Bozeman Public Schools Social Studies Curriculum Fifth Grade Overarching Essential Question: Who am I, how did I get here, and how will I proceed as an informed and conscientious (productive) citizen of our world? Essential Understandings: By the end of Fifth grade all students know that historical knowledge is ascertained through seeking out and analyzing primary and secondary documents, including artifacts, imagery and oral histories. Students begin to understand that change in American history was driven by factors such as technological advances, capitalism, nationalism, the struggle for freedom, migration and immigration, geographic expansion, innovation. Students know that continuity in American history is maintained by consensus, rule of law, traditions, and social institutions. Students understand that interpretations vary by perspective and by thoroughness of document analysis. Essential Skills: Throughout Fifth grade students use a variety of tools, including technology to access, synthesize and evaluate information and communicate with others within many contexts and situations. Content Standards: The content standards, history, civics, geography, economics and culture/diversity, represent five major strands within the overarching umbrella of social studies. These five strands focus on the central theme of Biographies and Documents in American History. Process Standards: Process standards are embedded within the content standards of history, civics, geography, history, economics and culture/diversity. These standards reflect student understanding of how to access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations. (H) History: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships. Essential Questions (arranged by Essential Learning Expectation): Historical Knowledge: How is the past revealed, interpreted and understood? What makes some historical interpretations better than others? Relevance: How and why is the past relevant to me, my community, my nation and our world? Can an individual change history or is history inevitable? (Why?) Conflict/Cooperation: How do conflict and cooperation shape (benefit/destroy) societies? In historical interactions, why do conflicts arise and how are they resolved? Perspective: Whose story is it and how and why is it being told? Change/Continuity: Which factor(s) in history caused the most significant change and why? Bozeman Public Schools Social Studies Standards, Grade 5 Page 1 of 8
(H) Essential Learning Expectation - Historical Knowledge Biographies and Documents in American History: Historical knowledge is ascertained through seeking out and analyzing primary and secondary documents, including artifacts, imagery and oral histories. Interpretations vary by perspective and by thoroughness of document analysis. HH.1.0 Students develop evidence-based speculations about past events through examining primary and secondary sources. HH.1.1 Students recognize that a primary source is an artifact, a document, a recording or other source of information created at the time under study by someone with direct personal knowledge of the events being described. A primary source is an original source of the information being discussed. HH.1.2 Students recognize that a secondary source is a document or recording that discusses or relates information originally presented elsewhere. Secondary sources interpret original information. HH.1.3 Students distinguish between primary and secondary sources. HH.1.4 Students recognize that historians consider a variety of information, including the type of document, how it was created, author, purpose, date created and unique physical characteristics, in order to understand primary and secondary source documents. HH.1.5 Students describe the kinds of information historians consider and the questions they ask when studying primary and secondary sources. HH.1.6 Students differentiate between historical fact and historical interpretation. HH.1.7 Students distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence. HH.1.8 Students develop hypotheses about the past through studying primary and secondary sources. Example: Students form a hypothesis through analyzing a historical photograph. HH.2.0 Students uncover historical content through studying a variety of primary and secondary sources. HH.2.1 Students recognize significant eras in American history: Three Worlds Meet (pre 1600s) Colonial Era (1600-1754) Revolutionary Era (1754-1783) Nation Building and Expansion (1783-1850) Civil War and Reconstruction (1848-1865) The Gilded Age and Industrialization(1870-1900) Progressive Era and the Twenties(1900-1920s) Depression and the New Deal(1929-1941) World War II (early 1940s) Bozeman Public Schools Social Studies Standards, Grade 5 Page 2 of 8
HH.2.2 Students identify basic characteristics of each era including prevalent technology, common clothing, popular foods, significant issues, the segment of the population holding and not holding political power, social roles, significant changes and events. Example: Students explain in which era the automobile become accessible to the general public and how it changed American lifestyles. HH.2.3 Students sort the major eras of American history chronologically. Example: Students sort images and information into eras on a timeline. HH.3.0 Students demonstrate chronological understanding. HH.3.1 Students distinguish between past, present and future time. HH.3.2 Students measure and calculate calendar time. HH.3.3 Students interpret data presented in time lines and create time lines. HH.3.4 Students use standard vocabulary relevant to dating historical narrative: decade, century, millennium, era, century notation (17 th century versus1600s versus colonial era). (R) Essential Learning Expectation - Relevance Biographies and Documents in American History: The choices of individuals from the past impact our lives in the United States today. HR.1.0 Students recognize that diverse American individuals, some famous and some less famous, impact events and chronology. HR.1.1 Students identify how the words and deeds of individual Americans, representative of their eras, determined the course of the nation and the world. Example: The students identify who wrote the Declaration of Independence, how it represented a summary of American colonists grievances with the British government, and what effect it had on the course of events. HR.1.2 Students recognize how specific individuals affected the time and place in which they lived and the time and place that followed. Example: Students explain how Mother Jones efforts regarding child labor affected regulations on industry. (C) Essential Learning Expectation - Conflict and Cooperation Biographies and Documents in American History: American conflict stems from individual decision-making in response to diverse challenges. These include perceived differences, resource allocation and population shifts. Conflicts are resolved through force, alliances, capitulation and mediation. HC.1.0 Students recognize general conflicts that define each era, their causes and resolutions: Bozeman Public Schools Social Studies Standards, Grade 5 Page 3 of 8
Three Worlds Meet (pre 1600s) unity and division between North American native peoples native versus European notions of property the clash of biologies (European disease, the Columbian exchange, etc.) Colonial Era (1600-1754) the relationship between colony and mother country unity and conflict between colonists and native peoples Revolutionary Era (1754-1783) loyalty versus rebellion state versus central government colonies versus mother country Nation Building and Expansion (1783-1850) the priority on freedom and the reality of slavery Civil War and Reconstruction (1848-1865) North versus South European Americans and African Americans European Americans and Native Americans The Gilded Age and Industrialization(1870-1900) capital and labor Progressive Era and the Twenties(1900-1920s) capital and labor men and women farmers and capital (especially given railroads and food processing) city bosses and reformers Depression and the New Deal(1929-1941) capital and labor land and farmers (dust bowl, floods, etc.) World War II Allies versus the Axis Powers white Americans and Japanese Americans white soldiers and black soldiers (P) Essential Learning Expectation - Perspective Biographies and Documents in American History: American historical events are experienced and understood through multiple perspectives. Race, class, gender, values and region shape and color one's individual perspective. HP.1.0 Students identify how an individual s race, class, gender, values and region shape and color his or her individual perspective. HP.1.1 Students use the terms race, class, gender, value and region accurately. HP.1.2 Students describe how an individual s perspective stems from personal experience, whether we are discussing a historically significant individual or the student in the classroom. Example: Why did Harry Houdini decline to help the Russian Czar with personal and political troubles? (Y) Essential Learning Expectation - Change and Continuity Biographies and Documents in American History: Change in American history is driven by factors such as technological Bozeman Public Schools Social Studies Standards, Grade 5 Page 4 of 8
advances, capitalism, nationalism, the struggle for freedom, migration and immigration, geographic expansion, innovation. Continuity in American history is maintained by consensus, rule of law, traditions, and social institutions. HY.1.0 Students identify significant factors that contributed to change and created continuity during each of the major American historical eras. HY.1.1 Students identify significant factors that contributed to change during each of the major American historical eras. HY.1.2 Students identify factors that helped to maintain continuity during each of the major American historical eras. (C) Civics: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility. Essential Question(s): Has the American experiment in democracy been successful? What is the best relationship between a government and the people it governs? Why do civic life, politics, and government exist and how does each fulfill human needs? (Primary EQ: Why have a government?) Why are some governments better than others? What should be the role of the U.S. in world affairs and how do U.S. behaviors and actions affect other nations and vice versa? C.1.0 Students identify how the American experiment in democracy contrasted with other governments, especially those in Europe during the 18 th century. Example: Students formulate and articulate an opinion on this topic. C.2.0 Students recognize which segment of the community exerted political power during each era using words such as race, gender, wealth and religion. Example: Students recognize who could vote in 1800, then in 1850, 1870, and so on. C.3.0 Students use words related to government, including: local, county, city, state, colony, federal, tribal, citizen, suffrage, rights, responsibilities, citizen and representation. C.4.0 Students recognize the general purpose of the Declaration of Independence, the Constitution and the Bill of Rights. C.4.1 Students recognize that the Declaration of Independence, adopted in 1776, includes language that articulates unifying ideas of American democracy. C.4.2 Students recognize that the U. S. Constitution, adopted in 1787, provides the set of rules by which the government must operate. Bozeman Public Schools Social Studies Standards, Grade 5 Page 5 of 8
C.4.3 Students distinguish generally between the three main branches of government defined by the U. S. Constitution: judicial, legislative and executive. C.4.4 Students recognize that the Bill of Rights, adopted in 1791, lists essential rights of citizens in need of protection from a powerful government. (G): Geography Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions). Essential Question(s): Where am I and how do I explain where I am? (need to wordsmith) How does place drive the decisions people make? How do people interact with their environments? What are the causes and effects of human movement? What makes places similar and different? G.1.0 During each era, students recognize and describe the general regions comprising the United States. G.1.1 Students recognize the general boundaries of the United States during each era. G.1.2 Students understand how significant changes in technology, transportation, and communication affected the American experience (telegraph, automobile, train, phone, etc.). Example: Students recognize the impact of the train and the telegraph the American experience. G.1.3 Students recognize territorial additions to the United States from 1800-1860. G.1.4 Students understand that Reconstruction related not only to the South but also to the West. G.1.5 Students understand that mass movements of people through immigration, the development of transportation networks, and the growth of technology transformed the geographic and human landscapes of the United States. G.2.0 Students identify various general features of the current United States. G.2.1 Students identify the fifty states and the District of Columbia on a current political map. G.2.2 Students identify general political and physical regions of the current United States in general: the North, the South, the Southwest, the West, the Appalachian Mountain Range, the Rocky Mountains, the Atlantic and Pacific Oceans, the Missouri/Mississippi river system. G.2.3 Students identify large U.S. urban centers on a map that played significant roles during the eras studied: New York, Chicago, Los Angeles, San Francisco, Philadelphia, Boston, Denver, New Orleans, Washington, D.C., Cincinnati, St. Louis, Baltimore, Cleveland, Detroit. Bozeman Public Schools Social Studies Standards, Grade 5 Page 6 of 8
(E): Economics Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption. Essential Questions: Why do people and nations trade? How does something acquire value? How do economic systems affect individuals, communities, societies and the world? What role should government play in economic systems? Which economic systems work best? How does technology drive change? Do the advantages of globalization outweigh the disadvantages? E.1.0 Students understand various concepts related to economics including: property, supply, demand, ownership, factory, market, industry, capital, labor, unions, monopoly, prosperity, poverty, price, and technology. E.1.1 Students understand that economics plays a significant role in history. E.1.2 Students identify the general economic relationship between pre-civil war north and south. E.1.3 Students recognize that the invention of the cotton gin led to expanded dependence on slavery. E.1.4 Students recognize that while industrial development and the rise of corporations raised the standard of living for many Americans it also led to poor working conditions for others. E.1.5 Students recognize that during the Progressive era, attempts were made to reign in big business and protect the rights of workers and consumers. E.1.6 Students understand the troubles experienced by many Americans during the Great Depression. E.1.7 Students recognize that World War II pushed the U.S. out of the Great Depression and created economic prosperity that continued for some time after. (D): Culture & Diversity - Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies. Essential Questions: Bozeman Public Schools Social Studies Standards, Grade 5 Page 7 of 8
What is culture, why is it important? Who should decide what culture and cultured are? Is there such a thing as cultural superiority? Why? How do cultural expressions (including literature, art, architecture, music, technology) shape history? How does cultural diversity impact a society? What happens when cultures converge or collide? What is morality and ethics? Who are the heroes and villains and what do they reveal about a culture? In what ways do religion, beliefs, values and/or spirituality contribute to progress, regress, or stagnation in society? D.1.0 Students understand the concept of culture and its impact on each era in history. D.1.1 Students define culture. D.1.2 Students identify major cultural collisions during each era. D.1.3 Students explore differences that led to these clashes. Bozeman Public Schools Social Studies Standards, Grade 5 Page 8 of 8