Civil War America Aflame: McPherson middle school Lincoln: Solving the Mysteries of the H. Wilson - pony express by Anna Myers young adult Captured:
Course Introduction In the third grade, students built conceptual understandings of community, culture, and government. They learned basic geographic terms and geographic features necessary for human settlement and success.
They applied their understanding of culture and community as they learned more about indigenous cultures in the Americas. They began to explore the rights and responsibilities central to representative government. In the fourth grade, students will build on these foundational concepts as they learn about the present state of Utah.
Inquiry into current events will help students make connections between the past and the present.
Students will enlarge their world connections as they trace the global travels of people from many diverse cultures who now call Utah home. In the fifth grade, students will enlarge the study of history, government, economics, and geography as they study the United States.
There is neither an intention nor a possibility of successful "coverage" of all of United States history and geography or all of the social, economic, and political movements that have helped create the story of America.
Rather, students should "discover" and "uncover" this story, with attention to the overarching concepts of global interconnectedness, the processes of continuity and change over time, the rights and responsibilities we all share, and the systems of power, authority, and governance we create.
Primary source documents and literature that recounts the stories of exemplary character and life skills will help students understand their own place in the continuing saga of America.
The fifth grade core is presented in a chronological framework, separated into eras in a modification of the organizing framework of the National Standards for History. By framing the history of the United States within comprehensible sections, students will be supported in their own cognitive development.
The eras selected underscore that while there is much more content in studying the United States than can be covered in a year, there are essential aspects students should learn. The most important goal: Social studies should be fun and intriguing for all students, and provide opportunities to make important life-long connections between the past, present, and future.
Students who appreciate the sacrifices that have been made in the past and understand the challenges that lie ahead can make better decisions in the present. Online Standards Resource Benchmark: The era of the exploration and colonization of the Americas by Europeans marked the beginning of the recorded history of what is now the United States.
This period also marked the beginning of global trade and cultural exchanges that would alter the lives of people around the world. This era would significantly affect the range of personal freedom among individuals and groups in the Americas.
The growing conflicts between American Indian populations and European colonists, and the expansion of the African slave trade provide contrasts to the emerging development of self-rule.
Standard 1 Students will understand how the exploration and colonization of North America transformed human history. Objective 1 Describe and explain the growth and development of the early American colonies.
Using maps - including pre maps - and other geographic tools, locate and analyze the routes used by the explorers. Explain how advances in technology lead to an increase in exploration e.
Determine reasons for the exploration of North America e. Compare the geographic and cultural differences between the New England, Middle, and Southern colonies e. Analyze contributions of American Indian people to the colonial settlements.
Objective 2 Assess the global impact of cultural and economic diffusion as a result of colonization. Describe the cultural and economic impacts that occurred as a result of trade between North America and other markets e. Analyze and explain the population decline in American Indian populations i.
Objective 3 Distinguish between the rights and responsibilities held by different groups of people during the colonial period. Compare the varying degrees of freedom held by different groups e.
American Indians, landowners, women, indentured servants, enslaved people. Explain how early leaders established the first colonial governments e.
Describe the basic principles and purposes of the Iroquois Confederacy. Social studies language students should know and use: After making their case in their Declaration of Independence, the colonies engaged in a Revolutionary war that culminated in their independence and the creation of a new nation, the United States of America.
Standard 2 Students will understand the chronology and significance of key events leading to self-government."The Declaration of Independence," by Thomas Jefferson, and Martin Luther King, Jr.'s "I Have A Dream" are two works addressing this concern.
Although Jefferson and King led extremely different lives over years apart, both faced issues of human equality that drove them to write two of the most influential works in American history.
Standard 2 Students will understand the chronology and significance of key events leading to self-government. Objective 1 Describe how the movement toward revolution culminated in a Declaration of Independence. Standard 1: Foundational Skills begin at prekindergarten and focus on early childhood, with some standards reflected through Grade urbanagricultureinitiative.com foundational skills are a necessary and important component of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend text, both literary and informational, across disciplines.
Comparison I Have a Dream, Gettysburg Address, & Declaration of Independence Some of the best American speeches of all time include Martin Luther King’s, “I Have a Dream Speech” and Abraham Lincoln’s, “Gettysburg Address”/5(1).
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Then you can start reading Kindle books on your smartphone, tablet, or computer - . Opposing Viewpoints of Capital Punishment - “Death penalty is a deterrent,” by George E. Pataki and “The Death Penalty Should Not Be Abolished,” by David B. Muhlhausen are two articles that support capital punishment as a deterrent of crime.