2025-2026 Grade 5 Social Studies Scope and Sequence
Cluster 1: Settlement and Colonial America | ||
Social Studies: Social studies skills are embedded daily throughout student learning opportunities. The standards support students' application of critical-thinking, problem-solving, decision-making, and communication skills. To see a full list of your grade level social studies skills, please click here. | ||
Cluster 1: Settlement and Colonial America (Includes Celebrate Freedom Week) Suggested Pacing: 8/13 - 9/19 4 weeks | Knowledge and Skills | 5.1 History. The student understands the reasons for and the role of key people in the European colonization of North America beginning in 1565, the founding of St. Augustine. The student is expected to: |
Readiness | 5.1(A) explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain | |
Supporting | 5.1(B) describe the accomplishments of significant individuals who settled for religious freedom and economic gain during the colonial period, including William Bradford, Anne Hutchinson, William Penn, John Smith, and Roger Williams | |
Knowledge and Skills | 5.7 Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: | |
Readiness *Essential | 5.7(A) identify and describe the patterns of settlement such as rural, urban, and suburban | |
Supporting | 5.7(B) explain the geographic factors that influence patterns of settlement and the distribution of population in the United States | |
Readiness | 5.7(C) analyze the geographic factors that influence the location of the five largest urban areas in the United States and explain their distribution | |
Knowledge and Skills | 5.9 Economics. The student understands the basic economic patterns of early societies in the United States. The student is expected to: | |
Supporting | 5.9(A) explain the economic patterns of early European colonies | |
Knowledge and Skills | 5.10 Economics. The student understands the development, characteristics, and benefits of the free enterprise system in the United States. The student is expected to: | |
Supporting | 5.10(A) identify the development of the free enterprise system in colonial America and the United States | |
Knowledge and Skills | 5.13 Government. The student understands the organization of governments in colonial America. The student is expected to: | |
Readiness | 5.13(A) compare the systems of government of early European colonists, including representative government and monarchy | |
Supporting | 5.13(B) identify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of Burgesses | |
Knowledge and Skills | 5.14 Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to: | |
Supporting | 5.14(A) explain the purposes, key elements, and the importance of the Declaration of Independence | |
Readiness *Essential | 5.14(B) explain the purposes of the U.S. Constitution as identified in the Preamble | |
Readiness | 5.14(C) explain the reasons for the creation of the Bill of Rights and its importance. | |
Knowledge and Skills | 5.19 Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights. The student is expected to: | |
Readiness | 5.19(A) describe the fundamental rights guaranteed in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney | |
Cluster 2: American Revolution | ||
Social Studies: Social studies skills are embedded daily throughout student learning opportunities. The standards support students' application of critical-thinking, problem-solving, decision-making, and communication skills. To see a full list of your grade level social studies skills, please click here. | ||
Cluster 2: American Revolution Suggested Pacing: 9/22 - 10/31 6 weeks | Knowledge and Skills | 5.2 History. The student understands how conflict between the American colonies and Great Britain led to American independence and the formation of the United States. The student is expected to: |
Readiness *Essential | 5.2(A) analyze the causes and effects of events prior to and during the American Revolution, including the taxation resulting from the French and Indian War and the colonist response to taxation such as the Boston Tea Party | |
Supporting | 5.2(B) identify the Founding Fathers and Patriot heroes, including John Adams, Benjamin Franklin, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period | |
Readiness | 5.2(C) summarize the results of the American Revolution, including the establishment of the United States | |
Knowledge and Skills | 5.14 Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to: | |
Supporting | 5.14(A) explain the purposes, key elements, and the importance of the Declaration of Independence | |
Knowledge and Skills | 5.20 Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: | |
Supporting | 5.20(A) identify significant examples of art, music, and literature from various periods in U.S. history such as the painting American Progress, “Yankee Doodle,” and “Paul Revere’s Ride” | |
Supporting | 5.20(B) explain how examples of art, music, and literature reflect the times during which they were created | |
Knowledge and Skills | 5.21 Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: | |
Supporting *Essential | 5.21(B) summarize the contributions of people of various racial, ethnic, and religious groups to our national identity | |
Cluster 3: Geography | ||
Social Studies: Social studies skills are embedded daily throughout student learning opportunities. The standards support students' application of critical-thinking, problem-solving, decision-making, and communication skills. To see a full list of your grade level social studies skills, please click here. | ||
Cluster 3: Geography Suggested Pacing: 11/3 - 11/21 3 weeks | Knowledge and Skills | 5.6 Geography. The student understands places and regions in the United States. The student is expected to: |
Readiness | 5.6(A) describe political and economic regions in the United States that result from patterns of human activity | |
Supporting | 5.6(B) describe regions in the United States based on physical characteristics such as landform, climate, and vegetation | |
Supporting | 5.6(C) locate on a map important political features such as the five largest cities by population in the United States and the 50 states | |
Supporting | 5.6(D) create a map of important physical features such as the Appalachian Mountains, Great Lakes, Mississippi River, Great Plains, and Rocky Mountains | |
Knowledge and Skills | 5.7 Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: | |
Supporting | 5.7(B) explain the geographic factors that influence patterns of settlement and the distribution of population in the United States | |
Knowledge and Skills | 5.8 Geography. The student understands how people adapt to and modify their environment. The student is expected to: | |
Readiness *Essential | 5.8(A) describe how and why people have adapted to and modified their environment in the United States such as the use of human resources to meet basic needs | |
Supporting | 5.8(B) analyze the positive and negative consequences of human modification of the environment in the United States | |
Knowledge and Skills | 5.9 Economics. The student understands the basic economic patterns of early societies in the United States. The student is expected to: | |
Supporting | 5.9(B) identify major industries of colonial America such as shipbuilding and growing of cash crops | |
Knowledge and Skills | 5.12 Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: | |
Readiness | 5.12(B) identify and explain how geographic factors have influenced the location of economic activities in the United States | |
Cluster 4: Constitution and Government | ||
Social Studies: Social studies skills are embedded daily throughout student learning opportunities. The standards support students' application of critical-thinking, problem-solving, decision-making, and communication skills. To see a full list of your grade level social studies skills, please click here. | ||
Cluster 4: Constitution and Government Suggested Pacing: 12/1 - 12/19 3 weeks | Knowledge and Skills | 5.2 History. The student understands how conflict between the American colonies and Great Britain led to American independence and the formation of the United States. The student is expected to: |
Supporting | 5.2(B) identify the Founding Fathers and Patriot heroes, including John Adams, Benjamin Franklin, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period | |
Readiness | 5.2(C) summarize the results of the American Revolution, including the establishment of the United States | |
Knowledge and Skills | 5.3 History. The student understands the significant individuals who contributed to the creation of the U.S. Constitution and the government it established. The student is expected to | |
Supporting | 5.3(A) identify the contributions of Founding Fathers James Madison and George Mason who helped create the U.S. Constitution. | |
Knowledge and Skills | 5.14 Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to: | |
Readiness *Essential | 5.14(B) explain the purposes of the U.S. Constitution as identified in the Preamble | |
Readiness | 5.14(C) explain the reasons for the creation of the Bill of Rights and its importance. | |
Knowledge and Skills | 5.15 Government. The student understands the framework of government created by the U.S. Constitution of 1787. The student is expected to: | |
Readiness | 5.15(A) identify and explain the basic functions of the three branches of government | |
Supporting | 5.15(B) identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution | |
Supporting | 5.15(C) distinguish between national and state governments and compare their responsibilities in the U.S. federal system. | |
Knowledge and Skills | 5.19 Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights. The student is expected to: | |
Readiness | 5.19(A) describe the fundamental rights guaranteed in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney | |
Cluster 5: Westward Expansion - Reconstruction | ||
Social Studies: Social studies skills are embedded daily throughout student learning opportunities. The standards support students' application of critical-thinking, problem-solving, decision-making, and communication skills. To see a full list of your grade level social studies skills, please click here. | ||
Cluster 5: Westward Expansion - Reconstruction Suggested Pacing: 1/6 - 2/27 8 weeks | Knowledge and Skills | 5.4 History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to: |
Supporting | 5.4(A) describe the causes and effects of the War of 1812 such as impressment of sailors, territorial conflicts with Great Britain, and the increase in U.S. manufacturing | |
Readiness | 5.4(B) identify and explain how changes resulting from the Industrial Revolution led to conflict among sections of the United States | |
Readiness | 5.4(C) identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny | |
Readiness | 5.4(D) explain the central role of the expansion of slavery in causing sectionalism, disagreement over states’ rights, and the Civil War | |
Readiness *Essential | 5.4(E) explain the effects of the Civil War, including Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution | |
Supporting | 5.4(F) identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups such as the settlement of the frontier and building of the Transcontinental Railroad | |
Knowledge and Skills | 5.7 Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: | |
Readiness *Essential | 5.7(A) identify and describe the patterns of settlement such as rural, urban, and suburban | |
Supporting | 5.7(B) explain the geographic factors that influence patterns of settlement and the distribution of population in the United States | |
Knowledge and Skills | 5.8 Geography. The student understands how people adapt to and modify their environment. The student is expected to: | |
Readiness *Essential | 5.8(A) describe how and why people have adapted to and modified their environment in the United States such as the use of human resources to meet basic needs | |
Supporting | 5.8(B) analyze the positive and negative consequences of human modification of the environment in the United States | |
Knowledge and Skills | 5.10 Economics. The student understands the development, characteristics, and benefits of the free enterprise system in the United States. The student is expected to: | |
Supporting | 5.10(A) identify the development of the free enterprise system in colonial America and the United States | |
Readiness | 5.10(B) describe how the free enterprise system works in the United States | |
Supporting | 5.10(C) give examples of the benefits of the free enterprise system in the United States | |
Knowledge and Skills | 5.11 Economics. The student understands the impact of supply and demand on consumers and producers in a free enterprise system. The student is expected to: | |
Readiness *Essential | 5.11(A) explain how supply and demand affects consumers in the United States | |
Supporting | 5.11 (B) evaluate the effects of supply and demand on industry and agriculture, including the plantation system, in the United States | |
Knowledge and Skills | 5.12 Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: | |
Readiness | 5.12(A) compare how people in different regions of the United States earn a living, past and present | |
Readiness | 5.12(B) identify and explain how geographic factors have influenced the location of economic activities in the United States | |
Supporting | 5.12(C) analyze the effects of immigration and migration on the economic development and growth of the United States | |
Readiness | 5.12(D) describe the impact of mass production, specialization, and division of labor on the economic growth of the United States. | |
Knowledge and Skills | 5.15 Government. The student understands the framework of government created by the U.S. Constitution of 1787. The student is expected to: | |
Supporting | 5.15(C) distinguish between national and state governments and compare their responsibilities in the U.S. federal system. | |
Knowledge and Skills | 5.16 Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles that contribute to our national identity. The student is expected to | |
Supporting | 5.16(B) sing or recite "The Star-Spangled Banner" and explain its history | |
Knowledge and Skills | 5.18 Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to: | |
Supporting | 5.18(A) identify past and present leaders in the national government, including the president and various members of Congress, and their political parties | |
Knowledge and Skills | 5.20 Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: | |
Supporting | 5.20(A) identify significant examples of art, music, and literature from various periods in U.S. history such as the painting American Progress, “Yankee Doodle,” and “Paul Revere’s Ride” | |
Supporting | 5.20(B) explain how examples of art, music, and literature reflect the times during which they were created | |
Knowledge and Skills | 5.21 Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: | |
Supporting *Essential | 5.21(B) summarize the contributions of people of various racial, ethnic, and religious groups to our national identity | |
Knowledge and Skills | 5.22 Science, technology, and society. The student understands the impact of science and technology on society in the United States. The student is expected to: | |
Supporting | 5.22(A) identify the accomplishments of notable individuals in the fields of science and technology such as Benjamin Franklin, Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong | |
Readiness *Essential | 5.22(B) identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic development of the United States, including the transcontinental railroad and the space program | |
Supporting | 5.22(C) explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States | |
Cluster 6: The United States in the 20th Century | ||
Social Studies: Social studies skills are embedded daily throughout student learning opportunities. The standards support students' application of critical-thinking, problem-solving, decision-making, and communication skills. To see a full list of your grade level social studies skills, please click here. | ||
Cluster 6: The United States in the 20th Century
Suggested Pacing: 3/2 - 4/24 7 weeks | Knowledge and Skills | 5.5 History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to: |
Readiness *Essential | 5.5(A) explain the significance of issues and events of the 20th century such as industrialization, urbanization, the Great Depression, the world wars, the civil rights movement, and military actions | |
Supporting | 5.5(C) identify the accomplishments and contributions of individuals and groups such as Susan B. Anthony, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, the Tuskegee Airmen, and the 442nd Regimental Combat Team in the areas of civil rights, women's rights, military actions, and politics | |
Knowledge and Skills | 5.10 Economics. The student understands the development, characteristics, and benefits of the free enterprise system in the United States. The student is expected to: | |
Readiness | 5.10(B) describe how the free enterprise system works in the United States | |
Supporting | 5.10(C) give examples of the benefits of the free enterprise system in the United States | |
Knowledge and Skills | 5.11 Economics. The student understands the impact of supply and demand on consumers and producers in a free enterprise system. The student is expected to: | |
Readiness *Essential | 5.11(A) explain how supply and demand affects consumers in the United States | |
Supporting | 5.11(B) evaluate the effects of supply and demand on industry and agriculture, including the plantation system, in the United States | |
Knowledge and Skills | 5.12 Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: | |
Readiness | 5.12(A) compare how people in different regions of the United States earn a living, past and present | |
Readiness | 5.12(B) identify and explain how geographic factors have influenced the location of economic activities in the United States | |
Supporting | 5.12(C) analyze the effects of immigration and migration on the economic development and growth of the United States | |
Readiness | 5.12(D) describe the impact of mass production, specialization, and division of labor on the economic growth of the United States. | |
Knowledge and Skills | 5.18 Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to: | |
Supporting | 5.18(A) identify past and present leaders in the national government, including the president and various members of Congress, and their political parties | |
Supporting | 5.18(B) identify leadership qualities of national leaders, past and present | |
Knowledge and Skills | 5.22 Science, technology, and society. The student understands the impact of science and technology on society in the United States. The student is expected to: | |
Supporting | 5.22(A) identify the accomplishments of notable individuals in the fields of science and technology such as Benjamin Franklin, Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong | |
Readiness *Essential | 5.22(B) identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic development of the United States, including the transcontinental railroad and the space program | |
Supporting | 5.22(C) explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States | |
Cluster 7: The United States in the 21st Century | ||
Social Studies: Social studies skills are embedded daily throughout student learning opportunities. The standards support students' application of critical-thinking, problem-solving, decision-making, and communication skills. To see a full list of your grade level social studies skills, please click here. | ||
Cluster 7: The United States in the 21st Century Suggested Pacing: 4/27 - 5/5 1 week | Knowledge and Skills | 5.5 History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to: |
Supporting | 5.5(B) analyze various issues and events of the 21st century such as the War on Terror and the 2008 presidential election | |
Knowledge and Skills | 5.18 Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to: | |
Supporting | 5.18(A) identify past and present leaders in the national government, including the president and various members of Congress, and their political parties | |
Knowledge and Skills | 5.22 Science, technology, and society. The student understands the impact of science and technology on society in the United States. The student is expected to: | |
Readiness *Essential | 5.22(B) identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic development of the United States, including the transcontinental railroad and the space program | |
Supporting | 5.22(C) explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States | |
Cluster 8: American Identity | ||
Social Studies: Social studies skills are embedded daily throughout student learning opportunities. The standards support students' application of critical-thinking, problem-solving, decision-making, and communication skills. To see a full list of your grade level social studies skills, please click here. | ||
Cluster 8: American Identity Suggested Pacing: 5/6 - 5/22 3 weeks | Knowledge and Skills | 5.16 Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles that contribute to our national identity. The student is expected to: |
Supporting | 5.16(A) explain various patriotic symbols, including Uncle Sam; national celebrations such as Labor Day and political symbols such as the donkey and elephant | |
Supporting | 5.16(B) sing or recite "The Star-Spangled Banner" and explain its history | |
Supporting | 5.16(C) recite and explain the meaning of the Pledge of Allegiance to the United States flag | |
Supporting | 5.16(D) explain the significance of important landmarks, including the White House, the Statue of Liberty, and Mount Rushmore | |
Knowledge and Skills | 5.17 Citizenship. The student understands the importance of individual participation in the democratic process at the local, state, and national levels. The student is expected to: | |
Readiness | 5.17(A) explain why individuals have a duty to participate in civic affairs at the local, state, and national levels | |
Supporting | 5.17(B) explain how to contact elected and appointed leaders in local, state, and national governments | |
Readiness | 5.17(C) use voting as a method for group decision making | |
Knowledge and Skills | 5.18 Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to: | |
Supporting | 5.18(A) identify past and present leaders in the national government, including the president and various members of Congress, and their political parties | |
Supporting | 5.18(B) identify leadership qualities of national leaders, past and present | |
Knowledge and Skills | 5.21 Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: | |
Supporting | 5.21(A) describe customs and traditions of various racial, ethnic, and religious groups in the United States | |
Supporting *Essential | 5.21(B) summarize the contributions of people of various racial, ethnic, and religious groups to our national identity | |
Frisco Independent School District - Elementary Teaching and Learning