Social Studies Instructional Focus for Grade 5 Marking Period 1
What is the instructional focus for this marking period?
Fourth and fifth grade social studies combine a traditional chronological study of early United States history with an
examination of students’ world today. The first marking period of Grade 5 continues this sequence through study of
economic systems, political policies, and roles and viewpoints of individuals and groups during the American
Revolutionary War period. Students develop their skills in collaboration and flexibility by gathering information from
multiple and diverse perspectives and considering new ideas as they develop understandings of the American
Revolutionary War historical period.
Students begin the year by investigating how differing perspectives can lead to conflict and compromise. Students
develop ground rules and a mission statement for the classroom. They then investigate causes of contemporary conflicts
and compromises before beginning a study of the American Revolutionary War period.
In weeks 2-3, students establish the kinds of goods and services that were available in colonial America as a result of
specialization and trade. Students explore interactions between colonists and Britain prior to, during, and after the French
and Indian War to identify changes in British Royal Government policies that increased tensions between Britain and
colonists. Students also begin a timeline of history to which they add throughout the marking period and year.
In weeks 4-6, students examine reactions of colonists to changes in British Royal Government policies. Students analyze
key events, people, and issues to better understand causes, costs, and benefits of declaring independence. Students
engage in historical investigations to develop deep understandings of differing perspectives that were held by individuals
and groups during this time period. Students answer the questions: What happened at the Boston Massacre and who is
responsible for the deaths that occurred during this historical event? Who is most responsible for the event historians call
the Boston Tea Party?
Students end the marking period by exploring roles and viewpoints of individuals and groups during and after the
American Revolutionary War. Students examine economic changes including problems that occurred as a result of
becoming an independent nation. Students engage in decision-making games designed to help students learn how
citizens in the early United States were interdependent and how plans to reduce state debts from the American
Revolutionary War triggered many of the calls for a new, stronger central government. Students learn several ways
government influences the economy. This sets the stage for the study of the constitutional period in marking period 2.
Why will students learn this?
Enduring Understandings and Essential Questions
When there are diverse perspectives, conflicts and compromises occur.
 How does identifying the causes of conflict and compromises help you to reconcile different perspectives?
Economies are affected by government and individual decisions.
 How are economic decisions affected by government policies?
 How are economic decisions affected by individuals and groups?
 How do economic systems influence the development of a society?
People respond to and resolve conflict in a variety of ways.
 How can the viewpoints and actions of individuals and groups affect the course of history?
 What is worth fighting for?
Montgomery County Public Schools, Maryland
Curriculum 2.0 – Grade 5 2012