"5th Grade Social Studies Standards"
1 5th Grade Social Studies Standards History Standards 2 People in Societies Standards 5 Geography Standards 8 Economics Standards 12 Government Standards 15 Citizenship Rights and Responsibilities Standards 17 2 History Standard Daily Living Skills Personal-Social Occupational Skills Preparation Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world. Chronology 1. Create time lines and identify possible relationships between Demonstrate Students will Present the events. knowledge of create a timeline students with a Civil Rights and showing job/career that Responsibilities significant events they could explore. by creating a in deaf history. Break them up into timeline that As a class, have groups and assign highlights voting each student each group with a rights, disability research a specific time in rights, women’s different event, history that they rights, etc… in the then bring them will research what past 20-50 years. all together at the that job was like at end of the activity. that time. When Have students Possibly post the the students have create a time line time line in the finished their of their family tree hall – having a research have including births special them put the and deaths of relationship information family members, between each together as a class significant events event and into a timeline that (moving to a new allowing other could show how house, starting classes to view all the job has school, etc). Have their work. changed over time. students go back as far as possible Create a timeline and show where As a class create a that presents issues their family came timeline that will and achievements from. outline the main for individuals points of the with disabilities school year (field pertaining to the trips, assemblies, workplace. These holiday vacations) may include also have the specific laws being students separate passed, successful the timeline by individuals, law nine weeks- as the suits won, etc… year progresses the students can add activities or events that occur – the timeline can be gone over at several points throughout the year to discuss relationships between the things that have happened. Settlement 2. Explain how American Indians settled the continent and why Have the students Students will Students will 3 different nations of Indians interacted with their environment in ask their parents research different examine how the different ways. why they chose to cultures in the US different nations of live in the location and how they Indians interacted that they do- the interact with their with their students can have environment in occupation a pre-set list of various ways. environment and questions that Groups will look any current issues could help direct at multiple aspects the Indians face them. After the such as social within the students have interactions, job workforce. collected the perspectives, information, friends or family review reasons for is the area, etc. the Indians How can you settling at make a transition different parts of to adjust to a new the continent or environment? nearby in the state or region and Students will compare them to demonstrate self- the information organization skills received from by finding a their parents. creative way to organize and keep information found about each Indian nation separate and easy to read. 3. Explain why European countries explored and colonized Identify one’s own Compare with Students will North America. family’s one’s own identify societal immigrants any personal reasons values met through the reasons they for moving to work for the moved to the US. another location. European colonists Compare that with when colonizing the reasons of the North America early Europeans. and the work ethic that is still important today. 4. Describe the lasting effects of Spanish, French and English Compare one’s Have students Have students colonization in North America including cultural patterns own family look at American brainstorm a list of evident today such as language, food, traditions and traditions with Sign Language work ethics/ habits architecture. Spanish, French, and compare to in America (work and English Spanish, French, 9-5, expected to be colonization. and English sign there on time, etc) languages. What and compare to the Have the students influences have countries listed in identify some of other cultures and the standard listing cultural patterns their language had similarities and that might be on ASL? Which differences. evident in their signs are similar? community. Have Have students also them present to compare the the class on one variety of deaf thing that they cultures. Assign found. different countries to students or groups of students 4 and have them report to the class on their findings. 5. Explain how the United States became independent from Compare the Examine the Examine business Great Britain. issues of dissent decision making managers and and loyalty in processes of decisions (start- terms of Loyalists and ups) including demonstrating Patriots with mixed loyalties, responsible regard to risks, and citizenship: from independence. similarities to US the Loyalist and Compare with a independence. the Patriots current political (Revolutionary) controversy. viewpoints. Compare with an issue of dissent today. Growth 6. Explain the impact of settlement, industrialization and Research D/HH or Research the Have the students transportation on the expansion of the United States. people with growth of the list jobs that disabilities who Deaf Community require moved west and during transportation as a forms of industrialization, main source of transportation they and how that business (truck used. Research impacted drivers, FedEx, people with socialization and UPS, etc.) and disabilities in friendships. them have them industrialization brainstorm ideas and jobs they were as to how these hired to perform. types of jobs make it possible for the United States to function over such a large area as well as how they effect other businesses. 5 People in Societies Standard Daily Living Skills Personal-Social Occupational Skills Preparation Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings. Cultures 1. Compare the cultural practices and products of While teaching on Discuss the As a class, discuss diverse groups in North America including various cultural communication the occupational a. Artistic expressions practices assign modes of the various possibilities for ESL b. Religion students a particular cultures and have individuals. c. Language culture and they will students’ interview Examine how the d. Food prepare a food dish people within their job market is limited e. Clothing (with the help of an community that to these individuals f. Shelter adult) to share with represent a diverse and what methods the class and explain group with a the US is currently the importance and different mode of employing to help application of their communication than overcome these dish to their their own. Share limited possibilities. assigned culture. information with the Similarly students class including how Examine how can research the the communication preferred clothing of various clothing of method was used. If a particular culture different cultures possible invite the may affect and examine if they interviewee to come appropriate work are appropriate for in and teach students behaviors by weather, school, basic words in their researching the dress etc… language. codes of various employment Using a list of opportunities. cultures (including deaf culture) have students create a list of the various communication modes available for each culture, including their preferred mode of communication and how they chose to communicate with people outside their cultural group. Interaction 2. Compare life on Indian reservations today with Students will Compare the lives of Students will the cultural traditions of American Indians before research and create a Indian students on examine how the the reservation system. diorama of a village reservations now to beginning of the before and after the students before the reservation system current reservation reservation system affected (both system. Students began. Examine positive and will explain the how their roles and negative) the job housing and responsibilities choices for Indians. community differ as well as They will research influences on food characteristics of job opportunities for preparation, independence and Deaf Indians who 6 clothing, finances, reasons for the live on and off the etc… They will differences if there reservation. compare it to their are any. own housing and home life. 3. Describe the experiences of African-Americans Students will Students will Students will under the institution of slavery. examine African- examine unique research the working Americans families ways that African- life of African during slavery and Americans Americans under today in terms of maintained their slavery in terms of finances, household community and choices, preparations management, communication and conditions. They marriage and raising during slavery. will compare this to children, food, having more choices clothing, etc… but limited opportunities or resources that many people face in making career decisions. 4. Describe the waves of immigration to North Students will Students will find a Examine the various America and the areas from which people came in compare and relative or friend job opportunities each wave. contrast customs that they know has available to (dress, music, immigrated to the immigrants during religion, etc…) US and interview this time. Students brought by each them inquiring will relate this group and how where they information to today theses have become immigrated from, and list the jobs more integrated into when, and reasons most available for the daily lives of for immigrating. immigrants. Americans. Compare Europeans and Asian migrations with more recent migrations (Latino). 5. Compare reasons for immigration to North Students will Students will Students will America with the reality immigrants experienced compose a list of examine and examine what the upon arrival. expectations the recognize some of immigrant’s immigrants held the problems expectations of the versus the reality in immigrants job market and terms of daily living: encountered upon access to “wealth” food, finances, arrival in America were before they shelter, and how they often came to America transportation, worked together and and compare it to the clothing, family life, formed communities actual job conditions etc… to create solutions to when they arrived. these problems. Discuss if the same ideals and realities Students will relate hold true today for immigration realities today’s immigrants. to a time in their Examine some of lives where their the discrimination expectations were faced by the groups not met and how when they first they dealt with their immigrated and 7 situation. Compare today. to how immigrants dealt with America not being as it seemed. 8 Geography Standard Daily Living Skills Personal-Social Occupational Skills Preparation Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world. Location 1. Use coordinates of latitude and longitude to Have students pick Have students Give each student determine the absolute location of points in North a destination in make a list of the a small map to America. North America names and have at their desk that they would coordinates of all and announce like to visit. They the different coordinates to will write the locations that they have them find. coordinate on an have lived (or Once the location index card and visited if not many is found, students they will all be students have lived will discuss the collected. One by in other states). differences about one, students will Have one student jobs in that come to the front come to the front location (weather, of the class, pick and another traffic if in the an index card and student read off city, etc) will have to find their coordinates to that location on the him/her. After map using the locating that area coordinates. of the country, Describe the they will place a impact of the pin in that city on latitude and the map. After longitude on everyone is family life (climate finished look at all geography). the locations lived at/visited on the map and discuss differences in life and cultures compared to current location. 2. Use maps to identify the location of Students will Students will Students will a. The three largest countries of North America examine how locate different identify the job b. The 50 states of the United States housing and family sources for each of market in each of c. The Rocky and Appalachian mountain systems life would vary in the locations listed the areas listed in d. The Mississippi, Rio Grande and St. Lawrence each of the in the standard the standard: the rivers locations listed in (websites, largest businesses e. The Great Lakes the standard. libraries, atlases, and employers, books, etc…). increases or They will compare decreases in these in terms of specific type of occupations. information needed: maps, www.dol.gov general description, highlights, tourism, etc… Places and Regions 9 3. Describe and compare the landforms, climates, Investigate Deaf Have pairs of Have students population, culture and economic characteristics of culture in different students pick one identify if job places and regions in North America. areas of North area of North requirements or America and America and expectations are compare beliefs, research the different across the values, and different aspects of US and/or across customs. living there countries. Using including use of video relay, talk to sign language and other deaf regional variations. individuals across Students will then the country and get give a presentation their opinion. to the classroom persuading students why that area would be a good place to live (“selling their area”). 4. Explain how climate is influenced by Examine the Examine the Students will a. Earth-sun relationships impact of these impact of these examine b. Landforms climatic issues on climatic issues on meteorologists and c. Vegetation housing and personal choice other job recreation. and preferences ( 4 opportunities seasons vs. warm pertaining to year round, studying climates, mountains vs. flat, landforms and etc…). vegetation. Examine the impact of these climatic issues on jobs (landforms affect mining, tourism leads to regulation, forests are looked at for timber, etc…) 5. Explain, by identifying patterns on thematic maps, Have students find Have students find Have students find how physical and human characteristics can be used a thematic map for a thematic map for a thematic map for to define regions in North America. the US showing the US showing the US showing age distribution. language and economic status What areas have communication. for different cities. the most children Which areas are Would this their age? Which the strongest for influence where cities have the using ASL? they would like to most? Would that Research those work? Compare impact where they areas and find out that map to a would like to live why (location of a thematic map in the future? residential school). showing the cost Discuss if that is of living and an area they would explain how the like to potentially two relate. live. Is being close to a Deaf community something that is 10 important to them? 6. Use distribution maps to describe the patterns of Looking at Students will Using the items in renewable, nonrenewable and flow resources in distribution maps – identify possible the standard North America including have students consequences of discuss how a. Forests predict which areas that are different jobs will b. Fertile soil nonrenewable lacking the be strongly c. Oil resources might be resources listed in affected by d. Coal exhausted in the the standard. nonrenewable e. Running water near future. How resources and what will this affect the new jobs will environment? How come out of will this affect finding new them on an sources of energy. individual level? 7. Analyze reasons for conflict and cooperation Research different Students will Students will among regions of North America including conflicts that have examine the examine local a. Trade impacted the rise consequences of businesses that b. Environmental issues and fall of gas conflict and have had conflict c. Immigration prices over the cooperation in or have cooperated past 10 years. regions of North in terms of the From what America issues listed. situations did pertaining to these prices raise the issues. most (natural disasters, trade problems, etc…). Human Environmental Interaction 8. Explain how the characteristics of different Have students Have students Students will physical environments affect human activities in create a list of examine how research different North America. some of their physical jobs that are very favorite activities characteristics can dependent on the to do in their free affect moods and environment time. Then go attitudes. Identify (Akron for its river back and star or how to use and transportation highlight all the environments to (canal) and milling activities that are positively (farms)). Students dependent on the influence will pick one job environment emotions. that they are (baseball needs interested in and sunny and warm find which areas in weather). Discuss the country has the the possibility of best chance of continuing these finding a job in activities if they that field. Discuss lived in different how this new environments. information may impact their decision about being employed in their chosen job. 9. Analyze the positive and negative consequences of Break students into Have students look Students will human changes to the physical environment groups and have into different ways examine the including them each pick that the occupations that a. Great Lakes navigation one of the issues environment is are part of these b. Highway systems listed in the being impacted by activities and their c. Irrigation standard. Have humans. Discuss impact. Identify d. Mining each group think the long-term new occupations 11 e. Introduction of new species about what life consequences and that have fewer would be like what steps can be negative without this and taken to prevent consequences. how humans are more damage. causing these changes. Have students brainstorm ways to preserve the resource. Movement 10. Use or construct maps of colonization and While constructing Students will map Explain work exploration to explain European influence in North maps students will out areas based on habits and values America. show the various the language used that resulted from means of from European European transportation influence. civilization. utilized during the Examine what colonization era. languages are still Students will in use today and research the how they have planning for this influenced current colonization and communities establishment of within the US. communities. Examine whether different countries sign languages have influences on each other and why this might be. 12 Economics Standard Daily Living Skills Personal-Social Occupational Skills Preparation Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world. Scarcity and Resource Allocation 1. Compare different allocation methods for scarce Have a class lunch Discuss the reasons Assign various jobs goods and services such as prices, command, first- where the teacher for increase in gas to students come-first-served, sharing equally, rationing and provides the food. prices. Draw allocating services lottery. Have students conclusions as to such as time on discuss which whether raising computers, time on allocation method is prices is the best playgroup the best way way to deal with the equipment, free possible to problem and other passes for pop, distribute the food: allocation methods electing class first-come-first- that are possible. officers, teams for serves, sharing Discuss sports, etc… As a equally, rationing, consequences with class discuss which lottery, etc… the current allocation method Compare to how allocation method will be used and the food is allocated in and how these advantages and households. consequences can disadvantages of be dealt with. each. 2. Explain that individuals in all economies must Have students Students will sift Discuss all the answer the fundamental economic questions of what create an item to through magazines careers involved in to produce, how to produce and for whom to produce relating to or newspaper ads creating products produce. daily life such as looking for and producing personal hygiene, products and make them. Have students food, transportation decisions about the pick one and technique, housing, most efficient way investigate the etc… After they to produce those specifics that are decide what they products and what involved with that want to produce audience the career and different they will decide products are skills that it how (individually, targeting. requires. Invite a in a business, non- local start-up profit, etc…) and entrepreneur to then pick a target share his/her audience. Choose business to the an accommodation class. to develop to help with daily life and examine how it would be produced and marketed. Production, Distribution, and Consumption 3. Explain how education, specialization, capital Consider how needs Have students Examine how goods and the division of labor affect productive for additional develop a “mock” disability affects capacity. education or shift company and productive capacity work affect examine ways to in the workplace for specialization. increase specific jobs. productivity. Research career preference for impacts on productivity and on 13 worker satisfaction. Markets 4. Explain how regions in North America become Students will bring Create a variety of Have students interdependent when they specialize in what they in a sample grocery passes to distribute discuss what career produce best and then trade with other regions inside list from their to the classroom interests them. and outside North America to increase the amount parents. Discuss such as free Make a list of the and variety of goods and services available. where each food homework, pop, whole class and item comes from pizza, extra recess pose the question and why. Also time, etc… When about what would discuss why the distributing give all happen if they all price allotted to of one pass to one wished to be each item and its student. Explain to doctors or teachers. reasons for being them that they are Use this example to so. allowed to trade to explain get what they want interdependence and are therefore among careers as interdependent on well as countries. each other. 5. Explain the general relationship between supply, Educate students in Students will pick Relate supply, demand and price in a competitive market. responsible at least four demand, and price expenditures by products to use in to the standard evaluating when the order to conduct a income for various best time/season to survey. They will occupational buy products is. For have a pool of at opportunities. Ex. ex. buying peaches least 15 people interpreters- is cheaper in the which can include supply=low, summer than the family, friends, and demand=high, winter because the classmates. Ask a price=high, supply is greater set of questions in teachers- than the demand order to evaluate if supply=high, versus the winter each product has a demand=low, when the supply is high or low demand price= low. less than the based on responses. Examine what demand, buying Next have students careers do not plane tickets when evaluate local stores follow the general it’s a “down” time, to see who sells relationship etc… their products: how between supply, many local stores demand, and price. and the amount of supply. Finally assess the price of each product. Have students evaluate their three parts and draw conclusions as to the relationship between supply, demand, and price 6. Explain why competition among producers/sellers Students will Students will Split the class into results in lower costs and prices, higher product interview parents brainstorm various groups and give quality and better customer service. and ask how they ways to improve them all the same decide where to buy and portray product (an item their food/grocery customer service. they are currently products assuming Have students interested in). these items are sold explain how Groups will at numerous stores interpersonal skills strategize how they in the area. They apply to better are going to attract 14 will ask specific customer service. more people to buy questions about Discuss instances their product than whether they where they were the other groups. compare prices, approached in a coupons, quality, store and asked if and customer they needed help service. Similar versus being interviews can be ignored. In which held for buying instance were they clothes, hygiene most likely to buy a products, product from that accessories, etc… store. 7. Explain why competition among Hold a class auction EBay: As a class Interview or consumers/buyers results in higher product prices. with a variety of find items on eBay research a travel “mock” items to to “buy”. Students agent about their sell. Choose an will demonstrate job. Examine how auctioneer and knowledge of prices of lodging someone understanding how and transportation responsible for to communicate vary by season. collecting and with the buyer, Examine other counting money verifying if they are services offered that (bookkeeper of the a credible source may raise their finances, etc…) (from ratings, prices during Following the feedback, etc…) “peak” times auction have a making note how throughout the year. discussion about high prices raise responsible from their starting expenditures at an price. auction and how to prepare for one. 15 Government Standard Daily Living Skills Personal-Social Occupational Skills Preparation Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels in order to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare. Role of Government 1. Explain major responsibilities of each of the three Have students go to Split the class into 3 Students will choose branches of the United States government the local city council groups to take on the a career they are a. The legislative branch, headed by Congress, building and roles and interested in and see passes laws interview a council responsibilities of how different parts b. The executive branch, headed by the president, member. Students the 3 branches. They of the government carries out and enforces the laws made by Congress could ask how will make up and could have an c. The judicial branch, headed by the Supreme Court, decisions from the 3 propose different impact on that job. interprets and applies the law branches have laws and rules for Have students impacted their the classroom. compare results community directly Proposals must pass examining the extent and indirectly. What through all 3 to which job kinds of checks and branches of the opportunities are balances occur in the government and if a affected by the city government? proposal passes (and government. Examine Deaf- is appropriate in the friendly issues that classroom) apply the are being passed rule from then on. through state and national government. 2. Explain the essential characteristics of American Show students Have students vote Identify how democracy including different countries in class on worker’s concerns a. The people are the source of the government’s that have, or had in something that will and issues have been authority the past, affect them directly addressed by b. All citizens have the right and responsibility to governments that (which subject is government action. vote and influence the decisions of the government were not run by the taught first, what c. The government is run directly by the people or people. Set up time they go to through elected representatives situations in the lunch, having food d. The powers of government are limited by law classroom that show in class, etc). Allow e. Basic rights of individuals are guaranteed by the what it feels like to them to cast a Constitution be run by a private ballot and dictatorship (give put the decision into students an effect. Then show assignment with an how every vote unreasonable due counted and how date). Discuss the important it is to US and how citizens vote in elections. can influence the decisions of the government. Using the same example show how it feels to be in a democracy (have students discuss how long it will take them to do the assignment and when it would be reasonable to turn it 16 in). Rules and Laws 3. Explain the significance of the Declaration of Students will create Have students Have students read Independence and the United States Constitution. a list of things they discuss the over some sample are allowed to do at importance of work agreements home and how that having decisions stating rights and has changed over the made on paper and responsibilities of an years (privileges). having everyone employee at the Have students sign sign the document. work area. Have their own Discuss whether a students discuss the “Declaration of document without a importance of Independence” and signature is still reading over things have both of their valid. Have students before they sign parents sign it as brainstorm situations them so they know well. where this would all what they are apply (getting a new agreeing to. Have job) but other students read over situations where it mock work wouldn’t (making a agreement for the promise to a friend). classroom (teacher made up before including some inappropriate work expectations that students should not sign to). Have students catch those phrases in the document and change the sentences or not agree to sign. 17 Citizenship Rights and Responsibilities Standard Daily Living Skills Personal-Social Skills Occupational Preparation Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system. Participation 1. Explain how an individual acquires United States Utilizing community Students will Identify and describe citizenship resources have interview a parent what political a. Birth students go to the who has adopted a positions one is b. Naturalization public library and child from a country unable to hold if check out books (age outside of the United he/she is not a appropriate) that States and discuss natural born citizen. refer to acquiring how that child citizenship. Have acquires United students compare States citizenship. their own citizenship with an immigrant they know. Rights and Responsibilities 2. Explain the obligations of upholding the United Students will Students will Identify work States Constitution including examine the age at examine how consequences of a. Obeying laws which each of the fulfillment or lack of serving on juries and b. Paying taxes obligations in the fulfillment of the being called to active c. Serving on juries standard begins and obligations listed in duty. d. Registering for selective service how they apply to the standard affect deaf individuals the lives of (needing an individuals other interpreter for service than themselves as on a jury, not being well as the long and required to report short-term deafness when consequences. registering for selective service, Discuss the pros and etc…). For assistance cons of exempting have students utilize certain disabilities community from selective resources. service. 3. Explain the significance of the rights that are Students will Have students Students will protected by the First Amendment including demonstrate their identify their interview employees a. Freedom of religion right to free emotions when and ask questions b. Freedom of speech speech/press by someone possesses a about how they deal c. Freedom of the press posting their feelings different view on an with their First d. Right of petition and assembly towards controversial issue that is close to Amendment rights in deaf issues on-line or them and use those the workplace. send them into Deaf emotions to identify Today. with people who may disagree with them. Topics of discussion should include the issues listed in the standard. Ex. prayer in schools, cochlear implants, posting opinions on-line, DPN, etc…