5th U.S. History OCCT Review List 2016
Standard 1.1 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided.
1. Geographic reasons the Virginia coast made English settlement attractive.
2. Short or long term political and economic results of settling in Virginia.
3. proprietary colonies: Roanoke and James Towne
4. development of Virginia
5. national prestige
Standard 1.2 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided.
6. Compare the economic, political, and religious motivations for settling in Virginia (1607-1620) of:
free immigrants
indentured servants
Standard 1.3 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided.
7. Contributions to the establishment and survival of the James Towne settlement
John Smith
Chief Powhatan
John Rolfe
8. Permanency of James Towne:
Contributions to helping the colony survive the Starving Times
Contributions to the development of tobacco as Virginia’s cash crop
9. Types of interactions between Native American and English settlers at James Towne.
Standard 1.4 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided.
10. Reasons for the English commitment to the permanent settlement of James Towne
11. Representative government
House of Burgesses
12. Private ownership of land
13. First African American laborers
14. The development of slavery
15. Women settlers [bringing women shows a commitment to permanence
Standard 1.5 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided. This item requires at least one stimulus from
a primary or secondary source for DOK 2 and DOK 3 levels.
16. Successes and challenges of Plimoth Plantation
17. Geographic reasons the Massachusetts’ coast made English settlement attractive
18. Religious motivations for migration (religious persecution—NOT freedom of religion)
19. Governing institutions as established by the Mayflower Compact
20. Relationship with Native Americans
21. Contributions of
Pilgrims
William Bradford
Chief Massasoit
Squanto
Standard 2.1 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided.
22. Compare and contrast the
New England Colonies
Middle Colonies
Southern Colonies.
23. Concepts for comparison: natural resources, agriculture, economic growth, imports, exports, systems of
labor, geography, and regional differences (in relation to economy).
Standard 2.2 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided.
24. Compare and contrast the methods of self-government in the three colonial regions including
town hall meetings
House of Burgesses
representative government.
25. The role of religion in the founding of
Maryland
Massachusetts
Rhode Island
Pennsylvania.
26. Religious toleration (in general)
Standard 2.3 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided.
27. Explain the impact of the triangular trade routes on Europe, Africa, and the British colonies.
28. Triangular trade routes: international economy [concept of interdependence], import and export
(slave labor, raw materials, finished goods)
29. Middle Passage
30. Africans (forced migration)
31. Atlantic slave trade
32. Cultural Interactions: diversity, art, tradition of oral history, music, food
Standard 2.4 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided.
33. Analyze relationships and interactions between Native Americans and colonists.
King Phillip or Metacomet
King Phillips’ War
34. Understand territorial conflicts between Native Americans and British colonists
Claims and seizure of Native American lands
35. Positive and Negative Interactions: Trade, Treaties, Diseases
Standard 2.5 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided. This item requires at least one
stimulus from an informational text for DOK 2 and 3 levels.
36. Understand significance of key individuals and groups in the founding and settling of English
colonies in North America
Key individuals:
Roger Williams
Lord Baltimore
James Oglethorpe
William Penn
Key groups:
Catholics
Quakers
debtors
Key concepts:
compromise
charter
intolerance
religious freedom
religious toleration
Standard 2.6 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided.
37. Analyze daily life in the colonies by comparing different groups’ perspectives of daily life in the colonies.
Landowners: small, large
Plantations
Merchants, artisans and craftsmen
Indentured servants
Concept of social class
African Americans: free and enslaved
Native Americans
Standard 3.1 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided.
38. Emphasis:
Causes of the events leading to the American Revolution
The effects of those events
Focus is on the significance of events [listed below], not just factual information.
39. Proclamation of 1763
40. King George III
41. Sugar Act
42. Stamp Act
43. Parliament
44. Legislative representation
45. Boycotts of British goods
46. Committees of Correspondence
47. Internal v. external taxation
48. Quartering Act
49. Boston Massacre
50. Paul Revere’s engraving
51. Evolution of raids into planned insurrection
52. Increasing violence
53. Colonial arguments that there should be no taxation without representation in Parliament
54. Boston Tea Party
55. Coercive Acts (the Intolerable Acts)
56. Lexington and Concord
57. Siege of Boston
58. Minute Men
59. Thomas Paine’s pamphlet, Common Sense
Standard 3.2 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided. This item requires at least one
stimulus from an informational text for DOK 2 and 3 levels.
60. Emphasis:
Colonial political and property grievances for declaring independence
Understand the political ideals found within the Declaration of Independence.
61. Ideals of American society:
Equality
unalienable rights
consent of the governed
62. Colonial grievances listed in Declaration of Independence:
right of self-government
occupation by British troops and martial law
interference with colonists’ right to make a living and govern themselves
63. Declaration of Independence:
significance of July 4, 1776
Thomas Jefferson as author of Declaration of Independence
64. Second Continental Congress
Standard 3.3 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided. This item requires at least one
stimulus from an informational text for DOK 2 and 3 levels.
65. Emphasis:
Understand and recall the social contract found in the Declaration of Independence
Understand how the social contract has been preserved and protected by the American military
when necessary
Describe and identify the concept of the social contract as described in full text of the Declaration of
Independence
66. Celebrate Freedom Week
Key concepts:
sacrifice
contribution
67. Formation of the American government
68. Declaration of Independence
social contract
self-evident
unalienable rights (life, liberty and pursuit of happiness)
consent of the governed
just powers
69. Focus: events/people during historical time period
Standard 3.4 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided. This item requires at least one
stimulus from an informational text for DOK 2 and 3 levels.
70. Emphasis:
Formation of the first American system of government
The strengths and weaknesses of the first system of government
Purposes of the Articles of Confederation
71. Articles of Confederation (focus on positives only)
72. Managing and winning the Revolutionary War
73. Managing the Western Territories
Standard 3.5 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided.
74. Emphasis:
Analyze the significance of major military and diplomatic events of the Revolutionary War.
Explain the impacts of the battles of Trenton, Saratoga, Yorktown and the encampment at Valley Forge.
75. George Washington (focus on military leadership)
76. Key Battles/events:
Valley Forge
Trenton
Saratoga
Yorktown
77. Purpose of the Treaty of Paris
Standard 3.6 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided.
78. Identify key individuals and their points of view and/or contributions to the Revolutionary War:
Patrick Henry
John Adams
Abigail Adams
Samuel Adams
Paul Revere
Thomas Jefferson
Phillis Wheatley
Benjamin Franklin
Mercy Otis Warren.
79. Identify key groups and their points of view and/or contributions to the Revolutionary War:
Sons of Liberty
Daughters of Liberty
Patriots
Loyalists
Standard 4.1 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided. This item requires at least one
stimulus from an informational text for DOK 2 and 3 levels.
80. Emphasis:
Examine issues and events that led to the Constitutional Convention.
81. Articles of Confederation (focus on weaknesses)
82. Weak national government
83. Shays’ Rebellion
84. Northwest Ordinance
85. Constitutional Convention
Standard 4.2 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided. This item requires at least one
stimulus from an informational text for DOK 2 and 3 levels.
86. Emphasis:
Analyze and understand the issues, debates, and compromises of the Constitutional Convention.
Identify key individuals and their contributions to the Constitutional Convention.
87. Key Debates:
Virginia Plan
New Jersey Plan
88. Key Compromises:
Three-fifths Compromise
Great Compromise
slavery
89. Key Individuals:
George Washington
James Madison
George Mason
Gouverneur Morris
Standard 4.3 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided. This item requires at least one
stimulus from an informational text for DOK 2 and 3 levels.
90. Determine the main purposes of the U.S. government as expressed in the preamble to the
Constitution and in the Constitution.
91. U.S. Constitution:
Preamble
Separation of powers
Three branches of government
Federal government
Shared powers between states and federal government
Checks and balances
Standard 4.4 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided. This item requires at least one
stimulus from an informational text for DOK 2 and 3 levels.
92. Emphasis:
Explain the ratification of the United States Constitution.
Compare and contrast the Federalist and Anti-Federalist points of view.
93. The debate over whether to include a bill of rights or not
94. Reasons for including a bill of rights
95. Ratification process
96. Federalist point of view
97. Anti-Federalist point of view
Standard 4.5 Items require students to make conclusions based on personal knowledge and from
readings, graphs, charts, and other source materials provided. This item requires at least one
stimulus from an informational text for DOK 2 and 3 levels.
98. Summarize the individual liberties defined/listed in the Bill of Rights
99. Amendments 1-10