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Skills available for District of Columbia 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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Chronology and Cause and Effect

Geographic Skills

Historical Research, Evidence, and Point of View

The Land and People Before European Exploration

  • 4.1 Students describe the different peoples, with different languages and ways of life, that eventually spread out over the North and South American continents and the Caribbean Basin, from Asia to North America (the Bering Strait) (e.g., Inuits, Anasazi, Mound Builders, and the Caribs).

  • 4.2 Students describe the legacy and cultures of the major indigenous settlements, including the cliff dwellers and pueblo people of the desert Southwest, the triple alliance empire of the Yucatan Peninsula, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi.

    • 1 Identify how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils.

    • 2 Describe systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments.

    • 3 Describe religious beliefs, customs, and various folklore traditions.

    • 4 Explain their varied economies and trade networks.

Age of Exploration (15th – 16th Centuries)

  • 4.3 Students trace the routes of early explorers and describe the early explorations of the Americas.

    • 1 Compare maps of the modern world with historical maps of the world before the Age of Exploration.

    • 2 Locate and explain the routes of the major land explorers of the United States, the distances traveled by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.

    • 3 Locate the North, Central, Caribbean, and South American land claimed by European countries.

    • 4 Describe the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, and the Counter-Reformation).

    • 5 Identify the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible, including the exchange of technology and ideas with Asia and Africa.

    • 6 Analyze the impact of exploration and settlement on the indigenous peoples and the environment (e.g., military campaigns, spread of disease, and European agricultural practices).

  • 4.4 Students identify the six different countries (France, Spain, Portugal, England, Russia, and the Netherlands) that influenced different regions of the present United States at the time the New World was being explored, and describe how their influence can be traced to place names, architectural features, and language.

  • 4.5 Students describe the productive resources and market relationships that existed in early America.

Settling the Colonies to the 1700s

The War for Independence (1760–1789)