§113.16. Social Studies, Grade 5, Adopted 2018 Beginning with School Year 2011-2012 .
(a)

Introduction.
(1)

In Grade 5, students survey the history of the United States from 1565 to the present. Historical
content includes the colonial period, the American Revolution, the establishment of the U.S.
Constitution and American identity, westward expansion, the Civil War and Reconstruction,
immigration and industrialization, and the 20th and 21st centuries. Students study a variety of
regions in the United States that result from physical features and human activity and identify how
people adapt to and modify the environment. Students explain the characteristics and benefits of
the free enterprise system and describe economic activities in the United States. Students identify
the roots of representative government in this nation as well as the important ideas in the
Declaration of Independence and the U.S. Constitution. Students study the fundamental rights
guaranteed in the Bill of Rights. Students examine the importance of effective leadership in a
constitutional republic and identify important leaders in the national government. Students recite
and explain the meaning of the Pledge of Allegiance to the United States Flag. Students describe
the cultural impact of various racial, ethnic, and religious groups in the nation and identify the
accomplishments of notable individuals in the fields of science and technology. Students explain
symbols, traditions, and landmarks that represent American beliefs and principles. Students use
critical-thinking skills to sequence, categorize, and summarize information and to draw inferences
and conclusions.

(2)

To support the teaching of the essential knowledge and skills, the use of a variety of rich primary
and secondary source material such as documents, biographies, novels, speeches, letters, poetry,
songs, and artworks is encouraged. Motivating resources are available from museums, historical
sites, presidential libraries, and local and state preservation societies.

(3)

The eight strands of the essential knowledge and skills for social studies are intended to be
integrated for instructional purposes. Skills listed in the social studies skills strand in subsection
(b) of this section should be incorporated into the teaching of all essential knowledge and skills for
social studies. A greater depth of understanding of complex content material can be attained when
integrated social studies content from the various disciplines and critical-thinking skills are taught
together. Statements that contain the word "including" reference content that must be mastered,
while those containing the phrase "such as" are intended as possible illustrative examples.

(4)

Students identify the role of the U.S. free enterprise system within the parameters of this course
and understand that this system may also be referenced as capitalism or the free market system.

(5)

Throughout social studies in Kindergarten-Grade 12, students build a foundation in history;
geography; economics; government; citizenship; culture; science, technology, and society; and
social studies skills. The content, as appropriate for the grade level or course, enables students to
understand the importance of patriotism, function in a free enterprise society, and appreciate the
basic democratic values of our state and nation as referenced in the Texas Education Code (TEC),
§28.002(h).

(6)

Students understand that a constitutional republic is a representative form of government whose
representatives derive their authority from the consent of the governed, serve for an established
tenure, and are sworn to uphold the constitution.

(7)

State and federal laws mandate a variety of celebrations and observances, including Celebrate
Freedom Week.
(A)

Each social studies class shall include, during Celebrate Freedom Week as provided
under the TEC, §29.907, or during another full school week as determined by the board
of trustees of a school district, appropriate instruction concerning the intent, meaning, and
importance of the Declaration of Independence and the U.S. Constitution, including the
Bill of Rights, in their historical contexts. The study of the Declaration of Independence
must include the study of the relationship of the ideas expressed in that document to
subsequent American history, including the relationship of its ideas to the rich diversity of

Social Studies, Grade 5
Final Recommendations, September 2018

 our people as a nation of immigrants, the American Revolution, the formulation of the
U.S. Constitution, and the abolitionist movement, which led to the Emancipation
Proclamation and the women's suffrage movement.
(B)

(8)
(b)

Each school district shall require that, during Celebrate Freedom Week or other week of
instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12
study and recite the following text: "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."

Students identify and discuss how the actions of U.S. citizens and the local, state, and federal
governments have either met or failed to meet the ideals espoused in the founding documents

Knowledge and skills.
(1)

(2)

Comment 1(3)

History. The student understands the reasons for and the role of key people in the causes and
effects of European colonization of North America in the United States beginning in 1565, the
founding of St. Augustine. The student is expected to:
(A)

explain when, where, and why groups of people explored, colonized, and settled in the
United States, including the search for religious freedom and economic gain; and

(B)

describe the accomplishments of significant individuals who settled for religious freedom
and economic gain during the colonial period, including William Bradford, Anne
Hutchinson, William Penn, John Smith, John Wise, and Roger Williams.

History. The student understands how conflict between the American colonies and Great Britain
led to American independence and the formation of the United States . The student is expected to:
(A)

identify and analyze the causes and effects of events prior to and during the American
Revolution, including the taxation resulting from the French and Indian War and the
colonist response to taxation such as the Boston Tea Party;

(B)

identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams,
Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George
Washington, and their motivations and contributions during the revolutionary period; and

(C)

summarize the results of the American Revolution, including the establishment of the
United States and the development of the U.S. military .

History. The student understands the significant individuals who contributed events that led from
the Articles of Confederation to the creation of the U.S. Constitution and the government it
established. The student is expected to :
(A)

identify how weaknesses of the Articles of Confederation the issues that led to the
creation of the U.S. Constitution, including the lack of power to tax and a weak central
government weaknesses of the Articles of Confederation; and

1 The depth of knowledge required for this SE is not essential for this course. The concept of the SE is covered in
depth in 8.15B and streamlining of 3A matches the KS [60 minutes]

Social Studies, Grade 5
Final Recommendations, September 2018

 (B) identify the contributions of individuals
Founding Fathers, including James
Madison, and others such as George
Mason, Charles Pinckney, and Roger
Sherman who helped create the U.S.
Constitution.
(4)

History. The student understands political, economic, and social changes that occurred in the
United States during the 19th century. The student is expected to:

Comment 2(A)

describe the causes and effects of the War of 1812 such as impressment of sailors,
territorial conflicts with Great Britain, and the increase in U.S. manufacturing United
States gaining international respect and power ;

(B)

identify and explain how changes resulting from the Industrial Revolution led to conflict
among sections of the United States;

(C)

identify reasons people moved west;

(C) (D) identify significant events and concepts associated with U.S. territorial expansion,
including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest
Destiny;

(D) (E) identify the causes of central role of
the expansion of slavery in causing
the Civil War and other contributing factors
including sectionalism and states’ rights,
including slavery, sectionalism, and states'
rights, and slavery, and the effects of the
Civil War, including Reconstruction and
the 13th, 14th, and 15th amendments to
the U.S. Constitution; and
Comment 3(F)

explain how industry and the mechanization of agriculture changed the American way of
life; and

(E) (G) identify the challenges, opportunities, and contributions of people from various American
Indian and immigrant groups such as the settlement of the frontier and building of the
Transcontinental Railroad .

2 Changing the effect of the War of 1812 to better vertically align with 8.13A [no change in time]
3 Not essential for the mastery of the course, the concept will be covered in depth in the 8.27A. Helps to narrow the
scope of the course. [30 minutes]

Social Studies, Grade 5
Final Recommendations, September 2018

 (5)

History. The student understands important issues, events, and individuals in the United States
during the 20th and 21st centuries. The student is expected to:

Comment 4(A)

(6)

(6) (7)

explain the significance of analyze various issues and events of the 20th century such as
industrialization, urbanization, increased use of oil and gas, the Great Depression, the
world wars, the civil rights movement, and military actions;

(B)

analyze various issues and events of the 21st century such as the War on Terror and the
2008 presidential election; and

(C)

identify the accomplishments and contributions of individuals and groups such as Jane
Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks,
Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee
Airmen, and the 442nd Regimental Combat Team who have made contributions to
society in the areas of civil rights, women's rights, military actions, and politics.

Geography. The student uses geographic tools to collect, analyze, and interpret data. The student
is expected to:
(A)

apply geographic tools, including grid systems, legends, symbols, scales, and compass
roses, to construct and interpret maps; and

(B)

translate geographic data into a variety of formats such as raw data to graphs and maps.

Geography. The student understands places and the concept of regions in the United States. The
student is expected to:

Comment 5(A)

describe a variety of political and economic regions in the United States that result from
patterns of human activity such as political, population, and economic regions that result
from patterns of human activity ;

(B)

describe a variety of regions in the United States based on physical characteristics such
as landform, climate, and vegetation regions that result from physical characteristics
such as the Great Plains, Rocky Mountains, and Coastal Plains;

Comment 6(C)

locate on a map important political features such as the five ten largest cities by
population urban areas in the United States, the 50 states and their capitals, and regions
such as the Northeast, the Midwest, and the Southwest ; and

(D)

create a map of important physical features such as the Appalachian Mountains, Great
Lakes, Mississippi River, Great Plains and Rocky Mountains locate on a map important
physical features such as the Rocky Mountains, Mississippi River, and Great Plains.

(7) (8)

Geography. The student understands the location and patterns of settlement and the geographic
factors that influence where people live. The student is expected to:
(A)

Comment 7(B)
(C)

(8) (9)

identify and describe the patterns types of settlement such as rural, urban, and suburban
and patterns of land use in the United States ;
explain the geographic factors that influence patterns of settlement and the distribution of
population in the United States , past and present ; and
analyze the geographic factors that influence reasons for the location of the five largest
urban areas cities in the United States , including capital cities, and explain their
distribution , past and present .

Geography. The student understands how people adapt to and modify their environment. The
student is expected to:

4 Topic is covered in 4.5B. Streamlining this topic helps narrow the scope of this SE. [30 minutes]
5 Clarification and streamlining of the SE helps narrow the scope of the SE. [45 minutes]
6 Not essential for mastery of the course. Narrow the number of cities from 10 to 5 to align with 5.7C [100 minutes]
7 Streamlining past and present from 5.7B and 5.7C narrows the scope of the SE [50 minutes]

Social Studies, Grade 5
Final Recommendations, September 2018

 Comment 8(A)

describe how and 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;
and

Comment 9(B)

analyze the positive and negative consequences of human modification of the
environment in the United States , past and present .

(9) (10) Economics. The student understands the basic economic patterns of early societies in the United
States. The student is expected to:

(10) (11)

(A)

explain the economic patterns of early European colonies colonists ; and

(B)

identify major industries of colonial America such as shipbuilding and growing of cash
crops .

Economics. The student understands the development, characteristics, and benefits of the
free enterprise system in the United States. The student is expected to:

Comment 10(A)

(11) (12)

(12) (13)

(B)

describe how the free enterprise system works in the United States; and

(C)

give examples of the benefits of the free enterprise system in the United States.

Economics. The student understands the impact of supply and demand on consumers and
producers in a free enterprise system. The student is expected to:
(A)

explain how supply and demand affects consumers in the United States; and

(B)

evaluate the effects of supply and demand on business, industry , and agriculture,
including the plantation system, in the United States.

Economics. The student understands patterns of work and economic activities in the
United States. The student is expected to:
(A)

compare how people in different regions 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;

Comment 11(C)

(13) (14)

identify describe the development of the free enterprise system in colonial America and
the United States;

analyze the effects of immigration , and migration , and limited resources on the
economic development and growth of the United States; and

(D)

describe the impact of mass production, specialization, and division of labor on the
economic growth of the United States . ; and

(E)

explain the impact of American ideas about progress and equality of opportunity on the
economic development and growth of the United States.

Government. The student understands the organization of governments in colonial
America. The student is expected to:

Comment 12(A)

identify and compare the systems of government of early European colonists, including
representative government and monarchy; and

(B)

identify examples of representative government in the American colonies, including the
Mayflower Compact and the Virginia House of Burgesses.

8 Streamlining past and present narrows the scope of the SE [50 minutes]
9 Streamlining past and present narrows the scope of the SE [50 minutes]
10 Adjusting the cognitive level of the verb is appropriate for this grade level. The depth of knowledge is addressed
in 5.11B [20 minutes]
11 Narrows the focus of the SE and streamlines the scope of the course. [20 minutes]
12 The verb identified is implied in the act of comparing [no change]

Social Studies, Grade 5
Final Recommendations, September 2018

 (14) (15)

(15) (16)

(16) (17)

Government. The student understands important ideas in the Declaration of
Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to:
(A)

explain identify the purposes, key elements, and the purposes and explain the importance
of the Declaration of Independence;

(B)

explain the purposes of the U.S. Constitution as identified in the Preamble; and

(C)

explain the reasons for the creation of the Bill of Rights and its importance.

Government. The student understands the framework of government created by the U.S.
Constitution of 1787. The student is expected to:
(A)

identify and explain the basic functions of the three branches of government;

(B)

identify the reasons for and describe the system of checks and balances outlined in the
U.S. Constitution; and

(C)

distinguish between national and state governments and compare their responsibilities in
the U.S. federal system.

Citizenship. The student understands important symbols and customs , celebrations, and
landmarks that represent American beliefs and principles that and contribute to our national
identity. The student is expected to:

Comment 13(A)

explain various patriotic symbols, including Uncle Sam ; , national celebrations such as
Labor Day; important landmarks such as the White House and Mount Rushmore; and
political symbols such as the donkey and elephant;

(B)

sing or recite "The Star-Spangled Banner" and explain its history;

(C)

recite and explain the meaning of the Pledge of Allegiance to the United States Flag; and

(D)

describe the origins and significance of national celebrations such as Memorial Day,
Independence Day, Labor Day, Constitution Day, Columbus Day, and Veterans Day; and

(D) (E) explain the significance of important landmarks, including the White House , the Statue
of Liberty , and Mount Rushmore .
(17) (18)

(18) (19)

Citizenship. The student understands the importance of individual participation in the
democratic process at the local, state, and national levels. The student is expected to:
(A)

explain why individuals have a duty explain the duty individuals have to participate in
civic affairs at the local, state, and national levels; and

(B)

explain how to contact elected and appointed leaders in local, state, and national
governments.

Citizenship. The student understands the importance of effective leadership in a
constitutional republic. The student is expected to:
(A)

explain the contributions of the Founding Fathers to the development of the national
government;

(A) (B) identify past and present leaders in the national government, including the president and
various members of Congress, and their political parties; and
(B) (C) identify and compare leadership qualities of national leaders, past and present.
14

Comment (19) (20) Citizenship. The student understands the fundamental rights of American citizens guaranteed in
the Bill of Rights and other amendments to the U.S. Constitution . The student is expected to :

13 in response to SBOE recommendations the reinstatement and movement of Labor Day (5.17D), the White House
and Mount Rushmore (5.17E) reflect the topics not addressed in previous grade levels. [120 minutes]
14 The removal of “and other amendments to the U.S. Constitution” reflects the removal 5.20B. (see Comment 15)

Social Studies, Grade 5
Final Recommendations, September 2018

 (A)

describe the fundamental rights guaranteed by each amendment in the Bill of Rights,
including freedom of religion, speech, and press; the right to assemble and petition the
government; the right to keep and bear arms; the right to trial by jury; and the right to an
attorney . ; and

Comment 15(B)

describe various amendments to the U.S. Constitution such as those that extended voting
rights of U.S. citizens.

(20) (21)

(21) (22)

Culture. The student understands the relationship between the arts and the times during
which they were created. The student is expected to:
(A)

identify significant examples of art, music, and literature from various periods in U.S.
history such as the painting American Progress, "Yankee Doodle," and "Paul Revere's
Ride"; and

(B)

explain how examples of art, music, and literature reflect the times during which they
were created.

Culture. The student understands the contributions of people of various racial, ethnic, and
religious groups to the United States culture . The student is expected to:
(A)

identify the similarities and differences within and among various racial, ethnic, and
religious groups in the United States;

(A) (B) describe customs and traditions of various racial, ethnic, and religious groups in the
United States; and
(B) (C) summarize the contributions of people of various racial, ethnic, and religious groups to
our national identity.
(22) (23)

Science, technology, and society. The student understands the impact of science and
technology on society in the United States. The student is expected to:
(A)

identify the accomplishments of notable individuals in the fields of science and
technology such as , including Benjamin Franklin, Eli Whitney, John Deere, Thomas
Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and
Neil Armstrong;

(B)

identify how scientific discoveries, technological innovations, and the rapid growth of
technology industries have advanced the economic development of the United States,
including the transcontinental railroad and the space program; and

(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 . ; and

Comment 16(D)

predict how future scientific discoveries and technological innovations could affect
society in the United States.

Comment 17(23) (24)
Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including digital electronic technology. The
student is expected to:
Comment 18(A)

differentiate between, locate, and use valid primary and secondary sources such as
technology digital media computer software ; interviews; biographies; oral, print, and
visual material; documents; and artifacts to acquire information about the United States;

15 Streamline this SE because 5.20A is sufficient study of amendments for mastery of this course. [90 minutes]
16 Not essential to the mastery of the course. [60 minutes]
17 In response to SBOE Comment WG removed the term digital. [no change]
18 In response to SBOE Comment technology has replaces digital media, this also creates vertical alignment to
4.21A

Social Studies, Grade 5
Final Recommendations, September 2018

 Comment 19(B)

analyze information by applying absolute and relative chronology through sequencing,
categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding
the main idea, summarizing, making generalizations and predictions, and drawing
inferences and conclusions;

(C)

organize and interpret information in outlines, reports, databases, and visuals, including
graphs, charts, timelines, and maps;

Comment 20(D)

identify different points of view about an issue, topic, historical event, or current event;
and

(E)
(24)

Social studies skills. Geography. The student uses geographic tools to collect, analyze, and
interpret data. The student is expected to:

Comment 21(A)
(B)
(25)

apply mapping elements, including grid systems, legends, symbols, scales, and compass
roses, to create and interpret maps; and
interpret geographic data, population distribution, and natural resources into a variety of
formats such as graphs and maps.

Social studies skills. The student communicates in written, oral, and visual forms. The student is
expected to:
(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 experiences; and

(D)

create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies . ; and

Comment 22(E)
(26)

identify the historical context of an event.

use effective written communication skills standard grammar, spelling, sentence
structure, and punctuation.

Social studies skills. The student uses problem-solving and decision-making skills, working
independently and with others , in a variety of settings. The student is expected to :

Comment 23(A)

(B)

use a problem-solving and decision-making processes process to identify a problem,
gather information, list and consider options, consider advantages and disadvantages,
choose and implement a solution, and evaluate the effectiveness of the solution . ; and
use a decision-making process to identify a situation that requires a decision, gather
information, identify options, predict consequences, and take action to implement a
decision.

19 Added to better align with 8th and 11th grade US History Courses.
20 Adding historical event to vertically align this skill with other grade levels. [+ 45 minutes]
21 Change geographic tools to mapping elements to correct incorrect terminology and align with 1.5A, 2.5A, 3.5C
(new C old D), and 4.22A [no change]
22 This skill is inherent in all other SEs in this KS.
23 Combining 26A and B streamlines the vertical alignment of this skill through grade 12 by using the language
from World Geography 23C. This WG has determined that the steps used in problem solving and decision making
are so similar that it is not necessary to repeat the skills in separate standards.

Social Studies, Grade 5
Final Recommendations, September 2018