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Connecticut: 5th-Grade Standards

Content Suggestion:

The study of events, documents, and people addressing the founding of the United States as a nation, with connections to Connecticut and local history, emphasizing how government works today, with the use of primary source materials.

Standard 1: Content Knowledge

Knowledge of concepts, themes, and information from history and social studies is necessary to promote understanding of our nation and our world.

1.1 – Significant events and themes in United States history.

Grade Level Expectations
Students will be able to:

  • 1. Explain how specific individuals and their ideas and beliefs influenced U.S. history (e.g. John Smith, Anne Hutchison, Uncas, Benjamin Franklin).
  • 2. Compare and contrast the economic, political and/or religious differences that contributed to conflicts (e.g. French and Indian Wars, American Revolution).
  • 3. Analyze how some conflicts have been resolved through compromise (e.g. U.S. Constitution, Northwest Ordinance).
  • 4. Evaluate the relative influence of individual events that contributed to the American Revolution.
  • 5. Explain the significance of the results achieved at the Constitutional Convention.
Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
1.1.1 NCSS 3 “People, Places, and Environments”
1.1.2 NCSS 1 “Culture”
1.1.2 NCSS 3 “People, Places, and Environments”
1.1.2 NCSS 7 “Production, Distribution, and Consumption”
1.1.3 NCSS 5 “Individuals, Groups, and Institutions”
1.1.4 NCSS 2 “Time, Continuity, and Change”
1.1.5 NCSS 6 “Power, Authority, and Governance”
I&TL: 1, 2, 3, 5, 6

1.2 – Significant events in local and Connecticut history and their connections to United States history.

Grade Level Expectations
Students will be able to:

  • 6. Explain the connections between local, state and national events (e.g. Connecticut Constitution, colonization, American Revolution, U.S. Constitution).
Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
NCSS 2 “Time, Continuity, and Change”
NCSS 3 “People, Places, and Environments”
I&TL: 1, 2, 3, 5, 6
I&TL: 1, 2, 3, 4, 5, 6

1.3 – Significant events and themes in world history/international studies.

Grade Level Expectations
Students will be able to:

  • 7. Trace the evolving relationship between England and its American Colonies.
  • 8. Compare the perspectives of England and the Colonies relative to the events preceding the American Revolution.
  • 9. Compare and contrast the factors leading to Colonial settlement.
Correlations

Critical Thinking and Problem Solving Skills Civic Literacy
1.3.7 NCSS 9 “Global Connections”
1.3.8 NCSS 2 “Time, Continuity, and Change”
1.3.8 NCSS 9 “Global Connections”
1.3.9 NCSS 2 “Time, Continuity, and Change”
I&TL: 1, 2, 3, 5, 6

1.4 – Geographical space and place.

Grade Level Expectations
Students will be able to:

  • 10. Compare and contrast the value of using local/regional/thematic maps to research early settlements in America.
  • 11. Examine the geographical/ topographical significance of the location of early American Colonial settlements (e.g. coastal areas, mountains, rivers, plains).
Correlations

Critical Thinking and Problem Solving Skills
1.4.10 & 11 NCSS “People, Places, and Environments”
I&TL: 3

1.5 – Interaction of humans and the environment.

Grade Level Expectations
Students will be able to:

  • 12. Describe how early colonists had to adapt to their new environment (e.g. building materials, food).
Correlations

Critical Thinking and Problem Solving Skills
NCSS 3 “People, Places, and Environments”
I&TL: 3

1.6 – Patterns of human movement across time and place.

Grade Level Expectations
Students will be able to:

  • 13. Compare and contrast settlement patterns in specific areas of the 13 American Colonies.
  • 14. Analyze and assess factors that contributed to European migration.
Correlations

Critical Thinking and Problem Solving Skills
NCSS 2 “Time, Continuity and Change”
NCSS 3 “ People, Places, and Environments”
I&TL: 3

1.7 – The purpose, structures and functions of government and law at the local, state, national and international levels.

Grade Level Expectations
Students will be able to:

  • 15. Describe our national government’s purpose, structure and functions.
  • 16. Analyze how local, state and national governments share power in the United States.
Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
NCSS 6 “Power, Authority, and Governance”
I&TL: 3

1.8 – The interactions between citizens and their government in the making and implementation of laws.

Grade Level Expectations
Students will be able to:

  • 17. Explain the process through which citizens can influence lawmaking in the United States (e.g. Colonial government, state constitution).
Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
NCSS 6 “Power, Authority, and Governance”
I&TL: 3

1.9 – The rights and responsibilities of citizens.

Grade Level Expectations
Students will be able to:

  • 18. Demonstrate one’s rights and responsibilities as a citizen (e.g. voting, paying taxes, obeying laws).
Correlations

Critical Thinking and Problem Solving Skills
Civic Literacy
NCSS 6 “Power, Authority, and Governance”
I&TL: 3

1.10 – How limited resources influence economic decisions.

Grade Level Expectations
Students will be able to:

  • 19. Explain that when resources vary, so does wealth and poverty.
  • 20. Analyze how businesses use limited resources to create goods and services.
Correlations

Critical Thinking and Problem Solving Skills
Financial Literacy
NCSS 7 “Production, Distribution, and Consumption”
I&TL: 3

1.11 – How different economic systems organize resources.

Grade Level Expectations
Students will be able to:

  • 21. Demonstrate examples of disagreements between government and citizens regarding taxation
Correlations

Critical Thinking and Problem Solving Skills
NCSS 7 “Production, Distribution, and Consumption”
NCSS10 “Civic Ideals and Practices”
I&TL: 3

1.12 – The interdependence of local, national and global
economies.

Grade Level Expectations
Students will be able to:

  • 22. Analyze how trade among colonists and with Native Americans in Connecticut affected each group.
Correlations

Critical Thinking and Problem Solving Skills
I&TL: 3

1.13 – The characteristics of and interactions among culture, social systems and institutions.

Grade Level Expectations
Students will be able to:

  • 23. Compare and contrast different ethnic groups’ contributions to the community and the state (e.g. literature, the arts, politics, festivals, cuisine, museums).
Correlations

Critical Thinking and Problem Solving Skills
I&TL: 1,2,3,5,6

Standard 2: History/Social Studies Literacy

Competence in literacy, inquiry, and research skills is necessary to analyze, evaluate, and present history and social studies information.

2.1 – Access and gather information from a variety of primary and secondary sources including electronic media (maps, charts, graphs, images, artifacts, recordings and text).

Grade Level Expectations
Students will be able to:

  • 1. Locate and gather information from primary and secondary sources.
  • 2. Answer questions about content gathered from print and non-print sources.
  • 3. Summarize information about primary and secondary sources
Correlations

Critical Thinking and Problem Solving Skills
Information Literacy
Communication
RI5- 1, 2, 4, 7 W5- 7, 8
NCSS Appendix 1 “Critical Thinking Skills”
I&TL: 1, 2, 3, 5, 6

2.2 – Interpret information from a variety of primary and secondary sources, including electronic media (e.g. maps, charts, graphs, images, artifacts, recordings and text).

Grade Level Expectations
Students will be able to:

  • 4. Describe an author’s point of view using relevant social studies information (e.g. editorials).
  • 5. Compare and contrast information provided by primary and secondary sources.
  • 6. Identify map symbols and map types (e.g. physical, political, economic products).
  • 7. Interpret information from various map types using map symbols.
Correlations

Critical Thinking and Problem Solving Skills
Information Literacy
Communication
RI5- 5, 6, 8
NCSS Appendix 1 “Literacy Skills”
NCSS Appendix 1 “Critical Thinking Skills”
I&TL: 1, 2, 3, 5, 6

2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of historyand social studies issues.

Grade Level Expectations
Students will be able to:

  • 8. Create written work (e.g. historical fiction essays) using primary sources (e.g. newspaper article, formal essay, poetry, play).
  • 9. Organize information in outlines and graphic organizers.
Correlations

Critical Thinking and Problem Solving Skills
Information Literacy
Communication
RI5- 9 W5- 2, 4, 6, 10
2.3.6 NCSS Appendix 1 “Literacy Skills”
2.3.7 NCSS Appendix 1 “Critical Thinking Skills”
I&TL: 1, 2, 3, 4, 5, 6, 7

2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective oral presentation.

Grade Level Expectations
Students will be able to:

  • 10. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on social studies topics and texts, building on others’ ideas and expressing their own clearly.
  • 11. Debate conflicting points of view on historical issues or events using evidence.
  • 12. Give oral presentations on social studies events or issues and use evidence from more than one source.
Correlations

Critical Thinking and Problem Solving Skills
Information Literacy Communication
SL4- 1, 4
NCSS Appendix 1 “Personal Interaction and Civic Engagement Strategies (PICES)
I&TL: 1, 2, 3, 4, 5, 6, 7

2.5 – Create and present relevant social studies materials using both print and electronic media (e.g. maps, charts, models, displays).

Grade Level Expectations
Students will be able to:

  • 13. Include multimedia components (e.g. graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Correlations

Critical Thinking and Problem Solving Skills
Information Literacy
ITC Literacy
Communication
SL5- 5
NCSS Appendix 1 “Critical Thinking Skills”
I&TL: 1, 2, 3, 4, 5, 6, 7

Standard 3: Civic Engagement

Civic competence in analyzing historical issues and current problems requires the synthesis of information, skills, and perspective.

3.1 – Use evidence to identify, analyze and evaluate historical interpretations.

Grade Level Expectations
Students will be able to:

  • 1. Identify and explain different points of view about a historical event (cause and effect).
  • 2. Make and support judgments about the quality of information in text material.
Correlations

Critical Thinking and Problem Solving Skills
Information Literacy
Communication
NCSS Appendix 1 “Literacy Skills”
I&TL: 1,2,3,5,6

3.2 – Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view.

Grade Level Expectations
Students will be able to:

  • 3. Analyze why people might have different points of view on a national contemporary issue.
  • 4. Describe views and feelings of people in the past (e.g. slavery, Colonial reaction to British regulations and taxes) using personal experience and/or outside readings.
Correlations

Critical Thinking and Problem Solving Skills
Information Literacy
Communication
3.2.3 NCSS Appendix 1 “Literacy Skills”
3.2.4 NCSS Appendix 1 “Critical Thinking Skills”
I&TL: 1, 2, 3, 5, 6

3.3 - Apply appropriate historical, geographic, political, economic and cultural concepts and methods in proposing and evaluating solutions to contemporary problems.

Grade Level Expectations
Students will be able to:

  • 5. Predict how a current issue or event might affect one’s life.
  • 6. Assess the potential impact of proposed solutions to contemporary issues.
Correlations

Critical Thinking and Problem Solving Skills
Communication
NCSS Appendix 1 “Learning Strategies”
I&TL: 1, 2, 3, 5, 6

 
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