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St. Fabian |
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St. Fabian Social Studies K-8 |
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Social Studies - Grade 5 |
Identity: Democracy/Further/Enhance
The learner will be able to
describe the significance of an American identity sharing values, principles, and/or beliefs to the furthering and enhancement of American democracy.
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Identity: United/Values/Principles
The learner will be able to
describe how an American identity comes from being united by values, principles, and/or beliefs rather than ethnicity, race, religion, class, language, gender, and/or national origin.
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Constitution: Analyze
The learner will be able to
analyze the United States Constitution.
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Constitution: New Government Challenges
The learner will be able to
explain the challenges faced by the new United States government, including the writing of a new Constitution in 1787 and the addition of the Bill of Rights.
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Constitution: 1st Amendment
The learner will be able to
apply knowledge of the 1st Amendment to the Constitution.
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Constitution: 13th Amendment
The learner will be able to
recall the 13th amendment to the Constitution.
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Constitution: 13th Amendment/Impact
The learner will be able to
describe the impact of the 13th amendment.
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Constitution: 14th Amendment/Impact
The learner will be able to
describe the impact of the 14th amendment.
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Constitution: 15th Amendment/Impact
The learner will be able to
describe the impact of the 15th amendment.
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Constitution: Articles of Confederation
The learner will be able to
associate the Constitution with the Articles of Confederation.
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Citizenship: Analyze
The learner will be able to
analyze aspects of citizenship.
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Declaration of Independence: Major Ideas
The learner will be able to
explain the major ideas expressed in the Declaration of Independence.
| Strand |
| Declaration of Independence |
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Declaration of Independence: Apply Ideas
The learner will be able to
apply ideas represented in the Declaration of Independence.
| Strand |
| Declaration of Independence |
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Declaration of Independence: Democracy
The learner will be able to
evaluate how key principles of the Declaration of Independence influenced American democracy.
| Strand |
| Declaration of Independence |
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Political Party System: Foundation
The learner will be able to
understand the foundations of the American political party system.
| Strand |
| Political Party System |
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Political Party System: Two Parties
The learner will be able to
explain the conflicts between Thomas Jefferson and Alexander Hamilton that resulted in the emergence of two political parties.
| Strand |
| Political Party System |
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Federal: President
The learner will be able to
identify the power and responsibilities of the President of the United States.
| Strand |
| Government: Federal |
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Rights: Significance/Society
The learner will be able to
explain why personal, political, and/or economic rights are significant to citizens in a democratic society.
| Strand |
| Citizenship: Rights/Responsibilities |
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Rights/Privilege: Distinguish
The learner will be able to
distinguish between a right and a privilege.
| Strand |
| Citizenship: Rights/Responsibilities |
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Relations: Key Interaction
The learner will be able to
name the key ways nations interact with one another.
| Strand |
| International Relations |
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Relations: World/US
The learner will be able to
understand that the United States interacts with different nations of the world.
| Strand |
| International Relations |
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Bill of Rights: Ideas
The learner will be able to
identify the events and figures that contributed to the writing of the Bill of Rights.
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Bill of Rights: Analyze
The learner will be able to
analyze the Bill of Rights.
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Bill of Rights: Privileges/Name
The learner will be able to
name some of the privileges guaranteed in the Bill of Rights.
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Bill of Rights: Significance
The learner will be able to
analyze the significance of the Bill of Rights.
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Function: Level/Associate/Charts
The learner will be able to
use information provided in a chart to associate the different levels of government with their functions.
| Strand |
| Government: Function |
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Court System: Role/Understand
The learner will be able to
understand the role of the courts.
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Court System: Role/Judges/Understand
The learner will be able to
understand the role of judges.
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Rule of Law: Meaning/Describe
The learner will be able to
describe the meaning of the rule of law.
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Common Beliefs: List
The learner will be able to
list common beliefs of Americans about themselves and government.
| Strand |
| Democratic Principles: Common Beliefs |
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Past: Pioneer/Challenges
The learner will be able to
understand the challenges faced by early pioneer farmers.
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Diversity: Explain Abundance
The learner will be able to
explain the abundance of diversity in the United States.
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Diversity: Advantages/Various
The learner will be able to
name various advantages of diversity in the United States.
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Diversity: Conflicts/Various
The learner will be able to
name various conflicts that occur as a result of diversity in the United States.
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Media: Historical Events/Examine
The learner will be able to
examine contemporary media to enhance understanding of historical events.
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Media: Historical Events/Interpret
The learner will be able to
interpret contemporary media to enhance understanding of historical events.
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Culture: Environment/Changing
The learner will be able to
identify the effect a changing environment has on a culture.
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Culture: Role/Inferences
The learner will be able to
make inferences about a cultural role from a reading passage.
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Early Common Era (300 - 1450)
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Americas: Archaeological Evidence
The learner will be able to
demonstrate an understanding of archaeological evidence describing life in the Americas prior to European influence.
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Goods/Services: Comparisons/Products
The learner will be able to
compare product information.
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US Economy: Taxes/Purpose
The learner will be able to
infer the purpose of taxation.
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Supply/Demand: Chart
The learner will be able to
use the information presented in a chart to apply the concept of supply and demand.
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Supply/Demand: Influence/Free Enterprise
The learner will be able to
comprehend the influence supply and demand has on consumers and producers in a free enterprise system.
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Gross Domestic Product: Inflation
The learner will be able to
identify inflation.
| Strand |
| Gross Domestic Product |
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Gross Domestic Product: Inflation
The learner will be able to
list examples of inflation.
| Strand |
| Gross Domestic Product |
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Economics: Interdependence
The learner will be able to
understand economic interdependence.
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Employment: Unemployment/Results
The learner will be able to
explain the results of unemployment.
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Era of Revolutions (1750 - 1914)
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Industrial Revolution: Key People
The learner will be able to
identify key people involved with the industrial revolution in England, such as John Kay, James Hargreaves, James Watt, Edmund Cartwright, and/or Richard Arkwright.
| Strand |
| Industrial Revolution |
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Industrial Revolution: Connections
The learner will be able to
describe connections between increases in population, urbanization, and industrialization.
| Strand |
| Industrial Revolution |
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Industrial Revolution: England/Political
The learner will be able to
examine connections between industrialization and political change in England.
| Strand |
| Industrial Revolution |
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Industrial Revolution: Europe/Political
The learner will be able to
examine connections between industrialization and political change in Western Europe.
| Strand |
| Industrial Revolution |
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Industrial Revolution: US/Political
The learner will be able to
examine connections between industrialization and political change in the United States.
| Strand |
| Industrial Revolution |
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First Global Era (1450 - 1750)
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Europe: Country
The learner will be able to
associate early settlements in the 1600's with a country.
| Strand |
| European Expansion |
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Europe: Voyages/Columbus
The learner will be able to
identify the key voyages of Christopher Columbus.
| Strand |
| European Expansion |
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Slave Trade: European/Organize
The learner will be able to
describe how European businesses and governments organized the trans-Atlantic slave trade.
| Strand |
| African Slave Trade |
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Slave Trade: European/Finance
The learner will be able to
describe how European businesses and governments financed the trans-Atlantic slave trade.
| Strand |
| African Slave Trade |
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Slave Trade: "Middle Passage"
The learner will be able to
explain how slaves were transported from Africa to America via the "middle passage".
| Strand |
| African Slave Trade |
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Populations: Connect/Resources
The learner will be able to
establish a connection between population growth and use of physical resources.
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Map: Latitudes
The learner will be able to
locate a place on a map between given latitudes.
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Map: Special Purpose/Draw Conclusion
The learner will be able to
draw conclusions based on the information presented in special purpose maps.
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US Geography: Colonial America/Plymouth
The learner will be able to
identify the regional location of Plymouth.
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US Geography: Colonial America/Regions
The learner will be able to
examine an American colony and its regional location.
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US Geography: Colonial America/Regions
The learner will be able to
associate an American colony with its regional location.
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US Geography: Confederacy
The learner will be able to
identify the states that formed the Confederacy during the Civil War.
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Ecosystems: Components/Identify
The learner will be able to
identify the components of ecosystems.
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Ecosystems: Human Changes/Recognize
The learner will be able to
recognize how humans can change ecosystems.
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Populations: Compare/US States
The learner will be able to
compare the populations of the different states.
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Earth Attributes: Atmosphere/Components
The learner will be able to
identify the physical components of Earth's atmosphere.
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Earth Attributes: Biosphere/Components
The learner will be able to
identify the physical components of Earth's biosphere.
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Earth Attributes: Lithosphere/Components
The learner will be able to
identify the physical components of Earth's lithosphere.
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Earth Attributes: Hydrosphere/Components
The learner will be able to
identify the physical components of Earth's hydrosphere.
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Time: Associate/Historical Event
The learner will be able to
associate a time period with an important historical event.
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Time: Historical Eras/Compare
The learner will be able to
compare the lengths of different historical eras.
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Continuity: Patterns/Recognize
The learner will be able to
recognize patterns of continuity in history.
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Change: Patterns/Recognize
The learner will be able to
recognize patterns of change in history.
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Awareness: Perspectives/Analyze
The learner will be able to
analyze various historical perspectives.
| Strand |
| Historical Awareness |
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Analysis: Sources/Multiple
The learner will be able to
analyze historical events using multiple sources.
| Strand |
| Historical Analysis |
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Analysis: Reference Sources
The learner will be able to
identify appropriate reference sources.
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| Historical Analysis |
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Analysis: Quotations/Draw Conclusion
The learner will be able to
draw conclusions based on a given quotation.
| Strand |
| Historical Analysis |
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Analysis: Quotations/Significance
The learner will be able to
understand the significance behind a historical quote.
| Strand |
| Historical Analysis |
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Analysis: Causes
The learner will be able to
infer the causes of an event in history.
| Strand |
| Historical Analysis |
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Analysis: Effect
The learner will be able to
associate an action or event with its effect.
| Strand |
| Historical Analysis |
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Time: Timeline/Interpret
The learner will be able to
interpret information presented in timelines.
| Strand |
| Time: Chronological Order |
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Time: Timeline/Historical
The learner will be able to
develop historical timelines.
| Strand |
| Time: Chronological Order |
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Data Interpretation: Graph/Series
The learner will be able to
draw conclusions from the information presented in series of graphs.
| Strand |
| Data Interpretation |
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Data Interpretation: Graph/Compare
The learner will be able to
compare information presented on a graph.
| Strand |
| Data Interpretation |
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Data Interpretation: Chart/Graph/Analyze
The learner will be able to
analyze data presented in a chart or graph.
| Strand |
| Data Interpretation |
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Data Interpretation: Interpret
The learner will be able to
interpret historical information presented on a graph or chart.
| Strand |
| Data Interpretation |
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Technological Developments
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Transportation: Modes/Similarities
The learner will be able to
identify similarities between different modes of transportation.
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Transportation: Explorers
The learner will be able to
understand the modes of transportation used by early explorers.
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Communication: Significant People
The learner will be able to
identify significant people who contributed to the field of communication.
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Inventions: Early 19th Century
The learner will be able to
understand how inventions of the early 19th century, such as the cotton gin or steamboat, affected American life.
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Inventions: 19th Century/Analyze
The learner will be able to
analyze how inventions of the early 19th century, such as the cotton gin or steamboat, affected American life.
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Technology: Western Development
The learner will be able to
associate technological advancements with Western Development.
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Revolutionary War: Reasons
The learner will be able to
identify why Americans went to war to gain independence from England.
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Revolutionary War: Sequence of Events
The learner will be able to
recognize the sequence of events in the Revolutionary War.
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Revolutionary War: Leader/Roles
The learner will be able to
understand the roles of revolutionary leaders.
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Figures: Role in History
The learner will be able to
analyze a person's role in history.
| Strand |
| Historical Figures |
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Exploration: Obstacles
The learner will be able to
evaluate the obstacles faced by sponsors and leaders of explorations of the Americas.
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Exploration: Motivation
The learner will be able to
evaluate the motivations of sponsors and leaders of explorations of the Americas.
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Exploration: Routes to America
The learner will be able to
trace the routes of early explorations of America.
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Documents: Events and Figures
The learner will be able to
identify the events and figures that contributed to the writing of historical documents, such as the Mayflower Compact and/or the Emancipation Proclamation.
| Strand |
| Historical Documents |
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Documents: Mayflower Compact/Concepts
The learner will be able to
demonstrate knowledge of the concepts of colonial self-government reflected in the Mayflower Compact.
| Strand |
| Historical Documents |
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Colonial America: Types of Areas
The learner will be able to
identify the types of areas where the early American settlers lived.
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Colonial America: British Law
The learner will be able to
analyze the effects of British Laws, such as the Sugar Act of 1764.
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Colonial America: Lifestyles
The learner will be able to
compare and contrast the various lifestyles of Colonial America, including farmers, landowners, women, and slaves.
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Colonial America: Boston Tea Party
The learner will be able to
interpret the reasons for the Boston Tea Party.
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Colonial America: England
The learner will be able to
identify the political and economic connections between England and the American colonies.
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Religious: Puritanism
The learner will be able to
understand Puritanism in colonial America.
| Strand |
| Movements: Religious |
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Economics: Regions/Differences
The learner will be able to
describe the factors that led to differences in the colonial economies of the New England, Mid-Atlantic, and Southern regions.
| Strand |
| Colonial: Economic |
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Economics: Development/Understand
The learner will be able to
understand the development of the economic system in colonial America.
| Strand |
| Colonial: Economic |
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Economics: Labor
The learner will be able to
identify the labor opportunities and obstacles faced by free immigrants, indentured immigrants, and slaves in the colonies.
| Strand |
| Colonial: Economic |
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Economics: Regions
The learner will be able to
identify the major economic regions in the American colonies.
| Strand |
| Colonial: Economic |
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Economics: Regions/Labor
The learner will be able to
explain how labor systems shaped the major economic regions in the American colonies.
| Strand |
| Colonial: Economic |
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Immigration: Early Settlers
The learner will be able to
identify one of the first immigrant groups.
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Immigration: Reasons
The learner will be able to
identify reasons various immigrant groups came to America.
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Immigration: Challenges
The learner will be able to
evaluate the challenges commonly faced by new immigrants.
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Slavery: Colonial Times
The learner will be able to
demonstrate knowledge about slavery during colonial times.
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Slavery: Plantations
The learner will be able to
describe the plantation system and the roles of owners, families, hired workers, and slaves.
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Territorial: Late 19th Century
The learner will be able to
demonstrate comprehension of territorial expansion in the late 19th century (post-Civil War era).
| Strand |
| Expansion: Territorial |
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Territorial: Western/Events
The learner will be able to
identify events leading up to U.S. territorial expansion in the Western Hemisphere.
| Strand |
| Expansion: Territorial |
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Territorial: Native American/Affect
The learner will be able to
comprehend the effect of U.S. territorial expansion on Native Americans.
| Strand |
| Expansion: Territorial |
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Mexican-American War: Causes
The learner will be able to
identify the causes of the Mexican-American War.
| Strand |
| Mexican-American War |
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Louisiana Purchase: Results
The learner will be able to
identify events resulting from the Louisiana Purchase.
| Strand |
| Louisiana Purchase |
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Relations: Impact/Exploration
The learner will be able to
explain how explorers coming to America impacted the political, economic, and social lives of the Native Americans.
| Strand |
| Indigenous People: Relations |
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Relations: Native Americans/Colonists
The learner will be able to
understand the relations between English colonists and Native Americans.
| Strand |
| Indigenous People: Relations |
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Relations: Native Americans/Settlers
The learner will be able to
compare and contrast how the English settlers interacted with Native Americans in New England, Mid-Atlantic, and Southern regions.
| Strand |
| Indigenous People: Relations |
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Relations: Removal/Resettlement
The learner will be able to
analyze the impact of the removal and resettlement of Native Americans, including the Cherokee, Creek, Chickasaw, Choctaw, and Seminole.
| Strand |
| Indigenous People: Relations |
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Western Development: Lure
The learner will be able to
examine the lure of the West.
| Strand |
| Western Development |
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Western Development: Lifestyle
The learner will be able to
examine the lifestyles on the Western frontier.
| Strand |
| Western Development |
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Western Development: Homesteaders
The learner will be able to
understand and identify Homesteaders.
| Strand |
| Western Development |
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Western Development: California/Oregon
The learner will be able to
compare and contrast the causes of rapid development in California and Oregon in the late 1840s and 1850s.
| Strand |
| Western Development |
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Western Development: Native Americans
The learner will be able to
understand the effects western development had on Native Americans.
| Strand |
| Western Development |
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Western Development: Routes/Identify
The learner will be able to
identify routes taken by early settlers of the western United States.
| Strand |
| Western Development |
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Civil War: Cause/Effect
The learner will be able to
identify the causes and effects of the Civil War.
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Civil War: John C. Calhoun
The learner will be able to
describe the ideas and philosophies of John C. Calhoun.
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Civil War: Lifestyles
The learner will be able to
analyze lifestyles during the Civil War, both on the battlefield and on the homefront.
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Civil War: Leaders/Analyze
The learner will be able to
analyze Civil War leaders, including Abraham Lincoln, Jefferson Davis, and Robert E. Lee.
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Civil War: North/South
The learner will be able to
identify the economic and philosophical differences that existed between the North and South.
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Reconstruction Era: Southern Politics
The learner will be able to
identify differences in southern politics during the Reconstruction era.
| Strand |
| Reconstruction Era |
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Reconstruction Era: Southern Relations
The learner will be able to
identify differences in social relations in the South during the Reconstruction era.
| Strand |
| Reconstruction Era |
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Indigenous People: Environment
The learner will be able to
compare and contrast how various indigenous groups adapted to their environments.
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Indigenous People: Describe
The learner will be able to
describe the lifestyles of early Americans, including Inuits, Anasazi, and Plains Native Americans.
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