Grade 5

Other Colorado Social Studies sets

• Grade Pre-K
• Grade K
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 6
• Holocaust and Genocide: Grade 6
• Grade 7
• Holocaust and Genocide: Grade 7
• Grade 8
• Holocaust and Genocide: Grade 8
• Grades 9, 10, 11, 12
• Holocaust and Genocide: Grades 9, 10, 11, 12

Recognize how historical context can affect the perspective of historical sources.5.H.1.a

Examine significant historical documents. For example: The Proclamation of 1763, the Stamp Act, the Declaration of Independence, the Constitution, and treaties with Indigenous Nations such as the Two Row Wampum Treaty.5.H.1.b

Interpret timelines of eras and themes in North America from early Indigenous Peoples through the European Age of Exploration/post-Columbian colonization and the establishment of the United States Government.5.H.1.c

Analyze cartoons, artifacts, artwork, charts, and graphs related to eras and themes in early North America.5.H.1.d

Make observations and draw conclusions from a variety of sources when studying American history.5.HES.1.1

Identify and explain multiple perspectives when exploring events, ideas, and issues in United States history.5.HES.1.2

Explain interactions among various groups such as Indigenous Peoples, enslaved individuals (both Indigenous and African), and European colonists. For example: The cultural genocide of Indigenous Peoples, chattel slavery of Africans, the League of the Iroquois, Spanish missions, and trade networks.5.H.2.a

Identify and describe the contributions of significant individuals and groups of Indigenous Peoples, enslaved individuals, and European colonists through the American Revolution. For example: Crispus Attucks, Sybil Luddington, Benjamin Banneker, Thomas Jefferson, and Patrick Henry.5.H.2.b

Describe the political, social, and economic reasons for the settlement of the European and American colonies and how it affected Indigenous Peoples and enslaved Africans.5.H.2.c

Analyze important political, social, economic, and military developments leading to and during the American Revolution.5.H.2.d

Investigate causes and effects of significant events in early United States history. For example: The establishment of Jamestown, George Washington's crossing of the Delaware River, the French and Indian War, and the Constitutional Convention.5.H.2.e

Identify and explain multiple perspectives including African Americans, Indigenous Peoples, Latinos, Asian Americans, Hawaiian/Pacific Islanders, LGBTQ, and religious groups when exploring events, ideas, issues in United States history.5.HES.2.1

Answer questions about regions of North America and the United States using various types of maps.5.G.1.a

Use geographic tools to identify, locate, and describe places and regions in North America and the United States and suggest reasons for their location.5.G.1.b

Describe the influence of accessible resources on the development of local and regional communities throughout North America and the United States.5.G.1.c

Investigate geographic resources to form hypotheses, make observations, and draw conclusions about communities in the United States.5.GES.1.1

Identify variables associated with discovery, exploration, and migration.5.G.2.a

Explain migration, trade, and cultural patterns that result from interactions among people, groups, and cultures.5.G.2.b

Describe and analyze how specific physical and political features influenced historical events, movements, and adaptation to the environment.5.G.2.c

Analyze how cooperation and conflict among diverse groups of people contribute(d) to political, economic, and social divisions in the United States.5.G.2.d

Give examples of the influence of geography on the history of the United States.5.G.2.e

Consider purpose, formality of context and audience, and distinct cultural norms when planning the content, mode, delivery, and expression of analysis of historical events and movements.5.GES.2.1

Identify and explain multiple perspectives when exploring ideas about conflict in the United States.5.GES.2.2

Identify examples of the productive resources and explain how they are used to produce goods and services. For example: Land, labor, and capital.5.E.1.a

Compare ways in which people and communities exchanged goods and services. For example: Barter and monetary exchange.5.E.1.b

Identify the goods and services that were traded among different cultures and regions.5.E.1.c

Describe how patterns of trade evolved within Early America.5.E.1.d

Explain some of the challenges that American colonists faced that would eventually lead them to the creation of commercial banks.5.E.1.e

Investigate to form hypotheses, make observations, and draw conclusions about the development of the systems of exchange in the United States.5.EES.1.1

Recognize how members of a community rely on each other through trade and exchange.5.EES.1.2

Describe and explain examples of individual rights as a foundation of citizenship.5.C.1.a

Give examples of group and individual actions that illustrate civic ideals in the founding of the United States. For example: Freedom, rule of law, equality, civility, cooperation, respect, responsibility, and civic participation.5.C.1.b

Discuss how the concept of citizenship changed over time in the early American colonies.5.C.1.c

Recognize how members of a community rely on each other through a variety of ways when creating rules and norms.5.CES.1.1

Connect knowledge of the foundations of citizenship in the United States to personal ideas/understandings.5.CES.1.2

Explain the foundational documents and significance of the events that led to the establishment of the United States government. Including but not limited to the Philadelphia Convention, the Declaration of Independence, the Articles of Confederation, the Iroquois Confederacy, the Constitution, and the Bill of Rights.5.C.2.a

Identify political principles of American democracy and how the Constitution and Bill of Rights reflect and preserve these principles.5.C.2.b

Explain the origins, structures, and functions of the three branches of the United States government and the relationships among them.5.C.2.c

Describe how the Constitution balances the power of national and state governments.5.C.2.d

Identify and explain multiple perspectives when exploring the events leading to the creation of the United States government and the principles of American democracy.5.CES.2.1

Differentiate between saving and investing.5.PF.1.a

Establish the function of banking.5.PF.1.b

Distinguish between different types of financial institutions such as banks and credit unions, and the services provided. For example: Checking accounts, savings accounts, investments, and loans.5.PF.1.c

Create a way to keep track of money spent and money saved.5.PF.1.d

Make connections between information gathered and personal experiences to apply and/or test solutions when choosing a financial institution or financial product.5.PFES.1.1

Express one's own emotions, thoughts, and values and identify how they influence behavior when making decisions regarding choosing a financial institution or financial product.5.PFES.1.2

Ask questions to develop further personal understanding when choosing financial institutions and financial products.5.PFES.1.3