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Skills available for Vermont 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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  • Social and Historical Questioning

    • H&SS5-6:1 Students initiate an inquiry by

      • Asking relevant and focusing questions that will lead to independent research based on what they have seen, what they have read, what they have listened to, and/or what they have researched (e.g., How will global warming affect me and my community? Does intolerance exist in my school or community?).

  • Hypothesis/Research Statement

    • H&SS5-6:2 Students develop a hypothesis, thesis, or research statement by

      • Using prior knowledge, relevant questions, and facts to develop a prediction and/or propose an explanation or solution.

  • Research Plan

    • H&SS5-6:3 Students design research by

      • Identifying the quality and quantity of information needed, including primary and secondary sources.

      • Identifying tools, tasks, and procedures needed for conducting an inquiry, including a plan for citing sources.

      • Determining possible ways to present data (e.g., Power- Point, hypercard, report, graph, etc.).

  • Conducting Research

    • H&SS5-6:4 Students conduct research by

      • Referring to and following a plan for an inquiry.

      • Locating relevant materials such as print, electronic, and human resources.

      • Applying criteria from the research plan to analyze the quality (e.g., credibility of a web site) and quantity (e.g., minimum number of sources) of information gathered.

      • Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or databases. (e.g., recording relevant details of a historical or geographical landmark).

      • Citing sources.

    • H&SS5-6:5 Students develop reasonable explanations that support the research statement by

      • Organizing and displaying information in a manner appropriate to the research statement through tables graphs, maps, dioramas, charts, narratives, posters, timelines, models, simulations, and/or dramatizations.

      • Determining the validity and reliability of the document or information (e.g., evaluating why an author's point of view affects the reliability of the source).

      • Using appropriate methods for interpreting information, such as comparing and contrasting, summarizing, illustrating, sequencing, and/or justifying (e.g., identifying ethnic or cultural perspectives missing from a historical account).

      • Revising explanations as necessary based on peer critique, expert opinion, etc.

    • H&SS5-6:6 Students make connections to research by

      • Explaining the relevance of their findings (So what?) to themselves, their community, and/or history (e.g., by asking follow-up questions, by proposing additional research).

      • Explaining how their research has led to a clearer understanding of an issue or idea.

      • Proposing solutions to problems based on their findings, and asking additional questions.

      • Identifying what was easy or difficult about following the research plan, and making suggestions for improvement.

    • H&SS5-6:7 Students communicate their findings by

      • Developing and giving oral, written, or visual presentations for various audiences.

      • Soliciting and responding to feedback.

      • Pointing out possibilities for continued or further research.


Physical and Cultural Geography

Civics, Government and Society