Grade 5

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Identify the major geographical features of North America (e.g., climate zones, bodies of water, mountains, deserts), and analyze their relationships with human settlementSS5.1.1.a

Identify the countries that make up North America today and their locations on a mapSS5.1.1.b

Identify the locations people settled, and analyze the reasons people chose those areas over others (e.g., access to resources, fertile land)SS5.1.1.c

Explain the geographical spread of Indigenous communities and language families, and analyze the relationship between geography and location of settlements (e.g., access to resources, climate)SS5.1.2.a

Analyze the cultures, government structures, and lived experiences (e.g., trade networks, kinship system, spiritual practices) of groups of Indigenous peoples across North America prior to the arrival of Europeans (e.g., Haudenosaunee, Huron, Cherokee, Navajo, Creek, Apache, Paiute, Pueblo, Hopi, Lakota (Sioux), Seminole, Taino, Inuit, Maya), including those local to Rhode Island (e.g., Nahaganset (Narragansett), Wampanoag (Pokanoket), Nehantick and Eastern Nehantick (Niantic), Pequot, Nipmuc, Massachuset, Mohegan, Manissean)SS5.1.2.b

Analyze the cooperation and conflict between Indigenous nations prior to European arrivalSS5.1.2.c

Analyze ways that Indigenous peoples continue their government and traditional practices todaySS5.1.2.d

Analyze the reasons colonial powers (e.g., Dutch, English, French, Portuguese, Russian, Spanish, Vikings) sailed to North America, their understanding of land ownership, and the initial responses of the Indigenous peoples they encountered, and argue the impacts of colonizationSS5.2.1.a

Analyze the effects of the Columbian Exchange, and argue who benefited (e.g., introduction of invasive plant species to North America, introduction of animals such as pigs and horses, impact of diseases such as smallpox on Indigenous populations)SS5.2.1.b

Identify the economic motivations of settler colonialism, and argue who benefitedSS5.2.1.c

Identify the locations and geography of the colonies across North America (New England, Middle Colonies, Southern Colonies, New France, New Spain), and analyze the reasons colonists decided to settle in those locationsSS5.2.2.a

Analyze the similarities and differences in the composition and ideologies of each colony including population and reason for immigration, governmental structures, economic systems, sources of labor, lifeways, religion, and relationships with Indigenous communitiesSS5.2.2.b

Analyze the differences between Indigenous and European colonists' views on land ownership, land use, and property rightsSS5.2.3.a

Analyze the similarities and differences between political, cultural, and trade relationships between French, Spanish, and English colonists with Indigenous communitiesSS5.2.3.b

Analyze the conflicts between Indigenous peoples and European colonists and their outcomes (e.g., Aztec Conquest 1520s, Pueblo Revolt 1680, Pequot War 1630s, King Philip's War 1670s, California Missions 1760s-1830s)SS5.2.3.c

Explain the rationale local colonists used to enslave Indigenous peoples (e.g., enslavement of Pequot, Narragansett, and Wampanoag after the Pequot War 1637 and King Philip's War 1676, connection to African enslavement), and explain the conditions of enslavementSS5.2.4.a

Analyze the origins and course of African enslavement in the colonies and the development of chattel slavery, and argue who benefited from this new form of slaverySS5.2.4.b

Explain the role the system of slavery had in the economic development of the colonies, and argue who benefitedSS5.2.4.c

Analyze laws and codes controlling enslaved Africans, free Blacks, indentured whites, and Indigenous peoples in the 1600-1700s and argue who benefitedSS5.2.4.d

Explain the conditions of slavery in colonial Rhode Island (e.g., first enslaved African in Rhode Island 1696 from ship Seaflower, role of Rhode Islanders in the slave trade, rural v. urban slavery, 1652 law limiting terms of servitude)SS5.2.4.e

Identify the significant roles free Blacks had in the colonies (e.g., Anthony Johnson, John Quamino, Bristol Yamma), and explain their contributionsSS5.2.4.f

Explain how race was socially constructed during this time, and argue the ways it can be traced to how race is socially constructed todaySS5.2.4.g

Identify the causes and course of the French and Indian War, and argue how it impacted the coloniesSS5.3.1.a

Analyze the roles and contributions Indigenous peoples had in the French and Indian WarSS5.3.1.b

Analyze the Proclamation of 1763 and other acts of the British government meant to recoup financial costs of the French and Indian War (e.g., Sugar Act 1764, Currency Act 1764, Stamp Act 1765, Townshend Act 1767) and assert control over the colonies (e.g., Quartering Act 1765, Coercive Acts 1774) and argue how these led to the start of the RevolutionSS5.3.1.c

Analyze protests and major events leading up to the American Revolution (e.g., Boston Massacre, Gaspee Affair, Stamp Act riots, North Carolina Regulators, various Tea Parties), and argue how these led to the start of RevolutionSS5.3.1.d

Analyze how liberty and natural rights are defined in the Declaration of IndependenceSS5.3.2.a

Analyze the grievances and ideals laid out in the Declaration of IndependenceSS5.3.2.b

Analyze the backgrounds (race, gender, occupation, religion, age, location, and view of slavery) of the Declaration of Independence signatories, and explain their perspectives and political views (e.g., Rhode Island's Stephen Hopkins and William Ellery)SS5.3.2.c

Analyze the influences of the Haudenosaunee Confederacy on the drafting of the Declaration of Independence (e.g., Great League of Peace)SS5.3.2.d

Explain ways that students see the ideals of the Declaration of Independence represented in their lives todaySS5.3.2.e

Identify the diversity of patriots (e.g., white men and women from all classes, free Blacks, enslaved peoples, and Indigenous peoples), and analyze their reasons for and ways of rebelling against the CrownSS5.3.3.a

Identify the individuals and organizations who remained loyal to the Crown (e.g., Newport Gazette, Joseph Brant or Thayendanegea), and analyze the reasons for their loyaltySS5.3.3.b

Analyze the reasons individuals and groups remained neutral (e.g., Quakers, Indigenous tribes such as the Six Nations)SS5.3.3.c

Identify the events of the war (e.g., Battle of Lexington and Concord 1775, Non-importation Agreements, Siege of Newport 1778, Battle of Rhode Island 1778, Battle of Yorktown 1781), and analyze their significance to the outcomeSS5.3.3.d

Analyze women's role as patriots (e.g., Deborah Sampson, Phillis Wheatley, homespun, spinning bees, camp followers)SS5.3.3.e

Analyze the contributions of enslaved and free Blacks during this era (e.g., Rhode Island Black Regiment, Olaudah Equiano, Phillis Wheatley, Duchess Quamino, Newport Gardner)SS5.3.3.f

Analyze the <em>Articles of Confederation</em> in terms of advantages and disadvantagesSS5.3.4.a

Analyze the role of the institution of slavery in the drafting of the <em>Constitution</em> (e.g., 3/5th rule of representation, fugitive-slave clause, slave importation clause)SS5.3.4.b

Identify the elements of the <em>Constitution</em> (e.g., branches of government, checks and balances), and explain the purpose of the <em>Bill of Rights</em>SS5.3.4.c

Analyze the similarities and differences among the first three presidents and their administrations (i.e., George Washington, John Adams, Thomas Jefferson)SS5.4.1.a

Explain the development of the two-party system, and analyze the resulting debates (e.g., Alexander Hamilton v. Thomas Jefferson, Federalists, Democratic-Republicans)SS5.4.1.b

Explain the limits of political participation (e.g., voting requirements, holding office rules, Alien and Sedition Acts 1798), and argue who benefitedSS5.4.1.c

Analyze the changing views of slavery in legislation (e.g., role of the Northwest Ordinance is limiting the spread of slavery, emancipation acts in Northern States including Rhode Island's Gradual Emancipation Act of 1784, "Act Prohibiting Importation of Slaves" 1807), and argue the impacts of those viewsSS5.4.1.d

Identify the definition of manifest destiny and analyze the justification for westward expansionSS5.4.2.a

Analyze the efforts to gain land and expand territory (e.g., the Louisiana Purchase 1803, Spanish Florida 1810-1819, Texas Annexation 1845, Oregon Country from Great Britain 1846, Gadsden Purchase 1853), Indigenous response and resistance, and argue the ways Indigenous peoples were affectedSS5.4.2.b

Explain the route, purpose, and events of the Lewis and Clark expedition 1804-1806SS5.4.2.c

Analyze the causes and course of the Mexican American War 1846-1848 (e.g., Mexican freedom from Spain in 1821, Treaty of Guadalupe-Hidalgo 1848, California Constitution 1849), and Indigenous response and resistance, and argue the impacts on Mexican citizens and Indigenous peoplesSS5.4.2.d

Analyze the rationale and rules for establishing free and slave states, and argue the impacts on enslaved AfricansSS5.4.2.e

Analyze the laws governing immigration and citizenship (e.g., 14th Amendment 1868, Naturalization Act of 1870, Chinese Exclusion Act 1882, Rhode Island Bourn Amendment 1888, Immigration Act 1891) and argue how the laws impacted peopleSS5.4.3.a

Analyze the groups that immigrated and migrated to the East Coast, the Midwest, and the West Coast, analyze effects on immigrant community and family, and argue the impact on Indigenous peoplesSS5.4.3.b

Analyze the effects of the removal of Indigenous peoples from their lands by the United States government (e.g., Andrew Jackson's Indian Removal Acts (1830), Trail of Tears (1838), Indian Appropriations Act 1851, Dawes Act 1887, Indian Boarding Schools), and argue the impacts on community and family and who benefitedSS5.4.3.c

Analyze the definition of the Transportation Revolution, and argue its impact on the United States (e.g., steamboats, canals, roads, bridges, turnpikes, railroads)SS5.4.4.a

Analyze the events of the Industrial Revolution, and argue how the shift from an agricultural to industrial economy shaped daily life prior to the Civil War (e.g., Slater Mill in Rhode Island, Rhode Island System, Lowell Mill Girls, child labor, technological developments)SS5.4.4.b

Analyze other industries, and argue their influence on the United States (e.g., whaling, shipping, international trade)SS5.4.4.c

Identify the conditions of enslavement for enslaved Africans, (e.g., types of labor, living accommodations, Slave Codes), and analyze differences across the statesSS5.5.1.a

Analyze the ways enslaved people resisted enslavement (e.g., self-emancipation, slowing down work, destruction of property) and maintained and created culture (e.g., music, clothing, religious beliefs)SS5.5.1.b

Analyze the efficacy of resistance and revolts, (e.g., Stono Rebellion 1739, Nat Turner's Rebellion 1831) and stories of escape (e.g., Harriet Jacobs, Frederick Douglass, Harriet Tubman, Underground Railroad, including role of Elizabeth Buffum Chace in the Underground Railroad in Rhode Island)SS5.5.1.c

Explain the goals and strategies of the abolition movement (e.g., Olaudah Equiano, Frederick Douglass, Sojourner Truth, William Lloyd Garrison, Lydia Maria Child) and argue their impactSS5.5.1.d

Analyze the implications of the Fugitive Slave Law of 1850SS5.5.1.e

Analyze legal bids for freedom (e.g., Biddy Mason 1856, Dred Scott 1857, Archy Lee 1858), and argue their impactSS5.5.1.f

Analyze the continued racism against Black Americans in the North despite the end of slavery (e.g., limited access to education, turned away from employment, lack of suffrage, racial violence including the destruction of the neighborhoods of Hardscrabble and Snowtown in Rhode Island, personal stories like Elleanor Eldridge in Rhode Island)SS5.5.1.g

Analyze politics pre-1850s and how it added to the tensions between the North and the South (e.g., Constitutional compromises, Missouri Compromise 1820, Wilmot Proviso, Free Soil Party 1848-1854)SS5.5.2.a

Analyze the 1850s political crisis as the catalyst for secession (e.g., Compromise of 1850, Fugitive Slave Law 1850, Kansas-Nebraska Act 1854, Dred Scott decision 1857, Lincoln-Douglas debates, John Brown's raid on Harpers Ferry 1859)SS5.5.2.b

Analyze the ways that slavery as a political, economic, and social institution divided the countrySS5.5.2.c

Analyze the formation of the Confederate States of America, the states involved, and their reasons for secessionSS5.5.2.d

Identify leaders during the war (e.g., Abraham Lincoln, Ambrose Burnside, Ulysses S. Grant, Robert E. Lee, Stonewall Jackson), analyze their actions and contributions, and argue their impactsSS5.5.3.a

Analyze the battles and their effects on the course of the war (e.g., Antietam, Vicksburg, Gettysburg)SS5.5.3.b

Argue the advantages of the North (e.g., more men of military age, larger industrial capacity, strong centralized government, technological developments)SS5.5.3.c

Argue the impact of various individuals and groups in the Civil War (e.g., free Blacks and enslaved Africans, women, children, LGBTQIA+ individuals, Indigenous peoples)SS5.5.3.d

Argue the efficacy of Rhode Island's response to the war, (e.g., Ambrose E. Burnside, 14th Rhode Island Heavy Artillery (Colored), Katharine Prescott Wormeley, Julia Ward Howe, Rhode Island's factory production, Portsmouth Grove Military Hospital)SS5.5.3.e

Argue the impact of the Emancipation Proclamation, General Order No.3, and JuneteenthSS5.5.3.f

Argue the impact of how the Confederacy is remembered todaySS5.5.3.g

Analyze the components and impact of ReconstructionSS5.5.4.a

Analyze the political advancement of the Black community (e.g., Congressional members during Reconstruction, Black members of state legislatures, voting registration and practices) and what obstructions were placed in their pathSS5.5.4.b

Identify the purpose for the 13th, 14th, and 15th Amendments, and argue their short- and long-term impactsSS5.5.4.c

Analyze the role of the Freedmen's Bureau and the Rhode Island Association for Freedmen in supporting formerly enslaved persons during Reconstruction (e.g., redistributing lands, establishing school systems, reuniting families, providing food and medical care), and argue how these organizations supported the work of bettering human rightsSS5.5.4.d

Analyze the social and economic changes as a result of ending enslavement of African Americans (e.g., rebuilding of Black families and culture, reuniting families through advertisements, Southern Homestead Act, sharecropping, "40 acres and a mule")SS5.5.4.e

Argue the efficacy of the northern response to Reconstruction (e.g., Petition of Horace Greeley Wade 1866, Petition for equal rights 1870, Rhode Island General Law Chapter 508 in 1885, Reverend Mahlon Van Horne)SS5.5.4.f

Explain the backlash to Reconstruction and the violence aimed at Black officeholding, economic independence, and culture creation (e.g., white supremacy's role in the rise of the KKK, Black Codes, 1872 Amnesty Act, the election of 1876)SS5.5.4.g