| A | B | C | D | E | |
|---|---|---|---|---|---|
1 | ILEARN Social Studies Grade 5 Assessment Framework ILEARN social studies is a fixed-form summative assessment. This design begins implementation school year 2026-2027. | Summative Assessment | |||
2 | Test Window: April - May | ||||
3 | 38-40 Total Items | ||||
4 | Performance Level Descriptors: Grade 5 | ||||
5 | Indicator1 | Indiana Academic Standard2 | Level of Priority3 | Number of Items4 | Reporting Category5 |
6 | 5.H.1 | Identify and describe early cultures and settlements that existed in North America prior to contact with Europeans. (E) | Essential | 1-3 | History: 41-45% 17-18 items |
7 | 5.H.2 | Examine accounts of early European explorations of North America, including major land and water routes, reasons for exploration, and impacts of the exploration. (E) | Essential | 1-3 | |
8 | 5.H.3 | Compare and contrast historic Indian groups of the West, Southwest, Northwest, Arctic and sub-Arctic, Great Plains, and Eastern Woodlands regions at the beginning of European exploration in the late fifteenth and sixteenth centuries. (E) | Essential | 1-3 | |
9 | 5.H.4 | Locate the early Spanish, French, and British settlements on a map, and compare the origins, physical structure, and social structure of these settlements. | Standard | 0-1 | |
10 | 5.H.5 | Compare and contrast the religious, political, and economic reasons for the colonization of the Americas by Europe. (E) | Essential | 1-3 | |
11 | 5.H.6 | Identify and explain instances of both cooperation and conflict that existed between Native Americans and colonists. | Standard | 0-1 | |
12 | 5.H.7 | Identify the early founders of colonial settlements, and describe early colonial resistance to British rule. | Standard | 0-1 | |
13 | 5.H.8 | Explain how the political, religious, and economic ideas brought about the American Revolution. | Standard | 0-1 | |
14 | 5.H.9 | Analyze the causes of the American Revolution as outlined in the Declaration of Independence. (E) | Essential | 1-3 | |
15 | 5.H.10 | Identify major British and American leaders of the American Revolutionary War and describe their significance in key events of the war. (E) | Essential | 1-3 | |
16 | 5.H.11 | Describe the contributions of France, other nations, and individuals to the outcome of the American Revolution. (E) | Essential | 1-3 | |
17 | 5.H.12 | Identify contributions of women and minorities during the American Revolution. | Standard | 0-1 | |
18 | 5.H.13 | Explain consequences of the American Revolution, including the strengths and weaknesses of the Articles of Confederation, changes in trade relationships, and the achievement of independence by the United States. | Standard | 0-1 | |
19 | 5.H.14 | Explain why the United States Constitution was created in 1787 and how it established a stronger union among the original 13 states by making it the supreme law of the land. Identify people who were involved in its development. (E) | Essential | 1-3 | |
20 | 5.H.15 | Describe the origins and drafting of the Bill of Rights that was ratified in 1791. (E) | Essential | 1-3 | |
21 | 5.H.16 | Explain why the first American political parties developed, and analyze the impact political parties had on early presidential elections. | Standard | 0-1 | |
22 | 5.H.17 | Identify and describe the contributions of important early American artists, writers, and entrepreneurs and traditional arts and crafts to the new nation’s cultural landscape. | Standard | 0-1 | |
23 | 5.C.1 | Understand the principles and purposes of government as stated in the Preamble to the United States Constitution. | Standard | 0-1 | Civics & Government: 22-25% 9-10 items |
24 | 5.C.2 | Identify and explain ideas about limited government, the rule of law, and individual rights in key colonial era documents. (E) | Essential | 2-3 | |
25 | 5.C.3 | Identify and explain key ideas about government as noted in the Declaration of Independence, Articles of Confederation, Northwest Ordinance, United States Constitution, and the Bill of Rights. (E) | Essential | 2-3 | |
26 | 5.C.4 | Describe the primary and general election process for local, state, and federal offices, including those used to select congressional and presidential office holders. | Standard | 0-1 | |
27 | 5.C.5 | Identify the three branches of the United States government, and explain the functions of each. (E) | Essential | 2-3 | |
28 | 5.C.6 | Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect, and responsible participation. | Standard | 0-1 | |
29 | 5.C.7 | Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change in government, including voting and participation in the election process. | Standard | 0-1 | |
30 | 5.C.8 | Use a variety of information resources to identify and evaluate issues that involve civic responsibility, individual rights, and the common good. | Standard | 0-1 | |
31 | 5.G.1 | Illustrate how lines of latitude and longitude are measured in degrees of a circle. Locate where these lines intersect on a map or globe and describe the precise location using terms of degrees north or south of the equator and east or west of the Prime Meridian. (E) | Essential | 1-3 | Geography & Economics: 32-35% 14-16 items |
32 | 5.G.2 | Use maps and globes to locate states, capitals, major cities, major rivers, the Great Lakes, and mountain ranges in the United States. (E) | Essential | 1-3 | |
33 | 5.G.3 | Locate the continental divide, the major drainage basins/watersheds, major sources of freshwater in the United States, and identify their impact on local and regional communities. | Standard | 0-1 | |
34 | 5.G.4 | Use maps to describe the characteristics of climate regions of the United States. | Standard | 0-1 | |
35 | 5.G.5 | Identify the major manufacturing and agricultural regions in colonial America, and summarize the ways that agriculture and manufacturing changed between 1600 and 1800. (E) | Essential | 1-3 | |
36 | 5.G.6 | Describe the ways Native Americans, Africans, immigrant groups, and colonists adapted to variations in the physical environment. | Standard | 0-1 | |
37 | 5.G.7 | Describe and analyze how specific physical features influenced historical events. | Standard | 0-1 | |
38 | 5.G.8 | Identify and locate the 13 British colonies by region (i.e., New England, Middle, Southern). (E) | Essential | 1-3 | |
39 | 5.G.9 | Describe the political and social organization of each region (i.e., New England, Middle, Southern) that comprised the 13 British colonies. | Standard | 0-1 | |
40 | 5.G.10 | Explain the economic organization of each region (i.e., New England, Middle, Southern) that comprised the 13 British coloines. | Standard | 0-1 | |
41 | 5.E.1 | Describe the economic activities within and among Native American cultures prior to contact with Europeans. Examine the economic incentives that helped motivate European exploration and colonization. (E) | Essential | 1-3 | |
42 | 5.E.2 | Describe the impact of technological developments and major inventions on business productivity during the early development of the United States. (E) | Essential | 1-3 | |
43 | 5.E.3 | Explain the benefits of education and training, specialization, and investment in capital resources. | Standard | 0-1 | |
44 | 5.E.4 | Define types of trade barriers and predict the effect of changes in supply and demand on price. (E) | Essential | 1-3 | |
45 | 5.E.5 | Explain the purpose and components of a personal budget, and compare factors that influence household saving and spending decisions. | Standard | 0-1 | |
46 | |||||
47 | 1Indicator: The code used to refer to a specific Indiana Academic Standard. | ||||
48 | 2Indiana Academic Standard: The knowledge and skills students are expected to achieve for a given content area/grade level. Additional information is available on the Indiana Academic Standards webpage. | ||||
49 | 3Level of Priority: Academic standards are designated as either standard or essential. The ILEARN assessment fully aligns to the designations that are reflected in the academic standards. Essential academic standards are prioritized above other content. | ||||
50 | 4Number of Items: The number of items per academic standard that will be administered on any fixed form to students. This range allows for flexibility across the years to assess all academic standards. The number of items emphasizes the assessment of essential standards every year, with other standards being sampled across the years. | ||||
51 | 5Reporting Category: A broad domain or group of interrelated performance expectations. Proficiency data is available at the student level on the summative assessment for each reporting category. | ||||
52 | Handscored Items: There are no handscored items included in the ILEARN Social Studies Grade 5 assessment. | ||||
53 | Performance Task: There is no Performance Task included in the ILEARN Social Studies Grade 5 assessment. | ||||