Section 389.2942 - Fifth grade: Social studiesBy the beginning of the fifth grade, pupils must know and be able to do everything required in the previous grades for social studies offered in public schools. Instruction in the fifth grade in social studies must be designed so that pupils meet the following performance standards by the completion of the fifth grade:
1. For the area of social studies disciplinary skills: (a) Generate compelling questions to explore the founding of the United States.(b) Generate and answer supporting questions that address the compelling questions generated pursuant to paragraph (a).(c) Determine the credibility of multiple sources by using corroboration and close reading.(d) Gather primary and secondary sources and use them to construct a response to support a compelling question generated pursuant to paragraph (a).(e) Cite evidence from multiple sources that support responses to compelling questions generated pursuant to paragraph (a).(f) Craft an argument to answer a compelling question generated pursuant to paragraph (a) using evidence and reasoning skills.(g) Construct organized explanations of relevant concepts for various audiences and purposes using evidence and reasoning.(h) Participate in a structured academic discussion using evidence and reasoning to share and critique ideas.(i) List and discuss actions by a person or a group that can be taken to address local, regional or national problems.(j) Use deliberative and democratic procedures to take action about an issue.2. For the area of history:(a) Examine the development of political parties throughout the history of the United States.(b) Investigate what it meant to be an American for different groups in the early history of the United States.(c) Explore the development of colonial America and compare regional differences among the American colonies.(d) Analyze the ways in which Native American, European and African cultures were impacted by conflict and compromise throughout the early history of the United States.(e) Analyze how various political, religious and intellectual ideas impacted the development of early American society and government.(f) Evaluate the causes and effects of the American Revolution.3. For the area of geography: (a) Analyze various maps to illustrate environmental, political and cultural characteristics of a region and the impact of such characteristics throughout the early history of the United States.(b) Evaluate how the relationship between humans and the environment impacted the early history of the United States.(c) Analyze any rules or laws that encouraged or restricted migration or immigration between regions of the United States in the early history of the United States.(d) Analyze how physical geography and natural resources affected exploration, the settlement of humans and the development of culture throughout the early history of the United States.4. For the area of economics:(a) Compare and contrast the similarities and differences between the economies in the colonial regions.(b) Investigate the development of the early economy of the United States.(c) Evaluate the role of slavery in the early economy of the United States.(d) Explain how trade was important during the colonial period, the American Revolution and the formation of the United States.5. For the area of civics: (a) Analyze the influence of certain persons, groups and institutions on the interpretation of the United States Constitution, the Declaration of Independence and the Bill of Rights over time.(b) Describe representative government and explore debates in the drafting of the United States Constitution.(c) Analyze core civic dispositions and democratic principles and their impact throughout the early history of the United States.(d) Investigate how persons exercise rights and responsibilities.(e) Investigate methods by which a person can influence rules and laws in a classroom, school, government or society.(f) Analyze how the Bill of Rights shaped the rights of persons in the United States.(g) Explain the structures of constitutional government and the role of checks and balances in such a government.(h) Describe how the United States has changed and continues to change in order to limit or protect the individual rights of persons.6. For the area of multicultural education:(a) Analyze how and why racial, ethnic and other groups were oppressed in the early history of the United States.(b) Evaluate how persons and groups used ideas in foundational documents, including, without limitation, the United States Constitution, the Declaration of Independence and the Bill of Rights, to create communities of respect, equity and diversity throughout the history of the United States.(c) Discuss the contributions made by culturally, racially and ethnically diverse persons for the advancement of the United States.Nev. Admin. Code § 389.2942
Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009; A by R056-17AP, eff. 8/30/2018NRS 385.080, 385.114, 389.021, 389.520