- Last Updated on Wednesday, 26 October 2016 12:55
Fifth Grade Social Studies Curriculum
Students make sense of the world through questioning; analyze information to develop reasonable explanations that support inquiry; and communicate in ways that foster the exchange of ideas in a democratic society.
1. Ask focused, probing, and significant questions that encourage inquiry around an issue of personal, community, or global relevance.
2a. Determine the validity and reliability of the document or information.
2b. Propose solutions to problems based on findings, and ask additional questions.
3a. Solicit and respond to feedback.
3b. Identify possibilities for continued or further research.
3c. Define, examine, and defend the rights and needs of others in the community, nation, and world.
Students use historical inquiry, including the use of primary and secondary sources, to gather, describe, and analyze information about the past that will help them make sense of the present as well as decisions about the future nationally and internationally.
1. Describe and explain why life has both changed and stayed the same over time.
2. Identify different types of primary and secondary sources.
3. Able to differentiate between primary and secondary sources to evaluate the credibility of differing accounts of the same event.
4. Make predictions and/or decisions based on an understanding of the past and the present.
5. Identify important events in the United States and/or world, and describe multiple causes and effects of those events.
6. Analyze a current or historic issue related to human rights, and explain how the values of the time or place influenced the issue.
Physical and Cultural Geography:
Students propose solutions to local and world issues by using geographic tools, such as maps, globes, photographs, and the five themes of geography to analyze data and examine cultural information.
1. Observe, compare, and analyze patterns of national and global land use over time to understand why particular locations are used for certain human activities; speculate as to which areas might be used in the future and the impact of that usage.
2. Interpret a variety of effective representations of the earth such as maps, globes, and photographs.
3. Investigate a community or state environmental issue.
4. Describe the contributions of various cultural groups to the world, both past and present.
5. Analyze how location and spatial patterns influence the spread of culture.
Civics, Government, and Society:
Students act as citizens by understanding how US government function and by exercising their rights and responsibilities within their current societal structure(s). Students act as global citizens by understanding how governments interact and resolve conflicts.
1. Describe the basic principles of American democracy.
2. Identify key documents on which U.S. laws are based.
3. Describe how government decisions impact and/or relate to their lives.
4. Explain and defend a point of view on issues and conflict that affects individuals and society and how they can be resolved.
5. Illustrate how individuals and groups have brought about change locally, nationally, or internationally.
Students examine and draw conclusions about how choices within an economic system affect the environment, government, and economy in the state, nation, and/or world.
1. Explain how goods and services around the world create economic interdependence between people in different places.
2. Draw conclusions about how choices within an economic system affect the environment, government, and economy in the state, nation, and/or world.
3. Define and apply basic economic concepts such as supply and demand or price in an investigation of a regional, national, or international economic question or problem.
4. Examine the causes and long-term effects of people’s needs and/or wants exceeding their available resources, and propose possible solutions.
5. Compare price, quality, and features of goods and services.
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