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What's New: Social Studies Worksheets and Study Guides

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Industrialization/Economics Fifth Grade Social Studies
World War II Sixth Grade Social Studies
New England, Middle, and Southern Colonies Fifth Grade Social Studies
Famous Americans Third Grade Social Studies
The Cold War Eighth Grade Social Studies
Women's Rights Seventh Grade Social Studies

Vermont Standards for Sixth Grade Social Studies

VT.6.1. Critical Evaluation: Causes and Effects in Human Societies: Students examine complex webs of causes and effects in relations to events in order to generalize about the workings of human societies, and they apply their findings to problems.

H&SS5-6:1. Grade Level Expectation: Social and Historical Questioning: Students initiate an inquiry by:

5-6:1.a. Asking relevant and focusing questions that will lead to independent research based on what they have seen, what they have read, what they have listened to, and/or what they have researched (e.g., How will global warming affect me and my community? Does intolerance exist in my school or community?).
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 :3UrbanizationWorksheets :3Study Guides :1Great MigrationWorksheets :3Study Guides :1Panama CanalWorksheets :3Study Guides :1HolocaustWorksheets :3Study Guides :1Class SystemsWorksheets :3Study Guides :1Great DepressionWorksheets :4Study Guides :1TVAWorksheets :3Study Guides :1InventorsWorksheets :3Study Guides :1Growth of a NationWorksheets :7Study Guides :1World War IWorksheets :4Study Guides :1Industrial RevolutionWorksheets :4Study Guides :1World War IIWorksheets :4Study Guides :1Spanish American WarWorksheets :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 :1Colonial SettlementWorksheets :4Study Guides :1Colonial LifeWorksheets :3Study Guides :1The American RevolutionWorksheets :4Study Guides :1The Articles of ConfederationWorksheets :4Study Guides :1The United States ConstitutionWorksheets :4Study Guides :1The New Government in OperationWorksheets :3Study Guides :1The Alamo Worksheets :3Study Guides :1The Nation Grows and ExpandsWorksheets :4Study Guides :1The Erie Canal Worksheets :3Study Guides :1The Jackson Age Worksheets :3Study Guides :1Moving Southward and WestwardWorksheets :3Study Guides :1The Abolitionist MovementWorksheets :4Study Guides :1Women's RightsWorksheets :4Study Guides :1Causes of the Civil WarFreeWorksheets :3Study Guides :1The Civil War Worksheets :4Study Guides :1

H&SS5-6:3. Grade Level Expectation: Research Plan: Students design research by:

5-6:3.a. Identifying the quality and quantity of information needed, including primary and secondary sources.

H&SS5-6:5. Grade Level Expectation: Conducting Research: Students develop reasonable explanations that support the research statement by:

5-6:5.a. Organizing and displaying information in a manner appropriate to the research statement through tables graphs, maps, dioramas, charts, narratives, posters, timelines, models, simulations, and/or dramatizations.
5-6:5.c. Using appropriate methods for interpreting information, such as comparing and contrasting, summarizing, illustrating, sequencing, and/or justifying (e.g., identifying ethnic or cultural perspectives missing from a historical account).

H&SS5-6:6. Grade Level Expectation: Students make connections to research by:

5-6:6.c. Proposing solutions to problems based on their findings, and asking additional questions.

H&SS5-6:7. Grade Level Expectation: Students communicate their findings by:

5-6:7.b. Soliciting and responding to feedback.

VT.6.10. Citizenship: Types of Government: Students compare and evaluate the philosophical underpinnings and the workings of different types of governments, including constitutional governments, in various times in their local community, in Vermont, in the United States, and in various locations world wide.

H&SS5-6:14. Grade Level Expectation: Students act as citizens by:

5-6:14.a. Describing and defining the rights, principles, and responsibilities of citizenship in the U.S. (e.g., the right to vote and the responsibility to obey the law).
5-6:14.f. Giving examples of ways in which political parties, campaigns, and elections provide opportunities for citizens to participate in the political process.
5-6:14.h. Describing how an American's identity stems from beliefs in and allegiance to shared political values and principles, and how these are similar and different to other peoples.

H&SS5-6:15. Grade Level Expectation: Students show understanding of various forms of government by:

5-6:15.b. Identifying key documents on which U.S. laws are based and where to find them (e.g., Declaration of Independence, Bill of Rights, U.S. Constitution).
5-6:15.e. Describing the basic principles of American democracy (e.g., right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportunity and equal protection of the law; freedom of speech and religion).

H&SS5-6:16. Grade Level Expectation: Students examine how different societies address issues of human interdependence by:

5-6:16.a. Identifying a current or historic issue related to basic human rights (e.g., civil rights; women's movement).
5-6:16.b. Explaining how roles and status of people have differed and changed throughout history based on gender, age, class, racial and ethnic identity, wealth, and/ or social position.
5-6:16.c. Describing the purposes and functions of governmental and nongovernmental international organizations (e.g., the United Nations).
5-6:16.g. Identifying examples of interdependence among states and nations (e.g., natural resources).
5-6:16.i. Explaining conditions that contribute to conflict within and among individuals, communities, and nations (e.g., investigating the political, social, and economic causes of the American Revolution).
5-6:16.j. Explaining ways in which conflicts can be resolved peacefully (e.g., melting pot vs. salad bowl).

H&SS5-6:17. Grade Level Expectation: Students examine how access to various institutions affects justice, reward, and power by:

5-6:17.a. Describing how different groups gain or have been denied access to various institutions, and exploring alternative ways of getting access (e.g., Women's right to vote, access for disabled, petition).
5-6:17.b. Identifying examples of tensions between belief systems and government policies and laws (e.g. Christmas trees may exclude people who are not Christian; Pledge of Allegiance).

VT.6.11. Citizenship: Institutional Access: Students analyze the access that various groups and individuals have had to justice, reward, and power, as those are evident in the institutions in various times in their local community, in Vermont, in the United States, and in various locations world wide.

H&SS5-6:14. Grade Level Expectation: Students act as citizens by:

5-6:14.a. Describing and defining the rights, principles, and responsibilities of citizenship in the U.S. (e.g., the right to vote and the responsibility to obey the law).
5-6:14.g. Illustrating how individuals and groups have brought about change locally, nationally, or internationally (e.g., interview members of an advocacy group).
5-6:14.h. Describing how an American's identity stems from beliefs in and allegiance to shared political values and principles, and how these are similar and different to other peoples.

H&SS5-6:15. Grade Level Expectation: Students show understanding of various forms of government by:

5-6:15.b. Identifying key documents on which U.S. laws are based and where to find them (e.g., Declaration of Independence, Bill of Rights, U.S. Constitution).
5-6:15.c. Describing how government decisions impact and/or relate to their lives.
5-6:15.d. Identifying the basic functions, structures and purposes of governments within the United States.
5-6:15.e. Describing the basic principles of American democracy (e.g., right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportunity and equal protection of the law; freedom of speech and religion).

H&SS5-6:16. Grade Level Expectation: Students examine how different societies address issues of human interdependence by:

5-6:16.a. Identifying a current or historic issue related to basic human rights (e.g., civil rights; women's movement).
5-6:16.b. Explaining how roles and status of people have differed and changed throughout history based on gender, age, class, racial and ethnic identity, wealth, and/ or social position.
5-6:16.g. Identifying examples of interdependence among states and nations (e.g., natural resources).
5-6:16.i. Explaining conditions that contribute to conflict within and among individuals, communities, and nations (e.g., investigating the political, social, and economic causes of the American Revolution).
5-6:16.j. Explaining ways in which conflicts can be resolved peacefully (e.g., melting pot vs. salad bowl).

H&SS5-6:17. Grade Level Expectation: Students examine how access to various institutions affects justice, reward, and power by:

5-6:17.a. Describing how different groups gain or have been denied access to various institutions, and exploring alternative ways of getting access (e.g., Women's right to vote, access for disabled, petition).
5-6:17.b. Identifying examples of tensions between belief systems and government policies and laws (e.g. Christmas trees may exclude people who are not Christian; Pledge of Allegiance).

VT.6.12. Citizenship: Human Rights: Students identify and evaluate the concept of human rights in various times in their local community, in Vermont, in the United States, and in various locations world wide.

H&SS5-6:14. Grade Level Expectation: Students act as citizens by:

5-6:14.a. Describing and defining the rights, principles, and responsibilities of citizenship in the U.S. (e.g., the right to vote and the responsibility to obey the law).
5-6:14.f. Giving examples of ways in which political parties, campaigns, and elections provide opportunities for citizens to participate in the political process.
5-6:14.g. Illustrating how individuals and groups have brought about change locally, nationally, or internationally (e.g., interview members of an advocacy group).

H&SS5-6:15. Grade Level Expectation: Students show understanding of various forms of government by:

5-6:15.b. Identifying key documents on which U.S. laws are based and where to find them (e.g., Declaration of Independence, Bill of Rights, U.S. Constitution).
5-6:15.c. Describing how government decisions impact and/or relate to their lives.
5-6:15.d. Identifying the basic functions, structures and purposes of governments within the United States.
5-6:15.e. Describing the basic principles of American democracy (e.g., right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportunity and equal protection of the law; freedom of speech and religion).

H&SS5-6:16. Grade Level Expectation: Students examine how different societies address issues of human interdependence by:

5-6:16.a. Identifying a current or historic issue related to basic human rights (e.g., civil rights; women's movement).
5-6:16.b. Explaining how roles and status of people have differed and changed throughout history based on gender, age, class, racial and ethnic identity, wealth, and/ or social position.
5-6:16.e. Describing differences and similarities among people that arise from factors such as cultural, ethnic, racial, economic, and religious diversity.
5-6:16.f. Citing examples, both past and present, of how diversity has led to change (e.g., foods; internment camps; slavery).
5-6:16.g. Identifying examples of interdependence among states and nations (e.g., natural resources).
5-6:16.i. Explaining conditions that contribute to conflict within and among individuals, communities, and nations (e.g., investigating the political, social, and economic causes of the American Revolution).
5-6:16.j. Explaining ways in which conflicts can be resolved peacefully (e.g., melting pot vs. salad bowl).

H&SS5-6:17. Grade Level Expectation: Students examine how access to various institutions affects justice, reward, and power by:

5-6:17.a. Describing how different groups gain or have been denied access to various institutions, and exploring alternative ways of getting access (e.g., Women's right to vote, access for disabled, petition).
5-6:17.b. Identifying examples of tensions between belief systems and government policies and laws (e.g. Christmas trees may exclude people who are not Christian; Pledge of Allegiance).

VT.6.13. Diversity and Unity: Concepts of Culture: Students understand the concept of culture, including the cultures of indigenous peoples, in various times in their local community, in Vermont, in the United States, and in various locations world wide.

H&SS5-6:11. Grade Level Expectation: Students interpret geography and solve geographic problems by:

5-6:11.a. Identifying characteristics of states, countries, and continents using resources such as landmarks, models, maps, photographs, atlases, internet, video, reference materials, GIS and mental mapping.
5-6:11.b. Observing, comparing, and analyzing patterns of state, national, and global land use (e.g., agriculture, forestry, industry) to understand why particular locations are used for certain human activities.
5-6:11.e. Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones.
5-6:11.f. Constructing and reading a variety of effective representations of the earth such as maps, globes, and photographs (e.g., physical, political, topographic, computer generated, and special purpose maps).
5-6:11.g. Identifying and using basic elements of a map.
5-6:11.h. Using grid systems to locate places on maps and globes (e.g., longitude and latitude).
5-6:11.i. Using appropriate geographic resources to answer geographic questions and to analyze patterns of spatial variation (e.g., Why do more people live in Chittenden County than any other county in Vermont?; examining soil quality in relation to land use).

H&SS5-6:12. Grade Level Expectation: Students show understanding of human interaction with the environment over time by:

5-6:12.a. Describing how people have changed the environment in the U.S. and world for specific purposes (e.g., development of urban environments, modification of crops, reforestation).
5-6:12.c. Identifying different viewpoints regarding resource use in the U.S. and world (e.g., interview the owner of a hybrid or electric vehicle.).
5-6:12.d. Describing how the environment influences a particular demographic factor, such as disease/epidemic rates, life expectancy, infant mortality rate, population growth rate (e.g., describe how environmental factors influence income).

H&SS5-6:13. Grade Level Expectation: Students analyze how and why cultures continue and change over time by:

5-6:13.a. Identifying expressions of culture in the U.S., and the world through analysis of various modes of expression such as poems, songs, dances, stories, paintings, and photographs (e.g., investigating cultural expressions of the Harlem Renaissance).
5-6:13.b. Describing the contributions of various cultural groups to the world, both past and present .
5-6:13.d. Identifying ways in which culture in the United States and the world has changed.

VT.6.15. Economics: Knowledge of Economic Principles: Students use the basic principles of economics to interpret local, state, national, and international economic activity.

H&SS5-6:18. Grade Level Expectation: Students show an understanding of the interaction/ interdependence between humans, the environment, and the economy by:

5-6:18.a. Tracing the production, distribution, and consumption of goods in the U.S. (e.g., creating a map showing the flow of oil to and from the U.S.; creating a map depicting the African slave trade).

H&SS5-6:19. Grade Level Expectation: Students show understanding of the interconnectedness between government and the economy by:

5-6:19.a. Identifying goods and services provided by local, state, and national governments (e.g., disaster relief, business subsidies) and why these are needed.
5-6:19.b. Explaining the relationship between taxation and governmental goods and services in the U.S. (e.g., given data, students create a pie chart of budget allocations).

H&SS5-6:20. Grade Level Expectation: Students make economic decisions as a consumer, producer, saver, investor, and citizen by:

5-6:20.a. Defining and applying basic economic concepts such as supply and demand, price, market and/or opportunity cost in an investigation of a regional or national economic question or problem (e.g., what were the opportunity costs of westward migration?).
5-6:20.b. Explaining what happens when people's needs and/or wants exceed their available resources (e.g., analyzing photographs from the Dust Bowl).
5-6:20.c. Comparing price, quality, and features of goods and services.

VT.6.16. Economics: Impact of Economic Systems: Students evaluate the impact of economic systems on the needs and wants of all people and on the environment in various times in their local community, in Vermont, in the United States, and in various locations world wide.

H&SS5-6:18. Grade Level Expectation: Students show an understanding of the interaction/ interdependence between humans, the environment, and the economy by:

5-6:18.a. Tracing the production, distribution, and consumption of goods in the U.S. (e.g., creating a map showing the flow of oil to and from the U.S.; creating a map depicting the African slave trade).

H&SS5-6:19. Grade Level Expectation: Students show understanding of the interconnectedness between government and the economy by:

5-6:19.a. Identifying goods and services provided by local, state, and national governments (e.g., disaster relief, business subsidies) and why these are needed.
5-6:19.b. Explaining the relationship between taxation and governmental goods and services in the U.S. (e.g., given data, students create a pie chart of budget allocations).

H&SS5-6:20. Grade Level Expectation: Students make economic decisions as a consumer, producer, saver, investor, and citizen by:

5-6:20.a. Defining and applying basic economic concepts such as supply and demand, price, market and/or opportunity cost in an investigation of a regional or national economic question or problem (e.g., what were the opportunity costs of westward migration?).
5-6:20.b. Explaining what happens when people's needs and/or wants exceed their available resources (e.g., analyzing photographs from the Dust Bowl).
5-6:20.c. Comparing price, quality, and features of goods and services.

VT.6.17. Economics: Governments and Resources: Students understand how governments affect the flow of resources, goods, and services.

H&SS5-6:18. Grade Level Expectation: Students show an understanding of the interaction/ interdependence between humans, the environment, and the economy by:

5-6:18.a. Tracing the production, distribution, and consumption of goods in the U.S. (e.g., creating a map showing the flow of oil to and from the U.S.; creating a map depicting the African slave trade).

H&SS5-6:19. Grade Level Expectation: Students show understanding of the interconnectedness between government and the economy by:

5-6:19.a. Identifying goods and services provided by local, state, and national governments (e.g., disaster relief, business subsidies) and why these are needed.
5-6:19.b. Explaining the relationship between taxation and governmental goods and services in the U.S. (e.g., given data, students create a pie chart of budget allocations).

H&SS5-6:20. Grade Level Expectation: Students make economic decisions as a consumer, producer, saver, investor, and citizen by:

5-6:20.a. Defining and applying basic economic concepts such as supply and demand, price, market and/or opportunity cost in an investigation of a regional or national economic question or problem (e.g., what were the opportunity costs of westward migration?).
5-6:20.b. Explaining what happens when people's needs and/or wants exceed their available resources (e.g., analyzing photographs from the Dust Bowl).
5-6:20.c. Comparing price, quality, and features of goods and services.

VT.6.2. Critical Evaluation: Uses of Evidence and Data: Students understand the varied uses of evidence and data, and use both to make interpretations concerning public issues.

H&SS5-6:5. Grade Level Expectation: Conducting Research: Students develop reasonable explanations that support the research statement by:

5-6:5.a. Organizing and displaying information in a manner appropriate to the research statement through tables graphs, maps, dioramas, charts, narratives, posters, timelines, models, simulations, and/or dramatizations.
5-6:5.c. Using appropriate methods for interpreting information, such as comparing and contrasting, summarizing, illustrating, sequencing, and/or justifying (e.g., identifying ethnic or cultural perspectives missing from a historical account).

H&SS5-6:7. Grade Level Expectation: Students communicate their findings by:

5-6:7.b. Soliciting and responding to feedback.

VT.6.3. Critical Evaluation: Analyzing Knowledge: Students analyze knowledge as a collection of selected facts and interpretations based on a particular historical or social setting.

H&SS5-6:1. Grade Level Expectation: Social and Historical Questioning: Students initiate an inquiry by:

5-6:1.a. Asking relevant and focusing questions that will lead to independent research based on what they have seen, what they have read, what they have listened to, and/or what they have researched (e.g., How will global warming affect me and my community? Does intolerance exist in my school or community?).

H&SS5-6:3. Grade Level Expectation: Research Plan: Students design research by:

5-6:3.c. Determining possible ways to present data (e.g., Power-Point, hypercard, report, graph, etc.).

H&SS5-6:5. Grade Level Expectation: Conducting Research: Students develop reasonable explanations that support the research statement by:

5-6:5.a. Organizing and displaying information in a manner appropriate to the research statement through tables graphs, maps, dioramas, charts, narratives, posters, timelines, models, simulations, and/or dramatizations.
5-6:5.c. Using appropriate methods for interpreting information, such as comparing and contrasting, summarizing, illustrating, sequencing, and/or justifying (e.g., identifying ethnic or cultural perspectives missing from a historical account).

H&SS5-6:7. Grade Level Expectation: Students communicate their findings by:

5-6:7.b. Soliciting and responding to feedback.

VT.6.4. History: Historical Connections: Students identify major historical eras and analyze periods of transition in various times in their local community, in Vermont, in the United States, and in various locations world wide, to interpret the influence of the past on the present.

H&SS5-6:1. Grade Level Expectation: Social and Historical Questioning: Students initiate an inquiry by:

5-6:1.a. Asking relevant and focusing questions that will lead to independent research based on what they have seen, what they have read, what they have listened to, and/or what they have researched (e.g., How will global warming affect me and my community? Does intolerance exist in my school or community?).
Northeastern Region USWorksheets :3Study Guides :1ColonizationWorksheets :3Study Guides :1AlgonquiansWorksheets :3IroquoisWorksheets :3Western Region USWorksheets :3Study Guides :1ArchaeologyWorksheets :4Study 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 :3UrbanizationWorksheets :3Study Guides :1Great MigrationWorksheets :3Study Guides :1Panama CanalWorksheets :3Study Guides :1Great DepressionWorksheets :4Study Guides :1TVAWorksheets :3Study Guides :1InventorsWorksheets :3Study Guides :1Timelines, Graphs, ChartsWorksheets :6Study Guides :1Spanish American WarWorksheets :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 :1Colonial SettlementWorksheets :4Study Guides :1Colonial LifeWorksheets :3Study Guides :1The American RevolutionWorksheets :4Study Guides :1The Articles of ConfederationWorksheets :4Study Guides :1The United States ConstitutionWorksheets :4Study Guides :1The New Government in OperationWorksheets :3Study Guides :1The Alamo Worksheets :3Study Guides :1The Nation Grows and ExpandsWorksheets :4Study Guides :1The Erie Canal Worksheets :3Study Guides :1The Jackson Age Worksheets :3Study Guides :1Moving Southward and WestwardWorksheets :3Study Guides :1The Abolitionist MovementWorksheets :4Study Guides :1Women's RightsWorksheets :4Study Guides :1Causes of the Civil WarFreeWorksheets :3Study Guides :1The Civil War Worksheets :4Study Guides :1

H&SS5-6:10. Grade Level Expectation: Students show understanding of past, present, and future time by:

5-6:10.c. Interpreting data presented in time lines.
5-6:10.d. Measuring and calculating calendar time by years, decades, centuries, and millennia (e.g., How old are the great pyramids of Egypt?).
5-6:10.f. Identifying an important event in the United States and/or world, and describing multiple causes and effects of that event.
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 :3UrbanizationWorksheets :3Study Guides :1Great MigrationWorksheets :3Study Guides :1Panama CanalWorksheets :3Study Guides :1Great DepressionWorksheets :4Study Guides :1TVAWorksheets :3Study Guides :1InventorsWorksheets :3Study Guides :1Growth of a NationWorksheets :7Study Guides :1Spanish American WarWorksheets :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 :1Colonial SettlementWorksheets :4Study Guides :1Colonial LifeWorksheets :3Study Guides :1The American RevolutionWorksheets :4Study Guides :1The Articles of ConfederationWorksheets :4Study Guides :1The United States ConstitutionWorksheets :4Study Guides :1The New Government in OperationWorksheets :3Study Guides :1The Alamo Worksheets :3Study Guides :1The Nation Grows and ExpandsWorksheets :4Study Guides :1The Erie Canal Worksheets :3Study Guides :1The Jackson Age Worksheets :3Study Guides :1Moving Southward and WestwardWorksheets :3Study Guides :1The Abolitionist MovementWorksheets :4Study Guides :1Women's RightsWorksheets :4Study Guides :1Causes of the Civil WarFreeWorksheets :3Study Guides :1The Civil War Worksheets :4Study Guides :1
5-6:10.g. Explaining transitions between eras that occurred over time (e.g., the end of the Colonial era) as well as those that occurred as a result of a pivotal event (e.g., September 11th, the writing of the Declaration of Independence).
Northeastern Region USWorksheets :3Study Guides :1ColonizationWorksheets :3Study Guides :1Impact of IndustrializationWorksheets :3Study Guides :1AlgonquiansWorksheets :3IroquoisWorksheets :3Western Region USWorksheets :3Study Guides :1ArchaeologyWorksheets :4Study Guides :1Notable PeopleWorksheets :6Study Guides :1Westward ExpansionWorksheets :3Study Guides :1ExplorationWorksheets :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 :3UrbanizationWorksheets :3Study Guides :1Famous TreatiesWorksheets :3Study Guides :1Great MigrationWorksheets :3Study Guides :1Panama CanalWorksheets :3Study Guides :1Class SystemsWorksheets :3Study Guides :1Great DepressionWorksheets :4Study Guides :1TVAWorksheets :3Study Guides :1InventorsWorksheets :3Study Guides :1Timelines, Graphs, ChartsWorksheets :6Study Guides :1World War IWorksheets :4Study Guides :1Ancient GreeceWorksheets :4Study Guides :1Ancient RomeWorksheets :4Study Guides :1Industrial RevolutionWorksheets :4Study Guides :1Ancient EgyptFreeWorksheets :4Study Guides :1Ancient Trade RoutesWorksheets :3Study Guides :1Spanish American WarWorksheets :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 :1Medieval EuropeWorksheets :3Study Guides :1The Renaissance in EuropeWorksheets :4Study Guides :1The Protestant ReformationWorksheets :3Study Guides :1The Scientific RevolutionFreeWorksheets :3Study Guides :1European Exploration and SettlementWorksheets :4Study Guides :1The AztecsWorksheets :3Study Guides :1The MayaWorksheets :3Study Guides :1The IncasWorksheets :3Study Guides :1Colonial SettlementWorksheets :4Study Guides :1Colonial LifeWorksheets :3Study Guides :1The American RevolutionWorksheets :4Study Guides :1The Articles of ConfederationWorksheets :4Study Guides :1The United States ConstitutionWorksheets :4Study Guides :1The New Government in OperationWorksheets :3Study Guides :1The Alamo Worksheets :3Study Guides :1The Nation Grows and ExpandsWorksheets :4Study Guides :1The Erie Canal Worksheets :3Study Guides :1The Jackson Age Worksheets :3Study Guides :1Moving Southward and WestwardWorksheets :3Study Guides :1The Abolitionist MovementWorksheets :4Study Guides :1Women's RightsWorksheets :4Study Guides :1Causes of the Civil WarFreeWorksheets :3Study Guides :1The Civil War Worksheets :4Study Guides :1

H&SS5-6:3. Grade Level Expectation: Research Plan: Students design research by:

5-6:3.c. Determining possible ways to present data (e.g., Power-Point, hypercard, report, graph, etc.).

H&SS5-6:5. Grade Level Expectation: Conducting Research: Students develop reasonable explanations that support the research statement by:

5-6:5.a. Organizing and displaying information in a manner appropriate to the research statement through tables graphs, maps, dioramas, charts, narratives, posters, timelines, models, simulations, and/or dramatizations.
5-6:5.c. Using appropriate methods for interpreting information, such as comparing and contrasting, summarizing, illustrating, sequencing, and/or justifying (e.g., identifying ethnic or cultural perspectives missing from a historical account).

H&SS5-6:7. Grade Level Expectation: Students communicate their findings by:

5-6:7.b. Soliciting and responding to feedback.

H&SS5-6:8. Grade Level Expectation: Students connect the past with the present by:

5-6:8.a. Explaining differences between historic and present day objects in the United States and/or the world, evaluating how the use of the object and the object itself changed over time, (e.g., comparing modes of transportation used in past and present exploration in order to evaluate the impact and effects of those changes).
5-6:8.b. Describing ways that life in the United States and/or the world has both changed and stayed the same over time, and explaining why these changes have occurred (e.g., In what ways would the life of a teenager during the American Revolution be different from the life of a teenager today? What factors have contributed to these differences?).
5-6:8.c. Investigating how events, people, and ideas have shaped the United States and/or the world, and hypothesizing how different influences could have led to different consequences (e.g., How did the civil rights movement change the U.S., and how might the U.S. be different if it had never happened?).
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 :3UrbanizationWorksheets :3Study Guides :1Great MigrationWorksheets :3Study Guides :1Panama CanalWorksheets :3Study Guides :1Great DepressionWorksheets :4Study Guides :1TVAWorksheets :3Study Guides :1InventorsWorksheets :3Study Guides :1Timelines, Graphs, ChartsWorksheets :6Study Guides :1Spanish American WarWorksheets :3Study Guides :1Colonial PeriodFreeWorksheets :3Southeastern Region USWorksheets :3Study Guides :1European/Native American EncounterWorksheets :7Study Guides :1First AmericansWorksheets :4Study Guides :1The RevolutionFreeWorksheets :7Study Guides :1Leading Up to the RevolutionWorksheets :6Study Guides :1Notable People-Westward ExpansionWorksheets :4Study Guides :1Progressive MovementWorksheets :3Study Guides :1Colonial SettlementWorksheets :4Study Guides :1Colonial LifeWorksheets :3Study Guides :1The American RevolutionWorksheets :4Study Guides :1The Articles of ConfederationWorksheets :4Study Guides :1The United States ConstitutionWorksheets :4Study Guides :1The New Government in OperationWorksheets :3Study Guides :1The Alamo Worksheets :3Study Guides :1The Nation Grows and ExpandsWorksheets :4Study Guides :1The Erie Canal Worksheets :3Study Guides :1The Jackson Age Worksheets :3Study Guides :1Moving Southward and WestwardWorksheets :3Study Guides :1The Abolitionist MovementWorksheets :4Study Guides :1Women's RightsWorksheets :4Study Guides :1Causes of the Civil WarFreeWorksheets :3Study Guides :1The Civil War Worksheets :4Study Guides :1

H&SS5-6:9. Grade Level Expectation: Students show understanding of how humans interpret history by:

5-6:9.a. Identifying different types of primary and secondary sources, and understanding the benefits and limitations both bring to the study of history (e.g., interviews, biographies, magazine articles, and eyewitness accounts).
5-6:9.c. Identifying multiple perspectives in historic and current events (e.g., How might one of Santa Anna's soldiers describe the events at the Alamo? How might an American soldier describe the same events?).
5-6:9.d. Identifying attitudes, values, and behaviors of people in different historical contexts (e.g., What values justified denying women the vote?).
5-6:9.e. Identifying how technology can lead to a different interpretation of history (e.g., archeological excavation, using online primary source documents).

VT.6.5. History: Traditional and Social Histories: Students investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.

H&SS5-6:10. Grade Level Expectation: Students show understanding of past, present, and future time by:

5-6:10.c. Interpreting data presented in time lines.
5-6:10.d. Measuring and calculating calendar time by years, decades, centuries, and millennia (e.g., How old are the great pyramids of Egypt?).
5-6:10.f. Identifying an important event in the United States and/or world, and describing multiple causes and effects of that event.
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 :3UrbanizationWorksheets :3Study Guides :1Great MigrationWorksheets :3Study Guides :1Panama CanalWorksheets :3Study Guides :1Great DepressionWorksheets :4Study Guides :1TVAWorksheets :3Study Guides :1InventorsWorksheets :3Study Guides :1Spanish American WarWorksheets :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 :1Colonial SettlementWorksheets :4Study Guides :1Colonial LifeWorksheets :3Study Guides :1The American RevolutionWorksheets :4Study Guides :1The Articles of ConfederationWorksheets :4Study Guides :1The United States ConstitutionWorksheets :4Study Guides :1The New Government in OperationWorksheets :3Study Guides :1The Alamo Worksheets :3Study Guides :1The Nation Grows and ExpandsWorksheets :4Study Guides :1The Erie Canal Worksheets :3Study Guides :1The Jackson Age Worksheets :3Study Guides :1Moving Southward and WestwardWorksheets :3Study Guides :1The Abolitionist MovementWorksheets :4Study Guides :1Women's RightsWorksheets :4Study Guides :1Causes of the Civil WarFreeWorksheets :3Study Guides :1The Civil War Worksheets :4Study Guides :1
5-6:10.g. Explaining transitions between eras that occurred over time (e.g., the end of the Colonial era) as well as those that occurred as a result of a pivotal event (e.g., September 11th, the writing of the Declaration of Independence).
VT.6.6. History: Being A Historian: Students use historical methodology to make interpretations concerning history, change, and continuity.

H&SS5-6:8. Grade Level Expectation: Students connect the past with the present by:

5-6:8.b. Describing ways that life in the United States and/or the world has both changed and stayed the same over time, and explaining why these changes have occurred (e.g., In what ways would the life of a teenager during the American Revolution be different from the life of a teenager today? What factors have contributed to these differences?).
5-6:8.c. Investigating how events, people, and ideas have shaped the United States and/or the world, and hypothesizing how different influences could have led to different consequences (e.g., How did the civil rights movement change the U.S., and how might the U.S. be different if it had never happened?).

H&SS5-6:9. Grade Level Expectation: Students show understanding of how humans interpret history by:

5-6:9.a. Identifying different types of primary and secondary sources, and understanding the benefits and limitations both bring to the study of history (e.g., interviews, biographies, magazine articles, and eyewitness accounts).
5-6:9.c. Identifying multiple perspectives in historic and current events (e.g., How might one of Santa Anna's soldiers describe the events at the Alamo? How might an American soldier describe the same events?).
5-6:9.d. Identifying attitudes, values, and behaviors of people in different historical contexts (e.g., What values justified denying women the vote?).
5-6:9.e. Identifying how technology can lead to a different interpretation of history (e.g., archeological excavation, using online primary source documents).

VT.6.6. History: Being A Historian: Students use historical methodology to make interpretations concerning history, change, and continuity.

H&SS5-6:10. Grade Level Expectation: Students show understanding of past, present, and future time by:

5-6:10.c. Interpreting data presented in time lines.
5-6:10.d. Measuring and calculating calendar time by years, decades, centuries, and millennia (e.g., How old are the great pyramids of Egypt?).
5-6:10.f. Identifying an important event in the United States and/or world, and describing multiple causes and effects of that event.
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 :3UrbanizationWorksheets :3Study Guides :1Great MigrationWorksheets :3Study Guides :1Panama CanalWorksheets :3Study Guides :1HolocaustWorksheets :3Study Guides :1Class SystemsWorksheets :3Study Guides :1Great DepressionWorksheets :4Study Guides :1TVAWorksheets :3Study Guides :1InventorsWorksheets :3Study Guides :1World War IWorksheets :4Study Guides :1Industrial RevolutionWorksheets :4Study Guides :1World War IIWorksheets :4Study Guides :1Spanish American WarWorksheets :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 :1Colonial SettlementWorksheets :4Study Guides :1Colonial LifeWorksheets :3Study Guides :1The American RevolutionWorksheets :4Study Guides :1The Articles of ConfederationWorksheets :4Study Guides :1The United States ConstitutionWorksheets :4Study Guides :1The New Government in OperationWorksheets :3Study Guides :1The Alamo Worksheets :3Study Guides :1The Nation Grows and ExpandsWorksheets :4Study Guides :1The Erie Canal Worksheets :3Study Guides :1The Jackson Age Worksheets :3Study Guides :1Moving Southward and WestwardWorksheets :3Study Guides :1The Abolitionist MovementWorksheets :4Study Guides :1Women's RightsWorksheets :4Study Guides :1Causes of the Civil WarFreeWorksheets :3Study Guides :1The Civil War Worksheets :4Study Guides :1
5-6:10.g. Explaining transitions between eras that occurred over time (e.g., the end of the Colonial era) as well as those that occurred as a result of a pivotal event (e.g., September 11th, the writing of the Declaration of Independence).

H&SS5-6:3. Grade Level Expectation: Research Plan: Students design research by:

5-6:3.c. Determining possible ways to present data (e.g., Power-Point, hypercard, report, graph, etc.).

H&SS5-6:5. Grade Level Expectation: Conducting Research: Students develop reasonable explanations that support the research statement by:

5-6:5.a. Organizing and displaying information in a manner appropriate to the research statement through tables graphs, maps, dioramas, charts, narratives, posters, timelines, models, simulations, and/or dramatizations.
5-6:5.c. Using appropriate methods for interpreting information, such as comparing and contrasting, summarizing, illustrating, sequencing, and/or justifying (e.g., identifying ethnic or cultural perspectives missing from a historical account).

H&SS5-6:7. Grade Level Expectation: Students communicate their findings by:

5-6:7.b. Soliciting and responding to feedback.

H&SS5-6:8. Grade Level Expectation: Students connect the past with the present by:

5-6:8.a. Explaining differences between historic and present day objects in the United States and/or the world, evaluating how the use of the object and the object itself changed over time, (e.g., comparing modes of transportation used in past and present exploration in order to evaluate the impact and effects of those changes).
5-6:8.b. Describing ways that life in the United States and/or the world has both changed and stayed the same over time, and explaining why these changes have occurred (e.g., In what ways would the life of a teenager during the American Revolution be different from the life of a teenager today? What factors have contributed to these differences?).
5-6:8.c. Investigating how events, people, and ideas have shaped the United States and/or the world, and hypothesizing how different influences could have led to different consequences (e.g., How did the civil rights movement change the U.S., and how might the U.S. be different if it had never happened?).
Northeastern Region USWorksheets :3Study Guides :1ColonizationWorksheets :3Study Guides :1Citizenship and GovernmentWorksheets :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 :3UrbanizationWorksheets :3Study Guides :1Great MigrationWorksheets :3Study Guides :1Panama CanalWorksheets :3Study Guides :1Great DepressionWorksheets :4Study Guides :1TVAWorksheets :3Study Guides :1InventorsWorksheets :3Study Guides :1Growth of a NationWorksheets :7Study Guides :1Spanish American WarWorksheets :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 :1Colonial SettlementWorksheets :4Study Guides :1Colonial LifeWorksheets :3Study Guides :1The American RevolutionWorksheets :4Study Guides :1The Articles of ConfederationWorksheets :4Study Guides :1The United States ConstitutionWorksheets :4Study Guides :1The New Government in OperationWorksheets :3Study Guides :1The Alamo Worksheets :3Study Guides :1The Nation Grows and ExpandsWorksheets :4Study Guides :1The Erie Canal Worksheets :3Study Guides :1The Jackson Age Worksheets :3Study Guides :1Moving Southward and WestwardWorksheets :3Study Guides :1The Abolitionist MovementWorksheets :4Study Guides :1Women's RightsWorksheets :4Study Guides :1Causes of the Civil WarFreeWorksheets :3Study Guides :1The Civil War Worksheets :4Study Guides :1

H&SS5-6:9. Grade Level Expectation: Students show understanding of how humans interpret history by:

5-6:9.a. Identifying different types of primary and secondary sources, and understanding the benefits and limitations both bring to the study of history (e.g., interviews, biographies, magazine articles, and eyewitness accounts).
5-6:9.c. Identifying multiple perspectives in historic and current events (e.g., How might one of Santa Anna's soldiers describe the events at the Alamo? How might an American soldier describe the same events?).
5-6:9.e. Identifying how technology can lead to a different interpretation of history (e.g., archeological excavation, using online primary source documents).

VT.6.7. Geography: Geographical Knowledge: Students use geographical knowledge and images of various places to understand the present, communicate historical interpretations, develop solutions for problems, and plan for the future.

H&SS5-6:11. Grade Level Expectation: Students interpret geography and solve geographic problems by:

5-6:11.a. Identifying characteristics of states, countries, and continents using resources such as landmarks, models, maps, photographs, atlases, internet, video, reference materials, GIS and mental mapping.
5-6:11.b. Observing, comparing, and analyzing patterns of state, national, and global land use (e.g., agriculture, forestry, industry) to understand why particular locations are used for certain human activities.
5-6:11.c. Locating the physical and political regions of the United States and the world (e.g., Plains, NE Coast, New England, South, West, etc.).
5-6:11.d. Locating selected cities and countries in the world of historical and current importance using absolute and relative location (e.g., capitals, Boston, NYC, London, Iraq, etc.).
5-6:11.e. Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones.
5-6:11.f. Constructing and reading a variety of effective representations of the earth such as maps, globes, and photographs (e.g., physical, political, topographic, computer generated, and special purpose maps).
5-6:11.g. Identifying and using basic elements of a map.
5-6:11.h. Using grid systems to locate places on maps and globes (e.g., longitude and latitude).
5-6:11.i. Using appropriate geographic resources to answer geographic questions and to analyze patterns of spatial variation (e.g., Why do more people live in Chittenden County than any other county in Vermont?; examining soil quality in relation to land use).

H&SS5-6:12. Grade Level Expectation: Students show understanding of human interaction with the environment over time by:

5-6:12.a. Describing how people have changed the environment in the U.S. and world for specific purposes (e.g., development of urban environments, modification of crops, reforestation).
5-6:12.b. Generating information related to the impact of human activities on the physical environment (for example, through field studies, mapping, interviewing, and using scientific instruments) in order to draw conclusions and recommend actions (e.g., accompanying a naturalist working to identify areas in need of preservation).
5-6:12.c. Identifying different viewpoints regarding resource use in the U.S. and world (e.g., interview the owner of a hybrid or electric vehicle.).
5-6:12.e. Recognizing patterns of voluntary and involuntary migration in the U.S. and world.

H&SS5-6:13. Grade Level Expectation: Students analyze how and why cultures continue and change over time by:

5-6:13.a. Identifying expressions of culture in the U.S., and the world through analysis of various modes of expression such as poems, songs, dances, stories, paintings, and photographs (e.g., investigating cultural expressions of the Harlem Renaissance).
5-6:13.b. Describing the contributions of various cultural groups to the world, both past and present .
5-6:13.c. Identifying how location influences cultural traits (e.g., comparing clothing, food, religion/values, government, and art across four ancient cultures in relation to location).
5-6:13.d. Identifying ways in which culture in the United States and the world has changed.

VT.6.8. Geography: Movements and Settlements: Students analyze the factors and implications associated with the historical and contemporary movements and settlements of people and groups in various times in their local community, in Vermont, in the United States, and in various locations world wide.

H&SS5-6:11. Grade Level Expectation: Students interpret geography and solve geographic problems by:

5-6:11.a. Identifying characteristics of states, countries, and continents using resources such as landmarks, models, maps, photographs, atlases, internet, video, reference materials, GIS and mental mapping.
5-6:11.b. Observing, comparing, and analyzing patterns of state, national, and global land use (e.g., agriculture, forestry, industry) to understand why particular locations are used for certain human activities.
5-6:11.c. Locating the physical and political regions of the United States and the world (e.g., Plains, NE Coast, New England, South, West, etc.).
5-6:11.e. Using absolute and relative location to identifying major mountain ranges, major rivers, and major climate and vegetation zones.
5-6:11.f. Constructing and reading a variety of effective representations of the earth such as maps, globes, and photographs (e.g., physical, political, topographic, computer generated, and special purpose maps).
5-6:11.g. Identifying and using basic elements of a map.
5-6:11.h. Using grid systems to locate places on maps and globes (e.g., longitude and latitude).

H&SS5-6:12. Grade Level Expectation: Students show understanding of human interaction with the environment over time by:

5-6:12.e. Recognizing patterns of voluntary and involuntary migration in the U.S. and world.

H&SS5-6:13. Grade Level Expectation: Students analyze how and why cultures continue and change over time by:

5-6:13.a. Identifying expressions of culture in the U.S., and the world through analysis of various modes of expression such as poems, songs, dances, stories, paintings, and photographs (e.g., investigating cultural expressions of the Harlem Renaissance).
5-6:13.b. Describing the contributions of various cultural groups to the world, both past and present.
5-6:13.d. Identifying ways in which culture in the United States and the world has changed.

VT.6.9. Citizenship: Meaning of Citizenship: Students examine and debate the meaning of citizenship and act as citizens in a democratic society.

H&SS5-6:14. Grade Level Expectation: Students act as citizens by:

5-6:14.a. Describing and defining the rights, principles, and responsibilities of citizenship in the U.S. (e.g., the right to vote and the responsibility to obey the law).
5-6:14.f. Giving examples of ways in which political parties, campaigns, and elections provide opportunities for citizens to participate in the political process.
5-6:14.g. Illustrating how individuals and groups have brought about change locally, nationally, or internationally (e.g., interview members of an advocacy group).
5-6:14.h. Describing how an American's identity stems from beliefs in and allegiance to shared political values and principles, and how these are similar and different to other peoples.

H&SS5-6:15. Grade Level Expectation: Students show understanding of various forms of government by:

5-6:15.b. Identifying key documents on which U.S. laws are based and where to find them (e.g., Declaration of Independence, Bill of Rights, U.S. Constitution).
5-6:15.c. Describing how government decisions impact and/or relate to their lives.
5-6:15.d. Identifying the basic functions, structures and purposes of governments within the United States.
5-6:15.e. Describing the basic principles of American democracy (e.g., right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportunity and equal protection of the law; freedom of speech and religion).

H&SS5-6:16. Grade Level Expectation: Students examine how different societies address issues of human interdependence by:

5-6:16.a. Identifying a current or historic issue related to basic human rights (e.g., civil rights; women's movement).
5-6:16.b. Explaining how roles and status of people have differed and changed throughout history based on gender, age, class, racial and ethnic identity, wealth, and/ or social position.
5-6:16.c. Describing the purposes and functions of governmental and nongovernmental international organizations (e.g., the United Nations).
5-6:16.g. Identifying examples of interdependence among states and nations (e.g., natural resources).
5-6:16.i. Explaining conditions that contribute to conflict within and among individuals, communities, and nations (e.g., investigating the political, social, and economic causes of the American Revolution).
5-6:16.j. Explaining ways in which conflicts can be resolved peacefully (e.g., melting pot vs. salad bowl).

H&SS5-6:17. Grade Level Expectation: Students examine how access to various institutions affects justice, reward, and power by:

5-6:17.a. Describing how different groups gain or have been denied access to various institutions, and exploring alternative ways of getting access (e.g., Women's right to vote, access for disabled, petition).
5-6:17.b. Identifying examples of tensions between belief systems and government policies and laws (e.g. Christmas trees may exclude people who are not Christian; Pledge of Allegiance).

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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