Title: 5th Grade Social Studies (Archived)
Course: BPSS (SST) Social Studies Standards > Section: Standards Workspace

SST-05.1

Standard 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

SST-05.1.02

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

SST-05.1.02 Identify differences between primary and secondary resources (e.g., maps, charts, line and bar graphs, Internet, atlases, journals, letters, photographs, interviews, periodicals).

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-05.1.03

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

SST-05.1.03 Evaluate current events using print and electronic media (e.g., newspaper, children’s news magazines, television, Internet).

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-05.1.04

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

SST-05.1.04 Use chronological order and sequence to describe cause-and-effect relationships of U.S. historical events (e.g. how Columbian Exchange impacted local people).

Student Learning Targets:

Skills (Performance) Targets

- I can list historical events in order

Product Targets

- I can construct a time line to reflect the period of study.

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 construct a timeline and use it to explain the cause and effect relationships of historical events. | -
 | 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 The student is able to construct a timeline of  historical events. | -
 | 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 put most historical events in order. | -
 | 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

- chronological order
- sequence

SST-05.1.05

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

SST-05.1.05 Use spatial terms to describe the world (i.e., Tropic of Cancer, Tropic of Capricorn, International Dateline, Arctic Circle, Antarctic Circle).

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

Standard 2:

Important Historical Events

Students understand important historical events.

 Narrative for the Important Historical Events

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.

Students describe the historical movements that influenced the development of the United States from pre-Columbian times up to 1800, with an emphasis on the American Revolution and the founding of the United States.

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-05.2.01

5th Grade SST Targeted Benchmarks
Standard 2: History

SST-05.2.01 Explain the significance of America’s symbols (e.g., Pledge of Allegiance, Statue of Liberty, Liberty Bell, American flag, Star Spangled Banner).

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-05.2.03

5th Grade SST Targeted Benchmarks
Standard 2: History

SST-05.2.03 Describe similarities and differences between past events and current events in U.S. history (e.g. in the lives of people from different cultures past and present).

Student Learning Targets:

Reasoning Targets

- I can compare and contrast past events and current events in US History.

Skills (Performance) Targets

- I can demonstrate the differences between past and current events (e.g. transportation, medicine,clothing, gender roles,  protesting of taxes, immigration problems, role of government) .

Product Targets

- I can create a diagram, chart, drawing,  or report that describes the similiarties and differences between past and current events in U.S. history.

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 creates and reports on the similarities and differences between a past and current event in US History, making connections to how the past had and effect on the current event. | -
 | 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 similarities and differences between a past and current event. | -
 | 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 a past event that is similar to a current event. | -
 | 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

- similarities and differences
- past event
- current event

SST-05.2.04

5th Grade SST Targeted Benchmarks
Standard 2: History

SST-05.2.04 Explain the significance of scientists, inventors, and historical figures (e.g., Christopher Columbus, Juan Ponce De Leon, Benjamin Franklin, George Washington, Paul Revere, Benjamin Rush, David Rittenhouse, Thomas Paine).

Student Learning Targets:

Knowledge Targets

- I can explain the significance of scientists, inventors and historical figures.

Proficiency Rubric

Score |  | Description | Sample Activity
4.0 | The student provides an insightful explanation of the significance of scientists, inventors, and historical figures. | -
 | 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 explains the significance of scientists, inventors, and historical figures (e.g. Christopher Columbus, Juan Ponce De Leon, Benjamin Franklin, George Washington, Paul Revere, Benjamin Rush, David Rittenhouse, Thomas Paine). | -
 | 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 provides a superficial explanation of the significance of scientists, inventors, and historical figures. | -
 | 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 provides an irrelevant explanation of the significance of scientists, inventors, and historical figures. | -
 | 0.5 | The student is unable to demonstrate understanding about scientists, inventors, and historical figures.

Resources

Websites

Discovery Education

Elementary Social Studies

Parents Helping Students

Helping Your Child With Social Studies

5th Grade Social Studies

Vocabulary

- scientist
- inventor
- historical figure

SST-05.2.05

5th Grade SST Targeted Benchmarks
Standard 2: History

SST-05.2.05 Describe the migration patterns of people from Asia to the Americas during the Ice Age (e.g., regional patterns, migration and settlement of the first Americans in the Western Hemisphere).

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-05.2.06

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

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

SST-05.3.03

5th Grade SST Targeted Benchmarks
Standard 3: Economics

SST-05.3.03 Describe the concept of competition and its relationship to price (e.g., market based economy).

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-05.3.04

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

- I 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

Standard 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

- I 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

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

Skills (Performance) Targets

- I 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

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

Reasoning Targets

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

Skills (Performance) Targets

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

Product Targets

- I 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-05.4.03

5th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-05.4.03 Identify the purpose and importance behind documents leading up to the writing of the United States Constitution and the Bill of Rights (e.g., Magna Carta, English common law, English Bill of Rights, Declaration of Independence, Articles of Confederation).

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-05.4.04

5th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-05.4.04 Explain why the United States government is necessary (e.g., government helps secure people’s lives, liberty, and property through law and military protection; groups can accomplish things collectively that individuals cannot).

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-05.5.01

5th Grade SST Targeted Benchmarks
Standard 5: Geography

SST-05.5.01 Explain the impact of climate, geography, and available resources on the daily lives of Native Americans (e.g., dwellings, clothes, food and crops, technology, tools, cultural traditions).

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-05.5.02

5th Grade SST Targeted Benchmarks
Standard 5: Geography

SST-05.5.02 Explain the impact of geography on western exploration and westward migration in the early nineteenth century (e.g., Northwest passage, colonization, Appalachian Mountains).

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-05.5.03

5th Grade SST Targeted Benchmarks
Standard 5: Geography

SST-05.5.03 Explain how human activity (e.g., settlement patterns, migration) affects the physical environment (e.g., soil uses, economy, pollution, use of energy sources).

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-05.6

Standard 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

SST-05.6.02

5th Grade SST Targeted Benchmarks
Standard 6: Human Development

SST-05.6.02 Explain the cultural differences (e.g., traditions, celebrations, food) in the regions of the United States today.

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

Standard 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-05.5

Standard 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-05.2.02

5th Grade (SST) Social Studies Targeted Benchmarks
Standard 2: Important Historical Events

SST-05.2.02 Use chronological order and sequence to describe cause-and-effect relationships of U.S. historical events

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

The Student ...

(1) Beginning

- with help, demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

(2) Developing

- 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.

(3) Proficient

- demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations "the standard".

(4) Advanced

- demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

Resources

Vocabulary

- list

- list

Websites

- LearnBPS Commons Social Studies Gr03