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Skills available for District of Columbia third-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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K-12 Social Studies Standards (adopted in 2023): Building the Capital City K-12 Social Studies Standards (adopted in 2023): Building the Capital City
K-12 Social Studies Standards (adopted in 2023): Changing Geography of Washington, DC K-12 Social Studies Standards (adopted in 2023): Changing Geography of Washington, DC
K-12 Social Studies Standards (adopted in 2023): Shaping the Early History of Washington, DC K-12 Social Studies Standards (adopted in 2023): Shaping the Early History of Washington, DC
K-12 Social Studies Standards (adopted in 2023): The Evolving History of Washington, DC K-12 Social Studies Standards (adopted in 2023): The Evolving History of Washington, DC
K-12 Social Studies Standards (adopted in 2023): Today's Washington, DC K-12 Social Studies Standards (adopted in 2023): Today's Washington, DC
District of Columbia Social Studies Standards District of Columbia Social Studies Standards

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1 Changing Geography of Washington, DC

3.1 Analyze maps, demographic data and images of Washington, DC to answer a specific question about how the Washington region has changed over time.
3.2 Use cardinal directions, map scales, legends and titles to locate Washington, DC on a map, and identify significant physical features and natural characteristics of the Washington metropolitan area.
3.3 Analyze maps and images of the Washington, DC region from different historical eras to develop claims about how the physical landscape has changed over time.
- Introduction to Earth's land features (3-B.1)
- Identify Earth's land features using photographs (3-B.2)
3.4 Describe how different groups have interacted with the environment over time, and compare the ways in which Washingtonians interact with their environment with the ways that individuals in at least two global communities interact with their environment.
- Identify urban, suburban, and rural areas (3-C.2)
- Compare urban, suburban, and rural areas (3-C.3)
3.5 Compare the physical, economic and demographic features of the District of Columbia to America's 50 states and territories, including size and population.
3.6 Identify different wards within Washington, DC, and compare their distinct features, including significant roads, businesses, public transportation lines, landmarks, businesses, parks, memorials, public artworks and public buildings.
3.7 Analyze how populations in Washington, DC have changed over time, including population increases, immigration and examples of racial and ethnic integration, segregation, and displacement (e.g., in Southwest DC).
3.8 Analyze photographs, maps and demographic information from one neighborhood in Washington, DC between the 17th century and the modern era to make a claim about how the community has changed over time.
3.9 Explain the impact of at least one significant urban planning decision in the history of Washington, DC on the health and composition of different communities in Washington, DC (e.g., redlining, public transit planning, the construction of highway 295).
3.1 Evaluate modern proposals to alter the urban geography of Washington, DC, and take action to support or oppose a change.

2 Shaping the Early History of Washington, DC

3.11 Evaluate the utility of different representations of Washington, DC and the Chesapeake region, and use them to answer specific questions about the past.
3.12 Create a personal history of Washington, DC using oral histories, written sources and artifacts collected from family or community members.
3.13 Identify ancestral lands of the Nacotchtank (or Anacostan), Piscataway and Pamunkey peoples on a map, and describe the political, social and cultural structures of each nation.
3.14 Identify the contemporary communities of Piscataway and Pamunkey peoples in the Washington, DC area, and explain their current connections and contributions to the Washington, DC region.
3.15 Evaluate the reasons for and impact of early European colonization of the Washington region, including the role of European colonization in the displacement of Indigenous Nations.
- Southern colonies: founding and government (4-B.5)
- Southern colonies: economy and slavery (4-B.6)
3.16 Evaluate the limits of European representations of the history of the Piscataway and Pamunkey peoples for understanding the past.

3 Building the Capital City

3.17 Explain how the economic conditions in the Chesapeake Bay region led to a slave economy and the difference between indentured servitude and enslavement.
- Southern colonies: economy and slavery (4-B.6)
3.18 Describe the lives, experiences, culture, and communities of free and enslaved Black Americans in the Chesapeake Bay region during the 18th century.
3.19 Explain the role of individuals living in the Chesapeake region, including women, Indigenous peoples and Black Washingtonians in the movement for independence from England.
3.2 Explain the reasons for and consequence of the selection of Washington, DC as the nation's capital city.
3.21 Explain how the history of slavery impacted different neighborhoods and institutions in Washington, DC, including Georgetown University, the U.S. Capitol building, the White House and the "Yellow House".
3.22 Analyze the lived experiences of different Washingtonians in the 19th century, including efforts to resist enslavement and the growth of a free Black community in the District.
3.23 Evaluate the role of Washingtonians and Washington, DC during and directly following the Civil War, including the reasons many formerly enslaved people settled in Washington, DC, the impact of DC Emancipation Day, and the efforts of Black families to reunite following emancipation.

4 The Evolving History of Washington, DC

3.24 Analyze changes in Washington, DC between the Civil War and the 1950s, including the impact of segregation, "Black Codes," immigration and industry on the District, using primary sources and demographic data.
3.25 Evaluate the cultural and civic impact of significant people and institutions that comprised the Black U Street community in the 1920s and 1930s.
3.26 Explain the reasons for the growth of Asian American, Latinx, East African, and Caribbean communities in Washington, DC, and efforts taken by different individuals to claim a voice in the city, such as the organization of the Latino festival or the role of a community organization.
3.27 Identify significant political movements that took place in Washington, DC, including the women's suffrage movement, the 1963 March on Washington for Jobs and Freedom and the Poor People's March.
3.28 Evaluate the impact of significant political movements, including labor movements, the Civil Rights movement, the Disability Rights movement, LGBTQ+ liberation and women's suffrage on life for District of Columbia residents.
3.29 Compare and contrast the lived experiences of diverse individuals who lived in the Washington region during different time periods (e.g., Benjamin Banneker, Anna Julia Cooper, William Costin, Frederick Douglass, Henry Fleet, Opechancanough, Carlos Manuel Rosario).
3.3 Explain the reasons for the rise of the Home Rule movement and its impact on the rights and freedoms of District residents.
3.31 Evaluate the legacy and contributions of significant historical and contemporary community and elected leaders in Washington, DC including but not limited to Walter Washington, Marion Barry, Sharon Pratt and Muriel Bowser.

5 Today's Washington, DC

3.32 Discuss the factors that affect the credibility of websites about contemporary policy and social issues in Washington, DC when provided with details about a source.
- Identify facts and opinions (3-L.1)
3.33 Explain the structure of the Washington, DC government, including the role and functions of the DC Council and the mayor.
- Purpose of government (3-F.1)
- Local government (3-F.2)
3.34 Identify key leaders and representatives of Washingtonians in the District and national government, and explain the roles and responsibilities of each including but not limited to the mayor and the Congressional representative.
- Local government (3-F.2)
- Federal government (3-F.4)
3.35 Identify multiple ways people in the Washington community can influence their local government.
- Local government (3-F.2)
3.36 Analyze the District's relationship to the national government as a federal district, including how a lack of statehood impacts the local rights and privileges of District residents.
3.37 Evaluate the legacy of immigration in the District and explain the contributions of different Washingtonians to the cultural landscape of Washington, DC including but not limited to Latinx, European, Asian American and African American communities.
3.38 Analyze how groups maintain their cultural heritage and how this heritage is manifested in the symbols, traditions and culture of Washington, DC.
3.39 Analyze the impact of significant local organizations and businesses on the history of Washington, DC.
3.4 Explain the history and legacy of cultural expressions that are unique to Washingtonians (e.g., go-go, Smithsonian Institution museums, embassies).
3.41 Analyze the history and legacy of major monuments and historical sites in and around Washington, DC.
3.42 Evaluate different perspectives on the challenges facing current residents, and develop a plan for action to address one of those challenges.
- Purpose of government (3-F.1)
- Local government (3-F.2)

D.C.

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1 Changing Geography of Washington, DC

3.1 Analyze maps, demographic data and images of Washington, DC to answer a specific question about how the Washington region has changed over time.

3.2 Use cardinal directions, map scales, legends and titles to locate Washington, DC on a map, and identify significant physical features and natural characteristics of the Washington metropolitan area.

3.3 Analyze maps and images of the Washington, DC region from different historical eras to develop claims about how the physical landscape has changed over time.

3.4 Describe how different groups have interacted with the environment over time, and compare the ways in which Washingtonians interact with their environment with the ways that individuals in at least two global communities interact with their environment.

3.5 Compare the physical, economic and demographic features of the District of Columbia to America's 50 states and territories, including size and population.

3.6 Identify different wards within Washington, DC, and compare their distinct features, including significant roads, businesses, public transportation lines, landmarks, businesses, parks, memorials, public artworks and public buildings.

3.7 Analyze how populations in Washington, DC have changed over time, including population increases, immigration and examples of racial and ethnic integration, segregation, and displacement (e.g., in Southwest DC).

3.8 Analyze photographs, maps and demographic information from one neighborhood in Washington, DC between the 17th century and the modern era to make a claim about how the community has changed over time.

3.9 Explain the impact of at least one significant urban planning decision in the history of Washington, DC on the health and composition of different communities in Washington, DC (e.g., redlining, public transit planning, the construction of highway 295).

3.1 Evaluate modern proposals to alter the urban geography of Washington, DC, and take action to support or oppose a change.

2 Shaping the Early History of Washington, DC

3.11 Evaluate the utility of different representations of Washington, DC and the Chesapeake region, and use them to answer specific questions about the past.

3.12 Create a personal history of Washington, DC using oral histories, written sources and artifacts collected from family or community members.

3.13 Identify ancestral lands of the Nacotchtank (or Anacostan), Piscataway and Pamunkey peoples on a map, and describe the political, social and cultural structures of each nation.

3.14 Identify the contemporary communities of Piscataway and Pamunkey peoples in the Washington, DC area, and explain their current connections and contributions to the Washington, DC region.

3.15 Evaluate the reasons for and impact of early European colonization of the Washington region, including the role of European colonization in the displacement of Indigenous Nations.

3.16 Evaluate the limits of European representations of the history of the Piscataway and Pamunkey peoples for understanding the past.

3 Building the Capital City

3.17 Explain how the economic conditions in the Chesapeake Bay region led to a slave economy and the difference between indentured servitude and enslavement.

3.18 Describe the lives, experiences, culture, and communities of free and enslaved Black Americans in the Chesapeake Bay region during the 18th century.

3.19 Explain the role of individuals living in the Chesapeake region, including women, Indigenous peoples and Black Washingtonians in the movement for independence from England.

3.2 Explain the reasons for and consequence of the selection of Washington, DC as the nation's capital city.

3.21 Explain how the history of slavery impacted different neighborhoods and institutions in Washington, DC, including Georgetown University, the U.S. Capitol building, the White House and the "Yellow House".

3.22 Analyze the lived experiences of different Washingtonians in the 19th century, including efforts to resist enslavement and the growth of a free Black community in the District.

3.23 Evaluate the role of Washingtonians and Washington, DC during and directly following the Civil War, including the reasons many formerly enslaved people settled in Washington, DC, the impact of DC Emancipation Day, and the efforts of Black families to reunite following emancipation.

4 The Evolving History of Washington, DC

3.24 Analyze changes in Washington, DC between the Civil War and the 1950s, including the impact of segregation, "Black Codes," immigration and industry on the District, using primary sources and demographic data.

3.25 Evaluate the cultural and civic impact of significant people and institutions that comprised the Black U Street community in the 1920s and 1930s.

3.26 Explain the reasons for the growth of Asian American, Latinx, East African, and Caribbean communities in Washington, DC, and efforts taken by different individuals to claim a voice in the city, such as the organization of the Latino festival or the role of a community organization.

3.27 Identify significant political movements that took place in Washington, DC, including the women's suffrage movement, the 1963 March on Washington for Jobs and Freedom and the Poor People's March.

3.28 Evaluate the impact of significant political movements, including labor movements, the Civil Rights movement, the Disability Rights movement, LGBTQ+ liberation and women's suffrage on life for District of Columbia residents.

3.29 Compare and contrast the lived experiences of diverse individuals who lived in the Washington region during different time periods (e.g., Benjamin Banneker, Anna Julia Cooper, William Costin, Frederick Douglass, Henry Fleet, Opechancanough, Carlos Manuel Rosario).

3.3 Explain the reasons for the rise of the Home Rule movement and its impact on the rights and freedoms of District residents.

3.31 Evaluate the legacy and contributions of significant historical and contemporary community and elected leaders in Washington, DC including but not limited to Walter Washington, Marion Barry, Sharon Pratt and Muriel Bowser.

5 Today's Washington, DC

3.32 Discuss the factors that affect the credibility of websites about contemporary policy and social issues in Washington, DC when provided with details about a source.

3.33 Explain the structure of the Washington, DC government, including the role and functions of the DC Council and the mayor.

3.34 Identify key leaders and representatives of Washingtonians in the District and national government, and explain the roles and responsibilities of each including but not limited to the mayor and the Congressional representative.

3.35 Identify multiple ways people in the Washington community can influence their local government.

3.36 Analyze the District's relationship to the national government as a federal district, including how a lack of statehood impacts the local rights and privileges of District residents.

3.37 Evaluate the legacy of immigration in the District and explain the contributions of different Washingtonians to the cultural landscape of Washington, DC including but not limited to Latinx, European, Asian American and African American communities.

3.38 Analyze how groups maintain their cultural heritage and how this heritage is manifested in the symbols, traditions and culture of Washington, DC.

3.39 Analyze the impact of significant local organizations and businesses on the history of Washington, DC.

3.4 Explain the history and legacy of cultural expressions that are unique to Washingtonians (e.g., go-go, Smithsonian Institution museums, embassies).

3.41 Analyze the history and legacy of major monuments and historical sites in and around Washington, DC.

3.42 Evaluate different perspectives on the challenges facing current residents, and develop a plan for action to address one of those challenges.