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Montana Standards for Fifth Grade Social Studies

Growth of a NationWorksheets: 7Study Guides: 1States and CapitalsWorksheets: 3Study Guides: 1Western Region USWorksheets: 3Study Guides: 1Westward ExpansionWorksheets: 3Study Guides: 1

MT.1. Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations.

1.1. Students will apply the steps of an inquiry process (i.e., identify question or problem, locate and evaluate potential resources, gather and synthesize information, create a new product, and evaluate product and process).

1.2. Students will assess the quality of information (e.g., primary or secondary sources, point of view and embedded values of the author).

MT.2. Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility.

2.1. Students will describe the purpose of government and how the powers of government are acquired, maintained and used.

2.2. Students will identify and describe basic features of the political system in the United States and identify representative leaders from various levels (e.g., local, state, tribal, federal, branches of government).

2.3. Students will identify the significance of tribal sovereignty and Montana tribal governments' relationship to local, state and federal governments.

2.4. Students will analyze and explain governmental mechanisms used to meet the needs of citizens, manage conflict, and establish order and security.

2.5. Students will identify and explain the basic principles of democracy (e.g., Bill of Rights, individual rights, common good, equal opportunity, equal protection of the laws, majority rule).

2.6. Students will explain conditions, actions and motivations that contribute to conflict and cooperation within and among groups and nations (e.g., discrimination, peer interaction, trade agreements).

MT.3. Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions).

3.1. Students will analyze and use various representations of the Earth (e.g., physical, topographical, political maps; globes; geographic information systems; aerial photographs; satellite images) to gather and compare information about a place.

3.2. Students will locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, landforms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders) and explain their relationships within the ecosystem.

3.5. Students will use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density).

MT.4. Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.

4.1. Students will interpret the past using a variety of sources (e.g., biographies, documents, diaries, eyewitnesses, interviews, internet, primary source material) and evaluate the credibility of sources used.

4.2. Students will describe how history can be organized and analyzed using various criteria to group people and events (e.g., chronology, geography, cause and effect, change, conflict, issues).

4.3. Students will use historical facts and concepts and apply methods of inquiry (e.g., primary documents, interviews, comparative accounts, research) to make informed decisions as responsible citizens.

4.4. Students will identify significant events and people and important democratic values (e.g., freedom, equality, privacy) in the major eras/civilizations of Montana, American Indian, United States, and world history.

4.5. Students will identify major scientific discoveries and technological innovations and describe their social and economic effects on society.

4.6. Students will explain how and why events (e.g., American Revolution, Battle of the Little Big Horn, immigration, Women's Suffrage) may be interpreted differently according to the points of view of participants, witnesses, reporters, and historians.

Northeastern Region USWorksheets :3Study Guides :1ColonizationWorksheets :3Study Guides :1AlgonquiansWorksheets :3IroquoisWorksheets :3Western Region USWorksheets :3Study Guides :1Notable PeopleWorksheets :6Study Guides :1Westward ExpansionWorksheets :3Study Guides :1New England, Middle, and Southern ColoniesWorksheets :7Study Guides :1Middle Western Region USWorksheets :3Study Guides :1Industrialization/EconomicsWorksheets :4Study Guides :1Southwestern Region USWorksheets :3Study Guides :1Pioneer LifeWorksheets :7Study Guides :1Harlem RenaissanceWorksheets :4Study Guides :1Industrial Growth & ExpansionWorksheets :3UrbanizationWorksheets :3American Symbols & HolidaysFreeWorksheets :5Study Guides :6UrbanizationWorksheets :3Study Guides :1Great MigrationWorksheets :3Study Guides :1Panama CanalWorksheets :3Study Guides :1Great DepressionWorksheets :4Study Guides :1TVAWorksheets :3Study Guides :1U.S. PresidentsFreeWorksheets :5Study Guides :1ImmigrationWorksheets :4Study Guides :1Westward ExpansionWorksheets :4Study Guides :1InventorsWorksheets :3Study Guides :1Tall TalesWorksheets :3Study Guides :1African American HistoryWorksheets :4Study Guides :1Civil WarWorksheets :4Study Guides :1Pioneer LifeWorksheets :3Study Guides :1Spanish American WarWorksheets :3Study Guides :1Presidential HistoryWorksheets :3Study Guides :1Colonial LifeWorksheets :3Study Guides :1Colonial PeriodFreeWorksheets :3Southeastern Region USWorksheets :3Study Guides :1European/Native American EncounterWorksheets :7Study Guides :1The RevolutionFreeWorksheets :7Study Guides :1Leading Up to the RevolutionWorksheets :6Study Guides :1Notable People-Westward ExpansionWorksheets :4Study Guides :1Progressive MovementWorksheets :3Study Guides :1

4.7. Students will summarize major issues affecting the history, culture, tribal sovereignty, and current status of the American Indian tribes in Montana and the United States.

MT.5. Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption.

5.1. Students will identify and explain basic economic concepts (e.g., supply, demand, production, exchange and consumption; labor, wages, and capital; inflation and deflation; and private goods and services).

5.2. Students will apply economic concepts to explain historical events, current situations, and social issues in local, Montana, tribal, national, or global concerns.

5.3. Students will compare and contrast the difference between private and public goods and services.

5.4. Students will analyze how various personal and cultural points of view influence economic decisions (e.g., land ownership, taxation, unemployment).

MT.6. Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies.

6.1. Students will compare and illustrate the ways various groups (e.g., cliques, clubs, ethnic communities, American Indian tribes) meet human needs and concerns (e.g., self esteem, friendship, heritage) and contribute to personal identity.

6.3. Students will identify and differentiate ways regional, ethnic and national cultures influence individual's daily lives and personal choices.

6.5. Students will explain the cultural contributions of, and tensions between, racial and ethnic groups in Montana, the United States, and the world.

6.6. Students will identify and describe the stratification of individuals within social groups (e.g., status, social class, haves and have nots).