Social Studies Grade 5 (#5021070) 

Clarification 1: Students will identify the grievances detailed in the Declaration of Independence.

Clarification 2: Students will describe the idea of “unalienable rights” in the Declaration of Independence as it relates to each citizen.

Clarification 3: Students will discuss the consequences of governments not recognizing that citizens have certain unalienable rights.

Clarification 2: Students will explain the goals of the 1787 Constitutional Convention.

Clarification 3: Students will describe why compromises were made during the writing of the Constitution and identify compromises (e.g., Great Compromise, the Three-Fifths Compromise, the Electoral College).

Clarification 4: Students will identify Federalist and Anti-Federalist arguments supporting and opposing the ratification of the U.S. Constitution.

Clarification 1: Students will describe the political philosophy of American Patriots and why those ideas led them to declare independence from the British Empire.

Clarification 2: Students will explain why colonists would choose to side with the British during the American Revolution.

Clarification 3: Students will examine motivations for the decision to not take a side during the American Revolution.

Clarification 1: Students will describe forms of political participation in the colonial period (e.g., serving on juries, militia service, participation in elections for government).

Clarification 2: Students will identify ways citizens participate in the political process today (e.g., serving on juries, participation in elections for government).

Clarification 1: Students will explain what it means for the United States to be a constitutional republic.

Clarification 2: Students will identify duties (e.g., obeying the law, paying taxes, serving on a jury) and responsibilities (e.g., voting, keeping informed on public issues) that citizens are expected to fulfill.

Clarification 3: Students will explain what could happen to the United States if citizens did not fulfill their civic duties and responsibilities.

Clarification 1: Students will identify Florida’s U.S. senators and the U.S. representative for their district.

Clarification 2: Students will discuss the constitutional qualifications for office, term length, authority, duties, activities and compensation.

Clarification 1: Students will recognize the Great Seal of the United States and the Star-Spangled Banner as symbols that represent the United States.

Clarification 2: Students will recognize the U.S. Constitution (specifically the Bill of Rights) and the Emancipation Proclamation as documents that represent the United States.

Clarification 1: Students will identify legislative, executive and judicial branch functions of the U.S. government as defined in Articles I, II and III of the U.S. Constitution.

Clarification 2: Students will explain why the Constitution divides the national government into three branches.

Clarification 1: Students will explain why the U.S. Supreme Court is the highest court in the system.

Clarification 2: Students will explain why both the United States and Florida have a Supreme Court.

Clarification 1: Students will explain why the U.S. Constitution includes the amendment process.

Clarification 2: Students will identify amendments to the U.S. Constitution.

Clarification 1: Students will explain why the U.S. Constitution includes the amendment process.

Clarification 2: Students will identify amendments to the U.S. Constitution.

Clarification 1: Students will define federalism as it applies to the United States.

Clarification 2: Students will provide examples of powers granted to the national government and those reserved to the states.

Clarification 3: Students will provide examples of cooperation between the U.S. and Florida governments.

Clarification 1: Students will define antisemitism as prejudice against or hatred of the Jewish people.

Clarification 2: Students will recognize the Holocaust as history’s most extreme example of antisemitism.

Clarification3: Students will identify examples of antisemitism (e.g., calling for, aiding, or justifying the killing or harming of Jews).

• Cultivate a community of growth mindset learners. 
• Foster perseverance in students by choosing tasks that are challenging. 
• Develop students’ ability to analyze and problem solve. 
• Recognize students’ effort when solving challenging problems.

• Help students make connections between concepts and representations.
• Provide opportunities for students to use manipulatives when investigating concepts.
• Guide students from concrete to pictorial to abstract representations as understanding progresses.
• Show students that various representations can have different purposes and can be useful in different situations. 

• Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
• Offer multiple opportunities for students to practice efficient and generalizable methods.
• Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 

• Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
• Create opportunities for students to discuss their thinking with peers.
• Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
• Develop students’ ability to justify methods and compare their responses to the responses of their peers. 

• Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
• Support students to develop generalizations based on the similarities found among problems.
• Provide opportunities for students to create plans and procedures to solve problems.
• Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.

• Have students estimate or predict solutions prior to solving.
• Prompt students to continually ask, “Does this solution make sense? How do you know?”
• Reinforce that students check their work as they progress within and after a task.
• Strengthen students’ ability to verify solutions through justifications. 

• Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
• Challenge students to question the accuracy of their models and methods.
• Support students as they validate conclusions by comparing them to the given situation.
• Indicate how various concepts can be applied to other disciplines.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.