Maryland College and Career-Ready Standards 5th Grade Social Studies Activities

MD.1.0. Political Science: Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens.

1.A. The foundations and function of government

1.A.1. Examine the early foundations, functions, and purposes of government

1.A.1.a. Describe how the European policies affected the interactions of explorers and colonists with Native Americans, such as the French and Indian war

1.A.1.b. Explain and clarify how Europe's philosophies and policies affected the political structure of the early American colonies

1.A.1.c. Identify and summarize how democratic principles, such as rule of law, limited government, consent of the governed, popular sovereignty, representative democracy, and the limitation of power influenced our founding documents

1.A.1.d. Trace the development of early democratic ideas and practices that emerged during the early colonial period, including the significance of representative assemblies and town meetings

1.A.2. Analyze the historic events, documents, and practices that are the foundations of our political systems

1.A.2.a. Explain and report on the early examples of self-government, such as the Mayflower Compact and the House of Burgesses

1.A.2.b. Analyze the successes and failures in meeting the challenges of governing under Articles of Confederation

1.A.2.c. Explain the significance of principles in the development of the Declaration of Independence, Articles of Confederation, Preamble, U.S. Constitution and the Bill of Rights

1.A.2.d. Describe the three branches of government and their individual powers and responsibilities, such as separation of powers and checks and balances

1.A.3. Analyze the roles of colonial government regarding public policy and issues

1.A.3.a. Identify the effect that regional interests and perspectives had on shaping government policy, and compare such as middling class v. Gentry, plantation owners v. Proprietors

1.A.3.b. Analyze how geographic information influenced the formation of policy, such as the Proclamation of 1763

1.B. Individual and group participation in the political system

1.B.1. Analyze how individuals' roles and perspectives shape the American political system

1.B.1.a. Examine the contributions of people associated with the drafting of the Declaration of Independence and the framing of the Constitution, such as James Madison, Thomas Jefferson, John Jay, and George Washington

1.B.2. Analyze the importance of civic participation as a citizen of the United States

1.B.2.a. Analyze the usefulness of various sources of information used to make political decisions

1.B.2.b. Compare ways people can participate in the political process including voting, petitioning elected officials, and volunteering

1.C. Protecting rights and maintaining order

1.C.1. Describe individual rights and responsibilities in the United States

1.C.1.a. Describe responsibilities associated with certain basic rights of citizens, such as freedom of speech, religion, and press, and explain why these responsibilities are important

1.C.1.b. Describe the power and responsibility of the Supreme Court including the power of judicial review

1.C.3. Examine the principle of due process

1.C.3.a. Describe the due process protections in the Bill of Rights

MD.2.0. Peoples of the Nation and World: Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the world through both a multicultural and historic perspective.

2.A. Elements of culture

2.A.1. Describe the various cultures of colonial societies and how the environment influenced them

2.A.1.a. Describe how environment and location influenced the cultures and lifestyle

2.A.1.b. Define the social, political, and religious components of the early colonies

2.A.1.c. Analyze the religious beliefs of early settlers, the motives for migration and the difficulties they encountered in early settlements

2.B. Cultural diffusion

2.B.1. Analyze how native societies were influenced by the diverse cultures of the explorers and settlers

2.B.1.a. Compare perspectives of Native American, Africans, and the European explorers

2.B.1.b. Describe how cultures changed as a result of Native American, African, and European interaction

2.B.2. Analyze how increased diversity in the colonies resulted from immigration, settlement patterns and economic development

2.B.2.a. Analyze how the influx of immigrants led to economic growth and cultural diversity

2.B.2.b. Provide examples of how the interactions of various groups resulted in the borrowing and sharing of traditions and technology

2.C. Conflict and compromise

2.C.1. Analyze factors that affected relationships in the colonial period

2.C.1.a. Analyze how conflict affected relationships among individuals and groups, such as early settlers and Native Americans, free and enslaved people

2.C.1.b. Provide the examples of conflicts and compromises among differing groups of people during the Constitutional Convention

MD.3.0. Geography: Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.

3.A. Using geographic tools

3.A.1. Use geographic tools to locate places and describe human and physical characteristics in Colonial America

3.A.1.a. Use map elements to interpret and construct a variety of maps

3.A.1.b. Use a globe and a variety of maps, atlases to identify natural/physical features of colonial settlements

3.A.1.c. Use photographs, maps, and drawings to describe geographic characteristics

3.A.1.d. Compare geographic locations and geographic characteristics of colonial settlements, such as, Jamestown, Plymouth, Boston, Philadelphia, Charleston, and New York City

3.B. Geographic characteristics of places and regions

3.B.1. Examine the similarities and differences of regions in Colonial America

3.B.1.a. Compare the natural/physical and human characteristics of the three colonial regions: New England; Middle; Southern

3.B.1.b. Describe how geographic characteristics of a place or region changed from early settlements through the colonial period

3.B.1.c. Explain how geographic characteristics affect how people live and work, and the population distribution of a place or region

3.C. Movement of people, goods and ideas

3.C.1. Describe and analyze population growth, migration and settlement patterns in Colonial America

3.C.1.a. Explain how geographic characteristics influenced settlement patterns in Colonial America

3.C.1.b. Analyze the consequences of migration between the colonies and immigration to the colonies, such as Europeans and Africans immigrating to the east coast of the United States

3.C.1.c. Explain the importance of shipping and trading to the economic development of the colonies, such as triangular trade

3.D. Modifying and adapting to the environment

3.D.1. Explain why and how people adapt to and modify the natural environment and the impact of those modifications

3.D.1.a. Compare ways Native American societies used the natural environment for food, clothing, and shelter

3.D.1.b. Describe ways that colonists in the New England, middle and southern regions adapted to and modified the environment, such as the uses of the grist mill, water wheels and plantation farming

MD.4.0. Economics: Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.

4.A. Scarcity and economic decision-making

4.A.1. Explain that people made choices because resources were limited relative to economic wants for goods and services in Colonial America

4.A.1.a. Identify the opportunity cost of economic decisions, such as whether or not to buy products on which British taxes were imposed

4.A.2. Analyze how limited economic resources were used to satisfy economic wants in Colonial America

4.A.2.a. Describe how limited resources and unlimited economic wants caused colonists to choose certain goods and services

4.A.2.b. Describe how available resources affected specialization and trade

4.A.2.c. Analyze how changing from a British colony to an independent nation affected economic resources, production, and economic wants

4.A.3. Analyze how technological changes affected production and consumption in Colonial America

4.A.3.a. Explain how the development of new products and new technologies affected the way people lived

4.A.3.b. Examine how technology has changed production such as wheat/grist mills

4.A.4. Analyze the consequences of specialized work on interdependence, trade, and economic growth

4.A.4.a. Analyze examples of regional specialization and how it contributed to economic growth through the colonies

4.A.4.b. Explain specialization and interdependence using the triangular trade routes

4.B. Economic systems and the role of government in the economy

4.B.1. Describe the types of economic systems in Colonial America

4.B.1.a. Identify examples of tradition, such as the economic roles of men and women

4.B.1.b. Describe examples of command decisions, such as the imposition of the Stamp Act and the Tea Act

4.B.1.c. Analyze a market economy and give examples of how the colonial economy exhibited these characteristics such as private ownership and consumer choice

4.B.2. Describe the role of British government on the colonial economy

4.B.2.a. Explain how colonists were forced to change their purchasing habits based on the scarcity of goods imposed by taxes

4.B.2.b. Evaluate the trade-offs of British protectionism

4.B.3. Describe the role of money and barter in the colonial trade

4.B.3.a. Compare the benefits of a money economy to a barter economy

MD.5.0. History: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland, the United States and around the world.

5.A. Individuals and societies change over time

5.A.1. Analyze the chronology and significance of key historical events during the age of European exploration

5.A.1.a. Describe the origin, destination and goals of the North American explorers

5.A.2. Analyze the chronology and the significance of key historical events leading to early settlements in Colonial America

5.A.2.a. Describe the major settlements in Roanoke, St. Augustine and Jamestown

5.A.2.b. Analyze how key historical events impacted Native American societies

5.B. Emergence, expansion and changes in nations and empires

5.B.2. Analyze the growth and development of Colonial America

5.B.2.a. Describe the religious, political and economic motives of individuals who migrated to North America and the difficulties they encountered

5.B.2.b. Compare the political, economic and social lives of people in New England, middle and the southern colonies

5.B.2.c. Analyze the different roles and viewpoints of individuals and groups, such as women, men, free and enslaved Africans, and Native Americans during the revolutionary period

5.C. Conflict between ideas and institutions

5.C.1. Analyze the causes of the American Revolution

5.C.1.a. Identify and sequence key events between the French and Indian war and the American Revolution

5.C.1.b. Examine the viewpoints of patriots and loyalists regarding British colonial policy after the seven years' war

5.C.2. Analyze the effects of the American Revolution

5.C.2.a. Analyze how the revolution altered colonial and national governments

5.C.2.b. Describe individual freedoms that resulted from the formation of an independent nation

MD.6.0. Social Studies Skills and Processes: Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.

6.A. Read to learn and construct meaning about social studies

6.A.1. Use appropriate strategies and opportunities to increase understandings of social studies vocabulary

6.A.1.a. Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources

6.A.1.b. Identify and use new vocabulary acquired through study of relationships to prior knowledge and experiences

6.A.1.c. Use context clues to understand new social studies vocabulary

6.A.1.d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression

6.A.2. Use strategies to prepare for reading (before reading)

6.A.2.a. Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features

6.A.2.b. Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons

6.A.2.c. Set a purpose for reading the text

6.A.2.d. Ask questions and make predictions about the text