Maryland

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Skills available for Maryland fifth-grade social studies standards

Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Maryland Social Studies Framework (revised in 2025): 5th grade Maryland Social Studies Framework (revised in 2025): 5th grade
Maryland Social Studies Framework Maryland Social Studies Framework
Maryland State Curriculum Maryland State Curriculum

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1 Development of American Government (1780–1789)

1.1 Conflicts and Compromises at the Constitutional Convention
- 5.1.1 Students will examine the distribution of power in the United States Constitution by:
  - 5.1.1.a determining how disagreements among the states and federal government under the Articles of Confederation led to people wanting to reform the government.
  - 5.1.1.b assessing the promises set forth in the Preamble.
  - 5.1.1.c evaluating the principles of separation of powers and checks and balances.
    - Checks and balances (5-O.6)
  - 5.1.1.d critiquing the Great Compromise and Three-Fifths Compromise.
  - 5.1.1.e identifying scope of powers within branches and levels of government.
  - 5.1.1.f distinguishing the powers and responsibilities of government on the federal, state, and local levels.
  - 5.1.1.g evaluating how perspectives and decisions at the Constitutional Convention limited the definition of citizenship.
  - 5.1.1.h analyzing the roles and powers between the executive, legislative, and judicial branches of the Maryland state government.
    - State government (5-O.2)
1.2 Bill of Rights
- 5.1.2 Students will examine the implications of the Bill of Rights by:
  - 5.1.2.a analyzing how individuals with varying interests contributed to the emergence of the federalists and antifederalists perspectives.
  - 5.1.2.b appraising how Maryland's Declaration of Rights influenced the debate over ratification between Daniel Carroll, Luther Martin, and John Francis Mercer.
  - 5.1.2.c identifying the purpose and importance of the first ten Amendments of the United States Constitution.
    - The Bill of Rights (5-O.5)
  - 5.1.2.d exploring how the amendments are exercised in contemporary times in Maryland and the nation.

2 Challenges of a New and Expanding Nation (1800–1900)

2.1 Conflicts over Slavery and the Civil War
- 5.2.1 Students will identify slavery as the central cause of the Civil War by:
  - 5.2.1.a contrasting the role of slavery in the North and South as it defined their distinct and interdependent economies and culture, including in Maryland.
  - 5.2.1.b analyzing Maryland's unique role as a hub for industry and transportation as it contributed to national growth and sectional conflict.
  - 5.2.1.c comparing forms of resistance used by Harriet Tubman, Frederick Douglass, and the abolitionist movement.
  - 5.2.1.d evaluating how the Supreme Court, federal law, and individual action increased the conflict over slavery.
    - Antebellum Period: slavery and politics part I (5-J.7)
    - Antebellum Period: slavery and politics part II (5-J.8)
  - 5.2.1.e examining the significance of Maryland's status as a border state in order to explain why there was conflict in Maryland.
2.2 Aftermath of the Civil War
- 5.2.2 Students will evaluate the effects of the Civil War by:
  - 5.2.2.a explaining the economic, political, and social impact of the war in the North, the South, and in Maryland.
    - The Civil War: the end of the war (5-K.4)
    - Reconstruction (5-K.5)
  - 5.2.2.b analyzing the 13th, 14th, and 15th Amendments and how Jim Crow and state voting regulations limited the citizenship granted to African Americans.
    - Reconstruction (5-K.5)
  - 5.2.2.c evaluating the successes and failures of the Freedmen's Bureau.
  - 5.2.2.d comparing the founding missions of the four historically black colleges and universities in Maryland that were formed between 1865–1900.
2.3 Urbanization, Industrialization, and Immigration
- 5.2.3 Students will analyze the transformations in the movement of goods, people, and ideas by:
  - 5.2.3.a evaluating how the emergence of new industries, technologies, and manufacturing processes impacted the standard of living and daily lives for Marylanders.
  - 5.2.3.b identifying changes in immigration and settlement patterns in Maryland.
  - 5.2.3.c assessing how mass urbanization led to reforms that improved the quality of life for citizens of Baltimore.

3 U.S. The Challenges of American Economic, Political, and Civic Life (1900–today)

3.1 Freedom of Information
- 5.3.1 Students will analyze the freedom of the press by:
  - 5.3.1.a analyzing examples of the media upholding a free and democratic society.
  - 5.3.1.b analyzing how interpretations of First Amendment rights to speech and press have changed over time.
  - 5.3.1.c developing critical media literacy and online civic literacy skills as they pertain to being an informed citizen in the 21st century.
3.2 Individuals as Tools for Change
- 5.3.2 Students will analyze local community leaders by:
  - 5.3.2.a explaining how historical or contemporary local unelected community leaders addressed local needs.
  - 5.3.2.b describing ways that people have benefitted from and been challenged by working together including through government, work-places, voluntary organizations, and families.
3.3 Institutions as Tools of Change
- 5.3.3 Students will analyze the role of institutions in shaping American ideas of freedom by:
  - 5.3.3.a assessing the effectiveness of presidential or congressional foreign policy decisions that impacted trade, human rights, and/or national security.
  - 5.3.3.b evaluating the effectiveness of presidential, congressional, or judicial domestic decisions on American ideas, freedoms, the rights of individuals and groups, and to maintain order and/or provide safety.
3.4 Contesting, Upholding, and Redefining Freedom, Rights, and Citizenship: Civil Rights
- 5.3.4 Students will evaluate civil rights in Maryland and the United States by:
  - 5.3.4.a defining civil rights and their importance to all people in the United States.
  - 5.3.4.b analyzing methods used by individuals and/or groups throughout the 20th century to contribute to the advancement of civil rights for all people.
  - 5.3.4.c exploring how federal law, Constitutional amendments, and the Supreme Court have extended and protected civil rights.
    - The Constitution: amendments (5)
  - 5.3.4.d analyzing how the government granted or denied freedoms to people based on race, gender, and religion over time.

Maryland

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1 Development of American Government (1780–1789)

1.1 Conflicts and Compromises at the Constitutional Convention

5.1.1 Students will examine the distribution of power in the United States Constitution by:

5.1.1.a determining how disagreements among the states and federal government under the Articles of Confederation led to people wanting to reform the government.

5.1.1.b assessing the promises set forth in the Preamble.

5.1.1.c evaluating the principles of separation of powers and checks and balances.

5.1.1.d critiquing the Great Compromise and Three-Fifths Compromise.

5.1.1.e identifying scope of powers within branches and levels of government.

5.1.1.f distinguishing the powers and responsibilities of government on the federal, state, and local levels.

5.1.1.g evaluating how perspectives and decisions at the Constitutional Convention limited the definition of citizenship.

5.1.1.h analyzing the roles and powers between the executive, legislative, and judicial branches of the Maryland state government.

1.2 Bill of Rights

5.1.2 Students will examine the implications of the Bill of Rights by:

5.1.2.a analyzing how individuals with varying interests contributed to the emergence of the federalists and antifederalists perspectives.

5.1.2.b appraising how Maryland's Declaration of Rights influenced the debate over ratification between Daniel Carroll, Luther Martin, and John Francis Mercer.

5.1.2.c identifying the purpose and importance of the first ten Amendments of the United States Constitution.

5.1.2.d exploring how the amendments are exercised in contemporary times in Maryland and the nation.

2 Challenges of a New and Expanding Nation (1800–1900)

2.1 Conflicts over Slavery and the Civil War

5.2.1 Students will identify slavery as the central cause of the Civil War by:

5.2.1.a contrasting the role of slavery in the North and South as it defined their distinct and interdependent economies and culture, including in Maryland.

5.2.1.b analyzing Maryland's unique role as a hub for industry and transportation as it contributed to national growth and sectional conflict.

5.2.1.c comparing forms of resistance used by Harriet Tubman, Frederick Douglass, and the abolitionist movement.

5.2.1.d evaluating how the Supreme Court, federal law, and individual action increased the conflict over slavery.

5.2.1.e examining the significance of Maryland's status as a border state in order to explain why there was conflict in Maryland.

2.2 Aftermath of the Civil War

5.2.2 Students will evaluate the effects of the Civil War by:

5.2.2.a explaining the economic, political, and social impact of the war in the North, the South, and in Maryland.

5.2.2.b analyzing the 13th, 14th, and 15th Amendments and how Jim Crow and state voting regulations limited the citizenship granted to African Americans.

5.2.2.c evaluating the successes and failures of the Freedmen's Bureau.

5.2.2.d comparing the founding missions of the four historically black colleges and universities in Maryland that were formed between 1865–1900.

2.3 Urbanization, Industrialization, and Immigration

5.2.3 Students will analyze the transformations in the movement of goods, people, and ideas by:

5.2.3.a evaluating how the emergence of new industries, technologies, and manufacturing processes impacted the standard of living and daily lives for Marylanders.

5.2.3.b identifying changes in immigration and settlement patterns in Maryland.

5.2.3.c assessing how mass urbanization led to reforms that improved the quality of life for citizens of Baltimore.

3 U.S. The Challenges of American Economic, Political, and Civic Life (1900–today)

3.1 Freedom of Information

5.3.1 Students will analyze the freedom of the press by:

5.3.1.a analyzing examples of the media upholding a free and democratic society.

5.3.1.b analyzing how interpretations of First Amendment rights to speech and press have changed over time.

5.3.1.c developing critical media literacy and online civic literacy skills as they pertain to being an informed citizen in the 21st century.

3.2 Individuals as Tools for Change

5.3.2 Students will analyze local community leaders by:

5.3.2.a explaining how historical or contemporary local unelected community leaders addressed local needs.

5.3.2.b describing ways that people have benefitted from and been challenged by working together including through government, work-places, voluntary organizations, and families.

3.3 Institutions as Tools of Change

5.3.3 Students will analyze the role of institutions in shaping American ideas of freedom by:

5.3.3.a assessing the effectiveness of presidential or congressional foreign policy decisions that impacted trade, human rights, and/or national security.

5.3.3.b evaluating the effectiveness of presidential, congressional, or judicial domestic decisions on American ideas, freedoms, the rights of individuals and groups, and to maintain order and/or provide safety.

3.4 Contesting, Upholding, and Redefining Freedom, Rights, and Citizenship: Civil Rights

5.3.4 Students will evaluate civil rights in Maryland and the United States by:

5.3.4.a defining civil rights and their importance to all people in the United States.

5.3.4.b analyzing methods used by individuals and/or groups throughout the 20th century to contribute to the advancement of civil rights for all people.

5.3.4.c exploring how federal law, Constitutional amendments, and the Supreme Court have extended and protected civil rights.

5.3.4.d analyzing how the government granted or denied freedoms to people based on race, gender, and religion over time.