1 5 th Grade US History Essential Questions: 1. How do people access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations? 2. How do people create and change power structures, authority and governance in order to demonstrate civic responsibility and understanding of government operations? 3. What are the effects of time, continuity, and change on historical and future perspectives and relationships? 4. How do students apply geographic knowledge and skills to historic events? 5. How do the economic principles of production, distribution, exchange, and consumption influence historical events and decisions? 6. What is the impact of human interaction on cultural diversity of societies? Standard 1: Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations. 1.1 Benchmark: Identify and practice the steps of an inquiry process. the inquiry process includes questioning, evaluating, and synthesizing information. that there are steps that need to be taken in order to gain credible knowledge of a person or event. identify the steps in the inquiry process. 1.2 Benchmark: evaluate information quality. bias exists in various points of view. that there is no neutrality in text. determine credible resources to distinguish between fact and fiction. 1.3 Benchmark: use information to support statements and practice basic group decision making strategies in real world situations. there are strategies to effectively problem solve and negotiate conflicts. accurate evidence is needed to effectively problem solve and negotiate conflicts. Essential Vocabulary: negotiate, neutrality, research, cite, evidence, accuracy, credible, relevance, fact, fiction use the information gathered to support conclusions.
2 5 th Grade US History Standard 2: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility. 2.1: Benchmark: Students will explain the purpose and structure of the national government. the United States Constitution was adopted as our plan of government. that the Constitution establishes common laws for all citizens to follow. the 1 st ten amendments to the Constitution are called the Bill of Rights. that the Bill of Rights are individual freedoms that the government cannot take there were various primary sources used to construct the initial United States government. away. that our founding fathers applied various historical models of government in formulating our system of government. Essential Vocabulary: constitution, Iroquois League, Parliament, bill, amendment explain their rights and responsibilities under the Constitution. identify how the Bill of Rights applies to individual freedoms past and present. compare and contrast elements of the Iroquois League and British Parliament and the impact they had on early United States Government. 2.2 Benchmark: Students will explain the purpose and structure of the basic features of the political system in the United States and identify representative leaders at various levels. that the United States uses a federal system of government. presidents are elected by United States citizens. the government and its citizens form political parties. Essential Vocabulary: Federal system, election that power is shared between federal and state governments. that under a federal government, new leaders are chosen by citizens through an election process. that the government, in its infancy, began to divide into separate political parties. identify various state and federal responsibilities under a federal system of government. compare and contrast early presidential elections with elections of today. outline various issues that separated leaders and their supporters into political parties.
3 2.3 Benchmark: Students will identify the three branches of government, and how each branch checks/ balances the power of the others. there are three branches of the United States government. the power of each branch of government is limited. Essential Vocabulary: checks and balances, legislative, executive, judicial that each branch of government has a role. that each branch is balanced by at least one of the other branches. describe the responsibilities of the Legislative, Executive, Judicial branches of government. diagram how each branch of the government checks and balances the other branches. 2.4 Benchmark: Students will explain how governments provide for needs and wants of people by establishing order and security and managing conflict. the events that led up to the American Revolution, War of 1812, Civil War, Westward Expansion. that people have needs and wants. that the government can respond to the needs and wants of people by establishing explain the reasons for going to war with Britain to establish the United States. evaluate the impact the victory of the the United States government has a relationship with American Indian Peoples. order. that managing conflict can lead to war. United States over Britain had on the world. identify the differences between the Northern and Southern states. tell reasons the South seceded from the Union. distinguish the positive and negative results of the Reconstruction. compare and contrast different points of view within conflicts over western expansion. state conflicts that arose over issues of sovereignty of the American Indian Peoples (land titles). Essential Vocabulary: Intolerable Acts, Treaty, Reconstruction, Expansion, Sovereignty, Manifest Destiny Homestead Act
4 2.5: Students will be able to identify and explain the individual and their role within the community including the need for civility, respect for diversity, and the rights of others. the United States citizens have rights and responsibilities. the United States has not always acknowledged diversity, sovereignty, and the rights of all people. Essential Vocabulary: economy, diversity, citizen that as citizens everyone has rights and responsibilities, as long as it does not infringe upon others. that not all rights and responsibilities are explicitly stated in the Constitution. the rights of individuals were granted incrementally over the course of time. (i.e., American Indians, women, Blacks) identify how the actions of citizens impact both the individual and society as a whole. analyze the evolving relationships of the U.S government and all people over the course of our nation s history (i.e., political relationship between the American Indians and the U.S. government).
5 5 th Grade US History Standard 3: Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement and regions. 3.1 Benchmark: Students will be able to identify and use various representations of the earth such as maps, globes, photographs, latitude and longitude, scale, legend, etc. how to identify lines of latitude and longitude. that locations can be identified using lines of latitude and longitude. find absolute location on a globe or map. 3.2 Benchmark: Students can identify and locate on a map, locations as it pertains to American history. geographical locations as they relate to tribal nations and the colonization of the North American continent. that geographic locations impact where people settle on the North American continent. that migration patterns differ amongst differing groups. illustrate the location of early settlement and movement of people in the early stages of our developing country. identify where American tribes originated and their ultimate relocation. 3.3 Benchmark: Students will be able to describe and illustrate ways in which people interact with their physical environment (past and present) how resources in the regions affected where people settled. the types of materials used for shelters. that people use their available resources to their advantage. that the region they settle impacts the type of shelters utilized. identify how humans and the environment interact in specific regions. compare and contrast why certain materials in different regions were used for the various shelters.
6 3.4 Benchmark: Students will be able to describe how human movement and settlement patterns reflect the wants and needs of diverse cultures. that peoples wants and needs impact human movement and settlement. American Indian tribes shared cultural likeness because of their geographic location. that people made decisions and took risks by immigrating/emigrating/migrating in order to meet their wants and needs. identify events that relate wants and needs of diverse cultures and a decision to relocate. give examples of how the U.S. government, motivated by its own wants and needs, often treated American Indian people as though they were one tribe. 3.5 Benchmark: Students will use appropriate geographic resources, (e.g. atlases, databases, charts, grid systems, technology, graphs and maps) to gather information about local communities, reservations, Montana, U.S. and the world. what type of resource available to use to get specific information for the a particular purpose. that different resources provide different information. apply various and appropriate resources to a specific task. 3.6 Benchmark: Identify and distinguish between physical system changes and describe the social and economic effects of these changes. weather/climate have an effect on our economic system. that physical system changes have an effect on the economy throughout history. identify cause and effect of weather and economy.
7 3.7 Benchmark: Students will analyze and compare the ways in which people in different regions of the world interact with their physical environments. people interact with their physical environment. that physical environments have an impact on culture. compare and contrast people in different regions interact with their environment. Essential Vocabulary: region, interactions, absolute location, relative location, latitude, longitude, cardinal directions, map scale, map key, compass rose, continent, colony, states, tribes, physical environment, shelter, natural resources, homestead, reservation, pioneer, culture, immigrate, emigrate, migrate atlas, database, chart, grid system, technology, graphs, maps, seasons, climate, weather, water cycle, natural disasters, economy
8 5 th Grade US History Standard 4: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships. 4.1 Benchmark: Students will identify and use various sources of information to develop an understanding of the past through use of primary and secondary sources. the difference between primary and secondary sources. that primary sources can be created at the time of the event. that secondary sources can be created at the time or after the event. Essential Vocabulary: primary source, artifacts, diaries, biographies, art forms, architecture analyze primary and secondary sources to achieve a deeper understanding of events in history. 4.2 Benchmark: Students use a timeline to select, organize, and sequence information. timelines are used to place events in sequential order. Essential Vocabulary: timeline, sequence, cause and effect that events can be placed in sequential order on a timeline. identify events in sequential order on a timeline. 4.3 Benchmark: Students will examine biographies, American Indian oral traditions, folktales, and narratives to understand the lives of people and place them in time and context to explain their relationship to important historical events. people have multiple perspectives about the same event in history. that different groups have different backgrounds and motivations that shape perspectives of the same event. Essential Vocabulary: perspective, point of view, biography, folktale, narrative analyze biographies, folktales and narratives to determine perspective.
9 4.4 Benchmark: Students will identify and describe important people and important democratic values and symbols of American Indian tribes and the United States. important people in United States history. important democratic values and symbols. important leaders of American Indian tribes. that an individual can impact a change in democracy. that democratic values and symbols have evolved over time. that American Indian leaders defended their sovereignty and cultural values. Essential Vocabulary: democracy, traditional, contemporary, sovereignty, culture identify the historical and modern role of individuals who have made an impact on democracy. describe why democratic values have evolved over time. compare and contrast the traditional and contemporary roles of American Indian leaders. 4.5 Benchmark: Students will identify and illustrate how technologies have impacted western expansion. that technology had a great impact on Westward Expansion and indigenous cultures. that the progression of technology had many effects on the West. Essential Vocabulary: technology, Westward Expansion, innovation, encroachment describe why an idea, invention or innovation affected Westward Expansion. 4.6 Benchmark: Students will be able to recognize that people view and report historical events differently. perspectives shape how history is written. (i.e. Native Americans, British, African Americans) Essential Vocabulary: perspective, account, agenda, opinion, interpret that experiences and motivation can change how a situation is interpreted. analyze primary and/or secondary sources to determine the perspectives of various individuals and groups.
10 4.7 Benchmark: Students will able to explain history and culture of American Indian Tribes in the United States. American Indians are indigenous. there is great cultural diversity among American Indian tribes. American Indians have a political relationship with the U.S. Government. Essential Vocabulary: origin, indigenous, treaty, policy that American Indian tribes origin stories explain their tribes history. that each tribes culture is distinct and unique. that Federal Indian Policy has impacted American Indians. compare and contrast tribal origin stories. compare and contrast tribal cultures. analyze the impact of Federal Indian Policies on the history and culture of American Indians.
11 5 th Grade US History Standard 5: Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption. 5.1 Benchmark: Students will give examples of needs and wants; scarcity and choice. (continuous throughout content). needs and wants, scarcity and choice impact decision making. Essential Vocabulary: need, want, scarcity, choice that historical events have impacted the needs and wants of individual groups. identify historical events that impacted needs and wants; scarcity and choice. 5.2 Benchmark: Students will identify basic economic concepts that explain events as they relate to historical and current events. that the economy is based on supply and demand. that there have been specific historical events that have been impacted by the economy. Essential Vocabulary: supply and demand, price, economy, surplus, competition analyze how supply and demand shaped the U.S. economy. 5.3 Benchmark: Students will be able list examples of goods provided by public and private services. the difference between public and private services. Essential Vocabulary: public services, private services, goods that public and private services contribute to society. list examples of goods provided by public and private services. 5.4 Benchmark: Students describe how personal economic decisions affect the lives of people. that people make economic decisions. that decisions can affect the economy. Essential Vocabulary: economy, boycott, taxes, indentured servants, slaves, trade and barter analyze the impact of economic decisions.
12 5.5 Benchmark: Students will be able to explain how money is used. money has value. Essential Vocabulary: value, exchange, currency that money can be traded for certain goods and services. justify the value in exchange for a particular item. 5.6 Benchmark: Students will be able to analyze the influences of technological community advances. communities grew as a direct result of technology. that technical advances assisted the growth of communities. Essential Vocabulary: advancement, community, technology, assembly line give an example of a technology that helped advance a community.
13 5 th Grade US History Standard 6: Students demonstrate an understanding of the impact of human interaction and cultural diversity on society. 6.1 Benchmark: Students will identify the ways various groups meet human needs, concerns, and contribute to personal identity. people will gravitate towards certain groups based on their own personal interests. that human needs are met by engaging in group activities. Essential Vocabulary: political parties: Federalist, Anti-Federalist, Republican, Democrat; values, social class distinguish between different groups and the reasons people are members of that group. 6.2 Benchmark: Students describe ways in which expressions of culture influence people. different mediums in which culture is expressed. that everyone has culture that impacts human interaction and cultural diversity. that the Native American culture is a part of our culture. that all cultures celebrate in their own way. differentiate between cultures and their mediums. experience different aspects of Native American culture. Essential Vocabulary: spirituality, expression, traditions, Pow Wow 6.3 Benchmark: Students will identify and describe ways families, groups, tribes, and communities influence the individual s daily life and personal choices. their personal choices are impacted by outside influences such as family, groups, tribes and communities. Essential Vocabulary: influence, culture, value, beliefs, community that the personal choices they make affect their community. identify and describe the groups that affect them in their own community.
14 6.4 Benchmark: Students will identify characteristics of American Indian tribes. each American Indian tribe has its own characteristics. elements that distinguish civilized community. Essential Vocabulary: civilized, society, culture, characteristics that American Indian tribes have distinct and unique characteristics. that civilized culture existed in the American Indian culture prior to European contact. identify American Indian tribes by their characteristics. compare and contrast European civilization to that of an American Indian tribal community. 6.5 Benchmark: Students will identify examples of individuals whose struggles influenced assimilation and cultural preservation in various ethnic groups. individual people and their actions changed society. individuals/groups were forced to assimilate into American culture. that the impact an individual s actions and efforts can help to preserve a culture. individuals/groups fought against assimilation. Essential Vocabulary: assimilation, ethnicity, struggles, contribution, dignity identify events and corresponding individuals whose struggles influenced history. identify individuals who lead the fight for preserving their culture/traditions. 6.6 Benchmark: Students will identify roles in a society. there are various roles that an individual plays to be a part of a society. Essential Vocabulary: cultural diversity, society that individuals interact in a society. distinguish between individual roles of a society.