Connecticut
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.
Show alignments for:
- Connecticut Elementary and Secondary Social Studies Standards (adopted in 2023): Inquiry Connecticut Elementary and Secondary Social Studies Standards (adopted in 2023): Inquiry
- Connecticut Elementary and Secondary Social Studies Standards (adopted in 2023): Location, Place, and Movement Connecticut Elementary and Secondary Social Studies Standards (adopted in 2023): Location, Place, and Movement
- Connecticut Elementary and Secondary Social Studies Standards (adopted in 2023): Regional Interdependence Connecticut Elementary and Secondary Social Studies Standards (adopted in 2023): Regional Interdependence
- Connecticut Elementary and Secondary Social Studies Standards (adopted in 2023): Understanding Regions Connecticut Elementary and Secondary Social Studies Standards (adopted in 2023): Understanding Regions
- Connecticut Elementary and Secondary Social Studies Frameworks Connecticut Elementary and Secondary Social Studies Frameworks
Actions
4.Inq Inquiry
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Dimension 1 - Develop Questions and Plan Inquiries
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4.Inq.1.a Explain why compelling questions about a United States region are important to others (e.g., peers, adults).
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4.Inq.1.b Explain how supporting questions help answer compelling questions in an inquiry about a United States region.
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4.Inq.1.c Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the question.
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Dimension 2 - Apply Disciplinary Concepts and Tools
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4.Inq.2.a Apply disciplinary knowledge and practices to demonstrate an understanding of United States geography content.
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Dimension 3 - Evaluate Sources and Use Evidence
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4.Inq.3.a Gather relevant information from multiple sources about an event or issue in a United States region.
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4.Inq.3.b Identify evidence response to a compelling question while determining among fact and opinion to determine the credibility of multiple sources.
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4.Inq.3.c Use evidence to develop claims in response to a compelling question by using evidence related to the geography of a United States region.
- Identify Earth's land features using photographs (4-J.1)
- Identify Earth's land features using satellite images (4-J.2)
- Identify states of the West (4-L.1)
- Select states of the West (4-L.2)
- Name states of the West (4-L.3)
- Identify states of the Midwest (4-L.4)
- Select states of the Midwest (4-L.5)
- Name states of the Midwest (4-L.6)
- Identify states of the Southeast (4-L.7)
- Select states of the Southeast (4-L.8)
- Name states of the Southeast (4-L.9)
- Identify states of the Northeast (4-L.10)
- Select states of the Northeast (4-L.11)
- Name states of the Northeast (4-L.12)
- Identify the 50 states (4-L.13)
- Select the 50 states (4-L.14)
- Name the 50 states (4-L.15)
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Dimension 4 - Communicate Conclusions and Take Informed Action
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4.Inq.4.a Construct arguments using claims and evidence from multiple sources about a United States region.
- Jamestown: the early years (4-A.1)
- Jamestown: growth of a colony (4-A.2)
- Plymouth (4-A.3)
- New England colonies: religion and government (4-B.1)
- New England colonies: economy and conflict (4-B.2)
- Middle colonies: founding and government (4-B.3)
- Middle colonies: economy and society (4-B.4)
- Southern colonies: founding and government (4-B.5)
- Southern colonies: economy and slavery (4-B.6)
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4.Inq.4.b Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.
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4.Inq.4.c Critique arguments and explanations.
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4.Inq.4.d Present a summary of arguments and explanations with relevant information about a person, event, or issue in a United States region using print, oral, and digital technologies (e.g., reasoning, correct sequence, examples, data, details).
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4.Inq.4.e Explain the challenges and opportunities, both present and past, in addressing local, regional, and global problems in a United States region.
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4.Inq.4.f Use a range of deliberative and democratic procedures to evaluate and implement strategies to address problems in classrooms and schools.
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4-1 Understanding Regions
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4.Geo.1.a Demonstrate spatial awareness by creating maps to illustrate regions within or extending beyond the political boundaries of the United States (e.g., Grand Canyon, Great Lakes, Standing Rock Indian Reservation, Pacific Northwest).
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4.Geo.2.a Explain the relationship between natural resources and human settlement in United States regions using maps, photographs, and other representations (e.g., Great Lakes, Connecticut River Valley, Mississippi River Delta, Pacific Northwest).
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4.Geo.2.b Use historical maps and other visual representations to explain how environmental characteristics of a United States region change over time (e.g., population centers, built environment, dams, national parks, ports, military bases).
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4.Geo.3.a Use state and regional maps to describe cultural and environmental characteristics of regions (e.g., state capitals, heritage sites, national monuments).
- Identify states of the West (4-L.1)
- Select states of the West (4-L.2)
- Name states of the West (4-L.3)
- Identify states of the Midwest (4-L.4)
- Select states of the Midwest (4-L.5)
- Name states of the Midwest (4-L.6)
- Identify states of the Southeast (4-L.7)
- Select states of the Southeast (4-L.8)
- Name states of the Southeast (4-L.9)
- Identify states of the Northeast (4-L.10)
- Select states of the Northeast (4-L.11)
- Name states of the Northeast (4-L.12)
- Identify the 50 states (4-L.13)
- Select the 50 states (4-L.14)
- Name the 50 states (4-L.15)
- Identify state capitals of the West (4-M.1)
- Name state capitals of the West (4-M.2)
- Identify state capitals of the Midwest (4-M.3)
- Name state capitals of the Midwest (4-M.4)
- Identify state capitals of the Southeast (4-M.5)
- Name state capitals of the Southeast (4-M.6)
- Identify state capitals of the Northeast (4-M.7)
- Name state capitals of the Northeast (4-M.8)
- Identify the 50 state capitals (4-M.9)
- Name the 50 state capitals (4-M.10)
- Cities of the West (4-N.1)
- Cities of the Midwest (4-N.2)
- Cities of the Southeast (4-N.3)
- Cities of the Northeast (4-N.4)
- Major U.S. cities (4-N.5)
- Identify American symbols (4-P.1)
- Identify American landmarks and monuments: part I (4-P.2)
- Identify American landmarks and monuments: part II (4-P.3)
- The White House (4-P.5)
- The Washington Monument (4-P.6)
- The Lincoln Memorial (4-P.7)
- The Statue of Liberty (4-P.8)
- The Empire State Building (4-P.9)
- The Golden Gate Bridge (4-P.10)
- Mount Rushmore (4-P.11)
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4.Geo.9.a Analyze how catastrophic environmental and economic events have caused migration within and across various regions of the United States (e.g., hurricanes, land erosion, wildfire, unemployment, famine).
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4.Geo.10.a Explain how and why environmental characteristics vary across regions in the United States and North America (e.g., coastal zone, forest, grassland, tundra, desert).
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4.Geo.12.a Explain how individuals and groups prepare for and respond to natural and human-made disasters (e.g., levees, building codes, erosion and settlement control, wildlife crossings).
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4.Geo.12.b Explain how individuals and groups adapt to climate change based on the unique characteristics of their region (e.g., longer growing seasons, water storage, conservation, Federal Emergency Management Agency).
4-2 Location, Place, and Movement
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4.Geo.5.a Explain how cultural and environmental characteristics of places change over time in the United States (e.g., population diversity, deforestation, urban sprawl, industrialization, land use).
- Jamestown: the early years (4-A.1)
- Jamestown: growth of a colony (4-A.2)
- Plymouth (4-A.3)
- New England colonies: economy and conflict (4-B.2)
- Middle colonies: economy and society (4-B.4)
- Southern colonies: economy and slavery (4-B.6)
- Antebellum Period: economies of the North and South (4-D.5)
- Identify urban, suburban, and rural areas (4)
- Compare urban, suburban, and rural areas (4)
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4.Geo.7.a Explain the environmental and cultural characteristics that shape the movement of people, goods, and ideas in United States regions (e.g., waterways, trade routes, highways, digital infrastructure).
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4.Geo.8.a Explain how human settlement and movement relates to the availability of natural resources in a region (e.g., fisheries, mining, arable land, access to water for transportation).
- Jamestown: growth of a colony (4-A.2)
- New England colonies: economy and conflict (4-B.2)
- Middle colonies: economy and society (4-B.4)
- Southern colonies: economy and slavery (4-B.6)
- Antebellum Period: economies of the North and South (4-D.5)
- The Great Depression: part II (4-G.2)
- What is economics? (4-R.1)
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4.Geo.6.a Describe how economic, social, and political factors influence migration and population distribution throughout the United States (e.g., El Salvadorian, Guatemalan, Honduran, Haitian, Nigerian, Filipino, and Indian emigration).
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4.His.5.a Explain how push and pull factors influence the development of cultural enclaves in the United States (e.g., Little Mogadishu in Minneapolis, Little Saigon in San Jose, Little Albania in the Bronx, Koreatown in Los Angeles, Little Haiti in Miami, Park Street in Hartford, Borough Park in Brooklyn).
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4.His.9.a Summarize how different kinds of sources can be used to understand the settlement and resettlement of individuals and groups (e.g., census records, diary entries, oral histories, monuments, secondary sources).
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4.Geo.5.b Explain how the cultural characteristics of communities in a particular place are sustained and evolve over time (e.g., Taos Pueblo, South Side Neighborhood in Chicago).
4-3 Regional Interdependence
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4.Geo.11.a Describe a global economic event or issue that led to change and migration in a United States region (e.g., climate change, colonization, energy access, food access, health, pollution, poverty, work).
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4.Civ.14.a Illustrate historical and contemporary examples of individuals and groups effecting change in a region (e.g., civil rights, clean air policy, conservation, determination of National Park status, healthcare access, water and land rights).
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4.Eco.1.a Compare the benefits and costs of neighborhood gentrification in the United States (e.g., New Haven, Atlanta, Albuquerque, New York City, San Diego, Washington, D.C.).
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4.Eco.6.a Explain how business investments in worker training and diversity contribute to increased productivity and future incomes within a region (e.g., technology hubs, manufacturing centers, aerospace industry).
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4.Eco.7.a Explain how profits influence sellers in markets throughout regions of the United States (e.g., location, marketing, supply and demand).
- What is economics? (4-R.1)
- Costs and benefits (4-R.2)
- Opportunity cost (4-R.3)
- Understand quantity supplied and quantity demanded (4-S.1)
- Understand overall supply and demand (4-S.2)
- Create and use supply and demand curves (4-S.3)
- Identify shortage and surplus (4-S.4)
- Identify shortage and surplus with graphs (4-S.5)
- Identify shortage and surplus with data (4-S.6)
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4.Civ.6.a Describe ways in which people throughout United States regions benefit from and are challenged by working through government and voluntary organizations to address issues related to United States founding ideals.
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4.Civ.12.a Explain how people have worked and are working to change laws related to communities, inclusive of religion, ethnicity, and gender, within and across United States regions.