Social Studies – Fifth Grade
Unit of Study: Expansion and Change
CURRICULUM OVERVIEW
Fourth Grading Period – Unit 9
Big Idea
Unit Rationale
Enduring Understandings
 The transcontinental railroad completely changed the western United States in many ways.
 Native Americans continued to have lands removed from them when Americans found a use for their lands.
 The invention of the telegraph created a way for the east coast and west coast to communicate rapidly with each other.
 Many new inventions had a great impact on 19th Century America.
 The oil industry has had both positive and negative effects on our country.
 The United States offered a much better way of life for many immigrants.
 Working in factories was a dirty, dangerous, low-paying way of life for many.
 As more people arrived in America, cities became more and more crowded and work became harder to find.
Essential Questions
 Why was the transcontinental railroad built?
 What was the impact of the transcontinental railroad?
 What inventions influenced the lives of Americans?
 What struggles did Native Americans endure as people moved west?
 Who were some prominent inventors of the 19th Century?
 How did the oil industry impact the American economy?
 How did industry affect people and communities?
 Why do people move to new lands?
 How did immigration affect American life, especially those living in cities?
 What was life like for a new immigrant coming to America?
The late 1800s to early 1900s was a time a great
change and expansion in the United States. The
east coast and west coast were finally connected
by the transcontinental railroad. People began to
become more mobile. More people moved out
west. Others moved into cities looking for work.
Still others yet immigrated to our country looking
for a better way of life. New inventions were
helping to make everyone’s lives better.
Lessons for this Unit
□
□
□
Lesson 1: Expanding Westward (8 days)
Lesson 2: Inventions and Big Business
(4 days)
Lesson 3: New Americans (5 days)
TEKS Specificity - Intended
Outcome
TEKS
TEKS 5.4 History
B. Identify reasons people moved west.
F. Explain how industry and the mechanization of agriculture changed the American way of life.
Concepts
G. Identify the challenges, opportunities, and contributions of people from selected Native-American and immigrant groups.
TEKS 5.5 History
A. Analyze various issues of the 20th century such as urbanization and industrialization.
TEKS 5.8 Geography
A. Identify and describe the types of settlement and patterns of land use in the United States.
TEKS 5.9 Geography
A. Describe ways people have adapted to and modified their environment in the United States, past and present.
B. Identify reasons why people have adapted to and modified their environment in the United States, past and present,
such as the use of human resources to meet basic needs.
C. Analyze the consequences of human modification of the environment in the United States, past and present.
SAISD © 2008-09 – Fourth Grading Period
Social Studies Fifth Grade
” I CAN” statements highlighted in yellow
should be displayed for students.
I can:
 Identify reasons why people moved west.
 Explain how industrialization and machinery
changed the way people lived.
 Identify challenges immigrants faced.
 Understand how humans have modified their
environment.
 Understand how the impact of the
Transcontinental Railroad and telegraph
changed the way people traveled and
communicated.
 Summarize how people of different cultural
groups contributed to our country.
 Identify how scientific discoveries greatly
impacted the United States.
Page 1 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
TEKS 5.14 Economics
A. Analyze how people in different parts of the United States earn a living, past and present.
C. Analyze the effects of immigration, migration, and limited resources on the economic development and growth of the
United States.
E. Analyze how developments in transportation and communication have influenced economic activities in the United
States.
TEKS 5.23 Culture
C. Summarize the contributions of people of selected racial, ethnic, and religious groups to our national identity.
TEKS 5.24 Science, technology, and society
B. Identify how scientific discoveries and technological innovations such as the transcontinental railroad, the discovery
oil, and the rapid growth of technology industries have advanced the economic development of the United States.
C. Explain how scientific discoveries and technological innovations in the fields of medicine, communication, and
transportation have benefited individuals and society in the United States.
TEKS 5.25 Social Studies Skills
Skills
A. Differentiate between, locate, and use primary and secondary sources such as computer software; interviews;
biographies; oral print, and visual material; and artifacts to acquire information about the United States and Texas.
B. Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting,
finding the main idea, summarizing, making generalizations, and predictions, and drawing inferences and
conclusions.
D. Identify different points of view about an issue or topic.
TEKS 5.26 Social Studies Skills
B. Incorporate main and supporting ideas in verbal and written communication.
C. Express ideas orally based on research and experience.




Summarize 19th century inventions.
Sequence events.
Write from another’s point of view.
Compare and contrast various events.
D. Create written and visual material as journal entries, reports, graphic organizers, and outlines.
E. Use standard grammar, spelling, sentence structure, and punctuation.
□
□
□
□
□
□
Evidence of Learning
Given strips of paper, students will sequence events about the transcontinental railroad with 80% accuracy.
Given information from the text, students will create a T-chart listing the pros and cons of living on the Great Plains with 80% accuracy.
Given resource materials, students will write editorials about the Battle of Little Big Horn with 80% accuracy.
Given resource materials students will create matchbook foldables summarizing a 19th century invention with 80% accuracy.
Given information from the text, students will write a postcard home from the point of view of an immigrant with 80% accuracy.
At the end of the unit, the students will be able to reflect and respond to the Essential Questions with 80% accuracy.
SAISD © 2008-09 – Fourth Grading Period
Social Studies Fifth Grade
Page 2 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – Fifth Grade
Fourth Grading Period
CURRICULUM GUIDE
Lesson 1: Expanding Westward
Essential Questions
Essential Pre-requisite Skills
Enduring Understandings
 The transcontinental railroad completely changed the western United States in many ways.
 Native Americans continued to have lands removed from them when Americans found a use for their lands.
 The invention of the telegraph created a way for the east coast and west coast to communicate rapidly with each other.
Essential Questions
 Why was the transcontinental railroad built?
 What was the impact of the transcontinental railroad?
 What inventions influenced the lives of Americans?
 What struggles did Native Americans endure as people moved west?
□
□
□
□
Vocabulary: expansion, transportation,
communication
An understanding of the cardinal directions. (1)
Use vocabulary related to time and chronology.
(K-3)
Describe the order of events using time and
chronology. (2-3)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Day 1:
Activating Prior Knowledge
 “Imagine life without trains and phone lines. This was a time well before cars and televisions were invented. How did
Americans survive?” Have a class discussion. “Would this have been a better world to live in?” Discuss. (TEKS
5.26C)
Hook Activity
 “The year is 1865. The government has contacted your family to inform them that a new railroad is being built right
behind your house. You will not have to move. What changes would this bring to your family? In your journal,
brainstorm all the advantages and disadvantages of having a new mode of transportation so close.” Have several
students share their responses with the class. (TEKS 5.25B, 5.26C)
Day 2:
Guided Practice
 As a class, read and discuss pages 538-541 in the Scott Foresman textbook. (TEKS 5.4BG, 5.9AB, 5.14ACE, 5.23C,
5.24BC)
Independent Practice
 Provide each student with strips of paper (about 8”x2” each). Have them write down major events that occurred on the
pages they just read. Have them sequence the events in order by gluing the events into a chain (like Christmas paper
chains). (TEKS 5.4BG, 5.9AB, 5.14ACE, 5.23C, 5.24BC, 5.25B)
Day 3:
Guided Practice
 As a class, read and discuss pages 546-547 in the Scott Foresman textbook. (TEKS 5.4BG, 5.8A, 5.9A)
Independent Practice
 Have the students design posters from the government (on any size paper) encouraging people to move to the Great
Plains. (TEKS 5.4BG, 5.8A, 5.9A, 5.26D)
Day 4:
Guided Practice
 As a class, read and discuss pages 548-549 in the Scott Foresman textbook. (TEKS 5.4BG)
Independent Practice
 Have the students create T-charts in their journals and list the pros and cons of living on the Great Plains in the 1870’s.
(TEKS 5.4BG, 5.25B)
SAISD © 2008-09 – Fourth Grading Period
Social Studies Fifth Grade
So students can…
 Orally express the impact of modern
conveniences.
 Brainstorm advantages and disadvantages of the
railroad being nearby.
 Using paper chains, sequence major events
(Marzano) that took place during the building of
the transcontinental railroad.
 Design posters (Marzano) promoting the
movement to the Great Plains.
 Create a T-chart listing the pros and cons
(Marzano) of living on the Great Plains.
Page 3 of 19
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assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Dasy 5 & 6:
Guided Practice
 As a class, read and discuss pages 550-551 in the Scott Foresman textbook. (TEKS 5.14A, 5.9ABC)
Independent Practice
 Have the students create murals of how cattle were transported from Texas to the east coast. Each mural should
include a cattle drive, cowboys and a train moving eastward. There should be no words written on it. (TEKS 5.4G,
5.14A, 5.9ABC, 5.26D)
Day 7:
Guided Practice
 As a class, read and discuss pages 554-567 in the Scott Foresman textbook. (TEKS 5.4G, 5.23C)
Independent Practice
 Have the students write editorials to a newspaper expressing whether or not Custer and his soldiers deserved what
they got at the Battle of Little Bighorn. (TEKS 5.23C, 5.25D)
Day 8:
Extension
 Read to the class Brother Eagle, Sister Sky (see resources). Have the students write letters to the American
government from a Native American’s point of view in the 1870’s. (TEKS 5.4BG, 5.25D)
Vocabulary:
 Pony Express (Pony Express)
 telegraph (tele
 transcontinental railroad (ferrocarril transcontinental)
 Homestead Act (Ley de Fincas)
 homesteaders (nuevos colonos)
 sodbusters (sodbusters)
 reservation
 Battle of Little Bighorn (Batalla de Little Bighorn)
SAISD © 2008-09 – Fourth Grading Period
 Design a mural (Marzano) depicting the cattle
drives.
 Write editorials on whether or not the government
soldiers got what they deserved in the Battle of
Little Bighorn.
 Write a letter to the government from a Native
American explaining his/her point of view on
westward expansion into his/her lands.
Resources:
Social studies website:
http://www.saisd.net/ADMIN/curric/SStudies/index.html
The United States/Estados Unidos
Scott Foresman Social Studies Textbook (pages 538557)
Cattle Trails
http://www.thc.state.tx.us/publications/brochures/Chish
olm_Trail.pdf
Interactive cowboy site
http://cowboykids.nationalcowboymuseum.org/index.ht
ml
Cowboy myth or fact interactive site
http://www.utexas.edu/cofa/bma/interact/aac/
Interactive cattle drive site
http://www.pbs.org/wnet/ranchhouse/history.html
Gunslingers
http://www.americanwest.com/pages/gunsoutl.htm
Suggested Literature:
Cowboys, Indians and Gunfighters: The Story of
the Cattle Kingdom-Albert Marrin
Life on the Trail-Bobbie Kalman
Cowboys of the Wild West- Russell Freedman
Why Cowboys Sleep with their Boots on-Laurie
Lazzaro Knowlton
Eyewitness: Cowboy (Eyewitness Books) David S.
Murdoch
Gunslingers (Legends of the West)-John F.
Wukovits
Wild West (DK Eyewitness) Stuart Murray
Brother Eagle, Sister Sky-Susan Jeffers
Social Studies Fifth Grade
Page 4 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
What do you do for students who need extra support?
 Provide strips of paper that already have the events written on them for the student(s) to
sequence.
What do you do for students who master the learning quickly?
 Have the students research Morse code and write their own messages using the dots and
dashes.
 Have the students research Gunslingers of the west and create a PowerPoint. (see
resources)
SAISD © 2008-09 – Fourth Grading Period
Interims/TAKS/Benchmarks
Which invention made the Pony Express no longer necessary?
Social Studies Fifth Grade
A. the transcontinental railroad
B. the telegraph
C. barbed wire
D. the steel plow
Page 5 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – Fifth Grade
Fourth Grading Period
CURRICULUM GUIDE
Lesson 2: Inventions and Big Business
Essential Questions
Enduring Understandings
 Many new inventions had a great impact on 19th Century America.
 The oil industry has had both positive and negative effects on our country.
Essential Questions
 Who were some prominent inventors and their inventions of the 19th Century?
 How did the oil industry impact the American economy?
 How did industry affect people and communities?
Essential Pre-requisite Skills
□
□
□
□
Vocabulary: invention, gusher
Understand how technology changes to meet
people’s needs. (K-1)
Describe how technology has affected the past
and present. (3)
Create written and visual materials. (3)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Day 1:
Activating Prior Knowledge
 “Who remembers what was called “black gold” in Texas? (oil) Why was it called this? What would our country be like
without it?” Discuss the importance of oil to our economy today.
Hook Activity
 “Brainstorm a list of items that have been invented in your lifetime. Describe how each of these has impacted your life.”
Have them record their answers in their journals. Ask them to imagine how many inventions must have been created
since 1900. Read to the class about some inventions from the resources listed below. (TEKS 5.26C)
Day 2 & 3:
Guided Practice
 Have the students read and discuss pages 562-565 in their Scott Foresman textbook and/or page 208 in History Alive!
America’s Past. (TEKS 5.4F, 5.14A, 5.24BC)
Independent Practice
 Assign each student a 19th century invention for them to research. These can include: the telegraph, steam engine,
steel, typewriter, telephone, electric light bulb, automobile, radio, sewing machine, washing machine, elevator,
pasteurization process, machine gun, barbed wire, cash register, and the zipper. They can use their textbook as well as
other resources to create a matchbook foldable. On the cover, have them draw or paste a picture of their invention. On
the tab, the title of the invention. On the inside, their research should include: who invented it, when, and what it is used
for. (TEKS 5.4F, 5.14A, 5.24BC, 5.25AB)
Day 4:
Extension
 Have the students read page 566 in their Scott Foresman textbook and summarize the impact the oil industry has had
on America. Make sure they include both the positive and negative aspects. Have them write their summary in the
shape of an oil gusher. (TEKS 5.14A, 5.24B, 5.25B)
Vocabulary:
 monopoly (monopolio)
 Thomas Edison (Thomas Edison)
SAISD © 2008-09 – Fourth Grading Period
So students can….
 Discuss the importance of oil to our economy.
 Understand the impact inventions have had on
day to day life.
 Create a matchbox foldable summarizing
(Marzano) a 19th century invention.
 Summarize (Marzano) the impact the oil
industry has had on America.
Resources:
Social studies website:
http://www.saisd.net/ADMIN/curric/SStudies/index.
html
The United States/Estados Unidos
Scott Foresman Social Studies Textbook (pages
562-566)
History Alive! America’s Past (page 208)
Social Studies Fifth Grade
Page 6 of 19
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Foldables:
The Big Book of Social Studies- Dinah Zike
Inventions:
www.enchantedlearning.com
Industrial Revolution Inventions:
http://inventors.about.com/od/indrevolution/Industri
al_Revolution.htm
Thomas Edison:
http://inventors.about.com/library/inventors/blediso
n.htm
The Wright Brothers:
http://www.wright-house.com/wrightbrothers/Wrights.html
Interactive Wright Brothers site:
http://kids.discovery.com/convergence/wright/wrigh
t.html
Suggested Literature:
Mistakes that Worked-Charlotte Jones and John
Obrien
What a Great Idea! Inventions that Changed the
World- Stephen M. Tomecek
Steve Caney’s Invention Book- Steve Caney
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
Which was NOT an invention in the 1800’s?
What do you do for students who need extra support?
 Pair the student with one who has strong research/reading/writing skills
A. telephone
 Provide research pages with important content already highlighted.
B. light bulb
 Provide an outline sheet for the students to record their research notes.
What do you do for students who master the learning quickly?
C. jumbo jet
 Have them research Orville and Wilbur Wright and their story of flight.
 Have them research Menlo Park and list and/or draw all the incredible inventions that were
D. automobile
invented there.
SAISD © 2008-09 – Fourth Grading Period
Social Studies Fifth Grade
Page 7 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – Fifth Grade
Fourth Grading Period
CURRICULUM GUIDE
Lesson 3: New Americans
Essential Questions
Essential Pre-requisite Skills
Enduring Understandings
 The United States offered a much better way of life for many immigrants.
 Working in factories was a dirty, dangerous, low-paying way of life for many.
 As more people arrived in America, cities became more and more crowded and work became harder to find.
Essential Questions
 Why do people move to new lands?
 How did immigration affect American life, especially those living in cities?
 What was life like for a new immigrant coming to America?
□
□
□
□
Vocabulary: wants, needs
Explain how work provides services and goods.
(2-3)
Explain past and present patterns of work. (4)
Identify and explain the significance of cultural
heritage from communities around the world. (3)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Day 1:
Activating Prior Knowledge
 “What is the difference between a want and a need? When you want something, what does your family do? Write
your responses in your journal.” Have everyone share their responses. Ask if anyone’s parents would make them
quit school and go to work at a dangerous job to pay for what they want. Explain in this lesson, they will read about
some children who were not allowed to go to school but had to work to help support their families because they
needed money.
Hook Activity
 “You have just arrived in St. Petersburg, Russia by yourself. You do not speak the language or understand its customs.
You are looking for your father, who has been working here for a year. You will not able to return to America. This will be
your home now. In your journal explain what you are feeling. How will you adapt to this new home?” (TEKS 5.25D)
Day 2:
Guided Practice
 Have the students read and discuss pages 568-569 in their Scott Foresman textbook. (TEKS 5.4FG, 5.5A, 5.14C)
Independent Practice
 Have the students use the internet resources (see resources) to create a Venn diagram comparing and contrasting Ellis
Island to that of Angel Island. (TEKS 5.4FG, 5.5A, 5.14C, 5.25B)
Day 3:
Guided Practice
 Have the students read and discuss pages 570-571 in their Scott Foresman textbook. (TEKS 5.4FG, 5.5A, 514A, 5.23C)
Independent Practice
 Have students view the PowerPoint slideshow depicting images of immigrant children at the turn of the century. (see
resources) Have them write captions for each slide. (TEKS 5.4FG, 514A, 5.23C, 5.26B)
Day 4:
Guided Practice
 Have the students read and discuss pages 572-577 in their Scott Foresman textbook. (TEKS 5.4FG, 5.5A, 5.14C)
Independent Practice
 Have the students use a large index card (5” x 8”) to write a postcard back home to his/her grandma explaining what life is
like in America. They should include what the journey to America was like, what the neighborhood and housing is like, as
well as how the new job is going. Have them add an illustration to the opposite side of the card. (TEKS 5.4FG, 5.5A,
5.14C, 5.25D, 5.26D)
SAISD © 2008-09 – Fourth Grading Period
Social Studies Fifth Grade
So students can…
 Understand the difference between a want and a
need.
 Try to understand what immigrants coming to
America for the first time would be feeling.
 Create a Venn diagram comparing and
contrasting (Marzano) Ellis Island to Angel Island.
 Write captions for pictures of turn of the century
immigrant children.
 Write a postcard back to your home country
explaining what life is like in America.
Page 8 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Day 5:
Extension
 “We still have immigrants arriving to America everyday. Create a brochure for new immigrant children to make them feel
welcome and give them important details to help them fit into our society. The brochure might include: schools, food,
fashion, entertainment, what to be careful and avoid, and slang words they need to know. (TEKS 5.26DE)
Vocabulary:
 tenement (casa de vecindad)
 prejudice (prejuicio)
 labor union (sindicato)
 strike (huelga)
 Ellis Island (Isla Ellis)
 Angel Island (Isla del A ngel)
 Create a brochure for current incoming immigrant
children to make them feel welcome and fit in.
Resources:
Social studies website:
http://www.saisd.net/ADMIN/curric/SStudies/index.ht
ml
The United States/Estados Unidos
Scott Foresman Social Studies Textbook (pages 568577)
Ellis Island:
http://www.history.com/content/ellisisland/timeline
Angel Island:
http://www.angel-island.com/history.html
Suggested Literature:
Immigrant Kids-Russell Freedman (Puffin)
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
Most immigrants from Europe would pass through where to arrive in
What do you do for students who need extra support?
America?
 Provide fact sheets that already have the necessary information highlighted.
What do you do for students who master the learning quickly?
A. Ellis Island
 Have the students see if they can trace when and where their ancestors arrived in America.
B. Angel Island
 Research the Statue of Liberty which was dedicated in 1886.
C. El Paso
D. Florida
SAISD © 2008-09 – Fourth Grading Period
Social Studies Fifth Grade
Page 9 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – Fifth Grade
Unit of Study: America in the 20th Century
CURRICULUM OVERVIEW
Fourth Grading Period – Unit 10
Big Idea
Unit Rationale
Enduring Understandings
 World War I began because of a slow build up of alliances in European countries. It was sparked by the
assassination of Archduke Ferdinand.
 The United States did not get involved in World War I until it felt threatened by Germany’s actions.
 The Nineteenth Amendment finally gave women the right to vote in 1920.
 The stock market crash of 1929 led to the Great Depression.
 The Great Depression lasted until the end of World War II.
 The Dust Bowl was caused by a severe drought, poor fertilization, and wind erosion.
 The New Deal program was a government program that provided paying jobs for people out of work during the Great
Depression.
 The United States tried to stay out of World War II until the Japanese bombed Pearl Harbor in Hawaii on December 7, 1941.
 America, with its democratic government became concerned with the growing number of communist countries, prompting the
Cold War.
 More than 100 years after the Civil War ended, African-Americans were still fighting for equal treatment.
 Technology has made a tremendous impact on the lives of Americans.
 America is a country of many cultures.
 Because of the numerous of cultures, Americans celebrate a variety of traditions and holidays.
Essential Questions
 How did World War I start?
 Why did the United States enter World War I?
 How did women earn the right to vote?
 What was the Great Depression?
 What was the Dust Bowl?
 Who were significant people of the 20th century including Franklin D. Roosevelt and Dwight D. Eisenhower?
 How did World War II start?
 Why did the United States enter World War II?
 What was life like for those who lived during World War II?
 What is the difference between communism and democracy?
 Who were significant individuals in the Civil Rights Movement and what did they do?
 What is the Information Age?
 How have different cultures made America a special country?
 Why should Americans be proud of their country?
The United States and the world underwent
drastic changes in the 1900s. It faced two world
wars, a time of overindulgence, a time of great
need and an extreme number of technological
advances. Through all of this, the United States
has learned that it cannot be an island. Whatever
happens in the world impacts the United States
and likewise whatever is occurring in the United
States also impacts the world.
Lessons for this Unit
□
□
□
Lesson 1: The United States and the
World
(10 days)
Lesson 2: Modern America (5 days)
Lesson 3: American Celebrations,
Customs and Symbols (5 days)
TEKS
TEKS Specificity - Intended
Outcome
A. Analyze various issues and events of the 20th century such as urbanization, industrialization, increased use of oil and
gas, world wars, and the Great Depression.
” I CAN” statements highlighted in yellow
should be displayed for students.
I can:
 Analyze various events of the 20th century.
Concepts
TEKS 5.5 History
B. Identify the accomplishments of notable individuals such as Carrie Chapman Catt, Dwight Eisenhower, Martin Luther
King Jr., Rosa Parks, Colin Powell, and Franklin D. Roosevelt who have made contributions to society in the area of
civil rights, women’s rights, military actions, and politics.
SAISD © 2008-09 – Fourth Grading Period
Social Studies Fifth Grade
Page 10 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
TEKS 5.9 Geography
C. Analyze the consequences of human modification of the environment in the United States, past and present.
TEKS 5.14 Economics
A. Analyze how people in different parts of the United States earn a living, past and present.
B. Identify and explain how geographic factors have influenced the location of economic activities in the United States.
C. Analyze the effects of immigration and limited resources on the economic development and growth of the U.S.
D. Describe the impact of mass production, specialization, and division of labor on the economic growth of the U.S.
TEKS 5.18 Citizenship
A. Explain selected patriotic symbols and landmarks such as the Statue of Liberty and the White House and political
symbols such as the donkey and elephant.
 Analyze the consequences of modifying the
environment.
 Analyze the effects of immigration on the
economic growth of the U.S.
 Describe the impact of mass production and
specialization on the economic growth of the
U.S.
 Explain the importance of patriotic symbols,
landmarks, songs, celebrations and the pledge.
 Explain how individuals had an impact on civic
affairs.
B. Sing or recite The Star-Spangled Banner and explain its history.
C. Recite and explain the meaning of the Pledge of Allegiance.
D. Describe the origins and significance of national celebrations such as Memorial Day, Labor Day, and Columbus Day.
TEKS 5.19 Citizenship
A. Explain how individuals can participate in civic affairs and political parties at the national level.
C. Identify significant individuals such as Ce
democratic process.
TEKS 5.20 Citizenship
A. Identify leaders in the national governments, including the president and selected members of Congress and their
political parties.
TEKS 5.21 Citizenship
D. Summarize selected amendments to the U.S. Constitution such as those that extended voting rights.
TEKS 5.23 Culture
B. Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in the U.S.
C. Summarize the contributions of people of selected racial, ethnic, and religious groups to our national identity.
TEKS 5.24 Science, technology, and society
 Identify the contributions of significant
individuals such as Carrie Chapman Catt,
Dwight Eisenhower, Martin Luther King Jr.,
Rosa Parks, Colin Powell, Franklin D.
Roosevelt, Ce
vez, Neil Armstrong,
John J. Audubon, Clarence Birdseye, George
Washington Carver, Thomas Edison, and Carl
Sagan.
 Explain how scientific discoveries and
technological innovations have had a
tremendous impact on our country.
A. Describe the contributions of famous inventors and scientists such as Neil Armstrong, John J. Audubon, Benjamin
Banneker, Clarence Birdseye, George Washington Carver, Thomas Edison, and Carl Sagan.
B. Identify how scientific discoveries and technological innovations such as the rapid growth of technology industries have
advanced the economic development of the U.S.
C. Explain how scientific discoveries and technological innovations in the fields of medicine, communication, and
transportation have benefited individuals and society in the United States.
D. Analyze environmental changes brought about by scientific discoveries and technological innovations such as air
conditioning and fertilizers.
E. Predict how future scientific discoveries and technological innovations could affect life in the United States.
SAISD © 2008-09 – Fourth Grading Period
Social Studies Fifth Grade
Page 11 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
TEKS 5.25 Social Studies Skills
A. Differentiate between, locate, and use primary and secondary sources such as computer software; interviews;
biographies; oral print, and visual material; and artifacts to acquire information about the United States and Texas.

Summarize major events of the 20th century.
B. Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting,
finding the main idea, summarizing, making generalizations, and predictions, and drawing inferences and conclusions.

Illustrate timelines of major events of the 20th
century.

Compare and contrast major events.
Skills
C. Organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and
maps.
D. Identify different points of view about an issue or topic.
F. Use appropriate mathematical skills to interpret social studies information such as maps and graphs.
TEKS 5.26 Social Studies Skills
A. Use social studies terminology correctly.
B. Incorporate main and supporting ideas in verbal and written communication.
C. Express ideas orally based on research and experience.
D. Create written and visual material as journal entries, reports, graphic organizers, and outlines.
E. Use standard grammar, spelling, sentence structure, and punctuation.
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□
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□
Evidence of Learning
Given various resources, students will create a shutter foldable summarizing World War I and World War II with 80% accuracy.
Given various resources, students will create an illustrated timeline of inventions invented from 1900-1929 with 80% accuracy.
Given a Venn diagram, students will compare and contrast World War I and World War II with 80% accuracy.
Given a template from History Alive, students will create a timeline of key events in the 20th century with 80% accuracy.
Given various resources, students will select an end-of-year project of their choice to complete with 80% accuracy.
At the end of the unit, the students will be able to reflect and respond to the Essential Questions with 80% accuracy.
SAISD © 2008-09 – Fourth Grading Period
Social Studies Fifth Grade
Page 12 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – Fifth Grade
Fourth Grading Period
CURRICULUM GUIDE
Lesson 1: The United States and the World
Essential Questions
Essential Pre-requisite Skills
Enduring Understandings
 World War I began because of a slow build up of alliances in European countries. It was sparked by the assassination
of Archduke Ferdinand.
 The United States did get involved in World War I until it felt threatened by Germany’s actions.
 The Nineteenth Amendment finally gave women the right to vote in 1920.
 The stock market crash of 1929 led to the Great Depression.
 The Great Depression lasted until the end of World War II.
 The Dust Bowl was caused by a severe drought, poor fertilization, and wind erosion.
 The New Deal program was a government program that provided paying jobs for people out of work during the Great
Depression.
 The United States tried to stay out of World War II until the Japanese bombed Pearl Harbor in Hawaii on December 7,
1941.
Essential Questions
 How did World War I start?
 Why did the United States enter World War I?
 How did women earn the right to vote?
 What was the Great Depression?
 What was the Dust Bowl?
 Who were significant people of the 20th century including Franklin D. Roosevelt and Dwight D. Eisenhower?
 How did World War II start?
 Why did the United States enter World War II?
 What was life like for those who lived during World War II?
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□
□
□
Vocabulary: depressed
Describe how individuals, as well as events can
influence the history of the country. (3)
Identify basic human needs and how these
needs can be met. (K)
Create ideas in written and visual form. (2-3)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Day 1:
Activating Prior Knowledge
 “How can our country, the United States, be affected (impacted) by what goes on in the rest of the world? How can the
rest of the world be affected by what goes on in the U.S.?” Have a classroom discussion and list their ideas on the
board. (TEKS 5.26C)
Hook Activity
“Brainstorm what your life would be like if you and your family had plenty of money. What would your life be like if there was
suddenly no money and your parents could not find work? In your journal, write how you think your life would be affected in
each situation.” Let them pair/share when finished. Explain that later in this lesson, they will be studying how families went
from having plenty to losing everything. (TEKS 5.26C)
Day 2 & 3:
Guided Practice
 Have the students read and discuss pages 609-611 in their Scott Foresman textbook and/or History Alive! America’s
Past (page 209) on World War I. (TEKS 5.5A)
SAISD © 2008-09 – Fourth Grading Period
Social Studies Fifth Grade
So students can…
 Understand that the United States is part of the
world and impacts and is impacted by world
events.
 Empathize what it might have been like to live
during the Roaring Twenties and the Great
Depression.
Page 13 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Independent Practice
 Have them create a Shutter fold foldable (see resources) to be used for both World War I and World War II. Have them
use the left half of the shutter fold for World War I to include subtitles such as: When War Began/Ended, Allied and
Central Powers, Why the U.S. Entered the War, New Technology, and Who Won the War. Have the students
complete their foldables using their textbook and/or outside resources. They need to retain their foldable for next week.
(TEKS 5.5A, 5.20A, 5.25B, 5.26AE)
Day 4:
Guided Practice
 Have the students read and discuss page 612 in their Scott Foresman textbook on women getting right to vote. (TEKS
5.5AB, 5.21D)
Independent Practice
 Have the students create a congratulations card for the Nineteenth Amendment. They should design a card
congratulating women on finally getting the right to vote. (TEKS 5.5AB, 5.21D, 5.26D)
Day 5:
Guided Practice
 Have the students read and discuss pages 617-618 in their Scott Foresman textbook. (TEKS 5.5A, 5.14ABCD,
5.24ABC)
Independent Practice
 Have students make an illustrated timeline of the new inventions that occurred from 1900-1929. (TEKS 5.5A,
5.14ABCD, 5.24ABC, 5.25C, 5.26E)
Day 6 & 7:
Guided Practice
 Have the students read and discuss pages 619-622 in their Scott Foresman textbook and/or page 210 in History Alive!
America’s Past. (TEKS 5.5A, 5.9C, 5.14AB)
Independent Practice
 Have the students write five questions they would ask of someone who was affected by either the Great Depression or
the Dust Bowl. Then have the students provide possible answers they might have received from such a person. They
can use the primary source documents (see resources) for assistance. (TEKS 5.5A, 5.9C, 5.14AB, 5.25AD, 5.26B)
Day 8 & 9:
Guided Practice
 Have the students read and discuss pages 625-630 in their Scott Foresman textbook and/or page 211 in History Alive!
America’s Past about World War II. (TEKS 5.5AB, 5.20A)
Independent Practice
 Have them use the Shutter fold foldable they used for World War I. Have them use the right half of the shutter fold for
World War II to include subtitles such as: When War Began/Ended, Allied and Axis Powers, Why the U.S. Entered
the War, How the U.S. was Affected by the War, Famous People, and Who Won the War. Have the students
complete their foldables using their textbook and/or outside resources. (TEKS 5.5AB, 5.20A, 5.25AB)
Day 10:
Extension
 Have the students create a Venn diagram, comparing and contrasting World War I with that of World War II. (TEKS
5.5A, 5.25B)
 Have the students write interview questions for Franklin D. Roosevelt. Have the students switch papers with each other
and answer the questions as if he/she were FDR. (TEKS 5.5AB, 5.20A, 5.26BC, 5.25D)
Vocabulary:
 World War I (Primera Guerra Mundial)
 alliance (alianza)
 Carrie Chapman Catt (Carrie Chapman Catt)
SAISD © 2008-09 – Fourth Grading Period
 Create a shutter fold foldable summarizing
(Marzano) World War I.
 Design a card (Marzano) congratulating women
on finally getting the right to vote.
 Make an illustrated timeline (Marzano) of the
new inventions from 1900-1929.
 Create fictitious interview questions and answers
for a survivor of either the Dust Bowl or Great
Depression. (Marzano)
 Summarize (Marzano) World War II in the shutter
fold foldable.
 Create a Venn diagram comparing and
contrasting (Marzano) the two World Wars.
 Invent interview questions for Franklin D.
Roosevelt.
Resources:
Social studies website:
http://www.saisd.net/ADMIN/curric/SStudies/index.ht
ml
Social Studies Fifth Grade
Page 14 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.










Dust Bowl images & primary sources:
http://www.humanitiesinteractive.org/texas/dustbowl/index.html?collectionV
ar=TexasHistoryStop&pageVar=1
Great Depression primary sources:
http://www.besthistorysites.net/USHistory_GreatDepr
ession.shtml#news
Holocaust information for students:
http://www.ushmm.org/education/forstudents/
The United States/Estados Unidos
Scott Foresman Social Studies Textbook (pages 609612, 617-622, 625-630)
History Alive! America’s Past (pages 209-211)
Foldables:
Big Book of Social Studies- Dinah Zikes
Suggested Literature:
George Washington Carver- Tonya Borden
(Scholastic)
World War I (DK Eyewitness Books)- Simon
Adams
Children of the Great Depression- Russell
Freedman
Children of the Dust Bowl: The True Story of the
Weedpatch Camp- Jerry Stanley
World War II (DK Eyewitness Books)- Simon
Adams
The Usborne Introduction to the Second World
War- Paul Dowswell (Scholastic)
Holocaust- Angela Gluck Wood (DK)
The Diary of Anne Frank- Anne Frank
Number the Stars- Lois Lowery
Nineteenth Amendment (Decimonovena Enmienda)
Great Depression (Gran Depresio
New Deal (Nuevo Trato)
Dust Bowl (Dust Bowl)
dictator (dictador)
World War II (Segunda Guerra Mundial)
concentration camp (campo de concentracio n)
Holocaust (Holocausto)
Franklin D. Roosevelt (Franklin D. Roosevelt)
Dwight D. Eisenhower (Dwight D. Eisenhower)
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
Who was the leader of the United States during World War II?
What do you do for students who need extra support?
A. Teddy Roosevelt
 Have the students work in groups to create a foldable.
B. Franklin D. Roosevelt
What do you do for students who master the learning quickly?
C. Adolph Hitler
 Have the students use Photostory 3, an application on the computer, to retell the story of the
D. Dwight D. Eisenhower
Wright Brothers.
 Have students research the mysterious disappearance of Amelia Earhart.
 Have the students do further research on the Holocaust. The book, Holocaust, (see
references) come with a DVD containing survivor stories.
SAISD © 2008-09 – Fourth Grading Period
Social Studies Fifth Grade
Page 15 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – Fifth Grade
Fourth Grading Period
CURRICULUM GUIDE
Lesson 2: Modern America
Essential Questions
Enduring Understandings
 America, with its democratic government became concerned with the growing number of communist countries,
prompting the Cold War.
 More than 100 years after the Civil War ended, African-Americans were still fighting for equal treatment.
 Technology has made a tremendous impact on the lives of Americans.
Essential Questions
 What is the difference between communism and democracy?
 Who were significant individuals in the Civil Rights Movement and what did they do?
 What is the Information Age?
Essential Pre-requisite Skills
□
□
□
□
Vocabulary: impact, influence
Identify contributions of historical figures. (K3)
Express ideas in a visual form. (K-3)
Identify heroic deeds of national heroes. (3)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Day 1:
Activating Prior Knowledge
 Why is it the 1900s is called the 20th Century?” Have the students orally give their explanations. Draw a
timeline to demonstrate the answer to the students. (TEKS 5.25F)
Hook Activity
 “What do you think has been the most important event, person, or invention of the 20 th Century? Why? Write your
response in your journal.” Give volunteers the chance to share their answers aloud to the class.
Day 2:
Guided Practice
 Read page 212 in History Alive! America’s Past on the Cold War. (TEKS 5.5A)
Independent Practice
 In their journals, have the students summarize the Cold War including who, when, what, and why. (TEKS 5.5A, 5.25B)
Day 3:
Guided Practice
 Read page 213 in History Alive! America’s Past on the Civil Rights Movement. (TEKS 5.5AB, 5.19AC, 5.23C)
Independent Practice
 Have the students write an obituary for Martin Luther King Jr. explaining how he helped the Civil Rights Movement.
Supply them with resources for assistance. (see resources) (TEKS 5.5AB, 5.19AC, 5.23C, 5.26D)
Day 4:
Guided Practice
 Read page 214 in History Alive! America’s Past on the Information Age. (TEKS 5.24ABCD)
Independent Practice
 In their journal, have the students brainstorm all the different ways people can communicate with each other in today’s
world. Ask them to think about if they could only use one of these methods, which one would they choose and why.
Have them predict what communication will be like 20 years from now. Have them write their responses in their journal.
When they are finished, have each person report out his/her response and chart the results in graph form on the board.
(TEKS 5.24ABCDE, 5.25FD)
Day 5:
Extension
 In groups, have the students complete the History Alive lesson 20 activities. (see History Alive! teacher lesson plan
book) (TEKS 5.25BC)
SAISD © 2008-09 – Fourth Grading Period
Social Studies Fifth Grade
So students can…
 Explain how the 1900s are actually in the 20th
Century.
 Justify the most important event, person or
invention of the 20th Century.
 Summarize (Marzano) the Cold War.

Write an obituary for Martin Luther King
Jr.
 Brainstorm different communication methods,
chose the most important one and later graph
the class results.
 Complete a timeline of key events of the 20th
Century. (Marzano)
Page 16 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Vocabulary:
 nuclear weapons (armas nucleares)
 segregation (segregacio n)
Resources:
Social studies website:
http://www.saisd.net/ADMIN/curric/SStudies/index.
html
Civil Rights:
http://search.enchantedlearning.com/cgibin/uncgi/search?key=Civil+Rights
Martin Luther King Jr.:
http://en.wikipedia.org/wiki/Martin_Luther_King,_Jr.
Suggested Literature:
Who Was Martin Luther King Jr.?- Bonnie Bader &
Nancy Harrison
Martin Luther King Jr. (DK Biography)- Amy
Pastan
Through My Eyes- Ruby Bridges
Free at Last: A History of the Civil Rights
Movement and Those who Died in the StruggleSara Bullard and Julian Bond
Rosa Parks: My Story- Rosa Parks & Jim Haskins
Rosa Parks (Trophy Chapter Books)- Eloise
Greenfield & Gil Ashby
DK Eyewitness Technology-Roger Bridgman
High-tech Inventions: A Chapter Book (True TalesScience)- Mary Packard
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
Which type of government did the Soviet Union have that caused a Cold
What do you do for students who need extra support?
War to occur?
 Partner the students with others with strong reading/writing skills.
 Print out copies of research materials from Enchanted Learning (see resources) and highlight A. communism
B. democracy
important information for them.
C. monarchy
What do you do for students who master the learning quickly?
D. dictatorship
 Have the students research Rosa Parks and her involvement in the Civil Rights Movement.
 Have the students make a three tab foldable and research the Korean War, Vietnam War and
the war with Iraq.
SAISD © 2008-09 – Fourth Grading Period
Social Studies Fifth Grade
Page 17 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – Fifth Grade
Fourth Grading Period
Lesson 3: American Celebrations, Customs and Symbols
Essential Questions
CURRICULUM GUIDE
Essential Pre-requisite Skills
Enduring Understandings
 America is a country of many cultures.
 Because of the numerous of cultures, Americans celebrate a variety of traditions and
holidays.
Essential Questions
 How have different cultures made America a special country?
 Why should Americans be proud of their country?
□
□
□
□
□
Vocabulary: traditions, culture
Identify similarities and differences among cultures. (1-3)
Describe and explain the importance of beliefs, customs and traditions. (K-3)
Obtain information from a variety of sources. (2-3)
Create written and visual materials, using standard grammar. (3)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Day 1:
Activating Prior Knowledge
 The United States has been settled by people of many countries. In your journal, list as many countries as you can.” Have
the students share their answers aloud and try to locate these countries on a world wall map.
Hook Activity
 “Think about activities your family does or celebrates together each year. Think about holidays or other things your family
does together every year. These are called traditions. In your journal, draw and label several of these.” Have them
pair/share with one another. (TEKS 5.23B)
Day 2:
Guided Practice
 Have the class list as many national holidays as they can. Sing some patriotic songs. You’re a Grand Old Flag (page 671),
America the Beautiful (page 1h) and The Star- Spangled Banner (pages 388-389). Recite the Pledge of Allegiance.
Discuss the meaning of each of these. (TEKS 5.18ABCD)
Independent Practice
 Have the students write a letter, poem or song explaining why he/she is proud to be an American. You might want to locate
the song I’m Proud to be an American by Lee Greenwood and play it for inspiration. (TEKS 5.18ABCD, 5.26D)
Days 3-5:
Guided Practice
 Review major events, people and inventions in American History. Explain that the new president has asked each student to
become an ambassador for the United States. They are to advertise and promote the good that America has to offer. Give
the students several options of projects that they can chose to complete. Projects can include: construct a timeline of
America’s history, a timeline of American presidents, a summarization of American wars/conflicts, design a blueprint for a
museum about America, create an ABC book about America, design a brochure for people from other countries encouraging
them to visit the United States, create a PowerPoint of a various famous Americans (from the TEKS) or create a foldable for
younger children that includes the Pledge of Allegiance, National Anthem and national symbols. These projects can be
completed using various computer applications or as foldables. Have each student select one project to complete. (TEKS
5.25ABC, 5.26ABCDE)
Independent Practice

Have the students work in groups or individually to complete the end of year project. Have them use their text, library
resources and/or computer sites to enrich their work. (TEKS 5.25ABC, 5.26ABCDE)
Extension
 Present the end of year project to classmates, parents, and/or other grade levels. (TEKS 5.26CD)
SAISD © 2008-09 – Fourth Grading Period
Social Studies Fifth Grade
So students can…
 Review the impact various countries and
their cultures have had on the people of
America.
 Understand that families have traditions,
possibly from a variety of cultures.
 Recite the Pledge of Allegiance, sing
patriotic songs, review national holidays
and understand the importance of these to
help encourage American pride.
 Write a letter, poem, or song explaining
why he/she is proud to be an American.
 Create an end of year project of his/her
choice, summarizing (Marzano) key
topics/events learned throughout the year.
 Present his/her project to others.
Page 18 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Vocabulary:
 patriotic (patriótico)
 national (nacional)
Resources:
Social studies website:
http://www.saisd.net/ADMIN/curric/SStudies/in
dex.html
The United States/Estados Unidos
Scott Foresman Social Studies Textbook
History Alive! America’s Past
Social Studies for Kids:
http://www.socialstudiesforkids.com/subjects/u
shistory.htm
Foldables:
Big Book of Social Studies- Dinah Zike
I’m Proud to be an American song & lyrics:
http://www.brownielocks.com/godblesstheusa
WAVE.html
Suggested Literature:
A is for America- Devin Scillian & Pam Carroll
America: A Patriotic Primer- Lynn Cheney
George Washington Carver- Tonya Borden
(Scholastic)
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What is our National Anthem?
What do you do for students who need extra support?
A. You’re a Grand Old Flag
 Instead of completing a project, have them write a letter to a friend explaining what a great
B. America, the Beautiful
country the United States is and why they should live here.
C. Yankee Doodle Dandy
 They can create an illustrated America in Review project, using only pictures.
D. The Star-Spangled Banner
 Partner them up with students who have strong reading/writing skills.
What do you do for students who master the learning quickly?
 Instead of a simple ABC book, have students create an alliterated ABC book. For example,”
Lady Liberty Luminates the lost laborers landing in the late hours” could be written for the
letter “L”.
 Use Timeliner computer application from Tom Snyder Productions to complete a timeline
project.
SAISD © 2008-09 – Fourth Grading Period
Social Studies Fifth Grade
Page 19 of 19
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.