Standards Map – 2017 History–Social Science Adoption Grade

Publisher: TCI

Program Title: Social Studies Alive! America’s Past (part of the Social Studies Alive! California Series)

Components: Reading Further (RF), Interactive Tutorial (IT), Interactive Student Notebook (ISN). See Appendix for more instructions.

© California Department of Education Page 1 of 19 HSS Standards Map–Grade Five

Standards Map – 2017 History–Social Science Adoption Grade Five

Students in grade five study the development of the nation up to 1850, with an emphasis on the people who were already here, when and from where others arrived, and why they came. Students learn about the colonial government founded on Judeo-Christian principles, the ideals of the Enlightenment, and the English traditions of self-government. They recognize that ours is a nation that has a constitution that derives its power from the people, that has gone through a revolution that once sanctioned slavery, that experienced conflict over land with the original inhabitants, and that experienced a westward movement that took its people across the continent. Studying the cause, course, and consequences of the early explorations through the War for Independence and western expansion is central to students’ fundamental understanding of how the principles of the American republic form the basis of a pluralistic society in which individual rights are secured.

Standard Standard Language Publisher Citations

5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.

Lesson 3 Text: 2–8, Explore–Contact Between American Indian and European Cultures, Explore–Economic Activity Among the American Indians

5.1.1 Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils.

Lesson 2 Text/ISN: 2–4 IT: 4 Lesson Guide: Activity

Lesson 3 Text: 1–8, Explore–American Indian Economic Patterns, Explore–Contact Between American Indian and European Cultures IT: 2–8 ISN: Explore–Contact Between American Indian and European Cultures Lesson Guide: Activity

Lesson 19 Text: Explore–People and the Environment

5.1.2 Describe their varied customs and folklore traditions.

Lesson 2 Text: 1, RF IT: 1 ISN: RF Lesson Guide: RF

Lesson 3 Text: RF, Explore–Contact Between American Indian and European Cultures, Explore–American Indian Economic Patterns ISN: Summary, RF

5.1.3 Explain their varied economies and systems of government.

Lesson 3 Text: RF,

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Explore–American Indian Economic Patterns, Explore–Contact Between American Indian and European Cultures, Explore–Economic Activity Among the American Indians, Explore–American Indian Governments ISN: Explore–American Indian Economic Patterns, Explore–Economic Activity Among the American Indians, Explore–American Indian Governments

5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.

Lesson 4 Text: RF Lesson 5 Text: 1–8 ISN: 1–8, RF

5.2.1 Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).

Lesson 4 Text: 2–4, RF IT: 2, 3 ISN: 2, 3, Summary Lesson Guide: Activity, Processing Lesson 5 Text: 1–4, 6, 8, Explore–Europeans in the Americas, Explore–Who Was the Real Christopher Columbus ISN: 1–4, 6, 8 Lesson Guide: RF Biographies Christopher Columbus, Francisco Coronado, Hernán Cortés, Francisco Pizarro

5.2.2 Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).

Lesson 4 Text: 2, 5–9, RF, Explore–The Columbian Exchange IT: 5–9 ISN: 5–9, Summary Lesson Guide: RF, Processing Lesson 5 Text: 1–8, RF, Explore–Exploration and Trade Lesson 6 Text: 1 Lesson Guide: Activity

5.2.3 Trace the routes of the major land explorers of the United States, the distances traveled by

Lesson 4 Text: Explore–The Columbian Exchange












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explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.

Lesson 5 Text: 6–8, Explore–Exploration and Trade ISN: 6–8, Summary Lesson Guide: Activity Lesson 8 Text: 4

5.2.4 Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia.

Lesson 5 Text: RF, Explore–Europeans in the Americas

5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.

Lesson 5 Text: 3–5, RF, Explore–Europeans in the Americas ISN: Explore–Europeans in the Americas Cooperation and Conflict in North America Text/ISN: Explore–American Indian and European Relations in North America Lesson 6 Text: 1–3, RF ISN: 2, 3, Summary Lesson Guide: Activity Lesson 7 Text: 1

5.3.1 Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America.

Lesson 5 Text: 4, RF Cooperation and Conflict in North America Text/ISN: Explore–American Indian and European Relations in North America Lesson 6 Text: RF Lesson 7 Text: 4, 7

5.3.2 Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural interchanges).

Cooperation and Conflict in North America Text/ISN: Explore–American Indian and European Relations in North America Lesson 6 Text: 2, 3 Lesson Guide: Activity Biographies Pocahontas, John Rolfe




















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5.3.3 Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip’s Wars in New England, the Powhatan Wars in Virginia, the French and Indian War).

Cooperation and Conflict in North America Text/ISN: Explore–American Indian and European Relations in North America Lesson 6 Text: 2, RF ISN: RF Lesson Guide: RF Lesson 10 Text: 1, Explore–American Indians and Europeans—Allies and Enemies IT: 1 ISN: Explore–American Indians and Europeans—Allies and Enemies Biographies James Logan

5.3.4 Discuss the role of broken treaties and massacres and the factors that led to the Indians’ defeat, including the resistance of Indian nations to encroachments and assimilation (e.g., the story of the Trail of Tears).

Cooperation and Conflict in North America Text/ISN: Explore–American Indian and European Relations in North America Lesson 6 Text/ISN: RF Lesson Guide: RF Lesson 10 Text/ISN: 2, Explore–American Indians and Europeans—Allies and Enemies IT: 2 Lesson 14 Text/ISN: Explore–The Northwest Ordinance: Democratic Ideals in the States of the Northwest Territory Lesson 18 Text: 2–4, 6, 7, RF, Explore–The War of 1812 IT: 3, 4, 6 ISN: 2–4, 6, 7, Summary, RF, Explore–The War of 1812 Lesson Guide: Activity, RF Lesson 19 Text: 1, 7 IT: 7 ISN: 7, Summary






















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Lesson 21 Text: Explore–American Indians Now and Then Biographies James Logan, Chief John Ross

5.3.5 Describe the internecine Indian conflicts, including the competing claims for control of lands (e.g., actions of the Iroquois, Huron, Lakota [Sioux]).

Cooperation and Conflict in North America Text/ISN: Explore–American Indian and European Relations in North America Lesson 10 Text/ISN: Explore–American Indians and Europeans—Allies and Enemies

5.3.6 Explain the influence and achievements of significant leaders of the time (e.g., John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, Sequoyah).

Lesson 18 Text: 3, RF, Explore–The War of 1812 ISN: 3 Biographies John Marshall, Andrew Jackson, Chief Tecumseh, James Logan, Chief John Ross, Sequoyah

5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.

Lesson 7 Text: 1–7, RF, Explore–Taking Part in Politics: Colonial Times to Today IT: 1–7 ISN: 1–7, Summary, Explore–Taking Part in Politics: Colonial Times to Today Lesson Guide: Activity, RF Lesson 8 Text/ISN: Primary Source–The Interesting Narrative of the Life of Olaudah Equiano Lesson 9 Text: 1–7, RF, Explore–Art, Music, and Literature in Colonial America IT: 1–7 ISN: 1–7, Summary, RF, Explore–Art, Music, and Literature in Colonial America Lesson Guide: Preview, Activity, RF

5.4.1 Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.

Cooperation and Conflict in North America Text: Explore–American Indian and European Relations in North America Lesson 7

























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Text: 1–7, RF IT: 1, 3, 4, 5 ISN: 2–7, Summary Lesson Guide: Activity, Processing

5.4.2 Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).

Lesson 7 Text: 2–7 IT: 2, 3, 6, 7 ISN: 2–7, Summary Biographies William Penn, William Bradford

5.4.3 Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).

Lesson 7 Text: 1–3, 5, 6 IT/ISN: 2, 3, 5, 6 Lesson Guide: Activity, Processing Lesson 9 Text: 2, 5, 7, RF, Explore–Art, Music, and Literature in Colonial America IT: 2, 7 ISN: 2, 7, RF, Explore–Art, Music, and Literature in Colonial America Lesson Guide: Activity, RF

5.4.4 Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.

Lesson 9 Text: RF, Explore–Art, Music, and Literature in Colonial America ISN: RF Lesson Guide: RF

5.4.5 Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.

Lesson 5 Text: Explore–Europeans in the Americas Lesson 7 Text: 2, 3, 5, 6, 7, Explore–Answer the Three Basic Economic Questions in the American Colonies, Explore–Taking Part in Politics: Colonial Times to Today ISN: 2, 3, 5, 6, 7, Explore–Answer the Three Basic Economic Questions in the American Colonies Lesson 17 Text: Explore–The U.S. Free Enterprise Economy

5.4.6 Describe the introduction of slavery into America, the responses of slave families to

Lesson 7 Text: 1, 7

























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their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.

Lesson 8 Text: 2, 3, 6, 7, RF, Primary Source–The Interesting Narrative of the Life of Olaudah Equiano IT: 7 ISN: 2, 6, 7, Summary, RF Lesson Guide: Preview, Activity, RF Lesson 9 Text: 6 Lesson 12 Text/ISN: RF

5.4.7 Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.

Lesson 7 Text/ISN: 2, 3, 5, 6, 7, Explore–Taking Part in Politics: Colonial Times to Today Lesson 9 Text/IT/ISN: 5 Lesson Guide: Activity

5.5 Students explain the causes of the American Revolution.

Lesson 10 Text: 1–7, RF, Explore–Taxes, Then and Now, Primary Source–The Stamp Act of 1765 IT: 2–7 ISN: 2–7, Summary, Explore–Taxes, Then and Now, Primary Source–The Stamp Act of 1765 Lesson Guide: Preview, Activity, RF, Processing Lesson 11 Text: 1, 2, 5–7, Explore–Can You Believe Everything You Read? IT: 2, 5–7 ISN: Introduction, 5–7, Summary Lesson Guide: Preview, Activity Lesson 12 Text/IT/ISN: 5 Wrap-Up: Being a Good Citizen Text: The Declaration of Independence

5.5.1 Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).

Lesson 9 Text/ISN: RF Lesson 10 Text: 3–7, RF, Explore–Taxes, Then and Now,






















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Primary Source–The Stamp Act of 1765 IT: 3–7 ISN: 3–7, Explore–Taxes, Then and Now, Primary Source–The Stamp Act of 1765 Lesson Guide: Preview, Activity, RF Lesson 12 Text/IT: 2 Biographies Samuel Adams

5.5.2 Know the significance of the first and second Continental Congresses and of the Committees of Correspondence.

Lesson 10 Text/IT/ISN: 5, 7 Lesson Guide: Activity Lesson 11 Text: 7 Lesson 12 Text: 1, 3, 4 IT/ISN: 3, 4 Biographies Samuel Adams

5.5.3 Understand the people and events associated with the drafting and signing of the Declaration of Independence and the document’s significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain.

Lesson 11 Text/IT: 5, 7, RF ISN: 5, 7, Summary Lesson Guide: Activity, RF Lesson 12 Text: 2–5, RF IT: 2–5 ISN: 2–5, Summary, RF Lesson Guide: Activity Biographies Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams Wrap-Up: Being a Good Citizen Text: The Declaration of Independence

5.5.4 Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).

Lesson 10 Text/ISN: RF Lesson Guide: RF Lesson 11 Text: 2–7, RF IT: 2–7 ISN: 2–7, Summary Lesson Guide: Activity, RF
































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Lesson 12 Text: 2–4, RF IT: 2–4 ISN: 2–4, Summary, RF Lesson Guide: Activity, RF Biographies Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams

5.6 Students understand the course and consequences of the American Revolution.

Lesson 13 Text: 1–7, RF, Explore–American Indians and Colonists in the American Revolution Primary Source – Money and the Revolution IT: 1–7 ISN: 1–7, Summary, RF, Explore–American Indians and Colonists in the American Revolution Lesson Guide: Activity

5.6.1 Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders’ alliances on both sides.

Lesson 13 Text: 1, 2, 4, 5, 6, RF, Explore–American Indians and Colonists in the American Revolution IT: 2, 5, 6 ISN: 1, 2, 5, Explore–American Indians and Colonists in the American Revolution Lesson Guide: Activity

5.6.2 Describe the contributions of France and other nations and of individuals to the outcome of the Revolution (e.g., Benjamin Franklin’s negotiations with the French, the French navy, the Treaty of Paris, The Netherlands, Russia, the Marquis Marie Joseph de Lafayette, Tadeusz Kościuszko, Baron Friedrich Wilhelm von Steuben).

Lesson 13 Text: 3, 6, 7, Primary Source–Money and the Revolution IT: 3, 6 ISN: 3 Lesson Guide: Activity Biographies The Marquis de Lafayette, Thaddeus Kosciuszko, Baron Friedrich Wilhelm von Steuben

5.6.3 Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis Warren).

Lesson 11 Text/IT/ISN: 6 Lesson 13 Text: 1, 3, RF, Biography–Women of the American Revolution, Explore–American Indians and Colonists in the American Revolution IT: 1, 3 ISN: RF,




























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Biography–Women of the American Revolution Lesson Guide: Activity Biographies Abigail Adams, Martha Washington, Mary Ludwig Hays (AKA Molly Pitcher), Phillis Wheatley

5.6.4 Understand the personal impact and economic hardship of the war on families, problems of financing the war, wartime inflation, and laws against hoarding goods and materials and profiteering.

Lesson 13 Text/ISN: 6, RF, Primary Source–Money and the Revolution IT: 6

5.6.5 Explain how state constitutions that were established after 1776 embodied the ideals of the American Revolution and helped serve as models for the U.S. Constitution.

Lesson 14 Text/ISN: Explore–Our Constitutions: Foundations of Democracy

5.6.6 Demonstrate knowledge of the significance of land policies developed under the Continental Congress (e.g., sale of western lands, the Northwest Ordinance of 1787) and those policies’ impact on American Indians’ land.

Lesson 13 Text/ISN: RF Lesson 14 Text/ISN: Explore–The Northwest Ordinance: Democratic Ideals in the States of the Northwest Territory

5.6.7 Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery.

Lesson 12 Text/ISN: RF

5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.

Lesson 14 Text: 2–6, RF, Explore–Crafting the Constitution: The Art of Compromise, Explore–Our Constitutions: Foundations of Democracy, Explore–The Great Compromise: How Roger Sherman Saved the Constitution, Explore–Establishing a Limited Government, Explore–Federalist and Anti-Federalist Views of Government IT: 2–5 ISN: 2–6, RF, Explore–Crafting the Constitution: The Art of Compromise, Explore–Our Constitutions: Foundations of Democracy, Explore–The Great Compromise: How Roger Sherman Saved the Constitution, Explore–Establishing a Limited Government

















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Lesson 15 Text: 1–8, RF IT: 1–8 ISN: 2–8, Summary Wrap-Up: Being a Good Citizen Text: The Constitution, The Bill of Rights and Later Amendments Biographies Benjamin Franklin, John Witherspoon, William Livingston, Alexander Hamilton, George Mason, Robert Morris, Charles Pinckney, Roger Sherman, Thomas Jefferson, John Dickinson, James Madison, George Washington

5.7.1 List the shortcomings of the Articles of Confederation as set forth by their critics.

Lesson 14 Text: 1, Explore–The Northwest Ordinance: Democratic Ideals in the States of the Northwest Territory IT/ISN: 1 Lesson 17 Text/ISN: 2

5.7.2 Explain the significance of the new Constitution of 1787, including the struggles over its ratification and the reasons for the addition of the Bill of Rights.

Lesson 14 Text: 2, Explore–Crafting the Constitution: The Art of Compromise, Explore–Federalist and Anti-Federalist Views of Government IT: 2 ISN: Explore–Crafting the Constitution: The Art of Compromise, Explore–Federalist and Anti-Federalist Views of Government Lesson 15 Text/IT: 1

5.7.3 Understand the fundamental principles of American constitutional democracy, including how the government derives its power from the people and the primacy of individual liberty.

Lesson 14 Text: 2, RF, Explore–Our Constitutions: Foundations of Democracy, Explore–Our Federal System of Government, Explore–Establishing a Limited Government, Explore–Federalist and Anti-Federalist Views of Government ISN: Explore–Establishing a Limited Government






























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Lesson 15 Text: 1–8, RF IT: 1–8 ISN: 2–8, Summary Lesson 17 Text/IT: 5 Wrap-Up: Being a Good Citizen Text: Our Rights, The Constitution, The Bill of Rights and Later Amendments

5.7.4 Understand how the Constitution is designed to secure our liberty by both empowering and limiting central government and compare the powers granted to citizens, Congress, the president, and the Supreme Court with those reserved to the states.

Lesson 14 Text: 2–6, RF, Explore–Our Federal System of Government , Explore–Establishing a Limited Government, Explore–Federalist and Anti-Federalist Views of Government IT: 2–6 ISN: 3–5, Summary, Explore–Our Federal System of Government, Explore–Establishing a Limited Government Lesson Guide: Activity Lesson 15 Text/IT: 1–8 ISN: 2–8, Summary Lesson Guide: Activity Lesson 17 Text/ISN: 3–5 IT: 3, 5 Lesson Guide: Activity Wrap-Up: Being a Good Citizen Text: Our Rights, Students and Citizenship

5.7.5 Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law, and to preserve the Constitution.

Lesson 14 Text: RF, Explore–The Northwest Ordinance: Democratic Ideals in the States of the Northwest Territory, Explore–Establishing a Limited Government Lesson 15 Text/IT: 1 Lesson 16 Text: 1–5 IT: 1, 3, 5 ISN: 3, 5, Summary Wrap-Up: Being a Good Citizen






















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Text: Our Responsibilities, Students and Citizenship, and The American’s Creed

5.7.6 Know the songs that express American ideals (e.g., “America the Beautiful,” “The Star Spangled Banner”).

Lesson 18 Text/ISN: Explore–The War of 1812 Lesson 20 Text/ISN: Explore–Art, Music, and Literature in the 19th-Century United States Wrap-Up: Being a Good Citizen Text: The Pledge of Allegiance and The Star-Spangled Banner

5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.

Lesson 1 Text/ISN: 5–8, RF IT: 5, 8 Lesson 18 Text: 1, 2, 4–7, Explore–Machines and Manifest Destiny, Primary Source–The Reminiscences of Mrs. E. W. Wilson IT: 1, 2, 4–7 ISN: 1, 2, 4–7, Primary Source–The Reminiscences of Mrs. E. W. Wilson Lesson Guide: Preview, Activity Lesson 19 Text: 1–7, RF, Explore–People and the Environment, Explore–The Gold Rush: Supply and Demand, Explore–Communication and Transportation in the 1800s, Explore–Waves of Immigrants to a New Country IT: 1–4, 6, 7 ISN: 2, 4–7, Summary, Explore–The Gold Rush: Supply and Demand, Explore–Communication and Transportation in the 1800s, Explore–Waves of Immigrants to a New Country Lesson 20 Text: 1 Lesson 22 Text: 1, Explore–A Nation of Immigrants














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5.8.1 Discuss the waves of immigrants from Europe between 1789 and 1850 and their modes of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap (e.g., overland wagons, canals, flatboats, steamboats).

Lesson 18 Text: 1, Explore–Machines and Manifest Destiny Lesson 19 Text: 1, 5, RF, Explore–Communication and Transportation in the 1800s, Explore–Waves of Immigrants to a New Country Lesson 20 Text: 1

5.8.2 Name the states and territories that existed in 1850 and identify their locations and major geographical features (e.g., mountain ranges, principal rivers, dominant plant regions).

Lesson 1 Text/ISN: 5–7 IT: 5 Lesson 18 Text/ISN: 1, 2, 4–7 IT: 2 Lesson 19 Text/ISN: Explore–Waves of Immigrants to a New Country Lesson 20 IT: 4

5.8.3 Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Zebulon Pike, John Fremont).

Lesson 18 Text/IT/ISN: 3 Biographies Meriwether Lewis, William Clark, Zebulon Pike, John C. Frémont

5.8.4 Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).

Lesson 1 Text: RF Lesson Guide: RF Lesson 18 Text/ISN: Primary Source–The Reminiscences of Mrs. E. W. Wilson Lesson 19 Text: 3, 5, 6, RF, Explore–People and the Environment, Explore–The Gold Rush: Supply and Demand, Explore–Communication and Transportation in the 1800s, Explore–Waves of Immigrants to a New Country IT: 6





















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ISN: 3, 5, 6, Explore–People and the Environment, Explore–The Gold Rush: Supply and Demand, Explore–Communication and Transportation in the 1800s, Explore–Waves of Immigrants to a New Country

5.8.5 Describe the continued migration of Mexican settlers into Mexican territories of the West and Southwest.

Lesson 18 Text/ISN: 5, 7 Lesson 19 Text: 2, Explore–Waves of Immigrants to a New Country ISN: Explore–Waves of Immigrants to a New Country Lesson 22 Text: Explore–A Nation of Immigrants

5.8.6 Relate how and when California, Texas, Oregon, and other western lands became part of the United States, including the significance of the Texas War for Independence and the Mexican-American War.

Lesson 18 Text/ISN: 1, 2, 4–7 IT: 4, 5, 7 Lesson Guide: Preview, Activity Lesson 19 Text/ISN: 2 Biographies Davy Crockett

5.9 Students know the location of the current 50 states and the names of their capitals.

Lesson 1 Lesson Guide: Processing Maps: United States Political Map

CHRONOLOGICAL AND SPATIAL THINKING

(1) Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines.

Lesson 2 IT: 1, 2 Lesson 5 ISN: 1–8 Lesson 13 IT: 6

(2) Students correctly apply terms related to time, including past, present, future, decade, century, and generation.

Lesson 7 ISN: Explore–Taking Part in Politics: Colonial Times to Today Lesson 19 ISN: Explore–People and the Environment












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(3) Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same.

Lesson 1 ISN: Explore–How Geography Affects American Populations Lesson 3 Text: Explore–American Indian Economic Patterns Lesson 7 Text/ISN: Explore–Taking Part in Politics: Colonial Times to Today Lesson 10 Text/ISN: Explore–Taxes, Then and Now Lesson 14 Text: Explore–Voting Rights Lesson 19 Text: Explore–People and the Environment

(4) Students use map and globe skills to determine the absolute locations of places and interpret information available through a map’s or globe’s legend, scale, and symbolic representations.

Lesson 1 ISN: Introduction, 1, 2, 5, 9 IT: 2 Lesson 3 ISN: Introduction, 2–8 Lesson 13 ISN: Summary

(5) Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes) and analyze how relative advantages or disadvantages can change over time.

Lesson 1 IT: 8 ISN: 6–8, Explore–How Geography Affects American Populations Lesson 6 ISN: Primary Source–The Starving Time Lesson 8 Text/ISN: 2–4

RESEARCH, EVIDENCE, AND POINT OF VIEW

(1) Students differentiate between primary and secondary sources.

Lesson 5 ISN: Explore–Who Was the Real Columbus? Lesson 11 ISN: Explore–Can You Believe Everything You Read?

(2) Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts,

The Land and People before Columbus ISN: Unit Overview Lesson 4 ISN: Explore–The Columbian Exchange



















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photographs, maps, artworks, and architecture.

The Road to War ISN: Unit Overview Lesson 13 ISN: Primary Source–Money and the Revolution The Development and Significance of the U.S. Constitution ISN: Unit Overview Lesson 19 ISN: Primary Source–Waves of Immigrants to a New Country Wrap-Up: Being a Good Citizen Text: The Pledge of Allegiance and The Star-Spangled Banner

(3) Students distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events.

Lesson 3 ISN: Summary Lesson 19 ISN: RF Lesson 20 Text: RF

HISTORICAL INTERPRETATION

(1) Students summarize the key events of the era they are studying and explain the historical contexts of those events.

Lesson 2 ISN: 2–4 Lesson 4 ISN: Summary Lesson 8 ISN: 2–8, Summary Lesson 11 ISN: Summary Lesson 22 ISN: Summary

(2) Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.

Lesson 1 ISN: Explore–How Geography Affects American Populations Lesson 3 IT/ISN: 2–8 Lesson 7 IT: 1, 3–5, 7

















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ISN: 2–7, Summary Lesson 9 ISN: 1–7 Lesson 19 Text: Primary Source–Waves of Immigrants to a New Country ISN: 5–7, Explore–People and the Environment

(3) Students identify and interpret the multiple causes and effects of historical events.

Lesson 4 ISN: 2–8, Summary Lesson 8 ISN: 2–8, Summary Lesson 11 Text/ISN: Explore–Can You Believe Everything You Read? Lesson 13 IT/ISN: 1–7 Lesson 18 IT: 1, 4–7 ISN: 1–7, Summary

(4) Students conduct cost-benefit analyses of historical and current events.

Lesson 4 ISN: Explore–The Columbian Exchange Lesson 5 ISN: Explore–Exploration and Trade Lesson 17 Lesson Guide: RF














Publisher: TCI




Appendix To simplify this standards map and assist you in navigating the TCI subscriptions, we have provided links that will take you directly into our Teacher and Student views for each lesson of our Social Studies Alive! America’s Past program (part of the Social Studies Alive! California Series). Some of the citations list multiple sections (i.e. 1-6 or 1, 3, 6, RF). The provided links will take you to the first section listed for each citation. Then, you can easily navigate, using the drop down menus, to the other sections within the program yourself. We have also listed which component of our program contains the content that meets each standard (Text, IT, ISN, or Lesson Guide). For the Student view, while various components live on the same webpage within the subscription, you may need to scroll down to find the exact component cited for each standard. For example, if we list “ISN”, click on the link to navigate to the right section of the lesson and then scroll down to the “ISN” (or “Interactive Student Notebook”) area. The following components all live on the same webpage (when relevant) for each section of a lesson in the Student view: Text, IT (Interactive Tutorial), and ISN (Interactive Student Notebook). In this standards map, we have also listed “Biographies” which live in our Student subscriptions. We have provided direct links to each biography as well, but you can navigate through other biographies on your own too. For any citations that list our “Lesson Guide”, use the link provided to navigate to the Teacher view for the lesson cited, hover over the slide image, and then click “edit/preview” to fully access this component. Then, you can click through the slides to find the relevant ones for each citation. Key: Text = Student Text RF = Reading Further ISN = Interactive Student Notebook IT = Interactive Tutorial

Documents

Standards Map – 2017 History–Social Science Adoption Grade