Social Studies / 5th Grade
GRADE LEVEL STANDARDS/DOK / ESSENTIAL QUESTIONS/
CONTENT/TERMS / SUGGESTED ACTIVITIES/ ASSESSMENTS / GRADING PERIOD

Government and Civics

The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.
Formation of Governments

SS-05-1.1.1

Students will describe the basic purposes of the U.S. Government as defined in the Preamble to the U.S. Constitution (to establish justice, to ensure domestic tranquility, to provide for the common defense, to promote the general welfare, to secure the blessings of liberty); give examples of services the U.S. Government provides (e.g., armed forces, interstate highways, national parks) and analyze the importance of these services to citizens today.

DOK 3

/ Identify the basic functions provided by the preamble to the U.S. Constitution and explain how those functions apply to your life as a citizen in the U.S.
Democratic Republic, Checks & Balances,
Balance of Powers, Branches of Government: legislative, executive, judicial, Levels of Government: local, state, federal (nation) / Kentucky Learns Links
(Constitution)
Kentucky Learns Links
(U.S. Government)
(Schoolhouse Rocks – Preamble) / 3

SS-05-1.1.2

Students will explain and give examples of how democratic governments function (by making, enacting and enforcing laws) to promote the “common good” (e.g., public smoking ban, speed limits, seat belt requirements).

DOK 3

/ Identify a federal, state, or local law that protects your rights or property and explain how that law affects you as an individual.
Democratic Republic, Checks & Balances
Balance of Powers, Branches of Government: legislative, executive, judicial, Levels of Government: local, state, federal (nation) / Kentucky Learns Links
(Democracies) / 3
Constitutional Principles
SS-05-1.2.1
Students will identify the three branches of the U.S. Government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial- interpret the laws) and identify important national/federal offices/leaders, (President, Vice-President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, judges) associated with each branch.
DOK 2 / Explain the importance of the US government having limited and shared powers among the branches and describe one example of a local, state, and federal law.
Local
Legislative: City council, county legislature
Executive: Mayor, city departments
Judicial: City courts, county courts
State
Legislative: KY General Assembly (includes the State Senate and the State House of Representatives)
Executive: Governor, state departments
Judicial: State Supreme Courts
National
Legislative: U.S. Congress (includes the U.S. Senate and the U.S. House of Representatives) / Kentucky Learns Links
(Three Branches of Government) / 3
SS-05-1.2.2

Students will explain why the framers of the Constitution felt it was important to establish a government where powers are shared across different levels (local, state, national/federal) and branches (executive, legislative, judicial).

DOK 2 / Analyze two duties of the three branches of government and create a chart detailing the process of a bill becoming a law.
Legislative – propose bills & make laws, executive – carry out or enforce laws, judicial – interpret laws / Kentucky Learns Links
(Three Branches of Government)
3 Branches Role Play
How a Bill Becomes a Law
Schoolhouse Rock / 3
Rights and Responsibilities
SS-05-1.3.1Students will explain the basic principles of democracy (e.g., justice, equality, responsibility, freedom) found in significant U.S. historical documents (Declaration of Independence, U. S. Constitution, Bill of Rights) and analyze why they are important to citizens today. DOK 3 / Explain three freedoms enjoyed by citizens in a democracy.
Compare the Declaration of Independence and Constitution relating to the beginning of democracy.
Justice, equality, responsibility, freedom, Dec. of Independence, Constitution, democracy / Kentucky Learns Links
(Constitution)
Kentucky Learns Links
(Democracy) / 3
SS-05-1.3.2Students will describe specific rights and responsibilities individuals have as citizens of the United States (e.g., voting in national elections) and explain why civic engagement is necessary to preserve a democratic society. DOK 3 / Why is it important for citizens to be given rights and explain the difference between rights and responsibilities?
Declaration of Independence, U.S. Constitution, Bill of Rights, Amendments, Civil Rights
Preamble: (Rights and responsibilities i.e. to establish order, provide security and accomplish common goals)
Participate in the election process – primary, general, candidate, ballot, Obey the laws
Pay taxes, Civic Duty / Kentucky Learns Links
(Citizenship & Responsibilities) / 3

Cultures & Societies

Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.
Elements of Culture
SS-05-2.1.1
Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences.
DOK 2 / Describe what makes up a groups culture and why do we study the culture of others?
Elements of culture:
  • Basic needs – food, shelter, clothing
  • Other attributes – Language, religion, art, music, dance, customs, stories, government, education, gender roles
Native American Cultures
Middle America: Incas, Aztecs, Mayas
North America: Eastern Woodlands, Plains,
Southwest, CaliforniaIntermountain, NorthwestCoast,
Immigrants of the 1800’s
Today’s cultures: Canada, United States, & Mexico / Jamestown
Kentucky Learns Links
(Cultural History of Early America)
Design Native American shelter
Kachina Dolls / Native Am. -1
Colonists – 2
Immigrants -3
Social Institutions
SS-05-2.2.1
Students will describe social institutions (government, economy, education, religion, family) in the United States and explain their role in the growth and development of the nation. / Compare how religion and education both meet the needs of citizens.
Government, economy, education, religion, family / 1,2,3,4
Interactions Among Individuals and Groups
SS-05-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States.
DOK 2 / Analyze different group interactions including some using compromise and others using conflicts.
War: American Revolution, War of 1812, Civil War….
Disagreements: independence, Articles of Confederation, taxation, slavery….
Prejudice: to Native Americans, African Americans, women, immigrants…..
Rules, Voting, Rights & Responsibilities of Citizenship, compromise, cooperation, conflict / Kentucky Learns Links
(Cultural History of Early America) / Native Am. -1
Colonists - 2
SS-05-2.3.2
Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication).
DOK 2 / How have groups of people used compromise, cooperation, and communication to resolve conflict?
Compromise, Cooperation, conflict / Role Play
Kentucky Learns Links
(Conflict Resolution) / 1,2,3,4

Economics

Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.
Scarcity
SS-05-3.1.1
Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs.
DOK 2 / Explain how scarcity of a resource causes you to make an alternate decision.
Scarcity, Limited Resources, Choice, natural, human, capital, security, growth, desire for profits / Project Wild
MSU Environmental students
Kentucky Learns Links
(Economics) / 1,2.3,4
Economic Systems and Institutions
SS-05-3.2.1
Students will explain how profits motivated individuals/businesses in the U.S. (Expansion, Industrialization) to take risks in producing goods and services. / Describe a local business and how they take risks to make profit.
Risk, profit, good, services / Kentucky Learns Links
(Economics)
Guest speaker – local banker / 3
Markets
SS-05-3.3.1
Students will give examples of markets in different periods of U.S. History (Colonization, Expansion, Industrialization, Twentieth Century to Present) and explain similarities and differences.
DOK 2 / Explain how markets in colonial America are different from present day.
Supply, Demand, Available Markets / Kentucky Learns Links
(Economics) / 3
SS-05-3.3.2
Students will explain how competition among buyers and sellers influences the price of goods and services in our state, nation and world.
Production, Distribution, and Consumption
SS-05-3.4.1
Students will describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, Twentieth Century to Present). DOK 3 / Compare how production and distribution have evolved throughout history.
Free Enterprise, Revenue, Scarcity, Production, Distribution, Consumption, Goods, Services, Taxes, Profit / Kentucky Learns Links
(Economics) / 2
SS-05-3.4.2
Students will describe how new knowledge, technology/tools and specialization increase/increased productivity in the U.S. (Colonization, Industrialization, Twentieth Century to Present).
DOK 3 / Describe how a company uses new technology to increase productivity.
Producers, Specialization, Consumer needs and wants / Playdoh economics
Assembly lines / 2,3
SS-05-3.4.3
Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.

Geography

Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.
The Use of Geographic Tools
SS-05-4.1.1Students will use geographic tools (e.g., maps, charts, graphs) to identify natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) and analyze patterns of movement and settlement in the United States. DOK 3 / Explain the importance of being able to use geographic tools to locate natural resources and other physical characteristic to analyze patterns and movement.
Physical map, Political map, Thematic map,
Raised-relief map, Atlas, Latitude, Longitude,
Grid / Five Themes
Kentucky Learns Links
(Maps)
Create a local map identifying natural resources. / 1,2,3,4
SS-05-4.1.2
Students will use geographic tools to locate and describe major landforms, bodies of water, places and objects in the United States by their absolute location.
DOK 2
/ Compare – contrast absolute relative location using specific regions of North America.
Physical map, Political map, Thematic map ,
Raised-relief map, Atlas, Latitude, Longitude,
Grid, Coordinate, Degrees, Mental map / Nystrom map activities
Kentucky Learns Links
(U.S. Landforms & Physical Features) / 1,2,3
SS-05-4.1.3
Students will describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in the United States. / Explain how physical characteristics (Tennessee River) influenced KY Dam and the purpose of the Dam.
Landforms, bodies of water, climate, vegetation, houses, factories, stores, playgrounds, parks, bridges, dams / Kentucky Learns Links
(U.S. Landforms & Physical Features) / 1,2,3,4
SS-05-4.1.4
Students explain how factors in one location can impact other locations (e.g., natural disasters, building dams). / How did the earthquake that created ReelfootLake affect Tennessee and Kentucky?
Natural Disaster: Earthquakes, tornadoes, floods, tsunami, fires, landslides, environmental / Video footage of hurricane damage
Service project
Kentucky Learns Links
(U.S. Landforms & Physical Features) / 1,2,3,4
Regions
Describe a national, state, and local location including human physical characteristics.
Location (absolute, relative)
Place (physical characteristics)
Region (common characteristics)
Human & Environment Interaction (adapt, natural resources, environment)
Movement (technology, scarcity, force, choice) / Student created maps
Kentucky Learns Links
(U.S. Landforms & Physical Features) / 1
Patterns
SS-05-4.3.1
Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water).
DOK 2 / Describe why American cities are located around water sources.
Areas with water – rivers, streams, coastlines
Fertile Land
Protected Land – reservations, National Parks
Various modes of Transportation: ships, trains, automobiles, interstate highways / Nystrom Map Activity
Kentucky Learns Links
(Human Settlement Patterns) / 1,2,3
SS-05-4.3.2
Students will describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in the United States.
DOK 2 / How has technology advanced to permit people to settle in all areas of the U.S.?
Dams, reservoirs, roads, air conditioning, irrigation
Earth movers: bulldozers, cranes, drill…..
Electricity: Air conditioning, machines….
Agricultural improvement: Irrigation, tractor…… / Give One-Get One Activity
Kentucky Learns Links
(Technology-Innovation-Settlement) / 3,4
Human-Environment Interaction
SS-05-4.4.1
Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of the U.S. (Colonization, Expansion) and analyze the impact on their environment.
DOK 3 / Why did early settlers change the physical environment?
Natural Resources: animals, plants…
Waterways: Erie Canal,…
Roads / Five Themes
Kentucky Learns Links
(Technology-Innovation-Settlement) / 3,4
SS-05-4.4.2
Students will describe how the physical environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of the U.S. (Colonization, Expansion).
DOK 2 / How does the physical environment promote and restrict movement and settlement?
Mountains: Appalachian Mountains, Rocky Mountains…
Rivers: Mississippi River, Ohio River… / Create colonial villages based on the three regions.
Kentucky Learns Links
(Technology-Innovation-Settlement) / 1,2
SS-05-4.4.3
Students will describe how individuals/groups may have different perspectives about the use of land (e.g., farming, industrial, residential, recreational). / Explain the difference in a farmer and a business owner’s perspective on land use.
Agriculture, industry, urban, rural, recreational / Debates
Discussion webs
Kentucky Learns Links
(Technology-Innovation-Settlement) / 1,2,3,4

Historical Perspective

History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.
The Factual and Interpretive Nature of History
SS-05-5.1.1
Students will use a variety of tools (e.g., primary and secondary sources, artifacts, diaries, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.
DOK 3 / Describe historical tools and how people use these to translate historical events.
Primary – diaries, photos, journals, Secondary – books, documents, Artifacts – fossils, arrow heads, Timelines
Declaration of Independence, Articles of Confederation, U.S. Constitution,
Bill of Rights (and other amendments),
Emancipation Proclamation, / Rock Art
Kentucky Learns Links
(History) / 2,3,4
The History of the United States
SS-05-5.2.1
Students will identify historical documents, selected readings and speeches (e.g., Mayflower Compact, Emancipation Proclamation, Dr. Martin Luther King’s speech: I Have a Dream) and explain their historical significance.
DOK 3 / Explain why historical documents and symbols are important to the history of the US.
U.S.
Symbols: US flag, bald eagle, Uncle Sam
Slogans: In God We Trust, E Pluribus Unum
Monuments: Statue of Liberty, Washington Monument, LincolnMemorial, Vietnam Memorial, Mt.Rushmore
Songs: “National Anthem,” “God Bless America,” “Stars and Stripes Forever”
Poems: Pledge of Allegiance
Literature: Common Sense, Uncle Tom’s Cabin
KENTUCKY
Symbols: KY flag, cardinal, thoroughbred, seal
Monuments: Jefferson Davis Memorial, OldStateCapitalBuilding, Daniel Boone Grave, HenryClayMonument
Song: “My Old Kentucky Home” – Stephen Foster / Kentucky Learns Links
(Historical-Documents-Reading-Speeches)
Scavenger hunts
Kentucky researched
PowerPoints / 2
SS-05-5.2.2
Students will explain reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came to America long ago (Colonization and Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with why immigrants come to America today.
DOK 2 / Explain factors that influence immigration to the US. throughout history.
Facts, Perspective, freedom, opportunity, religion, economics / Kentucky Learns Links
(History of Immigration) / 1,2,3,4
SS-05-5.2.3
Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education.
DOK 3 / How and why have communication, transportation, education, and government evolved throughout the history of the US?
Examples include:
Exploration of the Americas Christopher Columbus, Henry Hudson, etc.
Colonization: Pilgrims, Puritans, etc.
War for Independence:
Thomas Jefferson, George Washington, Paul Revere, etc.
A New Nation: George Washington, Thomas Jefferson, etc.
YoungRepublic: Thomas Jefferson, James Madison, Ben Franklin, Francis Scott Key
Westward Expansion: Daniel Boon, Lewis & Clark, Sacagawea
Slavery & Civil War:
Harriet Tubman, Fredrick Douglass, Abraham Lincoln, Jefferson Davis
Industrialization: Samuel Slater, Eli Whitney, Henry Ford, Thomas Edison, Alexander Graham Bell
Civil Rights Movement: Dr. Martin Luther King, Jr., Rosa Parks, President Lyndon Johnson Discoveries:
Americas-Columbus
Inventions:
Textile Mills: Samuel Slater
Steam Engine: Robert Fulton
Cotton Gin: Eli Whitney
Plow: John Deere
Light Bulb: Thomas Edison
Phone: Alexander Graham Bell
Automobile: Henry Ford
Native American Cultures
Middle America: Incas, Aztecs, Mayas
North America: Eastern Woodlands, Plains, Southwest, CaliforniaIntermountain, NorthwestCoast,
Immigrants of the 1800’s
Today’s cultures: Canada, United States, & Mexico
Explain cause and effect and describe historical events with multiple causes.
CAUSES
Settlement of Europeans in the Americans
England’s unfair treatment to the colonies
Government powers were not balanced between state and federal
Invention of the cotton gin that increased slavery, limited states’ rights, and imbalance of the power between the Northern and Southern states
President Lincoln issuing the Emancipation Proclamation
High demand for manufacturing new inventions and products
EFFECTS
Disease, removal from the homes, and death of Native Americans (Trail of Tears)
Colonists declaring independence from England (American Revolution)
The ratifying of the Bill of Rights for the U.S. Constitution
The succession of Confederate states and the fighting of the Civil War
All slaves are free
Increase of immigration from European countries (Ellis Island) / Kentucky Learns Links
(Changes In Transportation-Communication)
Graphic organizers
T-Charts / Native Am. – 1
Colonists – 2
Government – 3
Civil War – 3
2,3,
SS-05-5.2.4
Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.
DOK 3
/ Analyze how historical events shaped the US.
US History Timline
Land & People Before Columbus
Age of Explorations
Colonization
War for Independence
A New Nation
The YoungRepublic
Westward Expansion
Industrialization
20th Century
Examples of Key Influences
(from eras above)
Cultures of indigenous groups
Columbus’ discovery
Jamestown, Plymouth Rock, 13 colonies
American Revolution
Declaration of Independence, U.S. Constitution, Bill of Rights
Manifest Destiny, The War of 1812
Cumberland Gap, Louisiana Purchase
Slavery, Civil War, Immigration, Inventions
Civil Rights Movement, World Wars / Pre, during, and post Civil War Quilt
Kentucky Learns Links
(Eras in American History)
Books: Pocahontas, Spy in the King’s Colony, F is for Freedom, Amos Fortune, Charley Skeddadle, Mr. Tucket, Out of the Dust, Econ—Toothpaste Millionaire, A Penny’s Worth of Character, Sign of the Beaver, Sarah Bishop, Dear America Series, Bound for Oregon, George Washington’s Socks, Morning Girl / 1
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