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STANDARD 2: HISTORY

SST-05.2.06

5th Grade SST Targeted Benchmarks
Standard 2: History

SST-05.2.06 Explain how regional Native American groups influenced U.S. history (e.g., historical events, development of the U. S.).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

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 demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  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 demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  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 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

SST-05.2.07

5th Grade SST Targeted Benchmarks
Standard 2: History

SST-05.2.07 Explain reasons for early exploration (e.g. search for Northwest passage, “gold, glory, and God", riches, trade).

Student Learning Targets:

Knowledge Targets

  • I can explain what exploration is

Skills (Performance) Targets

  • I can investigate the need for early exploration.

Product Targets

  • I can construct a model that represents an understanding of reasons for early exploration (e.g.3-D symbol, chart, map). 

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 make a model (map, charts, etc.) and is able explain the reasons for early exploration. -
  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 list reasons for early exploration. -
  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 explain what exploration 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

  • exploration

SST-05.2.08

5th Grade SST Targeted Benchmarks
Standard 2: History

SST-05.2.08 Explain reasons for early colonization (e.g., religious freedom, economic opportunity).

Student Learning Targets:

Knowledge Targets

  • I can explain what colonization is

Reasoning Targets

  • I can explain the reasons for early colonization

Skills (Performance) Targets

  • I can demonstrate the reasons for the development of each colony. (e.g. map showing religious freedom, profit, expansion of mother country). 

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 create a model (example - map) and use it to explain the reasons for early colonization. -
  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 reasons for early colonization. -
  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 explain what colonization 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

  • colonization

SST-05.2.09

5th Grade SST Targeted Benchmarks
Standard 2: History

SST-05.2.09 Explain how conflicts and cooperation between the Native Americans and Europeans (e.g., French and Indian Wars, trade).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

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 demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  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 demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  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 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

SST-05.2.10

5th Grade SST Targeted Benchmarks
Standard 2: History

SST-05.2.10 Describe the daily lives of people from different social groups influenced colonial events(e.g., large landowners, farmers, artisans, women, slaves) in colonial America.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

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 demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  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 demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  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 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

SST-05.2.11

5th Grade SST Targeted Benchmarks
Standard 2: History

SST-05.2.11 Identify the reasons (e.g., Boston Tea Party, the Stamp Act, English Laws) for conflict between England and the American colonies and the key people (e.g., George Washington, King George III, John Adams, Paul Revere) involved.

Student Learning Targets:

Knowledge Targets

  • I can list the reasons for the conflict between England and the American Colonies.
  • I can list the people who played key roles in the conflict between ENgland and the American Colonies.

Skills (Performance) Targets

  • I can explore the Stamp Act and Intolerable Acts and discover reasons for the colonists, influential figures (e.g. Thomas Paine, Patrick Henry) and British discontent.
  • I can explore the Boston Massacre and Boston Tea Party and discover reasons for the colonists, influential figures (e.g. Paul Revere, Sons/Daughters of Liberty{Patriots}, Loyalists, Neutralists) and British discontent.  
  • I can explore the impact of Declaration of Independence on colonists and Britian. 

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 explain the reasons for conflict between England and the American colonies.  The student is able to explain what roles certain key people played in the conflict. -
  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 reasons for conflict between England and the American colonies.  The student is able to list some of the key people who were involved. -
  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 explain the reason for conflict between England and the American colonies. -
  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

  • England
  • American colonies
  • George Washington
  • King George III
  • Samual Adams
  • Paul Revere
  • Thomas Paine
  • Patrick Henry

SST-05.2.12

5th Grade SST Targeted Benchmarks
Standard 2: History

SST-05.2.12 Analyze the events and consequences of the Revolutionary War (e.g. Lexington, Concord, Bunker Hill, Benedict Arnold, Valley Forge).

Student Learning Targets:

Knowledge Targets

  • I can list events that occurred and people that participated in the American Revolution (i.e. Lexington and Concord, Valley Forge, Battle of Bunker Hill, Battle at Yorktown, George Washington, LaFayette, Cornwallis, Benjamin Franklin). 

Skills (Performance) Targets

  • I can demonstrate understanding of the impact of the American Revolution (i.e. Articles of Confederation, Constitutional Convention, Constitution) had on our society.

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 analyze and explain how the events that occured in the American Revolution have contributed to our society today. -The student explains how the Declaration of Independence has impacted citizens and laws of the present day.
  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 list some events of the American Revolution and list how they impacted society. -The student shows understanding that we still use the constitution in the present day.
  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 list some events from the American Revolution. -THe student can list some of the major battles and events of the American Revolution.
  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

  • American Revolution
  • Events
  • Bunker Hill
  • Valley Forge
  • Lexington
  • Constitution
  • Declaration of Independence
  • Constitutional Convention

STANDARD 3: ECONOMICS

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-05.3.01

5th Grade SST Targeted Benchmarks
Standard 3: Economics

SST-05.3.01 Describe how various non-economic factors (e.g., culture, values, interests) can influence economic behaviors and decision making.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

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 demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  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 demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  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 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

SST-05.3.02

5th Grade SST Targeted Benchmarks
Standard 3: Economics

SST-05.3.02 Explain the relationships between scarcity and resources (e.g., home building materials, food, clothing, hunting).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

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 demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  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 demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  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 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

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