1 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.
Ways of Life Before and After the Arrival of Europeans to 1610
5.1.1 Identify and describe early cultures and settlements that existed in North America prior to contact with Europeans.
5.1.2 Examine accounts of early European explorations of North America including major land and water routes, reasons for exploration and the impact the exploration had.
5.1.3 Compare and contrast historic Indian groups of the West, Southwest, Northwest, Arctic and sub-Arctic, Great Plains, and Eastern Woodlands regions at the beginning of European exploration in the late fifteenth and sixteenth centuries.
5.1.4 Locate on a map the early Spanish, French, and British settlements, and compare the origins, physical structure, and the social structure of these settlements.
5.1.7 Identify and locate the 13 British colonies by region (New England, Middle, Southern). Describe the political and social organization of each region. Explain the economic organization of each region.
5.1.13 Identify contributions of women and minorities during the American Revolution.
5.1.14 Explain consequences of the American Revolution including the strengths and weaknesses of the Articles of Confederation, changes in trade relationships and the achievement of independence by the United States.
Making the United States Constitution and Establishing the Federal Republic: 1783 to 1800
5.1.15 Explain why the United States Constitution was created in 1787 and how it established a stronger union among the original 13 states by making it the supreme law of the land. Identify people who were involved in its development.
5.1.16 Describe the origins and drafting of the Bill of Rights, ratified in 1791.
5.1.17 Explain why the first American political parties developed and analyze the impact political parties had on early presidential elections.
Chronological Thinking, Historical Comprehension, Analysis and Interpretation, and Research
5.1.18 Create and interpret timelines showing major people, events and developments in the early history of the United States from 1776-1801.
5.1.19 Read fiction and nonfiction stories about conflicts among and between groups of people at different stages in the formation of the United States; give examples of how these conflicts were resolved and analyze the accuracy of the stories' historical details and sequence of events.
5.1.20 Using primary and secondary sources to examine an historical account about an issue of the time, reconstruct the literal meaning of the passages by identifying who was involved, what happened, where it happened, what events led to these developments and what consequences or outcomes followed.
5.1.21 Read and interpret primary and secondary source accounts that pertain to a problem confronting people during the Founding Era of the United States.
5.1.22 Identify and describe the contributions of important early American artists and writers and traditional arts and crafts to the new nation's cultural landscape.
Civics and Government
2 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.
Foundations of Government
5.2.1 Summarize the principles and purposes of government as stated in the Preamble to the United States Constitution.
5.2.10 Use a variety of information resources to identify and evaluate contemporary issues that involve civic responsibility, individual rights and the common good.
3 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.
The World in Spatial Terms
5.3.1 Demonstrate that lines of latitude and longitude are measured in degrees of a circle, that places can be precisely located where these lines intersect, and that location can be stated in terms of degrees north or south of the equator and east or west of the Prime Meridian.
5.3.10 Using historical maps and other geographic representations/texts (written, maps, graphs, timelines, data, audio, and video) locate and explain the conflict over the use of land by Native American and the European colonists.
4 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.
5.4.1 Describe the economic activities within and among Native American Indian cultures prior to contact with Europeans. Examine the economic incentives that helped motivate European exploration and colonization.
5.4.2 Summarize a market economy and give examples of how the colonial and early American economy exhibited these characteristics.
5.4.3 Define types of trade barriers.
5.4.4 Describe the impact of technological developments and major inventions on business productivity during the early development of the United States.
5.4.5 Explain how education and training, specialization, and investment in capital resources increase productivity.
5.4.6 Use economic reasoning to explain why certain careers are more common in one region than in another region of the United States.
5.4.7 Predict the effect of changes in supply and demand on price.