FIFTH GRADE |
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1.) How geography and climate influenced the
way various nations
lived and adjusted to the natural environment,
including locations of
villages, the distinct structures that were
built, and how food, clothing,
tools and utensils were obtained.
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2.) The varied customs and folklore traditions
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3.) The varied economies and systems of government
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1. Describe how geography and climate can influence the
way people live.
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2. Describe the customs and folklore tradition of the early
settlers of the United States.
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3. Describe the economies and systems of government of
the early settlers of the United States.
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1.) The entrepreneurial characteristics of
early explorers and the
technological developments that made sea exploration
by latitude
and longitude possible.
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2.) The aims, obstacles and accomplishments
of the explorers,
sponsors and leaders of key European expeditions,
and reasons
Europeans chose to explore and colonize the
world.
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3.) The routes of the major land explorers
of the United States;
the distances traveled by early explorers;
and the Atlantic trade
routes that linked Africa, West Indies, British
colonies and Europe.
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4.) Land claimed by Spain, France, England,
Portugal, Netherlands,
Sweden and Russia on maps of North and South
America.
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1. Relate the aims, obstacles and accomplishments of an
assigned explorer.
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2. Trace the routes of the land explorers and the sea explorers.
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3. Identify the lands claimed by the various countries as a
result of the explorations.
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4. Identify the common characteristics of the various explorers.
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Standard
5.3
Students describe the
cooperation and conflict that existed among the Indians and between the
Indian nations and the new settlers, in terms of:
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1.) The competition among the English, French,
Spanish, Dutch, and Indian Nations for control of North America
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2.) The cooperation that existed between the
colonists and Indians during the 1600s and 1700s (e.g., agriculture, the
fur trade, military alliances, treaties, cultural interchanges)
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3.) The conflicts before the Revolutionary
War (e.g., the Pequot and King Philip's Wars in New England, the Powhatan
Wars in Virginia, the French and Indian War)
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4.) The role of broken treaties and massacres
and the factors that led to the Indians' defeat, including the resistance
of Indian nations to encroachments and assimilation (e.g., the story of
the Trail of Tears )
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5.) The internecine Indian conflicts, including
the competing claims for control (e.g., actions of the Iroquois, Huron,
Lakota (Sioux))
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6.) The influence and achievements of significant
leaders of the time (e.g., biographies of Abraham Lincoln, John Marshall,
Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, Sequoyah)
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Standard
5.4
Students understand the
political, religious, social, and economic institutions that evolved in
the colonial era, in terms of:
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1.) The influence of location and physical
setting on the founding of the original 13 colonies, their location on
a map along with the location of the American Indian nations already inhabiting
these areas
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2.) The major individuals and groups responsible
for the founding of the various colonies and the reasons for their founding
(e.g., John Smith and Virginia, Roger Williams and Rhode Island, William
Penn and Pennsylvania, Lord Baltimore and Maryland, William Bradford and
Plymouth, John Winthrop and Massachusetts)
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3.) The religious aspects of the earliest
colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism
in Maryland, Quakerism in Pennsylvania)
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4.) The significance and leaders of the First
Great Awakening that marked a shift in religious ideas, practices and allegiances
in the colonial period; the growth of religious toleration and free exercise.
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5.) How the British colonial period created
the basis for the development of political self-government and a free market
economic system, unlike Spanish and French colonial rule.
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6.) The introduction of slavery into America,
the responses of slave families to their condition, the ongoing struggle
between proponents and opponents of slavery, and the gradual institutionalization
of slavery in the South
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7.) The early democratic ideas and practices
that emerged during the colonial period, including the significance of
representative assemblies and town meetings
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1.) How political, religious, and economic
ideas and interests
brought about the Revolution.
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2.) The significance of the First and Second
Continental Congress
and the Committees of Correspondence.
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3.) The people and events associated with
the drafting and signing
of the Declaration of Independence and the
document's significance
including the key political concepts it embodies,
the origins of those
concepts, and its role in severing ties with
GB.
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4.) The views, lives, and impact of key individuals
during this period.
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1. Discuss and relate to others the impact key individuals had
on the events leading to the American Revolution.
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2. Describe the role each person took in the events leading to
the American Revolution.
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Standard
5.6
Students understand the
course and consequences of the American Revolution, in terms of:
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1.) Identifying and mapping the major military
battles, campaigns and turning points of the Revolutionary War, the roles
of the American and British leaders, and the Indian leaders' alliances
on both sides.
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2.) The contributions of France and other
nations and individuals to the outcome of the Revolution (e.g., Benjamin
Franklin's negotiations with the French, the French navy, the Treaty of
Paris, The Netherlands, Russia, Marquis de Lafayette, Kosciuszko, Baron
von Steuben,)
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3.) The different roles women played during
the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher,
Phillis Wheatley, Mercy Otis Warren)
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4.) The personal impact and economic hardship
on families, problems of financing the war, wartime inflation, and laws
against hoarding and profiteering.
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5.) How state constitutions established after
1776 embodied the ideals of the American Revolution and helped serve as
models for the U.S. Constitution
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6.) The significance of land policies developed
under the Continental Congress (e.g., sale of western lands, the Northwest
Ordinance of 1787) and their impact on American Indian land.
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7.) How the ideals of the Declaration of Independence
changed the way people viewed slavery
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Standard
5. 7
Students relate the narrative
of the people and events associated with the development of the U.S. Constitution
and analyze its significance as the
foundation of the American
republic, in terms of:
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1.) The shortcomings set forth by the Articles
of Confederation's critic.
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2.) The significance of the new Constitution
of 1787, including the struggles over its ratification and the reasons
for the addition of the Bill of Rights.
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3.) The fundamental principles of American
constitutional democracy including how the government derives its power
from the people and the primacy of individual liberty.
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4.) How the Constitution is designed to secure
our liberty by both empowering and limiting central government; the powers
granted to the citizens, Congress, the President, the Supreme Court, those
reserved to the states.
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5.) The meaning of the American creed that
calls on citizens to safeguard the liberty of individual Americans within
a unified nation, to respect the rule of law, and to preserve the Constitution.
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6.) The songs that express American ideals
(e.g., know America the Beautiful, The Star Spangled Banner)
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1.) The waves of immigrants from Europe between
1789 and 1850 and their modes of transportation as they advanced into the
Ohio and Mississippi Valley and through the Cumberland Gap.
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2.) The states and territories in 1850, their
regional locations and major geographical features.
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3.) The explorations of the trans-Mississippi
West following the Louisiana Purchase.
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4.) Experiences on the overland trails to
the West.
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5.) The continued migration of Mexican settlers
into Mexican territories of the West and Southwest how and when California,
Texas, Oregon and other western lands became part of the U.S., including
the significance of the Texas War for Independence.
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1. Explain the purposes for the exploration and settling of the
western frontier.
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2. Trace the routes west and describe the terrains the trails crossed.
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3. Describe the hardships people faced in migrating west.
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4. Describe life in the settlements.
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Standard
5.9
Students know the location
of the current 50 states and the names of their capitals.
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