Courses of Study : Social Studies

Number of Standards matching query: 13
Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 3
Learning Activities: 2
Lesson Plans: 1
1 ) Locate on a map physical features that impacted the exploration and settlement of the Americas, including ocean currents, prevailing winds, large forests, major rivers, and significant mountain ranges.

•  Locating on a map states and capitals east of the Mississippi River
•  Identifying natural harbors in North America
Examples: Mobile, Boston, New York, New Orleans, Savannah (Alabama)


Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.1- Locate the boundaries of the United States on a map of North America; recognize state lines on a map and locate the state of Alabama; identify the location of major rivers, lakes, and mountain ranges, including Mobile Bay, the Mississippi River, the Great Lakes, and the Appalachian and Rocky Mountains.


Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 1
Lesson Plans: 1
2 ) Identify causes and effects of early migration and settlement of North America.


Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.2- Demonstrate an understanding that people often move from one place to another; recognize why people move from one place to another and how that applies to the early migration to North America.


Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 6
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 1
Unit Plans: 1
3 ) Distinguish differences among major American Indian cultures in North America according to geographic region, natural resources, community organization, economy, and belief systems.

•  Locating on a map American Indian nations according to geographic region

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.3- Recognize that there were many American Indian cultures in North America.


Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 7
Learning Activities: 3
Lesson Plans: 1
Classroom Resources: 3
4 ) Determine the economic and cultural impact of European exploration during the Age of Discovery upon European society and American Indians.

•  Identifying significant early European patrons, explorers, and their countries of origin, including early settlements in the New World
Examples: patrons—King Ferdinand and Queen Isabella

explorers—Christopher Columbus

early settlements—St. Augustine, Quebec, Jamestown

•  Tracing the development and impact of the Columbian Exchange

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.4- Locate North America and Europe on a world map to illustrate journey; identify primary early European explorers, including Columbus, De Soto, and Magellan; recognize that European explorers sailed to America for economic, religious, and personal gain.


Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 8
Learning Activities: 2
Classroom Resources: 6
5 ) Explain the early colonization of North America and reasons for settlement in the Northern, Middle, and Southern colonies, including geographic features, landforms, and differences in climate among the colonies.

•  Recognizing how colonial development was influenced by the desire for religious freedom
Example: development in Massachusetts, Connecticut, Rhode Island, Pennsylvania, and Maryland colonies

•  Identifying influential leaders in colonial society
•  Describing emerging colonial government
Examples: Mayflower Compact, representative government, town meetings, rule of law


Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.5- Classify the American colonies into three regions, each with distinct climates and natural resources (South: farming, warm climate, Middle: farming, trading, moderate climate, New England: subsistence farming, trade, shipbuilding, cold climate); recognize characteristics of early colonial life in North America.


Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 0
6 ) Describe colonial economic life and labor systems in the Americas.

•  Recognizing centers of slave trade in the Western Hemisphere and the establishment of the Triangular Trade Route

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.6- Identify what was called Triangular Trade and on a map, show the triangular trade route and slave trade route.


Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 14
Learning Activities: 5
Lesson Plans: 3
Classroom Resources: 6
7 ) Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party.


Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.7a- Define revolution; recognize causes and events that led to the American Revolution including the Stamp Act and Boston Tea Party.


Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 12
Learning Activities: 3
Lesson Plans: 2
Classroom Resources: 7
8 ) Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.

•  Describing principles contained in the Declaration of Independence
•  Explaining contributions of Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, Haym Solomon, and supporters from other countries to the American Revolution
•  Explaining contributions of ordinary citizens, including African Americans and women, to the American Revolution
•  Describing efforts to mobilize support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, boycotts, and the Second Continental Congress
•  Locating on a map major battle sites of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown
•  Recognizing reasons for colonial victory in the American Revolution
•  Explaining the effect of the Treaty of Paris of 1783 on the development of the United States

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.8- Identify why the people in the American colonies separated and declared independence from Great Britain and eventually became the United States; recognize at least one important factor contributing to American independence including key battles, influential leaders, and the efforts of ordinary men and women including the Battles of Lexington and Concord, Saratoga, and Yorktown, George Washington, and the Minutemen.


Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 15
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 12
9 ) Explain how inadequacies of the Articles of Confederation led to the creation and eventual ratification of the Constitution of the United States.

•  Describing major ideas, concepts, and limitations of the Constitution of the United States, including duties and powers of the three branches of government
•  Identifying factions in favor of and opposed to ratification of the Constitution of the United States
Example: Federalist and Anti-Federalist factions

•  Identifying main principles in the Bill of Rights
•  Analyzing the election of George Washington as President of the United States for its impact on the role of president in a republic

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.9- Define constitution as a plan of government; identify the three branches of government; identify the major freedoms of the Bill of Rights, including speech, religion, press, right to bear arms, and assembly.
SS.AAS.5.9a- Recognize George Washington as the first president of the United States.


Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 6
Learning Activities: 1
Classroom Resources: 5
10 ) Describe political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States, including the War of 1812, the Indian Removal Act, the Texas-Mexican War, the Mexican-American War, and the Gold Rush of 1849.

•  Analyzing the role of the Louisiana Purchase and explorations of Meriwether Lewis and William Clark for their impact on Westward Expansion
•  Explaining the purpose of the Monroe Doctrine
•  Identifying Alabama's role in the expansion movement in the United States, including the Battle of Horseshoe Bend and the Trail of Tears (Alabama)
•  Identifying the impact of technological developments on United States' expansion
Examples: steamboat, steam locomotive, telegraph, barbed wire


Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.10- Recognize reasons people would move from their homes to new land in the west and the impact westward expansion had on American Indians; identify at least one or more people, movements, and events involved in America's early westward expansion, including Lewis and Clark, Sacagawea, the Indian Removal Act, and the gold rush; identify the inventions that aided westward expansion, including the railroad and the steamboat; illustrate the completion of the contiguous United States on a map.


Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 22
Learning Activities: 5
Classroom Resources: 17
11 ) Identify causes of the Civil War, including states' rights and the issue of slavery.

•  Describing the importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860
•  Recognizing key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler (Alabama)
•  Describing social, economic, and political conditions that affected citizens during the Civil War
•  Identifying Alabama's role in the Civil War (Alabama)
Examples: Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession (Alabama)

•  Locating on a map sites important to the Civil War
Examples: Mason-Dixon Line, Fort Sumter, Appomattox, Gettysburg, Confederate states, Union states (Alabama)

•  Explaining events that led to the conclusion of the Civil War

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.11 Define civil war; recognize one or more key figures of the Civil War, including Abraham Lincoln and Jefferson Davis; label a map of the United States with Southern and Northern states involved in the Civil War.
SS.AAS.5.11a - Identifying Alabama's role in the Civil War. Example: Montgomery was the first Confederate capitol.


Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
12 ) Summarize successes and failures of the Reconstruction Era.

•  Evaluating the extension of citizenship rights to African Americans included in the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States
•  Analyzing the impact of Reconstruction for its effect on education and social institutions in the United States
Examples: Horace Mann and education reform, Freedmen's Bureau, establishment of segregated schools, African-American churches

•  Explaining the black codes and the Jim Crow laws
•  Describing post-Civil War land distribution, including tenant farming and sharecropping

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.12- Define the Reconstruction as the rebuilding of the South and its reintegration into the United States; identify at least one success and one failure of the reconstruction era, including the successes of the thirteenth through fifteenth Amendments, the Freedmen's Bureau, Jim Crow laws, sharecropping, tenant farming, the election of African American politicians, and the failures of Black Codes.


Social Studies (2010)
Grade(s): 5
United States Studies: Beginnings to the Industrial Revolution
All Resources: 11
Learning Activities: 1
Classroom Resources: 10
13 ) Describe social and economic influences on United States' expansion prior to World War I.

•  Explaining how the development of transcontinental railroads helped the United States achieve its Manifest Destiny
•  Locating on a map states, capitals, and important geographic features west of the Mississippi River
•  Explaining how the United States acquired Alaska and Hawaii
•  Identifying major groups and individuals involved with the Westward Expansion, including farmers, ranchers, Jewish merchants, Mormons, and Hispanics
•  Analyzing the impact of closing the frontier on American Indians' way of life
•  Explaining how the Spanish-American War led to the emergence of the United States as a world power

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.13a- Identify natural resources and geographic features of the American West, Grand Canyon, Rocky Mountains, and Colorado River; illustrate the completion of the territorial United States on a map; recognize farmers and ranchers as major groups involved in westward expansion; explain the impact of westward expansion on American Indians.