(Note: By the completion of sixth grade, Vermont students are expected to master the following standards.)

Vermont Academic Content Standards: History and Social Sciences

• Inquiry

  • H&SS5-6:1—Social and Historical Questioning

    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?).

  • H&SS5-6:2—Hypothesis/Research Statement

    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.

  • H&SS5-6:3—Research Plan

    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.).

  • H&SS5-6:4—Conducting Research

    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.

• History

  • H&SS5-6:8

    Students connect the past with the present by:

    • Explaining differences between historic and present day objects in the United States and/or the world, evaluating how the use of the object and the object itself changed over time, (e.g., comparing modes of transportation used in past and present exploration in order to evaluate the impact and effects of those changes).
    • Describing ways that life in the United States and/or the world has both changed and stayed the same over time, and explaining why these changes have occurred (e.g., In what ways would the life of a teenager during the American Revolution be different from the life of a teenager today? What factors have contributed to these differences?).
    • Investigating how events, people, and ideas have shaped the United States and/or the world, and hypothesizing how different influences could have led to different consequences (e.g., How did the civil rights movement change the U.S., and how might the U.S. be different if it had never happened?).

  • H&SS5-6:9

    Students show understanding of how humans interpret history by:

    • Identifying different types of primary and secondary sources, and understanding the benefits and limitations both bring to the study of history (e.g., interviews, biographies, magazine articles, and eyewitness accounts).
    • Reading and interpreting historic maps.
    • Identifying multiple perspectives in historic and current events (e.g., How might one of Santa Anna’s soldiers describe the events at the Alamo? How might an American soldier describe the same events?).
    • Identifying attitudes, values, and behaviors of people in different historical contexts (e.g., What values justified denying women the vote?).
    • Identifying how technology can lead to a different interpretation of history (e.g., archeological excavation, using online primary source documents).

  • H&SS5-6:10

    Students show understanding of past, present, and future time by:

    • Identifying the beginning, middle, and end of an historical
      narrative or story.
    • Constructing time lines of significant historical developments in the nation and world, designating appropriate equidistant intervals of time and recording events according to the order in which they occurred.
    • Interpreting data presented in time lines.
    • Measuring and calculating calendar time by years, decades, centuries, and millennia (e.g., How old are the great pyramids of Egypt?).
    • Making predictions and/or decisions based on an understanding of the past and the present.
    • Identifying an important event in the United States and/or world, and describing multiple causes and effects of that event.
    • Explaining transitions between eras that occurred over time (e.g., the end of the Colonial era) as well as those that occurred as a result of a pivotal event (e.g., September 11th, the writing of the Declaration of Independence).

• Physical and Cultural Geography

  • H&SS5-6:11

    Students interpret geography and solve geographic problems by:

    • Identifying characteristics of states, countries, and continents using resources such as landmarks, models, maps, photographs, atlases, internet, video, reference materials, GIS and mental mapping.
    • Observing, comparing, and analyzing patterns of state, national, and global land use (e.g., agriculture, forestry, industry) to understand why particular locations are used for certain human activities.
    • Locating the physical and political regions of the United States and the world (e.g., Plains, NE Coast, New England, South, West, etc.).
    • Locating selected cities and countries in the world of historical and current importance using absolute and relative location (e.g., capitals, Boston, NYC, London, Iraq, etc.).
    • Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones.
    • Constructing and reading a variety of effective representations of the earth such as maps, globes, and photographs (e.g., physical, political, topographic, computer generated, and special purpose maps).
    • Identifying and using basic elements of a map.
    • Using grid systems to locate places on maps and globes (e.g., longitude and latitude).
    • Using appropriate geographic resources to answer geographic questions and to analyze patterns of spatial variation (e.g., Why do more people live in Chittenden County than any other county in Vermont?; examining soil quality in relation to land use).

  • H&SS5-6:12

    Students show understanding of human interaction with the environment over time by:

    • Describing how people have changed the environment in the U.S. and world for specific purposes (e.g., development of urban environments, modification of crops, reforestation).
    • Generating information related to the impact of human activities on the physical environment (for example, through field studies, mapping, interviewing, and using scientific instruments) in order to draw conclusions and recommend actions (e.g., accompanying a naturalist working to identify areas in need of preservation).
    • Identifying different viewpoints regarding resource use in the U.S. and world (e.g., interview the owner of a hybrid or electric vehicle.).
    • Describing how the environment influences a particular demographic factor, such as disease/epidemic rates, life expectancy, infant mortality rate, population growth rate (e.g., describe how environmental factors influence income).
    • Recognizing patterns of voluntary and involuntary migration in the U.S. and world.

  • H&SS5-6:13

    Students analyze how and why cultures continue and change over time by:

    • Identifying expressions of culture in the U.S., and the world through analysis of various modes of expression such as poems, songs, dances, stories, paintings, and photographs (e.g., investigating cultural expressions of the Harlem Renaissance).
    • Describing the contributions of various cultural groups to the world, both past and present .
    • Identifying how location influences cultural traits (e.g., comparing clothing, food, religion/values, government, and art across four ancient cultures in relation to location).
    • Identifying ways in which culture in the United States and the world has changed.

• Civics, Government and Society

  • H&SS5-6:14

    Students act as citizens by:

    • Describing and defining the rights, principles, and responsibilities of citizenship in the U.S. (e.g., the right to vote and the responsibility to obey the law).
    • Giving examples of ways people act as members of a global community (e.g., purchasing products made in other countries).
    • Demonstrating positive interaction with group members (e.g., participating in a service project).
    • Identifying problems and proposing solutions in the local community, state, nation, or world.
    • Explaining their own point of view on issues that affect themselves and society; being able to explain an opposing point of view (e.g. bullies, victims, witnesses; voting age; smoking; violence on TV).
    • Giving examples of ways in which political parties, campaigns, and elections provide opportunities for citizens to participate in the political process.
    • Illustrating how individuals and groups have brought about change locally, nationally, or internationally (e.g., interview members of an advocacy group).
    • Describing how an American’s identity stems from beliefs in and allegiance to shared political values and principles, and how these are similar and different to other peoples.
    • Establishing rules and/or policies for a group, school, and/or community, and defending them.

  • H&SS5-6:15

    Students show understanding of various forms of government by:

    • Describing how rules and laws are created (e.g., participating in a simulation about creating a new law).
    • Identifying key documents on which U.S. laws are based and where to find them (e.g., Declaration of Independence, Bill of Rights, U.S. Constitution).
    • Describing how government decisions impact and/or relate to their lives.
    • Identifying the basic functions, structures and purposes of governments within the United States.
    • Describing the basic principles of American democracy (e.g., right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportunity and equal protection of the law; freedom of speech and religion).
    • Defining criteria for selecting leaders at the school, community, state, national and international levels.

  • H&SS5-6:16

    Students examine how different societies address issues of human interdependence by:

    • Identifying a current or historic issue related to basic human rights (e.g., civil rights; women’s movement).
    • Explaining how roles and status of people have differed and changed throughout history based on gender, age, class, racial and ethnic identity, wealth, and/ or social position.
    • Describing the purposes and functions of governmental and nongovernmental international organizations (e.g., the United Nations).
    • After examining issues from more than one perspective, defining and defending the rights and needs of others in the, community, nation, and world (e.g., participating in a forum on child slavery).
    • Describing differences and similarities among people that arise from factors such as cultural, ethnic, racial, economic, and religious diversity.
    • Citing examples, both past and present, of how diversity has led to change (e.g., foods; internment camps; slavery).
    • Identifying examples of interdependence among states and nations (e.g., natural resources).
    • Comparing and contrasting behaviors that foster cooperation among groups and governments (e.g., assigned roles of participation; clear expectations and goal setting).
    • Explaining conditions that contribute to conflict within and among individuals, communities, and nations (e.g., investigating the political, social, and economic causes of the American Revolution).
    • Explaining ways in which conflicts can be resolved peacefully (e.g., melting pot vs. salad bowl).

  • H&SS5-6:17

    Students examine how access to various institutions affects justice, reward, and power by:

    • Describing how different groups gain or have been denied access to various institutions, and exploring alternative ways of getting access (e.g., Women’s right to vote, access for disabled, petition).
    • Identifying examples of tensions between belief systems and government policies and laws (e.g. Christmas trees may exclude people who are not Christian; Pledge of Allegiance).

• Economics

  • H&SS5-6:18

    Students show an understanding of the interaction/interdependence between humans, the environment, and the economy by:

    • Tracing the production, distribution, and consumption of goods in the U.S. (e.g., creating a map showing the flow of oil to and from the U.S.; creating a map depicting the African slave trade).
    • Examining how producers in the U.S. have used natural, human, and capital resources to produce goods and services and describing long-term effects of these uses (e.g., What long-term effects did the growth of tobacco in the Chesapeake Bay area have on humans?).
    • Describing the causes and effects of economic activities on the environment in the U.S. (e.g., examining why ski areas make snow and the effects of snowmaking on the environment).

  • H&SS5-6:19

    Students show understanding of the interconnectedness between government and the economy by:

    • Identifying goods and services provided by local, state, and national governments (e.g., disaster relief, business subsidies) and why these are needed.
    • Explaining the relationship between taxation and governmental goods and services in the U.S. (e.g., given data, students create a pie chart of budget allocations).
    • Recognizing that the U.S. government creates its own currency for use as money (e.g., investigating various forms of money printed throughout the history of the U.S.).

  • H&SS5-6:20

    Students make economic decisions as a consumer, producer, saver, investor, and citizen by:

    • Defining and applying basic economic concepts such as supply and demand, price, market and/or opportunity cost in an investigation of a regional or national economic question or problem (e.g., what were the opportunity costs of westward migration?).
    • Explaining what happens when people's needs and/or wants exceed their available resources (e.g., analyzing photographs from the Dust Bowl).
    • Comparing price, quality, and features of goods and services.
    • Identifying the pros and cons of saving money over time (e.g., immediate vs. delayed gratification).

Content Suggestion:

The study of events, documents, and people addressing the founding of the United States as a nation, with connections to Connecticut and local history, emphasizing how government works today, with the use of primary source materials.

Standard 1: Content Knowledge

Knowledge of concepts, themes, and information from history and social studies is necessary to promote understanding of our nation and our world.

1.1 – Significant events and themes in United States history.

Grade Level Expectations
Students will be able to:

• 1. Explain how specific individuals and their ideas and beliefs influenced U.S. history (e.g. John Smith, Anne Hutchison, Uncas, Benjamin Franklin).
• 2. Compare and contrast the economic, political and/or religious differences that contributed to conflicts (e.g. French and Indian Wars, American Revolution).
• 3. Analyze how some conflicts have been resolved through compromise (e.g. U.S. Constitution, Northwest Ordinance).
• 4. Evaluate the relative influence of individual events that contributed to the American Revolution.
• 5. Explain the significance of the results achieved at the Constitutional Convention.

Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
1.1.1 NCSS 3 “People, Places, and Environments”
1.1.2 NCSS 1 “Culture”
1.1.2 NCSS 3 “People, Places, and Environments”
1.1.2 NCSS 7 “Production, Distribution, and Consumption”
1.1.3 NCSS 5 “Individuals, Groups, and Institutions”
1.1.4 NCSS 2 “Time, Continuity, and Change”
1.1.5 NCSS 6 “Power, Authority, and Governance”
I&TL: 1, 2, 3, 5, 6

1.2 – Significant events in local and Connecticut history and their connections to United States history.

Grade Level Expectations
Students will be able to:

• 6. Explain the connections between local, state and national events (e.g. Connecticut Constitution, colonization, American Revolution, U.S. Constitution).

Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
NCSS 2 “Time, Continuity, and Change”
NCSS 3 “People, Places, and Environments”
I&TL: 1, 2, 3, 5, 6
I&TL: 1, 2, 3, 4, 5, 6

1.3 – Significant events and themes in world history/international studies.

Grade Level Expectations
Students will be able to:

• 7. Trace the evolving relationship between England and its American Colonies.
• 8. Compare the perspectives of England and the Colonies relative to the events preceding the American Revolution.
• 9. Compare and contrast the factors leading to Colonial settlement.

Correlations

Critical Thinking and Problem Solving Skills Civic Literacy
1.3.7 NCSS 9 “Global Connections”
1.3.8 NCSS 2 “Time, Continuity, and Change”
1.3.8 NCSS 9 “Global Connections”
1.3.9 NCSS 2 “Time, Continuity, and Change”
I&TL: 1, 2, 3, 5, 6

1.4 – Geographical space and place.

Grade Level Expectations
Students will be able to:

• 10. Compare and contrast the value of using local/regional/thematic maps to research early settlements in America.
• 11. Examine the geographical/ topographical significance of the location of early American Colonial settlements (e.g. coastal areas, mountains, rivers, plains).

Correlations

Critical Thinking and Problem Solving Skills
1.4.10 & 11 NCSS “People, Places, and Environments”
I&TL: 3

1.5 – Interaction of humans and the environment.

Grade Level Expectations
Students will be able to:

• 12. Describe how early colonists had to adapt to their new environment (e.g. building materials, food).

Correlations

Critical Thinking and Problem Solving Skills
NCSS 3 “People, Places, and Environments”
I&TL: 3

1.6 – Patterns of human movement across time and place.

Grade Level Expectations
Students will be able to:

• 13. Compare and contrast settlement patterns in specific areas of the 13 American Colonies.
• 14. Analyze and assess factors that contributed to European migration.

Correlations

Critical Thinking and Problem Solving Skills
NCSS 2 “Time, Continuity and Change”
NCSS 3 “ People, Places, and Environments”
I&TL: 3

1.7 – The purpose, structures and functions of government and law at the local, state, national and international levels.

Grade Level Expectations
Students will be able to:

• 15. Describe our national government’s purpose, structure and functions.
• 16. Analyze how local, state and national governments share power in the United States.

Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
NCSS 6 “Power, Authority, and Governance”
I&TL: 3

1.8 – The interactions between citizens and their government in the making and implementation of laws.

Grade Level Expectations
Students will be able to:

• 17. Explain the process through which citizens can influence lawmaking in the United States (e.g. Colonial government, state constitution).

Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
NCSS 6 “Power, Authority, and Governance”
I&TL: 3

1.9 – The rights and responsibilities of citizens.

Grade Level Expectations
Students will be able to:

• 18. Demonstrate one’s rights and responsibilities as a citizen (e.g. voting, paying taxes, obeying laws).

Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
NCSS 6 “Power, Authority, and Governance”
I&TL: 3

1.10 – How limited resources influence economic decisions.

Grade Level Expectations
Students will be able to:

• 19. Explain that when resources vary, so does wealth and poverty.
• 20. Analyze how businesses use limited resources to create goods and services.

Correlations

Critical Thinking and Problem Solving Skills
Financial Literacy
NCSS 7 “Production, Distribution, and Consumption”
I&TL: 3

1.11 – How different economic systems organize resources.

Grade Level Expectations
Students will be able to:

• 21. Demonstrate examples of disagreements between government and citizens regarding taxation

Correlations

Critical Thinking and Problem Solving Skills
NCSS 7 “Production, Distribution, and Consumption”
NCSS10 “Civic Ideals and Practices”
I&TL: 3

1.12 – The interdependence of local, national and global
economies.

Grade Level Expectations
Students will be able to:

• 22. Analyze how trade among colonists and with Native Americans in Connecticut affected each group.

Correlations

Critical Thinking and Problem Solving Skills
I&TL: 3

1.13 – The characteristics of and interactions among culture, social systems and institutions.

Grade Level Expectations
Students will be able to:

• 23. Compare and contrast different ethnic groups’ contributions to the community and the state (e.g. literature, the arts, politics, festivals, cuisine, museums).

Correlations

Critical Thinking and Problem Solving Skills
I&TL: 1,2,3,5,6

Standard 2: History/Social Studies Literacy

Competence in literacy, inquiry, and research skills is necessary to analyze, evaluate, and present history and social studies information.

2.1 – Access and gather information from a variety of primary and secondary sources including electronic media (maps, charts, graphs, images, artifacts, recordings and text).

Grade Level Expectations
Students will be able to:

• 1. Locate and gather information from primary and secondary sources.
• 2. Answer questions about content gathered from print and non-print sources.
• 3. Summarize information about primary and secondary sources

Correlations

Critical Thinking and Problem Solving Skills
Information Literacy
Communication
RI5- 1, 2, 4, 7 W5- 7, 8
NCSS Appendix 1 “Critical Thinking Skills”
I&TL: 1, 2, 3, 5, 6

2.2 – Interpret information from a variety of primary and secondary sources, including electronic media (e.g. maps, charts, graphs, images, artifacts, recordings and text).

Grade Level Expectations
Students will be able to:

• 4. Describe an author’s point of view using relevant social studies information (e.g. editorials).
• 5. Compare and contrast information provided by primary and secondary sources.
• 6. Identify map symbols and map types (e.g. physical, political, economic products).
• 7. Interpret information from various map types using map symbols.

Correlations

Critical Thinking and Problem Solving Skills
Information Literacy
Communication
RI5- 5, 6, 8
NCSS Appendix 1 “Literacy Skills”
NCSS Appendix 1 “Critical Thinking Skills”
I&TL: 1, 2, 3, 5, 6

2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of historyand social studies issues.

Grade Level Expectations
Students will be able to:

• 8. Create written work (e.g. historical fiction essays) using primary sources (e.g. newspaper article, formal essay, poetry, play).
• 9. Organize information in outlines and graphic organizers.

Correlations

Critical Thinking and Problem Solving Skills
Information Literacy
Communication
RI5- 9 W5- 2, 4, 6, 10
2.3.6 NCSS Appendix 1 “Literacy Skills”
2.3.7 NCSS Appendix 1 “Critical Thinking Skills”
I&TL: 1, 2, 3, 4, 5, 6, 7

2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective oral presentation.

Grade Level Expectations
Students will be able to:

• 10. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on social studies topics and texts, building on others’ ideas and expressing their own clearly.
• 11. Debate conflicting points of view on historical issues or events using evidence.
• 12. Give oral presentations on social studies events or issues and use evidence from more than one source.

Correlations

Critical Thinking and Problem Solving Skills
Information Literacy Communication
SL4- 1, 4
NCSS Appendix 1 “Personal Interaction and Civic Engagement Strategies (PICES)
I&TL: 1, 2, 3, 4, 5, 6, 7

2.5 – Create and present relevant social studies materials using both print and electronic media (e.g. maps, charts, models, displays).

Grade Level Expectations
Students will be able to:

• 13. Include multimedia components (e.g. graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Correlations

Critical Thinking and Problem Solving Skills
Information Literacy
ITC Literacy
Communication
SL5- 5
NCSS Appendix 1 “Critical Thinking Skills”
I&TL: 1, 2, 3, 4, 5, 6, 7

Standard 3: Civic Engagement

Civic competence in analyzing historical issues and current problems requires the synthesis of information, skills, and perspective.

3.1 – Use evidence to identify, analyze and evaluate historical interpretations.

Grade Level Expectations
Students will be able to:

• 1. Identify and explain different points of view about a historical event (cause and effect).
• 2. Make and support judgments about the quality of information in text material.

Correlations

Critical Thinking and Problem Solving Skills
Information Literacy
Communication
NCSS Appendix 1 “Literacy Skills”
I&TL: 1,2,3,5,6

3.2 – Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view.

Grade Level Expectations
Students will be able to:

• 3. Analyze why people might have different points of view on a national contemporary issue.
• 4. Describe views and feelings of people in the past (e.g. slavery, Colonial reaction to British regulations and taxes) using personal experience and/or outside readings.

Correlations

Critical Thinking and Problem Solving Skills
Information Literacy
Communication
3.2.3 NCSS Appendix 1 “Literacy Skills”
3.2.4 NCSS Appendix 1 “Critical Thinking Skills”
I&TL: 1, 2, 3, 5, 6

3.3 - Apply appropriate historical, geographic, political, economic and cultural concepts and methods in proposing and evaluating solutions to contemporary problems.

Grade Level Expectations
Students will be able to:

• 5. Predict how a current issue or event might affect one’s life.
• 6. Assess the potential impact of proposed solutions to contemporary issues.

Correlations

Critical Thinking and Problem Solving Skills
Communication
NCSS Appendix 1 “Learning Strategies”
I&TL: 1, 2, 3, 5, 6

• HI.SS.5.1. Content Standard / Course: Historical Understanding CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history
  • SS.5.1.1. Content Standard / Performance Indicator: Chronological Thinking Use chronological order to explain causal relationships between and among people and events
• HI.SS.5.2. Content Standard / Course: Historical Understanding INQUIRY, EMPATHY AND PERSPECTIVE-Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms
  • SS.5.2.1. Content Standard / Performance Indicator: Historical Perspectives and Interpretations Analyze how beliefs and education and/or the society in which a person resides shape his/her ''point of view''
  • SS.5.2.2. Content Standard / Performance Indicator: Historical Empathy Judge the past in the context of the time instead of imposing present norms and values on historical events
• HI.SS.5.3. Content Standard / Course: History EARLY AMERICAN HISTORY-Understand important historical events through the Revolution
  • SS.5.3.1. Content Standard / Performance Indicator: Exploration, Migration, and Settlement Identify what Europeans sought (e.g., route to Asia) and what they found (e.g., new crops) during the Age of Exploration
  • SS.5.3.2. Content Standard / Performance Indicator: Exploration, Migration, and Settlement Examine the interactions between Europeans and Native Americans in North America
  • SS.5.3.3. Content Standard / Performance Indicator: Exploration, Migration, and Settlement Describe the hardships experienced by European settlers in colonial America
  • SS.5.3.4. Content Standard / Performance Indicator: Colonial American Society Describe how religion and economics influenced the settling of New England and the southern regions of British North America
  • SS.5.3.5. Content Standard / Performance Indicator: Colonial American Society Describe the major features of the economies of New England (i.e., manufacturing), the mid-Atlantic colonies (i.e., trade), and southern regions (i.e., farming) of British North America and explain their relationship to geographic features
  • SS.5.3.6. Content Standard / Performance Indicator: Colonial American Society Explain how colonial America solved its labor shortage problem with indentured servants and African slaves
  • SS.5.3.7. Content Standard / Performance Indicator: Colonial American Society Illustrate the movement of African slaves to the Americas and their role in the Triangular Trade
  • SS.5.3.8. Content Standard / Performance Indicator: Colonial American Society Describe conflicts between Europeans and Native Americans (i.e., King Philips War), among colonists, (i.e., Bacon's Rebellion), and between European powers (i.e., the French and Indian War)
  • SS.5.3.9. Content Standard / Performance Indicator: Colonial American Society Describe the role of Puritans and Quakers in shaping colonial society
  • SS.5.3.10. Content Standard / Performance Indicator: Colonial American Society Explain how conflict between the English government and the English colonies led to the outbreak of the American Revolution
  • SS.5.3.11. Content Standard / Performance Indicator: Revolutionary War Define the major ideas (i.e., natural rights, government by the consent of the governed, and ''all men are created equal'') stated in the Declaration of Independence and explain why they were included
  • SS.5.3.12. Content Standard / Performance Indicator: Revolutionary War Describe the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures
• HI.SS.5.4. Content Standard / Course: Political Science/Civics GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives
  • SS.5.4.1. Content Standard / Performance Indicator: American Democracy Explain how colonial governments were based on key principles underlying American democracy (including social contract, majority rule, and equality of opportunity)
  • SS.5.4.2. Content Standard / Performance Indicator: American Democracy Explain how participation in American democracy has changed since the 18th century
• HI.SS.5.5. Content Standard / Course: Political Science/Civics PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action
  • SS.5.5.1. Content Standard / Performance Indicator: There are no benchmarks for this standard for this Grade/Course.
• HI.SS.5.6. Content Standard / Course: Cultural Anthropology SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time
  • SS.5.6.1. Content Standard / Performance Indicator: Cultural Inquiry Compare the views of Native Americans and Europeans regarding the relationship between humans and the land
• HI.SS.5.7. Content Standard / Course: Geography WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world
  • SS.5.7.1. Content Standard / Performance Indicator: Human Systems Explain how the Revolutionary War caused the movement of people
• HI.SS.5.8. Content Standard / Course: Economics RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems
  • SS.5.8.1. Content Standard / Performance Indicator: Limited Resources and Choice Explain the opportunity costs considered by the settlers before moving to the colonies
  • SS.5.8.2. Content Standard / Performance Indicator: Role of Government Recognize that governments raise money to pay for goods and services (i.e., taxes) and describe why the American colonists were dissatisfied with the colonial system of taxation

Standard 1: History

Students in Grade 5 build an understanding of the cultural and social development of the United States, trace the role of migration and immigration of people in the development of the United States, and identify the role of American Indians in the development of the United States.

Goal 1.1:

Build an understanding of the cultural and social development of the United States.
Objective(s): By the end of Grade 5, the student will be able to:

• 5.SS.1.1.1 Describe the interactions between European colonists and established societies in North America.
• 5.SS.1.1.2 Discuss significant individuals who have been responsible for bringing about cultural and social changes in the United States.
• 5.SS.1.1.3 Identify and explain influential political and cultural groups and their impact on American history.
• 5.SS.1.1.4 Identify different examples of how religion has been an important influence in American history.
• 5.SS.1.1.5 Discuss how the establishment of the 13 original colonies contributed to the founding of the nation.
• 5.SS.1.1.6 Discuss the causes and effects of various compromises and conflicts in American history.

Goal 1.2:

Trace the role of migration and immigration of people in the development of the United States.
Objective(s): By the end of Grade 5, the student will be able to:

• 5.SS.1.2.1 Discuss the religious, political, and economic motives of voluntary European immigrants to the United States.
• 5.SS.1.2.2 Explain the history of indentured servitude and the slave trade in the United States.
• 5.SS.1.2.3 Analyze and discuss the motives of the major groups who participated in western expansion.
• 5.SS.1.2.4 Discuss the significant American Indian groups encountered in western expansion.
• 5.SS.1.2.5 Discuss the significant individuals who took part in western expansion.
• 5.SS.1.2.6 Describe the impact of scientific and technological advances on westward expansion.

Goal 1.3:

Identify the role of American Indians in the development of the United States.
Objective(s): By the end of Grade 5, the student will be able to:

• 5.SS.1.3.1 Discuss that American Indians were the first inhabitants of the United States.
• 5.SS.1.3.2 Identify examples of American Indian individual contributions and influences.
• 5.SS.1.3.3 Define the terms treaty, reservation and sovereignty.
• 5.SS.1.3.4 Explain that reservations are lands that have been reserved by the tribes for their own use through treaties and was not “given” to them. The principle that land should be acquired from the Indians only through their consent with treaties involved three assumptions:
  • That both parties to treaties were sovereign powers.
  • That Indian tribes had some form of transferable title to the land.
  • That acquisition of Indian land was solely a government matter not to be left to individual colonists.

Standard 2: Geography

Students in Grade 5 analyze the spatial organizations of people, places and environment on the earth’s surface.

Goal 2.1:

Analyze the spatial organizations of people, places, and environment on the earth’s surface.
Objective(s): By the end of Grade 5, the student will be able to:

• 5.SS.2.1.1 Develop and use different kinds of maps, globes, graphs, charts, databases, and models to display and obtain information.
• 5.SS.2.1.2 Identify the regions of the United States and their resources.
• 5.SS.2.1.3 Use latitude and longitude coordinates to find specific locations on a map.
• 5.SS.2.1.4 Name and locate the 50 States and their Capitals, and U.S. Territories.

Standard 3: Economics

Students in Grade 5 explain basic economic concepts, identify different influences on economic systems, and explain the concepts of good personal finance.

Goal 3.1:

Explain basic economic concepts.
Objective(s): By the end of Grade 5, the student will be able to:

• 5.SS.3.1.1 Describe examples of improved transportation and communication networks and how they encourage economic growth.
• 5.SS.3.1.2 Explain the concepts of tariffs, taxation, and embargo.
• 5.SS.3.1.3 Describe the basic characteristics of a market.

Goal 3.2:

Identify different influences on economic systems.
Objective(s): By the end of Grade 5, the student will be able to:

• 5.SS.3.2.1 Discuss the economic policies of England that contributed to the revolt in the North American colonies.

Goal 3.4:

Explain the concepts of good personal finance.
Objective(s): By the end of Grade 5, the student will be able to:

• 5.SS.3.4.1 Identify economic incentives for entrepreneurship.
• 5.SS.3.4.2 Explain the impact of taxation on personal finance.

Standard 4: Civics and Government

Students in Grade 5 build an understanding of the foundational principles of the American political system, the organization and formation of the American system of government, that all people in the United States have rights and assume responsibilities, and the evolution of democracy.

Goal 4.1:

Build an understanding of the foundational principles of the American political system.
Objective(s): By the end of Grade 5, the student will be able to:

• 5.SS.4.1.1 Identify the people and groups who make, apply, and enforce laws within federal and tribal governments.
• 5.SS.4.1.2 Identify and explain the important concepts in the Declaration of Independence.
• 5.SS.4.1.3 Discuss the significance of the Articles of Confederation as the transitional form of government.
• 5.SS.4.1.4 Identify the basic principles of the United States Constitution and Bill of Rights, such popular sovereignty, limited government, separation of powers, majority rule with minority rights, and federalism.

Goal 4.2:

Build an understanding of the organization and formation of the American system of government.
Objective(s): By the end of Grade 5, the student will be able to:

• 5.SS.4.2.1 Distinguish and compare responsibilities among state, national, and tribal governments in a federal system.
• 5.SS.4.2.2 Identify the three branches of government and the functions and powers of each.

Goal 4.3:

Build an understanding that all people in the United States have rights and assume responsibilities.
Objective(s): By the end of Grade 5, the student will be able to:

• 5.SS.4.3.1 Name the President and Vice President of the United States and the United States senators and congressional representatives from Idaho.
• 5.SS.4.3.2 Identify some of the personal responsibilities and basic rights of individual freedoms that belong to American citizens.
• 5.SS.4.3.3 Describe ways in which citizens participate in public life.

Goal 4.4:

Build an understanding of the evolution of democracy.
Objective(s): By the end of Grade 5, the student will be able to:

• 5.SS.4.4.1 Explain how the United States is a democratic republic.
• 5.SS.4.4.2 State the difference between direct democracy and the constitutional representative democracy of today’s United States.
• 5.SS.4.4.3 Discuss the concepts of popular consent, respect for the individual, equality of opportunity, and personal liberty.

Standard 5: Global Perspectives

Students in Grade 4 build an understanding of multiple perspectives and global interdependence.

Goal 5.1:

Build an understanding of multiple perspectives and global interdependence.
Objective(s): By the end of Grade 5, the student will be able to:

• 5.SS.5.1.1 Explain how the world is divided into many different nations and that each has its own government.
• 5.SS.5.1.2 Define a nation.
• 5.SS.5.1.3 Explain how the United States is one nation and how it interacts with other nations in the world.
• 5.SS.5.1.4 Discuss how nations try to resolve problems peacefully.
• 5.SS.5.1.5 Identify the role of the United States in a global economy.

• IN.1. Standard: History Students will describe the historical movements that influenced the development of the United States from pre- Columbian times up to 1800, with an emphasis on the American Revolution and the founding of the United States.
  • 5.1.1. Proficiency Statement: Historical Knowledge Ways of Life Before and After the Arrival of Europeans to 1610: Identify and describe early cultures and settlements that existed in North America prior to contact with Europeans. (Individuals, Society and Culture)
  • 5.1.2. Proficiency Statement: Historical Knowledge Ways of Life Before and After the Arrival of Europeans to 1610: Examine accounts of early European explorations of North America including major land and water routes, reasons for exploration and the impact the exploration had.
  • 5.1.3. Proficiency Statement: Historical Knowledge Ways of Life Before and After the Arrival of Europeans to 1610: Identify and compare historic Indian groups of the West, Southwest, Northwest, Arctic and sub-Arctic, Great Plains, and Eastern Woodlands regions at the beginning of European exploration in the late fifteenth and sixteenth centuries. (Individuals, Society and Culture)
  • 5.1.4. Proficiency Statement: Historical Knowledge Ways of Life Before and After the Arrival of Europeans to 1610: Locate and compare the origins, physical structure and social structure of early Spanish, French and British settlements. (Individuals, Society and Culture)
  • 5.1.5. Proficiency Statement: Historical Knowledge Colonization and Settlements 1607 to 1763: Explain the religious, political and economic reasons for movement of people from Europe to the Americas. (Individuals, Society and Culture)
  • 5.1.6. Proficiency Statement: Historical Knowledge Colonization and Settlements 1607 to 1763: Identify and discuss instances of both cooperation and conflict between Native American Indians and European settlers, such as agriculture, trade, cultural exchanges and military alliances, as well as later broken treaties, massacres and conflicts over control of the land. (Individuals, Society and Culture)
  • 5.1.7. Proficiency Statement: Historical Knowledge Colonization and Settlements 1607 to 1763: Identify and locate the 13 British colonies that became the United States and describe daily life (political, social, and economic organization and structure).
  • 5.1.8. Proficiency Statement: Historical Knowledge Colonization and Settlements 1607 to 1763: Identify the early founders of colonial settlements and describe early colonial resistance to British rule. (Individuals, Society and Culture)
  • 5.1.9. Proficiency Statement: Historical Knowledge The American Revolution: 1763 to 1783: Analyze the causes of the American Revolution as outlined in the Declaration of Independence.
  • 5.1.10. Proficiency Statement: Historical Knowledge The American Revolution: 1763 to 1783: Identify major British and American leaders and describe their roles in key events of the war for independence.
  • 5.1.11. Proficiency Statement: Historical Knowledge The American Revolution: 1763 to 1783: Describe foreign aid to the colonies during the American Revolution.
  • 5.1.12. Proficiency Statement: Historical Knowledge The American Revolution: 1763 to 1783: Identify contributions of women and minorities during the American Revolution. (Individuals, Society and Culture)
  • 5.1.13. Proficiency Statement: Historical Knowledge The American Revolution: 1763 to 1783: Explain consequences of the American Revolution including the Articles of Confederation, changes in trade relationships and the achievement of independence by the United States.
  • 5.1.14. Proficiency Statement: Historical Knowledge Making the United States Constitution and Establishing the Federal Republic: 1783 to 1800: Explain why the United States Constitution was created in 1787 and how it established a stronger union among the original 13 states by making it the supreme law of the land. Identify people who were involved in its development.
  • 5.1.15. Proficiency Statement: Historical Knowledge Making the United States Constitution and Establishing the Federal Republic: 1783 to 1800: Describe the origins and drafting of the Bill of Rights, ratified in 1791.
  • 5.1.16. Proficiency Statement: Historical Knowledge Making the United States Constitution and Establishing the Federal Republic: 1783 to 1800: Explain the development of the first American political parties and describe early presidential elections.
  • 5.1.17. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Create and interpret timelines showing major people, events and developments in the early history of the United States from 1776-1801.
  • 5.1.18. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Read fiction and nonfiction stories about conflicts among and between groups of people at different stages in the formation of the United States; give examples of how these conflicts were resolved and analyze the accuracy of the stories' historical details and sequence of events. (Individuals, Society and Culture)
  • 5.1.19. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Using primary and secondary sources to examine an historical account about an issue of the time, reconstruct the literal meaning of the passages by identifying who was involved, what happened, where it happened, what events led to these developments and what consequences or outcomes followed?
  • 5.1.20. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Read and interpret primary and secondary source accounts that pertain to a problem confronting people during the Founding Era of the United States.
  • 5.1.21. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Formulate historical questions from encounters with primary sources and identify and describe the contributions of important early American artists and writers and traditional arts and crafts to the new nation's cultural landscape. (Individuals, Society and Culture)
• IN.2. Standard: Civics and Government Students will identify main components and characteristics of the United States government. They will identify and explain key ideas in government from the colonial and founding periods that continue to shape civic and political life.
  • 5.2.1. Proficiency Statement: Foundations of Government Summarize the principles and purposes of government as stated in the Preamble to the United States Constitution.
  • 5.2.2. Proficiency Statement: Foundations of Government Identify and explain ideas about limited government, the rule of law and individual rights in key colonial era documents.
  • 5.2.3. Proficiency Statement: Foundations of Government Give examples of how the British colonies in America developed forms of representative government, self-government and democratic practices.
  • 5.2.4. Proficiency Statement: Foundations of Government Identify and explain key ideas about government as noted in the Declaration of Independence, Articles of Confederation, Northwest Ordinance, United States Constitution and the Bill of Rights.
  • 5.2.5. Proficiency Statement: Foundations of Government Describe and give examples of individual rights guaranteed by the Bill of Rights.
  • 5.2.6. Proficiency Statement: Functions of Government Describe primary and general election process for local, state and national offices, including those used to select congressional and presidential office holders.
  • 5.2.7. Proficiency Statement: Functions of Government Describe the three branches of the United States government, their functions and their relationships.
  • 5.2.8. Proficiency Statement: Roles of Citizens Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect and responsible participation. (Individuals, Society and Culture)
  • 5.2.9. Proficiency Statement: Roles of Citizens Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change in government including voting and participation in the election process.
  • 5.2.10. Proficiency Statement: Roles of Citizens Use a variety of information resources to identify and evaluate contemporary issues that involve civic responsibility, individual rights and the common good.
• IN.3. Standard: Geography Students will describe the Earth/sun relationship and use global grid systems. They will identify regions; describe physical and cultural characteristics; and locate states, capitals and major physical features of the United States. They will also explain the changing interaction of people with their environment in regions of the United States and show how the United States is related geographically to the rest of the world.
  • 5.3.1. Proficiency Statement: The World in Spatial Terms Demonstrate that lines of latitude and longitude are measured in degrees of a circle, that places can be precisely located where these lines intersect, and that location can be stated in terms of degrees north or south of the equator and east or west of the prime meridian.
  • 5.3.2. Proficiency Statement: The World in Spatial Terms Identify regions of the United States and explain the advantages and disadvantages of using maps, globes and photographs to locate and describe these regions.
  • 5.3.3. Proficiency Statement: Places and Regions Name and locate states, regions, major cities and capitals, major rivers and mountain ranges in the United States.
  • 5.3.4. Proficiency Statement: Places and Regions Locate Native American Indian and colonial settlements on maps and suggest reasons for the locations of these places. (Individuals, Society and Culture)
  • 5.3.5. Proficiency Statement: Physical Systems Locate the continental divide and the major drainage basins in the United States.
  • 5.3.6. Proficiency Statement: Physical Systems Map and describe the characteristics of climate regions of the United States.
  • 5.3.7. Proficiency Statement: Physical Systems Identify major sources of accessible fresh water and describe the impact of access on the local and regional communities.
  • 5.3.8. Proficiency Statement: Human Systems Explain how the Spanish, British and French colonists altered the character and use of land in early America. (Individuals, Society and Culture)
  • 5.3.9. Proficiency Statement: Human Systems Identify the major manufacturing and agricultural regions in colonial America and cite ways that agriculture and manufacturing changed between 1600 and 1800.
  • 5.3.10. Proficiency Statement: Human Systems Using historical maps locate and explain the conflict over the use of land by Native American Indians and the European colonists.
  • 5.3.11. Proficiency Statement: Environment and Society Describe adaptation and how Native American Indians and colonists adapted to variations in the physical environment.
  • 5.3.12. Proficiency Statement: Environment and Society Describe and analyze how specific physical features influenced historical events and movements.
• IN.4. Standard: Economics Students will describe the productive resources and market relationships that influence the way people produce goods and services and earn a living in the United States in different historical periods.
  • 5.4.1. Proficiency Statement: Describe the economic activities within and among Native American Indian cultures prior to contact with Europeans. Examine the economic incentives that helped motivate European exploration and colonization.
  • 5.4.2. Proficiency Statement: Summarize a market economy and give examples of how the colonial and early American economy exhibited these characteristics.
  • 5.4.3. Proficiency Statement: Define types of trade barriers.
  • 5.4.4. Proficiency Statement: Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States.
  • 5.4.5. Proficiency Statement: Explain how education and training, specialization and investment in capital resources increase productivity.
  • 5.4.6. Proficiency Statement: Use economic reasoning to explain why certain careers are more common in one region than in another and how specialization results in more interdependence.
  • 5.4.7. Proficiency Statement: Predict the effect of changes in supply and demand on price.
  • 5.4.8. Proficiency Statement: Analyze how the causes and effects of changes in price of certain goods and services had significant influence on events in United States history.
  • 5.4.9. Proficiency Statement: Identify the elements of a personal budget and explain why personal spending and saving decisions are important.

(Note: By the completion of fifth grade, Oregon students are expected to master the following standards.)

Benchmark 2 students begin to apply skills to more specific Social Sciences content. Students examine the period of United States History from pre-history through the American Revolution, including focus on the Declaration of Independence. Attention is given to the study of Oregon's tribes. Students study the levels and branches of government at both the state and national levels. In Economics, students continue their study of economic choice to include supply and demand, price, trade, and money. They also study basic concepts of Personal Finance. In geography, students use maps and charts to understand and analyze patterns; compare locations, migration, and population; and to investigate causes of environmental and cultural change. Students extend their work with Social Science Analysis, conducting more sophisticated research, examining primary and secondary sources, establishing cause-and-effect relationships, and drawing conclusions from evidence.

Civics and Government

• Understand the origins, purposes, and functions of U.S. government, including the structure and meaning of the U.S. Constitution.
  • SS.05.CG.01 Identify essential ideas of our republican form of government as expressed in the Declaration of Independence and the Constitution.
    • SS.05.CG.01.01 Know the concept of "rule of law."
• Understand the organization, responsibilities, and interrelationships of local, state, and federal governments in the United States.
  • SS.05.CG.02 Identify the primary functions of federal, state, and local governments.
    • SS.05.CG.02.01 Identify public safety, transportation, education, and recreation as responsibilities of local governments.
    • SS.05.CG.02.02 Know how laws are made.
• Understand the roles of the three branches of government and explain how their powers are distributed and shared.
  • SS.05.CG.03 Understand the roles and responsibilities of the three branches of government.
    • SS.05.CG.03.01 Name and distinguish the primary function of each branch of government at the federal and state levels.
• Understand personal and political rights of citizens in the United States.
  • SS.05.CG.04 Identify the rights of U.S. citizens.
    • SS.05.CG.04.01 Identify basic rights that are given to citizens of the United States.
• Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives).
  • SS.05.CG.05 Understand how citizens can learn about public issues.
    • SS.05.CG.05.01 Identify and give examples of resources that provide information about public issues.
• Understand how government is influenced and changed by support and dissent of individuals, groups, and international organizations.
  • SS.05.CG.06 Identify and give examples of how individuals can influence the actions of government.
    • SS.05.CG.06.01 Identify and give examples of actions citizens can take to influence government policy and decision-making.
• Understand how nations interact with each other, how events and issues in other countries can affect citizens in the United States, and how actions and concepts of democracy and individual rights of the United States can affect other peoples and nations.
  • SS.05.CG.07 Recognize and give examples of how nations interact with one another through trade, diplomacy, cultural contacts, treaties, and agreements.
    • SS.05.CG.07.01 Know how the United States makes treaties with other nations, including Indian nations.
    • SS.05.CG.07.02 Know how nations demonstrate good will toward other nations in a variety of ways.
• Analyze major political systems of the world.
  • SS.05.CG.08 Understand that there are different ways for governments to be organized.
    • SS.05.CG.08.01 Recognize that governments are organized in different ways.

Economics

• Understand that resources are limited (e.g., scarcity).
  • SS.05.EC.01 Understand that all economic choices have costs and benefits, and compare options in terms of costs and benefits.
    • SS.05.EC.01.01 Know that whenever a choice is made, there is a cost.
• Understand economic trade-offs and how choices result in both costs and benefits to individuals and society.
• SS.05.EC.02 Identify and give examples of the concepts of "trade-off" and "opportunity costs."
  • SS.05.EC.02.01 Identify and give examples of consequences of economic choices in terms of trade- off and opportunity cost.
  • SS.05.EC.02.02 Understand the difference between "needs" and "wants" and their relationship to economic trade-offs.
• Understand how conditions in an economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government.
  • SS.05.EC.03 Understand how supply and demand influence price, and how price increases or decreases influence the decisions of consumers.
    • SS.05.EC.03.01 Understand that prices rise and fall depending on supply and demand.
• Understand the interdependence of the global economy and the role played by the United States.
• SS.05.EC.04 Recognize examples of how nations interact economically.
  • SS.05.EC.04.01 Recognize that nations interact through trade.
• Understand how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.
  • SS.05.EC.05 Identify the characteristics of money and the advantages of its use over barter.
    • SS.05.EC.05.01 Distinguish between "barter" and "money" and how they facilitate the exchange of goods.
• Apply economic concepts and principles to issues of personal finance.
  • SS.05.EC.06 Understand the processes of earning, saving, spending, budgeting, and record keeping in money management.
    • SS.05.EC.06.01 Recognize that people earn income by exchanging their labor for wages and salaries.
    • SS.05.EC.06.02 Recognize that savings are the part of income not spent on taxes or consumption.
    • SS.05.EC.06.03 Recognize that spending involves exchanging money for goods or services.
    • SS.05.EC.06.04 Recognize that a budget is a record-keeping plan for managing income and spending.
  • SS.05.EC.07 Understand how banks and credit unions serve savers and borrowers.
    • SS.05.EC.07.01 Understand how interest creates incentives for borrowing and saving.

Geography

• Understand the spatial concepts of location, distance, direction, scale, movement, and region.
  • SS.05.GE.01 Define basic geography vocabulary such as concepts of location, direction, distance, scale, movement, and region using appropriate words and diagrams.
    • SS.05.GE.01.01 Know and use basic map elements to answer geographic questions or display geographic information.
• Use maps and other geographic tools and technologies to acquire, process, and report information from a spatial perspective.
  • SS.05.GE.02 Examine and understand how to prepare maps, charts, and other visual representations to locate places and interpret geographic information.
    • SS.05.GE.02.01 Use maps and charts to interpret geographic information.
    • SS.05.GE.02.02 Use other visual representations to locate, identify, and distinguish physical and human features of places and regions.
• Locate major physical and human (cultural) features of the Earth.
  • SS.05.GE.03 Locate and identify on maps the continents of the world, the 50 states of the United States, and the major physical features of Oregon.
    • SS.05.GE.03.01 Identify the names of the continents and their relative size, shape, and location.
    • SS.05.GE.03.02 Identify the names of the fifty states and their location relative to other states.
    • SS.05.GE.03.03 Locate, identify, and know the significance of major mountains, rivers, and land regions of Oregon.
• Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions.
  • SS.05.GE.04 Identify physical and human characteristics of regions in the United States and the processes that have shaped them.
    • SS.05.GE.04.01 Identify and locate major landforms, bodies of water, vegetation, and climate found in regions of the United States.
    • SS.05.GE.04.02 Identify the type of economic activity, population distribution, and cities found in regions of the United States.
• Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and it effects (e.g., impact on physical and human systems).
  • SS.05.GE.05 Identify patterns of migration and cultural interaction in the United States.
    • SS.05.GE.05.01 Understand how physical geography affects the routes, flow, and destinations of migration.
    • SS.05.GE.05.02 Explain how migrations affect the culture of emigrants and native populations.
• Understand economic, cultural, and environmental factors that influence changes in population, and evaluate the consequences of the resulting increases or decreases in population.
  • SS.05.GE.06 Identify and give examples of issues related to population increases and decreases.
    • SS.05.GE.06.01 Identify and give examples of positive and negative impacts of population increases or decreases.
• Understand how people and the environment are interrelated.
  • SS.05.GE.07 Understand how physical environments are affected by human activities.
    • SS.05.GE.07.01 Understand how and why people alter the physical environment.
    • SS.05.GE.07.02 Describe how human activity can impact the environment.
  • SS.05.GE.08 Understand how human activities are affected by the physical environment.
    • SS.05.GE.08.01 Identify constraints on human activity caused by the physical environment.
    • SS.05.GE.08.02 Understand how the physical environment presents opportunities for economic and recreational activity.

History

• Historical Skills: Interpret and reconstruct chronological relationships.
  • SS.05.HS.01 Interpret data and chronological relationships presented in timelines and narratives.
    • SS.05.HS.01.01 Order events found in historical narratives.
    • SS.05.HS.01.02 Calculate time and infer information from timelines.
• Historical Skills: Analyze cause and effect relationships, including multiple causalities.
  • SS.05.HS.02 Identify cause and effect relationships in a sequence of events.
• Historical Skills: Understand, recognize, and interpret change and continuity over time.
  • SS.05.HS.03 Understand how history can be organized using themes, geography, or chronology.
• Historical Skills: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events.
  • SS.05.HS.04 Identify primary and secondary sources.
• U.S. History: Understand and interpret events, issues, and developments within and across eras of U.S. history.
  • SS.05.HS.05 Understand how individuals, issues, and events changed or significantly influenced the course of U.S. history from pre-history through the period of the American Revolution.
    • SS.05.HS.05.01 Identify and understand the groups living in the Western Hemisphere before European exploration, their ways of life, and the empires they developed.
    • SS.05.HS.05.02 Understand the impact of early European exploration on Native Americans and on the land.
    • SS.05.HS.05.03 Understand the impact of individuals through the period of the American Revolution, on ideas, ways of life, or the course of events in U.S. history.
    • SS.05.HS.05.04 Understand the colonial experience and how it led to the American Revolution.
    • SS.05.HS.05.05 Identify and understand the causes, course, and impact of the American Revolution, including the roles of George Washington, Samuel Adams, and Thomas Jefferson.
• State & Local History: Understand and interpret the history of the state of Oregon.
  • SS.05.HS.06 Understand how individuals changed or significantly influenced the course of Oregon state history.
    • SS.05.HS.06.01 Identify significant people in the history of Oregon from pre-history through the period of the American Revolution.
    • SS.05.HS.06.02 Understand the interactions and contributions of the various people and cultures that have lived in or migrated to the area that is now Oregon from pre-history through the period of the American Revolution.
• State & Local History: Understand and interpret events, issues, and developments in the history of one’s family, local community, and culture.
  • SS.05.HS.07 Understand how individuals changed or significantly influenced the course of local history.

Social Science Analysis

• Define and clarify an issue so that its dimensions are well understood.
  • SS.05.SA.01 Examine an event, issue, or problem through inquiry and research.
• Acquire and organize materials from primary and secondary sources.
  • SS.05.SA.02 Gather, use, and document information from multiple sources (e.g. print, electronic, human, primary, secondary).
• Explain various perspectives on an event or issue and the reasoning behind them.
  • SS.05.SA.03 Identify and study two or more points of view of an event, issue, or problem.
• Identify and analyze an issue.
  • SS.05.SA.04 Identify characteristics of an event, issue, or problem, suggesting possible causes and results.
• Select a course of action to resolve an issue.
  • SS.05.SA.05 Identify a response or solution and support why it makes sense, using support from research.

• Strand: History

  Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. Students will:

  • Grade 5 Benchmark I-A—New Mexico:

    Explore and explain how people and events have influenced the development of New Mexico up to the present day.

    Performance Standards

    1. Describe changes of governance of New Mexico (e.g., indigenous, Spanish, Mexican, French, Texan, confederate, United States).
    2. Explain the reasons for European exploration of the Americas.

  • Grade 5 Benchmark I-B—United States:

    Analyze and interpret major eras, events and individuals from the periods of exploration and colonization through the civil war and reconstruction in United States history.

    Performance Standards

    1. Explain the motivations for the European exploration of the Americas (e.g., Leif Ericson, Christopher Columbus, John Cabot, Hern·n Cortez, Jacques Cartier, Henry Hudson).
    2. Describe and explain the reasons for colonization, to include: religious freedom, desire for land, economic opportunity, a new way of life, including the roles and views of key individuals who founded colonies (e.g., John Smith, William Penn, Lord Baltimore).
    3. Explain the significance of major historical documents (e.g., the Mayflower compact, the declaration of independence, the federalist papers, United States constitution, bill of rights, the Gettysburg address).
    4. Identify the interactions between American Indians and European settlers, including agriculture, cultural exchanges, alliances and conflicts (e.g., the first Thanksgiving, the pueblo revolt, French and Indian war).
    5. Describe how the introduction of slavery into the Americas, and especially the United States, laid a foundation for conflict.
    6. Explain early representative government and identify democratic practices that emerged (e.g., Iroquois nation model, town meetings, assemblies).

  • Grade 5 Benchmark I-C—World:

    Compare and contrast major historical eras, events and figures from ancient civilizations to the age of exploration.

    Performance Standards

    1. Describe the characteristics of early societies, including the development of tools and adaptation to environments.
    2. Identify, describe and explain the political, religious, economic and social conditions in Europe that led to the era of colonization.
    3. Identify the European countries that colonized the North American continent and their areas of settlement.
    4. Describe the development of slavery as a widespread practice that limits human freedoms and potentials.

  • Grade 5 Benchmark I-D—Skills:

    Research historical events and people from a variety of perspectives.

    Performance Standards

    1. Differentiate between, locate and use primary and secondary sources (e.g., computer software, interviews, biographies, oral histories, print, visual material, artifacts) to acquire information.
    2. Use resources for historical information (e.g., libraries, museums, historical societies, courthouse, worldwide web, family records, elders).
    3. Gather, organize and interpret information using a variety of media and technology.
    4. Show the relationship between social contexts and events.
    5. Use effective communication skills and strategies to share research findings.

• Strand: Geography

  Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

  • Grade 5 Benchmark II-A:

    Analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills and perspectives and apply them to explain the past, present and future in terms of patterns, events and issues.

    Performance Standards

    1. Make and use different kinds of maps, globes, charts and databases.
    2. Demonstrate how different areas of the United States are organized and interconnected.
    3. Identify and locate each of the fifty states and capitols of the United States.
    4. Identify tribal territories within states.
    5. Employ fundamental geographic vocabulary (e.g., latitude, longitude, interdependence, accessibility, connections).
    6. Demonstrate a relational understanding of time zones.
    7. Use spatial organization to communicate information.
    8. Identify and locate natural and man-made features of local, regional, state, national and international locales.

  • Grade 5 Benchmark II-B:

    Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of change.

    Performance Standards

    1. Describe human and natural characteristics of places.
    2. Describe similarities and differences among regions of the globe, and their patterns of change.

  • Grade 5 Benchmark II-C:

    Understand how human behavior impacts man-made and natural environments, recognize past and present results and predict potential changes.

    Performance Standards

    1. Describe how man-made and natural environments have influenced conditions in the past.
    2. Identify and define geographic issues and problems from accounts of current events.

  • Grade 5 Benchmark II-D:

    Explain how physical processes shape the earthís surface patterns and biosystems.

    Performance Standards

    1. Explain how the four provinces of New Mexicoís land surface (plains, mountains, plateau, basin and range) support life.

  • Grade 5 Benchmark II-E:

    Explain how economic, political, cultural and social processes interact to shape patterns of human populations and their interdependence, cooperation and conflict.

    Performance Standards

    1. Explain how physical features influenced the expansion of the United States.

  • Grade 5 Benchmark II-F:

    Describe how natural and man-made changes affect the meaning, use, distribution, and value of resources.

    Performance Standards

    1. Understand how resources impact daily life.

• Strand: Civics and Government

  Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.

  • Grade 5 Benchmark III-A:

    Demonstrate understanding of the structure, functions and powers of government (local, state, tribal and national).

    Performance Standards

    1. Explain how the three branches of national government function and explain how they are defined in the United States constitution.
    2. Identify the fundamental ideals and principles of our republican form of government (e.g., inalienable rights such as ìlife, liberty, and the pursuit of happiness,î the rule of law, justice, equality under the law).
    3. Identify and describe the significance of American symbols, landmarks and essential documents (e.g., declaration of independence; United States constitution; bill of rights; the federalist papers; Washington, D.C.; liberty bell; Gettysburg address; statue of liberty; government to government accords; treaty of Guadalupe Hildago; Gadsden purchase).
    4. Compare and contrast the basic government sovereignty of local, state, tribal and national governments.

  • Grade 5 Benchmark III-B:

    Explain the significance of symbols, icons, songs, traditions and leaders of New Mexico and the United States that exemplify ideals and provide continuity and a sense of unity.

    Performance Standards

    1. Explain the significance and importance of American customs, symbols, landmarks and celebrations.
    2. Identify and summarize contributions of various racial, ethnic and religious groups to national identity.
    3. Describe selected ethnic and religious customs and celebrations that enhance local, state, tribal and national identities.

  • Grade 5 Benchmark III-C:

    Compare political philosophies and concepts of government that became the foundation for the American revolution and the United States government.

    Performance Standards

    1. Describe the narrative of the people and events associated with the development of the United States constitution, and describe its significance to the foundation of the American republic, to include:
       • a. colonistsí and Native Americansí shared sense of individualism, independence and religious freedom that developed before the revolution;
       • b. articles of confederation;
       • c. purpose of the constitutional convention;
       • d. natural rights expressed in the declaration of independence.
    2. Describe the contributions and roles of major individuals, including George Washington, James Madison and Benjamin Franklin.

  • Grade 5 Benchmark III- D:

    Explain how individuals have rights and responsibilities as members of social groups, families, schools, communities, states, tribes and countries.

    Performance Standards

    1. Explain the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law and to preserve the constitutions of local, state, tribal and federal governments.

• Strand: Economics

  Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments.

  • Grade 5 Benchmark IV-A:

    Explain and describe how individuals, households, businesses, governments and societies make decisions, are influenced by incentives (economic as well as intrinsic) and the availability and use of scarce resources, and that their choices involve costs and varying ways of allocating.

    Performance Standards

    1. Understand the impact of supply and demand on consumers and producers in a free-enterprise system.
    2. Understand the patterns of work and economic activities in New Mexico and the United States (e.g., farming, ranching, oil and gas production, high tech, manufacturing, medicine).
    3. Describe the aspects of trade.
    4. Explain how voluntary trade is not coercive.

  • Grade 5 Benchmark IV-B:

    Explain how economic systems impact the way individuals, households, businesses, governments and societies make decisions about resources and the production and distribution of goods and services.

    Performance Standards

    1. Explain how all economic systems must consider the following: What will be produced? How will it be produced? For whom will it be produced.
    2. Identify the influence of bordering countries (Canada and Mexico) on United States commerce.

  • Grade 5 Benchmark IV-C:

    Describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in todayís world.

    Performance Standards

    1. Describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in todayís world.
    2. Explain the economic motivation of exploration and colonization by colonial powers.

§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.

Introduction

1. In Grade 5, students survey the history of the United States from 1565 to the present. Historical content includes the colonial period, the American Revolution, the establishment of the U.S. Constitution and American identity, westward expansion, the Civil War and Reconstruction, immigration and industrialization, and the 20th and 21st centuries. Students study a variety of regions in the United States that result from physical features and human activity and identify how people adapt to and modify the environment. Students explain the characteristics and benefits of the free enterprise system and describe economic activities in the United States. Students identify the roots of representative government in this nation as well as the important ideas in the Declaration of Independence and the U.S. Constitution. Students study the fundamental rights guaranteed in the Bill of Rights. Students examine the importance of effective leadership in a constitutional republic and identify important leaders in the national government. Students recite and explain the meaning of the Pledge of Allegiance to the United States Flag. Students describe the cultural impact of various racial, ethnic, and religious groups in the nation and identify the accomplishments of notable individuals in the fields of science and technology. Students explain symbols, traditions, and landmarks that represent American beliefs and principles. Students use critical-thinking skills to sequence, categorize, and summarize information and to draw inferences and conclusions.
2. To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as documents, biographies, novels, speeches, letters, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.
3. The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
4. Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
5. Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
6. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
7. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.

• a. Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
• b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."

Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

1. History:
   The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The student is expected to:
   • a. explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain; and
   • b. describe the accomplishments of significant individuals during the colonial period, including William Bradford, Anne Hutchinson, William Penn, John Smith, John Wise, and Roger Williams.
2. History:
   The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to:
   • a. identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and Indian War and the Boston Tea Party;
   • b. identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period; and
   • c. summarize the results of the American Revolution, including the establishment of the United States and the development of the U.S. military.
3. History.
   The student understands the events that led from the Articles of Confederation to the creation of the U.S. Constitution and the government it established. The student is expected to:
   • a. identify the issues that led to the creation of the U.S. Constitution, including the weaknesses of the Articles of Confederation; and
   • b. identify the contributions of individuals, including James Madison, and others such as George Mason, Charles Pinckney, and Roger Sherman who helped create the U.S. Constitution.
4. History:
   The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to:
   • a. describe the causes and effects of the War of 1812;
   • b. identify and explain how changes resulting from the Industrial Revolution led to conflict among sections of the United States;
   • c. identify reasons people moved west;
   • d. identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny;
   • e. identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the effects of the Civil War, including Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution;
   • f. explain how industry and the mechanization of agriculture changed the American way of life; and
   • g. identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups.
5. History:
   The student understands important issues, events, and individuals in the United States during the 20th. The student is expected to:
   • a. analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great Depression, the world wars, the civil rights movement, and military actions;
   • b. analyze various issues and events of the 21st century such as the War on Terror and the 2008 presidential election; and
   • c. identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.
6. Geography.
   The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
   • a. apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and
   • b. translate geographic data into a variety of formats such as raw data to graphs and maps.
7. Geography.
   The student understands the concept of regions in the United States. The student is expected to:
   • a. describe a variety of regions in the United States such as political, population, and economic regions that result from patterns of human activity;
   • b. describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains;
   • c. locate on a map important political features such as the ten largest urban areas in the United States, the 50 states and their capitals, and regions such as the Northeast, the Midwest, and the Southwest; and
   • d. locate on a map important physical features such as the Rocky Mountains, Mississippi River, and Great Plains.
8. Geography.
   The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:
   • a. identify and describe the types of settlement and patterns of land use in the United States;
   • b. explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present; and
   • c. analyze the reasons for the location of cities in the United States, including capital cities, and explain their distribution, past and present.
9. Geography.
   Geography. The student understands how people adapt to and modify their environment. The student is expected to:
   • a. describe how and why people have adapted to and modified their environment in the United States, past and present, such as the use of human resources to meet basic needs; and
   • b. analyze the positive and negative consequences of human modification of the environment in the United States, past and present.
10. Economics.
    The student understands the basic economic patterns of early societies in the United States. The student is expected to:
    • a. explain the economic patterns of early European colonists; and
    • b. identify major industries of colonial America.
11. Economics.
    The student understands the development, characteristics, and benefits of the free enterprise system in the United States. The student is expected to:
    • a. describe the development of the free enterprise system in colonial America and the United States;
    • b. describe how the free enterprise system works in the United States; and
    • c. give examples of the benefits of the free enterprise system in the United States.
12. Economics.
    give examples of the benefits of the free enterprise system in the United States./strong>
    • a. explain how supply and demand affects consumers in the United States; and
    • b. evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in the United States.
13. Economics.
    Economics. The student understands patterns of work and economic activities in the United States. The student is expected to:
    • a. compare how people in different parts of the United States earn a living, past and present;
    • b. identify and explain how geographic factors have influenced the location of economic activities in the United States;
    • c. analyze the effects of immigration, migration, and limited resources on the economic development and growth of the United States;
    • d. describe the impact of mass production, specialization, and division of labor on the economic growth of the United States; and
    • e. explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States.
14. Government.
    Government. The student understands the organization of governments in colonial America. The student is expected to:
    • a. identify and compare the systems of government of early European colonists, including representative government and monarchy; and
    • b. identify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of Burgesses.
15. Government.
    The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to:
    • a. identify the key elements and the purposes and explain the importance of the Declaration of Independence;
    • b. explain the purposes of the U.S. Constitution as identified in the Preamble; and
    • c. explain the reasons for the creation of the Bill of Rights and its importance.
16. Government.
    The student understands the framework of government created by the U.S. Constitution of 1787. The student is expected to:
    • a. identify and explain the basic functions of the three branches of government;
    • b. identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and
    • c. distinguish between national and state governments and compare their responsibilities in the U.S. federal system.
17. Citizenship.
    The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles and contribute to our national identity. The student is expected to:
    • a. explain various patriotic symbols, including Uncle Sam, and political symbols such as the donkey and elephant;
    • b. sing or recite "The Star-Spangled Banner" and explain its history;
    • c. recite and explain the meaning of the Pledge of Allegiance to the United States Flag;
    • d. describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day, Columbus Day, and Veterans Day; and
    • e. explain the significance of important landmarks, including the White House, the Statue of Liberty, and Mount Rushmore.
18. Citizenship.
    The student understands the importance of individual participation in the democratic process at the local, state, and national levels. The student is expected to:
    • a. explain the duty individuals have to participate in civic affairs at the local, state, and national levels; and
    • b. explain how to contact elected and appointed leaders in local, state, and national governments.
19. Citizenship.
    The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
    • a. explain the contributions of the Founding Fathers to the development of the national government;
    • b. identify past and present leaders in the national government, including the president and various members of Congress, and their political parties; and
    • c. identify and compare leadership qualities of national leaders, past and present.
20. Citizenship.
    The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The student is expected to:
    • a. describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney; and
    • b. describe various amendments to the U.S. Constitution such as those that extended voting rights of U.S. citizens.
21. Culture.
    The student understands the relationship between the arts and the times during which they were created. The student is expected to:
    • a. identify significant examples of art, music, and literature from various periods in U.S. history such as the painting American Progress, "Yankee Doodle," and "Paul Revere's Ride"; and
    • b. explain how examples of art, music, and literature reflect the times during which they were created.
22. Culture.
    The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to:
    • a. identify the similarities and differences within and among racial, ethnic, and religious groups in the United States;
    • b. describe customs and traditions of racial, ethnic, and religious groups in the United States; and
    • c. summarize the contributions of people of racial, ethnic, and religious groups to our national identity.
23. Science, technology, and society.
    The student understands the impact of science and technology on society in the United States. The student is expected to:
    • a. identify the accomplishments of notable individuals in the fields of science and technology, including Benjamin Franklin, Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong;
    • b. identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic development of the United States, including the transcontinental railroad and the space program;
    • c. explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States; and
    • d. predict how future scientific discoveries and technological innovations could affect society in the United States.
24. Social studies skills.
    The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
    • a. differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States;
    • b. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
    • c. organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
    • d. identify different points of view about an issue, topic, or current event; and
    • e. identify the historical context of an event.
25. Social studies skills.
    The student communicates in written, oral, and visual forms. The student is expected to:
    • a. use social studies terminology correctly;
    • b. incorporate main and supporting ideas in verbal and written communication;
    • c. express ideas orally based on research and experiences;
    • d. create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and
    • e. use standard grammar, spelling, sentence structure, and punctuation.
26. Social studies skills.
    The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
    • a. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
    • b. use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

In the fifth grade, students will enlarge the study of history, government, economics, and geography as they study the United States. There is neither an intention nor a possibility of successful "coverage" of all of United States history and geography or all of the social, economic, and political movements that have helped create the story of America. Rather, students should "discover" and "uncover" this story, with attention to the overarching concepts of global interconnectedness, the processes of continuity and change over time, the rights and responsibilities we all share, and the systems of power, authority, and governance we create. Primary source documents and literature that recounts the stories of exemplary character and life skills will help students understand their own place in the continuing saga of America.

The fifth grade core is presented in a chronological framework, separated into eras in a modification of the organizing framework of the National Standards for History. Under the rubric of these interconnected eras, students will be able to explore each era's essential ideas and events. The eras are: Exploration and Colonization, Beginnings of Self-Government, the Constitution and Bill of Rights, the Expansive 19th Century, and The United States on the World Stage. By framing the history of the United States within comprehensible sections, students will be supported in their own cognitive development. As students develop a basic understanding of key events and the basic chronology of United States history, the nation's geography, and its economic history, they will be building a foundation that will serve them well in the years to come.

The eras selected underscore that while there is much more content in studying the United States than can be covered in a year, there are essential aspects students should learn. As students develop a basic understanding of key events and the basic chronology of United States history, the nation's geography, and its economic history, they will be building a foundation that will serve them well in the years to come.

The most important goal: a well-lived life

Excitement, wonder, inquiry, delight, and puzzlement are central to meaningful learning in social studies. Social studies should be fun and intriguing for all students, and provide opportunities to make important life-long connections between the past, present, and future. Students who appreciate the sacrifices that have been made in the past and understand the challenges that lie ahead can make better decisions in the present.

Core Standards of the Course

Benchmark: The era of the exploration and colonization of the Americas by Europeans marked the beginning of the recorded history of what is now the United States. This period also marked the beginning of global trade and cultural exchanges that would alter the lives of people around the world. This era would significantly affect the range of personal freedom among individuals and groups in the Americas. The growing conflicts between American Indian populations and European colonists, and the expansion of the African slave trade provide contrasts to the emerging development of self-rule.

• Standard 1

  Students will understand how the exploration and colonization of North America transformed human history.

  • Objective 1

    Describe and explain the growth and development of the early American colonies.

    • a. Using maps - including pre-1492 maps - and other geographic tools, locate and analyze the routes used by the explorers.
    • b. Explain how advances in technology lead to an increase in exploration (e.g. ship technology)
    • c. Identify explorers who came to the Americas and the nations they represented.
    • d. Determine reasons for the exploration of North America (e.g., religious, economic, political).
    • e. Compare the geographic and cultural differences between the New England, Middle, and Southern colonies (e.g., religious, economic, political).
    • f. Analyze contributions of American Indian people to the colonial settlements.

  • Objective 2

    Assess the global impact of cultural and economic diffusion as a result of colonization.

    • a. Describe the cultural and economic impacts that occurred as a result of trade between North America and other markets (e.g., arts, language, ideas, the beginning and expansion of the slave trade, new agricultural markets).
    • b. Analyze and explain the population decline in American Indian populations (i.e. disease, warfare, displacement).

  • Objective 3

    Distinguish between the rights and responsibilities held by different groups of people during the colonial period.

    • a. Compare the varying degrees of freedom held by different groups (e.g. American Indians, landowners, women, indentured servants, enslaved people).
    • b. Explain how early leaders established the first colonial governments (e.g. Mayflower compact, charters).
    • c. Describe the basic principles and purposes of the Iroquois Confederacy.

  Social Studies Vocabulary Students Should Know and Use: colony, exploration, Europe, North America, South America, cultural diffusion, indentured servant, slavery, displacement, charter, compact, Iroquois Confederacy

Benchmark: The English colonies in North America began to organize and discuss creating an independent form of government separate from England's rule. After making their case in their Declaration of Independence, the colonies engaged in a Revolutionary war that culminated in their independence and the creation of a new nation, the United States of America.

• Standard 2

  Students will understand the chronology and significance of key events leading to self-government.

  • Objective 1

    Describe how the movement toward revolution culminated in a Declaration of Independence.

    • a. Explain the role of events that led to declaring independence (e.g., French and Indian War, Stamp Act, Boston Tea Party).
    • b. Analyze arguments both for and against declaring independence using primary sources from Loyalist and patriot perspectives.
    • c. Explain the content and purpose for the Declaration of Independence.

  • Objective 2

    Evaluate the Revolutionary War's impact on self-rule.

    • a. Plot a time line of the key events of the Revolutionary War.
    • b. Profile citizens who rose to greatness as leaders.
    • c. Assess how the Revolutionary War changed the way people thought about their own rights.
    • d. Explain how the winning of the war set in motion a need for a new government that would serve the needs of the new states.

  Social Studies Vocabulary Students Should Know and Use: revolution, independence, declaration, self-rule

Benchmark: The new United States needed a set of rules. A group of leading thinkers of the Revolutionary era met to create a new document to lay out the form of the new government. Drawing upon ideas both old and new, and finding ways to compromise to meet the needs and demands of multiple interests, they created this new government charter called the Constitution. The Constitution created a strong national government with separate branches within the government to insure there were checks on power and balances of responsibilities. The Constitution has been changed, or amended, numerous times since then, first with the addition of the Bill of Rights.

• Standard 3

  Students will understand the rights and responsibilities guaranteed in the United States Constitution and Bill of Rights.

  • Objective 1

    Assess the underlying principles of the US Constitution.

    • a. Recognize ideas from documents used to develop the Constitution (e.g. Magna Carta, Iroquois Confederacy, Articles of Confederation, Virginia Plan).
    • b. Analyze goals outlined in the Preamble.
    • c. Distinguish between the role of the Legislative, Executive, and Judicial branches of the government.
    • d. Explain the process of passing a law.
    • e. Describe the concept of checks and balances.
    • f. Discover the basis for the patriotic and citizenship traditions we have today (i.e. Pledge of Allegiance, flag etiquette, voting).

  • Objective 2

    Assess how the US Constitution has been amended and interpreted over time, and the impact these amendments have had on the rights and responsibilities of citizens of the United States.

    • a. Explain the significance of the Bill of Rights.
    • b. Identify how the rights of selected groups have changed and how the Constitution reflects those changes (e.g. women, enslaved people).
    • c. Analyze the impact of the Constitution on their lives today (e.g. freedom of religion, speech, press, assembly, petition).

  Social Studies Vocabulary Students Should Know and Use:constitution, confederation, preamble, legislative, executive, judicial, amendment, petition, assembly, check and balance

Benchmark: As the United States expanded westward, major issues, some of them from the first years of the nation, began to challenge the stability of the nation. As the nation expanded, issues of states rights, the institution of slavery, and economic development culminated in a Civil War. This war formally ended slavery and strengthened the power of the Federal government. The era after the Civil War was a time of major economic development and technological innovation.

• Standard 4

  Students will understand that the 19th century was a time of incredible change for the United States, including geographic expansion, constitutional crisis, and economic growth.

  • Objective 1

    Investigate the significant events during America's expansion and the roles people played.

    • a. Identify key reasons why people move and the traits necessary for survival.
    • b. Examine causes and consequences of important events in the United States expansion (e.g. Louisiana Purchase, Lewis and Clark expedition, treaties with American Indians, Homestead Act, Trail of Tears, California Gold Rush).
    • c. Compare the trails that were important during westward expansion (e.g. Oregon, Mormon, Spanish, California).
    • d. Assess the impact of expansion on native inhabitants of the west.

  • Objective 2

    Assess the geographic, cultural, political, and economic divisions between regions that contributed to the Civil War.

    • a. Describe the impact of physical geography on the cultures of the northern and southern regions (e.g. industrial resources, agriculture, climate).
    • b. Compare how cultural and economic differences of the North and South led to tensions.
    • c. Identify the range of individual responses to the growing political conflicts between the North and South (e.g. states rights advocates, abolitionists, slaveholders, enslaved people).

  • Objective 3

    Evaluate the course of events of the Civil War and its impact both immediate and long-term.

    • a. Identify the key ideas, events, and leaders of the Civil War using primary sources (e.g. Gettysburg Address, Emancipation Proclamation, news accounts, photographic records, diaries).
    • b. Contrast the impact of the war on individuals in various regions (e.g. North, South, West).
    • c. Explain how the Civil War helped forge ideas of national identity.
    • d. Examine the difficulties of reconciliation within the nation.

  • Objective 4

    Understand the impact of major economic forces at work in the post-Civil War.

    • a. Assess how the free-market system in the United States serves as an engine of change and innovation.
    • b. Describe the wide-ranging impact of the Industrial Revolution (e.g. inventions, industries, innovations).
    • c. Evaluate the roles new immigrants played in the economy of this time.

  Social Studies Vocabulary Students Should Know and Use: expansion, Civil War, abolition, Underground Railroad, compromise, emancipation, reconciliation, free-market system, industrial revolution

Benchmark: The United States now has a range of influence that spans the globe. This emergence of power gained fullest expression in the 20th century. The touchstone events of war and worldwide economic depression, coupled with social movements based on the democratic ideals central to the United States Constitution, positioned the United States as a world superpower. With this power comes questions about the role and responsibilities the United States can and should play in the world.

• Standard 5

  Students will address the causes, consequences and implications of the emergence of the United States as a world power.

  • Objective 1

    Describe the role of the United States during World War I, The Great Depression, and World War II.

    • a. Review the impact of World War I on the United States.
    • b. Summarize the consequences of the Great Depression on the United States (e.g. mass migration, the New Deal).
    • c. Analyze how the United States' involvement in World War II led to its emergence as a superpower.

  • Objective 2

    Assess the impact of social and political movements in recent United States history.

    • a. Identify major social movements of the 20th century (e.g. the women's movement, the civil rights movement, child labor reforms).
    • b. Identify leaders of social and political movement.

  • Objective 3

    Evaluate the role of the United States as a world power.

    • a. Assess differing points of view on the role of the US as a world power (e.g. influencing the spread of democracy, supporting the rule of law, advocating human rights, promoting environmental stewardship).
    • b. Identify a current issue facing the world and propose a role the United States could play in being part of a solution (e.g. genocide, child labor, civil rights, education, public health, environmental protections, suffrage, economic disparities).

  Social Studies Vocabulary Students Should Know and Use: depression, migration, superpower, democracy, rule of law, human rights, suffrage, genocide

AL.5. Standard: United States Studies—Beginnings to the Industrial Revolution

Fifth-grade content standards focus on the United States from the prehistoric period to the Industrial Revolution.

5.1

• 5.1.1 Students will:

  Locate on a map physical features that impacted the exploration and settlement of the Americas, including ocean currents, prevailing winds, large forests, major rivers, and significant mountain ranges (Geography, History).

• 5.1.2 Students will practice:

  • Locating on a map states and capitals east of the Mississippi River
  • Identifying natural harbors in North America

  • Grade Level Example:

    Mobile, Boston, New York, New Orleans, Savannah

5.2

• 5.2.1 Students will:

  Identify causes and effects of early migration and settlement of North America.(Geography, History).

5.3

• 5.3.1 Students will:

  Distinguish differences among major American Indian cultures in North America according to geographic region, natural resources, community organization, economy, and belief systems (Economics, Geography, History, Civics and Government).

• 5.3.2 Students will practice:

  Locating on a map American Indian nations according to geographic region

5.4

• 5.4.1 Students will:

  Determine the economic and cultural impact of European exploration during the Age of Discovery upon European society and American Indians (Economics, Geography, History, Civics and Government).

• 5.4.2 Students will practice:

  • Identifying significant early European patrons, explorers, and their countries of origin, including early settlements in the New World

  • Grade Level Example:

    patrons—King Ferdinand and Queen Isabella
    explorers—Christopher Columbus
    early settlements—St. Augustine, Quebec, Jamestown

  • Tracing the development and impact of the Columbian Exchange

5.5

• 5.5.1 Students will:

  Explain the early colonization of North America and reasons for settlement in the Northern, Middle, and Southern colonies, including geographic features, landforms, and differences in climate among the colonies (Economics, Geography, History, Civics and Government).

• 5.5.2 Students will practice:

  • Recognizing how colonial development was influenced by the desire for religious freedom

  • Grade Level Example:

    development in Massachusetts, Connecticut, Rhode Island, Pennsylvania, and Maryland colonies

  • Identifying influential leaders in colonial society
  • Describing emerging colonial government

  • Grade Level Example:

    Mayflower Compact, representative government, town meetings, rule of law

5.6

• 5.6.1. Students will:

  Describe colonial economic life and labor systems in the Americas. (Economics, Geography, History).

• 5.5.2 Students will practice:

  Recognizing centers of slave trade in the Western Hemisphere and the establishment of the Triangular Trade Route

5.7

• 5.7. Students will:

  Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party (Economics, History, Civics and Government).

5.8

• 5.8.1 Students will:

  Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown (Economics, Geography, History, Civics and Government).

• 5.8.2 Students will practice:

  • Describing principles contained in the Declaration of Independence
  • Explaining contributions of Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, Haym Solomon, and supporters from other countries to the American Revolution
  • Explaining contributions of ordinary citizens, including African Americans and women, to the American Revolution
  • Describing efforts to mobilize support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, boycotts, and the Second Continental Congress
  • Locating on a map major battle sites of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown
  • Recognizing reasons for colonial victory in the American Revolution
  • Explaining the effect of the Treaty of Paris of 1783 on the development of the United States

5.9

• 5.9.1 Students will:

  Explain how inadequacies of the Articles of Confederation led to the creation and eventual ratification of the Constitution of the United States (History, Civics and Government).

• 5.9.2 Students will practice:

  • Describing major ideas, concepts, and limitations of the Constitution of the United States, including duties and powers of the three branches of government
  • Identifying factions in favor of and opposed to ratification of the Constitution of the United States

  • Grade Level Example:

    Federalist and Anti-Federalist factions

  • Identifying main principles in the Bill of Rights
  • Analyzing the election of George Washington as President of the United States for its impact on the role of president in a republic

5.10

• 5.10.1 Students will:

  Describe political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States, including the War of 1812, the Indian Removal Act, the Texas-Mexican War, the Mexican-American War, and the Gold Rush of 1849 (Economics, Geography, History, Civics and Government).

• 5.10.2 Students will practice:

  • Analyzing the role of the Louisiana Purchase and explorations of Meriwether Lewis and William Clark for their impact on Westward Expansion
  • Explaining the purpose of the Monroe Doctrine
  • Identifying Alabama’s role in the expansion movement in the United States, including the Battle of Horseshoe Bend and the Trail of Tears
  • Identifying the impact of technological developments on United States’ expansion

  • Grade Level Example:

    Steamboat, steam locomotive, telegraph, barbed wire

5.11

• 5.11.1 Students will:

  Identify causes of the Civil War, including states’ rights and the issue of slavery (Economics, Geography, History, Civics and Government).

• 5.11.2 Students will practice:

  • Describing the importance of the Missouri Compromise, Nat Turner’s insurrection, the Compromise of 1850, the Dred Scott decision, John Brown’s rebellion, and the election of 1860
  • Recognizing key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan ―Stonewall‖ Jackson, William Tecumseh Sherman, and Joseph Wheeler
  • Describing social, economic, and political conditions that affected citizens during the Civil War
  • Identifying Alabama’s role in the Civil Warn

  • Grade Level Example:

    Montgomery as the first capital of the Confederacy, Winston County’s opposition to Alabama’s secession

  • Locating on a map sites important to the Civil War

  • Grade Level Example:

    Mason-Dixon Line, Fort Sumter, Appomattox, Gettysburg, Confederate states, Union states

  • Explaining events that led to the conclusion of the Civil War

5.12

• 5.12.1 Students will:

  Summarize successes and failures of the Reconstruction Era (Economics, History, Civics and Government).

• 5.12.2 Students will practice:

  • Evaluating the extension of citizenship rights to African Americans included in the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States
  • Analyzing the impact of Reconstruction for its effect on education and social institutions in the United States

  • Grade Level Example:

    Horace Mann and education reform, Freedmen’s Bureau, establishment of segregated schools, African-American churches

  • Explaining the black codes and Jim Crow laws
  • Describing post-Civil War land distribution, including tenant farming and sharecropping

5.13

• 5.13.1 Students will:

  Describe social and economic influences on United States’ expansion prior to World War I.(Economics, Geography, History).

• 5.13.2 Students will practice:

  • Explaining how the development of the transcontinental railroads helped the United States achieve its Manifest Destiny
  • Locating on a map states, capitals, and important geographic features west of the Mississippi River
  • Identifying major groups and individuals involved with the Westward Expansion, including farmers, ranchers, Jewish merchants, Mormons, and Hispanics
  • Analyzing the impact of closing the frontier to American Indians’ way of life
  • Explaining how the Spanish-American War led to the emergence of the United States as a world power