5th Grade Social Studies Standards Categories: ●
Reading and Vocabulary ●
Speaking and Listening ●
Research and Writing ●
Civics ●
Economics ●
Geography ●
History Category 1: Reading and Vocabulary Power Standard 4 3 2 1 Nonfiction Reading: Determines the main idea of a grade level primary or secondary source. Accurately quotes details in a text when making inferences. ** This is a standard that is taught and heavily emphasized in 5th grade SS. In order to avoid testing redundancy this will be assessed in Reading and LA. Proficient, plus I can make new inferences connected to our studies using the new ideas and evidence from the text. I can find the main idea of a text, put it in my own words, and use evidence from the text to support the main idea. I can identify the main idea of a text and ​I can support new or existing ideas with two or more accurate details from a text. I can support new or existing ideas with one accurate detail from a text. Vocabulary: Determines the meanings of social studies­specific words or phrases. **Most units I will post 4 suggested terms or phrases for exceeding vocabulary options. Proficient, plus I can determine the meaning of unfamiliar words or phrases and use the learned words or phrases in a meaningful way that is connected to our unit of study. ** I can do two of the following for all of my vocabulary terms: *provide examples *use them appropriately in a sentence * Illustrate a picture * provide a definition * provide an antonym or synonym I can do two of the following for 75% of my vocabulary terms: *provide examples *use them appropriately in a sentence * Illustrate a picture * provide a definition * provide an antonym or synonym I can do two of the following for 50% of my vocabulary terms: *provide examples *use them appropriately in a sentence * Illustrate a picture * provide a definition * provide an antonym or synonym Category 2: Speaking and Listening Power Standard 4 3 2 1 Discussion​: Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on ​grade 5 topics and texts, building on others’ ideas and expressing their own clearly. I follow agreed upon discussion rules and listen respectfully. I come to discussions prepared. I can pose and respond to specific questions by building upon other classmates’ comments. I can draw conclusions in light of information gained from discussion. I follow agreed upon discussion rules and listen respectfully. I come to discussions prepared. I contribute to the discussion multiple times. (3 or more) I can draw conclusions in light of information gained from discussion. I follow agreed upon discussion rules and listen respectfully. I usually contribute to the discussion 1­2 times. I can take notes and draw conclusions in light of information gained from discussion. I follow agreed upon discussion rules and listen respectfully but I sometimes struggle to contribute to the discussion. I can take some notes but don’t always draw meaningful conclusions by the end of the discussions. Presentation: Report on a topic or text or present an opinion using appropriate facts and details to support main ideas or themes; and speak clearly at an understandable pace. Include appropriate multimedia components such as video, pictures, or bullet points. Proficient, plus… I demonstrated my readiness for presenting by speaking with enthusiasm and emphasis. I maintained eye contact with my audience while presenting. *I can create and incorporate my own video into the presentation. I presented facts or opinions using details to support the main ideas or themes. I included appropriate pictures, graphics and text sizes. I spoke clearly and at an understandable pace. I invited questions and answered them to the best of my ability. I presented facts or opinions using limited details to support the main ideas or themes. I included appropriate pictures and graphics. I spoke clearly enough for my audience to understand most of my presentation. I presented facts or opinions without supporting details. I included pictures, or graphics that did not enhance the facts or opinions. I struggled to speak clearly enough for my audience to understand me. Category 3: Research and Writing Power Standard 4 3 2 1 Conventions: Demonstrates command of capitalization, punctuation and spelling when writing and use of knowledge of language and conventions when writing, speaking or listening I followed all English grammar and usage rules. I made no errors in capitalization, spelling, or punctuation. My sentences are complete and paragraphs are used. I made very few errors in capitalization, spelling, or punctuation. I made several mistakes and usage errors are present. Several corrections need to be made in capitalization, spelling, or punctuation. I made many errors in grammar usage, capitalization, spelling and punctuation making my writing hard to read and understand. Research: Creates a research project to answer a self­generated question. I created a compelling self­generated question to lead my inquiry. The project was well organized and neat. I followed the directions and I added extra information that is beneficial to understanding the concept. I created a self­generated question to lead my inquiry. The project was well organized and neat. I followed the directions and included all of the criteria for this project. I created a self­generated question to lead my inquiry. The project was mostly organized and neat. I followed the directions and included most of the criteria for this project. I created a self­generated question to lead my inquiry. The project had very little organization and neatness. I followed some directions and included some of the criteria for this project. Sources of Information: Draw on information from multiple print or digital sources in order to answer a question or to write or speak about the subject knowledgeably. I can find a variety of sources (books, encyclopedias, journals, newspapers, videos, or educational web sites) and summarize the main idea. I can properly cite my sources for text and multimedia. I can find two or more quality sources of information and summarize the main ideas. I can find a quality source of information and summarize the main idea(s). I can summarize important information when provided a source of information. Category 4: Civics Power Standard 4 3 2 1 Government Framework: Understands how the government was designed to separate and limit power. Proficient, plus I can explain the role of political parties within the framework of the United States government OR I can research and explain the role of an executive department. I can identify the responsibilities of each branch of U.S. government and I can describe how and why the government limits power. I can identify the structure of the United States government and II can identify the responsibilities of each branch of the United States government. I understand why societies need government and laws. Federalism: Understands the responsibilities of federal, state, and local governments. Proficient, plus I can research and describe how power has shifted from state governments to the federal government over time. I can describe responsibilities of federal, state, and local governments. I can explain why that level of government is best suited to take care of that responsibility. I understand why the federal, state, and local governments have different responsibilities. I can describe the responsibilities of the state, county, and local governments by providing examples. Citizenship: I understand the rights and responsibilities given to citizens by the Constitution. I can compare or contrast rights, roles, or responsibilities of US citizens to a citizen from another country. I can explain why being an informed and active citizen is important for democracy to function and I can explain how I can be an informed and active citizen of my home, school, community and country. I can identify rights and responsibilities I have as a citizen of my country, state, city, school, and home. I can define rights and responsibilities. Category 4: Economics Power Standard 4 3 2 1 Economic Decision Making: Understands the benefits and costs of individual choices. I can explain how economic decisions affect the wellbeing of individuals, businesses, and society. I can identify the costs and benefits of making various personal or business decisions. I can explain how scarcity makes decision making necessary. I understand what costs and benefits are. Exchange and Markets: Describes factors that shape the economic system in the United States. Proficient, plus I understand how profits influence larger markets and the role of banks in running these markets. I understand how resources make up goods and services, which lead to trade, which lead to the role of money in trading followed by profits. I understand how goods and services lead to trade. I understand how resources make up goods and services. Category 5: Geography Power Standard 4 3 2 1 Human Populations ­ Movement: Understands why people move and the impact of human movement on culture, the environment, the use of natural resources, government, and economy. Proficient, plus I can predict impacts on the place the people moved from and the place the people moved to. * I can identify specific push or pull factors when analyzing the movement of a population in history. I can identify common challenges for migrants that are moving from one country to another. I can identify factors that push people away from a place and pull people to a different place. Geographic Tools: Understands the use of geographic tools to locate and analyze information. I can select a geographic tool to compare and contrast information about people, places, and/or environments. * I can analyze a variety of maps to draw conclusions about people, places, and environments. I can use a map to draw conclusions about a place. I understand how to use basic map tools. (map title, key and scale) Human­Environment Interaction: Explains how humans change and impact the environment. I can explain costs and benefits of humans changing the land to improve their quality of life, economy, or environment. I can identify examples of humans changing land to improve quality of life, economy, or recreation. I can explain how humans depend on, adapt to, and modify the environment. I can identify how humans depend on, adapt to, and modify the environment . Geographic Awareness: Understands where we are in the world and understands where major features are located in the United States. I can identify the location of major U.S. cities, bodies of water and landforms. I can identify the location of states, counties, cities, and landforms surrounding Sioux Center. I can identify all 50 states. I can identify all of the continents and oceans and describe which hemispheres they are in. Category 6: History Power Standard 4 3 2 1 Cause & Effect: Uses evidence to explain multiple causes and effects of an event. I can explain the ​long­term impacts of a historical event. OR I can identify unintended impacts that an event had on history. I can explain multiple causes and effects of a historical event by using detailed evidence. I can identify (list) multiple causes and ​immediate ​effects of a historical event. I can describe an event in my life and identify the cause and effect of that event. Change, Continuity, and Context: Analyzing past and present events or cultures to determine factors of change in history. Through research I can describe specific impacts that a person, law, or invention had on history. I can analyze past and present events or cultures and explain what factors in history (people, technology, laws, values, etc.) caused the change. I can compare ​and ​contrast past and present events or cultures to determine what has changed and what has stayed the same. I can describe a past event or culture. Perspectives: Determines different perspectives on the same event. I can agree or disagree with one or both perspectives on an event and give supporting evidence as to why I would choose one side or both. I can explain multiple perspectives on the same event using evidence. I can explain one person’s perspective on an event. I understand what perspective is.