NAC389.2942. Fifth grade: Social studies.

By the beginning of the fifth grade, pupils must know and be able to do everything required in the previous grades for social studies offered in public schools. Instruction in the fifth grade in social studies must be designed so that pupils meet the following performance standards by the completion of the fifth grade:

     1. For the area of social studies skills:

     (a) Acquire and apply skills of reading, writing and oral communication to construct knowledge, as demonstrated by the ability of the pupil to:

          (1) Skim text for the main ideas.

          (2) Use reading strategies to identify key words and supporting details to build comprehension.

          (3) Identify cause and effect, and fact and opinion.

          (4) Use reading and writing to respond to historical literature.

          (5) Gather information by making outlines and creating graphic organizers.

     (b) Acquire, organize, use and evaluate information that prepares a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Ask questions to identify a research topic.

          (2) Conduct research by locating, gathering and organizing information using online and print resources.

          (3) Present information orally, in writing and through the use of a multimedia presentation.

          (4) Explain information through the use of maps, graphs, charts and diagrams.

          (5) Demonstrate acceptable social and ethical behaviors when using technology and discuss the consequences of the inappropriate use of technology.

          (6) Use technological tools that are specific for the purpose of supporting learning.

          (7) Evaluate the accuracy, relevancy and bias of online, print and media resources.

     (c) Demonstrate historical comprehension by analyzing and interpreting historical documents and artifacts that present alternative voices, accounts and interpretations or perspectives on past events, as demonstrated by the ability of the pupil to:

          (1) Demonstrate an understanding of chronology by creating a timeline and interpreting the events on the timeline.

          (2) Identify and discuss primary and secondary resources.

          (3) Read folk tales and legends regarding the history of America.

          (4) Discuss multiple perspectives of history.

     (d) Demonstrate skills which prepare a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Demonstrate responsibility for the well-being of himself or herself and his or her family.

          (2) Listen and participate as a member of a group in the classroom.

          (3) Participate as a member of the school community.

     2. For the area of history:

     (a) Understand the development, characteristics and interaction of persons, cultures, societies, religions and ideas, as demonstrated by the ability of the pupil to:

          (1) Identify and describe lifeways of Native Americans living in North America and the various cultural regions before European contact.

          (2) Identify and describe the attributes of Native American nations in the local region and in North America.

          (3) Discuss the interactions of early explorers with native cultures.

          (4) Identify the contributions of Native Americans, Europeans and Africans to North American beliefs and traditions.

          (5) Describe the social, political and religious lives of persons in the New England, Middle and Southern colonies.

          (6) Identify persons and groups responsible for founding and settling the American colonies.

          (7) Examine the cultural exchange among Native Americans, Europeans and Africans.

     (b) Understand the influences of persons, events, ideas and conflicts in the development of nations, empires, cultures and political and economic ideas, as demonstrated by the ability of the pupil to:

          (1) Describe the motivations for European exploration of the Americas and describe the expeditions of the European explorers.

          (2) Describe issues of compromise and conflict within the United States.

          (3) Describe the competition among the English, French, Spanish, Dutch and Indian nations for control of North America.

          (4) Explain why slavery was introduced into colonial America.

          (5) Explain how the interactions among Native Americans, Europeans and Africans during colonial America resulted in unique economic, social and political institutions.

          (6) Identify the events that led to the Declaration of Independence.

          (7) Identify the causes, key events and key persons of the American Revolution.

          (8) Explain the relationship between the American colonies and England and discuss the impact of that relationship on the independence of the American colonies.

     (c) Understand the influences of social ideas and personal action on social, political, economic and technological change, as demonstrated by the ability of the pupil to:

          (1) Compare or contrast, or both, the daily lives of children throughout the United States in the past and in the present.

          (2) Recognize that communities include persons who have diverse ethnic origins, customs and traditions.

          (3) Recognize persons in the community who make contributions to the United States.

          (4) Describe ways in which a person displays social responsibility.

          (5) Explain how technologies throughout the history of the United States changed the way persons lived.

          (6) Discuss major events at the local, state, national and global level that are reported by the media and provide an example.

     (d) Understand the interactions and interdependence among nations from around the world and the impact of economics, politics, religions and cultures on international relationships, as demonstrated by the ability of the pupil to discuss the economic, political and cultural relationships of the United States with other countries.

     3. For the area of geography:

     (a) Use maps, globes and other geographic tools and technologies to locate and extrapolate information about persons, places and environments, as demonstrated by the ability of the pupil to:

          (1) Identify and locate major geographic features of Nevada and the United States using maps and map elements.

          (2) Identify spatial patterns of the United States.

          (3) Describe the purposes of different types of maps and globes, including, without limitation, topographical, political and physical maps.

          (4) Construct maps, graphs and charts to display information about human and physical features in the United States.

          (5) Identify the purpose and content of various maps of the United States.

          (6) Derive geographic information from photographs, maps, graphs, books and technological resources.

     (b) Understand the physical and human features of places, and use that information to define and study regions and their patterns of changes, as demonstrated by the ability of the pupil to:

          (1) Provide examples of the interactions between humans and the environment in the United States.

          (2) Identify regions in the United States in which historical events occurred, including, without limitation, the 13 colonies, the Underground Railroad and the California gold fields.

          (3) Provide examples of cultural identity in communities or regions from different perspectives.

          (4) Demonstrate how regional change in the United States from one decade to the next decade has affected the characteristics of a place, including, without limitation, the use of salt and sand to melt ice, flood basins and levees.

          (5) Label a map of the United States by identifying each state and the capital of each state.

          (6) Define the term “absolute location.”

     (c) Understand how economic, political and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation, as demonstrated by the ability of the pupil to:

          (1) Explain differences in the distribution of population in the United States.

          (2) List the “push-pull” factors that influence human migration and settlement in the United States.

          (3) Describe the differences among rural, suburban and urban settlements in the United States.

          (4) Describe historical and current economic issues in the United States using geographic resources, including, without limitation, illustrating demographic changes as a result of mining and gaming.

          (5) Describe why the types of organizations are different based upon geographic regions in the United States.

     (d) Understand the effects of interactions between human and physical systems, and changes in the use, distribution and importance of resources, as demonstrated by the ability of the pupil to:

          (1) Describe ways physical environments affect activity of persons in the United States using historical and contemporary examples.

          (2) Describe how technologies altered the physical environment in the United States and the effect those changes had on the residents of the United States.

          (3) Explore the impact of human modifications to the physical environment of the United States on the residents of the United States.

          (4) Identify and locate potential natural hazards in the United States and the impact those hazards have on the land and population.

          (5) Describe and compare the patterns of distribution of natural resources and the use of those resources in the United States.

     4. For the area of economics:

     (a) Understand how scarcity and incentives affect choices, how markets work, why markets form, how supply and demand interact to determine the market price and how changes in prices act as economic signals to coordinate trade, as demonstrated by the ability of the pupil to:

          (1) Describe how scarcity requires a person to make a choice and identify the costs associated with that choice.

          (2) Demonstrate an understanding that a person can be a consumer and producer at the same time.

          (3) Identify the resources that are needed for production in households, schools and community groups.

          (4) Describe how income reflects the choices persons make about education, training, development of skills, lifestyles and careers.

          (5) Demonstrate an understanding of supply and demand in a market.

     (b) Identify indicators used to measure economic performance, understand important aspects of how the economy acts as a system, and understand the roles of money, interest rates, saving and borrowing, financial institutions and the central banking system in the economy, as demonstrated by the ability of the pupil to:

          (1) Define the terms “trade” and “commodity.”

          (2) Identify how interest rates affect borrowing, saving and purchasing of goods or services using credit.

          (3) Identify services offered by different types of financial institutions.

          (4) Illustrate how a person’s spending becomes another person’s income.

          (5) Recognize the three types of productive resources.

          (6) Define the terms “inflation” and “deflation.”

          (7) Define the terms “labor force” and “unemployment.”

          (8) Demonstrate per capita measures in the classroom.

     (c) Identify the causes of economic change and explain how the economic system of the United States responds to those changes and how other economic systems respond to change, as demonstrated by the ability of the pupil to:

          (1) Explain the purposes for establishing for-profit and not-for-profit organizations.

          (2) Provide an example of how purchasing a tool or acquiring an education can increase the ability to produce goods.

          (3) Describe the steps an entrepreneur would take to start a business.

          (4) Explain why specialization increases productivity and interdependence.

          (5) Describe what it means to compete and give examples of ways sellers compete.

          (6) Define the term “mercantilism.”

          (7) Identify resources that are scarce and identify how those resources are allocated in the United States.

     (d) Explore trends in international trade, the impact of trade on the economy of the United States and the role of exchange rates, as demonstrated by the ability of the pupil to:

          (1) Explain why the United States exports and imports goods.

          (2) Define the term “exchange rate.”

          (3) Define the term “globalization” and explain how the United States economy is affected by international trade.

     5. For the area of civics:

     (a) Know why society needs rules, law and governments, and understand the roles, rights and responsibilities of citizens, as demonstrated by the ability of the pupil to:

          (1) Explain that the United States Constitution, the Declaration of Independence and the Bill of Rights are written documents that are the foundation of the government of the United States.

          (2) Describe the operation of a representative government.

          (3) Describe the criteria for United States citizenship.

          (4) Explain the symbolic importance of the Pledge of Allegiance and the Fourth of July.

     (b) Understand the United States Constitution and the government created by the United States Constitution, including, without limitation, the relationship between national and sub-national governments, and the structure and function of state and local governments, as demonstrated by the ability of the pupil to:

          (1) Describe examples of national, state and local laws.

          (2) Identify the three branches of the Federal Government.

          (3) Name the two houses of the Congress of the United States and explain how representation in those houses is determined.

          (4) Identify powers of the Congress of the United States, including, without limitation, the power to tax, the power to declare war and the power to impeach the President of the United States.

          (5) Identify the duties of the President of the United States within the Executive Branch.

          (6) Explain that the United States Supreme Court is the highest court of the country.

          (7) Describe the purpose of a judge and a jury in a trial as they relate to resolving disputes.

     (c) Describe the roles of political parties, elections, interest groups, the media and public opinion in the democratic process, as demonstrated by the ability of the pupil to:

          (1) Explain the qualities of leadership.

          (2) Name the two major political parties.

          (3) Give examples of national interest groups.

          (4) Compare sources of information which persons use to form opinions.

          (5) Define the term “propaganda” and give examples.

     (d) Explain the different political systems in the world and how those systems relate to the United States and the citizens of the United States, as demonstrated by the ability of the pupil to describe the influence of other nations on the development of the political system of the United States.

     (Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009)