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Social Studies Competency Assurance Documents
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5th Grade Social Studies Open Response Questions
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5th Grade
Government and Civics
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The Preamble
The Preamble, the introduction to the U.S. Constitution,
establishes our government and its purposes. It defines the
relationship between the federal and state governments.
THE PREAMBLE
We the people of the United States,
In order to form a more perfect Union,
establish justice, ensure domestic Tranquillity,
provide for the common defense,
promote the general Welfare,
and secure the Blessings of liberty,
to ourselves and our Posterity,
do ordain and establish this CONSTITUTION
for the United States of America.
- Describe two purposes of the government of the United
States as listed in the Preamble to the Constitution.
- Explain why they are important today.
Grade 5
Government and Civics Rubric
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SCORE POINT |
DESCRIPTION |
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4
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- Student describes two purposes of the government
as listed in the Preamble to the U.S. Constitution.
- Student explains, using extensive details, why the
two purposes are important today.
- Student communicates information in an organized
manner so that others can understand.
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3
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- Student describes two purposes of the government
as listed in the Preamble to the U.S. Constitution.
- Student explains, using broad details, why the two
purposes are important today.
- Student communicates information, with some lapses
in organization.
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2
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- Student correctly identifies one to two purposes
of the government as listed in the Preamble to the
U.S. Constitution.
- Student explains, using basic details, why the
purpose(s) are important today.
- Student communicates reasonably, but demonstrates
poor organization and some inaccurate information.
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1
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- Student attempts to identify at least one purpose
of the government as listed in the Preamble to the
U.S. Constitution.
- Student demonstrates minimal understanding of the
Preamble and its purposes.
- Student demonstrates poor organization.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
- form a more perfect union-to establish guidelines
lacking in the Articles of Confederation
- establish justice-to set up a judicial system
- ensure domestic clairs ity-to provide peace and
safety within the U.S.
- provide for the common defense-to set up the military
- promote the general welfare-to aid in the well-being
of all citizens
- secure the blessings of liberty…ourselves and our
posterity- to keep freedom for us/future generation.
Program of Studies
- The history of the U.S. has been impacted by its social
institutions. *
* Found in the Program of Studies but not
contained in Core Content. This item should be integrated in
the overall focus on Economics (2.18).
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5th Grade
Culture and Society
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Immigration
People who move from one country to another are called
immigrants. Immigrants from many different countries came to
the United States in the 19th century.
- Identify one group of people that has immigrated to the
United States.
- Explain two ways that their culture continues to
influence our lives today.
5th Grade
Culture and Society Rubric
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SCORE POINT |
DESCRIPTION |
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4
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- Student correctly identifies one group of
immigrants that has come to the United States.
- Student identifies two cultural characteristics,
using extensive details, and links them to life
today.
- Student communicates information in an organized
manner so that others can understand.
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3
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- Student correctly identifies one group of
immigrants that has come to the United States.
- Student identifies two cultural characteristics,
using broad details, and links them to life today.
- Student communicates information with some lapses
in organization.
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2
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- Student correctly identifies one group of
immigrants that has come to the United States.
- Student identifies one to two cultural
characteristics, using basic details, and attempts
to link them to life today.
- Student communicates information reasonably but
demonstrates poor organization and some inaccurate
information or reasoning.
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1
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- Student identifies one group of immigrants that
has come to the United States.
- Student does not identify any correct cultural
characteristics, and demonstrates minimal
understanding of immigrants’ cultural influences.
- Student demonstrates poor organization or
reasoning.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
- Culture- way of life (food, clothing, shelter, holidays,
religion, government, language, games, values)
- Germans (kindergarten, kraut)
- Spanish (Catholic religion, horses, missionaries)
- English (government, religion, food, values, rugby)
- Italians (spaghetti,)
- Irish (St. Patrick’s Day celebrations, pubs)
- French (Creole language of Louisiana, French pastries
(crepes, clairs, etc.), Mardi Gras)
- Mexican/Hispanic (tacos, piñatas)
- Chinese (Chinatown, rice, fortune cookies)
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5th Grade
Economics
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Ashland Oil Refinery
Kentucky’s economy depends on businesses throughout the
state. Ashland Oil Refinery is a business located in Ashland,
Kentucky, that employs people from all over the state, and
produces different types of fuel oil for machines we use
everyday.
If the Ashland Oil Refinery was totally destroyed by fire,
describe two ways this would effect the economy of the city of
Ashland and its citizens.
Describe the economic effect this would have on the
Lexington community. Support your answer with details.
5th Grade
Economics Rubric
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SCORE POINT |
DESCRIPTION |
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4
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- Student correctly describes two economic effects
of the loss of Ashland Oil Refinery to the city of
Ashland and its citizens.
- Student correctly describes the economic effects
of the loss of Ashland Oil Refinery on the Lexington
community.
- Student communicates information, using extensive
details, in an organized manner so that others can
understand.
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3
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- Student correctly describes two economic effects
of the loss of Ashland Oil Refinery to the city of
Ashland and its citizens.
- Student correctly describes the economic effects
of the loss of Ashland Oil Refinery on the Lexington
community.
- Student communicates information, using broad
details, with some lapses in organization.
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2
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- Student correctly describes one to two economic
effects of the loss of Ashland Oil Refinery to the
city of Ashland and its citizens.
- Student gives a basic description of the economic
effects of the loss of Ashland Oil Refinery on the
Lexington community.
- Student communicates information reasonably, using
basic details, but demonstrates poor organization
and some inaccurate information or reasoning.
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1
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- Student correctly describes no more than one
economic effect of the loss of Ashland Oil Refinery
to the city of Ashland and its citizens.
- Student has a minimal understanding of the
economic effects of the loss of Ashland Oil Refinery
on the Lexington community.
- Student uses minimal details with poor
organization and some inaccurate information or
reasoning.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
- people would lose jobs
- families would not have income for food, clothing and
shelter
- businesses and/or homes would not get needed fuel oil
- increase in cost of gasoline
- increase in cost of fuel oil
- business of other oil refinery’s would increase
Lemonade Stand
You and your friends want to open a lemonade stand. You
will need to think about several factors before opening your
business.
- Identify three things that you need to think about in
setting up your business.
- Explain why these thing are important to make a profit.
5th Grade Rubric
Economics
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SCORE POINT |
DESCRIPTION |
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4
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- Student correctly identifies three things they
need to do in setting up a business (lemonade
stand).
- Student explains, using extensive details, how
these things are important for making a profit.
- Student communicates information in an organized
manner so that others can understand.
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3
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- Student correctly identifies three things they
need to do in setting up a business (lemonade
stand).
- Student explains, using broad details, how these
things are important for making a profit.
- Student communicates information, with some lapses
in organization.
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2
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- Student correctly identifies two to three things
they need to do in setting up a business (lemonade
stand).
- Student explains, using basic details, how these
things are important for making a profit.
- Student communicates information reasonably, but
demonstrates poor organization and some inaccurate
information or reasoning.
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1
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- Student attempts to identify things they need to
do in setting up a business (lemonade stand).
- Student attempts to explain, using minimal
details, how these things are important for making a
profit.
- Student demonstrates poor organization and
inaccurate information or reasoning.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
- price charged
- business expenses (lemonade, supplies, and stand)
- volume sold
- supply and demand
- climate/time of year
- advertising
- hours of business
- customer service
- quality of product
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5th Grade
Geography
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Geographic Facts:
Geographers have divided Kentucky into 6 geographic
regions. Look at the map showing the regions of Kentucky.
Image supplied by Kentucky
Atlas & Gazetteer ©
Choose a region. Write down the name of the region you
chose.
Write 3 FACTS about the geography of this region. Give at
least 1 example of the geographic feature to support your
facts.
5th Grade
Geography Rubric
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SCORE POINT |
DESCRIPTION |
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4
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- Student correctly identifies a geographic region
and three facts about the geography of the region.
- Student uses extensive details to give an example
of three geographic feature ( one feature per fact).
- Student communicates information in an organized
manner so that others can understand.
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3
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- Student correctly identifies a geographic region
and two to three facts about the geography of the
region.
- Student uses broad details to give an example of
two to three geographic features.
- Student communicates information, with some lapses
in organization.
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2
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- Student correctly identifies a geographic region
and/or one to three facts about the geography of the
region.
- Student gives basic information about the
features.
- Student communicates reasonably, but demonstrates
poor organization and some inaccurate information.
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- Student demonstrates minimal understanding of
geographic regions.
- Student gives minimal or no explanation about the
features.
- Student demonstrates poor organization and some
inaccurate information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
- human and physical characteristics
- location
- physical features
- weather
- climate and natural disasters
- human/environmental interaction
- movement
- regional/cultural characteristics
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5th Grade
History
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Colonial America
Life in the American colonies was very different than life
in America today.
- Describe life in colonial America, using extensive
details.
- Compare life in the American colonies to how we live
today. Support your answer with three examples.
5th Grade
History Rubric
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SCORE POINT |
DESCRIPTION |
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4
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- Student describes three correct characteristics of
way of life (culture) in colonial America.
- Student compares those three characteristics to
the way of life in America today, using extensive
details.
- Student communicates information in an organized
manner so that others can understand.
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3
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- Student describes three correct characteristics of
way of life (culture) in colonial America.
- Student compares those three characteristics to
the way of life in America today, using broad
details.
- Student communicates information with some lapses
in organization.
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2
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- Student describes two to three correct
characteristics of way of life (culture) in colonial
America.
- Student compares those characteristics to the way
of life in America today, using basic details.
- Student communicates reasonably, but demonstrates
poor organization and some inaccurate information.
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1
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- Student attempts to describe characteristics of
way of life (culture) in colonial America.
- Student gives minimal comparison to the way of
life in America today.
- Student demonstrates poor organization and
inaccurate information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
- food
- clothing
- shelter
- tools
- children’s games
- school
- indentured servants
- apprenticeships
- travel
Early Explorers
People throughout history have had different viewpoints of
historical events that have taken place. The Native Americans
and the early European explorers viewed the exploration of
America differently, which often caused conflict between the
two groups.
- Explain why different points of view are important when
learning about history.
- Choose one historical American event that caused
conflict between the Native Americans and the early
explorers. Explain each viewpoint.
5th Grade
History Rubric
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SCORE POINT |
DESCRIPTION |
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4 |
- Student correctly explains why different points of
view are important when studying history.
- Student identifies one historical American event
that caused conflict between the Native Americans
and the early explorers.
- Student identifies two opposing viewpoints
concerning the event, using extensive details.
- Student communicates information in an organized
manner so that others can understand.
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3 |
- Student correctly explains why different points of
view are important when studying history.
- Student identifies one historical American event
that caused conflict between the Native Americans
and the early explorers.
- Student identifies two opposing viewpoints
concerning the event, using broad details.
- Student communicates information with some lapses
in organization.
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2 |
- Student explains vaguely why different points of
view are important when studying history.
- Student identifies one historical American event
that caused conflict between the Native Americans
and the early explorers.
- Student identifies one viewpoint concerning the
event, using basic details.
- Student communicates information reasonably, but
demonstrates poor organization and some inaccurate
information.
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1 |
- Student attempts to explain why different points
of view are important when studying history.
- Student identifies one historical American event
that caused conflict between the Native Americans
and the early explorers.
- Student does not identify a correct viewpoint
concerning the event. Student gives minimal or
incomplete information.
- Student demonstrates poor organization.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
- Different viewpoints in history are needed to understand
every group or people’s story of the past
- Textbooks are usually told by one viewpoint
- Native Americans felt the Explorers came over and stole
the land--Explorers were considered heroes for
"conquering" new lands, and did not consider
that the land already belonged to others
Time Capsule
A time capsule is a container used to store artifacts from
a certain time period. These artifacts are important items
that show how people lived during that time period. Imagine
that you are about to open a time capsule from the southern
states that came from the time period 1840-1865, which was
BEFORE and DURING the Civil War.
- Identify THREE significant ITEMS that you might find in
the time capsule. Your items should represent the lives of
the people at that time.
- Explain why each ITEM was important enough to be
included in the time capsule.
5th Grade
History Rubric
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SCORE POINT |
DESCRIPTION |
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4
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- Student identifies three significant items from
1840-1865 that represent the lives of the people at
that time.
- Student explains, using extensive details, why
each item was included in the time capsule, making
insightful connections.
- Student communicates information in an organized
manner so that others can understand.
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3
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- Student identifies two or three significant items
from 1840-1865 that represent the lives of the
people at that time.
- Student explains, using broad details, why each
item was included in the time capsule.
- Student communicates information, with some lapses
in organization.
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2
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- Student identifies one to three significant items
from 1840-1865 that represent the lives of the
people at that time.
- Student gives basic explanation why each item was
included in the time capsule.
- Student communicates reasonably, but demonstrates
poor organization and some inaccurate information.
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1
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- Student demonstrates minimal understanding of the
time period.
- Student gives minimal or no explanation why each
item was important.
- Student demonstrates poor organization and some
inaccurate information.
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0 |
- Response is totally incorrect or irrelevant.
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Blank |
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Suggestions:
- Confederate uniform
- Confederate flag
- Banjo
- Civil War weapon
- School slate
- Period clothing
- Photographs of family
- Wooden farm or kitchen utensils
- Tobacco
- Cotton
- Diary or letters
- Saddle
- Sword
- Maps
- Newspapers
- Bible
- Money
- Copy of book - Uncle Tom’s Cabin (slavery)
- Tools, railroad spike
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