, roles, and responsibilities of U.S. citizens and explain basic principles of American democracy.SS.5.1.10.1

Frequently asked questions

What grade levels do these standards cover?
Grade 3, Grade 4, and Grade 5
Where can I read the official document?
Alaska Social Studies Standards

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Keep exploring Social Studies standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

More Alaska Social Studies sets

Social Studies