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Skills available for Maryland fifth-grade social studies standards

Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Maryland Social Studies Framework Maryland Social Studies Framework
Maryland State Curriculum Maryland State Curriculum

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1.0 Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens.

A The Foundations and Function of Government
- 1 Examine the early foundations, functions, and purposes of government
  - a Describe how the European policies affected the interactions of explorers and colonists with Native Americans, such as the French and Indian War
  - b Explain and clarify how Europe's philosophies and policies affected the political structure of the early American Colonies
  - c Identify and summarize how democratic principles, such as rule of law, limited government, consent of the governed, popular sovereignty, representative democracy, and the limitation of power influenced our founding documents
  - d Trace the development of early democratic ideas and practices that emerged during the early colonial period, including the significance of representative assemblies and town meetings
- 2 Analyze the historic events, documents, and practices that are the foundations of our political systems
  - a Explain and report on the early examples of self-government, such as the Mayflower Compact and the House of Burgesses
  - b Analyze the successes and failures in meeting the challenges of governing under Articles of Confederation
  - c Explain the significance of principles in the development of the Declaration of Independence, Articles of Confederation, Preamble, U.S. Constitution and the Bill of Rights
  - d Describe the three branches of government and their individual powers and responsibilities, such as separation of powers and checks and balances
- 3 Analyze the roles of colonial government regarding public policy and issues
  - a Identify the effect that regional interests and perspectives had on shaping government policy, and compare such as middling class v. gentry, plantation owners v. proprietors
  - b Analyze how geographic information influenced the formation of policy, such as the Proclamation of 1763
B Individual and Group Participation in the Political System
- 1 Analyze how individuals' roles and perspectives shape the American political system
  - a Examine the contributions of people associated with the drafting of the Declaration of Independence and the framing of the Constitution, such as James Madison, Thomas Jefferson, John Jay, and George Washington
  - b Examine how the federalists and anti-federalist perspectives influenced government
- 2 Analyze the importance of civic participation as a citizen of the United States
  - a Analyze the usefulness of various sources of information used to make political decisions
  - b Compare ways people can participate in the political process including voting, petitioning elected officials, and volunteering
    - Presidential elections (5-K.7)
C Protecting Rights and Maintaining Order
- 1 Describe individual rights and responsibilities in the United States
  - a Describe responsibilities associated with certain basic rights of citizens, such as freedom of speech, religion, and press, and explain why these responsibilities are important
    - Rights and responsibilities of active citizenship (6-FF.2)
  - b Describe the power and responsibility of the Supreme Court including the power of judicial review
    - Checks and balances (5-K.6)
- 2 Evaluate how the United States government protects the rights of individuals and groups
  - a Explain the balance between providing for the common good and protecting individual rights
  - b Analyze how government needs to provide more protection and order during times of crisis, such as the natural disasters and threats to national security
- 3 Examine the principle of due process
  - a Describe the due process protections in the Bill of Rights

2.0 Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the World through both a multicultural and historic perspective.

A Elements of Culture
- 1 Describe the various cultures of colonial societies and how the environment influenced them
  - a Describe how environment and location influenced the cultures and lifestyle
  - b Define the social, political, and religious components of the early colonies
  - c Analyze the religious beliefs of early settlers, the motives for migration and the difficulties they encountered in early settlements
B Cultural Diffusion
- 1 Analyze how native societies were influenced by the diverse cultures of the explorers and settlers
  - a Compare perspectives of Native American, Africans, and the European explorers
  - b Describe how cultures changed as a result of Native American, African, and European interaction
- 2 Analyze how increased diversity in the colonies resulted from immigration, settlement patterns and economic development
  - a Analyze how the influx of immigrants led to economic growth and cultural diversity
  - b Provide examples of how the interactions of various groups resulted in the borrowing and sharing of traditions and technology
C Conflict and Compromise
- 1 Analyze factors that affected relationships in the colonial period
  - a Analyze how conflict affected relationships among individuals and groups, such as early settlers and Native Americans, free and enslaved people
  - b Provide the examples of conflicts and compromises among differing groups of people during the Constitutional Convention

3.0 Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.

A Using Geographic Tools
- 1 Use geographic tools to locate places and describe human and physical characteristics in Colonial America
  - a Use map elements to interpret and construct a variety of maps
  - b Use a globe and a variety of maps, atlases to identify natural/physical features of colonial settlements
  - c Use photographs, maps, and drawings to describe geographic characteristics
  - d Compare geographic locations and geographic characteristics of colonial settlements, such as, Jamestown, Plymouth, Boston, Philadelphia, Charleston, and New York City
B Geographic Characteristics of Places and Regions
- 1 Examine the similarities and differences of regions in Colonial America
  - a Compare the natural/physical and human characteristics of the three colonial regions
  - b Describe how geographic characteristics of a place or region changed from early settlements through the colonial period
  - c Explain how geographic characteristics affect how people live and work, and the population distribution of a place or region
C Movement of People, Goods and Ideas
- 1 Describe and analyze population growth, migration and settlement patterns in Colonial America
  - a Explain how geographic characteristics influenced settlement patterns in Colonial America
  - b Analyze the consequences of migration between the colonies and immigration to the colonies, such as Europeans and Africans immigrating to the east coast of the United States
  - c Explain the importance of shipping and trading to the economic development of the colonies, such as Triangular Trade
D Modifying and Adapting to the Environment
- 1 Explain why and how people adapt to and modify the natural environment and the impact of those modifications
  - a Compare ways Native American societies used the natural environment for food, clothing, and shelter
  - b Describe ways that colonists in the New England, Middle and Southern regions adapted to and modified the environment, such as the uses of the grist mill, water wheels and plantation farming
  - c Explain how colonists adapted to and modified their environments and how these modifications sometimes created environmental problems

4.0 Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.

A Scarcity and Economic Decision-making
- 1 Explain that people made choices because resources were limited relative to economic wants for goods and services in Colonial America
  - a Identify the opportunity cost of economic decisions, such as whether or not to buy products on which British taxes were imposed
    - Opportunity cost (5-N.3)
- 2 Analyze how limited economic resources were used to satisfy economic wants in Colonial America
  - a Describe how limited resources and unlimited economic wants caused colonists to choose certain goods and services
  - b Describe how available resources affected specialization and trade
    - Trade and specialization (6-GG.4)
  - c Analyze how changing from a British colony to an independent nation affected economic resources, production, and economic wants
- 3 Analyze how technological changes affected production and consumption in Colonial America
  - a Explain how the development of new products and new technologies affected the way people lived
  - b Examine how technology has changed production such as wheat/grist mills
- 4 Analyze the consequences of specialized work on interdependence, trade, and economic growth
  - a Analyze examples of regional specialization and how it contributed to economic growth through the colonies
  - b Explain specialization and interdependence using the triangular trade routes
B Economic Systems and the Role of Government in the Economy
- 1 Describe the types of economic systems in colonial America
  - a Identify examples of tradition, such as the economic roles of men and women
  - b Describe examples of command decisions, such as the imposition of the Stamp Act and the Tea Act
    - The American Revolution: New British taxes (5-G.2)
    - The American Revolution: the Boston Tea Party (5-G.3)
  - c Analyze a market economy and give examples of how the colonial economy exhibited these characteristics such as private ownership and consumer choice
    - What is a market? (6-GG.5)
- 2 Describe the role of British government on the colonial economy
  - a Explain how colonists were forced to change their purchasing habits based on the scarcity of goods imposed by taxes
  - b Evaluate the trade-offs of British protectionism
- 3 Describe the role of money and barter in the colonial trade
  - a Compare the benefits of a money economy to a barter economy

5.0 Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland, the United States and around the world.

A Individuals and Societies Change Over Time
- 1 Analyze the chronology and significance of key historical events during the age of European exploration
  - a Describe the origin, destination and goals of the North American explorers
  - b Evaluate the results of the interactions between European explorers and native peoples
    - The Columbian Exchange (6-Q.6)
- 2 Analyze the chronology and the significance of key historical events leading to early settlements in Colonial America
  - a Describe the major settlements in Roanoke, St. Augustine and Jamestown
    - Jamestown: the early years (5-F.1)
    - Jamestown: growth of a colony (5-F.2)
  - b Analyze how key historical events impacted Native American societies
B Emergence, Expansion and Changes in Nations and Empires
- 2 Analyze the growth and development of colonial America
  - a Describe the religious, political and economic motives of individuals who migrated to North America and the difficulties they encountered
  - b Compare the political, economic and social lives of people in New England, Middle and the Southern colonies
  - c Analyze the different roles and viewpoints of individuals and groups, such as women, men, free and enslaved Africans, and Native Americans during the Revolutionary period
C Conflict between Ideas and Institutions
- 1 Analyze the causes of the American Revolution
  - a Identify and sequence key events between the French and Indian War and the American Revolution
    - The American Revolution: the Thirteen Colonies under British rule (5-G.1)
  - b Examine the viewpoints of Patriots and Loyalists regarding British colonial policy after the Seven Years' War
    - The American Revolution: preparing for war (5-G.5)
- 2 Analyze the effects of the American Revolution
  - a Analyze how the revolution altered colonial and national governments
    - The American Revolution: conclusion and aftermath (5-G.8)
  - b Describe individual freedoms that resulted from the formation of an independent nation
    - The Bill of Rights (5-K.5)

6.0 Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.

A Read to Learn and Construct Meaning about Social Studies
- 1 Use appropriate strategies and opportunities to increase understandings of social studies vocabulary
  - a Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources
  - b Identify and use new vocabulary acquired through study of relationships to prior knowledge and experiences
  - c Use context clues to understand new social studies vocabulary
  - d Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression
- 2 Use strategies to prepare for reading (before reading)
  - a Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features
  - b Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons
  - c Set a purpose for reading the text
  - d Ask questions and make predictions about the text
  - e Make connections to the text using prior knowledge and experiences
- 3 Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)
  - a Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning
  - b Reread slowly and carefully, restate, or read on and revisit difficult parts
  - c Use a graphic organizer or another note-taking technique to record important ideas or information
  - d Look back through the text to search for connections between and among ideas
  - e Make, confirm, or adjust predictions about the text
  - f Periodically summarize or paraphrase important ideas while reading
  - g Visualize what was read for deeper meaning
  - h Explain personal connections to the ideas or information in the text
- 4 Use strategies to demonstrate understanding of the text (after reading)
  - a Identify and explain what is directly stated in the text
  - b Identify, paraphrase, or summarize the main idea of the text
  - c Determine and explain the author's purpose
  - d Distinguish between facts and opinions
    - Identify facts and opinions (5-Q.1)
  - e Explain whether or not the author's opinion is presented fairly
  - f Explain what is not directly stated in the text by drawing inferences
  - g Confirm or refute predictions made about the text to form new ideas
  - h Connect the text to prior knowledge or personal experiences
  - i Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge
B Write to Learn and Communicate Social Studies Understandings
- 1 Use informal writing strategies, such as journal writing, note taking, quick writes, and graphic organizers to clarify, organize, remember and/or express new understandings
  - a Identify key ideas
  - b Connect key ideas to prior knowledge (personal experience, text, and world)
- 2 Use formal writing, such as multi-paragraph essays, historical investigations, research reports, letters and summaries to inform
  - a Identify form, audience, topic, and purpose before writing
  - b Organize facts and/or data to support a topic
  - c Provide introduction, body, and conclusion
  - d Cite sources of information
- 3 Use formal writing, such as multi-paragraph essays, historical investigations, editorials, and letters to persuade
  - a Identify form audience, topic and purpose
  - b State a clear opinion or position
  - c Support the opinion or position with facts and/or data
- 4 Use timed, on-demand writing to demonstrate understanding on assessments (Constructed Responses)
  - a Address the topic
  - b Provide accurate information
  - c Support topic with appropriate details
  - d Incorporate social studies knowledge
C Ask Social Studies Questions
- 1 Identify a topic that requires further study
  - a Identify prior knowledge about the topic
  - b Pose questions the about the topic
  - c Formulate research questions
  - d Develop a plan for how to answer questions about the topic
- 2 Identify a problem/situation that requires further study
  - a Define the problem/situation
  - b Identify prior knowledge about the problem/situation
  - c Pose questions about the problem/ situation from a variety of perspectives
  - d Pose questions that elicit higher order thinking responses
  - e Formulate simple research questions
  - f Develop a plan for how to answer questions about the problem/situation
D Acquire Social Studies Information
- 1 Identify primary and secondary sources of information that relate to the topic/situation/problem being studied
  - a Gather and read appropriate print sources, such as textbooks, government documents, timelines, trade books, and web sites
  - b Read and obtain information from texts representing diversity in content, culture, authorship, and perspective
  - c Locate and gather data and information from appropriate non-print sources, such as music, artifacts, charts, maps, graphs, photographs, video clips, illustrations, paintings, political cartoons, interviews, and oral histories
- 2 Engage in field work that relates to the topic/ situation/ problem being studied
  - a Gather data
  - b Make and record observations
  - c Design and conduct surveys and oral histories
E Organize Social Studies Information
- 1 Organize information from non-print sources
  - a Prioritize information gathered according to importance and relevance
  - b Distinguish factual from fictional information
  - c Find relationships between gathered information
  - d Display information on various types of graphic organizers, maps, and charts
  - e Categorize information obtained from surveys and field work
- 2 Organize information from print sources
  - a Prioritize information gathered according to importance and relevance
  - b Distinguish factual from fictional information
  - c Find relationships between gathered information
  - d Construct various types of graphic organizers, maps, and charts to display information
F Analyze Social Studies Information
- 1 Interpret information from primary and secondary sources
  - a Interpret information in maps, charts and graphs
  - b Interpret information from field studies and surveys
  - c Analyze a document to determine point of view
  - d Analyze the perspective of the author
  - e Identify the bias and prejudice
- 2 Evaluate information from a variety of sources
  - a Compare information from a variety of sources
  - b Compare information to prior knowledge
  - c Determine the reliability of the document
- 3 Synthesize information from a variety of sources
  - a Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details
G Answer Social Studies Questions
- 1 Describe how the country has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources
  - a Present social studies information in a variety ways, such as mock trials, simulations, debates, and skits
  - b Engage in civic participation and public discourse
- 2 Use historic contexts to answer questions
  - a Use historically accurate resources to answer questions, make predictions, and support ideas
  - b Explain why historic interpretations vary and are subject to change
  - c Construct a sound historical interpretation
- 3 Use current events/issues to answer questions
  - a Summarize the main points of an issue explaining different viewpoints
  - b Make a decision based on the analysis of issues and evaluate the consequences of these decisions
  - c Identify and formulate a position on a course of action or an issue
  - d Propose and justify solutions to social studies problems

Maryland

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1.0 Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens.

A The Foundations and Function of Government

1 Examine the early foundations, functions, and purposes of government

a Describe how the European policies affected the interactions of explorers and colonists with Native Americans, such as the French and Indian War

b Explain and clarify how Europe's philosophies and policies affected the political structure of the early American Colonies

c Identify and summarize how democratic principles, such as rule of law, limited government, consent of the governed, popular sovereignty, representative democracy, and the limitation of power influenced our founding documents

d Trace the development of early democratic ideas and practices that emerged during the early colonial period, including the significance of representative assemblies and town meetings

2 Analyze the historic events, documents, and practices that are the foundations of our political systems

a Explain and report on the early examples of self-government, such as the Mayflower Compact and the House of Burgesses

b Analyze the successes and failures in meeting the challenges of governing under Articles of Confederation

c Explain the significance of principles in the development of the Declaration of Independence, Articles of Confederation, Preamble, U.S. Constitution and the Bill of Rights

d Describe the three branches of government and their individual powers and responsibilities, such as separation of powers and checks and balances

3 Analyze the roles of colonial government regarding public policy and issues

a Identify the effect that regional interests and perspectives had on shaping government policy, and compare such as middling class v. gentry, plantation owners v. proprietors

b Analyze how geographic information influenced the formation of policy, such as the Proclamation of 1763

B Individual and Group Participation in the Political System

1 Analyze how individuals' roles and perspectives shape the American political system

a Examine the contributions of people associated with the drafting of the Declaration of Independence and the framing of the Constitution, such as James Madison, Thomas Jefferson, John Jay, and George Washington

b Examine how the federalists and anti-federalist perspectives influenced government

2 Analyze the importance of civic participation as a citizen of the United States

a Analyze the usefulness of various sources of information used to make political decisions

b Compare ways people can participate in the political process including voting, petitioning elected officials, and volunteering

C Protecting Rights and Maintaining Order

1 Describe individual rights and responsibilities in the United States

a Describe responsibilities associated with certain basic rights of citizens, such as freedom of speech, religion, and press, and explain why these responsibilities are important

b Describe the power and responsibility of the Supreme Court including the power of judicial review

2 Evaluate how the United States government protects the rights of individuals and groups

a Explain the balance between providing for the common good and protecting individual rights

b Analyze how government needs to provide more protection and order during times of crisis, such as the natural disasters and threats to national security

3 Examine the principle of due process

a Describe the due process protections in the Bill of Rights

2.0 Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the World through both a multicultural and historic perspective.

A Elements of Culture

1 Describe the various cultures of colonial societies and how the environment influenced them

a Describe how environment and location influenced the cultures and lifestyle

b Define the social, political, and religious components of the early colonies

c Analyze the religious beliefs of early settlers, the motives for migration and the difficulties they encountered in early settlements

B Cultural Diffusion

1 Analyze how native societies were influenced by the diverse cultures of the explorers and settlers

a Compare perspectives of Native American, Africans, and the European explorers

b Describe how cultures changed as a result of Native American, African, and European interaction

2 Analyze how increased diversity in the colonies resulted from immigration, settlement patterns and economic development

a Analyze how the influx of immigrants led to economic growth and cultural diversity

b Provide examples of how the interactions of various groups resulted in the borrowing and sharing of traditions and technology

C Conflict and Compromise

1 Analyze factors that affected relationships in the colonial period

a Analyze how conflict affected relationships among individuals and groups, such as early settlers and Native Americans, free and enslaved people

b Provide the examples of conflicts and compromises among differing groups of people during the Constitutional Convention

3.0 Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.

A Using Geographic Tools

1 Use geographic tools to locate places and describe human and physical characteristics in Colonial America

a Use map elements to interpret and construct a variety of maps

b Use a globe and a variety of maps, atlases to identify natural/physical features of colonial settlements

c Use photographs, maps, and drawings to describe geographic characteristics

d Compare geographic locations and geographic characteristics of colonial settlements, such as, Jamestown, Plymouth, Boston, Philadelphia, Charleston, and New York City

B Geographic Characteristics of Places and Regions

1 Examine the similarities and differences of regions in Colonial America

a Compare the natural/physical and human characteristics of the three colonial regions

New England

Middle

Southern

b Describe how geographic characteristics of a place or region changed from early settlements through the colonial period

c Explain how geographic characteristics affect how people live and work, and the population distribution of a place or region

C Movement of People, Goods and Ideas

1 Describe and analyze population growth, migration and settlement patterns in Colonial America

a Explain how geographic characteristics influenced settlement patterns in Colonial America

b Analyze the consequences of migration between the colonies and immigration to the colonies, such as Europeans and Africans immigrating to the east coast of the United States

c Explain the importance of shipping and trading to the economic development of the colonies, such as Triangular Trade

D Modifying and Adapting to the Environment

1 Explain why and how people adapt to and modify the natural environment and the impact of those modifications

a Compare ways Native American societies used the natural environment for food, clothing, and shelter

b Describe ways that colonists in the New England, Middle and Southern regions adapted to and modified the environment, such as the uses of the grist mill, water wheels and plantation farming

c Explain how colonists adapted to and modified their environments and how these modifications sometimes created environmental problems

4.0 Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.

A Scarcity and Economic Decision-making

1 Explain that people made choices because resources were limited relative to economic wants for goods and services in Colonial America

a Identify the opportunity cost of economic decisions, such as whether or not to buy products on which British taxes were imposed