Social Studies Pacing Guide

Grade 5

To successfully complete Fifth grade Social Studies the learner will:

Core Standard 1: History

Describe early cultures, settlements and conflicts in North America prior to contact with the Europeans and conflicts resulting from exploration and settlement.

5.1.1 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.
Learning Targets/Outcomes
· Distinguish between the Anasazi, Mississippian Cahokia cultures.
5.1.2 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.
Learning Targets/Outcomes
· Using accounts of early European exploration of America, examine interactions and conflicts between Europeans and Native
Americans.
5.1.3 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.
Learning Targets/Outcomes
· Compare and contrast early cultures and settlements in North America identifying housing, food and clothing, customs and
oral traditions and uses of technology.
5.1.4 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.
Learning Targets/Outcomes
· Compare and contrast origins, physical structure and social structure of early Spanish, French and British settlements.
5.1.6 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.

MCAS Fifth Grade Pacing Guide

Learning Targets/Outcomes
· Categorize reasons for conflict and cooperation between settlers and Native Americans. Show how similarities or differences in
culture or disagreements over territory led to alliances or conflict.

Identify why different groups came to the Americas and describe the impact on the founding of the United States through the end of the 18th century.

5.1.5 Colonization and Settlements: 1607 to 1763. Explain the religious, political and economic reasons for movement of people from Europe to the Americas.
Learning Targets/Outcomes
· Analyze why Europeans chose to settle in the Americas while examining issues of religion, politics and economics.
5.1.7 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).
Learning Targets/Outcomes
· Create and label a map of the original thirteen colonies and describe daily life of the colonists.
5.1.8 Colonization and Settlements: 1607 to 1763. Identify the early founders of colonial settlements and describe early colonial resistance to British rule.
Learning Targets/Outcomes
· Identify the early founders of the colonial settlements and explain reasons for conflict between early settlers and the British.
5.1.9 The American Revolution: 1763 to 1783. Analyze the causes of the American Revolution as outlined in the Declaration of Independence.
Learning Targets/Outcomes
· Use context clues in the Declaration of Independence to identify causes of the American Revolution.
5.1.10 The American Revolution: 1763 to 1783. Identify major British and American leaders and describe their roles in key events of the war for independence.
Learning Targets/Outcomes
· Create a list of major British and American leaders and outline their roles in the war for independence.
5.1.11 The American Revolution: 1763 to 1783. Describe foreign aid to the colonies during the American Revolution.
Learning Targets/Outcomes
· Make inferences regarding the motivation for other countries to aid the colonies in the war for independence.
5.1.12 The American Revolution: 1763 to 1783. Identify contributions of women and minorities during the American Revolution
Learning Targets/Outcomes
· Summarize the major contributions made by women and minorities during the American Revolution.

MCAS Fifth Grade Pacing Guide

5.1.13 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.
Learning Targets/Outcomes
· Describe the impact of the Articles of Confederation and summarize how foreign relationships changed as the United States
gained independence.
5.1.14 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.
Learning Targets/Outcomes
· Connect the creation of the constitution to the creation of a strong union with one governing body.
· Create a chart showing the major players and their role in the creation of the Constitution.
5.1.15 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.
Learning Targets/Outcomes
· Identify patterns that led to the necessity of the Bill of Rights.
5.1.16 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.
Learning Targets/Outcomes
· Develop a logical Argument for the formation of American political parties. Compare and contrast roles of state governments
verses roles of federal government.

Use primary sources to ask questions and interpret early United States culture.

5.1.17 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.
Learning Targets/Outcomes
· Construct a timeline highlighting major events and showing leaders involved in these events. Critique actions of leaders.
5.1.20 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.
Learning Targets/Outcomes
· Compare and contrast accounts in primary and secondary sources to analyze and relate to problems faced by people during the
Founding Era.

MCAS Fifth Grade Pacing Guide

5.1.21 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.
Learning Targets/Outcomes
· Use examples from primary sources to formulate questions for early American artists and writers about their finished works.
· Make predictions about impact of the cultural landscape on finished works.
Key Vocabulary
• Anasazi • Articles of Confederation
• Mississippian • Bill of Rights
• Cahokia • Constitution
• European • Independence
• Roanoke Island • Democracy
• Religious • Colonies
• Political • Political parties
• Economic • Consequences
• Agriculture • Election
• Alliances • Primary source
• Plantations • Secondary source
• Declaration of Independence • Preamble

MCAS Fifth Grade Pacing Guide

Core Standard 2: Civics and Government

Apply the principals of a democratic government including limited government, rule of law and individual rights.

5.2.1 Foundations of Government: Summarize the principles and purposes of government as stated in the Preamble to the United States Constitution.
Learning Targets/Outcomes
· Site evidence from the Preamble to the United States Constitution to restate the purposes and principles of government.
5.2.2 Foundations of Government: Identify and explain ideas about limited government, the rule of law and individual rights in key colonial era documents.
Learning Targets/Outcomes
· Site examples from individual documents (Mayflower Compact etc.) to describe the role of government in the Colonial Era.
5.2.3 Foundations of Government: Give examples of how the British colonies in America developed forms of representative government, self-government and democratic practices.
Learning Targets/Outcomes
· List and categorize types of governments formed by colonists and explain why self-governance was desired.
5.2.4 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.
Learning Targets/Outcomes
· Apply content from Declaration of Independence, Articles of Confederation, and Constitution etc. to show the development of the
democratic society of the United States.
5.2.5 Foundations of Government: Describe and give examples of individual rights guaranteed by the Bill of Rights.
Learning Targets/Outcomes
· List individual rights guaranteed by the Bill of Rights and relate them to the rights we have as citizens.
· Compare and contrast aspects of the Bill of Rights with other types of government.

Describe the structures of government and how it functions including checks and balances and the three branches of government.

Explain the role citizens have in government.

5.2.6 Functions of Government: Describe the primary and general election process for local, state and national offices, including those used to select congressional and presidential office holders.
Learning Targets/Outcomes
· Summarize key components of the primary and general election processes.
· Show similarities and differences between local, state and national offices.
· Distinguish between different types of offices, and years and times of year when elections are held.
5.2.7 Functions of Government: Describe the three branches of the United States government, their functions and their relationships.
Learning Targets/Outcomes
· Identify key components of the three branches of government.
· Compare and contrast the three types of government.
· Interpret how each branch has an impact on the other two.
· Distinguish between the main purposes of each branch.
5.2.9 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.
Learning Targets/Outcomes
· Identify ways citizens can display civic responsibility.
· Explain that individuals can impact government on all levels.
5.2.10 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.
Learning Targets/Outcomes
· Cite evidence from primary sources (newspaper, magazine, internet etc.) to examine personal responsibility, roles as a citizen and service to your community.
Key Vocabulary
• Preamble • Judicial Branch
• Mayflower Compact • Executive Branch
• Popular sovereignty • Checks and balances
• Limited government • Citizenship
• Union • Primary and general elections
• Legislative Branch • Civic responsibility

MCAS Fifth Grade Pacing Guide

Core Standard 3: Geography

Demonstrate the use of latitude and longitude.

Distinguish between regions, states, cities and natural features on maps and describe climate regions.

5.3.1 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.
Learning Targets/Outcomes
· Distinguish between lines of latitude and longitude.
· Show relationship between the equator and the prime meridian.
· Use latitude and longitude coordinates to find specific locations.
5.3.2 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.
Learning Targets/Outcomes
· Make observations about maps and photographs to predict physical features of a given area.
· Compare and contrast the advantages and disadvantages of maps, photographs and globes.
5.3.3 Places and Regions: Name and locate states, regions, major cities and capitals, major rivers and mountain ranges in the United States.
Learning Targets/Outcomes
· Create a map of the United States plotting each state.
· Categorize each state into its appropriate region.
· Plot all major cities and state capitals on a United States map.
· Name and locate major rivers and mountain ranges on a United States map.
5.3.6 Physical Systems: Map and describe the characteristics of climate regions of the United States.
Learning Targets/Outcomes
· Use land features to predict climate for individual regions of the United States.
· Compare and contrast regional climates with land features from each region.
· Describe characteristics of different land features.
5.3.7 Physical Systems: Identify major sources of accessible fresh water and describe the impact of access on local and regional communities.
Learning Targets/Outcomes
· Distinguish between bodies of salt water and bodies of fresh water
· Predict effects of water shortages or lack of access to water
· Show relationship between bodies of water and local industries/agriculture.

MCAS Fifth Grade Pacing Guide

Identify settlement patterns using land features, climate and location of resources and describe the effect settlement had on the physical environment.

5.3.4 Places and Regions: Locate Native American Indian and colonial settlements on maps and suggest reasons for the locations of these places.
Learning Targets/Outcomes
· Identify geographic features near early Native American and colonial settlements and predict why areas were chosen.
· Plot major settlements on a map identifying also major geographical features.
5.3.8 Human Systems: Explain how the Spanish, British and French colonists altered the character and use of land in early America.
Learning Targets/Outcomes
· Distinguish between major Spanish, British and French settlements in the colonial period.
· Characterize how each group utilized the land and the impact this use had on the land.
5.3.9 Human Systems: Identify the major manufacturing and agricultural regions in colonial America and cite ways that agriculture and manufacturing changed between 1600 and 1800.
Learning Targets/Outcomes
· Compare and contract farming and manufacturing methods between 1600 and 1800.
· Identify how changes in technology impacted both farming and manufacturing.
· Show relationship between production and resources in specific regions. (i.e. reasons why crops are grown only in a certain region).