D.C.
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.
Show alignments for:
- K-12 Social Studies Standards (adopted in 2023): Civilizations of the Americas (1100 CE to 1500 CE) K-12 Social Studies Standards (adopted in 2023): Civilizations of the Americas (1100 CE to 1500 CE)
- K-12 Social Studies Standards (adopted in 2023): Early Societies in the Americas (13000 BCE to 1100 CE) K-12 Social Studies Standards (adopted in 2023): Early Societies in the Americas (13000 BCE to 1100 CE)
- K-12 Social Studies Standards (adopted in 2023): Europeans Enter the Americas (1400s–1500s) K-12 Social Studies Standards (adopted in 2023): Europeans Enter the Americas (1400s–1500s)
- K-12 Social Studies Standards (adopted in 2023): Life in the Colonies — Rebellions and the Roots of Revolution (1500s–1700s) K-12 Social Studies Standards (adopted in 2023): Life in the Colonies — Rebellions and the Roots of Revolution (1500s–1700s)
- K-12 Social Studies Standards (adopted in 2023): The Creation of a New Nation — The American Revolution and Founding of the United States Government (1700s–1790s) K-12 Social Studies Standards (adopted in 2023): The Creation of a New Nation — The American Revolution and Founding of the United States Government (1700s–1790s)
- District of Columbia Social Studies Standards District of Columbia Social Studies Standards
Actions
1 Early Societies in the Americas (13000 BCE to 1100 CE)
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4.1 Evaluate the strengths and weaknesses of different kinds of evidence (e.g., archeological evidence, artifacts, oral history, secondary sources) to understand events and life in the past.
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4.2 Analyze how physical geography (e.g., natural resources, waterways, landforms) influences the choices people make and how people impact the natural environment.
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4.3 Explain which natural resources were available in North America before 1100 CE, and use maps to explain how the availability of natural resources has changed over time.
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4.4 Compare different theories about how and when people began to migrate around the globe and populate the Americas (e.g., land-bridge theory, Beringia, Yana Rhinoceros Horn Site and evidence of mammoth hunting, coastal-route theory, Clovis sites).
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4.5 Compare the development of agricultural practices of Indigenous peoples across the Americas, including the Hohokam cultivation of corn, beans, squash and cotton.
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4.6 Explain the development of various economies and systems of trade of Indigenous peoples across the Americas using historical evidence (e.g., Inca Ceque system, the use of cacao as currency, the trade of turquoise and minerals in Chaco).
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4.7 Analyze the development of physical documentation in the early Americas, such as the writing and iconographic systems of Indigenous peoples across the Americas to make claims about historical societies (e.g., Cave of the Painted Rock in current-day Brazil, the writing system developed by the Maya, glyphs of the Grand Canyon).