Combined Curriculum Document Social Studies – Fifth Grade



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Combined Curriculum Document

Social Studies – Fifth Grade

Big Idea: Government and Civics

The study of government and civics allows students to understand the nature of government and the unique characteristics of American democracy, including its fundamental principles, structure, and the role of citizens. Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.


Academic Expectations

2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.

2.15 Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.

Program of Studies: Understandings

Program of Studies: Skills and Concepts

Related Core Content for Assessment

SS-5-GC-U-1

Students will understand that the government of the United States was developed from a colonial base of representative democracy by people who envisioned an independent country and new purposes for the government.



SS-5-GC-S-1

Students will demonstrate an understanding of government, using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):



  1. investigate the basic functions of the United States Government, as defined in the Preamble to the U.S. Constitution, (e.g., establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, secure the blessings of liberty) and explain their significance today

  2. explain how democratic governments work to promote the “common good” (e.g., making, enacting, enforcing laws that protect rights and property of all citizens)

SS-05-1.1.1

Students will describe the basic purposes of the U.S. Government as defined in the Preamble to the U.S. Constitution (to establish justice, to ensure domestic tranquility, to provide for the common defense, to promote the general welfare, to secure the blessings of liberty); give examples of services the U.S. Government provides (e.g., armed forces, interstate highways, national parks) and analyze the importance of these services to citizens today.

DOK 3

SS-05-1.1.2

Students will explain and give examples of how democratic governments function (by making, enacting and enforcing laws) to promote the “common good” (e.g., public smoking ban, speed limits, seat belt requirements).

DOK 3




SS-5-GC-U-2

Students will understand that the United States Government was formed to establish order, provide security and accomplish common goals.



SS-5-GC-S-1

Students will demonstrate an understanding of government, using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):



  1. investigate the basic functions of the United States Government, as defined in the Preamble to the U.S. Constitution, (e.g., establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, secure the blessings of liberty) and explain their significance today

  2. explain how democratic governments work to promote the “common good” (e.g., making, enacting, enforcing laws that protect rights and property of all citizens)

SS-05-1.1.1

Students will describe the basic purposes of the U.S. Government as defined in the Preamble to the U.S. Constitution (to establish justice, to ensure domestic tranquility, to provide for the common defense, to promote the general welfare, to secure the blessings of liberty); give examples of services the U.S. Government provides (e.g., armed forces, interstate highways, national parks) and analyze the importance of these services to citizens today.

DOK 3

SS-05-1.1.2

Students will explain and give examples of how democratic governments function (by making, enacting and enforcing laws) to promote the “common good” (e.g., public smoking ban, speed limits, seat belt requirements).

DOK 3

SS-5-GC-U-3

Students will understand that the fundamental

values and principles (e.g., liberty, justice,

individual human dignity) of American

democracy are expressed in historical

documents (e.g., the Declaration of

Independence, the Constitution of the

United States, including the Preamble and the

Bill of Rights).


SS-5-GC-S-3

Students will analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) to describe fundamental values and principles of American democracy (e.g., liberty, justice) found in the Declaration of Independence and the U.S. Constitution; explain their significance today



SS-05-1.3.1

Students will explain the basic principles of democracy (e.g., justice, equality, responsibility, freedom) found in significant U.S. historical documents (Declaration of Independence, U. S. Constitution, Bill of Rights) and analyze why they are important to citizens today.

DOK 3

SS-5-GC-U-4

Students will understand that the Constitution of the United States establishes a government of limited powers that are shared among different levels and branches.



SS-5-GC-S-2

Students will describe the basic duties of the three branches of government (executive, legislative, judicial); explain why the framers of the U.S. Constitution felt it was important to establish a government with limited powers that are shared among different branches and different levels (e.g., local, state, federal)



SS-05-1.2.1

Students will identify the three branches of the U.S. Government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial- interpret the laws) and identify important national/federal offices/leaders, (President, Vice-President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, judges) associated with each branch.

DOK 2

SS-05-1.2.2

Students will explain why the framers of the Constitution felt it was important to establish a government where powers are shared across different levels (local, state, national/federal) and branches (executive, legislative, judicial).

DOK 2

SS-5-GC-U-5

Students will understand that as members of a democratic society, all citizens of the United States have certain rights and responsibilities, including civic participation.



SS-5-GC-S-4

Students will investigate the rights and responsibilities of U.S. citizens:



  1. describe and give examples of specific rights guaranteed to all U.S. citizens in the Bill of Rights (e.g., freedom of religion, freedom of speech, freedom of press) and explain why they are important today

  2. describe some of the responsibilities U.S. citizens have in order for democratic governments to function effectively (e.g. voting, community service, paying taxes) and find examples of civic participation in current events/news (e.g., television, radio, articles, Internet)

SS-05-1.3.2

Students will describe specific rights and responsibilities individuals have as citizens of the United States (e.g., voting in national elections) and explain why civic engagement is necessary to preserve a democratic society.

DOK 3



Big Idea: Cultures and Societies

Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals connecting all cultures. Culture influences viewpoints, rules, and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.


Academic Expectations

2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

Program of Studies: Understandings

Program of Studies: Skills and Concepts

Related Core Content for Assessment

SS-5-CS-U-1

Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of people. Through a society’s culture, individuals learn the relationships, structures, patterns and processes to be members of the society.



SS-5-CS-S-1

Students will demonstrate an understanding of culture and cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts) of diverse groups:



  1. investigate cultural similarities and differences of diverse groups (e.g., English, French, Spanish and Dutch Colonists, West Africans, Immigrants of the 1800’s) during the early development of the United States

  2. research the contributions of diverse groups to the culture (e.g., beliefs, traditions, literature, the arts) of the United States today

  3. investigate factors that promoted cultural diversity in the history of the United States

SS-05-2.1.1

Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences.

DOK 2

SS-5-CS-U-2

Students will understand that cultures develop social institutions (e.g., government, economy, education, religion, family) to structure society, influence behavior and respond to human needs.



SS-5-CS-S-2

Students will examine social institutions (e.g., family, religion, education, government, economy) in the United States and explain their functions



SS-05-2.2.1

Students will describe social institutions (government, economy, education, religion, family) in the United States and explain their role in the growth and development of the nation.

SS-5-CS-U-3

Students will understand that interactions

among individuals and groups assume various

forms (e.g., compromise, cooperation, conflict,

competition) and are influenced by culture.


SS-5-CS-S-3

Students will describe conflicts that occurred among and between diverse groups (e.g., Native Americans and the early Explorers, Native Americans and the Colonists, the British Government and the English Colonists, Native Americans and the U.S. Government) during the settlement of the United States; explain the causes of these conflicts and the outcomes



SS-05-2.3.1 Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States.

DOK 2

SS-5-CS-U-4

Students will understand that a variety of factors promote cultural diversity in a society, nation and world.




SS-5-CS-S-1

Students will demonstrate an understanding

of culture and cultural elements (e.g., beliefs,

traditions, languages, skills, literature, the arts)

of diverse groups:


  1. investigate factors that promoted cultural diversity in the history of the United States

SS-05-2.1.1

Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences.

DOK 2

SS-5-CS-U-5

Students will understand that an understanding and appreciation of the diverse complexity of cultures is essential to interact effectively and work cooperatively with the many diverse ethnic and cultural groups of today.



SS-5-CS-S-4

Students will describe causes of conflicts between individuals and/or groups today and give examples of how to resolve them peacefully



SS-05-2.3.2

Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication).

DOK 2



Big Idea: Economics

Economics includes the study of production, distribution, and consumption of goods and services. Students need to understand how their economic decisions affect them, others and the nation as a whole. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.


Academic Expectations

2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living.

Program of Studies: Understandings

Program of Studies: Skills and Concepts

Related Core Content for Assessment

SS-5-E-U-1

Students will understand that the basic economic problem confronting individuals, groups and businesses in the United States today is scarcity: as a result of scarcity, economic choices and decisions must be made.



SS-5-E-S-1

Students will demonstrate an understanding

using information from print and non-print

sources (e.g., documents, informational

passages/texts, interviews, digital and

environmental) of the connection between

resources, limited productive resources and scarcity:


  1. investigate different kinds of resources (e.g., natural, human, capital)

  2. explain how individuals and groups in the United States make economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses

SS-5-E-S-2

    Students will demonstrate an understanding of

    how people deal with scarcity; explain the

    roles banks play in helping people deal with

    scarcity (e.g., loan money, save money, lines

    of credit, interest-bearing accounts)


SS-05-3.1.1

Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs.

DOK 2




SS-5-E-U-2

Students will understand that a variety of fundamental economic concepts (e.g., supply and demand, opportunity cost) impact individuals, groups and businesses in the United States today.



SS-5-E-S-1

Students will demonstrate an understanding

using information from print and non-print

sources (e.g., documents, informational

passages/texts, interviews, digital and

environmental) of the connection between

resources, limited productive resources and

scarcity:



  1. investigate different kinds of resources (e.g., natural, human, capital)

  2. explain how individuals and groups in the United States make economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses

SS-05-3.1.1

Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs.

DOK 2

SS-05-3.2.1

Students will explain how profits motivated individuals/businesses in the U.S. (Expansion, Industrialization) to take risks in producing goods and services.
SS-05-3.3.2

Students will explain how competition among buyers and sellers influences the price of goods and services in our state, nation and world.

SS-5-E-U-3

Students will understand that economic institutions are created to help individuals, groups and businesses accomplish common goals.



SS-5-E-S-2

Students will demonstrate an understanding of how people deal with scarcity; explain the roles banks play in helping people deal with scarcity (e.g., loan money, save money, lines of credit, interest-bearing accounts)



SS-05-3.2.1

Students will explain how profits motivated individuals/businesses in the U.S. (Expansion, Industrialization) to take risks in producing goods and services.




SS-5-E-U-4

Students will understand that markets enable

buyers and sellers to exchange goods and

services.



SS-5-E-S-3

Students will demonstrate an understanding of

markets:


  1. explain how goods and services are/were exchanged

  2. investigate and give examples of markets; explain how markets have changed over time during the history of the United States

SS-05-3.3.1

Students will give examples of markets in different periods of U.S. History (Colonization, Expansion, Industrialization, Twentieth Century to Present) and explain similarities and differences.

DOK 2
SS-05-3.3.2

Students will explain how competition among buyers and sellers influences the price of goods and services in our state, nation and world.

SS-5-E-U-5

Students will understand that production, distribution and consumption of goods and services have changed over time in the United States.



SS-5-E-S-4

Students will use a variety of sources:



  1. investigate and trace (e.g., write, draw, chart, timeline) change over time in the production, distribution and consumption of goods and services in the United States

  2. research specialization in the United States; explain how specialization promotes trade between individuals, groups and businesses in the United States and world; describe the impact of specialization on the production of goods in the United States

SS SS-05-3.4.1

Students will describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, Twentieth Century to Present).

DOK 3
SS-05-3.4.2

Students will describe how new knowledge, technology/tools and specialization increase/increased productivity in the U.S. (Colonization, Industrialization, Twentieth Century to Present).

DOK 3




SS-5-E-U-6

Students will understand that individuals, groups and businesses in the United States demonstrate interdependence as they make economic decisions about the use of resources (e.g., natural, human, capital) in the production, distribution, and consumption of goods and services.



SS-5-E-S-1

Students will demonstrate an understanding using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) of the connection between resources, limited productive resources and scarcity:



  1. explain how individuals and groups in the United States make economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses

SS-05-3.4.3

Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.



Big Idea: Geography

Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.


Academic Expectations

2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

Program of Studies: Understandings

Program of Studies: Skills and Concepts

Related Core Content for Assessment

SS-5-G-U-1

Students will understand that the use of geographic tools (e.g., maps, globes, charts, graphs) and mental maps help interpret information, understand and analyze patterns, spatial data and geographic issues.



SS-5-G-S-1

Students will demonstrate an understanding of patterns on the Earth’s surface, using a variety of geographic tools (e.g., maps, globes, charts, graphs):



  1. locate, in absolute or relative terms, major landforms and bodies of water in the United States

  2. locate and explain patterns on Earth’s surface (e.g., how different factors such as rivers, mountains and plains impact where human activities are located)

SS-05-4.1.1

Students will use geographic tools (e.g., maps, charts, graphs) to identify natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) and analyze patterns of movement and settlement in the United States.

DOK 3
SS-05-4.1.2

Students will use geographic tools to locate and describe major landforms, bodies of water, places and objects in the United States by their absolute location.

DOK 2
SS-05-4.1.3

Students will describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in the United States.
SS-05-4.1.4

Students explain how factors in one location can impact other locations (e.g., natural disasters, building dams).




SS-5-G-U-2

Students will understand that patterns emerge as humans move, settle and interact on Earth’s surface and can be identified by examining the location of physical and human characteristics, how they are arranged and why they are in particular locations. Economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.



SS-5-G-S-2

Students will investigate regions on the Earth’s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):



  1. explain how places and regions in the U.S. are defined by their human characteristics (e.g., language, settlement patterns, religious beliefs) and physical characteristics (e.g., climate, landforms, bodies of water)

  2. locate and describe patterns of human settlement and explain how these patterns were influenced by the physical characteristics (e.g., climate, landforms, bodies of water) of places and regions in the United States

SS-05-4.3.1

Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water).

DOK 2

SS-05-4.4.2

Students will describe how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) both promoted and restricted human activities during the early settlement of the U.S. (Colonization, Expansion).

DOK 2

SS-5-G-U-3

Students will understand that regions help us

to see Earth as an integrated system of places

and features organized by such principles as

landform types, political units, economic

patterns and cultural groups.



SS-5-G-S-2

Students will investigate regions on the Earth’s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):



  1. explain how places and regions in the U.S. are defined by their human characteristics (e.g., language, settlement patterns, religious beliefs) and physical characteristics (e.g., climate, landforms, bodies of water)

SS-05-4.4.3

Students will describe how individuals/groups may have different perspectives about the use of land (e.g., farming, industrial, residential, recreational).

SS-5-G-U-4

Students will understand that people depend on, adapt to, and/or modify the environment to meet basic needs. Human actions modified the physical environment and in turn, the physical environment limited and/or promoted human activities in the settlement of the United States.



SS-5-G-S-2

Students will investigate regions on the Earth’s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):



  1. investigate how advances in technology (e.g., dams, roads, air conditioning, irrigation) over time have allowed people to settle in places previously inaccessible in the United States

SS-5-G-S-3

Students will investigate how humans modify the physical environment:



  1. describe how people modified the physical environment (e.g., dams, roads, bridges) to meet their needs during the early settlement of the United States

  2. analyze how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) promoted and restricted human activities during the early settlement of the United States

  3. explain how different perspectives of individuals and groups impact decisions about the use of land (e.g., farming, industrial, residential, recreational) in the United States

SS-05-4.3.2

Students will describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in the United States.

DOK 2

SS-05-4.4.1

Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of the U.S. (Colonization, Expansion) and analyze the impact on their environment.

DOK 3



Big Idea: Historical Perspective

History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments, and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States, and the World.


Academic Expectations

2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

Program of Studies: Understandings

Program of Studies: Skills and Concepts

Related Core Content for Assessment

SS-5-HP-U-2

Students will understand that the history of the United States can be analyzed by examining significant eras (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration and the Twentieth Century) to develop a chronological understanding and recognize cause and effect relationships and multiple causation, tying past to present.



SS-5-HP-S-1

Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources):



  1. investigate and chronologically describe major events in United States history (e.g., using timelines, charts, fictional and report writing, role playing)

  2. explain and draw inferences about the importance of major events in United States history

  3. examine cause and effect relationships in the history of the United States; identify examples of multiple causes of major historical events

SS-5-HP-S-2

Students will use information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):



  1. examine factual and fictional accounts of significant historical events and people in United States history

  2. explore change over time (e.g., transportation, communication, education, technology, lifestyles and conditions) in the United States

  1. investigate the events surrounding patriotic symbols, songs, landmarks (e.g., American flag, Statue of Liberty, the Star-Spangled Banner), and selected readings (e.g., Dr. Martin Luther King’s speech: I Have a Dream), and explain their historical significance

SS-5-HP-S-3

Students will investigate patterns across in U.S. history (e.g., major events/conflicts/culture; compare with major events/conflicts/culture to the present)



SS-05-5.1.1

Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.

DOK 3

SS-05-5.2.1

Students will identify historical documents, selected readings and speeches (e.g., Mayflower Compact, Emancipation Proclamation, Dr. Martin Luther King’s speech: I Have a Dream) and explain their historical significance.

DOK 3

SS-05-5.2.2

Students will explain reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came to America long ago (Colonization and Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with why immigrants come to America today.

DOK 2

SS-05-5.2.3

Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education.

DOK 3

SS-05-5.2.4

Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.

DOK 3

All of the following Understandings are grouped together in this document to reflect the conceptual nature of historical perspective. Each specific era will include the following Understandings:
SS-5-HP-U-1

Students will understand that history is an account of human activities that is interpretive in nature. A variety of tools (e.g., primary and secondary sources) are needed to understand and analyze historical events.



SS-5-HP-U-3

Students will understand that the history of the

United States has been impacted by

Significant individuals, groups and advances

In technology.

SS-5-HP-U-4

Students will understand that geography, culture, and economics have a significant impact on historical perspectives and events.



SS-5-HP-S-1

Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources):



  1. investigate and chronologically describe major events in United States history (e.g., using timelines, charts, fictional and report writing, role playing)

  1. explain reasons that individuals and groups explored and settled in the United States

  2. research influences/contributions of diverse groups to the culture (e.g., beliefs, traditions, literature, the arts) of the United States today

SS-5-HP-S-2

    Students will use information from print and

    non-print sources (e.g., documents,

    informational passages/texts, interviews,

    digital and environmental):



  1. examine factual and fictional accounts of significant historical events and people in United States history

  1. compare reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came/come to America

SS-05-5.1.1

Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.

DOK 3

SS-05-5.2.1

Students will identify historical documents, selected readings and speeches (e.g., Mayflower Compact, Emancipation Proclamation, Dr. Martin Luther King’s speech: I Have a Dream) and explain their historical significance.

DOK 3

SS-05-5.2.2

Students will explain reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came to America long ago (Colonization and Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with why immigrants come to America today.

DOK 2

SS-05-5.2.3

Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education.

DOK 3

SS-05-5.2.4

Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.

DOK 3




Kentucky Department of Education



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