Washington State
Social Studies GLEs
Grade 5
Fall 2008
OSPI Suggested Grade 5 Units:
US – Founding the Nation
US – The Legacy for Us Today
US – Independence
US – Encounter, Colonization, and Devastation
Social Studies EALR 1: CIVICS
Component 1.1
GLE 1.1.1
Examples:
GLE 1.1.2
Examples:
Component 1.2
GLE 1.2.1
Examples:
GLE 1.2.2
Examples:
GLE 1.2.3
No Grade 5 GLE
GLE 1.2.4
No Grade 5 GLE
Evaluates how a public issue is related to constitutional rights and the common good.
Understand the function of the U.S. government.
Explains how the judicial branch judges laws according to the U.S. Constitution.
Explains that the national government is organized into three branches: executive, legislative, and judicial.
Explains who is involved in each of the branches of government.
Understands the purposes, organizations, and functions of governments, laws and political systems.
Explains that the President and the Cabinet are part of the federal executive branch.
Explains how the legislative branch makes laws.
The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make
decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.
Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution,
and other fundamental documents.
Understands the key ideals of liberty and patriotism as outlined in the Declaration of Independence, U.S. Constitution, and other
fundamental documents.
Explains that the Declaration of Independence was written to declare the freedom and liberty of the U.S. colonies
from Great Britain.
Explains how the First Amendment promotes liberty.
Justifies how the issue of censorship relates to freedom of speech.
Justifies how the issue of the phrase “under God” in the Pledge of Allegiance relates to freedom of religion.
Understands the organization of the United States government
Washington State
Social Studies GLEs
Grade 5
Fall 2008
Social Studies EALR 1: CIVICS
Component 1.3
GLE 1.3.1
No Grade 5 GLE
Component 1.4
GLE 1.4.1
Examples:
Explains how the public issue of “under God” in the Pledge of Allegiance is related to the right to freedom of
religion.
Explains how the public issue of maintaining public parks is related to the responsibility of paying taxes.
Understands civic involvement.
Understands that civic participation involves being informed about how public issues are related to rights and responsibilities.
Understands the purpose, organization of international relationships and United States foreign policy.
Explains how the public issue of censorship is related to the right to freedom of speech.
The student understands and applies knowledge of government, law, politics, and the nation’s fundamental documents to make
decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.
Washington State
Social Studies GLEs
Grade 5
Fall 2008
Social Studies EALR 2: ECONOMICS
Component 2.1
GLE 2.1.1
Examples:
Component 2.2
GLE 2.2.1
GLE 2.2.2
Examples:
Component 2.3
GLE 2.3.1
Examples:
Component 2.4
GLE 2.4.1
Examines the reasons why colonists chose to dump tea into the Boston Harbor on December 16th, 1773.
The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between
individuals, households, businesses, govnerments, and societies.
Understands the economic issues and problems that all societies face.
Explains how and why the colonists traded cotton, tobacco, and sugar.
Explains how the Stamp Act imposed by British Parliament affected the economy of the colonies by requiring the
purchase of a tax stamp for all legal documents.
Understands the impact of the British government on the thirteen colonies.
Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
Analyzes the cost and benefits of decisions colonists made to meet their needs and wants.
Understands the government’s role in the economy.
Understand how trade affected the economy of the thirteen colonies
Examines reasons the colonists chose to move away from Britain including needs such as economic
opportunities and wants such a freedom of religion.
Examines the costs colonists faced when deciding to move ot the Americas including the costs of lost
possessions and risks to personal safety and the benefits of economic opportunities and freedoms once
settlement were formed.
No Grade 5 GLE
Understands how economic systems function.
Explains how the triangular trade between Britain, Africa, and the U.S. colonies supported cotton, tobacco, and
sugar production in the colonies.
Explains the causes and effects of Easter Woodland tribes trading with the French.
Explains that the African slave trade provided labor for the farming in the colonies.
Explains the fur trade system between Eastern Woodland tribes and European colonists
Explains how British taxes on tea and sugar affected the distribution of good in the colonies.
No Grade 5 GLE
Examines the reasons why colonists chose to dump tea into the Boston Harbor on December 16, 1773.
Washington State
Social Studies GLEs
Grade 5
Fall 2008
Social Studies EALR 3: GEOGRAPHY
Component 3.1
GLE 3.1.1
Examples:
GLE 3.1.2
Examples:
Component 3.2
GLE 3.2.1
GLE 3.2.2
GLE 3.2.3
Examples:
Component 3.3
GLE 3.3.1
No Grade 5 GLE
No Grade 5 GLE
Understands and analyzes the impact of the European colonists’ movement to the Americas on the land and the indigenous
peoples.
Explains and analyzes how the movement of the colonists to the Americas forced the movement of native
peoples from their land.
Explains how the Triangular Trade route between Africa, Britain, and the colonies forced the movement of
African people as slave labor.
Understands the location, physical characteristics, cultural characteristics, and spatial patterns of places and regions on the
Earth's surface.
The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement
and demonstrating knowledge of how geographic features and human cultures impact environments.
Understands the physical and cultural characteristics of the thirteen colonies.
No Grade 5 GLE
Constructs and uses maps to show and analyze information about European Settlement in the Americas.
Understands the geographic context of global issues and events.
Understands the interactions between humans and environments.
Constructs maps that show the location of the thirteen colonies, major landforms, climate, natural resources, and
economic products.
Examines the differences in the physical characteristics, including landforms, climate, and natural resources, of
the thirteen colonies.
Examines the cultural characteristics, including distribution of population and languages, of the people in the
thirteen colonies.
Washington State
Social Studies GLEs
Grade 5
Fall 2008
Social Studies EALR 4: HISTORY
Component 4.1
GLE 4.1.1
Examples:
GLE 4.1.2
Examples:
Component 4.2
GLE 4.2.1
Examples:
GLE 4.2.2
Examples:
Constructs a timeline that relates events involving historical, economic, geographic, and civic factors to the
causes of the Revolutionary War.
Understands historical chronology.
Understands and creates timelines to show how historical events are caused by other important events.
The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals,
and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present
and future.
Revolution and the Constitution (1763 – 1791).
Understand and analyzes how individuals caused change in U.S. History.
Explains how the rise of the Anasazi civilization helps to define the history of North America prior to European
settlement as a time when indigenous societies were developing.
Explains how the Revolution and Constitution help to define U.S. history from 1763 to 1791.
Explains how the establishment of the colony of Virginia, the Massachusetts Bay colony, and the Pennsylvania
colony help to define the history of the Americas between 1492 and 1763 as a time of settlement and
Encounter, colonization, and devastation (1492 – 1763).
Constructs and explains a timeline that shows the major eras in U.S. history up to 1776.
Understands how the following themes and developments help to define eras in U.S. history from time
immemorial to 1791:
Understand and analyzes causal factors that have shaped major events in history.
Examines how native peoples helped the colonists establish survival skills in their new environment.
Examines how Germans and Swiss contributed to the development Pennsylvania.
Explains how the effects of disease on indigenous peoples in the Americas between 1492 and 1763 define this
era as a time of devastation.
Development of indigenous societies in North America (Time Immemorial to 1791).
Explain how George Washington led troops to victory over Great Britain in the Revolutionary War.
Examines how African slaves and free people of color contributed to the establishment and growth of agriculture
in the thirteen colonies.
Analyzes how people from various cultural groups have shaped the history of the United States.
Examines the impact Crispus Attucks had on the colonists’ desire to fight for freedom for Great Britain.
Explains how the interaction between the Puritans and the Wampanoag define the history of the Americans
between 1492 and 1763 as a time of encounter.
Washington State
Social Studies GLEs
Grade 5
Fall 2008
Social Studies EALR 4: HISTORY
Component 4.2
GLE 4.2.3
Examples:
Component 4.3
GLE 4.3.1
Examples:
GLE 4.3.2
Examples:
Component 4.4
GLE 4.4.1
Examples:
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decisions.
Explains how “taxation without representation” has influenced initiative processes in states across the United
States.
Examines different accounts of the colonization era, including colonists’ perspective of settlement and indigenous
peoples’ perspective of genocide.
Understands that significant historical events in the United States have implications for current decisions and influence the
future.
Understands how technology and ideas have affected the way people lived and changed their values, beliefs, and attitudes.
Analyzes the historical, economic, civic, and geographical causes of the Revolution.
Analyzes the historical, economic, civic, and geographical causes of the Boston Tea Party.
Understands that there are multiple perspectives and interpretations of historical events.
Uses history to understand the present and plan for the future.
Examines different accounts of colonists and indentured servants.
Explains how the idea of individual rights led to the creation of the Bill of Rights.
Explain how the printing press was used to print the Declaration of Indepence in newspapers throughout the
colonies, which led to an interese in democratic movements.
Explains how the idea of democracy led the colonists to seek change by fighting great Britain in the
Revolutionary War.
Analyzes the multiple perspectives and interpretations of historical events in U.S. History.
Differentiates between historical facts, evidence, and historical interpretations of the Boston Massacre as a
turning point igniting the Revolutionary War.
Analyzes the multiple causes of change and conflict in U.S. History.
Explains how distance between England and the thirteen colonies was a factor in the Revolutionary War.
The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals,
and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the p
Understand and analyzes causal factors that have shaped major events in history.
Washington State
Social Studies GLEs
Grade 5
Fall 2008
Social Studies EARL 5: SS SKILLS
Component 5.1
GLE 5.1.1
Examples:
GLE 5.1.2
Examples:
Component 5.2
GLE 5.2.1
Examples:
GLE 5.2.2
Component 5.3
GLE 5.3.1
Examples:
Understands the purpose of documents from U.S. history and the concepts used in them.
The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the
process of reading, writing, and communicating.
Uses critical reasoning skills to analyze and evaluate positions.
Explains the purpose of the Declaration of Independence and how Thomas Jefferson used the concept of rights
in this documents.
Explains how the concept of government responsibilities in the Constitution relates to a particular public issue.
Explains how the founders expressed the concept of individual rights in the Bill of Rights.
Evaluates the relevance of facts used in forming one’s thinking on an issue or event.
Engages classmates in a discussion to clarify the multiple viewpoints surrounding censorship based on the
democratic ideal of individual rights.
Engages classmates in a discussion to clarify the multiple viewpoints surrounding the inclusion of “under God” in
the Pledge of Allegiance based on the democratic ideal of freedom.
Explains how the concept of rights outlined in the Declaration of Independence relates to a particular public
Explains the purposes of the Constitution and how the framers of the Constitution expressed the concept of
government responsibilities.
No Grade 5 GLE
Deliberates public issues.
Determines which facts are relevant in supporting a position on whether there should be a ban on smoking in
public places.
Determines which facts are relevant in supporting a position on whether students should say the Pledge of
Allegiance.
Understands how essential questions define the significance of researching an issue or event.
Uses inquiry-based research.
Explains how the essential question ”Why do people want to be free?” reminds us why we study the American
Revolution.
Explains how the essential question “How can we be heard by our government?” reminds us why we study the
writing of the Declaration of Independence.
Engages other in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.
Washington State
Social Studies GLEs
Grade 5
Fall 2008
Social Studies EARL 5: SS SKILLS
Component 5.4
GLE 5.4.1
Examples:
GLE 5.4.2
Examples:
Researches multiple perspectives on the pubic issue of remiving dams to save salmon.
Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a
meaningful audience.
Using an electronic tool, complets an alphabetical list of resources on the American Revolution, including the
title, author, and type of source, date published, and publisher for each source.
Researches multiple perspectives to take a position on a public or historical issue in a paper or presentation.
Prepares a list of resources including the title, author, type of source, date published, and publisher for each source and
arranges the sources alphabetically.
Researches multiple perspectives on the public issue of banning cell phones in school.
Researches multiple perspectives on the public issue of mandating school uniforms.
The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the
process of reading, writing, and communicating.
Researches multiple perspectives on the public issues of mandating recycling.