Course Description
The fifth grade social studies curriculum is an introduction
to American history. As such, the course will concentrate
on certain key themes and events in the American experience.
During the first semester, students will focus on the
European exploration and colonization of North America,
independence from England, the creation of the United
States, the westward movement and expansion of the
country. The second semester includes studies about
the nation's development, including internal and external
conflicts. State standards are imbedded throughout
the course and guide its instructional objectives.
A Note on Standards
The fifth grade curriculum includes both Boise School
District and State of Idaho standards. State standards
include content knowledge and skills in the following
areas: critical thinking and analytical skills, evolution
of democracy, exploration and expansion, migration
and immigration, political, social, and economic response
to industrialization and technological innovation,
international relations and conflicts, cultural and
social development, foundations of the American political
system, organization and formation of the American
system of government, citizen responsibilities and
rights, economic fundamentals, economic influences,
and geography. While each standard is expressed through
specific, associated instructional objectives, instructors
should seek opportunities to apply the standards throughout
the course.
Adopted Materials
United States History
Berson, Michael, et al. Dallas: Harcourt School Publishers, 2003.
Copyright
Resources
K – 12
Social Studies Scope and Sequence
Course Scope
First Semester Timeline
| Unit 1 |
Exploration/Colonization |
8 weeks |
| Unit 2 |
The Fight for Independence |
6 weeks |
| Unit 3 |
A Growing Nation |
4 weeks |
Second Semester Timeline
| Unit 4 |
A Nation Divided |
6 weeks |
| Unit 5 |
Becoming a World Power |
8 weeks |
| Unit 6 |
Our Nation Today |
4 weeks |
Assessment
Correlation acronyms key
|
Unit
1 |
Exploration/Colonization |
Semester 1, 8 weeks |
|
Instructional Objective
513.01 Develop and use different kinds of
maps, globes, graphs, charts, databases, and
models to display and obtain information. |
Standard Reference
5.SS.2.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Demonstrate the use of a globe and a variety
of maps by locating specific places. |
United States History, Ch. 1 |
EOC |
|
02 |
Develop a map using a key, compass rose, cardinal
directions and scale. |
United States History, Ch. 1 |
TMA |
|
Instructional Objective
513.02 Identify the regions of the United
States and their resources. |
Standard Reference
5.SS.2.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
On a map locate and label the regions of the
United States. |
United States History, Ch. 1 |
EOC |
|
02 |
Identify the 50 U.S. states and their capitals. |
United States History, pp. R2-R5 |
TMA |
|
Instructional Objective
513.03 Use latitude and longitude coordinates
to find specific locations on a map. |
Standard Reference
5.SS.2.1.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Using a map, locate places when given latitude
and longitude coordinates. |
United States History, Ch. 1 |
EOC |
|
02 |
Write the latitude and longitude coordinates
for five given destinations. |
United States History, Ch. 1 |
TMA |
|
Instructional Objective
513.04 Identify various methods used by historians
to learn about the past. |
Standard Reference
District51304 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify ways historians learn about the past
including oral histories and artifacts. |
United States History, Ch. 2 |
EOC |
|
02 |
Describe the differences between a primary source
and secondary source of historical information. |
United States History, Ch. 3; Text Introduction
pp. 4 & 5 |
TMA |
|
Instructional Objective
513.05 Identify early inhabitants of North
America. |
Standard Reference
District 51305 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify early North American civilizations.
(Olmecs, Mound Builders, Anasazi.) |
United States History, Ch. 2 |
EOC |
|
02 |
Describe cultural characteristics of the Olmecs,
Mound Builders, and Anasazi civilizations. |
United States History, Ch. 2 |
TMA |
|
Instructional Objective
513.06 Describe that American Indians were
established societies before the coming of
the European settlers. |
Standard Reference
5.SS.1.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify and describe one Native American culture
from each of the five U.S. regions before the
coming of European settlers. |
United States History, Ch. 2 |
EOC |
|
02 |
Describe the impact the geographic area had
on the development of specific Native American
cultures. |
United States History, Ch. 2 |
EOC |
|
Instructional Objective
513.07 Identify economic reasons for exploration
and colonization. |
Standard Reference
5.SS.3.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
List economic reasons for exploration and colonization. |
United States History, Ch. 3-7 |
EOC |
|
02 |
Compare the economic goals of explorations between
the explorers and the colonists. |
United States History, Ch. 3-7 |
TMA |
|
Instructional Objective
513.08 List the early explorers of North America. |
Standard Reference
District 51308 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a table of explorers which includes country
of origin, date, and area explored. |
United States History, Ch. 3 & Ch.
4 |
EOC |
|
02 |
Create a timeline of early explorers in North
America. |
United States History, Ch. 3 & Ch.
4 |
TMA |
|
Instructional Objective
513.09 Describe the impact of early explorers
on North America. |
Standard Reference
District 51309 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explain the obstacles and accomplishments of
early North American explorers. |
United States History, Ch. 3& Ch.
4 |
EOC |
|
02 |
List ways early exploration affected existing
cultures. |
United States History, Ch.3 & Ch.
4 |
TMA |
|
Instructional Objective
513.10 Discuss the religious, political, and
economic motives of voluntary European immigrants
to the United States. |
Standard Reference
5.SS.1.2.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe the Puritans and Pilgrims and contrast
their reasons for coming to America. |
United States History, Ch. 5 |
EOC |
|
02 |
Write a collection of diary entries from the
perspective of a child living in Jamestown. |
United States History, Ch. 5 |
TMA |
|
Instructional Objective
513.11 Explain what indentured servants were
and how they participated in the early life
of the United States. |
Standard Reference
5.SS.1.2.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Outline the advantages and disadvantages of
becoming an indentured servant. |
United States History, Ch. 7 |
EOC |
|
02 |
List and describe ways plantation life separated
people into groups. |
United States History, Ch. 7 |
TMA |
|
Instructional Objective
513.12 Explain the history of the slave trade
in the United States. |
Standard Reference
5.SS.1.2.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explain how slavery began in the colonies in
the late 1600’s and describe the route of the
triangular slave trade. |
United States History, Ch. 5 |
EOC |
|
02 |
Describe the leaders of the movement to abolish
slavery. (Tubman, Garrison, Douglass) |
United States History, Ch. 12 |
TMA |
|
03 |
Explain Abraham Lincoln’s primary goal in issuing
the Emancipation Proclamation. |
United States History, Ch. 12 |
TMA |
|
Instructional Objective
513.13 Identify different examples of how
religion has been an important influence in
American history. |
Standard Reference
5.SS.1.1.5 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe the religious aspects of the earliest
colonies (Puritanism, Quakerism, Catholicism)
and the growth of religious freedom. |
United States History, Ch. 5 & Ch.
6 |
EOC |
|
02 |
Describe the ways religious leaders influenced
colonial settlements. |
United States History, Ch. 5 & Ch.
6 |
TMA |
|
Instructional Objective
513.14 Understand systems of government in
Colonial America. |
Standard Reference
District 51314 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Compare British rule and colonial self government. |
United States History, Ch. 8 |
EOC |
|
02 |
Identify examples of early representative government.
(e.g., Mayflower Compact, Committees of Correspondence,
Continental Congress, Virginia House of Burgesses) |
United States History, Ch. 8 |
TMA |
|
Instructional Objective
513.15 Discuss the economic policies of England
that contributed to the revolt in the North
American colonies. |
Standard Reference
5.SS.3.2.1 |
|
Associated Instructional Objective: |
|
|
Explain the concepts of tariffs and taxation. |
5.SS.3.1.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
List the ways in which the colonists protested
British policies. (e.g., Stamp Act, Proclamation
of 1763, Townshend Act) |
United States History, Ch.8 |
EOC |
|
02 |
Debate the tax question from the point of view
of both the British and the colonists. |
United States History, Ch. 8 |
TMA |
|
Back to Top |
|
Unit
2 |
The Fight for Independence |
Semester 1, 6 weeks |
|
Instructional Objective
513.16 Identify the events and name the reasons
the colonists went to war with England. |
Standard Reference
District 51316 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a timeline of events that led to the
American Revolution. |
United States History, Ch. 8 & Ch.
9 |
EOC |
|
02 |
Describe how the colonists united to protest
British rule. |
United States History, Ch. 8 |
TMA |
|
Instructional Objective
513.17 Name significant American leaders during
the Revolutionary War era. |
Standard Reference
District 51317 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explain the contributions of leaders, assessing
their prominent impact on the Revolutionary Era. |
United States History, Ch. 9 |
EOC |
|
Instructional Objective
513.18 Identify and explain the important
concepts in the Declaration of Independence. |
Standard Reference
5.SS.4.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
List and explain the important concepts in the
Declaration of Independence. |
United States History, Ch. 9 p. R 11 |
EOC |
|
02 |
Write a persuasive letter from Thomas Jefferson
to the members of the Continental Congress, convincing
them to sign the Declaration of Independence. |
United States History, Ch. 9 |
TMA |
|
Instructional Objective
513.19 Discuss the significance of the Articles
of Confederation as the transitional form of
government. |
Standard Reference
5.SS.4.1.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a chart listing the strengths and weaknesses
of the Articles of Confederation as a plan of
government. |
United States History, Ch. 9 & Ch.
10 |
EOC |
|
02 |
Give examples of problems that resulted from
the Articles of Confederation and why Congress
couldn’t enforce the laws. |
United States History, Ch. 9 & Ch.
10 |
TMA |
|
Instructional Objective
513.20 State the difference between direct
democracy and the constitutional (representative)
democracy of today’s United States. |
Standard Reference
5.SS.4.4.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Compare the people’s role in a direct democracy
to their role in a representative democracy. |
United States History, Ch. 4 & Ch.
11 |
EOC |
|
02 |
Find an example of a legislative decision in
a current newspaper. |
United States History, Ch. 4 & Ch.
11 |
TMA |
|
Instructional Objective
513.21 Identify the three branches of government
and the functions and powers of each. |
Standard Reference
5.SS.4.2.2 |
|
Associated Instructional Objective: |
|
|
Identify the people and groups who make, apply,
and enforce laws within federal and tribal governments. |
5.SS.4.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
List the 3 branches of government and the duties
of each of the people and groups who make, apply,
and enforce laws within federal and tribal governments. |
United States History, Ch. 10, pp. R15-R35 |
EOC |
|
02 |
Make a diagram showing the separation of powers
and the system of checks and balances. |
United States History, Ch. 10 |
TMA |
|
Instructional Objective
513.22 Identify the basic concepts in the
United States Constitution and Bill of Rights,
such as the protection of individual rights,
the promotion of the common good, the organization
of government, and the role of the United States
Constitution as the supreme law of the land. |
Standard Reference
5.SS.4.1.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explain the significance of the new Constitution
of 1787 and the reasons for the addition of the
Bill of Rights. |
United States History, Ch. 10, pp. R15-R35 |
EOC |
|
02 |
Compare the viewpoints of James Madison and
Thomas Jefferson regarding the Bill of Rights. |
United States History, Ch. 10 |
TMA |
|
Instructional Objective
513.23 Identify some of the personal responsibilities
and basic rights of individual freedoms that
belong to American citizens. |
Standard Reference
5.SS.4.3.2 |
|
Associated Instructional Objective: |
|
|
Discuss the concepts of popular consent, respect
for the individual, equality of opportunity,
and personal liberty. |
5.SS.4.4.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explain the basic purpose of the Bill of Rights. |
United States History, Ch. 10 |
EOC |
|
02 |
Analyze each of the Bill of Rights. Select the
one that affects your own life the most today.
Write a paragraph describing its importance. |
United States History, Ch. 10 |
TMA |
|
Instructional Objective
513.24 Explain how the United States is a
republic. |
Standard Reference
5.SS.4.4.1 |
|
Associated Instructional Objectives: |
|
|
Explain that the world is divided into many
different nations and that each has its own government. |
5.SS.5.1.1 |
|
State that a nation consists of its territory,
people, laws, and government. |
5.SS.5.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Define a republic government. |
United States History, Ch. 10 |
EOC |
|
02 |
Determine how population affects the number
of representatives in each state. |
United States History, Ch. 10 |
TMA |
|
03 |
Identify several different nations in the world
and the type of government they have. |
|
TMA |
|
04 |
Discuss that a nation consists of its territory,
people, laws, and government. |
|
TMA |
|
Instructional Objective
513.25 Distinguish and compare responsibilities
among state, national, and tribal governments
in a federal system. |
Standard Reference
5.SS.4.2.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify the powers of national, state, and
tribal governments. |
United States History, Ch. 10 |
EOC |
|
02 |
Find examples from current news publications
of tribal, state, and national powers. |
Newspapers, magazines, other forms of news. |
TMA |
|
Instructional Objective
513.26 Describe the historical development
of the American Flag and explain what each
part of the flag means. |
Standard Reference
District 51326 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Interpret the symbolism of the American flag. |
United States History, pp. R37; H11 |
EOC |
|
02 |
Explain the historical development of the American
flag. |
United States History, p. H11 |
TMA |
|
Instructional Objective
513.27 Describe ways in which citizens participate
in public life. |
Standard Reference
5.SS.4.3.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Brainstorm ways children can be active citizens
in their own community. |
United States History, Ch. 10, 17 |
EOC |
|
02 |
Find articles that demonstrate responsible citizenship
in your local newspaper. Summarize an article
and share it with the class. |
Local Newspaper |
TMA |
|
Instructional Objective
513.28 Identify significant early American
political leaders and explain their contributions
to early U.S. history. |
Standard Reference
District 51328 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify individuals and describe their contributions
toward governmental change in the American colonies. |
United States History, Ch. 4-7 |
EOC |
|
02 |
Select an early American political leader and
summarize his/her influences on early government. |
United States History, Ch. 4-7 |
TMA |
|
Instructional Objective
513.29 Discuss how the establishment of the
13 original colonies contributed to the founding
of the nation. |
Standard Reference
5.SS.1.1.6 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Select a period from the Colonial or Revolutionary
eras and create a timeline of important events
and people. |
United States History, Ch. 5-9 |
EOC |
|
02 |
Describe how the establishment of the 13 original
colonies contributed to the founding of our nation. |
|
TMA |
|
Back to Top |
|
Unit
3 |
A Growing Nation |
Semester 1, 4 weeks |
|
Instructional Objective
513.30 Explain the concept of Manifest Destiny
and its contribution to the migration of people
in the development of the United States. |
Standard Reference
District 51330 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explain the concept of Manifest Destiny and
describe how it influenced westward expansion. |
United States History, Ch. 11 |
EOC |
|
02 |
Create a poster promoting the idea of Manifest
Destiny to the citizens of the United States. |
United States History, Ch. 11 |
TMA |
|
Instructional Objective
513.31 Identify the major land acquisitions
to the United States. |
Standard Reference
District 51331 |
|
No. |
Performance Objectives |
Resource Reference |
Assessment Correlation |
|
01 |
Create a U.S. map showing significant purchases
of land during the 1800’s. |
United States History, Ch. 11 |
EOC |
|
02 |
Explain the outcome of the Mexican-American
War related to new territorial acquisitions. |
United States History, Ch. 11 |
TMA |
|
Instructional Objective
513.32 Analyze and discuss the motives of
the major groups who participated in the western
expansion by leaving the East and heading west. |
Standard Reference
5.SS.1.2.4 |
|
No. |
Performance Objectives |
Resource Reference |
Assessment Correlation |
|
01 |
Evaluate and list the motives of the major groups
who participated in western expansion. |
United States History, Ch. 11 |
EOC |
|
02 |
Illustrate a poster depicting the growth of
the western United States. Include Oregon Trail
pioneers, Mormon settlers, gold miners, etc. |
United States History, Ch. 11 |
TMA |
|
Instructional Objective
513.33 Know the factors that contributed to
western expansion in the United States in the
early 1800’s. |
Standard Reference
District 51333 |
|
No. |
Performance Objectives |
Resource Reference |
Assessment Correlation |
|
01 |
Explain how new forms of transportation contributed
to western migration. |
United States History, Ch. 11 |
EOC |
|
02 |
Create a graphic organizer summarizing the reasons
settlers moved west. (ranchers, miners, homesteaders) |
United States History, Ch. 11 |
TMA |
|
Instructional Objective
513.34 Identify the significant American Indian
groups that were encountered in the Western
Movement. |
Standard Reference
5.SS.1.2.5 |
|
Associated Instructional Objectives: |
|
|
Discuss that American Indians were the first
inhabitants of the United States. |
5.SS.1.3.1 |
|
Identify examples of American Indian individual
contributions and influences. |
5.SS.1.3.2 |
|
No. |
Performance Objectives |
Resource Reference |
Assessment Correlation |
|
01 |
Create a map that shows location of the major
Native American groups during the expansion period. |
United States History, Ch. 13 |
EOC |
|
02 |
Analyze the Homestead Act of 1862 and how it
affected settlement in the West. |
United States History, Ch. 13 |
TMA |
|
03 |
Explain that American Indians were the first
inhabitants of the United States. |
|
TMA |
|
04 |
List examples of individual contributions and
influences by American Indians. |
|
TMA |
|
Instructional Objective
513.35 Explain that reservations are lands
that have been reserved by the tribes for their
own use through treaties and were not "given" to
them. Explain the principle that land should
be acquired from the Indians only through their
consent with treaties involved three assumptions:
that both parties to treaties were sovereign
powers; that Indian tribes had some form of
transferable title to the land; and that acquisition
of Indian land was solely a government matter
not to be left to individual colonists. |
Standard Reference
5.SS.1.3.4 |
|
Associated Instructional Objective: |
|
|
Define the terms treaty, reservation, and sovereignty. |
5.SS.1.3.3 |
|
No. |
Performance Objectives |
Resource Reference |
Assessment Correlation |
|
01 |
List the major conflicts between Native Americans
and settlers and the result of each conflict. |
United States History, Ch. 11 |
EOC |
|
02 |
Describe the impact of the Indian Removal Act
of 1830 on the lives of Native Americans. |
United States History, Ch. 11 |
TMA |
|
03 |
Define the terms treaty, reservation, andsovereignty. |
|
TMA |
|
Instructional Objective
513.36 Discuss the significant individuals
who took part in the western expansion. |
Standard Reference
5.SS.1.2.6 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify key individuals involved in western
expansion. Include a brief description of the
role of each person. (e.g., Stephen Austin, Brigham
Young, President Polk, Lewis and Clark) |
United States History, Ch. 11 |
EOC |
|
02 |
Choose a significant person from the expansion
period and perform a 3-minute, first person,
oral report in character. |
United States History, Ch. 11 |
TMA |
|
Back to Top |
|
Unit
4 |
A Nation Divided |
Semester 2, 6 weeks |
|
Instructional Objective
513.37 Understand the fundamental differences
between the North and South prior to the Civil
War and the changes that occurred as a result
of the war. |
Standard Reference
District 51337 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a chart identifying the strengths of
the North and South as they entered the Civil
War. |
United States History, Ch. 12 |
EOC |
|
02 |
Describe important events in the Civil War including
major battles, the Gettysburg Address, and legislative
acts. |
United States History, Ch. 12 |
TMA |
|
03 |
List the goals of Reconstruction and describe
the political and social changes on the North
and South. |
United States History, Ch. 13 |
TMA |
|
Instructional Objective
513.38 Describe the impact of technological
advances to American society during the Industrial
Revolution. |
Standard Reference
5.SS.1.4.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explain the effects of industrialization on
living and working conditions. |
United States History, Ch. 11 |
EOC |
|
02 |
Create a pamphlet about a significant invention.
Profile its inventor and describe how the invention
improved quality of life. |
United States History, Ch. 11 |
TMA |
|
Instructional Objective
513.39 Identify influential cultural groups
throughout American history. |
Standard Reference
District 51339 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify and describe the settlement patterns
of various immigrant groups and assess the challenges
they faced. |
United States History, Ch. 13 |
EOC |
|
Instructional Objective
513.40 Describe examples of improved transportation
and communication networks and how they encourage
economic growth. |
Standard Reference
5.SS.3.1.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a timeline of developments in transportation
and communication during the late 1800’s. |
United States History, Ch. 13 |
EOC |
|
02 |
Explain the role of railroads in the settlement
and development of the West. |
United States History, Ch. 13 |
TMA |
|
Instructional Objective
513.41 Name some of the changes that have
occurred to American society due to technological
advances. |
Standard Reference
District 51341 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a graphic organizer listing the inventions
of Thomas Edison and the effects on everyday
life. |
United States History, Ch. 13 |
EOC |
|
02 |
Brainstorm a list of the many technological
advances developed in the late 1800’s. |
United States History, Ch. 13 |
TMA |
|
Instructional Objective
513.42 Explain the concepts of free enterprise
and profit and loss. |
Standard Reference
District 51342 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify and define key vocabulary terms (profit,
loss, supply, demand, free enterprise). |
United States History, Ch. 14 & Ch.
17 |
EOC |
|
02 |
Create and market a product using the concepts
of free enterprise. Determine production cost,
profit, and sales strategies. |
United States History, Ch. 14 & Ch.
17 |
TMA |
|
03 |
Analyze the multiple causes of the Great Depression.
(e.g., condition of the economy of the 1920’s,
stock market crash of 1929) |
United States History, Ch. 14 & Ch.
17 |
TMA |
|
Instructional Objective
513.43 Explain the difference between a free
enterprise economic system and a government
controlled economic system. |
Standard Reference
District 51343 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
List the differences between a free enterprise
economic system and a government controlled economic
system. |
United States History, Ch. 13 & Ch.
17 |
EOC |
|
02 |
Explain how price affects demand and demand
affects price. |
United States History, Ch. 11 & Ch.
17 |
TMA |
|
Instructional Objective
513.44 Explain the concept of the change from
an agrarian society to an urbanized society. |
Standard Reference
District 51344 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify factors that contributed to the growth
of cities. |
United States History, Ch. 14 |
EOC |
|
02 |
Explain why so many people left farming communities
in the 1920’s. |
United States History, Ch. 14 |
TMA |
|
Back to Top |
|
Unit
5 |
Becoming a World Power |
Semester 2, 8 weeks |
|
Instructional Objective
513.45 Discuss significant individuals who
have been responsible for bringing about political
and social changes in the United States. |
Standard Reference
5.SS.1.1.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Summarize the Women’s Rights Movement through
the passage of the 19th Amendment
and the impact on women’s role in society. |
United States History, Ch. 14 |
EOC |
|
02 |
Describe the struggle for desegregation during
the Civil Rights Movement (1954-1968). Select
one event to research and add to a classroom
timeline. |
United States History, Ch. 16 |
TMA |
|
Instructional Objective
513.46 Describe the major contributions of
significant United States Presidents. |
Standard Reference
District 51346 |
|
Associated Instructional Objective: |
|
|
Name the President and Vice President of the
United States and the United States congressional
representatives from Idaho. |
5.SS.4.3.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Select a president and identify three major
contributions of their administration. |
Throughout Text |
EOC |
|
02 |
Given a list of the U.S. Presidents, characterize
their presidency using a one-word summary. |
United States History, pp. R8-R10 |
TMA |
|
03 |
Identify the goal of President Franklin D. Roosevelt’s
New Deal Program and explain how it changed the
role of the federal government. |
United States History, Ch. 14 |
TMA |
|
04 |
Name the current President and Vice President
of the United States and the United Statescongressional
representatives from Idaho. |
|
TMA |
|
Instructional Objective
513.47 Describe some of the changes that have
occurred due to wars and conflicts. |
Standard Reference
District 51347 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe the changes that have occurred due
to World War I. |
United States History, Ch. 14 |
EOC |
|
02 |
Describe the changes that have occurred due
to World War II. |
United States History, Ch. 15 |
EOC |
|
03 |
Describe the changes that have occurred due
to the Vietnam War. |
United States History, Ch. 16 |
EOC |
|
Instructional Objective
513.48 Discuss the causes and effects of various
conflicts in American history. |
Standard Reference
5.SS.1.1.7 |
|
Associated Instructional Objectives: |
|
|
Explain that the United States is one nation
and how it interacts with other nations in the
world. |
5.SS.5.1.3 |
|
Discuss why it is important that nations try
to resolve problems peacefully. |
5.SS.5.1.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Determine the causes and effects of World War
I. |
United States History, Ch. 14 |
EOC |
|
02 |
Determine the causes and effects of World War
II. |
United States History, Ch. 15 |
EOC |
|
03 |
Determine the causes and effects of the Vietnam
War. |
United States History, Ch. 16 |
EOC |
|
04 |
Explain the factors contributing to the Cold
War. |
United States History, Ch. 16 |
EOC |
|
05 |
Explain how the United States interacts with
other nations in the world. |
|
TMA |
|
06 |
List several reasons why it is important that
nations try to resolve problems peacefully. |
|
TMA |
|
Back to Top |
|
Unit
6 |
Our Nation Today |
Semester 2, 4 weeks |
|
Instructional Objective
513.49 Analyze the effects of agriculture
and manufacturing on settlement in the United
States. |
Standard Reference
District 51349 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Locate the Dust Bowl region on the map and identify
the effect it had on the economy. |
United States History, Ch. 14 |
EOC |
|
02 |
Explain the effects of immigrants on the economic
development and growth of the U.S. |
United States History, Ch. 13 |
TMA |
|
Instructional Objective
513.50 Explain important national documents,
American symbols, and U.S. landmarks. |
Standard Reference
5.SS.1.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explain the origins of national celebrations,
symbols or landmarks. |
United States History, pp. H1-H12 |
EOC |
|
02 |
Make a collage using the symbols and words we
use to represent our country. (Uncle Sam, Bald
Eagle, Statue of Liberty) |
United States History, pp. 644-647 |
TMA |
|
03 |
Perform/Recite the songs that express American
ideals. ("America, the Beautiful" and "Star
Spangled Banner") |
United States History, Ch.1 & Ch.
11 |
TMA |
|
Instructional Objective
513.51 Identify ways the land has been changed
by people, technology, and natural forces. |
Standard Reference
5.SS.2.2.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
List ways the land has been changed by people,
technology, and natural forces. |
United States History, Ch. 17 |
EOC |
|
02 |
Identify and research a current land issue and
present an oral report for the class (reintroducing
grizzly bear or wolves, drilling for oil, clear
cut logging, mining). |
United States History, Ch. 17 |
TMA |
|
Instructional Objective
513.52 Explain how machines and technology
have affected the natural resources of the
United States. |
Standard Reference
District 51352 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Find examples of how technological advances
have increased demands on natural resources. |
United States History, Ch. 17 |
EOC |
|
02 |
Use a map to identify where the United States’ most
valuable natural resources are located and identify
how technology is utilized to acquire these resources. |
United States History, Ch. 17 |
TMA |
|
Instructional Objective
513.53 Describe how conservation of natural
resources is important. |
Standard Reference
5.SS.3.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explain how population has affected the land
and its natural resources. |
United States History, Ch. 17 |
EOC |
|
02 |
List ways in which people practice conservation. |
United States History, Ch. 17 |
TMA |
|
Instructional Objective
513.54 Identify current events involving the
nation. |
Standard Reference
District 51354 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create an interactive classroom bulletin board
depicting national, state and local events. |
United States History, T5 |
EOC |
|
02 |
Create a presentation to the class on a current
event. Make sure to cover the 5 W’s. |
Newspaper, magazines, internet, television |
TMA |
|
Instructional Objective
513.55 Analyze, organize and interpret information. |
Standard Reference
District 51355 |
|
No. |
Performance Objectives |
Resource Reference |
Assessment Correlation |
|
01 |
Organize data in a variety of ways. (e.g., timelines,
charts, tables, graphs, webs.) |
Throughout Text |
EOC |
|
Instructional Objective
513.56 Identify different points of view and
frames of reference. |
Standard Reference
District 51356 |
|
No. |
Performance Objectives |
Resource Reference |
Assessment Correlation |
|
01 |
Read and interpret materials that include more
than one point of view. |
Throughout Text |
EOC |
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|
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|
|
|
Social Studies curriculum
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