The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
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.
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
Program of Studies (POS)
Skills & Concepts
Content
Vocabulary
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
I can describe what the Preamble to the U.S.
Constitution means.
I can give examples of services the U.S.
Government provides.
I can analyze the importance of services to
citizens.
POS - 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):
a) 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
b) explain how democratic
governments work to
promote the “common good”
(e.g., making, enacting,
enforcing laws that protect
rights and property of all
citizens)
democratic form
of
government
republic form of
government
United States
Constitution
Preamble
justice
common
defense
domestic
tranquility
general welfare
freedom (liberty)
services
common good
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
I can give examples of how a democratic
government works to promote the “common
good”
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Instructional Strategies/
Resources/Assessments
Making Social Studies
Come Alive by Marilyn
Kretzer
Great American History
Games by Lorraine
Hopping Egan
Page 1 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
SS-05-1.1.2 continued
POS - 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.
I can explain that the government of the United States
was developed from a colonial base of representative
government.
I can explain that the government of the United States
was developed by people who envisioned an
independent country and new purposes for the
government.
POS- SS-5-GC-U-2
Students will understand that the United States Government
was formed to establish order, provide security and
accomplish common goals.
I can explain that the U.S. Government was formed
to establish order, provide security and accomplish
common goals.
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, VicePresident, Congress, House, Senate, U.S. Senators, U.S.
Representatives, U.S. Supreme Court, judges)
associated with each branch.
DOK 2
I can identify the three branches of government.
I can explain the duties of the executive, legislative
and judicial branches of government.
I can identify important leaders of the executive,
legislative and judicial branches of government.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Fifth Grade
Program of Studies (POS)
Skills & Concepts
POS - SS-5-GC-S-1 continued
I can use print and nonprint sources to
demonstrate an
understanding of the U.S.
Government.
I can explain the
importance of the basic
functions of the
government.
I can investigate the basic
functions of the United
States Government, as
defined in the Preamble to
the U.S. Constitution.
I can explain how
democratic governments
work to promote the
“common good”.
POS - 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)
Content
Vocabulary
Instructional Strategies/
Resources/Assessments
Super Social Studies by
Elizabeth Van Tine
legislative
executive
judicial
President
Vice-President
Congress
House of Representative
Senate
U.S. Senators
U.S. Representatives
U.S. Supreme Court
Supreme Court justices/judges
Page 2 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
Program of Studies (POS)
Skills & Concepts
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
I can explain why the framers of the Constitution
established a government where powers are shared
across different levels and branches.
I can explain that the Constitution establishes a
government of limited powers that are shared
among different levels and branches.
POS - SS-5-GC-U-3
Students will understand that the fundamental values
and principles 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).
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Content
Vocabulary
POS Vocabulary
Local
Legislative: City council, county legislature
Executive: Mayor, city departments
Judicial: City courts, county courts
State
Legislative: KY General Assembly
Executive: Governor, state departments
Judicial: State Supreme Courts
National/Federal
Legislative: U.S. Congress, House of
Representatives, Senate,
Executive: President, Vice-president,
cabinet
Judicial: U.S. Supreme Court, justices
POS - 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-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
I can explain the basic principles of democracy (e.g.,
justice, equality, responsibility, and freedom) that are
found in important historical documents.
I can analyze why historical documents are
important to citizens today.
Fifth Grade
POS - 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
I can analyze print and
non-print sources to
describe values and
principles of American
democracy found in
historical documents.
justice
equality
responsibility
freedom
Declaration of
Independence
U.S.
Constitution
Bill of Rights
Preamble
democracy
Page 3 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
Fifth Grade
Program of Studies (POS)
Skills & Concepts
Content
Vocabulary
Instructional Strategies/
Resources/Assessments
POS - SS-5-GC-S-4
Students will investigate the rights
and responsibilities of U.S.
citizens:
a) 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.
I can describe and give
examples or rights found in
the Bill of Rights and
explain why they are
important.
b) 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)
Bill of Rights
freedom of
religion
freedom of
press
voting
election
candidate
ballot
civic engagement
civic participation
civic duty
D is for Democracy (A
Citizenship Alphabet Book)
by Elissa Grodin
POS - SS-5-GC-U-3 continued
I can explain that the values and principles of
American democracy are expressed in historical
documents.
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
I can describe rights and responsiblilities
individuals have as citizens of the U.S.
I can explain why civic engagement is
necessary to preserve a democratic society.
POS - 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.
I can explain that all citizens of the U.S. have
certain rights and responsibilities, including
civic participation
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Page 4 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
Fifth Grade
Program of Studies (POS)
Skills & Concepts
Content
Vocabulary
Instructional Strategies/
Resources/Assessments
POS - SS-5-GC-S-4 continued
I can describe
responsibilities citizens
have in order for the
government to function
effectively.
I can find examples of civic
participation in current
events and the news.
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.
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
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
I can identify early cultures (English, Spanish,
French, and West African) in the United States.
I can analyze similarities and differences of
early cultures in the United States.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Program of Studies (POS)
Skills & Concepts
POS - 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:
Content
Vocabulary
Instructional Strategies/
Resources/Assessments
English
Spanish
French
West African
Page 5 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
SS-05-2.1.1 continued
POS - 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.
I can explain that culture is a system of beliefs,
knowledge, institutions, traditions and language
shared by a group of people.
I can explain that through a society’s culture,
individuals learn the relationships, structures,
patterns and processes to be members of
society
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Program of Studies (POS)
Skills & Concepts
POS - SS-5-CS-S-1 continued
a) 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
I can explain cultural
similarities and differences
of diverse groups
b) research the contributions of
diverse groups to the culture
(e.g., beliefs, traditions,
literature, the arts) of the
United States today
I can research the
contributions of diverse
groups of the U.S. today
c) investigate factors that
promoted cultural diversity in
the history of the United States
I can investigate factors
that promoted cultural
diversity in the history of
the United States
Fifth Grade
Content
Vocabulary
Instructional Strategies/
Resources/Assessments
POS
Vocabulary
Cultural
Elements
beliefs
knowledge
institutions
customs
traditions
languages
literature
the arts
skills
diverse
Page 6 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Fifth Grade
Grade Level Standards/DOK
POS Understandings/Learner Targets
Program of Studies (POS)
Skills & Concepts
Content
Vocabulary
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.
I can describe social institutions in the U .S.
and explain their role in the development of the
nation.
POS - 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.
I can explain the function
of social institutions
(family, religion, education,
government, economy) in
the United States
social
institutions
government
economy
education
religion
family
POS - 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
compromise
cooperation
conflict
competition
POS - 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.
I can explain that cultures develop social
institutions to structure society, influence
behavior and respond to needs.
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
I can describe interactions that occurred
between diverse groups in the history of the
U.S.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Instructional Strategies/
Resources/Assessments
.
Page 7 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
SS-05-2.3.1 continued
Fifth Grade
Program of Studies (POS)
Skills & Concepts
POS - SS-5-CS-S-3 continued
POS - 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.
I can explain that interactions among groups
assume various forms and are influenced by
culture
I can describe conflicts that
occurred among diverse
groups during the settlement
of the U.S.
I can explain the causes of
conflicts between diverse
groups.
I can explain the outcome of
the conflicts between
diverse groups.
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
POS - 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
I can describe causes of
conflict between individuals
and/or groups today
I can give examples of how
to resolve them peacefully.
I can give examples of conflicts between
individuals or groups.
I can give examples of conflict resolution
strategies used between individuals or groups.
POS - SS-5-CS-U-4
Students will understand that a variety of factors
promote cultural diversity in a society, nation and world.
I can explain that a variety of factors promote
cultural diversity in a society, nation and world
POS - 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.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Content
Vocabulary
Instructional Strategies/
Resources/Assessments
compromise
cooperation
conflict
competition
conflict
resolution
strategies
compromise
cooperation
communication
I can explain the importance
of effective interaction and
working cooperatively with
diverse groups
Page 8 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Fifth Grade
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.
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
Program of Studies (POS)
Skills & Concepts
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
I can describe scarcity.
I can explain how scarcity required
people in different time periods to make
economic choices.
POS - 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:
a) investigate different kinds of
resources (e.g., natural, human,
capital)
b) 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
I can use information
from print and non-print
sources to understand
the connection between
resources, limited
resources and scarcity.
POS - 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.
I can explain that the economic problem
with individuals and groups is scarcity.
I can explain that because of scarcity,
economic decisions are made.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Content
Vocabulary
scarcity
opportunity
cost
limited
resources
choice
productive
resources
(natural,
human,
capital)
economic
decisions
interdependdence
growth
Instructional Strategies/
Resources/Assessments
Junior Achievement
Round & Round The Money
Goes: What Money Is And
How We Use It by Melvin
Berger
Various Pigs books by Amy
Axelrod and Sharon
McGinley-Nally
The Money Tree by Sarah
Stewart
4H Focus – Bid, Barter, and
Buy
Page 9 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
SS-05-3.1.1 continued
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.
I can explain how profits motivate
individuals and businesses 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.
I can explain how competition among
buyers and sellers influence the price of
goods and services.
POS - 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.
I can explain that economic concepts
impact individuals, groups, and
o
businesses.
POS - SS-5-E-U-3
Students will understand that economic
institutions are created to help individuals,
groups and businesses accomplish common
goals.
I can explain that economic institutions
help individuals, groups and businesses
accomplish common goals.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Fifth Grade
Program of Studies (POS)
Skills & Concepts
Content
Vocabulary
I can investigate different
kinds of resources.
I can give example how
economic decisions create
interdependence between
individuals, groups and
businesses.
POS - 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)
I can explain how people deal
with scarcity.
I can explain the roles banks play
in helping people deal with
scarcity
POS
Vocabulary
banks
loan money
save money
lines of credit
interestbearing
accounts
profits
risks
goods and
services
competition
supply and
demand
opportunity
cost
economic
institutions
Instructional Strategies/
Resources/Assessments
Page 10 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
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
I can give examples of markets in different
periods of U.S. History.
I can explain similarities and differences of
markets in different periods of History.
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.
I can explain how competition among buyers
and sellers influences the price of goods and
services.
POS - SS-5-E-U-4
Students will understand that markets enable buyers
and sellers to exchange goods and services.
I can explain that markets enable buyers and
sellers to exchange goods and services.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Program of Studies (POS)
Skills & Concepts
POS - SS-5-E-S-3
Students will demonstrate an
understanding of markets:
a) explain how goods and
services are/were
exchanged
I can explain how goods
and services are
exchanged.
Fifth Grade
Content
Vocabulary
Instructional Strategies/
Resources/Assessments
market
competition
b) investigate and give
examples of markets;
explain how markets have
changed over time during
the history of the United
States
I can investigate and give
examples of markets
I can explain how markets
have changed over time
during the history of the
United States.
Page 11 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
Program of Studies (POS)
Skills & Concepts
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
I can describe production, distribution and
consumption of goods and services thorughout
history.
POS - SS-5-E-S-4
Students will use a variety of
sources:
a) 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
I can write, draw, chart or
use a timeline to show
change over time in the
production, distribution and
consumption of goods and
services.
b) 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
I can explain how
specialization promotes
trade between individuals,
groups and businesses.
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
I can describe how new knowledge and
specialization increases productivity.
POS - 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.
I can describe how production, distribution and
consumption of goods and services have
changed over time.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Fifth Grade
Content
Vocabulary
production
distribution
consumption
specialization
productivity
Instructional Strategies/
Resources/Assessments
Lemonade Stand Open
Response – (Google for link
to KIRIS Released Items)
United Streaming/Discovery
videos on the Economics of
Production, Distribution, and
Consumption of Goods and
Services
Page 12 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
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.
I can define interdependence.
I can give examples of how people in our
communities, states, nation and world depend
on each opther for goods and services.
POS - 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.
I can explain how individuals, groups and
businesses demonstrate interdependence.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Program of Studies (POS)
Skills & Concepts
POS - 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:
a) 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
I can use print or non-print
sources to demonstrate
connection between
resources, limited
resources and scarcity.
I can give examples how
economic decisions create
interdependence between
individuals, groups and
businesses.
Fifth Grade
Content
Vocabulary
Instructional Strategies/
Resources/Assessments
Econ and Me
Junior Achievement
Page 13 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Fifth Grade
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.
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
Program of Studies
Skills & Concepts
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
I can use geographic tools to identify natural
resources and other physical characteristics.
I can analyze patterns of movement and
settlement in the U.S.
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
I can use geographic tools to locate and
describe absolute location.
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.
I can describe how different factors influence
where human activities are/were located.
POS - 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):
a) locate, in absolute or
relative terms, major
landforms and bodies of
water in the United
States
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
b) 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)
Content
Vocabulary
maps
globes
charts
graphs
natural resources
major landforms
major bodies of
water
weather
climate
roads
bridges
patterns of
movement
absolute location
relative location
Instructional Strategies/
Resources/Assessments
Great Map Mysteries: 18
Stores and Maps to Build
Geography and Map Skills
By Susan Julio
Page 14 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
Program of Studies
Skills & Concepts
Fifth Grade
Content
Vocabulary
Instructional Strategies/
Resources/Assessments
SS-05-4.1.4
Students explain how factors in one location can impact
other locations (e.g., natural disasters, building dams).
I can explain how factors in one location impact
other locations.
POS - 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.
I can explain that geographic tools help interpret
information.
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
I can explain patterns of human settlement in
the early development of the U.S.
I can explain how these patterns were
influenced by physical characteristics.
SS-05-4.4.2
Students will describe how the physical
environment (e.g., mountains as barriers for
protection, rivers as barriers of transportation) both
promoted and restricted human activities during
the early settlement of the U.S. (Colonization,
Expansion).
DOK 2
I can describe how the environment promoted
and restricted human activities.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
POS - 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):
I can use print and
non-print sources to
investigate regions
on the Earth.
a) 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)
climate
landforms
bodies of water
mountains
(Appalachian
and Rocky
Mountains)
rivers (Mississippi
and Ohio River)
transportation
protection
restriction
Page 15 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
SS-05-4.4.2 continued
POS - 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.
I can explain that patterns emerge as humans
move, settle and interact on Earth.
I can explain patterns can be identified by the
location of physical and human characteristics.
I can explain that economic, political and
cultural processes shape patterns of
populations, interdependence, cooperation and
conflict.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Program of Studies
Skills & Concepts
POS - SS-5-G-S-2 continued
I can explain how places
and regions in the U.S.
are defined by their
human and physical
characteristics
b) locate and describe
patterns of human settlement
and explain how these
patterns were influenced by
the physical characteristics
(e.g., climate, land-forms,
bodies of water) of places and
regions in the United States
I can locate and describe
patterns of human
settlement.
I can explain how patterns
of human settlement were
influenced by physical
characteristics of places
and regions in the United
States.
c) 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.
I can investigate how
advances in technology
have allowed people to
settle in places previously
inaccessible in the United
States.
Fifth Grade
Content
Vocabulary
Instructional Strategies/
Resources/Assessments
POS Vocabulary
human
characteristics
language
settlement patterns
religious beliefs
physical
characteristics
climate
landforms
bodies of water
interdependence
cooperation
conflict
dams
roads
air conditioning
irrigation
Page 16 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
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).
I can describe how individuals and groups have
different perspectives about the use of land.
Program of Studies (POS)
Skills & Concepts
POS - SS-5-G-S-2
(repeated)
Fifth Grade
Content
Vocabulary
Instructional Strategies/
Resources/Assessments
agricultural
(farming)
industrial
residential
recreational
POS - 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.
I can explain that regions help us see Earth as
a system of places organized by landforms,
political units, economic patterns and cultural
groups.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Page 17 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
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
I can describe how advances in technology
allow people to settle in inaccessible places.
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
I can explain and give examples how people
changed the physical environment to meet
their needs.
POS - 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.
I can explain that people depend on or change
the environment to meet basic needs.
I can explain that human actions change the
environment and limits or promotes human
activities.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Program of Studies (POS)
Skills & Concepts
POS - SS-5-G-S-2 (repeated)
POS - SS-5-G-S-3
Students will investigate how
humans modify the physical
environment:
a) describe how people modified
the physical environment (e.g.,
dams, roads, bridges) to meet
their needs during the early
settlement of the United States
b) 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
c) 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
I can explain how
perspectives of individuals
or groups impact decisions
about the use of the land.
Fifth Grade
Content
Vocabulary
Instructional Strategies/
Resources/Assessments
dams
reservoirs
roads
bridges
Irrigation
adapted
modified
natural
resources
physical
geography
natural
disasters
farming
industrial
residential
recreational
Page 18 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Fifth Grade
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.
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
Program of Studies (POS)
Skills & Concepts
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
I can use primary and secondary sources to
describe events and interpret perspectives in
history.
POS - 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):
a) investigate and chronologically
describe major events in United
States history (e.g., using timelines,
charts, fictional and report writing,
role playing)
I can describe major events in
U.S. history using a variety of
tools.
b) explain and draw inferences about
the importance of major events in
United States history
I can explain and draw
inferences about the
importance of major events in
U.S. history.
c) examine cause and effect
relationships in the history of the
United States; identify examples of
multiple causes of major historical
events
I can identify multiple causes of
historical events.
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
I can identify historical documents and explain
their importance.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Content
Vocabulary
Primary
Sources
artifacts
diaries
(journals)
maps
timelines
photographs
Instructional Strategies/
Resources/Assessments
Hands On History!
Colonial America by
Michael Gravois
Life As A Colonist by Bob
Rybak
Secondary
Sources
books
documents
Mayflower
Compact
Emancipation
Proclamation
Dr. Martin
Luther
King’s I
Have a
Dream
speech
Page 19 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Fifth Grade
Grade Level Standards/DOK
POS Understandings/Learner Targets
Program of Studies (POS)
Skills & Concepts
Vocabulary
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
I can compare changes in communication,
technology, transportation and education
between Colonization and Industrialization
periods.
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
I can describe important events that occurred
during historical periods and eras in history.
I can explain the cause of these important
historical events in history.
I can explain the effects of these important
events in history.
POS - 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):
a) examine factual and fictional
accounts of significant historical
events and people in United States
history
I can examine factual and
fictional accounts of historical
events and people in history.
b) explore change over time (e.g.,
transportation, communication,
education, technology, lifestyles
and conditions) in the United States
I can explore changes over
time in the areas of
transportation, communication,
education, technology,
lifestyles and conditions.
c) 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
I can investigate the events
surrounding patriotic symbols,
songs, landmarks, and
selected readings.
freedoms
opportunities
fleeing negative
situations
immigrants
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Instructional Strategies/
Resources/Assessments
communication
technology
transportation
education
American flag
Statue of
Liberty
Star-Spangled
Banner
Dr. Martin
Luther
King’s I
Have a
Dream
speech
Page 20 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Date
Grade Level Standards/DOK
POS Understandings/Learner Targets
POS - 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.
I can explain that history is an account of human activities
that are interpretive in nature.
I can explain that tools (for example primary and
secondary sources) are needed to analyze historical
events.
POS - 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.
I can analyze history recognize cause and effect
relationships and tying past to present.
I can explore change over time in the U.S.
I can investigate events surrounding patriotic symbols,
songs, and landmarks and explain their importance.
POS - 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.
I can explain that history has been impacted by important
people and groups.
POS - SS-5-HP-U-4
Students will understand that geography, culture, and economics
have a significant impact on historical perspectives and events.
I can explain that geography, culture and economics have an
important impact on historical perspectives.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Fifth Grade
Program of Studies (POS)
Skills & Concepts
Vocabulary
Instructional Strategies/
Resources/Assessments
I can explain the historical
significance of patriotic symbols,
songs, landmarks, and selected
readings. POS - 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)
I can investigate events,
conflicts and cultures
across U.S. history and
compare them to the
present.
Page 21 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Fifth Grade
Cross Reference (abridged) of Additional Assessed Standards Not Addressed in Fifth Grade Standards
from End of Primary and 4th grade Core Content Standards
These social studies standards are standards that students were expected to master by the end of third grade or fourth grade. NOTE: The CAPITALIZED
WORDS OR PORTIONS of the standards do not reoccur in the fifth grade standards and need to be reviewed. These are bold standards (assessed) and
are crucial to a fifth grade student’s success in Social Studies. Some italicized supporting standards have been included to support the bold assessed
standards.
Government and Civics
The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the
United States, 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.
End of Primary
4th Grade
5th Grade
SS-04-1.1.1
Students will describe the BASIC PURPOSES
OF KENTUCKY GOVERNMENT (to establish
order, provide security and accomplish
common goals); give examples of the services
that state governments provide (e.g., state
police, state highways, state parks, public
schools) and identify how the government of
Kentucky pays for these services (e.g., sales
taxes, state income taxes).
DOK 2
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
Formation of Governments
SS-EP-1.1.1
Students will identify the BASIC PURPOSES OF
LOCAL GOVERNMENT (to establish order, provide
security and accomplish common goals); give
examples of services local governments provide
(e.g., police and fire protection roads and snow
removal, garbage pick-up,) and identify how they
pay for these services taxes).
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Page 22 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
SS-EP-1.1.2
Students will identify and explain the PURPOSE
OF RULES WITHIN ORGANIZATIONS (e.g.,
school, clubs, teams) and compare rules with
laws.
DOK 2
Fifth Grade
SS-04-1.1.2
Students will explain how STATE
GOVERNMENTS FUNCTION (by making,
enacting and enforcing laws) to protect the
rights and property of citizens.
DOK 2
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-04-1.2.1
Students will identify the three branches of
Kentucky government, explain the basic duties
of each branch (executive-enforce the laws,
legislative-make the laws, judicial- interpret the
laws) and identify important state offices/
leaders, (Governor, Lieutenant Governor,
General Assembly, Senate, House,
representatives, senators, Kentucky Supreme
Court, judges) associated with each branch.
DOK 2
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-04-1.2.2
Students will explain how power is shared among
the different branches (executive, legislative,
judicial) of state government.
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-04-1.3.2
Students will describe specific rights and
responsibilities individuals have as CITIZENS
OF KENTUCKY (e.g., voting in statewide
elections, participating in state service
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
Constitutional Principles
SS-EP-1.2.1
Students will describe how their LOCAL
GOVERNMENT IS STRUCTURED (e.g., mayor,
city council, judge-executive, fiscal court, local
courts) and compare their local government to
other community governments in Kentucky.
Rights and Responsibilities
SS-EP-1.3.2
Students will identify and give examples of
GOOD CITIZENSHIP AT HOME, AT SCHOOL
AND IN THE COMMUNITY (e.g., helping with
chores, obeying rules, participating in
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Page 23 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
community service projects such as recycling,
conserving natural resources, donating
food/supplies) and explain why civic
engagement in the community is important.
DOK 2
projects, obeying state laws) and explain why
civic engagement is necessary to preserve a
democratic society.
DOK 2
Fifth Grade
necessary to preserve a democratic society.
DOK 3
Cultures & 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 (e.g., food, clothing, shelter, communication) 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.
End of Primary
4th Grade
5th Grade
SS-04-2.1.1
Students will identify EARLY CULTURES
(NATIVE AMERICAN, APPALACHIAN,
PIONEERS) IN KENTUCKY and explain their
similarities and differences.
DOK 2
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
Elements of Culture
SS-EP-2.1.1
Students will describe cultural elements (e.g.,
beliefs, traditions, languages, skills, literature,
the arts).
DOK 1
Interactions Among Individuals and Groups
SS-EP-2.3.1
Students will describe various forms of
interactions (compromise, cooperation,
conflict, competition) that occur between
individuals/ groups at home and at school.
DOK 2
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
SS-04-2.3.1
Students will describe various forms of
interactions (compromise, cooperation, conflict)
that occurred during THE EARLY SETTLEMENT
OF KENTUCKY BETWEEN DIVERSE GROUPS
(NATIVE AMERICANS, EARLY SETTLERS).
DOK 2
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
Page 24 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Fifth Grade
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, the nation and the world. 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.
End of Primary
4th Grade
5th Grade
SS-EP-3.1.1
Students will define basic economic terms
related to scarcity (e.g., opportunity cost,
WANTS AND NEEDS, limited productive
resources-natural, human, capital) and explain
that scarcity requires people to make economic
choices and incur opportunity costs.
DOK 2
SS-04-3.1.1
Students will describe scarcity and explain
how scarcity requires people in Kentucky to
make economic choices (e.g., use of
productive resources - natural, human, capital)
and incur opportunity costs.
DOK 2
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-04-3.2.1
Students will explain how profit motivates
individuals/businesses to take risks in producing
goods and services.
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.
Scarcity
Economic Systems and Institutions
SS-EP-3.2.1
Students will identify and give EXAMPLES OF
ECONOMIC INSTITUTIONS (BANKS) AND
EXPLAIN HOW THEY HELP PEOPLE DEAL
WITH THE PROBLEM OF SCARCITY (e.g., loan
money, save money) in today’s market economy.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Page 25 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
Fifth Grade
Markets
SS-EP-3.3.1
Students will define basic economic terms
related to markets (e.g., market economy,
markets, wants and needs, goods and services,
profit, consumer, producer, supply and
demand, BARTER, money, trade,
ADVERTISING).
DOK 2
SS-04-3.3.1
Students will give examples of markets;
explain how they function and how the prices
of goods and services are determined by
supply and demand.
DOK 2
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
Production, Distribution, and Consumption
SS-EP-3.4.1
Students will define basic economic terms
related to production, distribution and
consumption (e.g., goods and services, wants
and needs, supply and demand, specialization,
ENTREPRENEUR) and describe various ways
goods and services are distributed (e.g., by
price, first-come-first-served, sharing equally).
DOK 2
SS-04-3.4.1
Students will describe PRODUCTION,
DISTRIBUTION AND CONSUMPTION OF
GOODS AND SERVICES IN REGIONS OF
KENTUCKY and the U.S.
DOK 2
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
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.
End of Primary
4th Grade
5th Grade
Regions
SS-EP-4.2.1
Students will describe places on Earth’s surface by
their physical characteristics (e.g., climate,
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
SS-04-4.2.1
STUDENTS WILL COMPARE REGIONS IN
KENTUCKY AND THE UNITED STATES BY
Page 26 of 27
Updated December 2011
The Kenton County School District
A System of Excellence
Social Studies 4.1 Core Content for Assessment
landforms, bodies of water).
Fifth Grade
THEIR HUMAN CHARACTERISTICS (E.G.,
LANGUAGE, SETTLEMENT PATTERNS,
BELIEFS) AND PHYSICAL CHARACTERISTICS
(E.G., CLIMATE, LANDFORMS, BODIES OF
WATER).
DOK 2
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.
End of Primary
4th Grade
5th Grade
SS-EP-5.2.1
Students will identify significant patriotic and
historical songs, symbols,
monuments/landmarks (E.G., THE STARSPANGLED BANNER, THE UNDERGROUND
RAILROAD, THE STATUE OF LIBERTY) AND
PATRIOTIC HOLIDAYS (E.G., VETERAN’S DAY,
MARTIN LUTHER KING’S BIRTHDAY, FOURTH
OF JULY) and explain their historical
significance.
DOK 2
SS-04-5.2.1
Students will identify significant historical
documents, symbols, songs and selected
readings (E.G., STATE FLAG, UNITED WE
STAND, DIVIDED WE FALL, MY OLD
KENTUCKY HOME,) SPECIFIC TO KENTUCKY
and explain their historical significance.
DOK 2
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-EP-5.2.2
Students will identify and compare THE EARLY
CULTURES OF DIVERSE GROUPS OF NATIVE
AMERICANS (E.G., NORTHWEST,
SOUTHWEST, PLAINS, EASTERN
WOODLANDS) and explain why they settled in
what is now the United States.
DOK 2
SS-04-5.2.2
Students will identify and compare the cultures
of diverse groups and explain why people
explored and settled in Kentucky.
DOK 2
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
The History of the United States
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Page 27 of 27
Updated December 2011