5th Grade: Math (page 1 of 2)
Student Name: ___________________________ Student Number: __________________
|
General Standard |
Sub-Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
|
NUMBER SENSE (NS) |
1.0 Compute with very large & very small #s, positive integers, decimals, & fractions and understand the relationship between decimals, fractions, and percents. They understand the relative magnitudes of #s |
5.NS.1.1 |
Estimate, round, and manipulate very large (e.g., millions) and very small (e.g., thousandths) numbers. |
|
|
|
5.NS.1.2 |
Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number. |
|
|
||
|
5.NS.1.3 |
Understand and compute positive integer powers of nonnegative integers; compute examples as repeated multiplication. |
|
|
||
|
5.NS.1.4 |
Determine the prime factors of all numbers through 50 and write the numbers as the product of their prime factors by using exponents to show multiples of a factor (e.g., 24 = 2 ´ 2 ´ 2 ´ 3 = 2 3 ´ 3). |
|
|
||
|
5.NS.1.5 |
Identify and represent on a number line decimals, fractions, mixed numbers, and positive and negative integers. |
|
|
||
|
2.0 Perform calculations and solve problems involving addition, subtraction, and simple multiplication and division of fractions and decimals |
5.NS.2.1 |
Add, subtract, multiply, and divide with decimals; add with negative integers; subtract positive integers from negative integers; and verify the reasonableness of the results. |
|
|
|
|
5.NS.2.2 |
Demonstrate proficiency with division, including division with positive decimals and long division with multidigit divisors. |
|
|
||
|
5.NS.2.3 |
Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form. |
|
|
||
|
5.NS.2.4 |
Understand the concept of multiplication and division of fractions. |
|
|
||
|
5.NS.2.5 |
Compute and perform simple multiplication and division of fractions and apply these procedures to solving problems. |
|
|
||
ALGEBRA AND FUNCTIONS (AF) |
1.0 Use variables in
simple expressions, compute the value of the expression for specific values of the variable, and plot & interpret the results |
5.AF.1.1 |
Use information taken from a graph or equation to answer questions about a problem situation. |
|
|
|
5.AF.1.2 |
Use a letter to represent an unknown number; write and evaluate simple algebraic expressions in one variable by substitution. |
|
|
||
|
5.AF.1.3 |
Know and use the distributive property in equations and expressions with variables. |
|
|
||
|
5.AF.1.4 |
Identify and graph ordered pairs in the four quadrants of the coordinate plane. |
|
|
||
|
5.AF.1.5 |
Solve problems involving linear functions with integer values; write the equation; and graph the resulting ordered pairs of integers on a grid. |
|
|
||
MEASUREMENT AND GEOMETRY (MG) |
1.0 Understand and compute the volumes and areas of simple objects |
5.MG.1.1 |
Derive & use the formula for the area of a triangle & parallelogram by comparing it with the formula for the area of a rectangle |
|
|
|
5.MG.1.2 |
Construct a cube and rectangular box from two-dimensional patterns and use these patterns to compute the surface area for these objects. |
|
|
||
|
5.MG.1.3 |
Understand the concept of volume & use the appropriate units in measuring systems (cubic cms, cubic meter, cubic inch, cubic yd) to compute Vol of rectangular solids. |
|
|
||
|
5.MG.1.4 |
Differentiate between, and use appropriate units of measures for, two- and three-dimensional objects (i.e., find the perimeter, area, volume). |
|
|
5th Grade: Math (page 2 of 2)
Student Name: ___________________________ Student Number: __________________
|
General Standard |
Sub-Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
|
MEASUREMENT AND GEOMETRY (MG) (continued) |
2.0 Identify, describe,
and classify the properties of, and the relation-ships between, plane and solid geometric figures |
5.MG.2.1 |
Measure, identify, and
draw angles, perpendicular and parallel lines, rectangles, and triangles by
using appropriate tools (e.g., straightedge, ruler, compass, protractor,
drawing software). |
|
|
|
5.MG.2.2 |
Know that the sum of
the angles of any triangle is 180° and the sum of the angles of any
quadrilateral is 360° and use this information to solve problems. |
|
|
||
|
5.MG.2.3 |
Visualize and draw
two-dimensional views of three-dimensional objects made from rectangular
solids. |
|
|
||
STATISTICS, DATA ANALYSIS, & PROBABILITY (SDP) |
1.0 Display, analyze,
compare, and interpret different data sets, including data sets of different sizes |
5.SDP.1.1 |
Know the concepts of mean, median, and mode; compute and compare simple examples to show that they may differ. |
|
|
|
5.SDP.1.2 |
Organize and display single-variable data in appropriate graphs and representations (e.g., histogram, circle graphs) and explain which types of graphs are appropriate for various data sets. |
|
|
||
|
5.SDP.1.3 |
Use fractions and percentages to compare data sets of different sizes. |
|
|
||
|
5.SDP.1.4 |
Identify ordered pairs of data from a graph and interpret the meaning of the data in terms of the situation depicted by the graph. |
|
|
||
|
5.SDP.1.5 |
Know how to write ordered pairs correctly; for example, (x, y). |
|
|
||
|
MATHEMATICAL REASONING (MR) |
1.0 Approaching problems |
5.MR.1.1 |
Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. |
|
|
|
5.MR.1.2 |
Determine when and how to break a problem into simpler parts. |
|
|
||
|
2.0 Strategies, skills, and concepts in finding solutions |
5.MR.2.1 |
Use estimation to verify the reasonableness of calculated results |
|
|
|
|
5.MR.2.2 |
Apply strategies and results from simpler problems to more complex problems. |
|
|
||
|
5.MR.2.3 |
Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. |
|
|
||
|
5.MR.2.4 |
Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work. |
|
|
||
|
5.MR.2.5 |
Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. |
|
|
||
|
5.MR.2.6 |
Make precise calculations and check the validity of the results from the context of the problem. |
|
|
||
|
3.0 Moving beyond a problem |
5.MR.3.1 |
Evaluate the reasonableness of the solution in the context of the original situation. |
|
|
|
|
5.MR.3.2 |
Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems. |
|
|
||
|
5.MR.3.3 |
Develop generalizations of the results obtained and apply them in other circumstances. |
|
|
|
General Standard |
Sub-Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
|
READING (“R”) |
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development |
5.R.1.1 |
Read aloud narrative and expository text fluently and accurately and with appropriate spacing, intonation, and expression. |
|
|
|
5.R.1.2 |
Use word origins to determine the meaning of unknown words. |
|
|
||
|
5.R.1.3 |
Understand and explain frequently used synonyms, antonyms, and homographs. |
|
|
||
|
5.R.1.4 |
Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., controversial). |
|
|
||
|
5.R.1.5 |
Understand and explain the figurative and metaphorical use of words in context. |
|
|
||
|
2.0 Reading Comprehension (by grade 8, read one million words annually) |
5.R.2.1 |
Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable. |
|
|
|
|
5.R.2.2 |
Analyze text that is organized in sequential or chronological order. |
|
|
||
|
5.R.2.3 |
Discern main ideas & concepts presented in texts, ID & assess evidence that supports the ideas |
|
|
||
|
5.R.2.4 |
Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. |
|
|
||
|
5.R.2.5 |
Distinguish facts, supported inferences, and opinions in text. |
|
|
||
|
3.0 Literary Response and Analysis |
5.R.3.1 |
Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose. |
|
|
|
|
5.R.3.2 |
Identify the main problem or conflict of the plot and explain how it is resolved. |
|
|
||
|
5.R.3.3 |
Contrast the actions,
motives (e.g., loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction & discuss importance of the contrasts to the plot or theme. |
|
|
||
|
5.R.3.4 |
Understand that theme refers to the meaning/moral of a selection & recognize themes in works. |
|
|
||
|
5.R.3.5 |
Describe the function & effect of common literary devices (e.g., imagery, metaphor, symbolism). |
|
|
||
|
5.R.3.6 |
Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures. |
|
|
||
|
5.R.3.7 |
Evaluate the author’s use of various techniques (eg, appeal of characters in a picture bk, logic & credibility of plots & settings, use of figurative language) to influence readers’ perspective |
|
|
||
|
WRITING (W) |
1.0 Writing Strategies |
5.W.1.1.a, b, c |
Create multiple-paragraph narrative compositions: Establish and develop a situation or plot; Describe the setting; and Present an ending |
|
|
|
5.W.1.2.a, b, c |
Create multiple-paragraph expository compositions: Establish a topic, important ideas, or events in sequence or chronological order; Provide details and transitional expressions that link one paragraph to another in a clear line of thought.; and Offer a concluding paragraph that summarizes important ideas and details. |
|
|
||
|
5.W.1.3 |
Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information |
|
|
||
|
5.W.1.4 |
Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell checks). |
|
|
||
|
5.W.1.5 |
Use a thesaurus to identify alternative word choices and meanings. |
|
|
||
|
5.W.1.6 |
Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences. |
|
|
|
General Standard |
Sub-Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
|
WRITING (W) (continued) |
2.0 Writing Applications (Genres & Their Characteristics) Write narrative,
expository, persuasive, & descriptive texts of at least 500 to 700 words in each genre. |
5.W.2.1. a and b |
Write narratives: Establish a plot, point of view, setting, and conflict; and show, rather than tell the events of the story |
|
|
|
5.W.2.2 a, b, and c |
Write responses to literature: Support judgments through references to the text and to prior knowledge, demonstrate an understanding of a literary work, develop interpretations that exhibit careful reading and understanding. |
|
|
||
|
5.W.2.3 a, b, and c |
Write research reports about important ideas, issues, or events by using the following guidelines: Frame questions that direct the investigation, Establish a controlling idea or topic, and develop the topic with simple facts, details, examples, and explanations. |
|
|
||
|
5.W.2.4 a, b, c, d |
Write persuasive letters or compositions: State a clear position in support of a proposal; support a position with relevant evidence; follow a simple organizational pattern; and address reader concerns. |
|
|
||
|
WRITTEN AND ORAL LANGUAGE (L) |
1.0 Written and Oral Language |
5.L.1.1 |
Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas. |
|
|
|
5.L.1.2 |
Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise), modifiers, and pronouns. |
|
|
||
|
5.L.1.3 |
Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth. |
|
|
||
|
5.L.1.4 |
Use correct capitalization |
|
|
||
|
5.L.1.5 |
Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly. |
|
|
||
|
LISTENING & SPEAKING (LS) |
1.0 Listening and Speaking Strategies |
5.LS.1.1 |
Ask questions that seek information not already discussed |
|
|
|
5.LS.1.2 |
Interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives |
|
|
||
|
5.LS.1.3 |
Make inferences or draw conclusions based on an oral report |
|
|
||
|
5.LS.1.4 |
Select a focus, organizational structure, and point of view for an oral presentation. |
|
|
||
|
5.LS.1.5 |
Clarify and support spoken ideas with evidence and examples |
|
|
||
|
5.LS.1.6 |
Engage the audience with appropriate verbal cues, facial expressions, and gestures. |
|
|
||
|
5.LS.1.7 |
Identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering generalities); identify logical fallacies used in oral presentations and media messages. |
|
|
||
|
5.LS.1.8 |
Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture. |
|
|
||
|
2.0 Speaking Applications (Genres & Their Applications) |
5.LS.2.1 a, b, and c |
Deliver narrative presentations: Establish a situation, plot, point of view, and setting with descriptive words and phrases; and Show, rather than tell, the listener what happens |
|
|
|
|
5.LS.2.2 a, b, and c |
Deliver informative
presentations about an important idea, issue, or event by the following means: Frame questions to direct the investigation; Establish a controlling idea or topic; and Develop the topic with simple facts, details, examples, and explanations |
|
|
||
|
5.LS.2.3 a, b, and c |
Deliver oral responses to literature: Summarize significant events and details; Articulate an understanding of several ideas or images communicated by the literary work; and Use examples or textual evidence from the work to support conclusions. |
|
|
5th Grade: Science (page 1 of 2) CALIFORNIA CONTENT-STANDARD CHECKLIST
Student Name: ___________________________ Student Number: ___________________
|
General Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
|
1.0 PHYSICAL SCIENCE Elements and their combinations account for all the varied types of matter in the world. |
5.1.a |
During chemical reactions the atoms in the reactants rearrange to form products with different properties. |
|
|
|
5.1.b |
All matter is made of atoms, which may combine to form molecules. |
|
|
|
|
5.1.c |
Metals have properties in common, such as high electrical and thermal conductivity. Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a combination of elemental metals. |
|
|
|
|
5.1.d |
Each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties. |
|
|
|
|
5.1.e |
Scientists have developed instruments that can create discrete images of atoms and molecules that show that the atoms and molecules often occur in well-ordered arrays. |
|
|
|
|
5.1.f |
Differences in chemical and physical properties of substances are used to separate mixtures and identify compounds |
|
|
|
|
5.1.g |
Properties of solid, liquid, and gaseous substances, such as sugar (C 6 H 12 O 6 ), water (H 2 O), helium (He), oxygen (O 2 ), nitrogen (N 2 ), and carbon dioxide (CO2) |
|
|
|
|
5.1.h |
Living organisms and most materials are composed of just a few elements |
|
|
|
|
5.1.i |
The common properties of salts, such as sodium chloride (NaCl) |
|
|
|
|
2.0 LIFE SCIENCE Plants and animals
have structures for respiration, digestion, waste disposal, and transport of materials |
5.2.a |
Many multicellular organisms have specialized structures to support the transport of materials. |
|
|
|
5.2.b |
Blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO 2 ) and oxygen (O 2 ) are exchanged in the lungs and tissues. |
|
|
|
|
5.2.c |
The sequential steps of digestion & the roles of teeth and the mouth, esophagus, stomach, small intestine, lg intestine, & colon in the function of the digestive system. |
|
|
|
|
5.2.d |
The role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder. |
|
|
|
|
5.2.e |
How sugar, water, and minerals are transported in a vascular plant |
|
|
|
|
5.2.f |
Plants use carbon dioxide (CO 2 ) and energy from sunlight to build molecules of sugar and release oxygen. |
|
|
|
|
5.2.g |
Plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO 2 ) and water (respiration). |
|
|
|
|
3.0 EARTH SCIENCE Water on Earth moves between the oceans and land through the processes of evaporation and condensation |
5.3.a |
Most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface. |
|
|
|
5.3.b |
When liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water. |
|
|
|
|
5.3.c |
Water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, & can fall to Earth as rain, hail, sleet, or snow. |
|
|
|
|
5.3.d |
The amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. |
|
|
|
|
5.3.e |
The origin of the water used by their local communities. |
|
|
5th Grade: Science (page 2 of 2) CALIFORNIA CONTENT-STANDARD CHECKLIST
Student Name: ___________________________ Student Number: _________________________
|
General Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
|
4.0 EARTH SCIENCE Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns |
5.4.a |
Uneven heating of Earth causes air movements (convection currents) |
|
|
|
5.4.b |
The influence that the ocean has on the weather and the role that the water cycle plays in weather patterns. |
|
|
|
|
5.4.c |
Causes and effects of different types of severe weather |
|
|
|
|
5.4.d |
Use weather maps and data to predict local weather and know that weather forecasts depend on many variables |
|
|
|
|
5.4.e |
The Earth’s atmosphere exerts a pressure that decreases with distance above Earth’s surface and that at any point it exerts this pressure equally in all directions. |
|
|
|
|
5.0 EARTH SCIENCE The solar system consists of planets and other bodies that orbit the Sun in predictable paths |
5.5.a |
The Sun, an average star, is the central and largest body in the solar system and is composed primarily of hydrogen and helium. |
|
|
|
5.5.b |
The solar system includes the planet Earth, the Moon, the Sun, eight other planets and their satellites, and smaller objects, such as asteroids and comets. |
|
|
|
|
5.5.c |
The path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet |
|
|
|
|
6.0 INVESTIGATION AND EXPERIMENTATION Scientific progress is made by asking meaningful questions and conducting careful investigations. (relates to other standards above) |
5.6.a |
Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate Criteria. |
|
|
|
5.6.b |
Develop a testable question |
|
|
|
|
5.6.c |
Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure. |
|
|
|
|
5.6.d |
Identify the dependent and controlled variables in an investigation |
|
|
|
|
5.6.e |
Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment. |
|
|
|
|
5.6.f |
Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations |
|
|
|
|
5.6.g |
Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data. |
|
|
|
|
5.6.h |
Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion |
|
|
|
|
5.6.i |
Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions. |
|
|
5th Grade:
United States History and Geography: Making a new nation (page 1 of 2)
CALIFORNIA CONTENT-STANDARD CHECKLIST
Student Name: ____________________ Student Number: __________________
|
General Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
|
5.1 Pre-Columbian Settlements |
5.1.1 |
Describe
how geography & climate influenced the way various nations lived &
adjusted to the natural environs, including village locations, distinct
structures that they built, & how they obtained food, clothing, tools,
& utensils |
|
|
|
5.1.2 |
Describe
the various customs and folklore traditions |
|
|
|
|
5.1.3 |
Explain
their varied economies and systems of government |
|
|
|
|
5.2 Early Exploration of the Americas |
5.2.1 |
Describe
the entrepreneurial characteristics of early explorers (e.g., Christopher
Columbus and Francisco Vasquez de Coronado) and the technological
developments that made sea exploration by latitude and longitude possible
(e.g, compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder) |
|
|
|
5.2.2 |
Explain
the aims, obstacles, and accomplishments of the explorers, sponsors, and
leaders of key European expeditions and the reasons Europeans chose to
explore and colonize the world (e.g., the Spanish Reconquista, the Protestant
Reformation, the Counter Reformation) |
|
|
|
|
5.2.3 |
Trace
the routes of the major land explorers of the US, the distances traveled by
explorers, and the Atlantic trade routes that linked Africa, the West Indies,
the British colonies, and Europe |
|
|
|
|
5.2.4 |
Locate
on maps of North and South America land claimed by Spain, France, England,
Portugal, Netherlands, Sweden, and Russia |
|
|
|
|
5.3 Indians and the New Settlers |
5.3.1 |
Describe
competition among English, French, Spanish, Dutch, & Indian Nations for
control of No. America |
|
|
|
5.3.2 |
Describe
the cooperation that existed between the colonists and Indians during the
1600s and 1700s (e.g., in agriculture, the fur trade, military alliances,
treaties, cultural interchanges) |
|
|
|
|
5.3.3 |
Examine
the conflicts before the Revolutionary War (e.g., the Pequot and King
Philip’s Wards in New England, the Powhatan Wars in Virginia, the French and
Indian Wars) |
|
|
|
|
5.3.4 |
Discuss
the role of broken treaties and massacres and factors that led to the
Indians’ defeat, including the resistance of Indian nations to encroachments
and assimilation (e.g., the story of the Trail of Tears) |
|
|
|
|
5.3.5 |
Describe
internecine Indian conflicts, including the competing claims for control
(actions of the Iroquois, Huron, Dakota (Sioux) |
|
|
|
|
5.3.6 |
Explain
the influence and achievements of significant leaders (e.g., John Marshall, Andrew Jackson, Chief
Tecumseh, Chief Logan, Chief John Ross, Sequoyah) |
|
|
|
|
5.4 Political, religious, social, and economic institutions that evolved in the Colonial Era |
5.4.1 |
Understand
the influence of the location and physical setting of the original 13
colonies and identify on a map the locations of the colonies and of the
American Indian nations already inhabiting these areas |
|
|
|
5.4.2 |
Identify
the major individuals and groups responsible for the founding of the various
colonies and the reasons for their founding (e.g., John Smith, Virginia;
Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore,
Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts) |
|
|
|
|
5.4.3 |
Describe
the religious aspect of the earliest colonies (e.g., Puritanism in
Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in
Pennsylvania) |
|
|
|
|
5.4.4 |
Identify
the significance and leaders of the First Great Awakening, which marked a
shift in religious ideas, practices, & allegiances in the colonial
period, the growth of religious toleration, and free exercise of religion |
|
|
|
|
5.4.5 |
Understand
how the British colonial period created the basis for the development of
political self government & a free market economic system & the
differences between the British, Spanish, & French colonial systems. |
|
|
|
|
5.4.6 |
Describe
the introduction of slavery into America, the responses of slave families to
their condition, ongoing struggle between proponents & opponents of
slavery, & the gradual institutionalization of slavery in the South |
|
|
|
|
5.4.7 |
Explain the early democratic ideas and practices that
emerged during the colonial period, including the significance of
representative assemblies and town meetings. |
|
|
5th
Grade: United States History and
Geography: Making a new nation (page 2 of 2) CALIFORNIA
CONTENT-STANDARD CHECKLIST
Student Name: ____________________ Student Number: ____________________
|
General Standard |
Standard Notation |
Standard Description |
Planned (X) |
Date Mastered |
|
5.5 The
causes of the American Revolution |
5.5.1 |
Understand how political, religious, and economic
ideas and interests brought about the Revolution (e.g., resistance to
imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive
Acts). |
|
|
|
5.5.2 |
Know the significance of the first and second
Continental Congresses &of the Committees of Correspondence |
|
|
|
|
5.5.3 |
Understand the people and events associated with the
drafting and signing of the Declaration of Independence and the document’s
significance, including key political concepts it embodies, the origins of
those concepts, & its role in severing ties with Great Britain |
|
|
|
|
5.5.4 |
Describe the views, lives, and impact of key
individuals during this period (e.g., King George III, Patrick Henry, Thomas
Jefferson, George Washington, Benjamin Franklin, John Adams). |
|
|
|
|
5.6 The
course and consequences of the American Revolution |
5.6.1 |
Identify and map the major military battles,
campaigns, and turning points of the Revolutionary War, the roles of the
American and British leaders, and the Indian leaders’ alliances on both
sides. |
|
|
|
5.6.2 |
Describe the contributions of France & other
nations and of individuals to the outcome of the Revolution (e.g., Benjamin
Franklin’s negotiations with the French, the French navy, the Treaty of
Paris, The Netherlands, Russia, the Marquis Marie Joseph de Lafayette,
Tadeusz Ko´sciuszko, Baron Friedrich Wilhelm von Steuben |
|
|
|
|
5.6.3 |
Identify the different roles women played during the
Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis
Wheatley, Mercy Otis Warren). |
|
|
|
|
5.6.4 |
Understand the personal impact and economic hardship
of the war on families, problems of financing the war, wartime inflation, and
laws against hoarding goods and materials and profiteering. |
|
|
|
|
5.6.5 |
Explain how state const. that were established after
1776 embodied the ideals of Amer. Rev.
& helped serve as models for US Const. |
|
|
|
|
5.6.6 |
Demonstrate knowledge of the significance of land
policies developed under the Continental Congress (e.g., sale of western
lands, the Northwest Ordinance of 1787) & those policies’ impact on
American Indians’ land. |
|
|
|
|
5.6.7 |
Understand how the ideals set forth in the Decl. of
Independence changed the way people viewed slavery. |
|
|
|
|
5.7 Development
of the U.S. Const and significance to the Amer. Republic |
5.7.1 |
List the shortcomings of the Articles of Confederation
as set forth by their critics. |
|
|
|
5.7.2 |
Explain significance of the new Const. of 1787,
including tstruggles over its ratification & the reasons for adding the
Bill of Rights |
|
|
|
|
5.7.3 |
Understand the fundamental principles of American
constitutional democracy, including how the government derives its power from
the people and the primacy of individual liberty |
|
|
|
|
5.7.4 |
Understand how the Constitution is designed to secure
our liberty by both empowering and limiting central government and compare
the powers granted to citizens, Congress, the president, and the Supreme
Court with those reserved to the states. |
|
|
|
|
5.7.5 |
Discuss the meaning of the American creed that calls
on citizens to safeguard the liberty of individual Americans within a unified
nation, to respect the rule of law, and to preserve the Constitution. |
|
|
|
|
5.7.6 |
Know the songs that express American ideals (e.g.,
“America the Beautiful,” “The Star Spangled Banner”). |
|
|
|
|
5.8 Colonization,
immigration, and settlement of Amer. People 1789-mid-1800s |
5.8.1 |
Discuss the waves of immigrants from Europe between
1789 & 1850 & their modes of transportation into the Ohio & Miss.
Valleys & through the Cumberland Gap (eg, overland wagons, canals,
flatboats, steamboats). |
|
|
|
5.8.2 |
Name the states and territories that existed in 1850
and identify their locations and major geographical features (e.g., mountain
ranges, principal rivers, dominant plant regions). |
|
|
|
|
5.8.3 |
Demonstrate knowledge of the explorations of the
trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether
Lewis and William Clark, Zebulon Pike, John Fremont |
|
|
|
|
5.8.4 |
Discuss the experiences of settlers on the overland
trails to the West (e.g., location of the routes; purpose of journeys;
influence of the terrain, rivers, vegetation, & climate; life in the
territories at the end of the trails). |
|
|
|
|
5.8.5 |
Describe the continued migration of Mexican settlers
into Mexican territories of the West and Southwest |
|
|
|
|
5.8.6 |
Relate how and when California, Texas, Oregon, and
other western lands became part of the United States, including the
significance of the Texas War for Independence and the Mexican-American War |
|
|
|
|
5.9 |
5.9 |
Know the location of the current 50 states and the names of their
capitals
|
|
|