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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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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

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4 Life in the Colonies — Rebellions and the Roots of Revolution (1500s–1700s)

4.21 Compare and contrast maps of Indigenous Nations' land at the start of each century from 1500 to the present with a special focus on areas east of the Mississippi River.
4.22 Evaluate primary sources to make claims about the experiences, motivations, and legacies of different Europeans who traveled across the Atlantic between 1607 and 1700.
4.23 Explain the reasons for the start of the slave trade in Africa and compare how different African societies resisted or responded to the slave trade (e.g., the resistance of Queen Nzinga Mbande).
4.24 Explain the reasons for enslavement and describe the experiences of individuals who were kidnapped and brought to the Americas from Africa as enslaved people using primary sources.
- Southern colonies: economy and slavery (4-B.6)
4.25 Explain the status, treatment and experiences of European indentured servants.
4.26 Analyze the impact of Spanish settlement on the Southern and Western United States, with a particular focus on Indigenous Nations and the ways in which they resisted Spanish settlement.
4.27 Explain the reasons for the establishment of Jamestown in 1607, and analyze the experiences of early life in the colony from the perspectives of Indigenous Nations and Europeans.
- Jamestown: the early years (4-A.1)
- Jamestown: growth of a colony (4-A.2)
4.28 Explain the reasons for establishing Plymouth and the Massachusetts Bay Colony, analyze the different experiences of early life in the colony from the perspectives of Indigenous Nations and Europeans, and explain the significance of the Mayflower Compact.
4.29 Evaluate the significance of 1619, when enslaved Africans were forcibly brought to the shores of Virginia by Europeans.
4.3 Identify and compare key geographical, cultural, religious, and economic characteristics of the Thirteen Colonies.
4.31 Analyze the experience and treatment of enslaved people in different parts of the colonies, including experiences in Northern and Southern colonies.
4.32 Analyze the language used in primary and/or secondary sources to describe the "Triangular Slave Trade," or the "Trade of Enslaved People" to explain the history and historiography of slavery.
- Southern colonies: economy and slavery (4-B.6)
4.33 Analyze the diverse histories of people who were kidnapped from Western Africa (enslaved people were not a monolith but a diverse group of people who spoke numerous languages and retained various belief systems).
4.34 Evaluate the cultural and technological contributions of people of African descent — both enslaved and free — across the colonies to American history and society.
4.35 Evaluate laws and policies across the colonies — including the right to vote and slave codes — to evaluate the extent to which different individual populations have had access to freedom and power.
4.36 Compare the daily lives of different groups of people within colonial society, including women during the 1600s.

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4 Life in the Colonies — Rebellions and the Roots of Revolution (1500s–1700s)

4.21 Compare and contrast maps of Indigenous Nations' land at the start of each century from 1500 to the present with a special focus on areas east of the Mississippi River.

4.22 Evaluate primary sources to make claims about the experiences, motivations, and legacies of different Europeans who traveled across the Atlantic between 1607 and 1700.

4.23 Explain the reasons for the start of the slave trade in Africa and compare how different African societies resisted or responded to the slave trade (e.g., the resistance of Queen Nzinga Mbande).

4.24 Explain the reasons for enslavement and describe the experiences of individuals who were kidnapped and brought to the Americas from Africa as enslaved people using primary sources.

4.25 Explain the status, treatment and experiences of European indentured servants.

4.26 Analyze the impact of Spanish settlement on the Southern and Western United States, with a particular focus on Indigenous Nations and the ways in which they resisted Spanish settlement.

4.27 Explain the reasons for the establishment of Jamestown in 1607, and analyze the experiences of early life in the colony from the perspectives of Indigenous Nations and Europeans.

4.28 Explain the reasons for establishing Plymouth and the Massachusetts Bay Colony, analyze the different experiences of early life in the colony from the perspectives of Indigenous Nations and Europeans, and explain the significance of the Mayflower Compact.

4.29 Evaluate the significance of 1619, when enslaved Africans were forcibly brought to the shores of Virginia by Europeans.

4.3 Identify and compare key geographical, cultural, religious, and economic characteristics of the Thirteen Colonies.

4.31 Analyze the experience and treatment of enslaved people in different parts of the colonies, including experiences in Northern and Southern colonies.

4.32 Analyze the language used in primary and/or secondary sources to describe the "Triangular Slave Trade," or the "Trade of Enslaved People" to explain the history and historiography of slavery.

4.33 Analyze the diverse histories of people who were kidnapped from Western Africa (enslaved people were not a monolith but a diverse group of people who spoke numerous languages and retained various belief systems).

4.34 Evaluate the cultural and technological contributions of people of African descent — both enslaved and free — across the colonies to American history and society.

4.35 Evaluate laws and policies across the colonies — including the right to vote and slave codes — to evaluate the extent to which different individual populations have had access to freedom and power.

4.36 Compare the daily lives of different groups of people within colonial society, including women during the 1600s.