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OK.5.CS.UNITED STATES STUDIES - CREATING THE UNITED STATES: THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN NATION, 1607-1806 - CONTENT SKILLS
UNITED STATES STUDIES - CREATING THE UNITED STATES: THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN NATION, 1607-1806 - CONTENT SKILLS
5.CS.1. The student will examine James Towne Settlement and Plimoth Plantation as the foundations of American culture and society. (CCRIT 3 and 8) 5.CS.1.1. Examine the economic and political reasons and motivations for English exploration and settlement in Virginia as evidenced through the competition for resources and the gaining of national wealth and prestige at Roanoke and James Towne. (CCRIT 8) Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization
5.CS.1.2. Analyze the economic, political, and religious reasons and motivations of free immigrants and indentured servants from the British Isles who came to Virginia. (CCRIT 8) Quiz, Flash Cards, Worksheet, Game & Study Guide Immigration
5.CS.1.3. Explain the contributions, relationships, and interactions of John Smith, Powhatan, and John Rolfe to the establishment and survival of the James Towne settlement including the Starving Times and the development of tobacco as Virginia’s cash crop. (CCRIT 3) Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization
5.CS.1.4. Identify and explain the reasons for the English commitment to the permanent settlement of James Towne as evidenced through the foundational events of 1619 including the introduction of 5.CS.1.4.A. representative government with the meeting of the House of Burgesses, Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization
5.CS.1.4.B. private ownership of land, and Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization
5.CS.1.4.C. Africans as laborers; initially as indentured servants and later lifetime slavery. (CCRIT 8) Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization
5.CS.1.5. Use specific textual evidence from primary and secondary sources to summarize the successes and challenges the settlement of Plimoth Plantation experienced in regards to their approach to 5.CS.1.5.A. Religious motivations for migration, Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization
5.CS.1.5.B. Governing institutions as established by the Mayflower Compact, Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization
5.CS.1.5.C. Relationship with Native Americans, and Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization
5.CS.1.5.D. The contributions of the Pilgrims, William Bradford, Chief Massasoit, and Squanto. (CCRIT 1 and 3) Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization
5.CS.2. The student will compare and contrast the developments of the New England Colonies, the Middle Colonies, and the Southern Colonies based on economic opportunities, natural resources, settlement patterns, culture, and institutions of self-government. (CCRIT 5, 6 and 7; CCW 9) 5.CS.2.1. Compare and contrast the three colonial regions in regards to natural resources, agriculture, exports, and economic growth including the different uses of the labor systems use of indentured servants and slaves. (CCRIT 5 and CCRIT 6) Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization Quiz, Flash Cards, Worksheet, Game & Study Guide Immigration
5.CS.2.2. Analyze the similarities and differences of self-government in the three colonial regions including the role of religion in the establishment of some colonies, the House of Burgesses in Virginia, and town hall meetings in New England. (CCRIT 6) Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization
5.CS.2.3. Explain the international economic and cultural interactions occurring because of the triangular trade routes including the forced migration of Africans in the Middle Passage to the British colonies. (CCRIT 3)
5.CS.2.5. Draw specific evidence using informational texts and analyze the contributions of important individuals and groups to the foundation of the American system including Roger Williams, the Puritans, William Penn and the Quakers, Lord Baltimore, and James Oglethorpe. (CCRIT 7 and CCW 9) Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization
5.CS.2.6. Analyze and compare the daily life in the colonies as experienced by different social classes including large landowners, craftsmen and artisans, farmers, women, enslaved and freed African Americans, indentured servants, merchants, and Native Americans, noting important similarities and differences in the points of view they represent. (CCRIT 6) Quiz, Flash Cards, Worksheet, Game & Study Guide Colonization Quiz, Flash Cards, Worksheet, Game & Study Guide Immigration
5.CS.3. The student will examine the foundations of the American nation laid during the Revolutionary Era through the contributions of historic individuals and groups, the spreading of the ideals found within the Declaration of Independence, and the significant military and diplomatic events of the Revolutionary War that resulted in an independent United States. (CCRIT 1, 3, 5, 6, and CCW 7, 9) 5.CS.3.1. Research and examine the causes and effects of significant events leading to armed conflict between the colonies and Great Britain drawing evidence from informational texts about the following events including (CCRIT 3, 5, 6 and CCW 7, 9) 5.CS.3.1.B. The Sugar and Stamp Acts as the first direct taxes levied by Parliament on the American colonists,
5.CS.3.1.C. The boycotts of British goods and the efforts of the Committees of Correspondence as economic means of protesting British policies the colonists thought were violating their rights to govern themselves including the right of self-taxation in hopes of getting the acts repealed,
5.CS.3.1.D. The Quartering Act as a way for the British government to share the costs of defending the colonies and of controlling the growing colonial discontent,
5.CS.3.1.E. The Boston Massacre as a sign the colonists were beginning to change protest tactics from peaceful means to direct, physical confrontation,
5.CS.3.1.F. Colonial arguments that there should be no taxation without representation in Parliament,
5.CS.3.1.G. The Boston Tea Party and issuance of the Coercive Acts (the Intolerable Acts) as punishment for destroying private property, H. The British raids on Lexington and Concord, which provoked colonial armed resistance resulting in the siege of the British in Boston, and
5.CS.3.1.I. The publication of Thomas Paine’s pamphlet, Common Sense, which made a rational argument for colonial independence.
5.CS.3.2. Draw evidence from the Declaration of Independence to identify and explain the colonial grievances which motivated the Second Continental Congress to make arguments for and to declare independence from Great Britain and establish the ideals in American society of equality, inalienable rights, and the consent of the governed. (CCRIT 8 and CCW 9)
5.CS.3.3. Commemorate Celebrate Freedom Week by recognizing the sacrifices and contributions to American freedom by veterans and by reciting the social contract selection from the Declaration of Independence: We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. – That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.
5.CS.3.4. Draw specific evidence from informational texts and analyze the formation, benefits, and weaknesses of the first American national system of government under the Articles of Confederation including conducting and winning the Revolutionary War and management of the western territories. (CCRIT 7 and CCW 9)
5.CS.3.5. Analyze and explain the relationships of significant military and diplomatic events of the Revolutionary War including the leadership of General George Washington, the experiences at Valley Forge, the impact of the battles at Trenton, Saratoga, and Yorktown, as well as the recognition of an independent United States by Great Britain through the Treaty of Paris. (CCRIT 3)
5.CS.3.6. Identify and explain the contributions and points of view of key individuals and groups involved in the American Revolution including Patrick Henry, Samuel Adams, John Adams, Abigail Adams, Paul Revere, Benjamin Franklin, Thomas Jefferson, Mercy Otis Warren, Phyllis Wheatley, the Sons and Daughters of Liberty, patriots, and loyalists by drawing information from multiple sources. (CCRIT 7, 8 and CCW 7, 9) Quiz, Flash Cards, Worksheet, Game & Study Guide Inventors
5.CS.4. The student will examine the formation of the American system of government following the American Revolution. 5.CS.4.1. Draw specific evidence from informational texts and examine the issues and events encountered by the young nation that led to the Constitutional Convention in Philadelphia in 1787 including a weak national government, the Northwest Ordinance, and civil unrest as typified in Shays’ Rebellion. (CCRIT 3 and CCW9) Quiz, Flash Cards, Worksheet, Game & Study Guide Pioneer Life
5.CS.4.2. Examine the contributions and leadership of George Washington, James Madison, George Mason, and Gouverneur Morris as evidenced in the great issues, debates, and compromises of the Constitutional Convention including the Virginia Plan and the New Jersey Plan, slavery, the Three-fifths Compromise, and the Great Compromise. (CCRIT 2)
5.CS.4.3. Determine the main purposes of the United States government as expressed in the Preamble and as evidenced in the United States Constitution including the principles reflected in the separation of powers, checks and balances, and shared powers between the federal and state governments, and the basic responsibilities of the three branches of government. (CCRIT 2) Quiz, Flash Cards, Worksheet, Game & Study Guide U.S. Senate
5.CS.4.4. Explain the process of ratification of the United States Constitution as well as compare and contrast the viewpoints of the Federalists and Anti-Federalists over the addition of a bill of rights. (CCRIT 5)
5.CS.4.5. Examine the Bill of Rights and summarize the liberties protected in all 10 amendments. (CCRIT 2)
5.CS.5. The student will compare and contrast the continued formation of the new nation under the leadership of Presidents Washington, Adams, and Jefferson. (CCRIT 5) 5.CS.5.1. Analyze the formation of the new government and the presidential leadership qualities of George Washington including the precedent set by his decision not to seek a third term and the impact of his Farewell Address.
5.CS.5.2. Explain the impact of the presidential election of 1800 regarding the peaceful transfer of political power from one party to another. Quiz, Flash Cards, Worksheet, Game & Study Guide Urbanization
5.CS.5.3. Examine the transformative impact of the Louisiana Purchase in 1803 upon the American system in regards to the explorations by Lewis and Clark and the concept of Manifest Destiny as America expanded westward.