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As with grades 3 and 4, grade 5 focuses on the history of students' state, country, continent (ie. global geography is not really covered).

I found it interesting how the first unit starts with the question: To what extent was North America a land of opportunity, and for whom? This seems very socially aware and considerate of Native American peoples, however the first topic is then "Explain the early relationships of English settlers to Native Peoples in the 1600s and 1700s." Why not start with Native American peoples/learning about their life?

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reading informational texts, writing, speaking, listening, learning new vocab

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Very basic understandings of the historical impact on todays society: why its important to follow rules, the significance of holidays, basic intro to economics/trade/jobs.

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There is a lot of work on general, basic foundational skills that will help the students be better students and community members

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Teaching community and diversity by using students' experiences, and connecting them to literacy and science standards as well

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The standards are very general and allow teachers to choose what types of cases to study as a class, which allows teachers to bring in social justice issues and explore a variety of cases. Particularly the topics of migration and cultures as well as economics and resources create space for important discussions. 

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The standards are very general and allow teachers to choose what types of cases to study as a class, which allows teachers to bring in social justice issues and explore a variety of cases. Particularly the topics of migration and cultures as well as economics and resources create space for important discussions. 

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There is an emphasis on basic skills like having collaborative discussions and being strong members of a community.

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There is a lot of opportunity for interactive, collaborative, social lessons and even field trips or involved activities

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Connection to how leaders are chosen and what makes a good leader. This is connected to learning about democracy and voting.

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There was an emphasis on drawing examples from contexts that students are a part of such as the classroom and local community. 

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There was an emphasis on drawing examples from contexts that students are a part of such as the classroom and local community. 

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It asks students to locate places on a physical map while focusing on what historical event occurred there.  

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It asks students to locate places on a physical map while focusing on what historical event occurred there.  

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The standards provide primary sources that connect to each topic -- these could provide the opportunity for a clear connection to literacy.

"Read the Preamble to and sections of the Constitution and explain how these writings reflect political principles" -- another connection to literacy.

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There are fundamental aspects of how geography, history, civics, and economics play a role in today's society/community/classroom.

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Grounded in Massachusetts history and geography, as compared to the rest of the colonies/states

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There is a heavy focus on the expansion of people and power in the early United States. The standards for this grade level appear to be culturally competent as they pose relevant questions focused on rights and who had opportunities over others in early North America.

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There are many instances in which students are asked to interact with a text and pull key details, summarize, compare/contrast, etc. Students are not just reading - they are thinking critically.

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I like the fact that the unit seems to follow a pretty logical order, first looking at Native Americans, and finally moving into the regions that we see in the United States today.

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Topics touch on Native American life in the region, but it doesn't focus too much on how negative the relationship between Native Americans and European settlers was.

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There is an emphasis on maps and other primary sources.

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Many of the standards provide opportunities for students to connect social studies content to their own lives (interview a relative, make a map of your neighborhood, etc.)

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Many of the standards provide opportunities for students to connect social studies content to their own lives (interview a relative, make a map of your neighborhood, etc.)

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There was a lot of explicit instruction of Teir 1 vocabulary words.

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Students learn about diversity and unity in the US by reading picture books

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Big topics (such as Native Americans, American Revolution) are taught in the context of Massachusetts/New England

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Several of the grade 2 standards include connecitons to the environment. This could be an interesting opportunity for science integration in social studies. 

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Several of the grade 2 standards include connecitons to the environment. This could be an interesting opportunity for science integration in social studies. 

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The theme of diversity is continued from grade 1 as students discuss why the US is called a "nation of immigrants" , as well as when they investigating why people move from different places around the world (ex: refugees) 

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The theme of diversity is continued from grade 1 as students discuss why the US is called a "nation of immigrants" , as well as when they investigating why people move from different places around the world (ex: refugees) 

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It does not discuss a potential to connect the issues (such as immigration) to modern events.

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Students focus on skills such as developing their own opinion on information that they take in and communicating that in various ways.

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There are various connections to earth science, such as the movement of land (plate tectonics) and how natural disasters and landforms affect society.

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Research and make arguments --> connection to science.

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Involves a lot of asking questions, describing, and writing.

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Involves a lot of asking questions, describing, and writing.

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I have become very passionate about the importance of educating responsible, democratic citizens. The standards focus on the origins of and formation of government, which is critical to molding democratic students.