Grade 5

Other Virginia History and Social Science sets

• Kindergarten
• Grade 1
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• Grade 8
• Grade 9
• Grade 10
• Grade 11
• Grade 12

The student will apply history and social science skills to understand the geography of North America byUSI.1

locating North America in relation to the other continents and the oceansUSI.1.a

locating and describing major geographic regions and bodies of water of North America and their impact on the early history of the United StatesUSI.1.b

locating the 50 statesUSI.1.c

The student will apply history and social science skills to describe how early cultures developed throughout North America byUSI.2

describing how archaeologists have recovered artifacts from ancient settlements, including, but not limited, to Cactus Hill in VirginiaUSI.2.a

locating and explaining where Indigenous peoples lived prior to the arrival of Europeans, with an emphasis on how the various geographic regions they inhabited influenced their daily livesUSI.2.b

The student will apply history and social science skills to explain European exploration and colonization in North America byUSI.3

describing the motivations for, obstacles to, and accomplishments of the Dutch, English, French, Portuguese, and Spanish explorationsUSI.3.a

describing cultural and economic interactions between Indigenous peoples and Europeans that led to cooperation and conflictUSI.3.b

The student will apply history and social science skills to understand how the Western Hemisphere, including the United States, impacted West Africa byUSI.4

identifying the location and characteristics of West African societies of Ghana, Mali, and Songhai before European explorationUSI.4.a

examining the arrival of the first Africans to colonial America at Old Point Comfort (Fort Monroe)USI.4.b

explaining the Transatlantic Slave Trade and its impact on the African coast and Western HemisphereUSI.4.c

identifying the cultural connections, conflicts, and common values of enslaved people in the Western Hemisphere, as well as challenges and hardships endured by enslaved people brought to the United StatesUSI.4.d

The student will apply history and social science skills to explain the social, political, religious, economic, and geographic factors that shaped colonial America byUSI.5

describing the characteristics and differences among the New England, the Mid-Atlantic, and the Southern coloniesUSI.5.a

explaining Virginia’s importance as one of the most populous and wealthiest coloniesUSI.5.b

comparing life from the perspectives of various groups, including, but not limited to large landowners, farmers, artisans, clergy, merchants, women, indentured servants, and enslaved and free BlacksUSI.5.c

explaining the specialization and interdependence of the regionsUSI.5.d

explaining the changing political and economic relationships between the colonies and Great Britain, including, but not limited to representative government and self-rule in the coloniesUSI.5.e

The student will apply history and social science skills to explain the American Revolution byUSI.6

identifying the causes and effects of the French and Indian WarUSI.6.a

identifying the issues of dissatisfaction that led to the American Revolution, including, but not limited to the “injuries and usurpations” outlined in the Declaration of IndependenceUSI.6.b

comparing and contrasting the political ideas and principles that shaped the revolutionary movementUSI.6.c

describing the leadership roles of individuals, including, but not limited to George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, Thomas Paine, John Adams, and the Marquis de LafayetteUSI.6.d

examining the causes, course, and consequences of key events and battles of the eraUSI.6.e

The student will apply history and social science skills to describe the challenges faced by the new nation byUSI.7

explaining the strengths, weaknesses, and outcomes of the government established by the Articles of ConfederationUSI.7.a

describing the Constitutional Convention and the development of the Constitution of the United States, with emphasis on the role of James MadisonUSI.7.b

examining constitutional issues debated, including the role of the national government and the debate over ratifying of the Constitution, the influence of the Federalist Papers, and the reasons for the addition of the Bill of RightsUSI.7.c

explaining the Three-Fifths CompromiseUSI.7.d

examining the three branches of governmentUSI.7.e

The student will apply history and social science skills to explain westward expansion and reform in America from 1801 to 1861 byUSI.8

describing how territorial expansion affected the political map of the United States, including, but not limited to the Louisiana Purchase, the Lewis and Clark expedition and the role of Sacagawea, the acquisitions of Florida, Texas, Oregon, and California, and the results of the Mexican American WarUSI.8.a

describing the causes, course of events, and effects of the War of 1812, the role of Andrew Jackson, and the development of the Monroe DoctrineUSI.8.b

identifying geographic, economic, and religious motivations that influenced the movement of settlersUSI.8.c

analyzing the impact of westward expansion on Indigenous peoples, including, but not limited to the Indian Removal policies, the Trail of Tears, and the Seminole WarsUSI.8.d

explaining technological advancements and innovations and their effects on life in America, including but not limited to the cotton gin, the reaper, the steam engine, and the steam locomotiveUSI.8.e

describing major developments in the abolitionist and women’s suffrage movementsUSI.8.f

explaining how the expansion of U.S. territory led to increased momentum for the abolitionist and women’s suffrage movementsUSI.8.g

The student will apply history and social science skills to understand the cause, major events, and effects of the Civil War byUSI.9

describing how slavery and its expansion was the primary cause of the cultural, economic, and constitutional issues that divided the nation and led to the secession of southern statesUSI.9.a

describing the differences in the economies of the North and the South, growth of agriculture and industry, and how those economies impacted the outcome of the warUSI.9.b

evaluating the leadership and impact of Abraham Lincoln during the Civil WarUSI.9.c

describing how individuals influenced the course of the Civil War, including, but not limited to Jefferson Davis, Ulysses S. Grant, Robert E. Lee, William Tecumseh Sherman, Thomas “Stonewall” Jackson, and Frederick DouglassUSI.9.d

describing major political texts during the war, including but not limited to Lincoln’s Inaugural Address, the Emancipation Proclamation, the Gettysburg Address, and Lincoln’s Second Inaugural AddressUSI.9.e

analyzing the effects of the war from various perspectives of Union and Confederate soldiers, Indigenous peoples, women, European Americans, and enslaved and free Blacks during the war including, but not limited to Clara Barton, John Brown, Robert Smalls, Harriet Tubman, Elizabeth Van Lew, and Mary BowserUSI.9.f