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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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K-12 Social Studies Standards (adopted in 2023): Civil War K-12 Social Studies Standards (adopted in 2023): Civil War
K-12 Social Studies Standards (adopted in 2023): Enslavement and Resistance K-12 Social Studies Standards (adopted in 2023): Enslavement and Resistance
K-12 Social Studies Standards (adopted in 2023): Inquiry in American History K-12 Social Studies Standards (adopted in 2023): Inquiry in American History
K-12 Social Studies Standards (adopted in 2023): Reconstruction and the Early Struggle for Equality K-12 Social Studies Standards (adopted in 2023): Reconstruction and the Early Struggle for Equality
K-12 Social Studies Standards (adopted in 2023): The Long Civil Rights Movement K-12 Social Studies Standards (adopted in 2023): The Long Civil Rights Movement
K-12 Social Studies Standards (adopted in 2023): War and Conquest in the West K-12 Social Studies Standards (adopted in 2023): War and Conquest in the West
K-12 Social Studies Standards (adopted in 2023): World War II and Postwar US K-12 Social Studies Standards (adopted in 2023): World War II and Postwar US
District of Columbia Social Studies Standards District of Columbia Social Studies Standards

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3 Enslavement and Resistance

5.18 Explain the importance of language when discussing challenging topics (e.g., "enslaved person" rather than "slave").
5.19 Explain that white enslavers adopted and spread false beliefs about racial inferiority, and evaluate the impact of that ideology today.
- Antebellum Period: abolitionist and proslavery perspectives (5-J.6)
5.2 Describe how enslaved Africans in early America used religion, writing, speeches, rebellion, sabotage and maroon communities as resistance against the institution of chattel slavery.
- Antebellum Period: abolitionist and proslavery perspectives (5-J.6)
5.21 Evaluate how enslaved Africans practiced religion covertly through singing spirituals in the fields, gathering in hush harbors on Sundays for ring shouts, and fusions of Protestant Christianity and African-based spiritualities like Vodoun and Hoodoo.
5.23 Compare and evaluate the strategies of abolitionists Venture Smith, Nat Turner, and Olaudah Equiano.
5.24 Compare and contrast how the system of slavery operated in the North and the South.
- Antebellum Period: economies of the North and South (5-J.5)
5.25 Discuss how the experience of enslaved people differed based on geographic location and labor performed.
- Antebellum Period: economies of the North and South (5-J.5)
5.26 Explain how some contemporary music forms including but not limited to gospel, blues, and rock and roll, trace their roots to enslaved people.
5.27 Describe how the Underground Railroad developed in the United States, including the work of activists from the District of Columbia in assisting enslaved people fleeing to the North.
- Antebellum Period: abolitionist and proslavery perspectives (5-J.6)

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3 Enslavement and Resistance

5.18 Explain the importance of language when discussing challenging topics (e.g., "enslaved person" rather than "slave").

5.19 Explain that white enslavers adopted and spread false beliefs about racial inferiority, and evaluate the impact of that ideology today.

5.2 Describe how enslaved Africans in early America used religion, writing, speeches, rebellion, sabotage and maroon communities as resistance against the institution of chattel slavery.

5.21 Evaluate how enslaved Africans practiced religion covertly through singing spirituals in the fields, gathering in hush harbors on Sundays for ring shouts, and fusions of Protestant Christianity and African-based spiritualities like Vodoun and Hoodoo.

5.23 Compare and evaluate the strategies of abolitionists Venture Smith, Nat Turner, and Olaudah Equiano.

5.24 Compare and contrast how the system of slavery operated in the North and the South.

5.25 Discuss how the experience of enslaved people differed based on geographic location and labor performed.

5.26 Explain how some contemporary music forms including but not limited to gospel, blues, and rock and roll, trace their roots to enslaved people.

5.27 Describe how the Underground Railroad developed in the United States, including the work of activists from the District of Columbia in assisting enslaved people fleeing to the North.