Connecticut

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Skills available for Connecticut fourth-grade social studies standards

Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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1 Developing questions and planning inquiry

  • INQ 3-5.1 Explain why compelling questions are important to others (e.g., peers, adults).

  • INQ 3-5.2 Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.

  • INQ 3-5.3 Identify the disciplinary concepts and ideas associated with a supporting question that are open to interpretation.

  • INQ 3-5.4 Explain how supporting questions help answer compelling questions in an inquiry.

  • INQ 3-5.5 Determine the kinds of sources that will be helpful in answering compelling questions and supporting questions, taking into consideration the different opinions people have about how to answer the questions.

2 Applying disciplinary concepts and tools

3 Evaluating sources and using evidence

  • INQ 3-5.6 Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection.

  • INQ 3-5.7 Use distinctions between fact and opinion to determine the credibility of multiple sources.

  • INQ 3-5.8 Identify evidence that draws information from multiple sources in response to compelling questions.

  • INQ 3-5.9 Use evidence to develop claims in response to compelling questions.

4 Communicating conclusions and taking informed action

  • INQ 3-5.10 Construct arguments using claims and evidence from multiple sources.

  • INQ 3-5.11 Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.

  • INQ 3-5.12 Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).

  • INQ 3-5.13 Critique arguments.

  • INQ 3-5.14 Critique explanations.

  • INQ 3-5.15 Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.

  • INQ 3-5.16 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.

  • INQ 3-5.17 Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms and schools.

History

Civics

Economics

  • Economic Decision-Making

  • Exchange and Markets

    • ECO 4.3 Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.

    • ECO 4.4 Explain the relationship between investment in human capital, productivity, and future incomes.

Geography

  • Geographic Representations: Spatial Views of the World

    • GEO 4.1 Construct maps and other graphic representations of both familiar and unfamiliar places.

    • GEO 4.2 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics

  • Human-Environment Interaction: Places, Regions, and Culture

    • GEO 4.3 Explain how culture influences the way people modify and adapt to their environments

    • GEO 4.4 Explain how the cultural and environmental characteristics of places change over time.

    • GEO 4.5 Describe how environmental and cultural characteristics influence population distribution in specific places or regions.

  • Human Population: Spatial Patterns and Movement