Connecticut Elementary and Secondary Social Studies Frameworks — Grade 5


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CIV 5.1

Explain how groups of people make rules to create responsibilities and protect freedoms.

CIV 5.2

Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.

CIV 5.3

Identify core civic virtues and democratic principles that guide government, society, and communities

CIV 5.4

Explain how policies are developed to address public problems.

ECO 5.1

Identify positive and negative incentives that influence the decisions people make.

ECO 5.2

Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.

ECO 5.3

Explain why individuals and businesses specialize and trade.

GEO 5.1

Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.

GEO 5.2

Explain how culture influences the way people modify and adapt to their environments

GEO 5.3

Explain how human settlements and movements relate to the locations and use of various natural resources

HIST 5.1

Create and use a chronological sequence of related events to compare developments that happened at the same time.

HIST 5.10

Use evidence to develop a claim about the past.

HIST 5.2

Compare life in specific historical periods to life today.

HIST 5.3

Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.

HIST 5.4

Explain why individuals and groups during the same historical period differed in their perspectives.

HIST 5.5

Explain connections among historical contexts and peoples perspectives at the time.

HIST 5.6

Compare information provided by different historical sources about the past.

HIST 5.7

Generate questions about multiple historical sources and their relationships to particular historical events and developments.

HIST 5.8

Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.

HIST 5.9

Explain probable causes and effects of events and developments.

INQ 3–5.1

Explain why compelling questions are important to others (e.g., peers, adults).

INQ 3–5.10

Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.

INQ 3–5.11

Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).

INQ 3–5.2

Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.

INQ 3–5.3

Identify the disciplinary concepts and ideas associated with a supporting question that are open to interpretation.

INQ 3–5.4

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.

INQ 3–5.5

Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection.

INQ 3–5.6

Use distinctions between fact and opinion to determine the credibility of multiple sources.

INQ 3–5.7

Identify evidence that draws information from multiple sources in response to compelling questions.

INQ 3–5.8

Use evidence to develop claims in response to compelling questions.

INQ 3–5.9

Construct arguments using claims and evidence from multiple sources.