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Skills available for Michigan 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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U1 USHG 1 Beginnings to 1620

  • U1.1 Describe the life of peoples living in North America before European exploration.

    • 5 - U1.1.1 Use maps to locate peoples in the desert Southwest, the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern Woodland).

    • 5 - U1.1.2 Compare how American Indians in the desert Southwest and the Pacific Northwest adapted to or modified the environment.

    • 5 - U1.1.3 Describe Eastern Woodland American Indian life with respect to governmental and family structures, trade, and views on property ownership and land use.

  • U1.2 Identify the causes and consequences of European exploration and colonization.

  • U1.3 Describe the lives of peoples living in western Africa prior to the 16th century.

    • 5 - U1.3.1 Use maps to locate the major regions of Africa (northern Africa, western Africa, central Africa, eastern Africa, southern Africa).

    • 5 - U1.3.2 Describe the life and cultural development of people living in western Africa before the 16th century with respect to economic (the ways people made a living) and family structures, and the growth of states, towns, and trade.

  • U1.4 Describe the environmental, political, and cultural consequences of the interactions among European, African, and American Indian peoples in the late 15th through the 17th century.

    • 5 - U1.4.1 Describe the convergence of Europeans, American Indians and Africans in North America after 1492 from the perspective of these three groups.

    • 5 - U1.4.2 Use primary and secondary sources (e.g., letters, diaries, maps, documents, narratives, pictures, graphic data) to compare Europeans and American Indians who converged in the western hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use.

    • 5 - U1.4.3 Explain the impact of European contact on American Indian cultures by comparing the different approaches used by the British and French in their interactions with American Indians.

    • 5 - U1.4.4 Describe the Columbian Exchange and its impact on Europeans, American Indians, and Africans.

U2 USHG 2 Colonization and Settlement (1585-1763)

U3 USHG 3 Revolution and the New Nation (1754 - 1800)

Public Discourse, Decision Making, and Citizen Involvement

  • P3.1 Clearly state a problem as public policy issue, analyze various perspectives, and generate and evaluate possible alternative resolutions.

    • 5 - P3.1.1 Identify contemporary public issues related to the United States Constitution and their related factual, definitional, and ethical questions.

    • 5 - P3.1.2 Use graphic data and other sources to analyze information about a contemporary public issue related to the United States Constitution and evaluate alternative resolutions.

    • 5 - P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on contemporary constitutional issues in the United States.

  • P3.3 Communicate a reasoned position on a public issue.

    • 5 - P3.3.1 Compose a short essay expressing a position on a contemporary public policy issue related to the Constitution and justify the position with a reasoned argument.

  • P4.2 Act constructively to further the public good.

    • 5 - P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.

    • 5 - P4.2.2 Participate in projects to help or inform others.