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Indiana: 5th-Grade Standards

  • IN.1. Standard: History Students will 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.
    • 5.1.1. Proficiency Statement: Historical Knowledge Ways of Life Before and After the Arrival of Europeans to 1610: Identify and describe early cultures and settlements that existed in North America prior to contact with Europeans. (Individuals, Society and Culture)
    • 5.1.2. Proficiency Statement: Historical Knowledge Ways of Life Before and After the Arrival of Europeans to 1610: 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. Proficiency Statement: Historical Knowledge Ways of Life Before and After the Arrival of Europeans to 1610: Identify and compare 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. (Individuals, Society and Culture)
    • 5.1.4. Proficiency Statement: Historical Knowledge Ways of Life Before and After the Arrival of Europeans to 1610: Locate and compare the origins, physical structure and social structure of early Spanish, French and British settlements. (Individuals, Society and Culture)
    • 5.1.5. Proficiency Statement: Historical Knowledge Colonization and Settlements 1607 to 1763: Explain the religious, political and economic reasons for movement of people from Europe to the Americas. (Individuals, Society and Culture)
    • 5.1.6. Proficiency Statement: Historical Knowledge Colonization and Settlements 1607 to 1763: Identify and discuss instances of both cooperation and conflict between Native American Indians and European settlers, such as agriculture, trade, cultural exchanges and military alliances, as well as later broken treaties, massacres and conflicts over control of the land. (Individuals, Society and Culture)
    • 5.1.7. Proficiency Statement: Historical Knowledge Colonization and Settlements 1607 to 1763: Identify and locate the 13 British colonies that became the United States and describe daily life (political, social, and economic organization and structure).
    • 5.1.8. Proficiency Statement: Historical Knowledge Colonization and Settlements 1607 to 1763: Identify the early founders of colonial settlements and describe early colonial resistance to British rule. (Individuals, Society and Culture)
    • 5.1.9. Proficiency Statement: Historical Knowledge The American Revolution: 1763 to 1783: Analyze the causes of the American Revolution as outlined in the Declaration of Independence.
    • 5.1.10. Proficiency Statement: Historical Knowledge The American Revolution: 1763 to 1783: Identify major British and American leaders and describe their roles in key events of the war for independence.
    • 5.1.11. Proficiency Statement: Historical Knowledge The American Revolution: 1763 to 1783: Describe foreign aid to the colonies during the American Revolution.
    • 5.1.12. Proficiency Statement: Historical Knowledge The American Revolution: 1763 to 1783: Identify contributions of women and minorities during the American Revolution. (Individuals, Society and Culture)
    • 5.1.13. Proficiency Statement: Historical Knowledge The American Revolution: 1763 to 1783: Explain consequences of the American Revolution including the Articles of Confederation, changes in trade relationships and the achievement of independence by the United States.
    • 5.1.14. Proficiency Statement: Historical Knowledge Making the United States Constitution and Establishing the Federal Republic: 1783 to 1800: 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.
    • 5.1.15. Proficiency Statement: Historical Knowledge Making the United States Constitution and Establishing the Federal Republic: 1783 to 1800: Describe the origins and drafting of the Bill of Rights, ratified in 1791.
    • 5.1.16. Proficiency Statement: Historical Knowledge Making the United States Constitution and Establishing the Federal Republic: 1783 to 1800: Explain the development of the first American political parties and describe early presidential elections.
    • 5.1.17. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Create and interpret timelines showing major people, events and developments in the early history of the United States from 1776-1801.
    • 5.1.18. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research 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. (Individuals, Society and Culture)
    • 5.1.19. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research 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?
    • 5.1.20. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Read and interpret primary and secondary source accounts that pertain to a problem confronting people during the Founding Era of the United States.
    • 5.1.21. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Formulate historical questions from encounters with primary sources and identify and describe the contributions of important early American artists and writers and traditional arts and crafts to the new nation's cultural landscape. (Individuals, Society and Culture)
  • IN.2. Standard: Civics and Government Students will identify main components and characteristics of the United States government. They will identify and explain key ideas in government from the colonial and founding periods that continue to shape civic and political life.
    • 5.2.1. Proficiency Statement: Foundations of Government Summarize the principles and purposes of government as stated in the Preamble to the United States Constitution.
    • 5.2.2. Proficiency Statement: Foundations of Government Identify and explain ideas about limited government, the rule of law and individual rights in key colonial era documents.
    • 5.2.3. Proficiency Statement: Foundations of Government Give examples of how the British colonies in America developed forms of representative government, self-government and democratic practices.
    • 5.2.4. Proficiency Statement: Foundations of Government Identify and explain key ideas about government as noted in the Declaration of Independence, Articles of Confederation, Northwest Ordinance, United States Constitution and the Bill of Rights.
    • 5.2.5. Proficiency Statement: Foundations of Government Describe and give examples of individual rights guaranteed by the Bill of Rights.
    • 5.2.6. Proficiency Statement: Functions of Government Describe primary and general election process for local, state and national offices, including those used to select congressional and presidential office holders.
    • 5.2.7. Proficiency Statement: Functions of Government Describe the three branches of the United States government, their functions and their relationships.
    • 5.2.8. Proficiency Statement: Roles of Citizens Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect and responsible participation. (Individuals, Society and Culture)
    • 5.2.9. Proficiency Statement: Roles of Citizens Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change in government including voting and participation in the election process.
    • 5.2.10. Proficiency Statement: Roles of Citizens Use a variety of information resources to identify and evaluate contemporary issues that involve civic responsibility, individual rights and the common good.
  • IN.3. Standard: Geography Students will describe the Earth/sun relationship and use global grid systems. They will identify regions; describe physical and cultural characteristics; and locate states, capitals and major physical features of the United States. They will 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.
    • 5.3.1. Proficiency Statement: The World in Spatial Terms 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.
    • 5.3.2. Proficiency Statement: The World in Spatial Terms Identify regions of the United States and explain the advantages and disadvantages of using maps, globes and photographs to locate and describe these regions.
    • 5.3.3. Proficiency Statement: Places and Regions Name and locate states, regions, major cities and capitals, major rivers and mountain ranges in the United States.
    • 5.3.4. Proficiency Statement: Places and Regions Locate Native American Indian and colonial settlements on maps and suggest reasons for the locations of these places. (Individuals, Society and Culture)
    • 5.3.5. Proficiency Statement: Physical Systems Locate the continental divide and the major drainage basins in the United States.
    • 5.3.6. Proficiency Statement: Physical Systems Map and describe the characteristics of climate regions of the United States.
    • 5.3.7. Proficiency Statement: Physical Systems Identify major sources of accessible fresh water and describe the impact of access on the local and regional communities.
    • 5.3.8. Proficiency Statement: Human Systems Explain how the Spanish, British and French colonists altered the character and use of land in early America. (Individuals, Society and Culture)
    • 5.3.9. Proficiency Statement: Human Systems Identify the major manufacturing and agricultural regions in colonial America and cite ways that agriculture and manufacturing changed between 1600 and 1800.
    • 5.3.10. Proficiency Statement: Human Systems Using historical maps locate and explain the conflict over the use of land by Native American Indians and the European colonists.
    • 5.3.11. Proficiency Statement: Environment and Society Describe adaptation and how Native American Indians and colonists adapted to variations in the physical environment.
    • 5.3.12. Proficiency Statement: Environment and Society Describe and analyze how specific physical features influenced historical events and movements.
  • IN.4. Standard: Economics Students will 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.
    • 5.4.1. Proficiency Statement: 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. Proficiency Statement: Summarize a market economy and give examples of how the colonial and early American economy exhibited these characteristics.
    • 5.4.3. Proficiency Statement: Define types of trade barriers.
    • 5.4.4. Proficiency Statement: Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States.
    • 5.4.5. Proficiency Statement: Explain how education and training, specialization and investment in capital resources increase productivity.
    • 5.4.6. Proficiency Statement: Use economic reasoning to explain why certain careers are more common in one region than in another and how specialization results in more interdependence.
    • 5.4.7. Proficiency Statement: Predict the effect of changes in supply and demand on price.
    • 5.4.8. Proficiency Statement: Analyze how the causes and effects of changes in price of certain goods and services had significant influence on events in United States history.
    • 5.4.9. Proficiency Statement: Identify the elements of a personal budget and explain why personal spending and saving decisions are important.
 
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