Revised 2005 Kindergarten Guide - Fifth Grade.doc · Web viewBILLINGS PUBLIC SCHOOLS. COMMUNICATION...

Revised 2005 BILLINGS PUBLIC SCHOOLS

COMMUNICATION ARTSLearning Objectives

Fifth Grade

I. The learner will develop skills in reading. (D, E, A)1. The learner will decode unknown words using:_____Affixes (prefixes, suffixes) (A)_____Vowel and consonant combinations (A)_____Contractions (A)_____Syllabication study (D)_____Base Words (D, A)_____Visual clues (D)2. The learner will develop vocabulary knowledge by identifying:_____Synonyms (A)_____Antonyms (A)_____Homophones (E)_____Homographs (E)_____Analogies (D)_____Multiple meanings (D)_____Prior knowledge (A)3. The learner will develop comprehension strategies and skills:_____Sequence events (A)_____Self question while reading and making predictions (D)_____Make connections (text to text, text to self, text to world) (D)_____Identify main idea and supporting details (A)_____Use prior knowledge (D)_____Answer literal, inferential, evaluative questions (E, A)_____Utilize story mapping (D)_____Use context clues to gain meaning (E)_____Identify cause and effect (D)_____Distinguish between fact/opinion (D)_____Distinguish between fantasy/realism (D)_____Identify purpose and point of view of author (D)_____Draw conclusions, make generalizations and summarize passages (D, E)_____Adjust fluency rate and style of reading to the purpose (D)_____Compare / contrast characters and events (D)_____Set goals, monitor reading progress (I)4. The learner will develop skills in reading using literary elements._____Self-select a variety of materials to read during silent reading time - set goals, monitor, and evaluate progress (self-selected, teacher directed) (D)_____Be exposed to a wide variety of genres (poetry, non-fiction, fiction, biography, mystery, fables, plays, etc.) (D)_____Develop elements of figurative language (simile, metaphors, idioms, imagery, personification) (D)_____Identify and discuss:_____Character (E)

Introduce: Teacher (high support) Develop: Teacher / Student work together, interactive, Modeling to children guided processing, developing strategies

Essential: Tested Apply: Student demonstrates an understanding with low support from teacher, on-going self extended learning, student may be tested

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Fifth Grade_____Plot (E)_____Setting (E)_____Problem and Solution (D)_____Identify theme, mood, and point of view (D)

II. The learner will develop skills in six trait writing. (I, D, E, A)5. The learner will write simple sentences:_____Declarative (A)_____Interrogative (A)_____Exclamatory (E)_____Imperative (E)6. The learner will write compound sentences using conjunction. (D)7. The learner will compose a variety of poems. (I, D, E)_____Pattern poems (cinquain, diamonte haiku) (I, D, E)8. The learner will write for a variety of purposes and audiences using different forms such as:_____Paragraphs with main idea and supporting details (D)_____Friendly letter (including heading, greeting, closing) (E)_____Envelope (E)_____Expository paragraph(D)_____Research (D)_____Personal narrative (D)_____Interactive writing with e-mail (D)9. The learner will use the steps of writing process (prewriting, rough draft, revising, editing). (D)10. The learner will evaluate and reflect on own original written work. (D)11. The learner will develop the 6 Traits by composing a personal narrative:_____Word Choice (A)_____Conventions (E)_____Ideas (A)_____Organization (A)_____Sentence fluency (E)_____Voice (D)

III. The learner will use correct conventions / grammar. (I, D, E, A)12. The learner will use correct capitalization:_____Days of week, months (E)_____Holidays, titles, places (E)13. The learner will use correct punctuation:_____Correctly use commas to separate words and phrases in a series (I, D, E)_____Correctly use commas and quotations marks in dialogue (I, D)_____Correctly use commas in a city and state (E)14. The learner will identify and use parts of speech:_____Common and proper nouns (D)_____Verb tenses (I, D)



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Fifth Grade_____Adjectives (D)_____Adverbs (D)_____Pronouns (D)_____Conjunctions (D)_____Prepositions (I)_____Interjections (I, D)15. The learner will identify and use spelling skills:_____Inflected endings (D)_____Plurals (D)

IV. he learner will develop skills in speaking / listening. (I, D)16. The learner will use listening and comprehension strategies on orally presented materials (ex. eye contact, body posture ):_____Follow multiple step directions (D)_____Identify main idea and supporting details (D)_____Take notes from presentations (D)_____State speaker’s point of view (D)17. The learner will use effective and appropriate speaking skills (speak clearly, use expression, complete sentences):_____Participate in group discussions by responding with relevant questions /comments (D)_____Give an oral presentation (report or speech) (I,D)_____Share a graphic representation with an audience (poster, map, chart, mobile, etc.) (D)

V. The learner will develop research / study skills. (I, D, A)18. The learner will use skills and strategies to locate information. (I, D, A)_____Parts of book (A)_____Maps, graphs, charts, tables, diagrams, timelines (D)_____Dictionary, encyclopedia (D)_____Thesaurus (D)_____Atlas, almanac (D)_____Internet / Electronic sources (D)_____Newspapers and periodicals (I,D)19. The learner will use skills and strategies related to:_____Note taking (E)_____Outlining (E)_____Summarizing (E)20. The learner will use test-taking strategies. (D)



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Fifth Grade

CONVENTIONS RUBRIC

5 The writer demonstrates a good grasp of standard writing conventions (e.g.spelling, punctuation, capitalization, grammar, usage, paragraphing) and usesconventions effectively to enhance readability. Errors tend to be so few that justminor touch-ups would get this piece ready to publish.A. Spelling is generally correct, even on more difficult words.B. The punctuation is accurate, even creative, and guides the reader through the text.C. A thorough understanding and consistent application of capitalization skills are present.D. Grammar and usage are correct and contribute to clarity and style.E Paragraphing tends to be sound and reinforces the organizational structure.F. The writer may manipulate conventions for stylistic effect – and it works! The piece is very close to being ready to publish.

3 The writer shows reasonable control over a limited range of standard writingconventions. Conventions are sometimes handled well and enhancedreadability; at other times, errors are distracting and impair readability.A. Spelling is usually correct or reasonably phonetic on common words, but more difficult words are problematic.B. End punctuation is visually correct; internal punctuation (commas, apostrophes, semicolons, dashes, colons, parentheses) is sometimes missing/wrong.C. Most words are capitalized correctly; control over more sophisticated capitalizations skills may be spotty.D. Problems with grammar or usage are not serious enough to distort meaning but may not be correct or accurately applied all of the time.E. Paragraphing is attempted but may run together or begin in the wrong places.F. Moderate editing (a little of this, a little of that) would be required to polish the text for publication.



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Revised 2005

BILLINGS PUBLIC SCHOOLSCOMMUNICATION ARTS

Learning ObjectivesFifth Grade

1 Errors in spelling, punctuation, capitalization, usage, and grammar and/orparagraphing repeatedly distract the reader and make the text difficult to read.The writing reflects more than one of these problems.A. Spelling errors are frequent, even on common words.B. Punctuation (including terminal punctuation ) is often missing or incorrect.C. Capitalization is random and only the easiest rules show awareness of correct use.D. Error in grammar or usage are very noticeable, frequent, and affect meaning.E. Paragraphing is missing, irregular, or so frequent (every sentence) that it has no relationship to the organizational structure of the text.F. The reader must read once to decode, then again for meaning. Extensive editing (virtually every line) would be required to polish the text for publication.Rubric for Grades 4, 5, and 6Northwest Regional Educational Laboratory

SENTENCE FLUENCY RUBRIC

5 The writing has an easy flow, rhythm, and cadence. Sentences are well built,with strong and varied structure that invites expressive oral reading.A. Sentences are constructed in a way that under scores and enhances the meaning.B. Sentences vary in length as well as structure. Fragments, if used, add style. Dialog, if present, sounds natural.C. Purposeful and varied sentence beginnings add variety and energy.D. The use of creative and appropriate connectives between sentences and thoughts show each relates to, and builds upon, the one before it.E. The writing has cadence; the writer has thought about the sound of the words as well as the meaning. The first time you read it aloud is a breeze.



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Revised 2005

BILLINGS PUBLIC SCHOOLSCOMMUNICATION ARTS

Learning ObjectivesFifth Grade

3 The text hums along with a steady beat, but tends to be more pleasant orbusinesslike than musical, more mechanical than fluid.A. Although sentences may not seem artfully or musically crafted, they get the job done in aroutine fashion.B. Sentences are usually constructed correctly; they hang together; they are sound.C. Sentence beginnings are not ALL alike; some variety is attempted.D. The reader sometimes has to hunt for clues (e.g. connecting words and phrases like however, therefore, naturally, after awhile, on the other hand, to be specific, for example, next, first of all, later, but as it turned out, although, etc.)E. Parts of the text invite expressive oral reading; others may be stiff, awkward, choppy, or gangly.

1 The reader has to practice quite a bit in order to give this paper a fairinterpretive reading. The writing reflects more than one of the followingproblems:A. Sentences are choppy, incomplete, rambling or awkward; they need work. Phrasing does not sound natural. The patterns may create a sing-song rhythm, or a chop-chop cadence that lulls the reader to sleep.B. There is little to no “sentence sense” present. Even if this piece was flawlessly edited, the sentences would not hang together.C. Many sentences begin in the same way – and may follow the same patterns (e.g. Subjectverb- object) in a monotonous pattern.D. Endless connectives (and, and so, but then, because, and then, etc.) or a complete lack of connectives create a massive jumble of language.E. The text does not invite expressive oral reading.Rubric for Grades 4, 5, and 6Northwest Regional Educational Laboratory



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Revised 2009BILLINGS PUBLIC SCHOOLS

MATHEMATICSLearning Objectives

5th Grade

I. The learner will develop an understanding of number sense and mathematical properties. (I, D, E, A)

1. The learner will understand numbers, ways of representing numbers, relationships among numbers and number systems: ____ Read, write, order, model and compare whole numbers to one million, and

decimals to thousandths (I, D)____ Read, write, order, model and compare decimals and percentages (I)____ Read number words less than ten thousand and write the corresponding

numeric value (A)____ Read and write number words representing decimals to thousandths and

understand the quantities they represent (D, E)____ Demonstrate understanding of the place value structure of the base-ten

number system by identifying the place value and actual value of digits in a whole number to one million (D, E)

____ Compose and decompose whole numbers less than one million by place value (D, E)

____ Compose and decompose decimal numbers through thousandths (I)____ Demonstrate the counting skills of skip counting as they relate to

multiplication facts (A)____ Locate and place negative integers on a number line (D, E)____ Locate and place common fractions, decimals and percentages on a

number line (I, D, E)____ Identify fractions that are equivalent and find equivalent fractions using

models and/or algorithms (I, D, E)____ Find common multiples and the least common multiple and greatest

common factor of numbers (I)____ Model, recognize, and generate equivalent forms of commonly used

fractions, decimals, and percents (I)____ Demonstrate the meaning of fractions as part of a unit whole or as parts

of a collection or set (I, D, E)____ Estimate the fractional parts of regions (I, D, E)____ Given three equivalent fractions, select the simplest form (A)____ Express fractions greater than one as mixed numbers or improper fractions

(I, D)



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5th Grade

____ Model, recognize, and generate equivalent forms of decimals to thousandths (I, D, E)

____ Use fractions to represent and express ratios (I, D, E)____ Identify and describe numerical patterns in a 100 chart generated by classes

of numbers (e.g., primes, composites, even, odd, multiples) (I, D)____ Recognize characteristics of odd, even, prime, and composite (I, D)____ Identify prime and composite numbers less than 30 (I, D)____ Factor whole numbers into lowest form using basic multiplication facts (I, D, E)____ Solve problems using concepts related to factoring and determining

divisibility (e.g., 2, 3, 5, and 10) (I)

II. The learner will develop an understanding of estimation, computation and mental math. (I, D, E, A)

1. The learner will compute fluently and make reasonable estimates:____ Develop and evaluate strategies for computing with decimals (I, D, E)____ Maintain fluency of multiplication facts 0-9 (A) ____ Add and subtract commonly used fractions with like denominators

(halves, thirds, fourths, eighths, tenths) and decimals to hundredths using models, referents and equivalent forms (D, E)

____ Add and subtract decimals to hundredths including money amounts (D, E)____ Multiply money amounts by whole numbers (I, D)____ Multiply by two digit numbers (E)____Divide a three digit number by one digit divisors with or without remainders (A)____ Divide by two digit numbers (I, D, E)____ Determine the meaning of a remainder expressed as a whole number,

fraction, or a decimal in a problem solving situation involving division (I, D, E)____ Identify the correct operation (addition, subtraction, multiplication, or

division) for solving a word problem (A)____ Recognize which place value will be the most helpful in estimating an

answer (I, D, E)____ Use referents and rounding to estimate the magnitude of calculations with

decimals (I, D, E)



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5th Grade

____ Select and use an appropriate evaluation strategy (overestimate, underestimate, range of estimates) based on the problem situation when computing with decimals (I, D, E)

2. The learner will understand meanings of operations and how they relate to one another:____ Relate addition and subtraction of fractions to pictorial models or real life

situations (I)____ Use inverse operations (addition & subtraction, multiplication & division)

to solve problems and check solutions involving calculations with decimals (I, D, E)

____ Apply the commutative, associative and identity properties of addition and multiplication to simplify calculations with decimals (I, D, E)

____ Apply the distributive property to simplify calculations (I)

III. The learner will develop an understanding of measurement and geometric concepts (I, D, E, A)

1. Understand measurable attributes of objects and the units, systems and processes of measurement:

____ Select the most appropriate tool and customary US unit to measure length, perimeter, area, weight and volume (I, D, E)

____ Carry out unit conversions in the US customary system as the result of calculations involving measurements of length, perimeter, volume and weight (e.g., in-ft-yd-mi; mm-cm-m-km; c-pt-qt-g; mL-L; oz-lbs; g-kg; min-hr-days-weeks-mon-yrs) (I, D, E)

____ Recognize the relationship between size of the number in a measurement and the size of the unit used (I, D)

2. Apply appropriate techniques, tools and formulas to determine measurements:____ Determine measurements of length and perimeter to the nearest fourth

inch (for length less than one foot) and nearest inch (for lengths greater than one foot) and nearest cm (I, D, E)

____ Estimate the capacity of objects in cups, quarts and gallons (I, D, E)____ Determine the measurement of angles between 0 and 180 degrees to the

nearest degree using protractors (I, D)____ Estimate the measure of acute, right and obtuse angles in degrees using

referent angles of 45 and 90 degrees (I, D, E)



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5th Grade

____ Develop and use formulas for determining the perimeter and area of rectangles (I, D, E)

____ Develop strategies to measure the perimeter of simple polygons and everyday objects (I, D, E)

____ Recognize that 2-dimensional shapes having the same perimeter may have different areas and shapes having the same area may have different perimeters (I, D)

____ Find the volume of a prism composed of unit cubes (D, E)____ Estimate and measure volume of a rectangular prism using unit cubes (D, E)

3. Analyze characteristics and properties of 2- and 3-dimensional geometric shapes and develop mathematical arguments about them:____ Identify, describe, compare and classify triangles by their sides and angles,

using appropriate vocabulary (I, D, E)____ Use properties of triangles to determine the lengths of their sides and

perimeters (I, D, E)____ Identify right, acute and obtuse angles in isolation and in geometric

figures (I, D, E)____ Identify parallel, perpendicular, and intersecting lines and right angles,

including lines and angles in the environment (I, D, E)____ Develop, understand, and apply the property of the sum of the angle

measures in a quadrilateral is 360 degrees (I, D, E)____ Identify congruent polygons using concrete methods (E)____ Make and test conjectures about the properties of quadrilaterals (I, D, E)____ Recognize 2- and 3-dimensional figures irrespective of their orientation

(E)4. Use visualization, spatial reasoning and geometric modeling to solve problems: ____ Identify a net of a simple 3-dimensional figure such as a cube or square prism (A) ____ Visualize the effects of procedures such as cutting a figure from a folded piece of paper (E) ____ Represent points, lines, line segments, rays, and angles with models and symbols (I)5. Specify locations and describe spatial relationships using coordinate geometry

and other representational systems:



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5th Grade

____ Describe, name, and interpret directions and distance in navigating space and apply ideas about direction and distance to maps and routes (I, D, E)

____ Locate and give coordinates of points on graph paper, maps, globes and other charts (I, D, E)

6. Apply transformations and use symmetry to analyze mathematical situations:____ Identify line and rotational symmetry in quadrilaterals (A)____ Predict and describe the results of performing reflections, rotations and translations of quadrilaterals including the use of terms such as horizontal, vertical, counter clockwise, 90 degrees, and 180 degrees (A)____ Describe a motion or series of motions that will show that two quadrilaterals are congruent (A)

IV. The learner will develop an understanding of patterns, algebraic reasoning and logic. (I, D, E, A)

1. Understand patterns, relations and functions:____ Represent and analyze patterns and functions using words, tables, graphs or

simple algebraic reasoning (I, D)____ Supply a missing element in or extend number patterns involving

multiplication or division (E)____ Supply a missing element in or extend number patterns involving addition

or subtraction of decimals or fractions (I, D, E)2. Represent and analyze mathematical situations and structures using algebraic

symbols: ____ Use letters, boxes or other symbols to stand for a missing number in

simple expressions or equations (I, D, E)____ Know that a variable is a symbol that can stand for one or more numbers

(I, D, E)____ Write and solve simple open sentences involving decimals (I, D, E)____ Identify and represent whole number data on a coordinate graph (first

quadrant) (I, D, E)____ Make a simple table of values given a specific rule and match a table of

values to its rule (e.g., rule is “+3”) (I, D, E)



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5th Grade

V. The learner will develop an understanding of statistics, probability, and data analysis. (I, D, E, A)

1. The learner will understand and apply basic concepts of probability:____ Determine the experimental probability of a single event by calculating or

counting the possible outcomes (E) ____ Describe events as likely or unlikely and discuss the degree of likelihood

using words or fractional numbers such as certain (1), impossible (0), most often, least often, likely and unlikely (E)

____ Connect and compare simple fractional probabilities to events (e.g., heads is 1 out of 2; rolling a 5 on a six-sided number dice is 1/6 (E)

____ Determine the number of possible combinations of two or more classes of objects (e.g., shirts, pants and shoes) (I)

____ Understand that the probability of an event can be represented by a fractional number between zero (impossible) to 1 (certain) (I, D, E)

2. Select and use appropriate statistical methods to analyze data:____ Determine the mode and range of a data set (D, E)

3. Formulate questions that can be addressed with data and collect, organize and display relevant data to answer them:____ Understand basic concepts of sampling (e.g., need for representative

samples, larger samples yield better results) (I, D)____ Collect, record, represent, and interpret data from observations and surveys

using tables, bar graphs, circle graphs, line graphs, or plots (first quadrant) (I, D)____ Compare different representations of the same data and evaluate how well

each representation shows important aspects of the data (I, D, E)4. Develop and evaluate inferences and predictions based on data:

____ Analyze data from tables, circle graphs, bar graphs, line graphs or plots (first quadrant) and draw conclusions (I, D)



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SCIENCELearning Objectives

Fifth GradeListed below by grade level are the Science Modules to be taught at each grade level.This will ensure that the Science curriculum (encompassing Life Science, Earth Science,Physical Science, and Scientific Inquiry) has not been fractured. After teaching thesemodules teachers have the flexibility to teach any of the other modules in their gradelevel.Grade Level Science Modules to be Taught

Grade Level Science Modules to be taught

K Looking at the SkyExploring with the Senses

1 Kinds of Living ThingsWeather and Seasons

2 Earth Through TimeLight and Color

3 Life CycleEarth’s Water

4 AnimalsWeather and ClimateProperties of Matter

5 Populations and EcosystemsThe Solid Earth The Solar System and Beyond

6 The Changing EarthThe Nature of MatterForces and Motion



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Fifth Grade

Inquiry: Use methods and materials that are developmentally appropriate for individualgrade level.Scientific Process1. ____ construct questions that can be answered by collecting and interpreting data in a scientific investigation.2. ____ use or make systematic observations, accurate measurements, and control variables to formulate and conduct investigations, and to draw conclusions based on specific scientific data.3. ____ use collected data to make inferences, explanations, models, or predictions.4. ____ communicate scientific procedures and explanations.

Technology1. ____ select the appropriate technology, tools and/or techniques to gather, analyze and interpret data.2. ____ examine various topic specific programs which will enhance their global awareness in relation to scientific application and integration into other curriculum area, taking advantage of current technology.3. ____ recognize that technology is essential to science because it provides tools for investigations, inquiry, and analysis.

Lab Safety1. ____ identify and demonstrate safe procedures in using scientific investigation.2. ____ identify and select tasks and responsibilities, and use materials in a safe manner.3. ____ have available and learn to properly use materials and equipment necessary in investigations.

Historical Contributions & Careers1. ____ use various resources to explore topics of personal interest and become aware of career opportunities in areas of science.2. ____ identify careers that are dependent on a knowledge of science.3. ____ use historical example to understand scientific inquiry, the nature of scientific knowledge, and the interactions between science and society.4. ____ utilize the knowledge developed through discovery by women and men scientist.5. ____ engage in scientific activities and processes that rely on basic human qualities, such as reasoning, insight, energy, skill, and creativity.

Ecology1. ____ describe interactions and the complexity of all components in a local environment and community that distinguishes it from others.2. ____ develop a more conceptual understanding of ecological concerns.



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Fifth GradeCritical Thinking1. ____ observe, explore, and experiment to promote his/her understanding of basic generalization, relationships and principles of science.2. ____ use thinking and process skills to analyze, resolve, and apply scientific knowledge and technological solutions to relevant real-world problems.

Life ScienceEcology/Habitat – General Ecosystem1. ____ recognize that the sun is the primary source of energy for the earth.2. ____ examine populations and cycles within ecosystems to determine that environmental changes often result in extinction of a species.3. ____ identify the basic characteristics (physical, geological, and biological) of appropriate ecosystems.4. ____ recognize the relationship that exists between the ecosystem and the earth and the effects they have on each other.

Plants1. ____ differentiate between plant structures which serve a variety of functions in growth, survival and reproduction.2. ____ assess whether plant exhibit traits that are inherited or the result of environmental influences.

Taxonomy1. ____ identify the major structures of plants, animals, and protests that are used for classification.

Physical ScienceEnergy and Sound1. ____ recognize that energy exist in many forms such as; heat, light, chemical, nuclear, mechanical and electrical.2. ____ investigate sources of energy, including wind, geothermal, solar, nuclear, fossil fuel, biomass, and water.3. ____ discuss the principle of the law of conservation of energy.4. ____ observe sounds, identify the source of the sounds, and describe how sounds are alike and different.5. ____ classify and sequence sounds as high or low, loud or soft.6. ____ demonstrate how to make a sound louder, softer, higher, and lower.7. ____ recognize that sounds are produced by vibrations and they travel through matter in waves.8. ____ state the properties of sound.9 ____ model how sound waves move.



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Fifth GradeSimple Machines1. ____ verify that simple machines make work easier.2. ____ classify different kinds of simple machines.3. ____ identify situations in which forces are exerted.4. ____ observe that pushes and pulls are forces.5. ____ demonstrate that forces cause changes in motion.6. ____ demonstrate that friction can keep an object from moving or slow down its movement.7. ____ discuss that inertia is the tendency of matter to resist any change in motion.8. ____ make a model of a simple machine.9. ____ recognize careers that apply the study of engineering.10. ____ measure forces that push and pull.

Technology1. ____ describe the historical perspective that our present knowledge is built upon and the societal implications of technology.

Earth ScienceGeology1. ____ recognize that fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time.2. ____ identify the major components of soil, and their properties of color and texture, capacity to contain water and ability to support the growth of many kinds of plants, including those in our food supply, and describe the importance of soil to life on earth.3. ____ recognize that rocks are mixtures of different materials.4. ____ interpret data collected from rock tests.5. ____ examine careers that apply to the study of geology.

Pollution1. ____ recognize the kinds of pollution and their sources.

Solar System1. ____ describe the basic component for the solar system as well as major theories that have been proposed throughout history.2. ____ recognize gravity as a force in the solar system which keeps planets in orbit around the sun and governs the rest of the motion of the solar system. These motions explain the day, the year, phases of the moon, and eclipses.3. ____ demonstrate the relationship between the tilt of the earth’s rotational axis and seasonal changes.

Space Exploration1. ____ examine some major events and contributions to space exploration and relate them to benefits to society



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Revised 2007

BILLINGS PUBLIC SCHOOLSSOCIAL STUDIESLearning Objectives

Fifth Grade

Overview: UNITED STATES HISTORY AND GEOGRAPHY

The fifth grade curriculum presents the story of the development of our nation. This course focuses on the creation of a new nation populated by indigenous peoples and by immigrants from all parts of the globe.

Students will identify and master geographic terms and physical features of the world. They will place emphasis on the United States as they examine major pre-Columbian settlements, learn how people adjusted to their natural environment, developed an economy and system of government, and expressed their culture. The relationship between indigenous peoples and the early colonists will be a concentration as we examine the power struggle and conflicts between European powers and the Indian nations for control of North America prior to the Revolutionary War. Students will learn about European explorers who sought trade routes, economic gain, national glory and the spreading of religion. Tracing the explorers routes will focus on motives, technological developments, and new trade products. Students will examine the relationship between European explorers and indigenous peoples.

Students will examine European motives, obstacles, and accomplishments in settling the United States. They will compare the New England, Middle and Southern colonies, examining location, the political, religious, social and economic institutions that evolved, the major individuals and responsible groups, as well as issues leading to the American Revolution, involving views and the British efforts to impose their will on the colonies.

Students will compare and contrast Montana Indian history and present day reservation life. Information provided on Montana Indians should be authentically presented, utilizing museums, publications, artifacts and appropriate web sites. Children will have an understanding of the beliefs, cultures and traditions of the twelve Montana tribes.



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Revised 2007


Fifth Grade

In 5th grade, students will be learning about U.S. history and geography and the development of our Nation focusing on the Native people and civilizations of North America. Study will continue on the exploration and colonization of North America. Students will be able to

respond to the following key questions:

What are the different theories of how American Indians came to North America?What were the early American Indian civilizations, and how did they adapt to their environment?

Who were the explorers of North America, and why did they come?Why did immigrants come to North America?What were the cultural effects of colonization?

What were the distinguishing characteristics of the colonies?What are the similarities and differences of the various tribes in Montana?

How are the various types of maps used as a tool to gather information about the world?(Focus on types of maps, hemispheres, latitude and longitude, key countries of study)

* The studies of the American Revolution, the Constitution and the Civil War have been omitted due to the extensive coverage in the Middle School and High School programs

LEARNING OBJECTIVES I. Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations.

1. _____Assess the quality of information (e.g. primary or secondary sources, point of view and embedded value of the author). (I, D, E, A)

II. Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility.

2. _____Discuss how key elements of the colonists’ needs and beliefs led to self government and its relationship to present day government. (I, D, E, A)

III. Students apply geographic knowledge and skills (e.g., locations, place, human/environment interactions, movement, and regions).

3. _____Identify the key physical features of North America. (I, D, E, A)4. _____Locate key countries of study using hemispheres, latitude, and longitude. (I, D, E, A)5. _____Compare the characteristics of the Northern, Middle and Southern colonies. (I, D, E, A)

Revised 2007Introduce: Teacher (high support) Develop: Teacher / Student work together, interactive,

Modeling to children guided processing, developing strategies


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Fifth Grade

6. _____Explain how indigenous people adapted to their environment. (I, D, E, A)7. _____Compare the migration routes of European and African immigrants to North America. (I, D, E, A)8. _____Locate and identify common features of the seven reservations including, Tribal Colleges and seats of Tribal Government. (I, D, E, A)9. _____Understand that the beliefs and spirituality of Montana tribes are directly connected to the land. (I, D, E, A)

IV. Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.

10. _____Compare western theories of migration to the Crow and Northern Cheyenne origin stories. (I, D, E, A)11. _____Identify major European explorers of North America during the 15th- 17th centuries and evaluate the reasons for their exploration.(I, D, E, A)12. _____Analyze the immigrants’ reasons for settling in North America. (I, D, E, A)13. _____Explore positive and negative effects of early exploration and settlement of North America. (I, D, E, A)14. _____Summarize the effects of the Northern, Middle and Southern colonies on the American Indian. (I, D, E, A)15. _____Identify similarities and differences between 2 or 3 MT tribes and their unique languages, oral histories, cultures and traditions. (I, D, E, A)

V. Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption.

16. _____Describe how economic concepts explain historical events, such as the creation of reservations and treaties. (I, D, E, A)

VI. Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies.

17. _____Explain how the cultural elements of language, belief systems, etc. of the American Indian and colonists influence our present day lives. (I, D, E, A)18. _____Examine and compare the cultures of indigenous North American civilizations. (I, D, E, A)



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