History and Social Studies Grade Expectations - Grades 5-6

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?).

develop a prediction and/or propose an explanation or

including primary and secondary sources.

an inquiry, including a plan for citing sources.

Point, hypercard, report, graph, etc.).

human resources.

quality (e.g., credibility of a web site) and quantity (e.g.,

minimum number of sources) of information gathered.

notecards, videotape, tape recorders, journals, or databases.

(e.g., recording relevant details of a historical or

geographical landmark).

to the research statement through tables graphs,

maps, dioramas, charts, narratives, posters, timelines,

or information (e.g., evaluating why an author’s point of

view affects the reliability of the source).

such as comparing and contrasting, summarizing, illustrating,

sequencing, and/or justifying (e.g., identifying ethnic

or cultural perspectives missing from a historical account).

themselves, their community, and/or history (e.g., by asking

follow-up questions, by proposing additional research).

of an issue or idea.

and asking additional questions.

research plan, and making suggestions for improvement.

for various audiences.

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 impact

and the effects of those changes). i

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?).

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?). i

both bring to the study of history (e.g., interviews, biographies,

magazine articles, and eyewitness accounts). i

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?). i

different historical contexts (e.g., What values justified

denying women the vote?). i

of history (e.g., archeological excavation, using

online primary source documents). i

narrative or story.

in the nation and world, designating appropriate

to the order in which they occurred.

centuries, and millennia (e.g., How old are the great

pyramids of Egypt?).

of the past and the present.

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

using resources such as landmarks, models, maps,

photographs, atlases, internet, video, reference materials,

GIS and mental mapping. i

national, and global land use (e.g., agriculture, forestry,

industry) to understand why particular locations are used

for certain human activities. i

location (e.g., capitals, Boston, NYC, London, Iraq, etc.)

of the earth such as maps, globes, and photographs

(e.g., physical, political, topographic, computer generated,

and special purpose maps). i

g., longitude and latitude).

questions and to analyze patterns of spatial variation

(e.g., Why do more people live in Chittenden County

than any other county?; examining soil quality in relation

to land use). i

the U.S. and world for specific purposes (e.g., development

of urban environments, genetic modification of

crops, reforestation). i

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). i

the U.S. and world (e.g., Interview the owner of a hybrid

or electric vehicle.). i

demographic factor, such as disease/epidemic rates, life

expectancy, infant mortality rate, population growth rate

(e.g., describe how environmental factors influence income).

i

in the U.S. and world.

(e.g., investigating cultural expressions of the

Harlem Renaissance). i

comparing clothing, food, religion/values, government,

and art across four ancient cultures in relation to location).

i

the world has changed. i

of citizenship in the U.S. (e.g., the right to vote

and the responsibility to obey the law).

global community (e.g., purchasing products made in

other countries).

(e.g., participating in a service project).

community, state, nation, or world. i

themselves and society; being able to explain an opposing

point of view (e.g. bullies, victims, witnesses; voting age;

smoking; violence on TV). i

participate in the political process. i

about change locally, nationally, or internationally (e.g.,

interview members of an advocacy group). i

and/or community, and defending them. i

in a simulation about creating a new law).

and where to find them (e.g., Declaration of Independence,

Bill of Rights, U.S. Constitution).

to their lives. i

governments within the United States.

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).

state, national and international levels. i

rights (e.g., civil rights; women’s movement). i

class, racial and ethnic identity, wealth, and/ or social position.

i

and nongovernmental international organizations (e.g., the

United Nations).

defining and defending the rights and needs of others in

the, community, nation, and world (e.g., participating in a

forum on child slavery). i

and religious diversity.

has led to change (e.g., foods; internment camps; slavery).

i

and nations (e.g., natural resources).

among groups and governments (e.g., assigned roles

of participation; clear expectations and goal setting).

and among individuals, communities, and nations (e.g.,

investigating the political, social, and economic causes of

the American Revolution). i

(e.g., melting pot vs. salad bowl).

ways of getting access (e.g., Women’s right to vote, access

for disabled, petition).

and government policies and laws (e.g. Christmas trees

may exclude people who are not Christian; Pledge of Allegiance).

i

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). i

human, and capital resources to produce goods and services

and describing long-term effects of these uses (e.g.,

What long-term effects did the growth of tobacco in the

Chesapeake Bay area have on humans?). i

the environment in the U.S. (e.g., examining why ski areas

make snow and the effects of snowmaking on the environment).

i

and national governments (e.g., disaster relief, business

subsidies) and why these are needed.

goods and services in the U.S. (e.g., given data,

students create a pie chart of budget allocations).

for use as money (e.g., investigating various forms

of money printed throughout the history of the U.S.).

question or problem (e.g., what were the opportunity costs

of westward migration?). i

wants exceed their available resources (e.g., analyzing

photographs from the Dust Bowl).