5th Grade Social Studies
| Web pages maintained by Victoria Surface, MWES Instructional Technologist surfacvm@pwcs.edu Updated January 7, 2008 |
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US1.1 The student will develop skills for historical and geographical analysis, including the ability to
a) identify and interpret primary and secondary source documents to increase understanding of events and
life in United States history to 1877;
b) make connections between the past and the present;
c) sequence events in United States history from pre-Columbian times to 1877;
d) interpret ideas and events from different historical perspectives;
e) evaluate and discuss issues orally and in writing;
f) analyze and interpret maps to explain relationships among landforms, water features, climatic
characteristics, and historical events;
g) distinguish between parallels of latitude and meridians of longitude;
h) interpret patriotic slogans and excerpts from notable speeches and documents.
Activities
US1.2 The student will use maps, globes, photographs, pictures, and tables to
a) locate the seven continents.
b) locate and describe the location of the geographic regions of North America: Coastal Plain, Applachian
Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and
Coastal Range.
c) locate and identify the water features important to early history of the United States: Great Lakes,
Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, Atlantic Ocean,
Pacific Ocean, and Gulf of Mexico.
Activities
1. The students can use Pixie to create pictures of the Geographic Regions of North America. They can color in
each region and label rivers and oceans. See example below.
US1.3 The student will demonstrate knowledge of how early cultures developed in North America by
a) locating where the American Indians (First Americans) settled, with emphasis on Arctic (Inuit), Northwest
(Kwakiutl), Plains (Sioux), Southwest (Pueblo), and Eastern Woodlands (Iroquois).
b) describing how the American Indians (First Americans) used their environment to obtain food, clothing,
and shelter.
Activities
1. Students can create a Native American Shelter bubble map using Inspiration and graphics.
US1.4 The student will demonstrate knowledge of European exploration in North America and West Africa
by
a) describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and
English explorations.
b) describing cultural interactions between Europeans and American Indians (First Americans) that led to
cooperation and conflict.
c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and
Songhai) and their interaction with traders.
Activities
1. The students will complete an Explorer Trading Card WebQuest. Click on the links to view all parts of the
activity. Explorer WebQuest Explorer WebQuest Sample
2. Using the information at www.pwcs.edu/marywilliams/ghanamalisonghai/html/ students can complete a
Ghana Mali Songhai Bubble Map.
3. Students can create an Explorer tree map using Inspiration.
4. Students can create a brochure about explorers using Microsoft Word. See example.
US1.5 The student will demonstrate knowledge of the factors that shaped Colonial America by
a) describing the religious and economic events and conditions that led to the colonization of America.
b) comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with emphasis
on how people interacted with the environment.
c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women,
indentured servants, and slaves.
d) identifying political and economic relationships between colonies and England.
Activities
1. Use Paint, KidPix, or Pixie to create pictures for post cards.
2. Students can use Inspiration to create a Colonies tree map. Inspiration can export a diagram into a Microsoft
PowerPoint slideshow that the students can add graphics and information to. See example.
3. Students can complete the Colonial Cyberhunt.
4. Students can complete bubble maps using Kidspiration templates about each region of colonies. See New
England example below.
US1.6 The student will demonstrate knowledge of the causes and results of the American Revolution by
a) identifying the issues of dissatisfaction that led to the American Revolution.
b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration
of Independence, with emphasis n the ideas of John Locke.
c) describing key events and the roles of key individuals in the American Revolution, with emphasis on
George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and Thomas Paine.
d) explaining reasons why the colonies were able to defeat Britain.
Activities
US 1.7 The student will demonstrate knowledge of the challenges faced by the new nation by
a) identifying the weaknesses of the government established by the Articles of Confederation.
b) identifying the basic principles of the new government established by the Constitution of the United
States of America and the Bill of Rights.
c) identifying the conflicts that resulted in the emergence of two political parties.
d) describing the major accomplishments of the first five presidents of the United States.
Activities
1. Use Ben's Guide to Government website to complete a Branches of Government Inspiration Thinking Map.
See example.
