Social Studies - 5th Grade (2024)
Core Standards of the Course
Students will understand how geography had a major impact on the more than 500 tribes and over 50 million indigenous people living in North America prior to European exploration, as well as how it affected methods of exploration. They will evaluate how the Age of Exploration and early colonization opened the way for the global movement of ideas, innovations, foods, and values and how the world was affected in ways that we can still see today.
Cite examples to illustrate how the physical geography of North America (for example, landforms, seasons, weather, bodies of water) influenced the lives of Native American tribal groups.
Identify ideas, innovations, and contributions of Native Americans that have had a lasting impact on human civilization (for example, agriculture, respect for the earth and environment, inventions, fashion, art, government, language, medicines, ritual and ceremony).
Use maps and primary/secondary sources to evaluate the push and pull factors that led to exploration and colonization of North America (for example, fleeing persecution, enslavement, economic advancement, indentured servitude, religious freedom/isolationism).
Describe how conflicts over land, trade, and alliances sometimes arose during colonization in North America (for example, Bacon’s Rebellion, King Philip’s War, the French and Indian War).
Strand 2: Road to Self-Government
Students will examine British colonial policies that led colonists to becoming Loyalists, Patriots, or neutral leading up to the American Revolution. They will recognize how the actions of key individuals influenced the outcome of the Revolution. Students will explain how the colonists prevailed in gaining their independence and summarize significant ideas in the Declaration of Independence.
Use primary sources to craft an argument representing different perspectives during the period leading to the American Revolution (for example, men and women who were Loyalists, Patriots, Native Americans, enslaved people).
Explain how the actions of key individuals and groups influenced the outcome of the American Revolution (for example, George Washington, Thomas Jefferson, Thomas Paine, Benjamin Franklin, Mercy Warren, Alexander Hamilton, King George III, Haudenosaunee (Iroquois) Confederacy, Marquis De Lafayette, Phillis Wheatley).
Students will demonstrate their understanding of the Constitution and its relevance in their lives, including the Bill of Rights, the branches of government, and how the Constitution has changed and been interpreted over time.
Use examples from the Constitution to investigate and explain the development, general purpose, and significant foundational principles of the United States government (a compound constitutional republic), as well as earlier documents and philosophies used to help develop the Constitution (for example, the Magna Carta, Mayflower Compact, Articles of Confederation, Haudenosaunee (Iroquois) Confederacy).
Investigate how constitutional amendments are passed, and provide examples of how amendments to the Constitution have extended rights to groups originally denied protection under the Constitution (for example, women, enslaved people, immigrants, Black Americans, Native Americans).
Students will analyze changes brought by Westward Expansion, the Industrial Revolution, and the movement of people. They will understand the effects of this expansion and movement on Native American people and the preservation of those communities while facing adversity. Students will examine how conflicts and division led to the United States Civil War and the lasting impacts of its outcome.Compelling Questions
Use evidence from multiple perspectives (for example, pioneers, 49ers, Black Americans, Chinese Americans, Native Americans, new immigrants, people experiencing religious persecution) to make a case for the most significant social, economic, and environmental changes brought about by Westward Expansion and the Industrial Revolution.
Use primary and secondary sources to compare how differences in economics, politics, and culture (for example, slavery, political and economic competition in Western territories) between the North and South led to the United States Civil War.
Explain how the actions of key individuals and groups influenced the outcome of the Civil War (for example, Abraham Lincoln, Jefferson Davis, Clara Barton, Robert E. Lee, Ulysses S. Grant, Stonewall Jackson, William Tecumseh Sherman, Harriet Beecher Stowe, Rose O’Neal Greenhow, Frederick Douglass, Harriet Tubman).
Use evidence from primary and secondary sources to craft an argument that explains how the United States of America prevailed over the Confederate States of America in the United States Civil War.
Identify the Civil War’s most important outcomes (for example, end of slavery, Reconstruction, expanded role of the federal government, industrial growth in the North), and explain how outcomes of the Civil War continue to resonate today.
Students will examine impactful conflicts, moments, movements, communities, and people of the 21st century. They will analyze the role of the United States as a world power and the effects of its territorial and colonial expansion.
Craft an evidence-based argument for why a particular event should be considered the most significant moment in UnitedStates history from 1900–now (for example, Stock Market Crash of 1929, Great Depression, Voting Rights Act of 1965, terrorist attack on 9/11, the launch of the Internet).
Students will understand current national issues and explore their rights and responsibilities as citizens and residents of the United States.
Investigate and report on current pressing issues facing the United States, and propose potential solutions that they can support (for example, raising awareness through digital media, energy and resource conservation, letter writing, fundraising).
Connect the causes and lasting effects of at least two social movements and their leaders in the 20th Century (for example, the Women’s Suffrage Movement, labor unions, the Civil Rights Movement, child labor reforms).
http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE). Send questions or comments to USBE Specialist - Robert Austin and see the Social Studies website. For general questions about Utah's Core Standards contact the Director - Jennifer Throndsen. These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.