Students continue their
study of the history of the United States in grade five, beginning with
Reconstruction and continuing to the present day. They learn about the
renewal of the country after the Civil War, the continued westward
expansion, the rise of the United States as a world power, the nation’s involvement in world affairs in the twentieth
century, and nation’s leadership role after World War II. They also learn
about the growing pains of the country as its citizens dealt with
industrialization, the issues of women’s suffrage and civil rights for all
Americans, the Jim Crow laws, economic depression and recovery, and
challenges in foreign diplomacy.
Instruction should
emphasize the elements of social studies
literacy: the tools, strategies, and perspectives necessary for
understanding the four disciplines addressed in this subject area. The
chart in appendix C describes the literacy elements specific to social
studies, indicating the grades at which these elements should be introduced
and the grades at which a student should be expected to demonstrate the
elements. The elements are also apparent in some of the sample activities
provided for the indicators.
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GRADE
5
United States Studies: 1865 to the Present
Standard 5-1:
The student will demonstrate an understanding of Reconstruction and its
impact on racial relations in the United States.
Indicators
5-1.1 Summarize
the aims of Reconstruction and explain the effects of Abraham Lincoln’s
assassination on the course of Reconstruction. (P, H, E)
5-1.2 Summarize
the provisions of the Thirteenth, Fourteenth, and Fifteenth Amendments to the
Constitution, including how the amendments protected the rights of African
Americans and sought to enhance their political, social, and economic
opportunities. (P, E, H)
5-1.3 Explain
the effects of Reconstruction on African Americans, including their new rights
and restrictions, their motivations to relocate to the North and the West, and
the actions of the Freedmen’s Bureau. (P, G, E, H)
5-1.4 Compare
the economic and social effects of Reconstruction on different populations,
including the move from farms to factories and the change from the plantation
system to sharecropping. (E, P)
5-1.5 Explain
the purpose and motivations behind the rise of discriminatory laws and groups
and their effect on the rights and opportunities of African Americans in
different regions of the United States. (P, G, E, H)
GRADE 5
United States Studies: 1865 to the Present
Standard
5-2: The student will demonstrate
an understanding of the continued westward expansion of the United States.
Indicators
5-2.1 Explain
how aspects of the natural environment—including the principal mountain ranges
and rivers, terrain, vegetation, and climate of the region—affected travel to
the West and thus the settlement of that region. (G, H)
5-2.2 Illustrate
the effects of settlement on the environment of the West, including changes in
the physical and human systems. (G)
5-2.3 Summarize
how railroads affected development of the West, including their ease and
inexpensiveness for travelers and their impact on trade and the natural
environment. (G, E, H)
5-2.4 Provide
examples of conflict and cooperation between occupational and ethnic groups in
the West, including miners, ranchers, and cowboys; Native Americans and Mexican
Americans; and European and Asian immigrants. (E, H)
5-2.5 Explain
the social and economic effects of the westward expansion on Native Americans,
including changes in federal policies, armed conflicts, opposing views
concerning land ownership, and Native American displacement. (P, G, E, H)
GRADE 5
United States Studies: 1865 to the Present
Standard
5-3: The student will demonstrate
an understanding of major domestic and foreign developments that contributed to
the United States’ becoming a world power.
Indicators
5-3.1 Explain
how the Industrial Revolution was furthered by new inventions and technologies,
including new methods of mass production and transportation and the invention
of the light bulb, the telegraph, and the telephone. (E, H)
5-3.2 Identify
prominent inventors and scientists of the period and summarize their inventions
or discoveries, including Thomas Edison, Alexander Graham Bell, the Wright
Brothers, and Albert Einstein. (H)
5-3.3 Explain
the effects of immigration and urbanization on the American economy during the
Industrial Revolution, including the role of immigrants in the work force and
the growth of cities, the shift from an agrarian to an industrial economy, and
the rise of big business. (P, G, E, H)
5-3.4 Summarize
the significance of large-scale immigration and the contributions of immigrants
to America in the early 1900s, including the countries from which they came,
the opportunities and resistance they faced when they arrived, and the cultural
and economic contributions they made to this nation. (P, G, E, H)
5-3.5 Explain
how building cities and industries led to progressive reforms, including labor
reforms, business reforms, and Prohibition. (P, G, E, H)
5-3.6 Summarize
actions by the United States that contributed to the rise of this nation as a
world power, including the annexation of new territory following the
Spanish-American War and the role played by the United States in the building
of the Panama Canal and in World War I. (P, G, H)
GRADE 5
United States Studies: 1865 to the Present
Standard
5-4: The student will demonstrate
an understanding of the economic boom-and-bust in America in the 1920s and
1930s, its resultant political instability, and the subsequent worldwide
response.
Indicators
5-4.1 Summarize
changes in daily life in the boom period of the 1920s, including the improved
standard of living; the popularity of new technology such as automobiles,
airplanes, radio, and movies; the Harlem Renaissance and the Great Migration;
Prohibition; and racial and ethnic conflict. (P, E, H)
5-4.2 Summarize
the stock market crash of 1929 and the Great Depression, including economic
weakness, unemployment, failed banks and businesses, and migration from rural
areas. (P, G, E, H)
5-4.3 Explain
the immediate and lasting effect on American workers caused by innovations of
the New Deal, including the Social Security Act, the Federal Deposit Insurance
Corporation, and the Civilian Conservation Corps. (P, E, H)
5-4.4 Explain
the principal events related to the United States’ involvement in World War
II—including the bombing of Pearl Harbor, the invasion in Normandy, Pacific
island hopping, the bombing of Hiroshima and Nagasaki—and the role of key
figures in this involvement such as Winston Churchill, Franklin D. Roosevelt,
Joseph Stalin, and Adolf Hitler. (P, G, H)
5-4.5 Summarize
the political and social impact of World War II, including changes in women’s
roles, in attitudes toward Japanese Americans, and in nation-state boundaries
and governments. (P, E, H)
5-4.6 Summarize
key developments in technology, aviation, weaponry, and communication and
explain their effect on World War II and the economy of the United States. (P, E, H)
5-4.7 Explain
the effects of increasing worldwide economic interdependence following World
War II, including how interdependence between and among nations and regions
affected economic productivity, politics, and world trade. (P, G, E, H)
GRADE 5
United States Studies: 1865 to the Present
Standard
5-5: The student will demonstrate
an understanding of the social, economic, and political events that influenced
the United States during the Cold War era.
Indicators
5-5.1
Summarize the impact of cultural
developments in the United States following World War II, including the
significance of pop culture and mass media and the population shifts to the
suburbs. (G, H)
5-5.2 Summarize
changes in the United States economy following World War II, including the
expanding job market and service industry, consumerism, and new technology. (E,
P, H)
5-5.3 Explain
the advancement of the civil rights movement in the United States, including
key events and people: desegregation of the armed forces, Brown v. Board of
Education, Martin Luther King Jr., Rosa Parks, and Malcolm X. (P, G, H)
5-5.4 Explain
the course of the Cold War, including differing economic and political
philosophies of the Union of Soviet Socialist Republics (USSR) and the United States, the spread of Communism, McCarthyism, the
Korean Conflict, the Berlin Wall, the space race, the Cuban missile crisis, and
the Vietnam War. (P, G, E, H)
5-5.5 Explain
the political alliances and policies that impacted the United States in the latter part of the twentieth century, including the North Atlantic
Treaty Organization (NATO), the United Nations, and the Organization of
Petroleum Exporting Countries (OPEC). (P, H, E, G)
GRADE 5
United States Studies: 1865 to the Present
Standard
5-6: The student will demonstrate
an understanding of developments in the United States since the fall of the Soviet Union and its satellite states in 1992.
Indicators
5-6.1 Use
a map to identify the regions of United States political involvement since the
fall of the communist states, including places in the Middle East, Central
America, the Caribbean, Africa, the Balkans in Europe, and Asia. (P, G, H)
5-6.2 Explain
how humans change the physical environment of regions and the consequences of
such changes, including use of natural resources and the expansion of
transportation systems. (P, G, E)
5-6.3 Explain
how technological innovations have changed daily life in the United States
since the early 1990s, including changes in the economy and the culture that
were brought about by computers, electronics, satellites, and mass
communication systems. (E, H)
5-6.4 Identify
examples of cultural exchange between the United States and other countries
that illustrate the importance of popular culture and the influence of American
popular culture in other places in the world, including music, fashion, food,
and movies. (G, H)
5-6.5 Summarize
the changes that have taken place in United States foreign policy since 1992,
including the globalization of trade and the war on terrorism. (P, H, G, E)
5-6.6 Compare
the position of the United States on the world stage following World War I,
World War II, and the collapse of the communist states. (P, H)
Grade 6
Ancient Cultures
to 1600
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Social studies in grade
six expands students’ understanding of history through the study of people
and events before the era of European exploration and settlement. This
study focuses not only on the significance of geography in the development
of the human story but also on the everyday lives, problems, and
accomplishments of the people and their roles in developing social,
economic, and political structures of the major civilizations.
Instruction should
emphasize the elements of social studies literacy: the tools, strategies,
and perspectives necessary for understanding the four disciplines addressed
in this subject area. The chart in appendix C describes the literacy
elements specific to social studies, indicating the grades at which these
elements should be introduced and the grades at which a student should be
expected to demonstrate the elements. The elements are also apparent in
some of the sample activities provided for the indicators.
|
|
GRADE
6
Ancient Cultures to 1600
Standard 6-1: The student will demonstrate an understanding of the transition of
humans from nomadic to settled life in the cradles of civilization.
Indicators
6-1.1 Analyze
the hunter-gatherer communities in regard to their geographic, social, and
cultural characteristics, including adaptation to the natural environment. (G,
H)
6-1.2 Explain
the emergence of agriculture and its effect on early human communities,
including the impact of irrigation techniques and the domestication of plants
and animals. (H, E, G)
6-1.3 Use
maps, globes, and models in explaining the role of the natural environment in
shaping early civilizations, including the role of the river systems of the
Nile (Egyptian), Tigris-Euphrates (Sumerian, Babylonian, Phoenician), Huang He
(Chinese), and Indus (Harappan); the relationship of landforms, climate, and
natural resources to trade and other economic activities and trade; and the
ways that different human communities adapted to the environment. (G, H, E)
6-1.4 Compare
the cultural, social, and political features and contributions of civilizations
in the Tigris and Euphrates, Nile, Indus, and Huang He river valleys, including
the evolution of language and writing systems, architecture, religious
traditions and forms of social order, the division or specialization of labor,
and the development of different forms of government. (H, P, E, G)
6-1.5 Explain
the role of economics in the development of early civilizations, including the
significance and geography of trade networks and the agriculture techniques
that allowed for an economic surplus and the emergence of city centers. (E, G,
H)
GRADE 6
Ancient Cultures to 1600
Standard 6-2: The student will demonstrate an understanding of life in ancient
classical civilizations and their contributions to the modern world.
Indicators
6-2.1 Compare
the origins, founding leaders, basic principles, and diffusion of major
religions and philosophies as they emerged and expanded, including Judaism,
Christianity, Islam, Buddhism, Hinduism, Confucianism, and Taoism. (H, G)
6-2.2 Summarize
the significant political and cultural features of the classical Greek
civilization, including the concept of citizenship and the early forms of
democratic government in Athens; the role of Alexander the Great as a political
and military leader; and the contributions of Socrates, Plato, Archimedes,
Aristotle, and others in philosophy, architecture, literature, the arts,
science, and mathematics. (H, G, P)
6-2.3 Summarize
the significant political and cultural features of the classical Roman
civilization, including its concepts of citizenship, law, and government; its
contributions to literature and the arts; and its innovations in architecture
and engineering such as roads, arches and keystones, and aqueducts. (H, P)
6-2.4 Explain
the expansion and the decline of the Roman Empire, including the political and
geographic reasons for its growth, the role of Julius Caesar and Augustus, and
the internal weaknesses and external threats that contributed to the Empire’s
decline. (G, H, E)
6-2.5 Summarize
the significant features of the classical Indian civilization, including the
caste system and contributions to the modern world in literature, the arts, and
mathematics. (H, G)
6-2.6 Summarize
the significant features of the classical Chinese civilization, including the Silk Road and contributions to the modern world such as gunpowder, paper, silk, and the
seismograph. (H, G, E)
GRADE
6
Ancient Cultures to 1600
Standard 6-3: The student will demonstrate an understanding of the Middle Ages and
the emergence of the nation-states.
Indicators
6-3.1 Explain
feudalism and its relationship to the development of European nation states and
monarchies, including feudal relationships, the daily lives of peasants and
serfs, the economy under the feudal/manorial system, and the fact that
feudalism helped monarchs centralize power. (E, H, P)
6-3.2 Explain
the development of English government and legal practices, including the
principles of the Magna Carta, its effect on the feudal system, and its
contribution to the development of representative government in England. (P, H)
6-3.3 Summarize
the course of the Crusades and explain their effects, including their role in
spreading Christianity and in introducing Asian and African ideas and products
to Europe. (H, G, E)
6-3.4 Explain
the influence of the Roman Catholic Church in Europe, including its role in
spreading Christianity and the fact that monasteries affected education and the
arts by founding universities and preserving ancient language and learning. (H,
G)
6-3.5 Use
a map to illustrate the origins and the spread of the bubonic plague through
Central Asia, China, the Middle East, and Europe and explain the impact of the
plague on society, including the plague’s effect on people’s daily lives, its
role in bringing an end to the feudal system, and its impact on the global
population. (G, H, E)
6-3.6 
Explain the contributions that the Byzantine Empire made to the
world, including the Justinian Code and the preservation of ancient Greek and
Roman learning and traditions, architecture, and government. (H, G)
GRADE 6
Ancient Cultures to 1600
Standard 6-4: The student will demonstrate an understanding of changing political,
social, and economic cultures in Europe, Asia, Africa, and the Americas.
Indicators
6-4.1 Compare
the features and major contributions of the African civilizations of Ghana, Mali, and Songhai, including the influence of geography on their growth and the impact of
Islam and Christianity on their cultures. (H, G, E)
6-4.2 Summarize
the features and major contributions of China, including its golden age of art
and literature, the invention of gunpowder and woodblock printing, and commercial
expansion and the rise of trade. (H, G, E)
6-4.3 Summarize
the features and major contributions of the Japanese civilization, including
the Japanese feudal system, the Shinto traditions, and contributions in
literature and the arts. (H, E)
6-4.4 Compare
the significant political, social, geographic, and economic features and the
contributions of the Aztecan, Mayan, and Incan civilizations, including their
forms of government and their contributions in mathematics, astronomy, and
architecture. (H, G, E, P)
6-4.5 Summarize
the characteristics of the Islamic civilization and the geographic aspects of
its expansion. (G, H)
GRADE 6
Ancient Cultures to 1600
Standard 6-5:
The student will demonstrate an
understanding of the development and the impact of the Renaissance and the
Reformation on Europe and rest of the world.
Indicators
6-5.1 Summarize
the origins of the Renaissance and its spread throughout Europe, including
interaction between Europeans and Muslims during the Crusades, political and
economic changes, developments in commerce, and intellectual and artistic
growth. (P, G, E)
6-5.2 Summarize
the features and contributions of the Italian Renaissance, including the
importance of Florence and the accomplishments the Italians in art, music,
literature, and architecture. (H)
6-5.3 Explain
the significance of humanism and the revival of classical learning in daily
life during the Renaissance, including the effect of humanism on education,
art, religion, and government. (P)
6-5.4 Identify
the key figures of the Renaissance and the Reformation and their contributions,
including Leonardo da Vinci, Michelangelo, Johannes Gutenberg, John Calvin, and
Martin Luther. (H)
6-5.5 Provide
examples of developments in the Renaissance that had a lasting impact on
culture, politics, and government in Europe, including advances in printing
technology and improved understanding of anatomy and astronomy. (P, G)
6-5.6 Explain
the principal causes and key events of the Reformation, including conflicts
surrounding the Roman Catholic Church, the main points of theological
differences, the regional patterns of the religious affiliations involved, and
the key events and figures of the Counter Reformation. (P, G)
GRADE 6
Ancient Cultures to 1600
Standard 6-6: The student will demonstrate an understanding of the
age European exploration and settlement in the New World.
Indicators
6-6.1 Use
a map to illustrate the principal routes of exploration and trade between
Europe, Asia, Africa, and the Americas during the age of European exploration.
(G, E)
6-6.2 Compare
the incentives of the various European countries to explore and settle new
lands. (P, G, E)
6-6.3 Illustrate
the exchange of plants, animals, diseases, and technology throughout Europe,
Asia, Africa, and the Americas (known as the Columbian Exchange), and explain
the effect on the people of these regions. (G, E)
In 1956, Benjamin Bloom and his
colleagues published the Taxonomy of Educational Objectives: The
Classification of Educational Goals, a groundbreaking
book that classified educational goals according to the cognitive processes
that learners must use in order to attain those goals. The work, which was
enthusiastically received, was utilized by teachers to analyze learning in the
classroom for nearly fifty years.
However, research during that time
span generated new ideas and information about how learners learn and how
teachers teach. Education practice is very different today. Even the
measurement of achievement has changed: teachers now live in a standards-based
world defined by state accountability systems.
In order to reflect the new data
and insights about teaching and learning that the past forty-five years of
research have yielded—and to refocus educators’ attention on the value of the
original Bloom’s taxonomy—Lorin Anderson and David Krathwohl led a team of
colleagues in revising and enhancing that system to make it more usable for
aligning standards, instruction, and assessment in today’s schools. Their
results of their work were published in 2001 as A
Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy
of Educational Objectives (New York: Allyn and Bacon)—a book that is
important to educators because it provides the common understanding of
expectations that is critical for improving student achievement in all
subjects.
The revised taxonomy is
two-dimensional, identifying both the kind of knowledge to be learned
(knowledge dimension) and the kind of learning expected from students
(cognitive processes) to help teachers and administrators improve alignment and
rigor in the classroom. This taxonomy will assist educators to improve
instruction, to ensure that their lessons and assessments are aligned with one
another and with the state standards, that their lessons are cognitively rich,
and that instructional opportunities are not missed.
Social studies goes well beyond
simple recognition and recall and the memorization of facts that many people
mistake for the core of history. The verbs in the indicators of the 2004 social
studies academic standards are subcategories of the six cognitive processes
described in the revised Bloom’s taxonomy. The verbs are intentionally selected
to be appropriate when teaching the particular content in each indicator. For
example, one might compare two civilizations or summarize the achievements
of one civilization. Both of these are included in the cognitive process
dimension understand, which has five other processes: interpreting,
exemplifying, classifying, inferring, and explaining. All seven
subcategories are important aspects of understanding and should be part
of the learning process for that indicator when they are appropriate for the
content. In addition, cognitive process categories lower on the taxonomy may
need to be addressed in order to reach the next level. For example, students
need to recognize and recall some details about each of two
civilizations in order to compare them. State assessments such as the
PACT might address any of the subcategories in a particular cognitive category
or categories lower on the taxonomy as appropriate to the content.
Beginning with these revised
social studies standards, descriptions of the kinds of learning required in South Carolina standards will be drawn directly from the revised Bloom’s taxonomy.
Tables 1 and 2 below are
reproduced from Anderson and Krathwohl’s Taxonomy for Learning, Teaching,
and Assessing, pages 46 and 67, respectively. Table 3, “A Taxonomy for
Teaching, Learning, and Assessing,” describes both dimensions of the taxonomy:
the categories and subcategories of knowledge described in table 1 and the
cognitive processes described in table 2. This matrix is provided as a template
for teachers to use in analyzing their instruction as they seek to align
standards, units/lessons/activities, and assessments. Examples and more
information about specific uses of the matrix can be found in the Taxonomy
for Learning.