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Arizona: 5th-Grade Standards

AZ.SS05-S1 Strand: American History

  • SS05-S1C1. Concept / Standard: Research Skills for History

    Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively students obtain accurate and relevant information.

    • SS05-S1C1- Performance Objective / Proficiency Level: Use the following to interpret historical data

      a) timelines - B.C.E. and B.C.; C.E. and A.D.; b) graphs, tables, charts, and maps.

    • SS05-S1C1- Performance Objective / Proficiency Level:

      Construct timelines of the historical era being studied (e.g., presidents/world leaders, key events, people).

    • SS05-S1C1- Performance Objective / Proficiency Level:

      Describe the difference between primary and secondary sources.

    • SS05-S1C1- Performance Objective / Proficiency Level:

      Locate information using both primary and secondary sources.

    • SS05-S1C1- Performance Objective / Proficiency Level:

      Describe how archaeological research adds to our understanding of the past.

  • SS05-S1C2. Concept / Standard:

    Early Civilizations

    • SS05-S1C2- Performance Objective / Proficiency Level:

      No performance objectives at this grade.

  • SS05-S1C3. Concept / Standard: Exploration and Colonization 1500s - 1700s

    The varied causes and effects of exploration, settlement, and colonization shaped regional and national development of the U.S.

    • SS05-S1C3- Performance Objective / Proficiency Level:

      Recognize that Native American tribes resided throughout North America before the period of European exploration and colonization.

    • SS05-S1C3- Performance Objective / Proficiency Level:

      Explain the reasons for the explorations of Samuel Champlain, Henry Hudson, John Cabot, Jacques Cartier, Ponce de Leon, and Hernan de Soto in the New World.

    • SS05-S1C3- Performance Objective / Proficiency Level:

      Explain the reasons (e.g., religious freedom, desire for land, economic opportunity, a new life) for colonization of America.

    • SS05-S1C3- Performance Objective / Proficiency Level:

      Describe the contributions of geographic and economic conditions, religion, and colonial systems of government to the development of American democratic practices.

    • SS05-S1C3- Performance Objective / Proficiency Level:

      Describe the geography, cultures, and economics of the Southern, Middle Atlantic, and New England Colonies.

    • SS05-S1C3- Performance Objective / Proficiency Level:

      Identify contributions of individuals (e.g., John Smith, William Penn, Lord Baltimore, Roger Williams, Anne Hutchinson, James Ogelthorpe) who were important to the colonization of America.

    • SS05-S1C3- Performance Objective / Proficiency Level:

      Describe interactions (e.g., agricultural and cultural exchanges, alliances, conflicts) between Native Americans and European settlers.

    • SS05-S1C3- Performance Objective / Proficiency Level:

      Describe the causes and effects of triangular trade.

  • SS05-S1C4. Concept / Standard: Revolution and New Nation 1700s - 1820

    The development of American constitutional democracy grew from political, cultural and economic issues, ideas and event.

    • SS05-S1C4- Performance Objective / Proficiency Level: Describe the significance of the following events leading to the American Revolution

      a) French and Indian War; b) Proclamation of 1763; c) Tea Act; d) Stamp Act; e) Boston Massacre; f) Intolerable Acts

    • SS05-S1C4- Performance Objective / Proficiency Level: Describe the significance of the following events in the Revolutionary War

      a) Declaration of Independence; b) the battles of Lexington and Concord, Saratoga; c) aid from France; d) surrender at Yorktown

    • SS05-S1C4- Performance Objective / Proficiency Level: Identify the impact of the following individuals on the Revolutionary War

      a) Benjamin Franklin; b) Thomas Jefferson; c) George Washington; d) Patrick Henry; e) Thomas Paine; f) King George III

    • SS05-S1C4- Performance Objective / Proficiency Level: Describe how one nation evolved from thirteen colonies through the following events

      a) Constitutional Convention; b) George Washington's presidency; c) creation of political parties

  • SS05-S1C5. Concept / Standard: Westward Expansion 1800 - 1860

    Westward expansion, influenced by political, cultural, and economic factors, led to the growth and development of the U.S.

    • SS05-S1C5- Performance Objective / Proficiency Level: Describe the following events of 19th century presidencies of

      a) Thomas Jefferson - Louisiana Purchase; explorations of Lewis and Clark; b) James Madison - War of 1812; c) James Monroe - The Monroe Doctrine; d) Andrew Jackson - Nationalism and Sectionalism; Trail of Tears; e) James Polk - Mexican-American War; discovery of gold in California

    • SS05-S1C5- Performance Objective / Proficiency Level:

      Describe the different perspectives (e.g., Native Americans, settlers, Spanish, the U.S. government, prospectors) of Manifest Destiny.

    • SS05-S1C5- Performance Objective / Proficiency Level:

      Identify major westward migration routes of the 19th Century.

    • SS05-S1C5- Performance Objective / Proficiency Level:

      Describe how manufacturing, textiles, transportation improvements, and other innovations of the Industrial Revolution contributed to U.S. growth and expansion.

    • SS05-S1C5- Performance Objective / Proficiency Level: Describe the following individuals' role in the reform movement before the Civil War

      a) Frederick Douglass; b) Harriet Tubman; c) William Lloyd Garrison; d) Sojourner Truth

  • SS05-S1C6. Concept / Standard: Civil War and Reconstruction 1850 - 1877

    Regional conflicts led to the Civil War and resulted in significant changes to American social, economic, and political structures.

    • SS05-S1C6- Performance Objective / Proficiency Level: Describe factors leading to the Civil War

      a) role of abolitionists and Underground Railroad; b) sectionalism between North and South; c) westward expansion

    • SS05-S1C6- Performance Objective / Proficiency Level: Identify the reasons why the following were important events of the Civil War

      a) firing on Ft. Sumter; b) major battles; c) delivery of the Emancipation Proclamation; d) surrender at Appomattox

  • SS05-S1C7. Concept / Standard:

    Emergence of the Modern United States

    • SS05-S1C7- Performance Objective / Proficiency Level:

      No performance objectives at this grade.

  • SS05-S1C8. Concept / Standard:

    Great Depression and World War II

    • SS05-S1C8- Performance Objective / Proficiency Level:

      No performance objectives at this grade.

  • SS05-S1C9. Concept / Standard:

    Postwar United States

    • SS05-S1C9- Performance Objective / Proficiency Level:

      No performance objectives at this grade.

  • SS05-S1C10 Concept / Standard: Contemporary United States 1970s - Present

    Current events and issues continue to shape our nation and our involvement in the global community.

    • SS05-S1C10 Performance Objective / Proficiency Level:

      Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

    • SS05-S1C10 Performance Objective / Proficiency Level:

      Discuss the connections between current and historical events and issues from content studied in Strand 1 using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

  • AZ.SS05-S2 Strand: World History

    • SS05-S2C1. Concept / Standard: Research Skills for History

      Historical research is a process in which students examine topics or questions related to historical studies and/or current issues.

      • SS05-S2C1- Performance Objective / Proficiency Level: Use the following to interpret historical data

        a) timelines - B.C.E. and B.C.; C.E. and A.D.; b) graphs, tables, charts, and maps

      • SS05-S2C1- Performance Objective / Proficiency Level:

        Construct timelines of the historical era being studied (e.g., presidents/world leaders, key events, people).

      • SS05-S2C1- Performance Objective / Proficiency Level:

        Describe the difference between primary and secondary sources.

      • SS05-S2C1- Performance Objective / Proficiency Level:

        Locate information using both primary and secondary sources.

      • SS05-S2C1- Performance Objective / Proficiency Level:

        Describe how archaeological research adds to our understanding of the past.

    • SS05-S2C2. Concept / Standard:

      Early Civilizations

      • SS05-S2C2- Performance Objective / Proficiency Level:

        No performance objectives at this grade.

    • SS05-S2C3. Concept / Standard:

      World in Transition

      • SS05-S2C3- Performance Objective / Proficiency Level:

        No performance objectives at this grade.

    • SS05-S2C4. Concept / Standard:

      Renaissance and Reformation

      • SS05-S2C4- Performance Objective / Proficiency Level:

        No performance objectives at this grade.

    • SS05-S2C5. Concept / Standard: Encounters and Exchange

      Innovations, discoveries, exploration, and colonization accelerated contact, conflict, and interconnection among societies world wide, transforming and creating nations.

      • SS05-S2C5- Performance Objective / Proficiency Level: Describe the following effects of European exploration, trade, and colonization on other parts of the world

        a) sea routes to Asia; b) colonies established and settled; c) increased power of European countries; d) trade established between Europe, Africa, and Americas; e) introduction of disease and the resulting population decline of Indigenous people; f) triangular trade

      • SS05-S2C5- Performance Objective / Proficiency Level: Describe ways in which Spain, France, and England competed for power

    • SS05-S2C6. Concept / Standard: Age of Revolution

      Intensified internal conflicts led to the radical overthrow of traditional governments and created new political and economic systems.

      • SS05-S2C6- Performance Objective / Proficiency Level:

        Explain the rationale and characteristics of rebellion.

      • SS05-S2C6- Performance Objective / Proficiency Level:

        Explain the impact that revolution has on a society.

      • SS05-S2C6- Performance Objective / Proficiency Level:

        Compare the causes of the American Revolution to other revolutions around the world (e.g., France, Haiti, Mexico, South America, Russia).

      • SS05-S2C6- Performance Objective / Proficiency Level:

        Compare the outcomes of the American Revolution to those of other revolutions around the world (e.g., France, Haiti, Mexico, South America, Russia).

    • SS05-S2C7. Concept / Standard:

      Age of Imperialism

      • SS05-S2C7- Performance Objective / Proficiency Level:

        No performance objectives at this grade.

    • SS05-S2C8. Concept / Standard:

      World at War

      • SS05-S2C8- Performance Objective / Proficiency Level:

        No performance objectives at this grade.

    • SS05-S2C9. Concept / Standard: Contemporary World

      The nations of the contemporary world are shaped by their cultural and political past. Current events, developments and issues continue to shape the global community.

      • SS05-S2C9- Performance Objective / Proficiency Level:

        Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

      • SS05-S2C9- Performance Objective / Proficiency Level:

        Use various resources (e.g., newspapers, magazines, television, Internet, books, maps) to discuss the connections between current events and historical events and issues from content studied in Strand 2.

  • AZ.SS05-S3 Strand: Civics/Government

    • SS05-S3C1. Concept / Standard: Foundations of Government

      The United States democracy is based on principles and ideals that are embodied by symbols, people and documents.

      • SS05-S3C1- Performance Objective / Proficiency Level: Identify the democratic principles and ideals associated with the following documents

        a) Mayflower Compact; b) Declaration of Independence; c) Articles of Confederation; d) United States Constitution; e) Bill of Rights.

      • SS05-S3C1- Performance Objective / Proficiency Level: Recognize the contributions and roles of the following individuals in creating the American government

        a) John Adams; b) Benjamin Franklin; c) Alexander Hamilton; d) Thomas Jefferson; e) James Madison; f) John Marshall; g) George Washington.

      • SS05-S3C1- Performance Objective / Proficiency Level:

        Describe the struggle between the Federalists and the Anti-federalists over the ratification of the Constitution and the creation of the Bill of Rights.

    • SS05-S3C2. Concept / Standard: Structure of Government

      The United States structure of government is characterized by the separation and balance of powers.

      • SS05-S3C2- Performance Objective / Proficiency Level:

        Describe the role of town meetings and representative assemblies in colonial government.

      • SS05-S3C2- Performance Objective / Proficiency Level:

        Describe how the Constitution is designed to limit central government, as in freedom from a controlling monarchy.

    • SS05-S3C3. Concept / Standard: Functions of Government

      Laws and policies are developed to govern, protect, and promote the well-being of the people.

      • SS05-S3C3- Performance Objective / Proficiency Level:

        Explain ways in which the powers of the federal government differed from the Articles of Confederation to the Constitution.

      • SS05-S3C3- Performance Objective / Proficiency Level:

        Identify the process by which a bill becomes a law.

      • SS05-S3C3- Performance Objective / Proficiency Level:

        Describe how the checks and balance system which established the three branches of the federal government works, as in Andrew Johnson's impeachment.

      • SS05-S3C3- Performance Objective / Proficiency Level:

        Explain the significance of the Dred Scott Decision.

      • SS05-S3C3- Performance Objective / Proficiency Level:

        Compare the arguments for states' rights versus the power of the federal government (e.g., the expansion of slavery, taxation).

    • SS05-S3C4. Concept / Standard: Rights, Responsibilities, and Roles of Citizenship

      The rights, responsibilities and practices of United States citizenship are founded in the Constitution and the nation's history.

      • SS05-S3C4- Performance Objective / Proficiency Level:

        Describe ways an individual can contribute to a school or community.

      • SS05-S3C4- Performance Objective / Proficiency Level:

        Describe the character traits (i.e., respect, responsibility, fairness, involvement) that are important to the preservation and improvement of constitutional democracy in the United States.

      • SS05-S3C4- Performance Objective / Proficiency Level:

        Describe the importance of citizens being actively involved in the democratic process (e.g., voting, student government, involvement in political decision making, analyzing issues, petitioning public officials).

    • SS05-S3C5. Concept / Standard: Government Systems of the World

      Different governmental systems exist throughout the world. The United States influences and is influenced by global interactions.

      • SS05-S3C5- Performance Objective / Proficiency Level:

        Describe the characteristics of a monarchy and a republic.

  • AZ.SS05-S4 Strand: Geography

    • SS05-S4C1. Concept / Standard: The World in Spatial Terms

      The spatial perspective and associated geographic tools are used to organize and interpret information about people, places and environments.

      • SS05-S4C1- Performance Objective / Proficiency Level: Interpret information from a variety of maps

        a) contour; b) population density; c) natural resource; d) historical maps.

      • SS05-S4C1- Performance Objective / Proficiency Level:

        Locate features in the world (e.g., continents, waterways, mountain ranges, cities) on a map using latitude and longitude.

      • SS05-S4C1- Performance Objective / Proficiency Level:

        Identify the location of significant geographic features from content studied on a physical or political map.

      • SS05-S4C1- Performance Objective / Proficiency Level:

        Locate physical and human features (e.g., gulf, delta, isthmus, strait, bay, canyon, swamp, peninsula, province, cape, tree line) in the United States and world on an appropriate type of map.

      • SS05-S4C1- Performance Objective / Proficiency Level:

        Identify each state on a U.S. map.

      • SS05-S4C1- Performance Objective / Proficiency Level:

        Construct maps, charts, and graphs to display geographic information.

    • SS05-S4C2. Concept / Standard: Places and Regions

      Places and regions have distinct physical and cultural characteristics.

      • SS05-S4C2- Performance Objective / Proficiency Level: Describe how the following regions exemplify the concept of region as an area with unifying human or natural factors

        a) three American colonial regions; b) West, Midwest, Northeast, Southeast, Southwest; c) North and South during the Civil War.

      • SS05-S4C2- Performance Objective / Proficiency Level:

        Describe the geographic characteristics of a state in the United States with the assistance of maps, the internet, atlases, and other reference materials.

    • SS05-S4C3. Concept / Standard: Physical Systems

      Physical processes shape the Earth and interact with plant and animal life to create, sustain, and modify ecosystems. These processes affect the distribution of resources and economic development.

      • SS05-S4C3- Performance Objective / Proficiency Level:

        Explain the impacts of natural hazards on habitats.

      • SS05-S4C3- Performance Objective / Proficiency Level:

        Describe lunar cycles, Earth's revolution and rotation, and gravity.

      • SS05-S4C3- Performance Objective / Proficiency Level:

        Describe the planets, other objects in the solar system, and exploration of the solar system.

    • SS05-S4C4. Concept / Standard: Human Systems

      Human cultures, their nature, and distribution affect societies and the Earth.

      • SS05-S4C4- Performance Objective / Proficiency Level:

        Explain why and how boundaries change (e.g., Westward Expansion, Civil War, Mexican - American War).

      • SS05-S4C4- Performance Objective / Proficiency Level:

        Explain the effects (e.g., economic, cultural, environmental, political) of human migration on places.

    • SS05-S4C5. Concept / Standard: Environment and Society

      Human and environmental interactions are interdependent upon one another. Humans interact with the environment- they depend upon it, they modify it; and they adapt to it. The health and well-being of all humans depends upon an understanding of the interconnections and interdependence of human and physical systems.

      • SS05-S4C5- Performance Objective / Proficiency Level:

        Describe the ways European colonists and Native Americans viewed, adapted, and used the environment.

      • SS05-S4C5- Performance Objective / Proficiency Level:

        Describe the impact that natural events (e.g., floods, earthquakes, droughts) have on human and physical environments.

    • SS05-S4C6. Concept / Standard: Geographic Applications

      Geographic thinking (asking and answering geographic questions) is used to understand spatial patterns of the past, the present, and to plan for the future.

      • SS05-S4C6- Performance Objective / Proficiency Level:

        Describe how geographic features influenced events in the past in the Original Thirteen Colonies, the Great Plains, the Pacific Northwest and the West.

      • SS05-S4C6- Performance Objective / Proficiency Level:

        Use geographic knowledge and skills (e.g., recognizing patterns, mapping, graphing) when discussing current events.

      • SS05-S4C6- Performance Objective / Proficiency Level:

        Use geography concepts and skills (e.g., recognizing patterns, mapping, graphing) to find solutions for local, state or national problems (e.g., shortage or abundance of natural resources).

  • AZ.SS05-S5 Strand: Economics

    • SS05-S5C1. Concept / Standard: Foundations of Economics

      The foundations of economics are the application of basic economic concepts and decision-making skills. This includes scarcity and the different methods of allocation of goods and services.

      • SS05-S5C1- Performance Objective / Proficiency Level:

        Identify the opportunity costs (i.e., separation from family, indentured service) associated with expeditions to the New World.

      • SS05-S5C1- Performance Objective / Proficiency Level:

        Describe how specialization (e.g., division of labor) improved standards of living in the three colonial regions and the Pre-Civil War North and South.

      • SS05-S5C1- Performance Objective / Proficiency Level:

        Identify how voluntary exchange helps both buyers and sellers as in colonial trade in North America.

      • SS05-S5C1- Performance Objective / Proficiency Level:

        Interpret how trade promoted economic growth throughout U.S. history.

    • SS05-S5C2. Concept / Standard: Microeconomics

      Microeconomics examines the costs and benefits of economic choices relating to individuals, markets and industries, and governmental policies.

      • SS05-S5C2- Performance Objective / Proficiency Level:

        Explain how price incentives affect peoples' behavior and choices, such as colonial decisions about what crops to grow and which products to produce.

      • SS05-S5C2- Performance Objective / Proficiency Level:

        Describe how competition, markets, and prices influence peoples' behavior.

      • SS05-S5C2- Performance Objective / Proficiency Level:

        Identify how people earn income by selling their labor to businesses or governments.

      • SS05-S5C2- Performance Objective / Proficiency Level:

        Describe ways in which entrepreneurs take risks to develop new goods and services.

      • SS05-S5C2- Performance Objective / Proficiency Level:

        Describe the function of private business in producing goods and services.

      • SS05-S5C2- Performance Objective / Proficiency Level:

        Discuss the function of banks in providing checking accounts, savings accounts, and loans.

      • SS05-S5C2- Performance Objective / Proficiency Level:

        Explain the function of government in providing certain goods and services through taxation.

    • SS05-S5C3. Concept / Standard:

      Macroeconomics

      • SS05-S5C3- Performance Objective / Proficiency Level:

        No performance objectives at this grade.

    • SS05-S5C4. Concept / Standard:

      Global Economics

      • SS05-S5C4- Performance Objective / Proficiency Level:

        No performance objectives at this grade.

    • SS05-S5C5. Concept / Standard: Personal Finance

      Decision-making skills foster a person's individual standard of living. Using information wisely leads to better informed decisions as consumers, workers, investors and effective participants in society.

      • SS05-S5C5- Performance Objective / Proficiency Level: Explain how the following are used to purchase goods and services

        a) cash; b) check; c) money order; d) debit card; e) credit card.

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