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This document is designed to assist North Carolina educators in effective instruction of the new Common Core State and/or
North Carolina Essential

Standards (Standard Course of Study) in order to increase student achievement. NCDPI staff are continually updating and improving instructional tools to
better serve teachers.
Essential Standards: Fifth Grade Social Studies ● Unpacked Content

For the new Essential Standards that will be effective in all North Carolina schools in the 2012-13.
What is the purpose of this document?

To increase student achievement by ensuring educators understand specifically what the new standards mean a student must know, understand and be
able to do.
What is in the document?

The “unpacking” of the standards done in this document is an effort to answer a simple question “What does this standard mean that a student must
understand, know and be able to do?” and to ensure the description is helpful, specific and comprehensive for educators. This tool also provides
definitions and key terminology frequently used and identified within the North Carolina Essential Standards for Social Studies. Key terms in bold,
correspond to those that would likely appear in the new standards, classroom instruction, and comprehensive assessments (formative, interim, and
summative). You may also find a list of key terminology at the end of this document in Appendix A. This list is not meant to be exhaustive, but seeks to
address key terms and definitions that are critical in building student knowledge and understanding in the content area. These terms should not be used
for basic recall or memorization, but to enhance the student’s ability to make connections across other disciplines and in the real world.
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We intend the explanations and examples in this document to be helpful and specific. That said, we believe that as this document is used, teachers and
educators will find ways in which the tool can be improved and made even more useful. Please send feedback to us at [email protected] and we will
use your input to refine our instructional tool. Thank You!
Just want the standards alone?

You can find the standards alone at http://www.ncpublicschools.org/acre/standards/new-standards/#social.
Note on Numbering: H–History, G–Geography and Environmental Literacy, E–Economic and Financial Literacy, C&G–Civics and Government, C–Culture
Fifth Grade Social Studies ● Unpacked Content Current as of February 24, 2012
History
Essential Standard:
5.H.1 Analyze the chronology of key events in the United States.
Concept(s): Conflict, Historical Understanding, Interaction, Compromise

Clarifying Objectives Unpacking
What does this standard mean a student will understand, know and be able to do?
5.H.1.1 Evaluate the relationships The student will understand:
between European explorers  Interactions between different cultural groups can have both positive and negative effects.
(French, Spanish and English) and  Interactions between different cultural groups are often shaped by perception.
American Indian groups, based on  The accuracy of historical sources can be evaluated in a variety of ways.
accuracy of historical information
(beliefs, fears and leadership). The student will know:
 How European explorers and American Indian groups perceived and interacted with each other.
 The impact of trading networks on the relationships between Europeans and indigenous people.
 Various historical tools can be used to interpret perspectives and sources.
The student will be able to:

 Assess the validity of a historical source using a variety of interpretive tools.
For example: For an accurate understanding of the relationship between Europeans and American
Indians, one might utilize multiple sources from varying points of view.
Note: This Clarifying Objective combines historical content and skill development. First, students will need to
evaluate the relationship between Europeans and American Indians within the context of leadership, beliefs and
fears. Next, students will need to assess the accuracy of available historical information about both groups.
Key Terminology:
 Historical understanding-requires that students engage in historical reasoning, listen to and read
historical stories, narratives, and literature with meaning; think through cause and effect
relationships; interview “old-timers” in their communities; analyze documents, photos, historical
Fifth Grade Social Studies ● Unpacked Content Page 2 of 22 Current as of January 31, 2013
newspapers, and the records of the past, and construct time lines and historical narratives on their
own. http://nchs.ucla.edu/Standards/standards-for-grades-k-4/developing-standards-in-grades-k-
4/historical-understanding
5.H.1.2 Summarize the political, The student will understand:
economic and social aspects of  Communities develop distinct identities based upon physical location, the cultural make up of the
colonial life in the thirteen colonies. population and economic circumstances.
The student will know:

 Daily life in the colonies varied based upon the cultural background of the inhabitants.
 The impact geography had on the economic and cultural development of the thirteen colonies.
For example: New England colonies were largely farming and fishing communities. Middle
colonies were part agriculture, part industrial. Southern colonies were almost entirely agricultural.
 How and why the political and economic structure among the colonies varied.
For example: Six of the original colonies (New York, North Carolina, South Carolina, Virginia,
and New Jersey) were started as proprietary colonies. The purpose of these colonies was to make
profit for stockholders back in England.
Key Terminology:
 Political Freedom- the right to participate freely in the political process choose and remove public
officials, to be governed under a rule of law; the right to a free flow of information and ideas,
open debate and right of assembly.
 Economic Freedom-the right to acquire, use, transfer and dispose of private property without
unreasonable governmental interference; the right to seek employment wherever one pleases; to
change employment at will; and to engage in any lawful economic activity.
 Social organization- the rule-governed relationships of individuals and groups within a society
that holds it together.
5.H.1.3 Analyze the impact of The student will understand:
major conflicts, battles and wars on  Conflict and compromise may drive a nation’s political, social, and economic development.
the development of our nation  Strategies may dictate the direction and outcome of wars.
through Reconstruction.  War can transform society.
 Examples of social, political, and economic issues that were a source of conflict and how those
issues impacted the development of the United States through Reconstruction.
For example:
- Social: Slavery, American identity, reform movements, religious movements.
- Economic: Slavery, tariffs, taxation, industrialization.
- Political: Slavery, nullification, suffrage, citizenship
 How epidemics and disease impacted conflict.
 Examples of battles that started wars, ended wars, and were turning points in wars through
Reconstruction (e.g., The Trail of Tears, Battle of Wounded Knee, the Battle of Gettysburg, the
Battle of Yorktown).
 Significance of major wars (e.g., French and Indian War, American Revolution, War of 1812,
Mexican War, Civil War) on the economic, social and political development of the United States.
Key Terminology:
 Economic development-actions taken to improve the ability of people to more productively use
capital, natural and human resources in the production of goods and services.
 Political development- the development of institutions, attitudes, and values that form the
political power system of a society.
 Social development- Pattern or process of change exhibited by individuals resulting from their
interaction with other individuals, social institutions, social customs, etc.
Essential Standard:
5.H.2 Understand the role of prominent figures in shaping the United States.
Concept(s): Historical Figures, Founding Fathers, Democracy, Society, Leadership, Collaboration, Rights
5.H.2.1 Summarize the The student will understand:
contributions of the “Founding  Certain times and conditions often provide the opportunity for individuals to exhibit leadership
Fathers” to the development of our that may change the course of history.
country.  Individual leaders can shape the political, economic and social development of a nation.
 Collaborative action among citizens can determine the development of a nation.

 How philosophical writings (e.g., the writings of Paine, Locke, Rousseau, and Montesquieu, etc.)
and the actions of the British government (e.g., the Proclamation of 1763, the Townshend Act, and
the Stamp Act, etc.) encouraged the emergence of colonial leadership and the quest for
independence.
 How thoughts, actions and individual personalities of leaders influenced the events and outcomes
of the American Revolution (e.g., Thomas Jefferson and the writing of the Declaration of
Independence, George Washington and the battles of Trenton and Yorktown, and Samuel Adams
and the Sons of Liberty).
 How individuals collaborated in the shaping of the Declaration of Independence and the U.S.
Constitution.
 How thoughts, actions and individual personalities of leaders influenced the decisions and
outcomes of the Constitutional Convention (e.g., James Madison and the Virginia Plan, William
Paterson and the New Jersey Plan, the writing of the Federalist Papers by Hamilton, Jay and
Madison).
 How leadership influenced the political development of the early nation (e.g., the Federalist
presidential administrations, the development of judicial review, the creation of the National
Bank).
Key Terminology:
 Founding Father- a person who founds or establishes an important institution, esp. a member of
the US Constitution Convention (1787).
 Constitution- the system of fundamental laws and principles that prescribes the nature, functions,
and limits of a government or another institution. The fundamental law of the United States,
framed in 1787, ratified in 1789, and variously amended since then.
5.H.2.2 The student will understand:
Explain how key historical figures  Individuals with shared values and principles can shape the development of a nation.
have exemplified values and  Individuals can effect political, economic and social change in a democratic nation.
principles of American democracy.  Underrepresented groups may struggle to receive political, economic and social equality within a
democratic nation.

 The values and principles of American democracy (e.g., individual freedoms, popular sovereignty,
rule of law, equal rights and opportunities, entrepreneurial spirit).
 Key historical figures who played a role in the political, economic and social development of the
United States (e.g., Alexander Hamilton, Abraham Lincoln, Andrew Jackson, Jane Addams,
Harriet Tubman, and Frederick Douglass).
 Individuals who helped to effect political, economic and social change for underrepresented
groups within the United States (e.g., John Brown, Frederick Douglass, Harriet Tubman, Lucretia
Mott, Elizabeth Cady Stanton, William Lloyd Garrison, and Wendell Phillips).
 The ways that underrepresented groups effected change in the United States (e.g., tactics such as
speeches, civil disobedience, conventions, protests, assemblies, and publications used in social
movements).
Key Terminology:
 Popular sovereignty- the citizens are collectively the sovereign of the state and hold the ultimate
authority over public officials and their policies.
 Rule of Law- principle that every member of a society, even a ruler, must follow the law.
 Equal rights- everyone should get the same treatment regardless of where their parents or
grandparents were born, their race or religion, or how much money that have, citizens all have
political, social, and economic equality.
 Democracy- a form of government in which political authority rests with the people and is
exercised by all people, either directly or indirectly through their elected representatives.
5.H.2.3 The student will understand:
Compare the changing roles of  Gender and/or ethnicity may limit access to full participation for certain groups within a society.
women and minorities on American  The rights of individuals and groups within a democratic society can change over time.
society from Pre-Colonial through
Reconstruction.
 The roles that women and minorities played in the foundation and development of the United
States (e.g., Abolitionists, suffragettes, political activists, soldiers, slaves and freedmen,
entrepreneurs).
 How the rights of individuals changed within the United States over time (e.g., voting rights, equal
protection under the law, citizenship, 13th, 14th, 15th Amendments).
Geography and Environmental Literacy

Essential Standard:
5.G.1 Understand how human activity has and continues to shape the United States.
Concept(s): Physical Environment, Human Activity, Immigration, Innovation

5.G.1.1 Explain the impact of the The student will understand:
physical environment on early  Physical environment dictates settlement patterns.
settlements in the New World.  Physical environment can determine the way that people meet basic needs.

 The physical environment includes climate, landforms, soils, hydrology, vegetation and
animal life.
 How the physical environment impacted settlement patterns and daily life in the New World.
For example: The foundings of Jamestown and St. Augustine.
Key Terminology:
 Physical/natural characteristics of place- the natural environment of a place such as water,
minerals, land, and timber.
5.G.1.2 Explain the positive and The student will understand:
negative effects of human activity on  Human activity can modify the physical environment.
the physical environment of the United  Humans are capable of improving and/or exploiting their physical environment.
States, past and present.
 Historical examples of positive and negative effects of human activity on the United States.
For example: Industrialization, oil spills, nuclear meltdown, dams, national parks.
Note: In this objective, it is acceptable to use modern day examples along with those that fit within
the time frame of the course.
Key Terminology:
 Human Characteristics of Place- things that humans do to change the environment or
natural surroundings (e.g. bridges, roads, and buildings).
 Human Environment/Interaction- how people adapt their lives to some environmental
conditions; how people protect themselves from cold climates; how people will change their
natural environment.
5.G.1.3 Exemplify how technological The student will understand:
advances (communication,  Geographic challenges are often resolved through technological innovation.
transportation and agriculture) have
allowed people to overcome The student will know:
geographic limitations.  Types of geographic limitations posed in various regions of the United States.
 Examples of technological advances in America through Reconstruction (e.g., cotton gin,
John Deere plow, Erie Canal, steam engine, railroad, telegraph and other forms of
communication) and how they allowed people to overcome geographic limitations.
5.G.1.4 Exemplify migration within or The student will understand:
immigration to the United States in  Social, political and economic factors can determine settlement patterns.
order to identify push and pull factors  People may move to different places as a result of forced or voluntary action.
(why people left/why people came).
For example: immigration of Africans to the American South, Puritans to New England,
Trail of Tears, Highland Scots to North Carolina, Germans and Irish to America, Chinese to
the American West Coast.
 Various examples of migration and immigration.
 Examples of push and pull factors that lead to migration or immigration.
 Examples of societal issues that influenced individual or group decisions to leave or settle in a
place.
 How political factors, like government stability or instability, influenced settlement patterns.
 Ways economic factors, like the availability of jobs or natural resources, influenced
settlement patterns.
Key Terminology:
 Push factors- in migration theory, the social, political, economic and environmental forces
that drive people from their previous location to search for new ones.
 Pull factors- in migration theory, the social, political, economic, and environmental
attractions of new areas that draw people away from their previous location.
Economics and Financial Literacy
Essential Standard:
5.E.1 Understand how a market economy impacts life in the United States.
Concept(s): Trade, Innovation, Government, Markets, Economy

5.E.1.1 Summarize the role of The student will understand:
international trade between the United  Nations trade with one another based upon their need for resources.
States and other countries through  Governments create policies that transform economic growth and development.
Reconstruction.  National economies are often interdependent.
 National economies can limit or stimulate the direction of international markets.

 The role of supply and demand in a market economy.
 The role of mercantilism in the creation of the United States.
 How and why the United States developed trading partners.
 Examples of major imports and exports in the United States through Reconstruction.
Key Terminology:
 Mercantilism-an economic policy under which nations seek to increase their wealth and
power by obtaining large amounts of gold and silver and by selling more goods than they buy.
 Market economy- an economic system in which prices are determined by the free exchange
of goods and services with minimum government interference.
5.E.1.2 Explain the impact of The student will understand:
production, specialization, technology  The interconnectedness of labor, capital, and markets help contribute to the complexity of a
and division of labor on the economic nation’s economic system and may drive or limit opportunities for economic growth.
growth of the United States.  A nation’s economic success may be linked to the resources it has access to and the goods
and services it provides.

 Ways in which the economic growth of the United States is shaped by the interaction between
production, specialization and division of labor.
 How factors of production influence the growth of a nation’s economy.
Key Terminology:
 Economic growth- the change in the level of economic activity form one year to another.
 Production- the act of growing, making or manufacturing goods and services.
 Specialization-the situation in which a nation produces a narrower range of goods and
services than they consume/specialization in mass production occurs when a worker repeats a
single operation over and over.
 Division of labor- The process whereby workers perform on a single task or very few steps
of a major production task, as when working on an assembly line.
Essential Standard:
5.E.2 Understand that personal choices result in benefits or consequences.
Concept(s): Choice, Budgeting, Borrowing, Spending
5.E.2.1 Explain the importance of The student will understand:
developing a basic budget for spending  Financial decisions involve systematically considering alternatives and consequences.
and saving.  Financial decisions often determine the economic growth of a state, region, or nation.

 A basic budget is a plan for how future income will be used.
 A basic budget includes plans for both spending and saving.

 Construct a budget for personal living that includes plans for both spending and saving.
Note: With this Clarifying Objective, it is appropriate to pair modern day examples of budgeting with
those that fit within the time frame of the course.
For example: Students might use a historical example such outfitting a wagon train for the Oregon
Trail and/or their own personal budget to exemplify the need for a spending and savings plan.
Key Terminology:
 Choice- what someone must make when faced with two or more alternative uses for a
resource, also an economic choice.
5.E.2.2 Evaluate the costs and benefits The student will understand:
of spending, borrowing and saving.  Financial decisions involve systematically considering alternatives and consequences.
 Every spending decision has an opportunity cost.
 The achievement of a nation’s goals are often tied to its economic decision-making.

 The role of opportunity cost in economic decision making.
 The benefits and consequences of credit and borrowing.
 Evaluate a loan and/or credit application to determine whether it is a good economic choice.
 Evaluate an economic decision made by the United States up to Reconstruction in terms of
costs and benefits.
Note: With this Clarifying Objective, it is appropriate to pair modern day examples of spending,
borrowing, and saving with those that fit within the time frame of the course.
Civics and Government
Essential Standard:
5.C&G.1 Understand the development, structure and function of government in the United States.
Concept(s): Government, Power, Limited Government

5.C&G.1.1 Explain how ideas of The student will understand:
various governments influenced the  Ideas about self-government can be borrowed and adapted from others.
development of the United States  Conflicting ideas can lead to debates and consensus about the nature of government.
government (Roman, Greek, Iroquois,
and British).
 Where ideas about self-government originated.
 How ideas about self-government in other parts of the world influenced the development of
the United States.
For example: Framers of the Constitution drew upon elements of the Iroquois Constitution,
the Enlightenment, the Roman Republic and Athenian democracy.
Key Terminology:
 Government- an institution that determines and enforces a society’s laws. The size and
nature of a government varies according to the society it governs.
5.C&G.1.2 Summarize the The student will understand:
organizational structures and powers of  Governments are structured to address the basic needs of the people.
the United States government  Branches of government often involve a complex system of checks and balances.
(legislative, judicial and executive
branches of government). The student will know:
 Organizational structures of the branches of the United States government.
 Constitutional powers of each branch of the United States government.
 How each branch checks and balances the others.
Key Terminology:
 Branches of government- established in the United States Constitution to divide the power
of government between legislative, executive and judicial branches.
5.C&G.1.3 Analyze historical The student will understand:
documents that shaped the foundation  A nation’s founding documents reflect its basic principles.
of the United States government.  A nation’s political documents are often shaped by philosophical theories.

 Key founding documents (e.g., Declaration of Independence, Articles of Confederation,
Federalist and Anti-Federalist Papers, the United States Constitution and various state
Constitutions) and their influence on the United States government.
 How the flaws of the Articles of Confederation led to the development of the United States
Constitution.
 How The Federalist Papers argued for ratification of the United States Constitution.
 How The Anti-Federalist Papers argued for a national Bill of Rights.
Key Terminology:
 Articles of Confederation-The first document created to govern the newly formed
government after the American Revolution. It created a “firm league of friendship” among
the13 original states. The states agreed to send delegates to a Confederation Congress. Each
state had one vote in Congress.
 Federalist Papers- consists of 85 essays that were written and published during the years of
1787 and1788 in several New York newspapers to ratify the proposed constitution.
http://www.foundingfathers.info/federalistpapers/
Essential Standard:
5.C&G.2 Analyze life in a democratic republic through rights and responsibilities of citizens.
Concept(s): Rights and Responsibilities, Citizenship, Civic Participation, Common Good

5.C&G.2.1 Understand the values and The student will understand:
principles of a democratic republic.  A nation’s values and principles are reflected in its type of government system.
 In a democratic republic, ultimate power lies with the people.
 Certain groups are sometimes excluded from membership in a democratic society.

 Democratic values and principles are evident in the founding documents of the United States.
 Values and principles from other democracies (e.g., ancient Greece and Rome) influenced
the formation of the United States government.
 Reasons why groups are sometimes excluded in a democratic system.
5.C&G.2.2 Analyze the rights and The student will understand:
responsibilities of United States  Democratic governments balance the rights of individuals with the common good.
citizens in relation to the concept of  The pursuit of the common good may conflict with the rights of individuals in a nation.
"common good" according to the
United States Constitution (Bill of
 Where and why the concept of the “common good” is reflected in the United States
Rights). Constitution.
 Rights of citizens granted by the United States Constitution as they relate to the concept of the
“common good.”
 Responsibilities of citizens under the United States Constitution as they relate to the concept
of the “common good.”
 Times in United States history when the rights of individuals have sometimes been secondary
to achieving the needs of common good.
Key Terminology:
 Common Good-involves individual citizens having the commitment and motivation (that
they accept as their obligation) to promote the welfare of the community (even if they must
sacrifice their own time, personal preferences or money) to work together with other members
for the greater benefit of all.
 Bill of Rights-first ten amendments to the Constitution ratified in 1791, these amendments
limit governmental power and protect basic rights and liberties of individuals.
5.C&G.2.3 Exemplify ways in which The student will understand:
the rights, responsibilities and  The ideal of democracy are intended to protect the rights and privileges of citizens.
privileges of citizens are protected  Democratic behaviors are often exhibited in a nation’s guiding documents.
under the United States Constitution.
 Responsibilities of United States citizens include, but are not limited to: participating in the
democratic process, serving on a jury, obeying the laws, supporting and defending the
Constitution, and when required, serving the country.
 Example of rights and privileges of United States citizens (e.g., voting and running for
office).
5.C&G.2.4 Explain why civic The student will understand:
participation is important in the United  Democratic governments may provide an opportunity for the voices of all individuals to be
States. heard.
 Democratic government is most effective when citizens actively participate.

 Civic participation allows individuals the opportunity to be directly involved in the political
process by staying informed about political issues, communicating with elected officials and
voting.
 Historical examples and challenges of citizen participation in the United States through
Reconstruction.
Culture
Essential Standard:
5.C.1 Understand how increased diversity resulted from migration, settlement patterns and economic development in the United
States.
Concept(s): Change, Migration, Cultural Diffusion, Region

5.C.1.1 Analyze the change in The student will understand:
leadership, cultures and everyday life  Diverse groups contribute to the cultural, social, economic and political development of a
of American Indian groups before and nation.
after European exploration.  Nations and groups are often transformed through internal and external factors.

 Key American Indian groups before and after European exploration.
 Aspects of culture and everyday life among American Indian groups prior to European arrival
to the Americas.
 How culture and everyday life for American Indian groups was altered after Europeans came
to America.
For example: The Indian Removal Act of 1830, the Trail of Tears, the French and Indian War,
the impact of the horse and decimation of the buffalo.
Key Terminology:
 Diversity-variety in culture and ethnic background, race and belief is not only permissible but
desirable and beneficial in a pluralistic society.
 Cultural diffusion- concerns the spread of culture, and the factors that account for it, such as
migrations, trade, communications, and commerce.
5.C.1.2 Exemplify how the interactions The student will understand:
of various groups have resulted in  Interactions between cultural groups may lead to cultural diffusion.
borrowing and sharing of traditions and
technology. The student will know:
 Examples of borrowing and sharing of traditions and culture.
 Examples of shared traditions and culture that can still be seen in their lives today.
5.C.1.3 Explain how the movement of The student will understand:

goods, ideas and various cultural  Movement of people, goods and ideas can be driven by factors such as a desire for wealth or
groups influenced the development of scarcity of resources.
regions in the United States.  The movement of goods, ideas and people can transform the culture of a region.
 Regions may experience differences in economic growth, political systems and social
structures due to geographic and cultural diversity.
For example: the 18th century Scots-Irish immigration to the American colonies

 Examples of settlement patterns and how they impacted a region culturally, politically and
economically.
 Why people move from one region to another within the United States.
 Regions are the basic unit of study in geography that have a unifying characteristic (e.g.,
physical, human and economic)
For example: The United States was divided into four distinct regions prior to the Civil War. The
Northeast was characterized by its industrial and commercial economy. The Midwest was a rapidly
expanding region of yeoman farmers. The Southwest was a booming frontier-like region with an
expanding cotton economy. Finally, the South was characterized by the agricultural plantation
system.
Key Terminology:
 Movement- the moving of people, ideas, information and products around the world.
5.C.1.4 Understand how cultural The student will understand:
narratives (legends, songs, ballads,  Elements of a group’s culture can be expressed in various artistic ways.
games, folk tales and art forms) reflect  Cultural expressions can reveal the values, lifestyles, beliefs and struggles of diverse ethnic
the lifestyles, beliefs and struggles of groups.
diverse ethnic groups.
 The historical background of cultural narratives in order to understand the context of those
narratives.
 Examples of diverse cultural narratives.
Key Terminology:
 Ethnic group- people who share a common cultural background, including ancestry and
language.
APPENDIX A: KEY TERMINOLOGY
History:
 Historical understanding-requires that students engage in historical reasoning, listen to and read historical stories, narratives,
and literature with meaning; think through cause and effect relationships; interview “old-timers” in their communities; analyze
documents, photos, historical newspapers, and the records of the past, and construct time lines and historical narratives on their
own.
 Political Freedom- the right to participate freely in the political process choose and remove public officials, to be governed
under a rule of law; the right to a free flow of information and ideas, open debate and right of assembly.
 Economic Freedom-the right to acquire, use, transfer and dispose of private property without unreasonable governmental
interference; the right to seek employment wherever one pleases; to change employment at will; and to engage in any lawful
economic activity.
 Social organization- the rule-governed relationships of individuals and groups within a society that holds it together.
 Economic development-actions taken to improve the ability of people to more productively use capital, natural and human
resources in the production of goods and services.
 Political development- the development of institutions, attitudes, and values that form the political power system of a society.
 Social development: Pattern or process of change exhibited by individuals resulting from their interaction with other
individuals, social institutions, social customs, etc.
 Founding Father- a person who founds or establishes an important institution, esp. a member of the US Constitution
Convention (1787).
 Constitution- the system of fundamental laws and principles that prescribes the nature, functions, and limits of a government
or another institution. The fundamental law of the United States, framed in 1787, ratified in 1789, and variously amended
since then.
 Popular sovereignty- the citizens are collectively the sovereign of the state and hold the ultimate authority over public
officials and their policies.
 Rule of Law- principle that every member of a society, even a ruler, must follow the law.
 Equal rights- everyone should get the same treatment regardless of where their parents or grandparents were born, their race
or religion, or how much money they have, citizens all have political, social, and economic equality.
 Democracy- a form of government in which political authority rests with the people and is exercised by all people, either
directly or indirectly through their elected representatives.
Geography and Environmental Literacy:
 Physical/natural characteristics of place- the natural environment of a place such as water, minerals, land, and timber.
 Human Characteristics of Place- things that humans do to change the environment or natural surroundings (e.g. bridges,
roads, and buildings).
 Human Environment/Interaction- how people adapt their lives to some environmental conditions; how people protect
themselves from cold climates; how people will change their natural environment.
 Push factors- in migration theory, the social, political, economic and environmental forces that drive people from their
previous location to search for new ones.
 Pull factors- in migration theory, the social, political, economic, and environmental attractions of new areas that draw people
away from their previous location.
Economics and Financial Literacy:
 Mercantilism-an economic policy under which nations seek to increase their wealth and power by obtaining large amounts of
gold and silver and by selling more goods than they buy.
 Market economy- an economic system in which prices are determined by the free exchange of goods and services with
minimum government interference.
 Economic growth- the change in the level of economic activity form one year to another.
 Production- the act of growing, making or manufacturing goods and services
 Specialization-the situation in which a nation produces a narrower range of goods and services than they
consume/specialization in mass production occurs when a worker repeats a single operation over and over.
 Division of labor- The process whereby workers perform on a single task or very few steps of a major production task, as
when working on an assembly line.
 Choice- what someone must make when faced with two or more alternative uses for a resource, also an economic choice.
Civics and Government:
 Government- an institution that determines and enforces a society’s laws. The size and nature of a government varies
according to the society it governs.
 Branches of government- established in the United States Constitution to divide the power of government between
legislative, executive and judicial branches.
 Articles of Confederation-The first document created to govern the newly formed government after the American Revolution.
It created a “firm league of friendship” among the13 original states. The states agreed to send delegates to a Confederation
Congress. Each state had one vote in Congress.
 Federalist Papers- consists of 85 essays that were written and published during the years of 1787 and1788 in several New
York voters to ratify the proposed constitution.
 Common Good-involves individual citizens having the commitment and motivation (that they accept as their obligation) to
promote the welfare of the community (even if they must sacrifice their own time, personal preferences or money) to work
together with other members for the greater benefit of all.
 Bill of Rights-first ten amendments to the Constitution ratified in 1791, these amendments limit governmental power and
protect basic right and liberties of individuals.
Culture:
 Diversity-variety in culture and ethnic background, race and belief is not only permissible but desirable and beneficial in a
pluralistic society.
 Cultural diffusion- concerns the spread of culture, and the factors that account for it, such as migrations, trade,
communications, and commerce.
 Movement- the moving of people, ideas, information and products around the world
 Ethnic group- people who share a common cultural background, including ancestry and language.

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This document is designed to assist North Carolina educators in effective instruction of the new Common Core State and/or

North Carolina Essential

Essential Standards: Fifth Grade Social Studies ● Unpacked Content

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Concept(s): Conflict, Historical Understanding, Interaction, Compromise

The student will be able to:

The student will know:

 How epidemics and disease impacted conflict.

The student will know:

The student will know:

Geography and Environmental Literacy

Concept(s): Physical Environment, Human Activity, Immigration, Innovation

The student will know:

For example: The foundings of Jamestown and St. Augustine.

Concept(s): Trade, Innovation, Government, Markets, Economy

The student will know:

The student will know:

Concept(s): Choice, Budgeting, Borrowing, Spending

The student will know:

The student will be able to:

The student will know:

Concept(s): Government, Power, Limited Government

The student will know:

Concept(s): Rights and Responsibilities, Citizenship, Civic Participation, Common Good

The student will know:

The student will know:

Concept(s): Change, Migration, Cultural Diffusion, Region

The student will know:

5.C.1.3 Explain how the movement of The student will understand:

The student will know:

Geography and Environmental Literacy:

Economics and Financial Literacy:

 Production- the act of growing, making or manufacturing goods and services

Civics and Government:

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