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Rhode Island Standards for Fifth Grade Social Studies

RI.C&G. Civics & Government

C&G 1. People create and change structures of power, authority, and governance in order to accomplish common goals.

C&G 1 (5-6)-1. Students demonstrate an understanding of origins, forms, and purposes of government by…
C&G 1 (5-6)-1.a. Identifying the basic functions of government.
C&G 1 (5-6)-1.b. Listing and defining various forms of government (e.g., dictatorship, democracy, parliamentary, monarchy).
C&G 1 (5-6)-1.c. Citing examples of when major changes in governments have occurred (e.g., American Revolution, Hammurabi’s Code, Rhode Island Royal Charter/ RI Constitution).
C&G 1 (5-6)-2. Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by…
C&G 1 (5-6)-2.a. Identifying and summarizing the rule of law, using various enduring/ significant documents (e.g., Magna Carta, Preamble of U.S. Constitution, U.N. Rights of the Child, “I Have A Dream” speech).
C&G 1 (5-6)-2.b. Identifying and describing the role of individuals (e.g., Thomas Jefferson, George Washington, Thomas Paine) as authority figures/ leaders in the creation of government.

C&G 2. The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches.

C&G 2 (5-6)-1. Students demonstrate an understanding of United States government (local, state, national) by…
C&G 2 (5-6)-1.a. Identifying and describing the function of the three branches (i.e., checks and balances, separation of powers).
C&G 2 (5-6)-1.b. Identifying how power is divided and shared among the levels of the United States government.
C&G 2 (5-6)-1.c. Explaining how a bill becomes a law.
C&G 2 (5-6)-2. Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by…
C&G 2 (5-6)-2.a. Exploring democratic values such as: respect, property, compromise, liberty, self-government, and self-determination.
C&G 2 (5-6)-2.b. Identifying enduring documents (e.g., Bill of Rights, U.S. Constitution) that reflect the underlying principles of the United States.
C&G 2 (5-6)-2.c. Exhibiting and explaining what it means to be a responsible citizen in the community.

C&G 3. In a democratic society all people have certain rights and responsibilities.

C&G 3 (5-6)-1. Students demonstrate an understanding of citizens’ rights and responsibilities by…
C&G 3 (5-6)-1.a. Defining the concepts: “civic”(adj.), “civics”(n), “civil,” and “citizen”.
C&G 3 (5-6)-1.b. Identifying citizen’s rights in a democratic society (personal, economic, legal, and civic).
C&G 3 (5-6)-1.c. Identifying a citizen’s responsibilities in a democratic society (personal, economic, legal, and civic).
C&G 3 (5-6)-2. Students demonstrate an understanding how individuals and groups exercise (or are denied) their rights and responsibilities by…
C&G 3 (5-6)-2.a. Identifying and explaining specific ways rights may or may not be exercised (e.g., civil rights).
C&G 3 (5-6)-2.c. Explaining the judicial process - due process – local, state, and federal (e.g., school discipline policy, truancy court, appeals process).

C&G 4. People engage in political processes in a variety of ways.

C&G 4 (5-6)-1. Students demonstrate an understanding of political systems and political processes by…
C&G 4 (5-6)-1.a. Explaining how leaders are selected or elected (e.g., election process, appointment process, political parties, campaigns).
C&G 4 (5-6)-1.b. Listing the “labels” that individuals may give themselves within a political process (e.g., radical, liberal, conservative, environmentalist, Democrat, Republican).
C&G 4 (5-6)-1.c. Identifying, comparing, and contrasting different “political systems” (e.g., monarchy, democracy, feudal).
C&G 4 (5-6)-2. Students demonstrate their participation in political processes by…
C&G 4 (5-6)-2.b. Describing the voting process for a local, state, or national election.
C&G 4 (5-6)-3. Students participate in a civil society by…
C&G 4 (5-6)-3.c. Taking responsibility for one’s own actions (anticipating and accepting consequences).

C&G 5. As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.

C&G 5 (5-6)-1. Students demonstrate an understanding of the many ways Earth’s people are interconnected by…
C&G 5 (5-6)-1.a. Identifying, describing, and explaining how people are socially, technologically, geographically, economically, or culturally connected to others.
C&G 5 (5-6)-2. Students demonstrate an understanding of the benefits and challenges of an interconnected world by…
C&G 5 (5-6)-2.a. Identifying and discussing factors that lead to the breakdown of order among societies (e.g., natural disasters, wars, plagues, population shifts, natural resources).
C&G 5 (5-6)-3. Students demonstrate an understanding of how the choices we make impact and are impacted by an interconnected world by…
C&G 5 (5-6)-3.b. Explaining how actions taken or not taken impact societies (e.g., natural disasters, incidences of social injustice or genocide).

RI.E. Economics

E 1. Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance.

E 1 (5-6)-1. Students demonstrate an understanding of basic economic concepts by…
E 1 (5-6)-1.a. Differentiating between human, natural, capital, man-made, and renewable vs. finite resources.
E 1 (5-6)-1.b. Identifying the role of producers and consumers in real-world and historical context.
E 1 (5-6)-1.c. Identifying and differentiating between surplus, subsistence, and scarcity.
E 1 (5-6)-3. Students demonstrate an understanding that societies develop different ways to deal with scarcity and abundance by…
E 1 (5-6)-3.b. Identifying how scarcity impacts the movement of people and goods.

E 2. Producers and consumers locally, nationally, and internationally engage in the exchange of goods and services.

E 2 (5-6)-1. Students demonstrate an understanding of the variety of ways producers and consumers exchange goods and services by…
E 2 (5-6)-1.b. Identifying and explaining how supply, demand, and incentives affect consumer and producer decision making (e.g., division of labor/specialization).

E 3. Individuals, institutions and governments have roles in economic systems.

E 3 (5-6)-1. Students demonstrate an understanding of the interdependence created by economic decisions by…
E 3 (5-6)-1.a. Depicting the cyclical relationship of the participants within an economy (e.g., barter, feudal system, global economy).
E 3 (5-6)-2. Students demonstrate an understanding of the role of government in a global economy by…
E 3 (5-6)-2.a. Identifying how governments provide goods and services in a market economy by taxing and borrowing.

RI.G. Geography

G 1. The World in Spatial Terms: Understanding and interpreting the organization of people, places, and environments on Earth’s surface provides an understanding of the world in spatial terms.

G 1 (5-6)-1. Students understand maps, globes, and other geographic tools and technologies by…
G 1 (5-6)-1.a. Identifying physical features of maps and globes.
G 1 (5-6)-1.b. Utilizing geographic tools like latitude and longitude to identify absolute location.
G 1 (5-6)-1.c. Differentiating between local, regional, and global scales (e.g., location of continents and oceans).
G 1 (5-6)-2. Students interpret the characteristics and features of maps by…
G 1 (5-6)-2.a. Recognizing spatial information provided by different types of maps (e.g., physical, political, map projections).
G 1 (5-6)-2.b. Interpreting the spatial information from maps to explain the importance of the data.

G 2. Places and Regions: Physical and human characteristics (e.g., culture, experiences, etc.) influence places and regions.

G 2 (5-6)-2. Students distinguish between regions and places by…
G 2 (5-6)-2.a. Comparing and contrasting the characteristics of different types of regions and places.
G 2 (5-6)-2.b. Explaining the difference between regions and places.
G 2 (5-6)-3. Students understand different perspectives that individuals/ groups have by…
G 2 (5-6)-3.a. Identifying and describing the physical and cultural characteristics that shape different places and regions.
G 2 (5-6)-3.b. Researching a region to analyze how geography shapes that culture’s perspective (e.g., demographics, climate, natural and man-made resources).
G 2 (5-6)-4. Students understand how geography contributes to how regions are defined / identified by…
G 2 (5-6)-4.a. Identifying formal (e.g., United States of America), vernacular (e.g., the Middle East, South County), and functional regions (e.g., cell phone service area).

G 3. Human Systems: (Movement) Human systems and human movement affect and are affected by distribution of populations and resources, relationships (cooperation and conflict), and culture.

G 3 (5-6)-2. Students understand the interrelationships of geography with resources by…
G 3 (5-6)-2.a. Use evidence to correlate how geography meets or does not meet the needs of the people.

G 4. Environment and Society: Patterns emerge as humans settle, modify, and interact on Earth’s surface to limit or promote human activities.

G 4 (5-6)-3. Students explain how human actions modify the physical environment by…
G 4 (5-6)-3.a. Identifying how human actions have changed the physical environment and describe its effects.

RI.HP. Historical Perspectives/Rhode Island History

HP 1. History is an account of human activities that is interpretive in nature.

HP 1 (5-6)-1. Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by…
HP 1 (5-6)-1.a. Identifying appropriate sources (e.g., historical maps, diaries, photographs) to answer historical questions.
HP 1 (5-6)-1.b. Using sources to support the stories of history (How do we know what we know?).
HP 1 (5-6)-1.c. Asking and answering historical questions, organizing information, and evaluating information in terms of relevance.
HP 1 (5-6)-2. Students interpret history as a series of connected events with multiple cause-effect relationships, by…
HP 1 (5-6)-2.a. Investigating and summarizing historical data in order to draw connections between two events and to answer related historical questions.

HP 2. History is a chronicle of human activities, diverse people, and the societies they form.

HP 2 (5-6)-2. Students chronicle events and conditions by…
HP 2 (5-6)-2.a. Placing key events and people of a particular historical era in chronological sequence.
HP 2 (5-6)-2.b. Summarizing key events and explaining the historical contexts of those events.
HP 2 (5-6)-3. Students show understanding of change over time by…
HP 2 (5-6)-3.a. Establishing a chronological order by working backward from some issue, problem, or event to explain its origins and its development over time.

HP 3. The study of history helps us understand the present and shape the future.

HP 3 (5-6)-1. Students demonstrate an understanding of how the past frames the present by…
HP 3 (5-6)-1.a. Identifying historical conditions and events that relate to contemporary issues (e.g., separation of church state, treatment of Native Americans, immigration, gender issues).
HP 3 (5-6)-1.b. Answering “what if” questions and using evidence to explain how history might have been different (e.g., How might history be different if Anne Hutchinson hadn’t dissented?).
HP 3 (5-6)-2. Students make personal connections in an historical context (e.g., source-to-source, source-to-self, source-to-world) by…
HP 3 (5-6)-2.c. Identifying the cultural influences that shape individuals and historical events.

HP 4. Historical events and human/natural phenomena impact and are influenced by ideas and beliefs.

HP 4 (5-6)-1. Students demonstrate an understanding that geographic factors and shared past events affect human interactions and changes in civilizations by…
HP 4 (5-6)-1.a. Identifying and explaining, using specific examples, how geographic factors shape the way humans organize themselves in communities, government, and businesses.
HP 4 (5-6)-1.b. Identifying and explaining using specific examples, how shared events affect how individuals and societies adapt and change.
HP 4 (5-6)-2. Students demonstrate an understanding that innovations, inventions, change, and expansion cause increased interaction among people (e.g., cooperation or conflict) by…
HP 4 (5-6)-2.a. Citing examples of how science and technology have had positive or negative impacts upon individuals, societies and the environment in the past and present.
HP 4 (5-6)-2.b. Providing historical examples of factors, causes, and reasons that lead to interactions (e.g., exploration of worlds).
HP 4 (5-6)-2.c. Describing important technologies and advancements, including writing systems, developed by a particular civilization/ country/ nation.

HP 5. Human societies and cultures develop and change in response to human needs and wants.

HP 5 (5-6)-1. Students demonstrate an understanding that a variety of factors affect cultural diversity within a society by…
HP 5 (5-6)-1.a. Comparing and contrasting the diversity of different groups, places, and time periods or within the same group over time.
HP 5 (5-6)-1.b. Providing examples of cultural diversity.
HP 5 (5-6)-2. Students demonstrate an understanding that culture has affected how people in a society behave in relation to groups and their environment by…
HP 5 (5-6)-2.b. Using a historical context, describe how diversity contributes to conflict, cooperation, growth, or decline.
HP 5 (5-6)-2.c. Describing challenges or obstacles a civilization/ country/ nation faced as it grew over time.
HP 5 (5-6)-3. Various perspectives have led individuals and/or groups to interpret events or phenomena differently and with historical consequences by…
HP 5 (5-6)-3.b. Describing how an individual or group’s perspectives change over time using primary documents as evidence.