Grade 5 SS

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade Five Social Studies
Scope and Sequence

Students will be actively involved in learning experiences focused on:
  • Study of Native Americans, Natives of Maine and the economy of Maine.
  • History of York
  • Settlement of the New World
  • American Revolution
  • United States geography, states and capitals

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: SOCIAL STUDIES
 GRADE: 5 
Content Standards
Performance Indicators

Instructional Practice

Assessment Tools

Reporting Tools

A. Applications of Social Studies Processes, Knowledge and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.
A.1. Researching and Developing Positions on Current Social Studies Issues

Students identify and answer research questions related to social studies by locating and selecting information and presenting findings.
a. Identify research questions related to social studies - seeking multiple perspectives from varied sources.


 


b. Identify key words and concepts related to research questions, making adjustments when necessary.


Identify key words and concepts related to living history in text.


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c. Locate and access information by using text features.


Study Old York Historical Society documents.

Use Internet text features to access information on social studies topics.

Use table of contents, index, chapter preview features, glossary, headings, sub-headings, review questions, keywords, captions, tables, graphs, and maps to effectively navigate the social studies textbook.



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d. Collect, evaluate and organize for a specific purpose.


Write essay to describe what life was like in York in 1798.

Evaluate and organize information to study the history of colonial America.

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e. Communicate findings using a variety of print and non-print media.


Discuss and share understandings using text, research, and Internet resources from Colonial America to the Revolutionary War.




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f. Describe plagiarism and demonstrate appropriate citation.


Discuss plagiarism and appropriate documentation of print and Internet resources while conducting research on topics ranging from Colonial America to the Revolutionary War.

Complete Revolutionary War research.

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g. Distinguish between facts and opinions or interpretations in sources.


Discuss reliable resources including textbook, library resources and Internet or web resources.

Differentiate between fact and opinion when evaluating research sources on topics ranging from Colonial America to the Revolutionary War.

Differentiate between fact and opinion when evaluating research sources on Current Events.

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A.2. Making Decisions Using Social Studies Skills and Knowledge

Students make individual and collaborative decisions on matters related to social studies using relevant information and research and discussion skills.
a. Contribute equitably to collaborative discussions, examine alternative ideas, and work cooperatively to share ideas and individually and collaboratively develop a decision or plan.


Compare and contrast the normative beliefs of peers in their classroom during DARE/Civil Rights program.

Collaborate and work cooperatively to successfully compete the Discovery Simulation activities of Colonial  America.

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b. Make a real or simulated decision related to the classroom, school, community, or civic organization by applying appropriate and relevant social studies knowledge and skills, including research skills and other relevant information.

Discuss current events related to substance abuse and civil rights issues related to the town of York.


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A.3. Taking Action Using Social Studies Knowledge and Skills

Students select and participate in a civic action or service-learning project based on a classroom, school or local community asset or need, and describe evidence of the project's effectiveness and civic contribution.
 


 Plan, develop, research, and share information that connects us with the community and provides a civic contribution through a Service Learning Project.


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  • informational meetings
B. Civics & Government: Students will draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, state, nation, and world.
B.1. Knowledge, Concepts, Themes and Patterns of Civics/Government

Students understand the basic ideals, purposes, principles, structures, and processes of democratic government in Maine and the United States.

a. Explain that the study of government includes how governments are organized and how citizens participate.




 


b. Explain and provide examples of democratic ideals and constitutional principles to include the rule of law, legitimate power, and common good.
 


 


 


 


c. Explain and give examples of governmental structures including the legislative, executive and judicial branches and the local, State, and national levels of government.
 


 


 


 


d. Explain how leaders are elected and how laws are made and implemented.
 


 


 


 


e. Explain that the structures and processes of government are described in documents, including the Constitutions of Maine and the United States.
 


 


 


B.2. Rights, Duties, Responsibilities, and Citizen Participation in Government

Students understand the basic rights, duties, responsibilities, and roles of citizens in a democracy.
a. Identify the rights, duties, and responsibilities of citizens within the class, school or community.
Participate in D.A.R.E. activities.

Explore issues around citizen responsibilities and decision-making models.

Participate in Anti-bullying classes, discussing and practicing rights and responsibilities.

Discuss current events to identify situations that recognize or infringe upon citizens rights and responsibilities.

Identify the Core Principles.

Apply the Core Principles to daily classroom life.   
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b. Identify and describe the United States Constitution and Bill of Rights as documents that establish government and protect the rights of the individual United States citizen.
 






 


c. Provide examples of how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience.


Discuss current events including upcoming elections by various printed materials.

Use debate, letterwriting or classroom discussions to demonstrate how citizens' actions can influence the government on current local and global issues.


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B.3. Individual, Cultural, International & Global Connections in Civics and Government

Students understand civic aspects of unity and diversity in the daily life of various cultures in the United States and the world.


a. Identify examples of unity and diversity in the United States that relate to how laws protect individuals or groups to support the common good.


 Read about and explore the historical aspects of laws and how they were created to protect various groups and/or individuals.


 


 


 


b. Describe civic beliefs and activities in the daily life of diverse cultures, including Maine Native Americans and various cultures in the United States and the world.


Current events and daily discussions 


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C. Economics: Students will draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, state, nation, and world.
C.1. Economic Knowledge, Concepts, Themes, and Patterns

Students understand personal economics and the basis of economies of the community, Maine, the United States and various regions of the world.

a. Explain that economics includes the study of scarcity which leads to economic choices about what goods and services will be produced, how they will be distributed, and for whom they will be produced.
Participate in treading and bartering experiences as part of the Colonial American simulation game.

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b. Explain how entrepreneurs and other producers of goods and services help satisfy the wants and needs of consumers in a market economy, locally and nationally, by using natural, human, and capital resources.


 


 


 


c. Describe situations in which personal choices are related to the use of financial resources and financial institutions including the use of money, consumption, savings, investment, and banking.
C.2. Individual, Cultural, International & Global Connections in Economics

Students understand economic aspects of unity and diversity in the community, Maine, and regions of the United States and the world including Maine Native American communities.
a. Describe economic similarities and differences within the community, Maine, and the United States.

b. Identify economic processes, economic institutions, and economic influences related to Maine Native Americans and various cultures in the United States and the world.


Study aspects of the economies of Maine Native Americans


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D. Geography: Student will draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, state, nation, and world.
D.1. Geographic Knowledge, Concepts, Themes, and Patterns

Students understand the geography of the community, Maine, the United States, and various regions of the world.


a. Explain that geography includes the study of earth's physical features including climate and the distribution of plant, animal, and human life.


Participate in interdisciplinary math, social studies and science lessons that include topics such as climate, earth's physical features, and plant and animal life.


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b. Create visual representations of the world, showing a basic understanding of the geographic grid, including the equator and prime meridian.


Participate in geography lessons that include the study of latitude and longitude.

Construct and label maps that include a major geographical features and vocabulary.


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c. Identify the earth's major geographic features such as continents, oceans, major mountains, and rivers using a variety of geographic tools.


Construct and label maps that include a major geographical features and vocabulary.


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d. Explain examples of changes in the earth's physical features and the impact on communities and regions.


Participate in direct instruction of the earth's physical features and discuss the impact on communities and regions.


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D.2. Individual, Cultural, International, and Global Connections in Geography

Students understand geographic aspects of unity and diversity in the community, Maine, and regions of the United States and the world, including Maine Native American communities.


a. Identify examples of how geographic features unify communities and regions as well as support diversity.


 Visit the gundalow and the York River, exploring both as a mans of unifying communities and supporting diversity.

 


 


 


b. Describe impacts of geographic features on the daily life of various cultures, including Maine Native Americans and other cultures in the United States and the world.


American colonist simulation
Living History


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E. History: Students will draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, state, nation, and world.
E.1. Historical Knowledge, Concepts, Themes, and Patterns

Students understand various major eras in the history of the community, Maine, and the United States.
a. Explain that history includes the study of past human experience based on available evidence from a variety of sources.


 


b. Identify various major historical eras, major enduring themes, turning points, events, consequences, persons, and timeframes, in the history of the community, Maine, and the United States.
Examine the American Revolution through a variety of media including:  text, historical fiction, plays, and reenactments. 



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c. Trace and explain how the history of democratic principles is preserved in historic symbols, monuments and traditions important in the community, Maine, and the United States.
E.2. Individual, Cultural, International, and Global Connections in History

Students understand historical aspects of unity and diversity in the community, Maine, and the United States, including Maine Native American communities.
a. Describe examples in the history of the United States of diverse and shared values and traditions.


 


b. Describe various cultural traditions and contributions of Maine Native Americans and various historical and recent immigrant groups in the community, Maine, and the United States.


 


 


 


469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.