Nebraska Standards 5th Grade Social Studies Activities
Printable Fifth Grade Social Studies Worksheets and Study Guides.
U.S. PresidentsU.S. Presidents Famous Americans Third Grade Social Studies Roles of the Citizens Third Grade Social Studies Geography Kindergarten Social Studies My Community Kindergarten Social Studies Needs and Wants First Grade Social Studies Geography Kindergarten Social Studies EconomicsWorksheets: 3Map SkillsWorksheets: 3Social Studies SkillsWorksheets: 6Study Guides: 1Westward ExpansionWorksheets: 3Study Guides: 1
NE.SS.5. Grade 5 (United States: First Americans to the Constitution)
SS 5.4. History: Students will develop and apply historical knowledge and skills to research, analyze, and understand key concepts of past, current, and potential issues and events at the local, state, national, and international levels.
SS 5.4.1. Students will examine chronological relationships and patterns, and describe the connections among them.SS 5.4.1.a. Describe concepts of time and chronology (e.g., BC, BCE, AD, CE and eras)SS 5.4.1.b. Select and record key national events in chronological order (e.g., timelines)SS 5.4.1.c. Examine the chronology of historical events in the United States and their impact on the past, present, and future
Historical Analysis and Interpretation
SS 5.4.4. Students will analyze past and current events, issues, and problems.SS 5.4.4.c. Identify how decisions affected events in the United States (e.g., secession of the American Colonies from Britain)SS 5.4.4.d. Describe the cause and effect relationships among key events in history (e.g., Revolutionary War, founding of the United States)SS 5.4.4.e. Describe the relationships among historical events in the United States and the students' lives today (i.e., current events)
SS 5.4.2. Students will demonstrate an understanding of the impact of people, events, ideas, and symbols upon US history using multiple types of sources.SS 5.4.2.a. Demonstrate an understanding of the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, by era (e.g., Early America/Exploration: American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley, Coronado, DeSoto, LaSalle; Colonization and Rise of Democratic Institutions: Spanish Missions, French and Indian War: Chief Pontiac; Establishing a Nation: Revolutionary War; Founders and Founding Documents: unique nature of the creation and organization of the American Government, the United States as an exceptional nation based upon personal freedom, the inherent nature of citizens' rights, and democratic ideals, Benjamin Franklin, Thomas Jefferson, and other historical figures, patriotism, national symbols)
Historical Research Skills
SS 5.4.5. Students will develop historical research skills.SS 5.4.5.a. Develop questions about United States history
SS 5.4.3. Students will describe and explain multiple perspectives of historical events.SS 5.4.3.a. Describe how multiple perspectives facilitate the understanding of the full story of US history (e.g., The events surrounding the Boston Massacre, Indian Removal)SS 5.4.3.b. Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., Court records of the Boston Massacre, The Declaration of Independence, The Constitution, historical biographies, oral histories)
NE.SS.5. Grade 5 (United States)
SS 5.1. Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels.
SS 5.1.2. Students will apply democratic principles that are the foundation of the United States government systems to daily life.SS 5.1.2.a. Explain the constitutional rights and civic responsibilities of U.S. citizens (e.g., freedom of speech, voting, staying informed of issues, respecting the rights, opinions, and beliefs of others, joining a civic group)SS 5.1.2.b. Describe the significance of patriotic symbols, songs and activities (e.g., Pledge of Allegiance, "The Star Spangled Banner", "America", commemorating state and national holidays)SS 5.1.2.d. Analyze how cooperation and conflict among people have contributed to political, economic, and social events and situations in the United StatesSS 5.1.2.e. Identify the roles and influences of individuals, groups, and the media on governments (e.g., George Washington, John Adams, Thomas Jefferson, Benjamin Franklin)
Forms and Functions of Government
SS 5.1.1. Students will describe the foundation, structure, and function of the United States government.SS 5.1.1.a. Explain the historical foundation that led to the formation of the United States constitutional government (e.g., early state constitutions, Declaration of Independence, and the Articles of Confederation)SS 5.1.1.b. Explain the origins, structure, and functions of the three branches of the United States governmentSS 5.1.1.c. Describe how colonial and new states’ governments laws affected groups within their population (e.g., citizens, slaves, immigrants, women, class systems, tribes)SS 5.1.1.e. Identify the principles of the American Republic (e.g., liberty, democracy, United States Constitution, Bill of Rights)SS 5.1.1.f. Compare and contrast tribal forms of government, British monarchy, and early American colonial governments
SS 5.2. Economics: Students will utilize economic reasoning skills to make informed judgments and become effective participants in the economy at the local, state, national and international levels.
SS 5.2.12. Students will explain how specialization, division of labor, and technology increases productivity and interdependence.SS 5.2.12.a. Investigate Early United States specialization and trade (e.g., fur, tobacco, cotton, lumber)SS 5.2.12.b. Investigate and report on entrepreneurs and inventors
SS 5.3. Geography: Students will develop and apply spatial perspective and geographic skills to make informed decisions regarding issues and current events at local, state, national and international levels.
SS 5.3.4. Students will compare, contrast and draw conclusions about the characteristics of culture and migration in the United States.SS 5.3.4.a. Compare and contrast patterns of culture within the United States (e.g., language, religion, food)SS 5.3.4.b. Compare and contrast population characteristics of the United States (e.g., density, distribution, growth rates)SS 5.3.4.c. Compare and contrast historical and present day migrations to and within the United States
SS 5.3.3. Students will draw conclusions about the natural processes in the physical world.SS 5.3.3.b. Identify examples of ecosystems located in the United States (e.g., forests, deserts, grasslands)
Places and Regions
SS 5.3.2. Students will compare the characteristics of places and regions and draw conclusions on their impact on human decisions.SS 5.3.2.a. Define regions within the United States using multiple criteria. (e.g., Silicon Valley, Bread Basket)SS 5.3.2.b. Classify regions and places within the United States using physical and human features (e.g., Rocky Mountains, The Southwest, Great Plains, Corn Belt, Cotton Belt)SS 5.3.2.c. Identify and classify regions (e.g., cities, states, and congressional districts)
The World in Spatial Terms
SS 5.3.1. Students will explore where (spatial) and why people, places and environments are organized in the United States.SS 5.3.1.a. Name and locate major human and physical features in the United States (e.g., states, capitals, and major cities in the United States, Rocky Mountains, Appalachian Mountains, Great Lakes)SS 5.3.1.b. Apply map skills to analyze physical/political maps of the United States (e.g., identify latitude longitude, and the global grid and identify the location and purpose of time zones)
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