Connecticut

5.Inq Inquiry

• Dimension 1 - Develop Questions and Plan Inquiries

  • 5.Inq.1.a Identify concepts, ideas, and interpretations associated with compelling and supporting questions about early United States History.

    • New England colonies: religion and government (5-H.1)
    • New England colonies: economy and conflict (5-H.2)
    • Middle colonies: economy and society (5-H.4)
    • Southern colonies: economy and slavery (5-H.6)
    • The American Revolution: the Thirteen Colonies under British rule (5-I.1)
    • The American Revolution: New British taxes (5-I.2)
    • Antebellum Period: economies of the North and South (5-J.5)
    • Antebellum Period: abolitionist and proslavery perspectives (5-J.6)
    • The Civil War: war tactics and the home front (5-K.3)
    • Reconstruction (5-K.5)

  • 5.Inq.1.b Explain how supporting questions help answer compelling questions in an inquiry about United States history.

  • 5.Inq.1.c Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.

    • Identify facts and opinions (5-U.1)

• Dimension 2 - Apply Disciplinary Concepts and Tools

  • 5.Inq.2.a Apply disciplinary knowledge and practices to demonstrate an understanding of United States history content.

    • Read a map: cardinal directions (5-A.1)
    • Identify lines of latitude and longitude (5-A.2)
    • Use lines of latitude and longitude (5-A.3)
    • Identify facts and opinions (5-U.1)
    • Reading and creating timelines with BCE and CE (5-V.1)

• Dimension 3 - Evaluate Sources and Use Evidence

  • 5.Inq.3.a Gather relevant evidence from multiple sources about a person, event, or issue in United States History while using the origin, structure, and context to guide selection.

    • Identify facts and opinions (5-U.1)

  • 5.Inq.3.b Identify evidence response to a compelling question while determining among fact and opinion to determine the credibility of multiple sources.

    • Identify facts and opinions (5-U.1)

  • 5.Inq.3.c Use evidence to develop claims in response to a compelling question by using evidence related to early United States history.

    • Antebellum Period: slavery and politics part I (5-J.7)
    • Antebellum Period: slavery and politics part II (5-J.8)
    • Reconstruction (5-K.5)
    • Identify facts and opinions (5-U.1)

• Dimension 4 - Communicate Conclusions and Take Informed Action

  • 5.Inq.4.a Construct arguments using claims and evidence from multiple sources about United States history.

    • The American Revolution: the Boston Tea Party (5-I.3)
    • The American Revolution: preparing for war (5-I.5)
    • The War of 1812: causes (5-J.3)
    • Antebellum Period: economies of the North and South (5-J.5)
    • Antebellum Period: abolitionist and proslavery perspectives (5-J.6)
    • Antebellum Period: slavery and politics part I (5-J.7)
    • Antebellum Period: slavery and politics part II (5-J.8)
    • The Civil War: the beginning of the war (5-K.1)
    • The Civil War: war tactics and the home front (5-K.3)
    • The Civil War: the end of the war (5-K.4)
    • Reconstruction (5-K.5)
    • World War I: the road to war (5-L.1)
    • World War I: the war begins (5-L.2)
    • The Great Depression: part II (5-M.2)
    • The New Deal (5-M.3)
    • World War II: lead-up to war in Europe, Asia (5-N.1)
    • World War II: global events (5-N.2)

  • 5.Inq.4.b Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.

    • Identify facts and opinions (5-U.1)

  • 5.Inq.4.c Critique arguments and explanations.

    • Identify facts and opinions (5-U.1)

  • 5.Inq.4.d Present a summary of arguments and explanations about early United States History using print, oral, and digital technologies in classrooms, schools, and out-of-school contexts.

  • 5.Inq.4.e Explain the challenges and opportunities, both present and past, in addressing local, regional, and global problems in United States history.

    • The American Revolution: the Boston Tea Party (5-I.3)
    • The American Revolution: preparing for war (5-I.5)
    • The War of 1812: causes (5-J.3)
    • Antebellum Period: economies of the North and South (5-J.5)
    • Antebellum Period: abolitionist and proslavery perspectives (5-J.6)
    • Antebellum Period: slavery and politics part I (5-J.7)
    • Antebellum Period: slavery and politics part II (5-J.8)
    • The Civil War: the beginning of the war (5-K.1)
    • The Civil War: war tactics and the home front (5-K.3)
    • The Civil War: the end of the war (5-K.4)
    • Reconstruction (5-K.5)
    • World War I: the road to war (5-L.1)
    • World War I: the war begins (5-L.2)
    • The Great Depression: part II (5-M.2)
    • The New Deal (5-M.3)
    • World War II: lead-up to war in Europe, Asia (5-N.1)
    • World War II: global events (5-N.2)

  • 5.Inq.4.f Use a range of deliberative and democratic procedures to evaluate and implement strategies to address problems in classrooms and schools.

5-1 Migration and Settlement

• 5.His.14.a Explain probable causes and effects of the migration of Indigenous peoples and the formation of Native nations in North America (e.g., archeological evidence).

  • Jamestown: the early years (5-G.1)
  • Jamestown: growth of a colony (5-G.2)
  • Plymouth (5-G.3)
  • New England colonies: economy and conflict (5-H.2)

• 5.Geo.8.a Describe the connection between natural resources and human settlement patterns in the Atlantic and Pacific Worlds (e.g., Caribbean, Europe, North America, South America, West Africa).

  • Jamestown: growth of a colony (5-G.2)
  • New England colonies: economy and conflict (5-H.2)
  • Middle colonies: economy and society (5-H.4)
  • Southern colonies: economy and slavery (5-H.6)
  • Antebellum Period: economies of the North and South (5-J.5)
  • The Great Depression: part II (5-M.2)

• 5.His.14.b Describe the causes and effects of European exploration and settlement of the Americas (e.g., conflict, enslavement, land rights, sovereignty, trade).

  • Jamestown: the early years (5-G.1)
  • Jamestown: growth of a colony (5-G.2)
  • Plymouth (5-G.3)
  • New England colonies: religion and government (5-H.1)
  • New England colonies: economy and conflict (5-H.2)
  • Middle colonies: founding and government (5-H.3)
  • Middle colonies: economy and society (5-H.4)
  • Southern colonies: founding and government (5-H.5)
  • Southern colonies: economy and slavery (5-H.6)
  • The American Revolution: the Thirteen Colonies under British rule (5-I.1)
  • The American Revolution: New British taxes (5-I.2)
  • The American Revolution: the Boston Tea Party (5-I.3)
  • The American Revolution: the rebellion begins (5-I.4)
  • The American Revolution: preparing for war (5-I.5)
  • The American Revolution: struggle for independence (5-I.6)
  • The American Revolution: turning the tide of the war (5-I.7)
  • The American Revolution: conclusion and aftermath (5-I.8)
  • The Louisiana Purchase (5-J.1)
  • The Lewis and Clark Expedition (5-J.2)
  • The War of 1812: causes (5-J.3)
  • The War of 1812: events and effects (5-J.4)
  • Antebellum Period: economies of the North and South (5-J.5)
  • Antebellum Period: abolitionist and proslavery perspectives (5-J.6)
  • Antebellum Period: slavery and politics part I (5-J.7)
  • Antebellum Period: slavery and politics part II (5-J.8)
  • The Civil War: the beginning of the war (5-K.1)
  • The Civil War: the First Battle of Bull Run to Gettysburg (5-K.2)
  • The Civil War: war tactics and the home front (5-K.3)
  • The Civil War: the end of the war (5-K.4)
  • Reconstruction (5-K.5)

• 5.His.5.a Explain how the culture and experiences of African, Indigenous, and European people influenced their perspectives during the Age of Exploration (e.g., cultural norms, political beliefs, trade motives, exploitation).

  • New England colonies: religion and government (5-H.1)
  • Middle colonies: founding and government (5-H.3)
  • Southern colonies: founding and government (5-H.5)
  • Southern colonies: economy and slavery (5-H.6)

• 5.Geo.4.a Explain how cultural diffusion of agricultural and technological knowledge held by African, Indigenous, and European communities contributed to North American settlements (e.g., rice cultivation, open field system, companion planting).

• 5.Civ.6.a Describe gender roles within and among Black, Indigenous, and European communities in early United States History.

5-2 The Colonial Era

• 5.Geo.2.a Use maps to explain the relationship between the location of the New England, Middle, and Southern colonies, and the environmental characteristics of each region (e.g., New Amsterdam, New France, Jamestown, Plymouth, Saint Augustine).

  • Read a map: cardinal directions (5-A.1)
  • Identify lines of latitude and longitude (5-A.2)
  • Use lines of latitude and longitude (5-A.3)
  • Identify Earth's land features using photographs (5-B.1)
  • Identify Earth's land features using satellite images (5-B.2)
  • Identify the Thirteen Colonies (5-H.7)
  • Select the Thirteen Colonies (5-H.8)
  • Name the Thirteen Colonies (5-H.9)

• 5.Eco.5.a Describe the role of money and currency in trade during the Colonial Era (e.g., British and Spanish coins, tobacco, wampum, paper money).

• 5.Eco.14.a Explain how the desire for global power and influence led to the exploitation of colonies (e.g., Spanish galleon, Triangle Trade, Dutch East India Company, British East India Company).

• 5.His.9.a Summarize how the Fundamental Orders of Connecticut represented new ideas about government (e.g., enfranchisement, representative government, consent of the governed).

  • New England colonies: religion and government (5-H.1)

• 5.Eco.3.a Identify examples of resources used to produce goods and services throughout colonial settlements in the New England, Middle, and Southern regions (e.g., indentured and slave labor, natural resources, tools, machines).

  • Plymouth (5-G.3)
  • New England colonies: economy and conflict (5-H.2)
  • Middle colonies: economy and society (5-H.4)
  • Southern colonies: economy and slavery (5-H.6)

• 5.Eco.4.a Compare the reasons for different areas of specialization and trade among individuals and businesses in New England, Middle, and Southern colonies (e.g., availability and access to natural resources, hydropower, labor, trade routes).

  • Plymouth (5-G.3)
  • New England colonies: economy and conflict (5-H.2)
  • Middle colonies: economy and society (5-H.4)
  • Southern colonies: economy and slavery (5-H.6)

• 5.Eco.4.b Analyze how the abilities and expertise that individuals from the African Diaspora brought with them to the colonies contributed to economic specialization and trade (e.g., West African rice cultivation, metal working, and basket weaving).

• 5.His.14.c Describe resistance movements, both individual and group, against oppression in the Colonial Era (e.g., Stono Rebellion, Pontiac Rebellion, New English Canaan).

• 5.His.14.d Explain Connecticut's connection to the transatlantic slave trade (e.g., New London's deep water ports, Wethersfield-constructed ship The Tryall).

• 5.Civ.4.a Compare how political systems were used to make rules that establish community leadership and protect freedoms for various groups in the Colonial Era (e.g., town hall meetings, tribal council, juries).

  • Plymouth (5-G.3)
  • New England colonies: religion and government (5-H.1)
  • Middle colonies: founding and government (5-H.3)
  • Southern colonies: founding and government (5-H.5)

• 5.His.16.a Use evidence to develop a claim about a significant person, place, or event in Connecticut during the Colonial Era (e.g., Pequot War, Connecticut Witch Trials, Charter Oak).

  • New England colonies: religion and government (5-H.1)
  • New England colonies: economy and conflict (5-H.2)

• 5.Civ.8.a Identify the civic virtues and democratic principles that contributed to the rejection of British parliamentary rule of the North American colonies.

  • Plymouth (5-G.3)
  • New England colonies: religion and government (5-H.1)
  • Middle colonies: founding and government (5-H.3)
  • Southern colonies: founding and government (5-H.5)
  • The American Revolution: the Thirteen Colonies under British rule (5-I.1)
  • The American Revolution: New British taxes (5-I.2)
  • The American Revolution: the Boston Tea Party (5-I.3)
  • The American Revolution: the rebellion begins (5-I.4)
  • The American Revolution: preparing for war (5-I.5)
  • The American Revolution: struggle for independence (5-I.6)
  • The American Revolution: turning the tide of the war (5-I.7)
  • The American Revolution: conclusion and aftermath (5-I.8)

5-3 The American Revolution

• 5.His.1.a Employ chronological thinking to create timelines comparing the events that led to the American Revolution (e.g., Seven Years War, Parliamentary acts of taxation, Boston Tea Party, Boston Massacre, Declaration of Independence).

  • Reading and creating timelines with BCE and CE (5-V.1)

• 5.Eco.1.a Compare the benefits and costs of governmental and individual choices leading to the American Revolution (e.g., taxation, homespun movement, right to property).

  • Costs and benefits (5-R.2)
  • Opportunity cost (5-R.3)

• 5.His.4.a Explain how political and economic beliefs shaped the perspectives held by Patriots and Loyalists leading to the American Revolution (e.g., individual rights, liberties, representation, sovereignty, trade and taxation).

  • The American Revolution: the Thirteen Colonies under British rule (5-I.1)
  • The American Revolution: New British taxes (5-I.2)
  • The American Revolution: the Boston Tea Party (5-I.3)

• 5.His.4.b Explain why members of the Northeastern Woodland Native American tribes and Black communities held conflicting views regarding support for the American Revolution.

  • The American Revolution: the Boston Tea Party (5-I.3)
  • The American Revolution: preparing for war (5-I.5)

• 5.His.6.a Describe how people's perspectives of the American Revolution are documented in historical records while noting representation of marginalized voices (e.g., journals, letters, newspaper articles, pamphlets).

  • The American Revolution: the Boston Tea Party (5-I.3)
  • The American Revolution: preparing for war (5-I.5)

• 5.His.10.a Compare information provided by multiple historical sources about the people and events of the American Revolution (e.g., purpose, maker, significance, fact, opinion, bias).

  • Source analysis: the Boston Massacre (6-LL.3)

• 5.His.14.e Explain probable causes and effects of major turning points in the American Revolution (e.g., Battle of Bunker Hill, Boston Massacre, Saratoga, Valley Forge).

  • The American Revolution: struggle for independence (5-I.6)
  • The American Revolution: turning the tide of the war (5-I.7)
  • The American Revolution: conclusion and aftermath (5-I.8)

• 5.His.16.b Use evidence to develop a claim about the role of Connecticut in the American Revolution (e.g., Provision State, privateers, Tory and Patriot sentiments).

• 5.His.16.c Develop a claim about significant people, places or events in Connecticut during the American Revolution (e.g., Jonathan Occum, Israel Putnam, Hannah Bunce Watson, Benedict Arnold, Jordan Freeman).

• 5.Eco.15.a Explain economic interdependence between the New England, Middle, and Southern colonies during the American Revolution (e.g., trade, efforts to support the continental cause).

  • New England colonies: economy and conflict (5-H.2)
  • Middle colonies: economy and society (5-H.4)
  • Southern colonies: economy and slavery (5-H.6)

• 5.His.14.f Explain the causes and effects of the Treaty of Paris (e.g., economic, political, social).

5-4 The United States Constitution and Civic Participation

• 5.Civ.3.a Examine the origins and purpose of key provisions of the United States Constitution (e.g., checks and balances, limited government, popular sovereignty, republicanism, separations of powers, federalism).

  • The Constitution (5-O.4)
  • The Bill of Rights (5-O.5)
  • Checks and balances (5-O.6)
  • Presidential elections (5-O.7)

• 5.Civ.4.b Explain how rules were established at the end of the American Revolution by identifying laws that promoted and limited personal liberties (e.g., citizenship, property, suffrage).

  • The Constitution (5-O.4)
  • The Bill of Rights (5-O.5)

• 5.Civ.5.a Explain the role of the Constitution in establishing a system of government in the United States (e.g., federalism, separation of power, states' rights).

  • Local government (5-O.1)
  • State government (5-O.2)
  • Federal government (5-O.3)
  • The Constitution (5-O.4)

• 5.Civ.10.a Identify how the political beliefs are represented in the Preamble of the United States Constitution.

  • The Constitution (5-O.4)

• 5.Civ.14.a Illustrate how individuals and groups in the Revolutionary Era and today have and can effect change (e.g., school, community, and state issues).

  • The American Revolution: struggle for independence (5-I.6)
  • The American Revolution: turning the tide of the war (5-I.7)
  • The American Revolution: conclusion and aftermath (5-I.8)

• 5.Civ.10.b Identify the contributing factors that underlie multiple and varied points of view about school, community, and civic issues.