Grade 5 Social Studies Oregon Standards

Civics

Civic Engagement (C.CE)

Explain specific protections provided in the Bill of Rights to individuals and the importance of these amendments to the ratification of the U.S. Constitution.

Democratic Principles (C.DP)

Analyze the Preamble and sections of the Constitution to understand the establishment and limitations of democratic principles. Note: Teachers may choose the section of the Constitution that are most accessible and relevant for their classroom.

Identity, Roles, & Responsibilities (C.IR)

Examine and critique how colonial and new states’ governments established, expanded, limited, or denied rights and responsibilities of specific groups and individuals with particular attention to citizens, enslaved peoples, foreigners, nobles, religious groups, women, class systems, and Tribes.

Political Institutions (C.PI)

Analyze how cooperation and conflict among people contribute to political, economic, religious, and current social events and situations in the United States.

Compare and contrast how the governments of the British monarchy, American colonies, and Indigenous Tribes shaped interactions with one another.

Analyze the significance of the decisions and laws of the newly formed federal and state governments in establishing, expanding, limiting, and denying rights to individuals 1789-1865.

Economics

Earning, Saving, and Spending (E.ES)

Map out a savings and budget plan designed to achieve a future purchase objective.

Estimate income that a youth-operated business can earn.

Incentives, Choice, and Consumer Behavior (E.IC)

Analyze career choices with consideration of necessary qualifications, income potential, and time commitment.

Analyze how incentives and opportunity costs affect decision-making.

Discuss how life circumstances and experiences can cause people to differ in their values and attitudes about saving and their ability to save.

Micro and Macro Economics (E.MI)

Explain the relationship between supply and demand.

Describe why the government collects taxes and what goods and services it provides society.

Explain the United States’ development from a mercantilist to a market economy.

Examine the significance of the slave trade among and between the Americas, Europe, Asia, and Africa.

Specialization, Trade, Interdependence (E.ST)

Explain why cultures and civilizations choose to specialize in producing selected goods or services.

Geography

Geographic Reasoning (G.GR)

Use geographic tools such as maps, satellite images, photographs, and other representations to investigate and compare the process of constructing, recognizing, and utilizing, boundaries and borders (geographic and/or human-made) in the United States.

Locate states, capital cities, and important geographic features on a United States map.

Locate and examine significant physical geographic features of the thirteen British colonies that became the United States.

Human Environmental Interaction (G.HE)

Describe how physical, human, and political features influence events, movements, and adaptation to the environment.

Describe how technological developments, societal decisions, and personal practices affect sustainability in the United States.

Human Interaction and Interconnection (G.HI)

Trace on a map Indigenous Tribes' encounters with Europeans in North America and the Caribbean Islands in the 15th through the 18th centuries.

Investigate the effects of exploration, conquest, exploitation, and colonial settlement on Indigenous Tribes in at least two geographic regions.

Migration and Movement (G.MM)

Identify and analyze the implications and ramifications for Native American Tribes of the movement of people, goods, ideas, and cultural patterns to what became the United States, considering past, present, and future trends.

Investigate the causes behind domestic and global migration, distinguishing between voluntary relocation and forced displacement, including scenarios like refugees, individuals compelled to leave their homeland and those enslaved.

History

Conflict and Cooperation (H.CC)

Examine how the decisions of those in power affected those with less political/economic power in past and current movements for equality, freedom, and justice with connections to the present day.

Analyze how instances of cooperation and conflict between Indigenous peoples and British, French, and Spanish colonial settlers contributed to political, economic, religious, and social conditions between 1500-1776.

Analyze the effect of policies of assimilation and erasure, including cultural and physical genocide on Indigenous cultures in what became the United States.

Cause and Effect (H.CE)

Identify and describe the leadership and daily life of the founders of the United States, including the political, social, and economic interactions with the local and regional Indigenous peoples.

Explain multiple perspectives and causes and effects of events leading to colonial independence from British Rule.

Examine the effects Indigenous Tribes of North America had in the early development of the United States.

Communities and Pluralism (H.CP)

Analyze the distinct way of knowing and living amongst the different Indigenous peoples of North America before contact.

Explain the ideas and actions of individuals and groups resisting enslavement, indigenous genocide, and denial of equality and justice with connections to present-day issues.

Continuity and Change (H.CH)

Identify the significant role of the enslavement of Indigenous peoples and Africans in the establishment of North American colonies and the United States, the gradual abolition of slavery in the Northern states, and the expansion of slavery into Western states.

Use maps and other sources to trace European exploration, conquest, exploitation, and colonial settlement of North America and the Caribbean Islands in the 15th through 18th centuries, and identify the reasons and effects of the voyages, including on the Indigenous Tribes already living in the region.