Connecticut Core Standards
CT.SS.5. EARLY UNITED STATES HISTORY
5.1. DIMENSION 1: DEVELOPING QUESTIONS AND PLANNING INQUIRY - Central to a rich Social Studies experience is the capability for developing questions that can frame and advance inquiry. Those questions come in two forms: compelling and supporting questions (C3, p. 23-25). It is expected that students in Grade 5 Early U.S. History will individually and with others:
INQ 3-5.2. Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.
INQ 3-5.3. Identify the disciplinary concepts and ideas associated with a supporting question that are open to interpretation.
5.2. DIMENSION 2: APPLYING DISCIPLINARY CONCEPTS AND TOOLS - In Grade 5, the focus is on the disciplinary concepts and skills used in the study of Early United States History. History is supported through an interdisciplinary approach that includes civics, economics and geography. These disciplinary ideas are the lenses students use in their inquiries, and the consistent and coherent application of these lenses in Grade 5 should lead to deep and enduring understanding (C3, p. 29).
Change, Continuity and Context
HIST 5.1. Create and use a chronological sequence of related events to compare developments that happened at the same time.
HIST 5.4. Explain why individuals and groups during the same historical period differed in their perspectives.
HIST 5.5. Explain connections among historical contexts and people's perspectives at the time.
Causation and Argumentation
HIST 5.9. Explain probable causes and effects of events and developments.