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Skills available for District of Columbia fifth-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 New Nation’s Westward Expansion (1790–1860)

  • 5.1 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s.

    • 1 Describe the waves of immigrants from Europe between 1789 and 1850 and their modes of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap (e.g., overland wagons, canals, flatboats, and steamboats).

    • 2 Describe the enslaved immigrants from Africa from the 1790s through the 1820s and the routes they traveled from disembarkment (e.g., from New Orleans up the Mississippi and westward along the Gulf Coast, from Mobile, Savannah, Charleston, Washington, DC, Baltimore, and Philadelphia, westward, northward, and southward).

    • 3 Describe the process of the “internal slave trade” that saw Africans born in the United States sold into the southernmost states (Mississippi, Alabama, Georgia, and South Carolina) from more Northern states (Virginia, North Carolina, and Maryland).

    • 4 Name the states and territories that existed in 1850 and their locations and major geographical features (e.g., mountain ranges, principal rivers, and dominant plant regions).

    • 5 Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Sacagawea, Zebulon Pike, and John Fremont).

    • 6 Describe the continued migration of Mexican settlers into Mexican territories of the West and Southwest.

    • 7 Describe the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).

    • 8 Relate how and when California, Texas, Oregon, and other Western lands became part of the United States, including the significance of the Texas War for Independence and the Mexican-American War.

    • 9 Describe the search for gold in California and how the Gold Rush moved east to places such as Colorado and the Dakotas.

The Growth of the Republic (1800–1860)

  • 5.2 Students describe the emergence of a fledgling industrial economy.

  • 5.3 Students describe the rapid growth of slavery in the South after 1800.

  • 5.4 Students identify prominent people and movements for social justice in the United States, including:

    • 1 Dorothea Dix and her quest for prison reform and help for the mentally ill.

    • 2 Paul Cuffe, Martin Delany and the idea of emigration among African Americans.

    • 3 Horace Mann and public education.

    • 4 Denmark Vesey, Nat Turner, and Gabriel Prosser and their resistance to enslavement.

    • 5 Prudence Crandall and education for free African Americans.

    • 6 Susan B. Anthony, Sojourner Truth, and Elizabeth Cady Stanton and equality for women.

    • 7 Frederick Douglass, the Grimke sisters, and William Lloyd Garrison and the abolition of slavery.

    • 8 José Martí, Francisco Gonzalo (Pachín) Marín, and Sotero Figueroa and the independence of Cuba and Puerto Rico from Spain.

The Civil War and Reconstruction (1860–1877)

Industrial America (1870–1940)

  • 5.7 Students explain the various causes and consequences of the Second Industrial Revolution.

    • 1 Explain the rapid growth of cities and trans-Atlantic transportation systems.

    • 2 Identify sources of new immigration from Southern and Eastern Europe, China, Korea, and Japan, with particular attention to the role that Chinese and Irish laborers played in the development of the Transcontinental Railroad.

    • 3 Locate regional concentrations of Latinos and explain their presence in certain occupational categories (e.g., Mexicans in railroad construction in the Southwest, or Puerto Ricans and Cubans in journalism and related trades in New York City).

    • 4 Analyze the formation of unions.

    • 5 Describe the United States as the land of opportunity versus a growing sense of protectionism and nativism.

    • 6 Outline child labor and working conditions.

    • 7 Identify major goals of the Progressive Era (e.g., attacking racial discrimination, child labor, big business, and alcohol use).

    • 8 List important technological and scientific advances.

  • 5.8 Students describe the nation’s growing role in world affairs.

    • 1 Analyze the Open Door Policy and U.S. expansion into Asia.

    • 2 Examine Japan and describe the significance of the Gentleman’s Agreement.

    • 3 Explain the Cuban-Spanish-American War and interventions in Mexico, Central America, and the Caribbean.

    • 4 Explain the participation of African Americans from the 9th and 10th Calvaries (the Buffalo Soldiers and the Smoked Yankees) in the Indian and Cuban-Spanish-American War.

    • 5 Identify the reasons for American entry into World War I.

  • 5.9 Students describe the African American exodus from the segregated rural South to the urbanized North.

    • 1 Describe racial and ethnic tensions and the resurgence of the Ku Klux Klan in the South.

    • 2 Describe the emergence of the black “intelligentsia” during the Harlem Renaissance (e.g., “U” Street Corridor in Washington, DC; various poets, artists, musicians, and scholars).

    • 3 Analyze the contributions of the Jazz Age.

    • 4 Describe economic opportunities in industrial Northern cities and Washington, DC.

  • 5.10 Students describe what happened during the global depression of the 1930s and how the United States responded.

World War II (1939–1945)

Economic Growth and Reform in Contemporary America (1945–Present)