Fifth Grade Social Studies
for
CIVICS-GOVERNMENT – 5th Grade
Civics-Government Standard: The student
uses a working knowledge and understanding of governmental systems of the United States and other nations with an emphasis on the U. S.
Constitution, the necessity for the rule of law, the civic values of the
American republican government, and the rights, privileges, and responsibilities
to become active participants in the democratic process.
Indicators:
The student:
1. explains the possible consequences of the absence of government, rules, and laws (e. g., issues of community safety, courtesy, rules and referees of games, playground
rules).
° 2. understands the function of the state and national capitals (e. g.,
lawmaking, seat of government, home
of leader, home of supreme courts).
Indicators:
The student:
1. describes the principles embodied in the Declaration of Independence and
the Constitution of the
2. recognizes that the Mayflower Compact, Articles of Confederation, and other
similar documents influenced the development of American republican government.
3. recognizes the consequences of violating the rights
of others.
4. explains the principles and ideals of the American republican system (i.
e., liberty, justice, equality of opportunity, human dignity).
° 5. recognizes important founding fathers and their contributions (e. g.,
George Mason, Thomas Jefferson, George Washington, Benjamin Franklin, Thomas
Paine, Samuel Adams, John Adams).
Benchmark
3: The student understands how the
Indicators: The
student:
1. defines federalism.
2. defines democracy and republic.
3. explains the functions of the three branches of government.
Benchmark 4: The
student identifies and examines the rights,
privileges, and responsibilities in becoming an active civic participant.
Indicators: The
student:
° 1. distinguishes between rights,
privileges, and responsibilities.
ECONOMICS – 5th Grade
Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems of the United States and other nations; and applies decision making skills as a consumer, producer, saver, investor, and citizen in an interdependent world.
Indicators:
The student:
1. illustrates how scarcity of
resources requires choices at both the personal and societal levels.
2. gives examples of economic interdependence of at least two of the following levels: local,
state, regional, national and international.
3. determines how invention may lead to innovations that have economic value.
Indicators:
The student:
1. identifies the entrepreneur as
the one who organizes other economic resources to produce goods and services.
Indicators:
The student:
1. gives examples of positive and negative incentives.
2. predicts how competition affects price.
Benchmark 4: The
student analyzes the role of the government
in the economy.
Indicators:
The student:
1. describes revenue sources for
different levels of government (i.
e., personal income taxes, property
taxes, sales tax, interest, borrowing).
2. describes goods and services
provided by the different levels of government.
Indicators:
The student:
1. determines the costs and benefits
of a spending, saving, or borrowing
decision.
2. compares the opportunity cost of
consumer spending decisions.
Geography Standard: The student uses a
working knowledge and understanding of the spatial organization of Earth's
surface and relationships among people, places, and physical and human
environments in order to explain the interactions that occur in our
interconnected world.
Indicators:
The student:
1. explains and uses map essentials (i. e., scale, directional indicators, symbols, legend, latitude, longitude).
2. locates major physical and political
features of Earth from memory (see Appendix 2 for assessment items).
4. explains the past and present spatial
patterns and densities of places and features on Earth's surface (i. e.,
mountain ranges, river systems, agricultural land, urban areas, transportation
routes).
Indicators:
The student:
1. identifies types of regions (e. g., school district, legislative,
2. describes how places and regions may be identified by cultural symbols (e.
g., Gateway Arch in
Benchmark 3:
Physical Systems: The student understands Earth's physical systems and how physical processes shape Earth's surface.
Indicators:
The student:
° 1. explains features and patterns on Earth's surface in terms of physical
processes (e. g., weathering, erosion, water cycle, soil formation, mountain
building).
8 D 4. identifies renewable and nonrenewable
resources and their patterns of distribution
(i. e., fossil fuels, minerals, fertile soil, waterpower, forests).
Indicators:
The student:
6 D 1. explains the impact of human modifications to the physical environment (i.
e., changes in one place often lead to changes in another place).
2. describes the impact of natural hazards on people and their activities (e.
g., tornadoes, floods, droughts, earthquakes, hurricanes, volcanic eruptions).
3. explains varying viewpoints regarding resource use (e. g., conservationist
vs. developer, American Indian vs. European settler).
6 D 4 identifies the relationship between the advances in technology and the
acquisition and use of resources.
* Please note page 43 and 44 on Using the
History Standards for the primary focus of
History Standard: The student uses a working knowledge and understanding of
significant individuals, groups, ideas, events, eras, and developments in the
history of
utilizing essential analytical and research skills.
Indicators:
The student:
1. retells the stories of explorers (e. g., Leif Erikson, Columbus, Ponce de
Leon, Cortes, DeSoto, Hudson, Balboa, LaSalle, and Pizzaro).
2. explains the experience and importance of early settlements (e. g.,
5. explains the experience and significance of indentured servants and slaves.
Indicators: The student:
6 D 1. describes the importance of George Washington, Thomas Jefferson,
Alexander Hamilton, Benjamin Franklin, Patrick Henry, John Hancock, Paul Revere,
George III, and Lafayette on events of this era.
6 D 2. describes the causes of the American Revolution using colonial grievances
and British policies.
3. explains the significance of
6 D 4. identifies the ideas included in The Declaration of Independence.
6 D 5. lists the weaknesses of the Articles of Confederation.
6 D 7. explains that the
8. explains the structure of government (the three branches) outlined in the
D 9. explains the key ideas in the Preamble.
Indicators:
The student:
1. studies historical events and persons in
History Standard: The student uses a
working knowledge and understanding of significant individuals, groups, ideas,
events, eras, and developments in the history of Kansas, the United States, and
the world,
utilizing essential analytical and research skills.
Benchmark 1: The
student uses a working knowledge and understanding of individuals, groups,
ideas, eras,
developments, and turning points in the history of the world from
prehistoric times through
the pre-classical civilizations.
Indicators:
The student:
2. describes how historians and archeologists use different methods to study the
past (e. g., artifacts, written
records).
Benchmark 4: The
student uses a working knowledge and understanding of individuals, groups,
ideas, eras, developments, and
turning points in the history of the world during the emerging global age
(1400-1600).
Indicators:
The student:
6 D 4. describes the advances in technology of the Mayan, Aztec, and Inca
societies in the
Benchmark 5: The
student engages in historical thinking skills.
Indicators:
The student:
6 D 1. studies historical events and persons within a given time frame in order
to create a chronology and identify related cause-and-effect factors.
° 2. identifies artifacts and documents from which historical accounts are
constructed as either primary or secondary sources of historical data.
° 3. chronologically arranges historical materials relating to a particular
region, society, or theme to analyze changes over time.
° 4. explains why historical accounts of the same event sometimes differ and
will relate this explanation to the evidence presented or the point of view of
the author.