Arizona Social Studies Standards

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History Essentials, Grades 4 and 5

• Students know and are able to do the following:

• 1SS-E1. Understand and apply the basic tools of historical research, including chronology and how to collect, interpret, and employ information from historical materials.
• (Note: Historical research skills and analytical skills. These skills are to be learned and applied to the content standards for grades 4-5.)
• PO 1. Place key events on a timeline and apply chronological terms correctly, including B.C.E. (B.C.), C.E. (A.D.), decade, century, and generation
• PO 2. Identify primary and secondary sources historians use to construct an understanding of the past, using such sources as letters, diaries, newspaper articles, archaeological evidence, maps, and government records
• PO 3. Interpret historical data in the form of simple graphs and tables
• PO 4. Distinguish fact from fiction in historical novels and movies

FOCUS: Arizona
• Students know and are able to do all of the above and the following:

• 1SS-E2. Describe the legacy and cultures of prehistoric American Indians in Arizona, including the impact of, and adaptations to geography, with emphasis on:
• PO 1. how archaeological and anthropological research gives us information about prehistoric people
• PO 2. characteristics of hunter-gatherer societies, including their development of tools and adaptation to environments
• PO 3. development of agriculture with the domestication of plants
• PO 4. the distinctive cultures of the Anasazi, Hohokam, and Mogollon, including where they lived, their agriculture, housing, decorative arts, and trade networks
• PO 5. how prehistoric cultures adapted to, and altered, their environment, including irrigation canals and housing

• Students know and are able to do all of the above and the following:

• 1SS-E3. Describe Spanish and Mexican colonization and economic, social, and political interactions with the first inhabitants of Arizona, with emphasis on:
• PO 1. the location and cultural characteristics of the O'odham (Papagos and Pimas) and Apaches during the Spanish period
• PO 2. the reasons for the early Spanish explorations, including those of Fray Marcos de Niza, Estevan, and Francisco Vásquez de Coronado
• PO 3. the reasons for Spanish colonization, including the establishment of missions,presidios, and towns and impact on native inhabitants
• PO 4. the contributions of Father Kino
• PO 5. the creation of unique, strongly held cultural identities from the Spanish and Indian heritage
• PO 6. the change of governance from Spain to Mexico

• Students know and are able to do all of the above and the following:

• 1SS-E4. Describe the economic, social, and political life in the Arizona Territory and the legacy of various cultural groups to modern Arizona, with emphasis on:
• PO 1. how Arizona became a part of the United States through the Mexican Cession and the Gadsden Purchase
• PO 2. the conflict of cultures that occurred between newcomers and Arizona Indian groups, including the Indian Wars
• PO 3. the lives and contributions of various cultural and ethnic groups, including American Indians, Hispanics, and newcomers from the United States and other parts of the world
• PO 4. the importance and contributions of various occupations to the growing Arizona communities, including soldiers (Buffalo soldiers), miners, merchants, freighters, homemakers, ranchers, cowboys, farmers, and railroad workers

FOCUS: American History from Discovery through the U.S. Constitution

• Students know and are able to do all of the above and the following:

• 1SS-E5. Describe the causes, course, and consequences of early European exploration of North America, with emphasis on:
• PO 1. the reasons for European exploration of the Americas
• PO 2. the characteristics and results of various European expeditions, including those of Christopher Columbus, John Cabot, Hernando Cortés, and Hernando de Soto
• PO 3. the political, economic, and social impact on the indigenous peoples

• Students know and are able to do all of the above and the following:

• 1SS-E6. Describe the political, religious, and economic aspects of North American colonization, with emphasis on:
• PO 1. the reasons for colonization, including religious freedom, desire for land, economic opportunity, and a new life
• PO 2. the meaning and importance of the Mayflower Compact
• PO 3. the importance of the religious aspects of the earliest colonies in shaping the new nation and American principles
• PO 4. key differences among the three colonial regions and the significance of key individuals who founded the colonies, including William Penn, Lord Baltimore, and Roger Williams
• PO 5. interactions between American Indians and European settlers, including the agricultural and cultural exchanges and alliances and reasons for, and the results of, the conflicts
• PO 6. the introduction and institutionalization of slavery, including the slave trade in Africa and the Middle Passage
• PO 7. the early representative government and democratic practices that emerged, including town meetings and colonial assemblies

• Students know and are able to do all of the above and the following:

• 1SS-E7. Describe the causes, key individuals, and consequences of the American Revolution, with emphasis on:
• PO 1. the causes, including the Tea Act, the Stamp Act, and the formation of the Sons of Liberty
• PO 2. major turning points in the Revolutionary War and the importance of aid from France
• PO 3. the influence of key personalities, including King George III, John Adams, Thomas Jefferson, George Washington, Patrick Henry, and Thomas Paine