*from the Public Comment Draft, Massachusetts History and Social Science Curriculum Framework: December, 2001

Pre-Kindergarten and Kindergarten Living, Learning, and Working Now and Long Ago,Near and Far*

*Note: These skills, concepts, and learning standards are to be assessed at the local level.

In Pre-Kindergarten and Kindergarten students learn through stories and fables how people have lived in different parts of the world, in the past and today. They study United States holidays and celebrations throughout the year; these become their introduction to ideas related to US civics, government, and history. They also learn concepts and vocabulary related to geography and economics that provide a foundation for study in the later grades.

Pre-Kindergarten and Kindergarten Concepts and Skills
Students should be able to:

Connections to Geography and History
1. Use correctly words that indicate location and direction (up, down, near, far, left, right, straight, back, behind, and in front of). (G)

2. Identify sequential actions, such as first, next, last, in stories and use them to describe personal experiences. (H)

3. Use correctly words and phrases related to chronology, time, and causation (now, long ago, before, after, morning, afternoon, night, today, tomorrow, yesterday, last or next week, month, year, hour, minute, and present, past, and future tenses of verbs, and because). (H)

Connections to English language arts
4. Make predictions about the content of an informational text using prior knowledge, pictures, and text; retell important facts from a story heard or read. (reading and literature)

5. Draw pictures and/or use letters or phonetically-spelled words to give others information; dictate sentences and collaborate to put the sentences in a logical order. (writing)

6. Generate questions and gather information from several sources in a classroom, school, or public library. (research)

Pre-Kindergarten to Kindergarten Learning Standards
PreK-K. I Describe what a map is and what a globe is; follow as the teacher locates information from stories on maps or globes. (G)

PreK-K.2 Identify the American flag, the American national anthem, and the purpose of the Pledge of Allegiance. (C)

PreK-K.3 Identify and describe the events or people celebrated at selected United States national holidays, including Labor Day; Columbus Day; Thanksgiving; Martin Luther King, Jr. Day; Presidents' Day; and Independence Day. (H, C, G)

PreK-K.4 Explain how characters in stories find ways to be fair and solve problems. (C), with connections to English language arts)

PreK-K.5 After listening to nonfiction or fiction stories, describe the lives of the children or families in the stories. (G, H)

PreK-K.6 Retell stories about people in the past who have shown honesty, courage, and responsibility. (C, H)

PreK-K.7 Identify the student's street address, city or town, Massachusetts as the state, and the United States as the country in which he or she lives. (G, C)

PreK-K.8 Identify and describe family or community members who promote the welfare and safety of children and adults. (C)

PreK-K.9 Identify different kinds of jobs that people do, including work that they do at home. (E) PreK-K. 10 Explain how the work that people do earns them money to buy things they want. (E)

Money consists of coins or specially made pieces of paper that tell us what something is worth or costs. When people work, their employers usually pay them for their work with money.

PreK-K. 11 Give examples of how family members, friends, or other acquaintances use money as a medium of exchange. (E) .

A medium of exchange is something that is accepted in payment for goods and services. It is usually money. For example, a student uses coins as a medium of exchange when she puts quarters into a vending machine to buy a bottle of juice. However, she uses tokens as a medium of exchange for a subway or bus ride.

Grade 1
Families and Communities, Now and Long Ago, Near and Far -United States Leaders, Symbols, Events, and Holidays*

*Note: These skills, concepts, and learning standards are to be assessed at the local level.

First graders listen to and read folk and traditional tales from around the world. They learn about major historical events, figures, and symbols related to national holidays in the United States. In
addition, students study the physical geography of local communities and community-related topics in history, economics, and history.

Grade 1 Concepts and Skills

Students should be able to:
Connections to Geography and History
1. Describe a map as a representation of a space, such as the classroom, the school, the neighborhood, town, city, state, country, or world. (G)
2. Draw simple maps of the classroom or school. (G)
3. Identify cardinal directions (north, east, south, west) and apply them to maps, locations in the classroom, school, playground, and community. Define and locate the North and South Poles and the equator; define and give examples of a continent, mountain, river, lake, and ocean. (G)
4. Identify temporal sequences such as days, weeks, months, years, and seasons. Use correctly words and phrases related to time (now, in the past, in the future) and recognize the existence of changing historical periods (other times, other places).(H)
5. Place events in students' own lives in chronological order. (H)
6. Read dates on a calendar and associate them with days of the week. (H, with connections to mathematics)
7. Identify and use correctly the following words: fairness, politeness, courage, honesty, and reliability. (C)

Connections to Economics
8. Give examples of products (goods) that people use. (E)

9. Give examples of services that people do for each other. (E)

Connections to English language arts
10. Make predictions about the content of an informational text using prior knowledge and features, such as the title and illustrations. Restate the main ideas of an informational text.(reading)
11. Write or dictate letters or accounts of experiences that have a logical order; write or dictate research questions. (writing)
12. Generate questions about a topic of interest and gather information from several sources in a classroom, school or public library. (research)

Grade 1 Learning Standards
United States Leaders, Symbols, Events, and Holidays

1.1 On a map of the United States, locate Washington, DC and identify it as the United States capital; locate Boston and identify it as the capital of Massachusetts. (G)

1.2 Identify the current President of the United States and explain the role of presidents and what gives the president authority. (H, C)

1.3 Explain the meaning of American national symbols, including the American flag, the bald eagle, the White House, and the Statue of Liberty. (H, C)

1.4 Demonstrate the ability to recite the Pledge of Allegiance, to explain its meaning, and to sing national songs such as America the Beautiful, My Country, 'T is of Thee, God Bless America, or The Star Spangled Banner and explain the meaning of the lyrics. (H, C)

1.5 Describe the reasons for celebrating the events or people commemorated in American and Massachusetts holidays and days that mark the changes in seasons. On a calendar for the current year, identify the dates of Massachusetts and national holidays: to include Labor Day, Columbus Day, Veterans' Day, Thanksgiving, Martin Luther King, Jr. Day, Presidents' Day, Patriots' Day in Massachusetts, Memorial Day, Flag Day, and Independence Day. (H, C, G)

Families and Communities Now and Long Ago, Near and Far

1.6 Explain why Americans have a variety of different religious, community, and family celebrations, and describe celebrations held by members of the class and their families. (H)

1.7 After reading or listening to folk tales, legends, and true stories from America and around the world, describe the settings and achievements of the main characters. (H, with connections to English language arts)

1.8, Identify the need for laws and the basic rights and responsibilities of a person living in a community. (C, H)

Grade 2 Selected Topics in World Geography, History, Government, and Economics.*

*Note: These skills, concepts, and learning standards are to be assessed at the local level.

Second graders learn about world history, geography, economics, and government from listening to or reading a variety of teacher- or student-selected stories about: distinctive individuals, peoples, achievements, customs, events, places, or landmarks from long ago and around the world. Students' understanding of economics includes an examination of producers, consumers, buyers, and sellers in their own communities, the United States, and the world.

Grade 2 Concepts and Skills

Students should be able to:
Connections to Geography and History
1. Describe how maps and globes depict geographical information in different ways. (G) 2. Read globes and maps and follow narrative accounts on them. (G, H)

3. Identify cardinal directions (north, east, south, west) and apply them to maps, locations in the classroom, school, playground, and community. (G)

4. Use a calendar to identify days, weeks, months, years, and seasons. (H)
5. Use correctly words and phrases related to time (now, in the past, in the future), changing historical periods (other times, other places), and causation (because, reasons). (H)

6. Explain the information that historical timelines convey and then put in chronological order events in the student's life (such as the year he or she was born, started school, or moved to a new neighborhood) or in the history of countries studied. (H)

Connections to Economics
7. Describe the functions of money and how money makes trade easier. (E)
8. Describe how people in the school and community are both producers and consumers (E)

Producers are people who use resources to make goods or provide services; consumers are people who buy and use goods and services

9. Explain what buyers and sellers are and give examples of goods and services that are bought and sold. (E)

For example, farmers and restaurant owners are both sellers. A farmer who grows crops produces a good and a person who serves a meal in a restaurant provides a service. When a person buys vegetables or fruits at a farm stand or a supermarket, she is a consumer of a good; if she eats a prepared lunch of corn chowder and apple pie at a restaurant, she is a consumer of a service. We are also consumers or buyers of services when we ride on buses, subways, trains, and planes, take sports or music lessons, get care from a doctor, or stay in a hotel.


Connections to English language arts

10. Make predictions about the content of an informational text using prior knowledge and text features; restate main ideas of an informational text. (reading and literature)

11. Write or dictate letters or accounts of experiences that have a logical order; write or dictate research questions. (writing)

12. Generate questions on a topic of interest and gather information from several sources in a classroom, school, or public library. (research)

Grade 2 Learning Standards

2.1 On a map of the world, locate North America, South America, Europe, Asia, Africa, Australia, the Arctic, Antarctica, the Atlantic and Pacific Oceans, and the present boundaries of the United States, Canada, and Mexico. (G)

2.2 Explain the difference between a continent and a country and give examples of each. (G)

2.3 On a map of the world, locate the continent and then the countries from which students, their parents, guardians, grandparents, or other relatives or ancestors came. With the help of family members describe special food, customs, music, art, and styles of clothing of the place they came from, and find evidence of these cultural features in the U.S. today. Ask the school librarian for help as needed. (G, C)

2.4 Identify three other countries in different parts of the world. For each country:

• Identify its location on a map of the world.(G)
• Describe its important topographic features such as rivers and mountains. (G)

• Identify and describe well-known sites, events, or landmarks in these countries and explain why they are important. (H, G, C)

• Give examples of natural resources in the country studied. (G, E)

• Describe how people in this country use resources, work in different jobs, and depend on one another to provide goods and services. (G, E)

Grade 3
Regions of the United States: Geography and Early History New England, Massachusetts, Local Cities and Towns: Geography and History*

* Note: these skills, concepts, and learning standards are to be assessed at the local level.

Third graders learn about the geography, original inhabitants, and earliest explorations and settlements of the regions of the United States. They study in more detail the history and geography of New England, Massachusetts, and their cities and towns. Using local historic sites, historical societies, and museums, students learn about people, events, stories, and the development of local and state government. In conjunction with English language arts, they learn about biography as an approach to history, reading about the achievements of New Englanders and other Americans in science, technology, the arts, business, education, or political leadership.

For information on the arts, see the Arts Curriculum Framework (1999), Appendix A.

Grade 3 Concepts and Skills

Students should be able to:

Connections to History and Geography

1.Use cardinal directions map scales, legends, and titles to locate places on contemporary and historical maps of the United States, New England, Massachusetts, and the local community. (G)

2. Explain the meaning of time periods or dates in historical narratives (decade, century, 1600s, 1776) and use them correctly in speaking and writing. (H)

3. Observe visual sources such as historic paintings, photographs, or illustrations accompanying historical narratives, and describe details such as clothing, setting, or action. (H, with connections to arts).

4. Observe and describe historic artifacts and sites and generate questions about their function, construction, and significance. (H, with connections to arts and science, technology, and engineering)

Connections to Economics

5. Explain why people exchange products (goods) and services. (E)

6. Explain how limited or scarce resources compel people to make choices about goods and services. (E)

7. Define specialization and give examples of specialized jobs in the school and community. (E)

Connections to English language arts

8. Distinguish cause from effect; distinguish fact from opinion or fiction; summarize main ideas and supporting details of an informational text. (reading and literature)

9. Write brief summaries of information gathered through research; write a brief explanation of an informational text using evidence from the text for support. (writing)
10. Formulate questions about a topic of interest; initiate a plan for locating information; evaluate the relevance of the information; interpret, use, and communicate the information; evaluate the research project as a whole. (research)

Grade 3 Learning Standards

Regions of the United States

3.1 On a map of the world, locate North America, the Atlantic and Pacific Oceans, and the present boundaries of the United States (including Alaska and Hawaii). Locate the Northeastern,
Middle Atlantic, Southeastern, Midwestern, Southwestern, and Northwestern regions of the United States. (G)

3.2 Describe the climate, physical features, and natural resources in each region. (G)

3.3 Identify the states and major cities in each region. (G)

3.4 Identify the major indigenous groups living in each region of the United States at the time of the first explorations by Europeans. Describe their ways of life, including how they used natural resources and traded with each other. (H, G, C, E)

3.5 On a map or globe, trace the voyages of at least four explorers listed below, and describe what they sought when they began their journeys, what they found, and how their discoveries changed mapmaking and the image of the world. (H, G, E)

the Vikings Ponce de Leon Columbus Amerigo Vespucci
the Cabots Champlain Hudson Cartier

New England and Massachusetts

3.6 On a map of the United States, locate the New England States (Connecticut, Rhode Island, Massachusetts, Vermont, New Hampshire, Maine) and New York; locate the Atlantic Ocean. On a map of Massachusetts, locate Boston, Springfield, Worcester, Cape Cod, the Connecticut River, and the Berkshire Mountains. (G)

3.7 Identify who the Pilgrims were and explain why they left Europe; describe their journey, and their early years in the Plymouth Colony, including the purpose of the Mayflower Compact and its principles of self-government; challenges in settling in America; and events leading to the first Thanksgiving. (H, G, C, E)

3.8 Identify early leaders in Massachusetts, such as John Winthrop; describe the daily life, education, and work of the Puritans in the Massachusetts Bay Colony. (H, E, C)

3.9 Explain why Massachusetts joined other American colonies in a revolution against Britain, including the beginning of the Revolution at Lexington, Concord, and Bunker Hill; and Revolutionary leaders such as Paul Revere, John Hancock, and Samuel Adams. (H, E, C)

3.10 Identify the Declaration of Independence, the Constitution, and the Bill of Rights as key American documents; describe the purpose of government set forth in these documents and the basic political principles and values they reflect, including individual rights and responsibilities, equality, the rule of law, limited government, and representative democracy. (C)

3.11 After reading a biography of a person from Massachusetts who lived in the 17th, 18th, 19th, or 20th centuries, summarize the person's life and achievements in science, technology, the arts, business, education, or political leadership. (H, C; connections to English language arts and other curriculum frameworks)

The Cities and Towns of Massachusetts
3.12 On a map of Massachusetts locate the student's hometown or city and local geographic features and landmarks. (G)

3.13 Identify historic buildings, monuments, or sites in the area and explain their purpose. (H, C)

3.14 Identify when the student's own town or city was founded and describe the different groups of people who have settled in the community since its founding. (H, G, E. Connections to English language arts and arts)

3.15 Explain what an election is, describe the role and responsibilities of citizens in electing leaders, and give examples of how residents can participate in government and civic life. (C)

3.16 Explain the structure of the student's city or town government. (C)

3.17 Give examples of goods and services provided by local businesses and local government in Massachusetts in different historical periods. (E)

3.18 Give examples of business people who have contributed to the economy of Massachusetts (e.g., Amos Lawrence, William Filene, and Francis Cabot Lowell). (E, H)

Grade 4 Ancient and Classical Civilizations

Fourth graders study ancient and classical civilizations that flourished in the Mediterranean area and in the Far East. They learn about their religions, governments, trade, philosophies, inventions, writing systems, arts, and architecture. All students are expected to address the standards for ancient Egypt and one other ancient river civilization. They are also expected to address the standards for the civilizations that comprise the roots of Western civilization.

For information on the arts, see Appendix A in the Arts Curriculum Framework (1999).

Grade 4 Concepts and Skills

Students should be able to:

Connections to Geography and History

1. Use map and globe skills to determine absolute locations (latitude and longitude) of places studied. (G)

2. Identify the locations of the North and South Poles, the Equator, Prime Meridian, and the Northern, Southern, Eastern, and Western Hemispheres. (G)

3. Interpret a map using information from its title, compass rose, scale, and legend. (G)

4. Compare information shown on modern and historical maps of the same region. (G)

5. Use correctly the words or abbreviations for identifying time periods or dates in historical narratives (decade, century, millennium, AD/CE, BC/BCE, c. and circa). Identify in BC/BCE dates the higher number as indicating the older year (that is, 3000 BC/BCE is earlier than 2000 BC/BCE)

6. Identify and use correctly terms such as age or era as well as terms such as dynasty, kingdom, or empire. (H, C, E)

7. Interpret timelines of events and civilizations studied. (H)

Connections to Economics

8. Define barter and list its strengths and weaknesses for trade. (E)

Barter is the direct exchange of goods and services between people without using money. Trade is the exchange of goods and services between people.

9. Define supply and demand. (E)

Supply is what producers or sellers are willing to sell or exchange. Demand is what consumers or buyers are willing to get in exchange or buy.

Connections to English language arts
10. Distinguish cause from effect; distinguish fact from opinion or fiction; summarize main ideas and supporting details of an informational text. (reading and literature)

11. Write brief summaries of information gathered through research; write a brief explanation of an informational text using evidence from the text for support. (writing)

12. Formulate questions for a research project; initiate a plan for locating information; evaluate the relevance of the information; interpret, use, and communicate the information; evaluate the research project as a whole. (research)

Grade 4 Learning Standards*

*All students are expected to address the standards for ancient Egypt and one other ancient river civilization. They are also expected to address the standards for the civilizations that comprise the roots of Western civilization.

China: An Ancient River Civilization. c. 5000-200 BC/BCE

4.1.C On a map of the world, locate Africa, Europe, Asia, Australia, and the Atlantic, Pacific, and . Indian Oceans. On a map of Asia, locate the Huang (Yellow) River and Chang (Yangtze) Rivers, and the Himalayan Mountains. Describe the topography and climate of eastern Asia, including the importance of mountain ranges and deserts. Explain how geography influenced the growth of civilization in the Huang He River valley as well as the isolation of Chinese civilization. (G, E)

4.2.C Describe the early evidence of Chinese writing (characters, which are symbols for concepts/ideas) engraved on oracle bones. (H)

4.3.C Describe important technologies of China such as bronze casting, silk manufacture, and gunpowder. (H, E)

4.4.C Identify who Confucius was and describe his writings on good government, codes of proper conduct, relationships between parent and child, friend and friend, husband and wife, and subject and ruler. (H, C)

4.5.C Describe how the Emperor Shi Huangdi unified China by subduing warring factions, seizing land, centralizing government, imposing strict rules, and creating with the use of slave labor large state building projects for irrigation, transportation, and defense (such as the Great Wall). Explain why his policies lead to an increase in trade. (H, C, E)

Mesopotamia: Site of Several Ancient River Civilizations. c. 5000-1200 BC/BCE
4. 1.M On a modern map of western Asia, locate the Tigris and Euphrates Rivers and describe how the region provided the basis for food production and human settlement beginning about 7000 years ago. Identify the modern countries in the region: Iraq, Iran, and Turkey. Describe the topography and climate of the area around the river valleys. On a historical map, identify Sumer, Babylon, and Assyria as successive civilizations and empires in this region, and explain why the region is sometimes called "the Fertile Crescent." (H, G, E)

4.2.M Identify polytheism (a belief that there are many gods and goddesses) as the religious belief of the people in Mesopotamian civilizations. (H)

4.3.M Describe how irrigation, metal smithing, and the domestication of animals, and inventions such as the wheel, the sail, and the plow, contributed to the growth of population, specialization of labor, and the growth of city-states.(H, E)

4.4.M Identify cuneiform writing as a distinctive form of writing used in Mesopotamia, explain its importance in record keeping, and describe other distinctive aspects of Mesopotamian culture such as its monumental architecture (the ziggurat) and art (large relief sculpture, mosaics, and cylinder seals). (H)

4.5.M Identify who Hammurabi was and where and when he ruled. Describe the basic principle of justice in Hammurabi's Code ("an eye for an eye, a tooth for a tooth") and explain why codifying laws was significant for his government. (H, C, E)

Egypt: An Ancient River Civilization. c. 3000-l500 BC/BCE

4.6 On a historical map of the Mediterranean region, locate the Mediterranean and Red Seas, the Nile River and Delta and the areas of ancient Nubia and Egypt. On a modern map, identify the modern countries of Egypt and Sudan. Identify the locations of ancient Upper and Lower Egypt and explain what the terms mean. Describe the topography and climate of the area around the Nile and explain how geography influenced the growth of civilization in Egypt. (G)

4.7 Describe the role of the pharaoh as god/king, the concept of dynasties, and the importance of at least one Egyptian ruler. (H, C)

4.8 Describe the polytheistic religion of ancient Egypt, focusing on beliefs about death, the afterlife, mummification, and the roles of different deities. (H)

4.9 Describe how the agricultural system in Egypt was based on knowledge of the annual flooding of the Nile and how mathematical systems and astronomical observations led to the invention of a calendar. (E, with connections to science and technology/engineering)

4.10 Give examples of Egyptian monumental architecture and art, including the Pyramids and the Sphinx at Giza, tombs and temples such as the Tomb of Hatshepsut, and figures such as the sculptures of Rameses II, and describe the distinctive ways Egyptian artists combined pictures of humans with hieroglyphic symbols in portraits of pharaohs, scribes, and gods, and in paintings and relief sculptures on walls, papyrus, and mummy cases. (H, with connections to arts and technology/engineering)

4.11 Identify examples of writing using hieroglyphic symbols (pictures that represent objects and sounds) and explain how the discovery of the Rosetta Stone in 1799 helped historians to understand hieroglyphic writing. Explain how hieroglyphic symbols differ from the alphabetic
symbols used in most writing systems today. (H)

The Roots of Western Civilization: Ancient Israel, c. 2000 BC/BCE-70 AD/CE

4.12 On a historical map of the Mediterranean, locate Mesopotamia, Greece and Asia Minor, the kingdoms of the Hittites and ancient Israel, and Egypt. On a modern map, locate Egypt, Turkey, Greece, Israel, the area governed by the Palestinian Authority, Jordan, Lebanon, and Syria. (G)

4.13 Identify who the ancient Israelites, or Hebrews, were, describe their religion, and explain their migrations from Mesopotamia to the land called Canaan and later to Egypt: to include the Hebrews as the first people to practice monotheism (a belief that there is only one God) and a moral code stressing that all people must adhere to the same moral obligations, whether ruler or ruled; Abraham; the story of the Flood; Moses and the flight from slavery in Egypt; the Ten
Commandments; and the first five books of the Bible as part of the history of early Israel (H, G,C)

4.14 Describe the unification of the tribes of Israel under Kings Saul, David, and Solomon, including David's founding of Jerusalem as his capital city in 1000 BCE and the building of the first temple by Solomon.(H)

4.15 Explain the expulsion/dispersion of the Jews to other lands (referred to as the Diaspora) after the destruction of the second temple in Jerusalem and the renaming of the country by the Romans. (H)

The Roots of Western Civilization: Greece and Rome. c. 600 BC/BCE-180AD/CE

4.16 On a modern map of the Mediterranean area, Europe, England, the Middle East, and the Indian subcontinent, locate Spain, England, France, Italy, Greece and other countries in the Balkan peninsula, Egypt, Crete, Turkey, the Middle East, Pakistan, and India. Explain how the location of Greece and Rome influenced maritime trade and the expansion of their political power in the Mediterranean region. (H,G, E)

4.17 Describe the myths and stories of classical Greece; give examples of Greek gods and goddesses, heroes, and events. (H; connections to English language arts)

4.18 Define what a city-state is and provide examples from Athens and Sparta in ancient Greece, including the government of Athens and why it is considered the first democratic form of government; some rights people in America enjoy today that were first practiced by men of ancient Athens; and the roles of women and slaves under Athenian democracy. (C)

4.19 Describe the development by the ancient Greeks of the first complete alphabet with symbols for consonants and vowels, its adaptation by the Romans, and other aspects of Greek culture that the Romans borrowed and adapted in religion, government, art, and architecture. (H)

4.20 Describe that a republic is a democratic form of government in which citizens vote for representatives to serve as their leaders. Explain how the present government of the United States is similar to the government of the Roman Republic. (C)

Grade 5 United States History, Geography, Economics, and Government, 1600 to 1815

Students will study American history from the first settlements through the first four presidencies. They will learn about the political, economic, and social development of the colonies in the 17~ and 1 8th centuries. They will also explore the ideas and events that led to the independence of the original thirteen colonies. Finally, students will analyze the formation of a national government under the U.S. Constitution, and the early expansion of the American nation.

For information on the arts, see Appendix A in the Arts Curriculum Framework (1999).

Grade 5 Concepts and Skills

Students should be able to:

Connections to History and Geography

1. Use maps and globes to identify absolute locations (latitude and longitude). (G)

2. Identify the location of the North and South Poles, the Equator, the Prime Meridian, Northern, Southern, Eastern, and Western Hemispheres.(G)

3. Interpret a map using information from its title, compass rose, scale, and legend. (G)

4. Distinguish between political and topographical maps and identify specialized maps that show information such as population, income, or climate change.(G, H, E)

5. Compare information shown on modern and historical maps of the same region. (G, H. E)

6. Identify different ways of dating historical narratives (17th century, seventeenth century, 1600s, colonial period). (H)

7. Interpret timelines of events studied. (H)

8. Observe and identify details in cartoons, photographs, charts, and graphs relating to a historical narrative. (H, E, C with connections to mathematics, arts)

Connections to Economics
9. Give examples of the three types of productive resources: human resources (labor), natural
resources, and capital goods (buildings, equipment, machinery), and explain how each is used to
produce goods and services. (E)

10. Explain how people or communities examine and weigh the benefits of each alternative when making a choice and that "opportunity costs" are those benefits that are given up once one alternative is chosen. (E)

11. Describe different ways people save their money and explain the advantages and disadvantages of each. (E)

12. Give examples of how changes in supply and demand affected prices in colonial history. (E, H)

13. Give examples from colonial history of an entrepreneur, or a person who has started a business seeking profit.

14. Explain how the interaction of buyers and sellers influences the prices of goods and services in markets. (E)

Connections to English language arts

15. Identify organizational structures such as chronological order, logical order, cause and effect, classification schemes; identify and analyze main ideas, supporting ideas, and supporting details; distinguish cause from effect; distinguish fact from opinion or fiction. (reading and literature)

16. Differentiate between primary and secondary sources and explain how biography, autobiography, fiction, legend, myth, oral histories, letters, and diaries can be used to find out about the past.

17. Write brief research reports with a clear focus and supporting detail. (writing)

18. Apply steps for obtaining and evaluating information and presenting research, including using an expanded range of print and non-print sources, following established criteria for evaluating information, locating specific information using indexes, tables of contents, and electronic search keywords, and providing documentation in a consistent format. (research)

Grade 5 Learning Standards

Exploration, Colonization, and Settlement (1500-1700)

5.1 Explain why trade routes to Asia had been closed in the 15th century, identify major explorers of the New World, and explain why they made their explorations. (H, G, E)

5.2 Explain why the European explorers called the indigenous groups in the Western hemisphere "Indians"; explain the various reasons that Europeans came to settle in the New World, describe how their views on ownership or use of land differed from those of the Indians, and identify the conflicts between them, including the Pequot and King Philip's Wars in New England. (H, G, E)

5.3 Identify some of the major leaders and groups responsible for the founding of the original colonies, including John Smith in Virginia, William Penn in Pennsylvania, Lord Baltimore in Maryland, John Winthrop in Massachusetts, and Roger Williams in Rhode Island. (H, E, C)

5.4 Identify the links between the ancient civilizations of Israel, Greece, and Rome and the thinking of the Puritans, including the influence of the Bible. (H, C)

5.5 Describe the influence of the Puritans on political and intellectual life in Massachusetts and other colonies, including the development of the town meeting and the founding of schools such as Boston Latin and colleges such as Harvard. (H)

The Political, Intellectual, and Economic Growth of the Colonies (1700-1775)

5.6 On a map of North America, identify the first 13 colonies and describe how differences in climate, agricultural systems, populations, and cultures shaped their economies and societies through the 18th century. (H, G, E)

5.7 Explain the causes of the establishment of slavery in North America. Describe the conditions of slave life and the responses of slaves to their condition, and describe the life of free African Americans in the colonies. (H, G, E, C)

5.8 Explain the development of legislative bodies, town meetings, charters on individual freedom

and rights, and educational institutions such as grammar schools and colleges. Describe how these developments contributed to the Revolution. (H, G, E, C)

5.9 Explain how the French and Indian War led to an overhaul of British imperial policy: to include the 1764 Sugar Act; the 1765 Stamp Act; the 1767 Townsend Duties; the 1773 Tea Act;

American resistance to these policies; the roles of the Stamp Act Congress, the Sons of Liberty,and the 1773 Tea Party. (H, C, E)

The Revolution and the Formation of a Federal Government under the Constitution (1775-1789)

5.10 Identify British and colonial leaders before the Revolution and describe their roles.(H, C)

5.11 Explain the meaning of the key ideas contained in the Declaration of Independence. (H,C, E)

5.12 Describe the major battles of the Revolution and explain the factors leading to American victory and British defeat: to include the Battles of Lexington and Concord; Bunker Hill;Saratoga; Valley Forge; and Yorktown. (H)

5.13 Describe the life and achievements of important leaders during the Revolution and the early years of the United States, including George Washington, Thomas Jefferson, John Adams, James Madison, Alexander Hamilton, and Benjamin Franklin. (H, C)

5.14 Explain the reasons for the adoption of the Articles of Confederation in 1781 and for its later failure. (H, C)

5.15 Describe Shays' Rebellion of 1786-1787 and explain why it was one of the crucial events leading to the Constitutional convention. (H, E, C)

5.16 Identify the various leaders of the Constitutional Convention and describe the major issues they debated. (H, E, C)

The First Four Presidencies: Political. Economic. and Diplomatic Developments (1789-1817)

5.17 Identify the rights in the Bill of Rights and explain the reasons for its inclusion in the Constitution in 1791. (H, C)

5.18 Identify and describe the principles, purposes, and structure of the government as outlined in the Constitution. (H, C )

5.19 Explain the events leading up to, and the significance of, the Louisiana Purchase of 1803. (H, C, E, G)

5.20 Describe the expedition of Lewis and Clark from 1803 to 1806. (H, E, G)

5.21 Explain the causes of the War of 1812 between the United States and Great Britain,the course of the war, and its consequences. (H, G, C, E) .