21^st CENTURY

Social Studies

Fifth Grade Social Studies Content Standards and Objectives

Janet Benincosa, TI Specialist

The fifth grade Social Studies program is a basic overview of the United States beginning with its emergence as a new nation. Students recognize and evaluate the significance of major events of each historical period. Students examine primary source documents relating to the establishment of the nation and the new government. They continue to learn the role of citizenship and social responsibility in the school and community. Students examine the transformation from rural to urban and from agriculture to industry focusing on the economic impact of these moves. Students learn how government decisions impact the economy.

The West Virginia Standards for 21^st Century Learning include the following components: 21^st Century Content Standards and Objectives and 21^st Century Learning Skills and Technology Tools.

All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives.

Grade 5		Social Studies
Standard: 1		Citizenship
SS.S.05.01		Students will characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions). model a respect for symbols, ideas and concepts of the United States and analyze the roles of significant individuals (Respect For People, Events, and Symbols). · develop and employ the civic skills necessary for effective citizenship by using criteria to make judgments, arrive at and defend positions and evaluate the validity of the positions or data (Evaluation Skills). develop the participatory skills of interacting, monitoring and influencing that are essential for informed, effective and responsible citizenship, including participation in civic life to shape public policy (Participatory Skills). recognize and communicate the responsibilities, privileges and rights of United States citizens (Civic Life).
Performance Descriptors (SS.PD.05.1)
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Fifth grade students performing at the distinguished level in citizenship justify and defend the roles of an American citizen in relation to responsibilities, rights, involvement in political processes and decision-making. Students justify and defend the source of governmental power and analyze the belief in common values and principles as defined by our core documents. Students evaluate the effectiveness of participation in a group or institutional activity.			Fifth grade students performing at the above mastery level in citizenship clarify the roles of an American citizen in relation to responsibilities, rights, involvement in political processes and decision-making. Students defend the source of governmental power, the belief in common values and principles as defined by our core documents. Students participate in groups or institutional activities that work to meet the individual needs and promote the common good (e.g., Red Cross, laws).	Fifth grade students performing at the mastery level in citizenship explain the rights, responsibilities, participation and involvement in political processes and decision-making. Students examine the source of governmental power and the belief in common values and principles as defined by the core documents. Students describe how groups and institutions work to meet the individual needs and promote the common good (e.g., Red Cross, laws).	Fifth grade students performing at the partial mastery level in citizenship identify responsibilities and rights and give an example of decision-making involved in political processes. Students identify the source of governmental power and the belief in common values and principles as defined by our core documents.	Fifth grade students performing at the novice level in citizenship state the roles of an American citizen in relation to responsibilities, rights, involvement in political processes and decision-making. Students identify powers of government and the core documents.
	Objectives	Students will
	SS.O.05.01.01	analyze how government and non-government groups and institutions work to meet the individual needs and promote the common good (e.g., Red Cross, FEMA, Bills, laws, foundations) and evaluate their actions.
	SS.O.05.01.02	explain the political process and evaluate its importance in decision-making.
	SS.O.05.01.03	explain the consent of the governed as a source of government authority.
	SS.O.05.01.04	evaluate the importance of citizens having and supporting common democratic values and principles expressed in the nation’s core documents.
	SS.O.05.01.05	categorize the responsibilities, duties, privileges and rights of American citizenship and analyze the differences.
	Grade 5	Social Studies
	Standard: 2	Civics/Government
	SS.S.05.02	Students will examine and analyze the purposes and basic principles of the United States government (Purposes of Government). outline and evaluate and analyze the origins and meaning of the principles, ideals and core democratic values expressed in the foundational documents of the United States (Ideals of United States Democracy). examine and distinguish the structure, function and responsibilities of governments and the allocation of power at the local, state and national levels (United States Government and Politics). analyze how the world is organized politically and compare the role and relationship of the United States to other nations and to world affairs (United States Government and World Affairs).
Performance Descriptors (SS.PD.05.2)
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Fifth grade students performing at the distinguished level in civics evaluate how government does or does not provide for the needs and wants of the people in the foundation documents. Students justify the steps taken for a bill to become law and recognize the evolution of laws to establish order and manage conflict.			Fifth grade students performing at the above mastery level in civics research and explain how and when the government does or does not provide for the needs and wants of the people in the foundation documents. Students analyze the steps taken for a bill to become law and recognize the evolution of laws to establish order and manage conflict.	Fifth grade students performing at the mastery level in civics explain how and when the government provides for the needs and wants of the people in the foundation documents. Students outline the steps necessary for a bill to become law. Students explain the evolution of laws to establish order and manage conflict.	Fifth grade students performing at the partial mastery level in civics identify how government provides for the needs and wants of the people in the foundation documents. Students list the steps necessary for a bill to become law and tell how laws evolve to meet the wants and needs of people.	Fifth grade students performing at the novice level in civics state how government meets the wants and needs of people in the foundation documents. Students name the steps taken for a bill to become law.
	Objectives	Students will
	SS.O.05.02.01	judge whether local, state and national governments do or do not provide for the needs and wants of people, establish order and manage conflict.
	SS.O.05.02.02	assume a role in a mock proceeding to demonstrate the trial by jury process.
	SS.O.05.02.03	examine, analyze and compare these three founding documents of the United States: · Articles of Confederation Bill of Rights First three articles of the Constitution
	SS.O.05.02.04	analyze the importance of laws and explain and illustrate how laws are made and how they affect the home, classroom, school, community, state, nation and world.
	Grade 5	Social Studies
	Standard: 3	Economics
	SS.S.05.03	Students will analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntary exchange and trade-offs (Choices). research, critique and evaluate the roles of private and public institutions in the economy (Institutions). compare and contrast various economic systems and analyze their impact on individual citizens (Economic Systems). illustrate how the factors of production impact the United States economic system (Factors of Production). analyze the elements of competition and how they impact the economy (Competition). examine and evaluate the interdependence of global economies (Global Economies).
Performance Descriptors (SS.PD.05.03)
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Fifth grade students performing at the distinguished level in economics use comparative charts to assess the impact of economic factors, agriculture, slavery, industrialization, supply and demand and competition in the development of the United States economy. Students critique individual consumer habits from the emergence of a new nation to the present.			Fifth grade students performing at the above mastery level in economics use the data to create a comparative chart of economic factors, agriculture, slavery, industrialization, supply and demand and competition in the development of the United States economy. Students differentiate individual consumer habits from the emergence of a new nation to the present.	Fifth grade students performing at the mastery level in economics describe the role of economic factors, agriculture, slavery, industrialization, supply and demand and competition in the development of the United States economy. Students trace individual consumer habits from the emergence of a new nation to the present	Fifth grade students performing at the partial mastery level in economics describe economic factors, agriculture, slavery, industrialization, supply and demand and competition in the development of the United States economy. Students list individual consumer habits from the emergence of a new nation to the present.	Fifth grade students performing at the novice level in economics recognize economic factors, agriculture, slavery, industrialization, supply and demand and competition in the development of the United States economy. Students identify individual consumer habits from the emergence of a new nation to the present.
	Objectives	Students will
	SS.O.05.03.01	explain the roles of consumers and suppliers in the United States economy and apply the concepts of sales, expenses and profits to a real life event (e.g., bake sale as a fund raiser, sports events, concession stand, snack machines)
	SS.O.05.03.02	apply the concept of supply and demand to specific historic and current economic situations in the United States (e.g., slavery, oil and gas).
	SS.O.05.03.03	assess economic factors in various regions of the United States and show how and why they enhance or limit economic activities
	SS.O.05.03.04	explain the role of agriculture and the impact of industrialization on the economic development of the United States
	Grade 5	Social Studies
	Standard: 4	Geography
	SS.S.05.04	Students will interpret, and choose maps, globes and other geographic tools to categorize and organize information about personal directions, people, places and environments (The World in Spatial Terms). examine the physical and human characteristics of place and explain how the lives of people are rooted in places and regions (Places and Regions). analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and natural environment (Physical Systems). analyze and illustrate how the earth is shaped by the movement of people and their activities (Human Systems). analyze the interaction of society with the environment (Environment and Society). point out geographic perspective and the tools and assess techniques available for geographic study (Uses of Geography).
Performance Descriptors (SS.PD.05.04)
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Fifth grade students performing at the distinguished level in geography use and apply precise geographic tools to analyze and evaluate the evolution of cultures in the United States. Students compare and contrast various regions of the United States. Students correlate the conditions of the environment to cultural patterns in the United States.			Fifth grade students performing at the above mastery level in geography use and apply appropriate geographic tools to analyze the evolution of cultures in the United States. Students compare and contrast various regions of the United States including physical processes, early human activities and the environment.	Fifth grade students performing at the mastery level in geography use and apply geographic tools to show the evolution of cultures in the United States. Students discuss various regions of the United States in regard to physical processes and illustrate how early human activities and the environment shaped the United States.	Fifth grade students performing at the partial mastery level in geography illustrate how to use geographic tools to show the evolution of cultures in the United States. Students identify various regions of the United States.	Fifth grade students performing at the novice level in geography recognize geographic tools used to show the evolution of cultures in the United States. Students identify a region of the United States.
	Objectives	Students will
	SS.O.05.04.01	interpret and draw conclusions from United States maps (e.g., special purpose maps, graphs, charts, tables, timelines).
	SS.O.05.04.02	measure distances in latitude and longitude using a scale on a variety of maps and globes and then transfer the concept of cardinal and intermediate directions to describe the relative location of countries by hemisphere and proximity to the equator.
	SS.O.05.04.03	locate, identify and compare the major rivers, landforms, natural resources, climate regions, major soil regions and deserts of the United States and use a variety of maps to analyze the frequency or lack of urban areas within these regions
	SS.O.05.04.04	compare and contrast the various regions of the United States, locate each of the fifty United States and correlate them with their regions.
	SS.O.05.04.05	examine the role of geography in the history of the United States expansion by correlating the conditions of the environment to cultural patterns and the westward movement and settlement to the location of natural resources and physical geography conditions.
	SS.O.05.04.06	research how people have changed the environment of the United States, critique their actions and report your findings to the class.
	Grade 5	Social Studies
	Standard: 5	History
	SS.S.05.05	Students will organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions and outcomes, and anticipate future application (Chronology). use the processes and resources of historical inquiry to develop appropriate questions, gather and examine evidence, compare, analyze and interpret historical data (Skills and Application). examine, analyze and synthesize historical knowledge of major events, individuals, cultures and the humanities in West Virginia, the United States and the world (Culture and Humanities). use historical knowledge to analyze local, state, national and global interdependence (Interpretation and Evaluation). examine political institutions and theories that have developed and changed over time; and research and cite reasons for development and change (Political Institutions).
Performance Descriptors (SS.PD.05.05)
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Fifth grade students performing at the distinguished level in history evaluate the significance of people, places, documents, ideas and events in their correct historical period and context from the Post-Revolutionary Era to the present. Students prioritize events that led to the ascent of the United States to a world power and evaluate the role of the United States in significant 19^th and 20^th century events.			Fifth grade students performing at the above mastery level in history research and explain the significance of people, places, documents, ideas and events in their correct historical period and context from the Post-Revolutionary Era to the present. Students compare and contrast events that led to the ascent of the United States to a world power and explain the role of the United States in significant 19^th and 20^th century events.	Fifth grade students performing at the mastery level in history explain the significance of people, places, documents, ideas and events in their correct historical period and context from the Post-Revolutionary Era to the present. Students examine events that led to the ascent of the United States to a world power and explain the role of the United States in significant 19^th and 20^th century events.	Fifth grade students performing at the partial mastery level in history identify the significance of people, places, documents, ideas and events in their correct historical period and context from the Post-Revolutionary Era to the present. Students recognize events that led to the ascent of the United States to a world power and discuss the role of the United States in significant 19^th and 20^th century events.	Fifth grade students performing at the novice level in history arrange a list of the significant people, places, documents, ideas and events in their correct historical period and context from the Post-Revolutionary Era to the present. Students label events that led to the ascent of the United States to a world power and define the role of the United States in significant 19^th and 20^th century events.
	Objectives	Students will
	SS.O.05.05.01	analyze the events and the historic figures responsible for such documents as the United States Constitution, the Bill of Rights and the Emancipation Proclamation and explain why maintaining such documents, records and landmarks is important to the United States.
	SS.O.05.05.02	create a timeline showing the arrival of major immigrant groups and describe their experiences and influence upon American society using primary source documents.
	SS.O.05.05.03	describe the development of transportation in the United States and explain its impact on settlement, industry and residential patterns as well as the social and technological changes that occurred through the time of the Industrial Revolution.
	SS.O.05.05.04	interpret quotes of famous Americans from various periods of history and explain how songs, symbols and slogans demonstrate freedom of expressions (e.g., patriotism, abolition of slavery, women’s suffrage, labor movements, Civil Rights Movement)
	SS.O.05.05.05	research important figures and their reactions to events and judge their significance to the history of our democracy (e.g., George Washington, Thomas Jefferson, Abraham Lincoln, Sojourner Truth, Susan B. Anthony, Eleanor Roosevelt and Martin Luther King, Jr.).
	SS.O.05.05.06	evaluate the contributions of regional folk heroes and other popular figures and judge the significance of those contributions to the cultural history of the United States (e.g., frontiersmen such as Daniel Boone, cowboys, mountain men such as Jedediah Smith, American Indian Chiefs including Geronimo and outlaws such as Billy the Kid).
	SS.O.05.05.07	explain the issues faced by Washington when he became the first United States President.
	SS.O.05.05.08	discuss reasons for westward expansion and explain how the government policies affected the inhabitants of the American West (e.g., Native Americans, their nations and their landholdings).
	SS.O.05.05.09	analyze the impact of slavery and the Abolitionist Movement upon the development of the United States.
	SS.O.05.05.10	identify causes, major events and important people of the Civil War and explain why various reconstruction plans succeeded or failed.
	SS.O.05.05.11	summarize the events that led to the United States becoming a world power.