Massachusetts Curriculum Frameworks
Standards for History and Social Science Practice – Pre-Kindergarten to Grade 12
1 Demonstrate civic knowledge, skills, and dispositions.
Civic knowledge includes the core knowledge in the Content Standards relating to civics and government, economics, geography, and history.
Literacy Standards for History and Social Science
Grades 3-5 Reading Standards for Literacy in the Content Areas: History/Social Science
Key Ideas and Details
1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences (See grades 3-5 Writing Standard 8 for more on paraphrasing.)
2 Determine the main ideas of a text and explain how it is supported by key details; summarize a text.
3 Explain events, ideas, and concepts in a civics, geography, economics, or history text, based on specific information in the text.
Craft and Structure
4 Determine the meaning of general academic vocabulary and words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Range of Reading and Level of Text Complexity
10 Independently and proficiently read and comprehend history/social studies texts exhibiting complexity appropriate for the grades 3-5.
Grade 5 – United States History to the Civil War and the Modern Civil Rights Movement
Topic 1. Early colonization and growth of colonies – Supporting Question: To what extent was North America a land of opportunity, and for whom?
1 Explain the early relationships of English settlers to Native Peoples in the 1600s and 1700s, including the impact of diseases introduced by Europeans in severely reducing Native populations, the differing views on land ownership or use, property rights, and the conflicts between the two groups (e.g., the Pequot and King Philip’s Wars in New England).
3 Analyze the reasons why English colonists had the strongest influence on the language, political institutions, and political principles of the country that became the United States of America, even though other major European nations also explored North America (e.g., the relatively small number of colonists from other nations, England’s history of self- government, high rates of literacy, and strong economic, and military position in the world).
Topic 2. Reasons for revolution, the Revolutionary War, and the formation of government – Supporting Questions: Why did most Native Peoples side with the French against the British in the French and Indian Wars? Were the colonists justified in rebelling against Great Britain in the American Revolution?
10 Explain the development of colonial governments and describe how these developments (e.g., legislative bodies, town meetings, and charters on individual freedoms and rights) contributed to the Revolution.
14 Compare and contrast the impact of the actions of important leaders (e.g., John Adams, Benjamin Franklin, King George III, Edmund Burke, Thomas Jefferson, Alexander Hamilton, James Madison, George Washington, the Marquis de Lafayette) during the Revolution and the early years of the United States Republic.