Grade 5 Unpacking Document 1

NORTH CAROLINA UNPACKING DOCUMENT FOR GRADE 5
The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, and
members of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide a
comprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to be
helpful in the planning of local curriculum and classroom instruction.
This document will provide:
● Inquiry Strand: the State Board of Education approved indicators for inquiry
● Standard: the State Board of Education approved standard(s) for a strand
● Objective: the State Board of Education approved objectives for teaching and learning
● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective
● Students will Understand: understandings that students should be able to arrive at as a result of the instruction
● Students will Know: information the student should know
● Example Topics: possible content and/or topic ideas that can be used to teach the objective
● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective
The example topics and example formative assessments provided with each objective are:
● Content examples for instruction that help to build student knowledge and understanding of the objective
● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective
● Examples to enhance the student’s ability to make connections across other disciplines and in the real world
● Recommendations, with the understanding that PSUs retain local control to determine curriculum
The example topics and example formative assessments provided with each objective are:
● Not meant to be an exhaustive list

● Not meant to be content that must be taught all at once
● Not a checklist for basic recall or memorization
● Not a checklist for assessment for each objective
● Not intended to reflect summative assessment items
The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the
big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies
Standards: View the Glossary of Instructional Terms
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Inquiry Strand
The inquiry process for each grade and course within the North Carolina Social Studies Standard Course of Study asks students to inquire, think
critically, evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiry
process on a regular basis throughout instruction; these skills should also be combined into an inquiry project at least once during the year or
semester.
Inquiry 3-5
The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 3-5 grade band. Teachers
should be encouraged to use these indicators in every grade level.
Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of grade 5, students will have
been exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiry
indicators in each grade.
Category Indicator
I.1.1 Identify content required to provide an answer to compelling questions.
Compelling Questions
I.1.2 Construct compelling questions that promote inquiry with peers.
I.1.3 Understand how responses to supporting questions provide responses to compelling questions.
Supporting Questions
I.1.4 Construct and respond to supporting questions that help answer compelling questions with peers.
I.1.5 Understand academic and domain-specific words in sources to create responses to compelling
Gathering and Evaluating questions.
Sources I.1.6 Organize relevant information from primary and secondary sources using the origin, authority,
structure, credibility, reliability, and context of the sources to guide the selection.
I.1.7 Construct claims in response to compelling and supporting questions.
Developing Claims and Using
I.1.8 Accurately use information from sources when making claims.
Evidence
I.1.9 Make inferences from information in sources.
I.1.10 Construct responses to compelling questions with specific claims and information from
Communicating Ideas
teacher-provided sources.
Taking Informed Action I.1.11 Identify ways to address problems related to the compelling question.
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The time period and focus for this course is from pre-colonial through the present day.
Unpacking the Behavioral Science Objectives

Standard 5.B.1 Understand ways in which values and beliefs have influenced the development of the United States
Overarching Concepts: Values and Beliefs, Development, United States
Mastery of the Students Will Examples of Formative
Objective Students Will Know Example Topics
Objective Understand Assessment
5.B.1.1 Explain Students must be Artistic expressions are How the identity of the Artistic Expressions Students learn about 6
how traditions, able to demonstrate often used to express the United States was shaped ● Music, dance, and Indigenous tribes from
social structure, knowledge and values, traditions, and by various traditions fashion of the across the United States
and artistic understanding of religious beliefs of Roaring 20s (one Plains area, one
expression have how traditions, cultures within a nation How the identity of the ● Jazz music Southwestern, one
contributed to social structure, and United States was shaped ● Gullah crafts and Northeastern, one
the unique artistic expression Diverse cultures are by social structures traditions Southeastern, one
identity of the have influenced the valuable to the ● Songs of the Hawaii, and one
United States identity of the United development of the How the identity of the Underground Northwestern/Alaska).
States. identity of a nation United States was shaped Railroad Based on their research,
by artistic expression ● Freedom Quilts students describe how
● Quilt making the beliefs and
● Painting traditions of each tribe
● Music influenced the culture of
● Murals the various regions of
● Pottery the United States.
● Poetry and dramatic
productions Students study the
● Harlem origins of jazz music in
Renaissance the United States and
● Arts and dance create a multimedia
from various presentation that
American Indian demonstrates how jazz
Tribes music has contributed
to the unique identity of
Traditions the United States.
● Southern Traditions
○ Creole Students read about the
○ Cajun roles of women during
○ Gullah World War II and
○ Indigenous research Rosie the
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communities Riveter, her origins, and
● Northeast what she represents.
○ Italian Afterwards, students
○ Irish create a poster that
○ Greek demonstrates how the
○ Polish roles of Women in World
○ Indigenous War II contributed to the
communities unique identity of the
● Midwest United States.
○ Indigenous
communities
○ Eastern
European
● Southwestern
○ Indigenous
communities
○ Hispanic
● Western
○ Hispanic
○ Asian
○ Indigenous
communities
● Hawaiian
○ Indigenous
communities
● Religious Groups
○ Quakers
○ Catholics
○ Mormons
○ Puritans
○ Jews
Social Structure
● Colonial Women
○ New England
○ Middle
○ Southern
colonies
● Women during the
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Civil War
● Women during
Revolutionary War
● Plantation life
● Slavery
● Segregation
● Indiginous people
● Women during
World War II

5.B.1.2 Explain Students must be Values, beliefs, and Examples of values and American Indians in Students study the life
how the values able to demonstrate practices of various beliefs of various North Carolina of indigenous
and beliefs of knowledge and cultures influence the indigenous, religious, and ● The Eastern Band of populations before and
various understanding of development of a society racial groups Cherokee Indians after contact with other
indigenous, how the values and ● Haliwa-Saponi cultural groups.
religious, and beliefs of various A nation’s identity is Examples of how the values ● Lumbee Tribe Students then design a
racial groups groups have influenced by the values and belief systems of ● Meherrin Sappony museum exhibit,
have contributed influenced the and beliefs of diverse indigenous, religious, and ● Occaneechi Band of complete with artifacts
to the development of groups that reside in that racial groups contributed to the Saponi Nation with descriptions, that
development of American identity, nation the development of ● Waccamaw Siouan demonstrates their
American identity paying specific American Identity findings and how
attention to race, Quakers American identity was
religion, and influenced by
indigenous peoples. Amish indigenous populations.
Hmong After studying basic

information about the
Montagnard Maryland Act of
Toleration, students
African Americans explain how the desire
for freedom or religion
Asian Americans influenced American
identity in one
Pacific Islanders paragraph.
Latinx
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White Anglo Saxon
Protestants
Sikh
Islam
Protestantism
American Indians
Caribbean
Catholicism
Judaism
Unpacking the Civics and Government Objectives

Standard 5.C&G.1 Analyze the structure and function of the United States government in terms of cooperation and compromise
Overarching Concepts: Structure, Function, Government
5.C&G.1.1 Students must be able Branches of The roles of the three United States Given a worksheet,
Distinguish the to differentiate the roles government often branches of government Constitution students match
roles and of the three branches of involve a complex examples of cooperative
responsibilities of government. system of checks The responsibilities of the Powers and functions of efforts with the correct
the three branches and balances three branches of each branch set of branches of
of government in Students must be able government government.
terms of how the to differentiate the Cooperation Elements of checks and
branches responsibilities of the among individuals Examples of how the three balances Students are provided
cooperate three branches of and groups within branches cooperate with a list of actions
government. a government may Roles of executive, each of the three
lead to benefits for judicial, and legislative branches could take in a
Students must be able citizens branches given scenario.
to discuss ways the Students distinguish the
three branches of Responsibilities of ones that are most likely
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government cooperate. executive, judicial, and to help the branches
legislative branches successfully work
together to resolve the
Checks and balances issue and explain why
they chose what they
State Supreme Court did.
General Assembly
President
Governor
State representative for

students district
Judicial review
Impeachment
Senate confirmations
Veto
Veto overrides
Amendments

5.C&G.1.2 Explain Students must be able to Branches of The roles of the three United States Students study the 13th,
how the three demonstrate how the government often branches of government Constitution 14th, and 15th
branches of protection of freedom, involve a complex amendments and
government work equality, and justice is system of checks Examples of laws that have Bill of Rights complete a flow chart
together to protect impacted by the three and balances that been passed to protect that demonstrates how
freedom, equality, branches of government. may be designed freedom, equality, and Ending of slavery each of the three
and justice to protect justice branches supported
freedom, equality, Civil Rights Acts of 1964 each amendment.
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and justice Examples of judicial rulings and 1968 Based on what each
that have protected branch did, the chart
The protection of freedom, equality, and 13th, 14th, 15th, 19th should have a short
individual justice amendments statement of how all
freedoms and three branches worked
equality are often Examples of executive Integration of armed together to protect the
written into a actions that have protected forces rights of freedom and
nation’s system of freedom, equality, and equality of all people.
government justice Americans with
Disabilities Act Students explain how
each of the three
Integration of schools branches contributed to
the effort of integrating
Expansion of voting schools and what effect
rights it had on equality.
Students are separated

into three groups, each
group representing a
branch of the
government. Students
are given a scenario in
which they will need to
protect freedom.
Students then try to
come up with a solution
to the issue. Finally,
each group writes a two-
paragraph conclusion
about how the three
branches of government
can work together to
protect freedom.
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Standard 5.C&G.2 Understand the ways in which the federal government has protected individual rights of citizens
Overarching Concepts: Government, Rights, Citizens
5.C&G.2.1 Students must be able to Democratic Examples of advocacy by Voting Students read about the
Summarize the demonstrate the ability to governments may women, indigenous, Longest Walk that
ways in which create a summary or provide religious, and racial groups Voter registration drives began July 15, 1978 as
women, abstract of ways in which opportunities for that have influenced the a peaceful
indigenous, various groups people to protection of rights Registering to vote transcontinental walk
religious, and racial participate, advocate, advocate for the petition for change for justice for American
groups use civic and encourage protection of Examples of civic Communicating ideas or Indian groups in the
participation and government protection of individual rights participation by women, concerns with elected United States. After
advocacy to rights, paying specific indigenous, religious, and officials reading about the walk,
encourage attention to women, Democratic racial groups that have students create an
government indigenous, religious, and governments are influenced the protection of Protest Instagram post
protection of rights racial groups. most effective rights featuring a picture
when citizens Letter writing campaigns representing the walk,
actively participate with a 1-2 sentence
Lobby groups caption summarizing
Civic participation how the walk
allows individuals Marches represented a way to
the opportunity to encourage government
be directly Sit-Ins protection of American
involved in the Indian rights.
political process Boycotts
by staying Students read a letter to
informed about the United States
political issues, Congress written by
communicating Elizabeth Cady Stanton,
with elected Susan B. Anthony, and
officials, and others in support of
voting Women's Suffrage.
Based on the letter,
students write a 250
character tweet
summarizing how the
letter advocated for
women’s suffrage and
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encouraged government
protection of the rights
of women.

5.C&G.2.2 Students must be able to A nation’s Examples of rights and Amendments in the In groups, students
Exemplify ways in use material presented to constitution may privileges in the United United States study a list of existing
which rights are them to come up with or may not provide States’ Constitution Constitution (Bill of laws within our country.
protected under the new examples of ways in written protections Rights and others) Students then explain
United States which rights are of individual rights Examples of how rights and why some of those laws
Constitution protected under the privileges are protected Laws may need to change in
United States Citizens may have the future and why it’s
Constitution. rights that are Judicial System as a way important for some laws
outlined by a to protect people’s rights to change. Finally,
nation's founding Voting students generate a list
documents of new laws that may be
Rights vs. responsibilities needed in the future and
explain why these new
Right to a fair trial laws might be needed
as well as how they
Right to free speech protect the rights of
citizens.
Right to assemble
Students are given
Right to petition scenarios in which
rights are threatened in
the United States.
Students come up with
examples of how those
rights are protected by
the Constitution.
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Unpacking the Economics Objectives
Standard 5.E.1 Understand how economic decisions have impacted the United States in terms of consequence, growth, and trade
Overarching Concepts: Economic Decision, Impact, Consequence, Growth, Trade
5.E.1.1 Explain Students must be Governments often Examples of factors that Mass production The teacher asks
factors that led to able to demonstrate create policies led to economic growth in ● Factories students to read
economic growth an understanding of designed to stimulate the United States ● Assembly line information about three
and decline within the causes that led economic growth of the five New Deal
the United States at to economic growth Examples of factors that FDR’s New Deal led to an programs designed to
various times in in the United States A nation’s availability of led to economic decline in increase in jobs specifically help the
history over time. resources often the United States economy “recover:”
influences economic The Dust Bowl (crop Civilian Conservation
Students must be growth or decline production had extreme Corps (CCC), Civil
able to demonstrate losses) Works Administration
an understanding of Supply and demand are (CWA), Farm Security
the causes that led important factors that Housing crisis Administration (FSA),
to economic decline impact economic National Industrial
in the United States growth and decline Economic boom of the Recovery Act of 1933
over time. 1920s (NIRA), and Social
Security Administration
Credit (SSA). The students
explain how each
Buying on margin program stimulated
economic growth during
Great Depression the Great Depression.
War manufacturing Students read about

assembly lines and
Panics of 1800s mass production and
write one paragraph
Stock Market crashes explaining how
industrialization
Industrialization impacted economic
growth in the United
States.
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5.E.1.2 Compare Students must be Bad economic The consequences of Trade Students read about the
economic decisions able to discuss the decisions may hinder economic decisions moon landing and the
in terms of benefits benefits and short or long-term Investing space race and write a
and consequences consequences of economic goals The benefits of economic comparison of the
the outcomes of an decisions FDR New Deal benefits and
economic decision. Positive economic consequences of the
decisions may help Government stimulus government investing
Students must be long-term economic decisions money into NASA.
able to recognize goals
that some Government bailout After studying reasons
consequences of Opportunity cost decisions for government
economic decisions requires citizens to decisions to increase
are beneficial to the make economic Government subsidy the federal minimum
nation and others decisions that have programs wage, students
are not. benefits and ● Students compare the benefits
consequences. ● Housing and consequences of
The government often ● Renewable energy making such a decision.
makes economic ● Corporations
decisions that have ● Farming
benefits and
consequences for Raising or lowering of
business, individuals, interest rates
and the economy
Increase in wages

5.E.1.3 Explain the Students must be The Examples of how Automobile Students study the
impact of able to demonstrate interconnectedness of economic growth of the automotive industry
production, how economic labor, capital, and United States is shaped by Factors of Production during the early 1900s.
specialization, growth is impacted markets contribute to production, specialization, ● Land Students then explain
technology, and by production, the complexity of a technology, and division of ● Labor the ways in which the
division of labor on specialization, nation’s economic labor ● Capital division of labor and
the economic technology, and system and drive or ● Entrepreneurship technology within the
growth of the division of labor. limit opportunities for How factors of production automotive industry
United States economic growth influence the growth of a Assembly lines during the 1920s
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nation’s economy impacted economic
A nation’s economic Cash crops growth.
success may be linked
to its access to the Overproduction Students are given a
resources, goods, and sheet with a table listing
services it provides Surplus 5-10 jobs and industries
in the first column.
Stockpiles Students fill in the
remaining columns of
Decline of the cottage the table to describe
industry how each concept of
production impacted
Division of labor the job or industry:
column 2 is
Industrial parks Specialization, column 3
is Division of Labor, and
Income gap column 4 is Technology.
Automation
Outsourcing

5.E.1.4 Summarize Students must be Imports and exports The purpose of trade Imports The teacher gives
the role of trade able to demonstrate play an important role ● Computers students a political
between the United the ability to create a for trade between Why the United States ● Hardware cartoon depicting trade
States and other summary or abstract nations develops trading partners ● Vehicles between the United
countries on the role trade ● Minerals States and countries
plays between the Nations trade with one Examples of major imports ● Oil that have resources
United States and another based upon and exports in the United ● Medical equipment needed to produce
other countries. their desire or need for States and supplies United States’ products.
resources ● Furniture Based on the cartoon,
● Gems students write a 250
● Metals character tweet
● Plastics summarizing the role
● Food trade plays in trying to
● Crops get the needed
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products.
Exports
● Computers Students are assigned a
● Oil product that is not
● Minerals entirely built in the
● Vehicles United States. The
● Medical equipment teacher provides a
● Aircraft sheet to students that
● Food lists all of the different
● Crops parts of the product and
where they come from.
Students write a
paragraph summarizing
the role trade plays in
getting that product to
consumers in the United
States.
Standard 5.E.2 Understand the impact of personal financial decisions

Overarching Concepts: Impact, personal financial decisions.
5.E.2.1 Explain how Students must be The personal financial Examples of personal Loans Students are given a
personal financial able to demonstrate decisions of an financial decisions chart with different
decisions affect knowledge and individual can influence Borrowing categories that are
everyday life understanding of the way people live, Examples of benefits that important to everyday
how personal work, and enjoy leisure an individual may Debt life (e.g., housing, food,
financial decisions time experience because of clothing, savings,
impact the lives of positive financial decisions Credit healthcare,
individuals. Personal financial transportation,
decisions can have Examples of Saving entertainment, utilities,
benefits and consequences that may etc.). Underneath each
consequences on impact an individual Budgeting category are varying
everyday life because of negative descriptors that are
financial decisions Savings account at bank “worth” different
Every spending amounts (e.g., under the
decision has Saving cash at home food category, eating
opportunity costs that out often might be
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may or may not Budget worth 8 points, while
improve a person’s eating out sometimes
quality of life Spending money on might be worth 6 points
needs and rarely eating out
might be worth 3
Spending money on points). Students are
wants given a total number of
points that their final
Saving for future vs. tally must not exceed
spending right now and are required to
choose something from
Interest each category.
Afterward, students
Investing explain how their
choices in one category
Planning for the future impacted their choices
in other categories and
Charitable Contributions the impact that these
choices have on
Insurance everyday life.
Wages Students write from the

perspective of someone
who spent beyond their
means in the 1920s and
explain how their
financial decisions in
the 1920s impacted
their everyday life in the
following years.

5.E.2.2 Explain the Students must be A personal budget can Examples of plans for both Identifying wants vs. Students select
importance of able to demonstrate lead to informed spending and saving needs something they want
developing a basic knowledge and decisions on spending from a list of
budget for understanding of and saving Debt higher-priced items.
spending and creating a budget Students are then given
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saving that leads to Needs and wants often Opportunity cost a spreadsheet with
decisions for determine how categories in which they
spending and individuals plan, budget, Saving money need to budget (e.g.,
saving. spend, and save food, clothing, school
Investing supplies, etc.), including
a category for savings.
Budgeting Students are given a
weekly or monthly
Paying bills on time “income” and are asked
to budget their amount
Wages earned by making
choices for how much
to spend on each
category, including how
much to put in savings.
Students then explain
how their choices of
how much to spend and
save impacted their
ability to buy the item
they wanted.
Students view an
already created budget
plan of a person who is
saving for a higher
priced item. Students
explain how the choices
made in creating the
budget demonstrates
informed decisions in
spending and saving.

5.E.2.3 Explain how Students must be The personal financial Examples of ways Loans Students read about the
personal financial able to demonstrate decisions of an personal decisions impact economy in the 1920s
decisions impact an understanding of individual can influence economic growth Debt and write an explanation
how personal
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economic growth financial decisions the economic growth of how personal
and decline in the have led to various of a nation Examples of ways personal Opportunity cost financial decisions of
United States types of economic decisions impact this time led to a period
growth in the United A nation’s economic economic decline Overspending of short term economic
States over time. growth or decline can growth.
be related to the Housing crisis
Students must be personal financial Students look at a graph
able to demonstrate decisions of its Investing of the Stock Market
an understanding of citizens. Crash in 1929 and
how personal Comparison shopping explain how the
financial decisions financial decisions of
have led to Saving money the 1920s ultimately led
economic decline in to a period of long- term
the United States Spending money economic decline.
over time.
Borrowing
Unpacking the Geography Objectives

Standard 5.G.1 Understand the ways in which geographic factors and features have influenced development of the United States
Overarching Concepts: Geographic Factors, Geography Features, Development
5.G.1.1 Explain Students must be Human activity can Examples of how people Westward expansion After examining several
the relationship able to demonstrate modify the physical adapt their lives to pictures and reading
between how the environment of a place environmental conditions Pollution about the role humans
location, development of the play in creating water
physical United States has The physical Examples of how people American Indians pollution with plastic
environment, been impacted by environment of a change their natural debris, students write a
and human location, physical location may determine environment Tourism letter to government
activity in the environment, and the kinds of leaders explaining how
United States human activity. modifications humans Examples of positive and Plains Indians plastic debris is
make to the negative effects of human affecting the marine
environment activity on the United Agriculture environment and
States polluting water sources
Irrigation essential for people’s
lives.
Settlement along rivers
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Students study farming
Canals patterns of farms in the
central United States
Forestry during the 1920s and
then study the Dust
Slash and burn Bowl. Students create a
visual timeline with
Stripmining pictures and captions.
The timeline should
Hydropower explain the impact of
too much farming on
Fishing the same land and how
this human activity
Sod housing impacts the
environment.
Reservoir systems

5.G.1.2 Explain Students must be People may move to Examples of how forced Great Migration Students look at a
ways in which able to demonstrate different places as a migration led to changes variety of maps that
voluntary and they understand result of involuntary or in the landscape of the Indian removal/Trail of Tears demonstrate the
forced migration how the landscape voluntary action United States changes to the United
and slavery led of the United States Indian Wars (First Nations States from the time
to changes in has been impacted The migration and Examples of how Wars) period of the 13
the landscape of by voluntary immigration of people voluntary migration led to colonies throughout
the United migration. to a place or regions changes in the landscape Treaties signed with First Western expansion. The
States, using can lead to changes in of the United States Nation Peoples maps should show the
maps Students must be the physical landscape acquisition of territories
able to demonstrate Examples of how slavery California Gold Rush and purchases of land.
they understand led to changes in the Students then explain
how the landscape landscape of the United Dust Bowl the connection between
of the United States States the voluntary migration
has been impacted Homesteaders of Western expansion
by forced Examples of push and pull and the changes to the
migration. factors that led to Western Expansion United States landscape
migration or immigration overtime.
Students must be Slavery
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able to demonstrate Students study maps of
they understand Urbanization original locations of
how the landscape American Indian
of the United States Religious freedom communities and maps
has been impacted of designated
by slavery. Underground Railroad reservation areas.
Students then explain
Industrialization how the forced
migration of American
Agricultural opportunities Indian populations
resulted in changes to
Employment the landscape of the
United States.
Louisiana Purchase
Internment camps

5.G.1.3 Explain Students must be Geographic challenges Examples of technological Transcontinental Railroad Students read about
how able to demonstrate can be resolved through innovation that has Western expansion and
technological they understand technological impacted the geography Pony Express study a map of the
innovation has how the geography innovation of the United States Transcontinental
impacted the of the United States Erie Canal Railroad route.
geography of the has been impacted Innovation and Examples of inventions Students then explain
United States by technology, technology may that have impacted the Steamboat how railroads impacted
invention, and contribute to social and geography of the United the geography of the
innovation. economic growth States Cotton Gin United States.
Plow After studying the John

Deere Plow, students
Cars create an ad for the
John Deere plow. The
Planes ad must persuade
farmers to move West
Innovations in transportation with the assurance that
● Roads the John Deere Plow will
● Canals help them overcome
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● Railroads geographic challenges.
● Airports The ad must address
how the invention of the
Tractors John Deere Plow
impacted the geography
Mass Production of the United States.
Telegraph/telephone Students make a visual

timeline with pictures
Mills and captions to explain
how inventions from the
Industrialization American Industrial
Revolution through
Barbed wire present day changed the
geography of the United
Grain elevator States.

5.G.1.4 Explain Students must be The introduction of new Reasons why people Indian Removal Act Students create a poster
the reasons for able to demonstrate or expanded economic migrate (both forced and that explains the
forced and knowledge and markets can lead to voluntary) to the United American Internment Camps push/pull factors for
voluntary understanding of the both forced and States immigrants entering the
migration to, causes of forced voluntary migration of American Indian Wars United States, between
from, and within and voluntary labor Reasons why people 1880 - 1920, through the
the United migration in the migrate (both forced and Treaties signed with Ellis Island and Angel
States United States. The migration and voluntary) from the United American Indian Tribes Island immigration
immigration of people States stations.
Students must be to various places in a Ellis Island
able to demonstrate state or nation can be Reasons why people Students create a
knowledge and voluntary or forced migrate (both forced and Angel Island storyboard outlining the
understanding of the voluntary) within the reasons why African
effects of forced and People may choose to United States Employment opportunities Americans migrated to
voluntary migration move to a new place in Northern states during
in the United States. search of opportunities Slave trade the Great Migration.
Migration and Educational opportunities Students read an article

immigration patterns about Internment
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are often determined by Natural disasters camps for Japanese-
environmental, Americans and write a
economic, and societal Underground Railroad written explanation of
changes the reasons behind this
Early European exploration forced migration.
Refugees
Religious freedom
Political stability
Freedoms
Holocaust
Cuban Revolution
Debtor refuge
Escape poverty
Escape warfare
Famine
Unpacking the History Objectives

Standard 5.H.1 Understand the role of various people, events, and ideas in shaping the United States
Overarching Concepts: Roles, People, Events, Ideas
5.H.1.1 Explain how Students must be able Marginalized groups Examples of how Individuals Students read about
the experiences and to demonstrate how often contribute to minorities helped to ● Martin Luther King American Indians’
achievements of the experiences of change and innovation bring about change and Jr. contributions and
women, minorities, various groups have in a country despite innovation in the United ● Susan B. Anthony create a Google slides
indigenous groups, contributed to change limited opportunities States ● Sojourner Truth presentation that
and marginalized and innovation in the for social mobility ● Abigail Adams explains the impact
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people have United States, paying Examples of how ● Eleanor Roosevelt American Indians had
contributed to specific attention to The traditions and indigenous groups ● Ella Baker on the development of
change and minorities, indigenous practices of various helped to bring about ● Cesear Chavez the United States.
innovation in the groups, and groups play a role in change and innovation ● Mary Jackson,
United States marginalized people. contributing to change in the United States Katherine Johnson, Students read about
and innovation within a and Dorothy Vaughn Mary Jackson,
Students must be able nation Examples of how ● Jerry Yang Katherine Johnson, and
to demonstrate how marginalized people ● Ruth Bader Ginsburg Dorothy Vaughn and
the achievements of The lives of people in a helped to bring about ● Dolores Huerta create a multimedia
various groups have nation may be improved change and innovation ● Thurgood Marshall presentation explaining
contributed to change by the innovations and in the United States how their experiences
innovation in the achievements of Groups and achievements have
United States, paying diverse groups of ● American Indians contributed to change
specific attention to people. ● Enslaved persons and innovation in the
minorities, indigenous ● National United States.
groups, and People’s achievements Organization of
marginalized people. often influence and Women Students study the way
contribute to the ● Civil rights groups in which society viewed
development of state ● Abolitionists the roles of Women
or nation. through World War II in
Achievements the United States.
● Suffrage rights Afterwards, students
● Chinese workers & write a letter to women
the Transcontinental of the past explaining
Railroad how their contribution
● Labor rights for farm helped shape the lives
workers of women today in the
● Inventions of United States.
Benjamin Banneker
● Desegregation of
public facilities
● Montgomery Bus
Boycott ends racial
segregation of
public transportation
● Clara Barton founds
the Red Cross
22
5.H.1.2 Summarize Students must be able The laws and policies How the role and status Roles of women and Students read articles
the changing roles of to demonstrate the of a nation often of women have children during war about the roles of
women, indigenous, ability to create a impact the roles of changed in the United ● American Revolution women before and
racial and other summary or abstract groups or individuals in States over time ● Civil War during the American
minority groups in of how the roles of various ways ● World War II Revolution. Afterwards,
the United States women, indigenous How the role and status ● Women in students write a 250
populations, and racial As individuals and of indiengeous contemporary character Tweet to
groups have changed groups work to acquire populations have military roles summarize how the role
over time in the United freedom and equality, changed in the United of women changed
States. their roles within a States over time Roles of women & during the Revolutionary
nation may change minorities in colonial era.
How the role and status times vs. now
of various racial groups Students study a
have changed in the Minorities & American timeline of voting rights
United States over time Indians during war and citizenship acts and
● American Revolution laws, paying particular
● Civil War attention to women,
● World War II American Indian, racial
● Contemporary and other minorities.
military roles Students then write a
3-5 sentence summary
Amendments to the of how the roles of
United States Constitution these groups changed
after they acquired
Changes to citizenship rights and various laws
laws over time changed.
Changes to voting laws

and rights over time
Civil Rights
Migrant workers
Immigrants (at various

points in United States
history)
23
Women, indigenous, and
racial minorities in politics
and government

5.H.1.3 Explain the Students must be able When government Examples of historical Civil Rights Movements Students study the Sons
ways in which to demonstrate how actions are contrary to and contemporary of Liberty and write an
revolution, reform, the causes of the will of the people, revolutions that have Latino Civil Rights explanation of how their
and resistance have revolution, reform, and citizens may take shaped the United Movement actions sparked a
shaped the United resistance have actions to demand States demand for reform
States shaped the United reform Student Sit-Ins through the Declaration
States. Examples of historical of Independence and a
Individuals and groups and contemporary Stono Rebellion desire for change within
Students must be able may protest and reforms that have the 13 colonies.
to demonstrate how demand equal shaped the United Nat Turner’s Rebellion
the effects of treatment which can States Students study the
revolution, reform, and lead to reforms that Gabriel Prosser’s causes of the American
resistance have can transform a nation Examples of historical Rebellion Revolution and the
shaped the United and contemporary American Revolutionary
States. The demand for social, resistance that have Slave Revolts war. Students then
political, or economic shaped the United create a cause-and-
change can lead to States 13th and 14th effect flow chart
resistance, revolution, Amendments demonstrating their
or societal reform understanding of how
The writing of the this revolution led to the
Declaration of beginning of a new and
Independence independent nation.
Revolutionary War Students study the

actions of Civil Rights
Industrial Revolution leaders and create a
multimedia
Abolition of slavery presentation explaining
how their demand for
Underground Railroad social, political, and
economic change led to
24
Suffrage: 15th & 19th changes in the United
amendments States.
Missouri Compromise
Compromise of 1850
Slave States vs. Free

States
Election of Abraham
Lincoln
Secession
Sons of Liberty
Integration of Schools
Boycotts
Internet/smartphones/
social media

5.H.1.4 Explain the Students must be able Social, political, The United States’ role Revolutionary War Students create a
impact of major to demonstrate they geographic, or in major conflicts and cause-and-effect flow
conflicts and events understand the effects economic conflict may events War of 1812 chart of the
on the development of conflicts and events have an impact on the Revolutionary War and
of the United States on the development of development of a How and why various Civil War the road to
the United States. nation conflicts impacted the independence from
development of the Reconstruction Great Britain. The flow
The outcome of United States chart should explain the
political and social World War I impact of the
conflict may impact the How and why various Revolutionary War on
policies and decisions events impacted the World War II the development of the
of a nation development of the United States.
25
United States Pearl Harbor
Students study the
Trail of Tears events leading up to the
Great Depression and
Great Depression the impact of the Great
Depression on society
Dust Bowl (e.g., ways of life,
entertainment,
Japanese Internment employment,
Camps “Hoovervilles,” etc.).
Students then create a
9/11 poster explaining their
understanding of the
Global War on Terrorism effects of the Great
Depression on society
Pandemic and the development of
the United States.
Vietnam War
Students learn about
the basic events of
World War II and Pearl
Harbor. Students then
create a multimedia
presentation
demonstrating their
understanding of the
role of the United States
in the war and how this
impacted the
development of the
United States.
Students read about the

basic events of
September 11, 2001.
Students then write an
explanation of how the
events of September
11th impacted the
26
development of the
United States.

5.H.1.5 Compare Students must be Historical events or Examples of significant Historical maps Students compare
multiple perspectives able to discuss the issues can be historical events in the multiple primary and
of various historical similarities and understood through United States Photographs secondary sources with
events using primary differences between information from opposing points of view
and secondary the multiple various sources How perspective can Graphs around one event.
sources perspectives of affect the way a Students then write a
events that have Interpreting multiple historical event is Charts mock interview where
occurred in history. historical perspectives interpreted they play the role of the
is necessary to Newspaper articles interviewer who is
Students must be understanding the past interviewing two people
able to use primary Diary entries with differing
and secondary The credibility of viewpoints from the
sources to master historical sources must Original texts of historical time period studied.
this objective. be examined in order to documents Students should then
ensure accuracy and compare the two
appropriateness Song lyrics relevant to differing accounts of
historical time periods the event to find
similarities and
Events differences.
● Indian Removal
● Integration of Students read 2-3
schools primary sources with
● Civil Rights differing opinions
Movements (Loyalists/Patriots)
● American Revolution about the Stamp Act.
● Vietnam War After closely reading
● Emancipation these sources, students
Proclamation complete a Janus
● Civil War Figure that compares
● Reconstruction the Loyalist and Patriot
● Atomic bomb perspectives.
● Suffrage
movements
27
● Space Race

5.H.1.6 Explain the Students must be able A nation’s values and Examples of the Bald Eagle Students study and
significance of to demonstrate they biases are evidenced by various symbols that analyze the poem
national symbols and understand the what it chooses to were chosen to honor Liberty Bell written on the base of
traditions from significance of why memorialize the culture and history the Statue of Liberty,
various perspectives symbols and traditions of the United States Uncle Sam “The New Colossus.”
are interpreted from People often use After studying the
various perspectives. symbols to exemplify The historical Statue of Liberty poem, teachers
the culture and history significance of various facilitate a Wagon
of places monuments in the 4th of July Wheel discussion about
United States from the symbolism,
Symbols often carry various perspectives Pledge of Allegiance significance to life in the
different meanings to a United States from past
variety of different National/state flags to present, and the
cultures within a nation various perspectives of
Rosie the Riveter this poem.
Thanksgiving Students study the

historical significance
Monuments in of various monuments
Washington, D.C. and memorials in
Washington, D.C.
Mount Rushmore Afterwards, students
write a written
The Capitol explanation of how
these monuments and
The White House memorials can have
different levels of
Veteran’s Day significance to different
people based on their
Tomb of the Unknown experiences and
Soldier backgrounds (e.g.,
World War II and
Presidential Seal Vietnam and Korean
War memorials may
28
Groundhog Day have a different
meaning to someone
New Year’s who fought in one of
these wars than
someone who did not).
29

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NORTH CAROLINA UNPACKING DOCUMENT FOR GRADE 5

This document will provide:

● Not meant to be an exhaustive list

Unpacking the Behavioral Science Objectives

Mastery of the Students Will Examples of Formative

Hmong After studying basic

Unpacking the Civics and Government Objectives

State representative for

Mastery of the Students Will Examples of Formative

Students are separated

Mastery of the Students Will Examples of Formative

War manufacturing Students read about

Mastery of the Students Will Examples of Formative

Mastery of the Students Will Examples of Formative

Standard 5.E.2 Understand the impact of personal financial decisions

Wages Students write from the

Mastery of the Students Will Examples of Formative

Mastery of the Students Will Examples of Formative

Unpacking the Geography Objectives

Mastery of the Students Will Examples of Formative

Mastery of the Students Will Examples of Formative

Plow After studying the John

Telegraph/telephone Students make a visual

Mastery of the Students Will Examples of Formative

Migration and Educational opportunities Students read an article

Unpacking the History Objectives

Changes to voting laws

Immigrants (at various

Mastery of the Students Will Examples of Formative

Revolutionary War Students study the

Slave States vs. Free

Mastery of the Students Will Examples of Formative

Students read about the

Mastery of the Students Will Examples of Formative

Mastery of the Students Will Examples of Formative

Thanksgiving Students study the

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