5th Grade Social Studies (Archived)


BPSS-SST Logo

Book Module Icon BPS District Social Studies Standards Book

SST-05 "I can ... statements"

Prioritized Benchmarks

Kindergarten Social Studies
1st Grade Social Studies
2nd Grade Social Studies
3rd Grade Social Studies
4th Grade Social Studies
5th Grade Social Studies
6th Grade Social Studies
7th Grade Social Studies
8th Grade Social Studies
High School Social Studies
All categories

Page: (Previous)   1  2  3  4  5  6  (Next)
  ALL

PRIORITIZED BENCHMARKS

SST-05.3

BPSS-SST logoStandard 3:

Economic Concepts

Students understand economic concepts and the characteristics of various economic systems.

 Narrative for the Economic Concepts

Students in Grade 5 study the United States, focusing on the influence of physical and cultural characteristics on national origins, growth, and development up to 1800 through a formal exploration of United States history, geography, economics, government, current events, and cultural heritage. Emphasis should be placed upon study of Native American Indian cultures, European exploration, colonization, settlement, revolution against British rule, the founding of the Republic and the beginnings of the United States. Students also learn to describe the major components of our national government and to demonstrate responsible citizenship in the classroom and school setting.

Students describe the productive resources and market relationships that influence the way people produce goods and services and earn a living in the United States in different historical periods. Students consider the importance of economic decision making and how people make economic choices that influence their future.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.


SST-05.3.04

5th Grade SST Targeted Benchmarks
Standard 3: Economics

SST-05.3.04 Describe the basic concepts of imports, exports, and international trade.

Student Learning Targets:

Knowledge Targets

  • can describe imports, exports, and international trade.
  • I can define what an import is 
  • I can define what an export is

Reasoning Targets

  • I can explain the impact that international trade has on international relations.

Proficiency Rubric

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student can describe international trade and the impact it has on society and international relations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student can explain the concept of international trade. -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 The student can define what exports and imports are. -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Discovery Education

Elementary Social Studies 

Parents Helping Students 

Helping Your Child With Social Studies

5th Grade Social Studies

 

Vocabulary

  • import
  • export
  • international trade

SST-05.4

BPSS-SST logoStandard 4:

Government and Citizenship

Students understand the development, functions, and forms of various political institutions and the role of the citizen in government and society.

 Narrative for the Government and Citizenship

Students in Grade 5 study the United States, focusing on the influence of physical and cultural characteristics on national origins, growth, and development up to 1800 through a formal exploration of United States history, geography, economics, government, current events, and cultural heritage. 

Students identify main components and characteristics of the United States government. They identify and explain key ideas in government from the colonial and founding periods that continue to shape civic and political life.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.


SST-05.4.01

5th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-05.4.01 Identify the roles, rights, and responsibilities of U.S. citizens in a democratic society(e.g. the responsibility to pay taxes, the responsibility to sit on a jury).

Student Learning Targets:

Knowledge Targets

  • can name five responsibilities of a US citizen.
  • I can understand my rights guaranteed to me by the US Constitution.
  • I can identify the roles, rights, and responsibilities of U.S. citizens in a democratic society.  

Reasoning Targets

  • can use the Constitution to analyze the roles, rights, and responsibilities of citizens in our country. 

Skills (Performance) Targets

  • can model different ways to be a responsible citizen. 

Proficiency Rubric

Score   Description Sample Activity
4.0 In addition to a 3.0, the student identifies an extensive variety of roles, rights and responsibilities of U.S. citizens in a democratic society. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 The student identifies the roles, rights and responsibilities of U.S. citizens in a democratic society (e.g. the responsibility to pay taxes, the responsibility to sit on a jury).  No major errors or omissions.   -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student identifies a limited variety of roles, rights, and responsibilities of U.S. citizens in a democratic society.  However, the student exhibits major errors or omissions regarding the more complex ideas and processes.   -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 The student identifies an insufficient variety or no roles, rights, and responsibilities of U.S. citizens in a democratic society.   -
  0.5 The student is unable to demonstrate any understanding of roles, rights and responsibilities of U.S. citizens in a democratic society.  

Resources

Websites

Discovery Education

Elementary Social Studies 

Parents Helping Students 

Helping Your Child With Social Studies

5th Grade Social Studies

 

Vocabulary

  • role
  • responsibility
  • citizen
  • democratic society

 

 


SST-05.4.02

5th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-05.4.02 Identify the duties of the executive, judicial, and legislative branches of the Federal government (e.g., checks and balances).

Student Learning Targets:

Knowledge Targets

  • can list the different branches of the US government.
  • I can define democracy.

Reasoning Targets

  • can compare and contrast the different branches of US government.
  • I can give an example of who makes up each branch.

Skills (Performance) Targets

  • can demonstrate how the system of checks and balances works in the federal government. 

Product Targets

  • can create a project which shows the three branches of government and how they interact with each other (e.g. graphic organizer, flow chart, power point).

Proficiency Rubric

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student is able to show understanding of the concept of checks and balances through various media (models, charts, graphs) comparing and contrasting the role that the three branches of government play in the system of checks and balances. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student explains the three branches of government and gives an example of who makes up each branch of government. -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 The student is able to list the three branches of the US government. -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Discovery Education

Elementary Social Studies 

Parents Helping Students 

Helping Your Child With Social Studies

5th Grade Social Studies

 

Vocabulary

  • branches of government
  • executive branch
  • judicial branch
  • legislative branch
  • checks and balances

SST-05.5

BPSS-SST logoStandard 5:

Concepts of Geography

Students understand and apply concepts of geography.

 Narrative for the Concepts of Geography

Students in Grade 5 study the United States, focusing on the influence of physical and cultural characteristics on national origins, growth, and development up to 1800 through a formal exploration of United States history, geography, economics, government, current events, and cultural heritage. Emphasis should be placed upon study of Native American Indian cultures, European exploration, colonization, settlement, revolution against British rule, the founding of the Republic and the beginnings of the United States. Students also learn to describe the major components of our national government and to demonstrate responsible citizenship in the classroom and school setting.

Students describe the influence of the Earth/sun relationship on climate and use global grid systems; identify regions; describe physical and cultural characteristics; and locate states, capitals and major physical features of the United States. They also explain the changing interaction of people with their environment in regions of the United States and show how the United States is related geographically to the rest of the world.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.


SST-05.6

BPSS-SST logoStandard 6:

Human Development and Behavior

Students understand the importance of culture, individual identity, and group identity.

Students in Grade 5 study the United States, focusing on the influence of physical and cultural characteristics on national origins, growth, and development up to 1800 through a formal exploration of United States history, geography, economics, government, current events, and cultural heritage. Emphasis should be placed upon study of Native American Indian cultures, European exploration, colonization, settlement, revolution against British rule, the founding of the Republic and the beginnings of the United States. Students also learn to describe the major components of our national government and to demonstrate responsible citizenship in the classroom and school setting.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.


SST-05.6.01

5th Grade SST Targeted Benchmarks
Standard 6: Human Development

SST-05.6.01 Identify examples of conflict (e.g. slavery, war, gender roles) and cooperation (e.g. settlements) that occurred among cultures (e.g. gender, ethnic groups, religious groups, immigrant groups, socio-economic status).

Student Learning Targets:

Knowledge Targets

  • I can define what conflict is.

Reasoning Targets

  • I can explain the impact that past conflicts have on our current society.

Skills (Performance) Targets

  • I can list conflicts that occured in the past.

Product Targets

  • I can I can develop a product that represents a point of view through either conflict or cooperation. 

Proficiency Rubric

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student compares and contrasts the examples of conflict that occured in the past, and are able to explain the impact those conflicts have on current society. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student lists examples of conflict that happened in the past. -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 The student defines what conflict is. -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Discovery Education

Elementary Social Studies 

Parents Helping Students 

Helping Your Child With Social Studies

5th Grade Social Studies

 

Vocabulary

  • conflict
  • society
  • war
  • slavery

STANDARD 1: SKILLS AND RESOURCES

SST-05.1

BPSS-SST logoStandard 1:

Skills and Resources

Students apply Social Studies skills and resources.

 Narrative for the Skills and Resources

Students in Grade 5 study the United States, focusing on the influence of physical and cultural characteristics on national origins, growth, and development up to 1800 through a formal exploration of United States history, geography, economics, government, current events, and cultural heritage. Emphasis should be placed upon study of Native American Indian cultures, European exploration, colonization, settlement, revolution against British rule, the founding of the Republic and the beginnings of the United States. Students also learn to describe the major components of our national government and to demonstrate responsible citizenship in the classroom and school setting. Through active learning experiences at the fifth grade level, students’ increasing interest in the ability to gather and organize data enables them to explore the physical and cultural characteristics of the United States and its neighbors. Most fifth grade students benefit from working and sharing in flexible groups so that they can become actively involved in “how-to” demonstrations. Their natural interest in science, biography, and travel set the stage for experience involving maps, memorabilia, collections, simulations, educational games, group-planned projects, first-person presentations, and school and community experiences.

In activities, emphasis is placed on the problem-solving skills of questioning, examining fact and opinion, analyzing and evaluating sources of information, contrasting and comparing using primary and secondary sources, and conducting research using a variety of resources, including technology and electronic and print media. Additional skills to be taught include: (1) analyzing maps, globes, and graphic organizers; (2) creating and interpreting charts and graphs; (3) Identifying relationships; (4) debating issues; (5) posing alternative actions; and (6) developing thinking and independent study skills.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.


SST-05.1.01

5th Grade SST Targeted Benchmarks
Standard 1: Skills and Resources

SST-05.1.01 Interpret and compare maps of the United States (i.e., political, physical, thematic,U.S. Regions, States, and Capitals).

Student Learning Targets:

Knowledge Targets

  • I can match the states and capitals.

Reasoning Targets

  • I can distinguish similarities and differences between maps.
  • I can classify the states into regions.

Skills (Performance) Targets

  • I can collect information from the different types of maps.
  • I can use map skills (i.e. compass rose, legend, latitude, longitude).

Product Targets

  • I can create  a map that shows the route an explorer (student's choice) used in his/her journey.  
  • I can create a map made of various items that represent one type of map (political, thematic, physical) and the features it includes.  I can prove my knowledge of map skills by discussing the features about my map to others.  
  • I can create a thematic map by showing where historical figures are from or where the historical people made an important historical discovery or event.  

Proficiency Rubric

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates accurate information pertaining to each map that is not already shown on the maps presented on the assessment.   -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 The student interprets and compares maps of United States (i.e. political, physical, thematic, U.S. Regions, States, and Capitals.  No major errors or omissions.   -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student is able to interpret and compare maps of the United States with partial success.  However, the student exhibits major errors or omissions regarding the more complex ideas and processes.   -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 The student is able to interpret and compare maps of the United States with minimal success.   -
  0.5 The student is unable to demonstrate understanding of map skills. 

Resources

Websites

Discovery Education

Elementary Social Studies 

Parents Helping Students 

Helping Your Child With Social Studies

5th Grade Social Studies

 

Vocabulary

  • political map
  • physical map
  • thematic map
  • U.S. Regions, States, Capitals


Page: (Previous)   1  2  3  4  5  6  (Next)
  ALL