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Oregon Social Sciences Academic Content Standards Grade 5

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Oregon Social Sciences Academic Content Standards Grade 5 A Correlation of © 2019 To the Oregon Social Sciences Academic Content Standards Grade 5 A Correlation of myWorld Interactive Social Studies, Grade 5, ©2019 to the Oregon Social Sciences Academic Content Standards, Grade 5 Table of Contents Civics and Government........................................................................................................................ 3 Economics ............................................................................................................................................. 4 Financial Literacy ................................................................................................................................. 5 Geography ............................................................................................................................................. 6 Historical Knowledge ........................................................................................................................... 9 Historical Thinking ............................................................................................................................. 14 Social Science Analysis ...................................................................................................................... 16 Copyright © 2020 Savvas Learning Company LLC All Rights Reserved. Savvas™ and Savvas Learning Company™ are the exclusive trademarks of Savvas Learning Company LLC in the US and in other countries. SE = Student Edition 2 TE = Teacher’s Edition A Correlation of myWorld Interactive Social Studies, Grade 5, ©2019 to the Oregon Social Sciences Academic Content Standards, Grade 5 Oregon Social Sciences Academic myWorld Interactive Social Studies Content Standards, Grade 5 Grade 5, ©2019 Civics and Government 5.1 Analyze how cooperation and conflict SE/TE: The Big Question & Jump Start Activity, among people contribute to political, economic, 772; Rap About It: What Do We Want to Be?, religious, and current social events and 773; Our Nation and the World Today, 774–775; situations in the United States. Quest: Mapping the Middle East, 776–777; Trials at Home and Abroad, 778–783; Critical Thinking Skills: Evaluate Media Content, 784– 785; Threats to Peace and Prosperity, 786–793; Meeting Today’s Challenges, 794–801; Primary Source: President Barack Obama’s First Inaugural Address, 802–803; Science and Technology, 804–809 Digital Resources: Skills Online: Analyze Cause and Effect; Resolve Conflict 5.2 Summarize and critique how colonial and SE/TE: House of Burgesses, 84, 105; Local new states’ governments affected groups Governments, 88; Virginia Company and within their population (such as citizens, government, 104; Town meetings, 110; Colonial enslaved peoples, foreigners, nobles, religious governments, 112, 122, 141, 145; Primary groups, women, class systems, tribes). Source: The Mayflower Compact, 114-115; “Taxation without Representation” 194, 198, 241; The Boston Tea Party, 203; The First Continental Congress, 206–207; Declaring Independence, 212–219; African Americans During the War, 228; Women During the Revolution, 227; Citizenship: Abigail Adams, 290; Powers of Government, 267-269; Impact of the Constitution on the Economy, 283-284; African Americans Get the Right to Vote, 286; Women’s Suffrage, 287 Digital Resources: Skills Online: Summarize; Compare Viewpoints SE = Student Edition 3 TE = Teacher’s Edition A Correlation of myWorld Interactive Social Studies, Grade 5, ©2019 to the Oregon Social Sciences Academic Content Standards, Grade 5 Oregon Social Sciences Academic myWorld Interactive Social Studies Content Standards, Grade 5 Grade 5, ©2019 5.3 Compare and contrast tribal forms of SE/TE: American Indian Government, 26–27; government, British monarchy, and early Governments Past and Present, 28–29; King American colonial governments. Ferdinand & Queen Isabella, 59; House of Burgesses, 84, 105; Local Governments, 88; Virginia Company and government, 104; Town meetings, 110; Colonial governments, 112, 122, 141, 145; Primary Source: The Mayflower Compact, 114-115; King George III, 193 5.4 Identify principles of U.S. democracy found SE/TE: Creating the Constitution, 260–269; The in the U.S. Constitution and Bill of Rights. Bill of Rights, 272–279; Key Concepts of the Constitution, 282–289; Constitution of the United States, R4–R26 Digital Resources: Skills Online: Identify Main Idea and Details 5.5 Describe how national government affects SE/TE: Powers of Government, 267-269; Federal local, state, and Oregon tribal governments. government and power to tax, 276; Impact of the Constitution on the Economy, 283-284; African Americans Get the Right to Vote, 286; Women’s Suffrage, 287; Supreme Court Decisions, 288; Cabinet, 304-305; Building a Strong Economy, 307; Alien and Sedition Acts, 310; War of 1812, 320-327; Acquiring Florida, 331; The Monroe Doctrine, 332; Indian Removal Act, 334; Mexican War, 378-381; States’ rights, 414, 418, 423; also see: Articles of Confederation, 250–257: The Election of 1860, 418; The South Breaks Away, 419; Reconstruction, 448–453; The New Deal, 616– 621 Economics 5.6 Explain ways trade can be encouraged or SE/TE: American Indian Trade, 32; Trade with restricted and how it affects relationships Asia (profits and risks), 50; Slave trade, 51-52; between countries. Water Routes, 53; The Columbian Exchange, 68–73; The Growth of New Netherlands, 121; Mercantilism & Triangular Trade, 151; Expanding Overseas, 492–497; Trade and the Great Depression, 610; The Global Economy, 796–797 SE = Student Edition 4 TE = Teacher’s Edition A Correlation of myWorld Interactive Social Studies, Grade 5, ©2019 to the Oregon Social Sciences Academic Content Standards, Grade 5 Oregon Social Sciences Academic myWorld Interactive Social Studies Content Standards, Grade 5 Grade 5, ©2019 (Continued) (Continued) 5.6 Explain ways trade can be encouraged or Digital Resources: restricted and how it affects relationships Skills Online: Interpret Economic Data on Maps between countries. 5.7 Explain the purpose of taxes and give SE/TE: Taxes Cause Trouble, 193-195; Taxes, examples of their use from current and U.S. 196, 197, 199, 203, 240, 268, 396, 555, 604; history. “Taxation without Representation”, 198, 241; Articles of Confederation and taxation, 253; Impact of the Constitution on the Economy, 283; New Deal and taxes, 620; Primary Source, 285; Ronald Reagan and taxes, 762 Financial Literacy 5.8 Analyze career choices through the return SE/TE: The Changing Workplace, 737; Conflict on investment (qualifications, education, and Over Jobs, 795; Future Jobs for Americans, 797; income potential). Science and Technology in Medicine, 806; Technology and the Economy, 808; What the Future Holds, 808–809; also see: Citizenship: George Shima: Problem Solving Through Innovation, 538; Private Marcelino Serna: An American Hero, 624; Ellen Ochoa: American Astronaut, 724; Bella Abzug: A Passionate Perfectionist, 766; Sonia Sotomayor: Leading by Example, 810; Mining in the West, 468–469; Cowboys and Ranchers, 469–470; Immigrants Make Contributions, 532; The Labor Movement, 552; African Americans Find New Opportunities, 648; Women Find New Opportunities, 649 Digital Resources: Biographies Online (examples): Walt Disney; César Chávez; First Lady Pat Nixon People to Know (examples): Harvey Milk; Ronald Reagan; Sally Ride; Jackie Robinson SE = Student Edition 5 TE = Teacher’s Edition A Correlation of myWorld Interactive Social Studies, Grade 5, ©2019 to the Oregon Social Sciences Academic Content Standards, Grade 5 Oregon Social Sciences Academic myWorld Interactive Social Studies Content Standards, Grade 5 Grade 5, ©2019 Geography 5.9 Use geographical tools (maps, satellite SE/TE: Map and Graph Skills: Geography Skills images, photographs, Google Earth, and other Handbook, SSH1–SSH9; Interpret Cultural Data representations) to investigate and compare on Maps (American Indian cultural groups), 14– how areas in the United States can be divided 15; Compare Line and Bar Graphs, 472–473; in multiple ways. Quest: Mapping the Middle East, 776–777, 780, 783, 787, 791, 815; also see: Maps, 2, 7, 53, 60, 63, 68, 79, 84, 91, 93, 110, 120, 134, 139, 150, 151, 169, 175, 178, 182, 188, 202, 208, 225, 234, 239, 246, 257, 298, 308, 309, 313, 317, 319, 331, 332, 335, 343, 358, 366, 374, 375, 380, 388, 408, 415, 415, 415, 416, 440, 456, 462, 466, 470, 478, 495, 506, 529, 546, 562, 584, 590, 632, 638, 641, 657, 659, 673, 676, 679, 679, 686, 703, 722, 732, 747, 774, 779, 780, 782, 789, 796 Digital Resources: Skills Online: Interpret Cultural Data on Maps; Interpret Economic Data on Maps; Interpret Graphs; Interpret Physical Maps 5.10 Compare and contrast movement of SE/TE: Settling the Colonies in North America, people, goods, ideas, and cultural patterns in 82-85; Live It! Write It! (journal entry about the United States, considering past, present coming to North America), 86–87, 131; and future trends. American Indians and the Trail of Tears, 330– 337; Inventions, Roads, and Railroads, 362–369; Trails to the West, 382–389; The California Gold Rush, 392–397; Maps: Changes in Slave-Free States and Territories, 1820–1854, 415; Railroads, Miners, and Ranchers, 466–471; Sodbusters and Homesteaders, 474–479; American Indians Struggle to Survive, 482–489; Homestead Act, 475; Industry and Immigration, 506; Critical Thinking and Writing, 501; Immigration, 528-535; The Great Migration, 562, 564, 603; A Tough Time for Immigrants, 604; The Growth of the Suburbs, 738–739 Digital Resources: Skills Online: Compare
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