Standards

In the fifth grade, students will enlarge the study of history, government, economics, and

geography as they study the United States. There is neither an intention nor a possibility of

successful “coverage” of all of United States history and geography or all of the social,

economic, and political movements that have helped create the story of America. Rather,

students should “discover” and “uncover” this story, with attention to the overarching concepts

of global interconnectedness, the processes of continuity and change over time, the rights and

responsibilities we all share, and the systems of power, authority, and governance we create.

Primary source documents and literature that recounts the stories of exemplary character and life

skills will help students understand their own place in the continuing saga of America.

The fifth grade core is presented in a chronological framework, separated into eras similar to the

organizing framework of the National Standards for History. Under the rubric of these

interconnected eras, students will be able to explore each era’s essential ideas and events. The

eras are: Exploration and Colonization, Beginnings of Self-Government, the Constitution and

Bill of Rights, the Expansive 19th Century, and The United States on the World Stage. By

framing the history of the United States within comprehensible sections, students will be

supported in their own cognitive development.

The eras selected underscore that while there is much more content in studying the United States

than can be covered in a year, there are essential aspects students should learn. As students

develop a basic understanding of key events and the basic chronology of United States history,

the nation’s geography, and its economic history, they will be building a foundation that will

serve them well in the years to come.

The most important goal: a well-lived life

Excitement, wonder, inquiry, delight, and puzzlement are central to meaningful learning in social

studies. Social studies should be fun and intriguing for all students, and provide opportunities to

make important life-long connections between the past, present, and future. Students who

appreciate the sacrifices that have been made in the past and understand the challenges that lie

ahead can make better decisions in the present.

 

Fifth Grade Standard IV: Students will understand that the 19th century was a time of

incredible change for the United States, including geographic expansion, constitutional

crisis, and economic growth.

Benchmark: As the United States expanded westward, major issues, some of them from the

first years of the nation, began to challenge the stability of the nation. As the nation expanded,

issues of states rights, the institution of slavery, and economic development culminated in a

Civil War. This war formally ended slavery and strengthened the power of the Federal

government. The era after the Civil War was a time of major economic development and

technological innovation.

Objective 1: Investigate the significant events during America’s expansion and the roles people played.

Indicators:

a. Identify key reasons why people move and the traits necessary for survival.

b. Examine causes and consequences of important events in the United States

expansion (e.g. Louisiana Purchase, Lewis and Clark expedition, treaties with

American Indians, Homestead Act, Trail of Tears, California Gold Rush).

c. Compare the trails that were important during westward expansion (e.g. Oregon,

Mormon, Spanish, California).

d. Assess the impact of expansion on native inhabitants of the west.

Objective 2: Assess the geographic, cultural, political, and economic divisions between regions that

contributed to the Civil War.

Indicators:

a. Describe the impact of physical geography on the cultures of the northern and

southern regions (e.g. industrial resources, agriculture, climate).

b. Compare how cultural and economic differences of the North and South led to

tensions.

c. Identify the range of individual responses to the growing political conflicts

between the North and South (e.g. states rights advocates, abolitionists,

slaveholders, enslaved people).

Objective 3: Evaluate the course of events of the Civil War and its impact both immediate and long-term.

Indicators:

a. Identify the key ideas, events, and leaders of the Civil War using primary sources

(e.g. Gettysburg Address, Emancipation Proclamation, news accounts,

photographic records, diaries).

b. Contrast the impact of the war on individuals in various regions (e.g. North,

South, West).

c. Explain how the Civil War helped forge ideas of national identity.

d. Examine the difficulties of reconciliation within the nation.

Objective 4: Understand the impact of major economic forces at work in the post-Civil War.

Indicators:

a. Assess how the free-market system in the United States serves as an engine of

change and innovation.

b. Describe the wide-ranging impact of the Industrial Revolution (e.g. inventions,

industries, innovations).

c. Evaluate the roles new immigrants played in the economy of this time.