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Ohio Standards for Fifth Grade Social Studies

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OH.1. History: Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

1.1. Grade Level Indicator: Chronology: Create time lines and identify possible relationships between events.

1.2. Grade Level Indicator: Settlement: Explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways.

1.3. Grade Level Indicator: Settlement: Explain why European countries explored and colonized North America.

1.4. Grade Level Indicator: Settlement: Describe the lasting effects of Spanish, French and English colonization in North America including cultural patterns evident today such as language, food, traditions and architecture.

1.5. Grade Level Indicator: Settlement: Explain how the United States became independent from Great Britain.

1.6. Grade Level Indicator: Growth: Explain the impact of settlement, industrialization and transportation on the expansion of the United States.

1.B. Describe the cultural patterns that are evident in North America today as a result of exploration, colonization and conflict.

1.C. Explain how new developments led to the growth of the United States.

OH.2. People in Societies: Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings.

2.2. Grade Level Indicator: Interaction: Compare life on Indian reservations today with the cultural traditions of American Indians before the reservation system.

2.3. Grade Level Indicator: Interaction: Describe the experiences of African-Americans under the institution of slavery.

2.4. Grade Level Indicator: Interaction: Describe the waves of immigration to North America and the areas from which people came in each wave.

2.5. Grade Level Indicator: Interaction: Compare reasons for immigration to North America with the reality immigrants experienced upon arrival.

2.A. Compare practices and products of North American cultural groups.

2.B. Explain the reasons people from various cultural groups came to North America and the consequences of their interactions with each other.

OH.3 Geography: Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world.

3.1. Grade Level Indicator: Location: Use coordinates of latitude and longitude to determine the absolute location of points in North America.

3.10. Grade Level Indicator: Movement: Use or construct maps of colonization and exploration to explain European influence in North America.

3.2. Grade Level Indicator: Location: Use maps to identify the location of: The three largest countries of North America; The 50 states of the United States; The Rocky and Appalachian mountain systems; The Mississippi, Rio Grande and St. Lawrence rivers; The Great Lakes.

3.3. Grade Level Indicator: Places and Regions: Describe and compare the landforms, climates, population, culture and economic characteristics of places and regions in North America.

3.5. Grade Level Indicator: Places and Regions: Explain, by identifying patterns on thematic maps, how physical and human characteristics can be used to define regions in North America.

3.7. Grade Level Indicator: Places and Regions: Analyze reasons for conflict and cooperation among regions of North America including: Trade; Environmental issues; Immigration.

3.8. Grade Level Indicator: Human Environmental Interaction: Explain how the characteristics of different physical environments affect human activities in North America.

3.9. Grade Level Indicator: Human Environmental Interaction: Analyze the positive and negative consequences of human changes to the physical environment including: Great Lakes navigation; Highway systems; Irrigation; Mining; Introduction of new species.

3.A. Use map elements or coordinates to locate physical and human features of North America.

3.B. Identify the physical and human characteristics of places and regions in North America.

3.D. Analyze ways that transportation and communication relate to patterns of settlement and economic activity.

OH.4. Economics: Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.

4.1. Grade Level Indicator: Scarcity and Resource Allocation: Compare different allocation methods for scarce goods and services such as prices, command, first-come-first-served, sharing equally, rationing and lottery.

4.4. Grade Level Indicator: Markets: Explain how regions in North America become interdependent when they specialize in what they produce best and then trade with other regions inside and outside North America to increase the amount and variety of goods and services available.

4.5. Grade Level Indicator: Markets: Explain the general relationship between supply, demand and price in a competitive market.

4.A. Explain the opportunity costs involved in the allocation of scarce productive resources.

4.B. Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services.

OH.5. Government: Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare.

5.1. Grade Level Indicator: Role of Government: Explain major responsibilities of each of the three branches of the U.S. government: The legislative branch, headed by Congress, passes laws; The executive branch, headed by the president, carries out and enforces the laws made by Congress; The judicial branch, headed by the Supreme Court, interprets and applies the law.

5.2. Grade Level Indicator: Role of Government: Explain the essential characteristics of American democracy including: The people are the source of the government's authority; All citizens have the right and responsibility to vote and influence the decisions of the government; The government is run directly by the people or through elected representatives; The powers of government are limited by law; Basic rights of individuals are guaranteed by the Constitution.

5.3. Grade Level Indicator: Rules and Laws: Explain the significance of the Declaration of Independence and the U.S. Constitution.

5.A. Identify the responsibilities of the branches of the U.S. government and explain why they are necessary.

5.B. Give examples of documents that specify the structure of state and national governments in the United States and explain how these documents foster self-government in a democracy.

OH.6. Citizenship Rights and Responsibilities: Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

6.1. Grade Level Indicator: Participation: Explain how an individual acquires U.S. citizenship: Birth; Naturalization.

6.2. Grade Level Indicator: Rights and Responsibilities: Explain the obligations of upholding the U.S. Constitution including: Obeying laws; Paying taxes; Serving on juries; Registering for selective service.

6.3. Grade Level Indicator: Rights and Responsibilities: Explain the significance of the rights that are protected by the First Amendment including: Freedom of religion; Freedom of speech; Freedom of the press; Right of petition and assembly.

6.A. Explain how citizens take part in civic life in order to promote the common good.

6.B. Identify rights and responsibilities of citizenship in the United States that are important for preserving democratic government.

OH.7. Social Studies Skills and Methods: Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings.

7.3. Grade Level Indicator: Obtaining Information: Differentiate between primary and secondary sources.

7.6. Grade Level Indicator: Thinking and Organizing: Draw inferences from relevant information.

7.8. Grade Level Indicator: Communicating Information: Communicate research findings using line graphs and tables.

7.A. Obtain information from a variety of primary and secondary sources using the component parts of the source.

7.B. Use a variety of sources to organize information and draw inferences.

7.C. Communicate social studies information using graphs or tables.