5th Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
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.
Formation of Governments
3
Kentucky Learns Links
Identify the basic functions provided by the
preamble to the U.S. Constitution and explain (Constitution)
SS-05-1.1.1
how those functions apply to your life as a
Kentucky Learns Links
Students will describe the basic purposes of the U.S. citizen in the U.S.
(U.S. Government)
Government as defined in the Preamble to the U.S.
Democratic Republic, Checks & Balances,
Constitution (to establish justice, to ensure
Balance of Powers, Branches of Government: (Schoolhouse Rocks – Preamble)
domestic tranquility, to provide for the common
legislative, executive, judicial, Levels of
defense, to promote the general welfare, to secure
Government: local, state, federal (nation)
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
SS-05-1.1.2
Identify a federal, state, or local law that
protects your rights or property and explain
how that law affects you as an individual.
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).
Democratic Republic, Checks & Balances
Balance of Powers, Branches of Government:
legislative, executive, judicial, Levels of
Government: local, state, federal (nation)
Kentucky Learns Links
(Democracies)
3
Kentucky Learns Links
(Three Branches of Government)
3
DOK 3
Constitutional Principles
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,
Explain the importance of the US government
having limited and shared powers among the
branches and describe one example of a local,
state, and federal law.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
1
updated 4/8/08
5th Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
ESSENTIAL QUESTIONS/
CONTENT/TERMS
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
Local
Legislative: City council, county legislature
Executive: Mayor, city departments
Judicial: City courts, county courts
State
Legislative: KY General Assembly (includes
the State Senate and the State House of
Representatives)
Executive: Governor, state departments
Judicial: State Supreme Courts
National
Legislative: U.S. Congress (includes the U.S.
Senate and the U.S. House of Representatives)
Analyze two duties of the three branches of
government and create a chart detailing the
process of a bill becoming a law.
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
Rights and Responsibilities
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Kentucky Learns Links
(Three Branches of Government)
3
3 Branches Role Play
Legislative – propose bills & make laws,
executive – carry out or enforce laws, judicial
– interpret laws
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
How a Bill Becomes a Law
Schoolhouse Rock
2
updated 4/8/08
5th Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
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
Explain three freedoms enjoyed by citizens in
a democracy.
Kentucky Learns Links
(Constitution)
3
Compare the Declaration of Independence and
Constitution relating to the beginning of
democracy.
Kentucky Learns Links
(Democracy)
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
Justice, equality, responsibility, freedom, Dec.
of Independence, Constitution, democracy
Why is it important for citizens to be given
rights and explain the difference between
rights and responsibilities?
Kentucky Learns Links
(Citizenship & Responsibilities)
3
Declaration of Independence, U.S.
Constitution, Bill of Rights, Amendments,
Civil Rights
Preamble: (Rights and responsibilities i.e. to
establish order, provide security and
accomplish common goals)
Participate in the election process – primary,
general, candidate, ballot, Obey the laws
Pay taxes, Civic Duty
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.
Elements of Culture
Describe what makes up a groups culture and
Jamestown
Native Am. -1
why do we study the culture of others?
Colonists – 2
SS-05-2.1.1
Kentucky Learns Links
Immigrants -3
Elements of culture:
(Cultural History of Early America)
Students will identify early cultures (e.g.,
• Basic needs – food, shelter, clothing
English, Spanish, French, West African) in the
United States and analyze their similarities and
• Other attributes – Language, religion, art, Design Native American shelter
differences.
music, dance, customs, stories,
Kachina Dolls
government, education, gender roles
DOK 2
Native American Cultures
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
3
updated 4/8/08
5th Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Middle America: Incas, Aztecs, Mayas
North America: Eastern Woodlands, Plains,
Southwest, California Intermountain,
Northwest Coast,
Immigrants of the 1800’s
Today’s cultures: Canada, United States, &
Mexico
Social Institutions
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.
Compare how religion and education both
meet the needs of citizens.
1,2,3,4
Government, economy, education, religion,
family
Interactions Among Individuals and Groups
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
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
Analyze different group interactions including
some using compromise and others using
conflicts.
War: American Revolution, War of 1812,
Civil War….
Disagreements: independence, Articles of
Confederation, taxation, slavery….
Prejudice: to Native Americans, African
Americans, women, immigrants…..
Rules, Voting, Rights & Responsibilities of
Citizenship, compromise, cooperation,
conflict
How have groups of people used compromise,
cooperation, and communication to resolve
conflict?
Kentucky Learns Links
(Cultural History of Early America)
Native Am. -1
Colonists - 2
Role Play
1,2,3,4
Kentucky Learns Links
(Conflict Resolution)
Compromise, Cooperation, conflict
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
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updated 4/8/08
5th Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
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.
Scarcity
Explain how scarcity of a resource causes you Project Wild
1,2.3,4
to make an alternate decision.
SS-05-3.1.1
MSU Environmental students
Scarcity, Limited Resources, Choice, natural,
Students will describe scarcity and explain how
Kentucky Learns Links
human, capital, security, growth, desire for
scarcity required people in different periods in
profits
(Economics)
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
Economic Systems and Institutions
SS-05-3.2.1
Describe a local business and how they take
Kentucky Learns Links
3
Students will explain how profits motivated
risks to make profit.
(Economics)
individuals/businesses in the U.S. (Expansion,
Industrialization) to take risks in producing goods
Risk, profit, good, services
Guest speaker – local banker
and services.
Markets
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
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.
Explain how markets in colonial America are
different from present day.
Kentucky Learns Links
(Economics)
3
Supply, Demand, Available Markets
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
5
updated 4/8/08
5th Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
Production, Distribution, and Consumption
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
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
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.
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Compare how production and distribution
have evolved throughout history.
Kentucky Learns Links
(Economics)
2
Playdoh economics
2,3
Free Enterprise, Revenue, Scarcity,
Production, Distribution, Consumption,
Goods, Services, Taxes, Profit
Describe how a company uses new technology
to increase productivity.
Assembly lines
Producers, Specialization, Consumer needs
and wants
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.
The Use of Geographic Tools
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
6
updated 4/8/08
5th Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
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
Explain the importance of being able to use
geographic tools to locate natural resources
and other physical characteristic to analyze
patterns and movement.
Five Themes
1,2,3,4
Physical map, Political map, Thematic map,
Raised-relief map, Atlas, Latitude, Longitude,
Grid
Create a local map identifying natural resources.
Compare – contrast absolute relative location
using specific regions of North America.
Nystrom map activities
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
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.
SS-05-4.1.4
Students explain how factors in one location can
impact other locations (e.g., natural disasters,
building dams).
Physical map, Political map, Thematic map ,
Raised-relief map, Atlas, Latitude, Longitude,
Grid, Coordinate, Degrees, Mental map
Explain how physical characteristics
(Tennessee River) influenced KY Dam and
the purpose of the Dam.
Landforms, bodies of water, climate,
vegetation, houses, factories, stores,
playgrounds, parks, bridges, dams
How did the earthquake that created Reelfoot
Lake affect Tennessee and Kentucky?
Kentucky Learns Links
(Maps)
1,2,3
Kentucky Learns Links
(U.S. Landforms & Physical Features)
Kentucky Learns Links
(U.S. Landforms & Physical Features)
1,2,3,4
Video footage of hurricane damage
1,2,3,4
Service project
Natural Disaster: Earthquakes, tornadoes,
floods, tsunami, fires, landslides,
environmental
Kentucky Learns Links
(U.S. Landforms & Physical Features)
Regions
Describe a national, state, and local location
including human physical characteristics.
Student created maps
Location (absolute, relative)
Place (physical characteristics)
Kentucky Learns Links
(U.S. Landforms & Physical Features)
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
1
7
updated 4/8/08
5th Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Nystrom Map Activity
1,2,3
Region (common characteristics)
Human & Environment Interaction (adapt,
natural resources, environment)
Movement (technology, scarcity, force,
choice)
Patterns
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
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
Human-Environment Interaction
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
SS-05-4.4.2
Students will describe how the physical
Describe why American cities are located
around water sources.
Areas with water – rivers, streams, coastlines
Fertile Land
Protected Land – reservations, National Parks
Various modes of Transportation: ships,
trains, automobiles, interstate highways
How has technology advanced to permit
people to settle in all areas of the U.S.?
Dams, reservoirs, roads, air conditioning,
irrigation
Earth movers: bulldozers, cranes, drill…..
Electricity: Air conditioning, machines….
Agricultural improvement: Irrigation,
tractor……
Why did early settlers change the physical
environment?
Natural Resources: animals, plants…
Waterways: Erie Canal,…
Roads
How does the physical environment promote
and restrict movement and settlement?
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Kentucky Learns Links
(Human Settlement Patterns)
Give One-Get One Activity
3,4
Kentucky Learns Links
(Technology-Innovation-Settlement)
Five Themes
3,4
Kentucky Learns Links
(Technology-Innovation-Settlement)
Create colonial villages based on the three regions.
1,2
8
updated 4/8/08
5th Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
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
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).
ESSENTIAL QUESTIONS/
CONTENT/TERMS
Mountains: Appalachian Mountains, Rocky
Mountains…
Rivers: Mississippi River, Ohio River…
Explain the difference in a farmer and a
business owner’s perspective on land use.
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Kentucky Learns Links
(Technology-Innovation-Settlement)
Debates
1,2,3,4
Discussion webs
Agriculture, industry, urban, rural,
recreational
Kentucky Learns Links
(Technology-Innovation-Settlement)
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.
The Factual and Interpretive Nature of History
Describe historical tools and how people use
Rock Art
2,3,4
SS-05-5.1.1
these to translate historical events.
Students will use a variety of tools (e.g., primary
Kentucky Learns Links
and secondary sources, artifacts, diaries,
Primary – diaries, photos, journals, Secondary (History)
timelines) to describe significant events in the
– books, documents, Artifacts – fossils, arrow
history of the U.S. and interpret different
heads, Timelines
perspectives.
Declaration of Independence, Articles of
DOK 3
Confederation, U.S. Constitution,
Bill of Rights (and other amendments),
Emancipation Proclamation,
The History of the United States
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.
Explain why historical documents and
symbols are important to the history of the
US.
Kentucky Learns Links
(Historical-Documents-Reading-Speeches)
2
Scavenger hunts
U.S.
Symbols: US flag, bald eagle, Uncle Sam
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
Kentucky researched
9
updated 4/8/08
5th Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
DOK 3
Slogans: In God We Trust, E Pluribus Unum
Monuments: Statue of Liberty, Washington
Monument, Lincoln Memorial, Vietnam
Memorial, Mt. Rushmore
Songs: “National Anthem,” “God Bless
America,” “Stars and Stripes Forever”
Poems: Pledge of Allegiance
Literature: Common Sense, Uncle Tom’s
Cabin
KENTUCKY
Symbols: KY flag, cardinal, thoroughbred,
seal
Monuments: Jefferson Davis Memorial, Old
State Capital Building, Daniel Boone Grave,
Henry Clay Monument
Song: “My Old Kentucky Home” – Stephen
Foster
Explain factors that influence immigration to
the US. throughout history.
PowerPoints
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
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
GRADING
PERIOD
Kentucky Learns Links
(History of Immigration)
1,2,3,4
Kentucky Learns Links
(Changes In Transportation-Communication)
Native Am. –
1
Colonists – 2
Government –
3
Civil War – 3
Facts, Perspective, freedom, opportunity,
religion, economics
How and why have communication,
transportation, education, and government
evolved throughout the history of the US?
Graphic organizers
Examples include:
Exploration of the Americas Christopher
Columbus, Henry Hudson, etc.
Colonization: Pilgrims, Puritans, etc.
War for Independence:
Thomas Jefferson, George Washington, Paul
Revere, etc.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
T-Charts
2,3,
10
updated 4/8/08
5th Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
A New Nation: George Washington, Thomas
Jefferson, etc.
Young Republic: Thomas Jefferson, James
Madison, Ben Franklin, Francis Scott Key
Westward Expansion: Daniel Boon, Lewis &
Clark, Sacagawea
Slavery & Civil War:
Harriet Tubman, Fredrick Douglass, Abraham
Lincoln, Jefferson Davis
Industrialization: Samuel Slater, Eli Whitney,
Henry Ford, Thomas Edison, Alexander
Graham Bell
Civil Rights Movement: Dr. Martin Luther
King, Jr., Rosa Parks, President Lyndon
Johnson Discoveries:
Americas-Columbus
Inventions:
Textile Mills: Samuel Slater
Steam Engine: Robert Fulton
Cotton Gin: Eli Whitney
Plow: John Deere
Light Bulb: Thomas Edison
Phone: Alexander Graham Bell
Automobile: Henry Ford
Native American Cultures
Middle America: Incas, Aztecs, Mayas
North America: Eastern Woodlands, Plains,
Southwest, California Intermountain,
Northwest Coast,
Immigrants of the 1800’s
Today’s cultures: Canada, United States, &
Mexico
Explain cause and effect and describe
historical events with multiple causes.
CAUSES
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
11
updated 4/8/08
5th Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
GRADING
PERIOD
Settlement of Europeans in the Americans
England’s unfair treatment to the colonies
Government powers were not balanced
between state and federal
Invention of the cotton gin that increased
slavery, limited states’ rights, and
imbalance of the power between the
Northern and Southern states
President Lincoln issuing the
Emancipation Proclamation
High demand for manufacturing new
inventions and products
EFFECTS
Disease, removal from the homes, and
death of Native Americans (Trail of
Tears)
Colonists declaring independence from
England (American Revolution)
The ratifying of the Bill of Rights for the
U.S. Constitution
The succession of Confederate states and
the fighting of the Civil War
All slaves are free
Increase of immigration from European
countries (Ellis Island)
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
12
updated 4/8/08
5th Grade
Social Studies
GRADE LEVEL STANDARDS/DOK
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
ESSENTIAL QUESTIONS/
CONTENT/TERMS
SUGGESTED ACTIVITIES/
ASSESSMENTS
Analyze how historical events shaped the US.
US History Timline
Land & People Before Columbus
Age of Explorations
Colonization
War for Independence
A New Nation
The Young Republic
Westward Expansion
Industrialization
20th Century
Pre, during, and post Civil War Quilt
Kentucky Learns Links
(Eras in American History)
Books: Pocahontas, Spy in the King’s Colony, F is for
Freedom, Amos Fortune, Charley Skeddadle, Mr.
Tucket, Out of the Dust, Econ—Toothpaste
Millionaire, A Penny’s Worth of Character, Sign of the
Beaver, Sarah Bishop, Dear America Series, Bound for
Oregon, George Washington’s Socks, Morning Girl
GRADING
PERIOD
1
1
2
2
3
3
3
3,4
3,4
Examples of Key Influences
(from eras above)
Cultures of indigenous groups
Columbus’ discovery
Jamestown, Plymouth Rock, 13 colonies
American Revolution
Declaration of Independence, U.S.
Constitution, Bill of Rights
Manifest Destiny, The War of 1812
Cumberland Gap, Louisiana Purchase
Slavery, Civil War, Immigration, Inventions
Civil Rights Movement, World Wars
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
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