A complete 5th grade homeschool curriculum

1. Unit 1: Reading with Evidence: Quoting AccuratelyThis unit teaches the exact routine your child will use for the rest of the year: find a sentence in the text, copy it word for word with quotation marks in the right place, check that it actually proves the claim (not just mentions the topic), then explain what it shows. They practice this on short stories first, then on informational text, where the 'sounds related but doesn't prove it' trap is hardest to spot.8 skills ▸close ▾

   • The difference between an exact quotation and a paraphraseDistinguish an exact quotation from a paraphrase of the same sentence.
   • Quotation marks marking the boundaries of an author's exact wordsCopy a chosen sentence from a text word-for-word, using quotation marks correctly around only the author's words.
   • Relevance of quoted evidence to a specific claim about a characterSelect a quotation from a story that actually supports a given claim about a character, rejecting a quotation that mentions the same topic but does not prove the claim.
   • The logical connection between a quotation's exact words and the claim it supportsExplain what a quoted sentence shows about a specific claim, using the frame 'this shows ___ because ___.'
   • The difference between strong and weak quoted evidence for the same claimCompare a strong quotation and a superficially similar but weak quotation drawn from the same informational passage, and identify which better proves a given claim.
   • An inference about character or event in a previously unseen short story, supported by exact quotationAnswer an inference question about an unfamiliar short story by quoting exact supporting text and explaining what the quote proves.
   • The definition of evidence in the context of textual claimsRecall the definition of 'evidence' as exact words from a text that support a claim.
   • A partner's claim and quoted evidence stated during discussionDuring a partner discussion, restate a partner's claim and quoted evidence accurately before responding to it.
2. Unit 2: Whose Story Is It? Comparing CharactersYour child reads a story (or the story cycle used across several units) and tracks two characters — what each wants, how each reacts to the same events, what traits each shows. Every claim they make about a character has to be backed by an exact quote, using the Unit 1 skill on a bigger task: a full character comparison.9 skills ▸close ▾

   • Exact quotation of character dialogue (mechanics: quotation marks, no paraphrase)Given a page of dialogue, quote the exact words a character says without adding or dropping words.
   • The taught two-question evidence check (what does this show; does it match the claim)Given a claim and two candidate quotations, circle the one that matches the claim, using the two-question check taught in class.
   • The difference between a character's trait, motivation, and reactionSort a list of character actions and statements into 'trait,' 'want,' and 'reaction to event' categories.
   • Textual evidence of a specific character traitIdentify one quotation that shows a named character's trait in the class mentor text.
   • Differing character reactions to a shared eventExplain how two characters react differently to the same story event, using one quotation per character.
   • Cause and effect between two characters' actions and motivationsExplain why a character's motivation causes a specific effect on another character later in the story.
   • Context-clue strategy for unfamiliar character-description vocabularyDetermine the meaning of an unfamiliar word describing a character's feeling, using context clues from surrounding sentences.
   • Written comparison of two characters using quoted evidence, applied to an unread storyWrite a paragraph comparing two characters' reactions to the same event in a short story the class has not read together.
   • The evidence standard: one exact quotation per claim, applied to someone else's draftRevise a peer's character comparison by checking that each claim has an exact quotation as support.
3. Unit 3: Whose Eyes Are We Seeing Through? Point of ViewNow your child learns to name WHY two characters saw the same event differently, which they noticed in Unit 2: it's point of view. They learn first-person versus third-person narration, that the narrator and a character are not automatically the same person, and what a first-person narrator simply cannot know about other people's private thoughts. It ends with them rewriting a scene through a different character's eyes.10 skills ▸close ▾

   • First-person vs. third-person narration signaled by pronoun use (I/we vs. he/she/they)Sort short passages as first-person or third-person narration by identifying the pronouns the narrator uses.
   • The limitation of first-person narration on access to other characters' inner thoughtsExplain why a first-person narrator cannot directly report another character's private thoughts.
   • The difference between an outside narrator's stance and a character's own perspective inside a third-person text, applied to the taught example itselfLabel sentences in the Day 5 worked-example passage as narrator-description or character-thought, using the same passage annotated during instruction.
   • The difference between an outside narrator's stance and a character's own perspective inside a third-person textDistinguish the narrator's point of view from a character's point of view in a third-person passage not used during instruction.
   • Gaps in a first-person narrator's knowledge about another character's motivesInfer what a first-person narrator does not know about another character's motives, using textual gaps.
   • Differences in narrated details caused by a shift in point-of-view character, in the mentor textCompare how the same event is narrated differently depending on which character's point of view is used, citing specific details.
   • Definitions of point of view, first-person narration, and third-person narrationRecall the definition of point of view and the two narration types using precise vocabulary.
   • The set of details available to a specific alternate point-of-view character in a planned scene rewritePlan a rewritten scene from a mentor text by identifying which details a new point-of-view character would and would not know.
   • A rewritten narrative paragraph consistent with a specified character's point-of-view knowledge limitsProduce a rewritten paragraph of a mentor text scene told from a second character's point of view, changing only what that character could know.
   • Identification of point-of-view type and point-of-view character in an unfamiliar textDetermine which character's point of view is being used in a short passage from a book never discussed in class.
4. Unit 4: How the Pieces Build: Structure in Stories and PoemsThis unit is about zooming out from sentences to bigger chunks — chapters, stanzas, scenes. Your child learns that these chunks aren't just containers; each one changes what the next one means. They learn a 4-step routine: identify a part, say what changes in the next part, back it up with two quotes. They practice this on prose first, then poetry, to see the same pattern in a different shape.9 skills ▸close ▾

   • The terms chapter, stanza, scene, and section as named structural unitsDefine chapter, stanza, scene, and section as structural units of text.
   • Chapter and stanza boundaries in a specific short story cycle and 3-stanza poemIdentify the chapter or stanza break in a short mentor text.
   • The 4-step checklist itself (name what part 1 withholds, name part 2's reveal, state the change, quote the reveal)Recall the 4-step checklist for explaining how one chapter or stanza changes the meaning of the next, when given the chart to copy from.
   • The effect of withheld information across two sequential chapters in the mentor short story cycleExplain how information withheld in one chapter changes what a reader understands in the next chapter.
   • The shared function of stanza breaks and chapter breaks as meaning-building boundariesCompare how a stanza break functions similarly to a chapter break in building meaning across parts.
   • Quoted textual evidence supporting a claim about structural meaning-change between two partsSelect two quotations from a text that provide evidence for how one part changes the meaning of the next.
   • The causal relationship between two sequential structural units in a self-selected text, supported by textual evidenceWrite an analysis explaining how one identified chapter or stanza changes what the next one means, using two quoted supports.
   • The relative strength of two competing explanations for a suspense effect in an untaught short story excerptJudge which of two candidate chapter-pair explanations better accounts for a suspense effect in an unfamiliar short story excerpt.
   • The effect of a specific author's structural choice on reader suspense, in peer discussion formatDiscuss with a partner how a specific structural choice affects suspense, citing text evidence to support the discussion.
5. Unit 5: Two Texts, One Topic: Integrating InformationYour child reads two informational articles on the same topic and writes something that pulls from both, naming which article each fact came from. They learn that when two sources disagree, that's information worth noting, not a mistake to fix. They practice sorting facts by source, paraphrasing without just swapping a word or two, and picking only the facts that actually answer the guiding question instead of dumping everything they found.8 skills ▸close ▾

   • Exact quoting from an informational text (retrieved from Unit 1)Identify the exact words a source text uses for a stated fact, without adding or changing any word.
   • Note-taking sorted by source across two informational textsSort facts from two given texts into a two-column note-catcher labeled by source name.
   • Paraphrasing a stated factRestate a fact from a source text in the student's own words without copying its phrasing.
   • Points of agreement and disagreement between two informational texts on one topicExplain where two texts on the same topic agree and where they differ, using specific facts from each.
   • Possible reasons for disagreement between two informational sourcesInfer a plausible reason why two texts on the same topic disagree on a specific detail.
   • Attributing a fact to its source text by nameCite which of two source texts a fact came from, using the text's name, when writing about that fact.
   • Synthesizing sourced facts from two texts into one coherent piece of informative writingCombine facts from two source texts into one written paragraph organized around a single guiding question.
   • Completeness of source attribution in a draft informative pieceCheck a peer's draft for any fact that lacks a named source, and mark each instance found.
6. Unit 6: Building a Story: Narrative Writing with StructureAfter a year of analyzing other people's stories, your child now builds one of their own. They plan a 3-5 scene story, write an opening that establishes who/where/when, develop character through dialogue that shows rather than states feelings, and write an ending that actually resolves the problem they set up. Every new move — orienting a reader, writing dialogue, transitioning between scenes, ending well — gets taught directly with a worked example before they try it themselves.9 skills ▸close ▾

   • Orientation elements (character, setting, time) in a narrative openingIdentify the sentence(s) in a mentor narrative's opening that establish who, where, and when.
   • Dialogue that reveals character feeling indirectlyExplain how a specific line of dialogue in a mentor text reveals a character's feeling without stating the feeling directly.
   • An earned ending that resolves the narrative's stated problemCompare two draft endings for the same story to judge which resolves the problem set up in the opening scene.
   • Scene-to-scene structure of an original narrativePlan a 3-5 scene structure chart for an original narrative showing how each scene builds on the one before it.
   • Character development through dialogue and description across scenesWrite dialogue and description across scenes that develop a character consistent with the situation established in the orientation.
   • A revised ending that resolves the story's stated problem, guided by feedbackRevise a scene's ending using two specific pieces of feedback so it resolves the story's stated problem.
   • Dialogue punctuation and correlative conjunction usageCorrectly punctuate dialogue and use correlative conjunctions where appropriate in an original draft.
   • Transition words signaling scene-to-scene shifts in time or settingSelect transition words and phrases that clearly signal time or setting shifts between scenes.
   • A complete original narrative applying orientation, scene structure, and earned resolutionConstruct an original 3-5 scene narrative with an orienting introduction and a conclusion that follows from the narrated events, applying structure and point-of-view choices to a situation never discussed in class.
7. Unit 7: Taking a Side: Opinion Writing with ReasonsYour child writes a five-paragraph opinion essay: a clear claim, three reasons each backed by checkable evidence, and a conclusion that follows from the argument rather than just repeating the introduction. The topic is something they already read about earlier in the year, on purpose — so their attention goes to argument structure, not to learning new facts.8 skills ▸close ▾

   • An opinion claim written as a complete sentenceGiven a topic, state a claim as a complete sentence that takes a clear side.
   • The distinction between a claim, a reason, and evidenceSort a list of statements into claims, reasons, and evidence using the definitions taught in this unit.
   • The link between one reason and one piece of supporting evidenceExplain how a specific piece of evidence supports a stated reason, in a written sentence.
   • Linking words that connect reasons to evidenceSelect a linking word (because, consequently, specifically, for example) that correctly connects a reason to its evidence in a given sentence.
   • The sequence of reasons within an opinion essayOrganize three reasons for an opinion into a logical order and explain why that order is more convincing than another order.
   • A concluding statement that follows from the argumentWrite a concluding statement that restates the claim in new words and states why the issue matters.
   • The strength of the link between reason and evidence across two arguments built from identical factsGiven two students' opinion paragraphs on the same claim with the same three facts, judge which paragraph uses the evidence more convincingly and cite the specific reason why.
   • A five-paragraph opinion essay structureWrite a complete opinion essay with an introduction, three reasons supported by evidence, and a conclusion, on a topic tied to an earlier text.
8. Unit 8: Explaining Clearly: Informative Writing and Year-End SynthesisThis is the year's big pull-together unit. Your child writes an informative essay that groups related facts into paragraphs, opens each paragraph with a topic sentence that actually covers its facts, and names a source every time a fact appears. The introduction previews what's coming, the conclusion says why it matters. The unit opens by checking three earlier skills are solid — exact quoting, structure vocabulary, and citing sources — since the final task assumes those are already there, not newly taught here.10 skills ▸close ▾

   • The definition and function of citing a sourceRecall the definition of 'cite a source' as naming where a fact came from.
   • The parts of a grouped, cited paragraph shown in a worked exampleLabel the parts of a paragraph (topic sentence, supporting fact, cited source) in a fully worked example.
   • Grouping related information into paragraphsClassify a set of loose facts about one topic into logical paragraph groups.
   • The relationship between a topic sentence and its supporting factsExplain why a given topic sentence does or does not cover all the facts beneath it in a paragraph.
   • Agreement and disagreement between two informational texts on one topicCompare information from two texts on the same topic to identify where they agree and disagree.
   • The exact-quoting procedure applied to informative writingExecute the exact-quoting procedure to insert a supporting quotation into an informative paragraph.
   • Introductions that preview upcoming sectionsProduce an introduction paragraph that previews the sections of an informative piece.
   • Conclusions that state why the information mattersProduce a conclusion paragraph that states why the topic's information matters to a reader.
   • Overall structure planning for an informative essay from novel two-source materialPlan the overall structure (sections and their order) for an informative essay drawing on two new, unfamiliar sources.
   • Completeness of source-naming for each cited fact in a draftCheck a peer's draft paragraph for whether every cited fact names its source.

Try a real Reading Closely, Writing Clearly: Grade 5 English Language Arts lesson, no account needed →

1. Unit 1: Place Value to the ThousandthsThis unit takes the decimal and whole-number place-value understanding your child built in fourth grade and stretches it further — down to thousandths and up through powers of ten. The one idea underneath everything here is that a digit's value depends entirely on where it sits, not on the digit itself.8 skills ▸close ▾

   • The ten-times relationship between adjacent place value positionsGiven a multi-digit whole number or decimal, state the value represented by a specified digit, and explain why the digit to its left is worth 10 times as much.
   • Base-ten block representation of decimals to the thousandths placeBuild a physical or drawn base-ten block model of a decimal to thousandths and match it to its digit form.
   • The zero-pattern produced by multiplying by powers of tenExplain the pattern in the number of zeros in a product when a whole number is multiplied by 10, 100, or 1,000.
   • The decimal-point shift caused by multiplying or dividing by a power of ten written in exponent formPredict where the decimal point lands when a decimal is multiplied or divided by a power of ten, using exponent notation to name the power.
   • The three representations of a decimal (word, standard, expanded form)Write a decimal to the thousandths in word form, standard form, and expanded form, and convert among the three.
   • Place-value-based comparison of two decimals with unequal digit countsCompare two decimals to the thousandths place using place value reasoning, and justify the comparison by referring to the value of a specific digit rather than digit count.
   • Rounding a decimal to a specified place using place value reasoningRound a decimal to a specified place (tenths, hundredths, or thousandths) using a number line or place value reasoning, and justify why the digit changed or stayed the same.
   • Ranking real-world decimal measurements by place value in an unfamiliar contextGiven an unfamiliar real-world measurement context (e.g., a runner's split times to the thousandth of a second), determine which of several decimals represents the closest finish and explain the ranking using place value.
2. Unit 2: Decimal ArithmeticNow that place value is solid, this unit stretches addition, subtraction, multiplication, and division to work on decimals. Every operation starts as a picture — a grid for adding, an area model for multiplying, hops on a number line for dividing — before the standard written steps show up.9 skills ▸close ▾

   • Decimal addition and subtraction with aligned place valueAdd and subtract decimals to the hundredths using a base-ten grid model, aligning place value.
   • The rule that decimal point alignment (not rightmost-digit alignment) preserves place value in addition/subtractionExplain why decimal points, not digits, must be aligned when adding or subtracting decimals.
   • Decimal-by-whole-number multiplication represented as an area modelMultiply a decimal by a whole number using an area model, then connect the model to the standard algorithm.
   • The effect of multiplying by a factor less than one on the size of the productPredict whether a product will be larger or smaller than the starting factor when multiplying by a decimal less than one, before computing.
   • Estimation as a check on decimal point placement in multiplicationUse estimation by rounding factors to check whether a decimal product's placement of the decimal point is reasonable.
   • Decimal division by a whole number represented as equal-group hops on a number lineDivide a decimal by a whole number using place-value reasoning and a number-line model of equal groups.
   • The relationship between divisor size and quotient size in decimal divisionCompare two decimal quotient problems with different-sized divisors and explain which produces the larger quotient and why.
   • Decimal arithmetic applied across all four operations in a combined real-world contextSolve a multi-step word problem combining decimal addition, subtraction, multiplication, and division in an unfamiliar money-and-measurement context.
   • Categories of decimal computation errors tied to specific place-value breakdownsClassify a set of decimal computation errors by which place-value step broke down (alignment, decimal placement, or grouping).
3. Unit 3: Multi-Digit DivisionThis unit stretches long division to two-digit divisors. The core idea: dividing by a bigger number is the same operation as before, just done with an estimate you check and adjust as you go, using an area model to make the process visible.10 skills ▸close ▾

   • Estimation of quotients using rounded, place-value-friendly divisors and dividendsEstimate a two-digit-divisor quotient by rounding both numbers to place-value-friendly amounts before dividing.
   • The area model for division with a two-digit divisorRepresent a multi-digit division problem as an area model with an unknown side length.
   • The relationship between partial quotients in an area model and the standard algorithm's digitsExplain why the partial quotients in an area model sum to the total quotient.
   • The standard division algorithm with two-digit divisorsExecute the standard long division algorithm with a two-digit divisor and a whole-number quotient.
   • The adjust-and-retry step in multi-digit divisionAdjust an initial quotient estimate when the first trial digit is too high or too low.
   • Remainder interpretation rules matched to real-world contextsClassify a division word problem by which remainder-handling rule applies: round up, round down, or express as a fraction.
   • Justification of remainder-handling choice for a specific contextJustify in one written sentence why a remainder was rounded up, rounded down, or expressed as a fraction in a specific problem.
   • Numerical expressions with parentheses, brackets, or braces including a division operationEvaluate a numerical expression containing division and grouping symbols, applying order of operations.
   • Translation of a word-problem calculation into a numerical expression with grouping symbolsWrite a numerical expression, using grouping symbols, that records the two-step calculation described in a word problem.
   • Reasonableness-checking of a computed quotient against an estimateEstimate whether a computed quotient is reasonable by comparing it to a place-value-friendly estimate.
4. Unit 4: Adding and Subtracting FractionsThis unit teaches adding and subtracting fractions and mixed numbers with different-sized denominators. The idea repeated all unit long: pieces of different sizes can't be combined until they're renamed into the same size — fraction bars first, shortcut second.8 skills ▸close ▾

   • Why unlike-size fraction pieces cannot be directly addedGiven two fraction bars with different denominators, the student explains why the pieces cannot be combined without renaming.
   • Common denominators found via equivalence modelsThe student finds a common denominator for two given fractions using an equivalence model (fraction bars or a number line).
   • Addition and subtraction of unlike-denominator fractionsThe student adds and subtracts two fractions with unlike denominators, showing the renaming step and the final answer.
   • Regrouping a whole number into fraction pieces during mixed-number subtractionThe student adds and subtracts mixed numbers with unlike denominators, regrouping a whole into fraction pieces when needed.
   • Benchmark fractions 0, 1/2, and 1 as reference points for magnitudeThe student classifies a fraction as closer to 0, 1/2, or 1 by comparing it to benchmark fractions on a number line.
   • Benchmark estimation of a fraction sum prior to exact computationThe student estimates the sum of two unlike-denominator fractions using benchmark reasoning before computing an exact answer.
   • Operation selection in unlike-denominator fraction word problemsThe student solves a one-step word problem requiring addition or subtraction of unlike-denominator fractions, selecting the correct operation from context.
   • Applicability of unlike-denominator fraction addition/subtraction to an unfamiliar multi-quantity contextGiven a real-world context never used in instruction (e.g., combining leftover paint amounts measured in different fraction units across three containers), the student determines whether the situation requires addition, subtraction, or is unsolvable with given information.
5. Unit 5: Multiplying FractionsHere fractions get multiplied instead of added, which means the pieces themselves change size rather than staying the same size and combining. The core idea: multiplying by a fraction less than one means taking a part of a part, and an area model shows exactly why the result shrinks.10 skills ▸close ▾

   • Whole number times a fraction as repeated parts (repeated addition of the same fraction)Given a picture of a whole cut into fourths with 3 parts shaded, and 4 copies of that shape, find the total shaded amount as 4 x 3/4.
   • Area model for fraction times fractionShade a rectangle to show 2/3 of 3/4, using rows for one fraction and columns for the other, and name the overlap fraction.
   • The numeric equation that matches an already-completed area modelGiven a fraction-times-fraction area model with rows and columns already shaded, write the matching equation as numerator-times-numerator over denominator-times-denominator.
   • Multiplication as scaling: product size relative to a factorState whether a product will be greater than, less than, or equal to a given factor, without multiplying, based on whether the other factor is greater than, less than, or equal to 1.
   • The fraction multiplication algorithm (numerator times numerator over denominator times denominator)Multiply two proper fractions by multiplying numerators and multiplying denominators, and simplify the result.
   • Multiplying mixed numbers via improper fraction conversionConvert a mixed number to an improper fraction and multiply it by another fraction or mixed number.
   • Why multiplying two proper fractions produces a smaller result than either starting fractionExplain, using an area model or a size-reasoning sentence, why a fraction-times-fraction product is smaller than both factors.
   • Real-world area problems involving a fraction of a fractionSolve a word problem asking for a fractional part of a fractional part of a real quantity (e.g. area of a garden plot), using a labeled area model.
   • Scaling reasoning and fraction multiplication applied to an unfamiliar real-world contextSolve a scaling word problem set in a context never used in instruction (e.g. map distance shrinking by a fraction), deciding without being told whether the answer should be bigger or smaller than the start.
   • Contrast between the area model for multiplication and the fraction-bar model for additionCompare a fraction-times-fraction area model to a fraction addition bar model for the same two fractions, and state what changes between the two operations.
6. Unit 6: Dividing Unit FractionsStudents learn to divide a whole number by a unit fraction (like 6 ÷ 1/3) and a unit fraction by a whole number (like 1/5 ÷ 4). Both get built from fraction bars and number lines before any shortcut — the unit is built to confront head-on the idea that division always makes numbers smaller.9 skills ▸close ▾

   • Whole number divided by a unit fraction, modeled as counting how many pieces fitGiven a whole number and a unit fraction, draw a fraction bar or number line model showing how many unit-fraction pieces fit inside the whole number.
   • Counting the total number of unit-fraction pieces shown in an already-drawn modelGiven a completed picture of a whole number split into unit-fraction pieces, count the pieces and state the total.
   • The numeric expression that matches a whole ÷ unit fraction modelGiven a completed fraction bar model for whole number ÷ unit fraction, write the matching division expression and quotient.
   • Unit fraction divided by a whole number, modeled as splitting one piece into smaller equal piecesGiven a unit fraction and a whole number, draw a fraction bar model showing the unit fraction split into that many equal smaller pieces.
   • Why dividing a whole number by a fraction less than one increases the quotientExplain why 6 ÷ 1/3 produces a larger number than 6, using the fraction bar model as evidence.
   • The structural difference between whole ÷ unit fraction and unit fraction ÷ whole numberCompare a whole ÷ unit fraction model and a unit fraction ÷ whole model side by side and identify what is different about which quantity gets split.
   • Selecting the correct fraction-division model for a given word problem contextGiven a real-world story problem, decide whether it requires whole ÷ unit fraction or unit fraction ÷ whole number, and justify the choice.
   • Distinguishing fraction multiplication stories from fraction division storiesGiven a mixed set of Unit 5 multiplication and Unit 6 division fraction word problems, identify which operation each story requires and solve it.
   • Applying the whole ÷ unit fraction model to an unfamiliar measurement contextSolve a novel measurement story involving a non-foot, non-familiar unit of measure requiring whole ÷ unit fraction, with no operation cue given.
7. Unit 7: Volume: Packing and MultiplyingThis unit takes flat-shape area thinking into three dimensions. Kids pack rectangular prisms with unit cubes and count them, then discover that multiplying the three edge lengths gives the exact same number — two methods that always agree.9 skills ▸close ▾

   • Volume of a rectangular prism found by counting unit cubesCount unit cubes packed into a rectangular prism shown in a layered picture to find its volume.
   • The equivalence between counting unit cubes and multiplying three edge lengthsExplain why the number of unit cubes packed into a prism equals length times width times height.
   • Volume formula for a rectangular prismCalculate the volume of a rectangular prism given its three edge lengths using the formula V = l x w x h.
   • Unit cubes needed to complete a single layer of a rectangular prismGiven a partially-packed prism picture missing some cubes, find the number of cubes needed to finish one layer.
   • Volume formula applied to real-world rectangular containersApply the volume formula to a real-world context, such as a shipping box or fish tank, to find how much it holds.
   • Volume of a composite figure made of two rectangular prismsDecompose a composite figure made of two rectangular prisms into two separate prisms to find total volume.
   • Missing edge length of a rectangular prism found by divisionSolve for a missing edge length of a rectangular prism given its volume and its other two edge lengths.
   • Problem type classification among packing, multiplying, composite, and missing-edge volume tasksDistinguish which of three volume problem types (single prism, composite figure, missing edge) a given word problem requires.
   • Reconciling a counted volume with a multiplied volume for a novel composite figureFind the volume of a composite figure never seen in class, built from two prisms in an unfamiliar arrangement, using both counting and multiplying, and reconcile the two answers.
8. Unit 8: The Coordinate Plane and Numerical PatternsThe year's closing unit. Two number lines from Unit 1, set perpendicular to each other, become a coordinate plane. Kids plot and read points in the first quadrant, then generate number patterns using fraction and decimal operations from earlier units and graph them to compare.9 skills ▸close ▾

   • The parts of a first-quadrant coordinate grid (x-axis, y-axis, origin)Label the x-axis, y-axis, and origin on a first-quadrant coordinate grid.
   • The ordered-pair plotting procedure (x-distance then y-distance)Plot an ordered pair on a first-quadrant grid by moving right along the x-axis then up parallel to the y-axis.
   • The non-commutativity of ordered-pair order (why (2,5) and (5,2) name different points)Explain why the order of the two numbers in an ordered pair changes which point is named.
   • Coordinate values interpreted as quantities in a real-world situation (e.g., minutes and miles)Interpret the coordinates of a point plotted in a real-world context, such as distance traveled over time.
   • A numerical sequence generated by iterating a stated rule (e.g., add 3 each time)Generate a numerical pattern by applying a given whole-number rule repeatedly to produce a sequence of terms.
   • Two corresponding numerical sequences generated from two rules involving fraction or decimal operationsGenerate two numerical patterns from two related rules using fraction or decimal operations from Units 4-6, and form ordered pairs from corresponding terms.
   • The multiplicative or additive relationship between two corresponding numerical sequences, as shown by their graphed pointsCompare two numerical sequences generated from related rules by graphing their corresponding ordered pairs and describing the relationship between the sequences.
   • An unstated multiplicative relationship between two sequences, inferred solely from a scatter of graphed pointsInfer the rule relating two corresponding sequences when given only their graphed points, in a context and number pairing not used during instruction.
   • The difference between a coordinate pair's numeric value and its meaning within a specific real-world situationDistinguish between a point's location in the context of the real-world situation it represents and its bare coordinate values.

Try a real Place Value, Parts, and Space: Grade 5 Mathematics lesson, no account needed →

1. Unit 1: Matter Is Made of Particles Too Small to SeeThis unit gets your child to accept something that sounds obvious but isn't: everything, including air, is made of tiny particles you can't see, and those particles take up space and have weight. It starts with hands-on evidence — balloons, syringes, a scale — before asking your child to draw and defend their own particle pictures of everyday things like a drying towel.9 skills ▸close ▾

   • The particle composition of matterState that all matter is made of particles too small to see.
   • States of matter: solid, liquid, gasClassify a given sample (air in a balloon, ice cube, water in a cup) by its state of matter using shape and volume behavior.
   • Air as space-occupying matterExplain why a sealed, empty-looking syringe resists being pushed using the idea that air takes up space.
   • Weight of gasesCompare the weight of an inflated balloon to an identical deflated balloon to infer that air has weight.
   • Relative particle spacing across states of matterDraw a particle diagram showing particles closer together in a liquid than in a gas, and further apart in a gas than a liquid.
   • Evaporation explained by particle escape into airGenerate a particle-model explanation for why a wet towel left out overnight becomes dry.
   • The term 'particle' in contextDetermine the meaning of the term 'particle' as used in a grade-level informational text passage about matter.
   • Conservation of particles when matter appears to disappearJustify, using evidence from a balloon, sugar-water, and a drying towel, that particles are conserved even when matter seems to vanish, in a context not used during instruction (a sealed bag of shrinking ice).
   • Main claim and evidence in an informational text about gasesSummarize the main claim and one piece of supporting evidence from a short science text about invisible gases.
2. Unit 2: Where Did It Go? Conservation of Matter in Mixtures and DissolvingYour child tests, with an actual scale, whether dissolved or mixed stuff still exists and still has weight. They move from just weighing things to arguing that total weight never changes when you mix or dissolve — even though the salt has vanished from sight. They also learn to tell mixtures from solutions, and separate mixtures by filtering or evaporating.9 skills ▸close ▾

   • The particle model of matter from Unit 1State that Unit 1's particle model claims matter is made of particles too small to see.
   • Conservation of weight during dissolvingPredict, before weighing, whether dissolving salt in water will change the total weight, then compare the prediction to measured data.
   • The distinction between mixtures and solutionsClassify given examples as a mixture, a solution, or neither, based on whether the parts can be seen and whether they settle.
   • Conservation of matter during dissolving, explained by particlesExplain, using the particle model, why dissolved salt is still present in water even though it cannot be seen.
   • The balance-weighing procedure for a before/after conservation testExecute the four-step procedure for using a balance to compare total weight before and after mixing two substances.
   • Matching a separation method to a mixture typeSelect filtering or evaporating as the correct method to separate a given mixture, based on whether the parts dissolved.
   • A before/after weight data set from a dissolving trialConstruct a bar graph of total weight before and after dissolving from a data table the student collected.
   • Conservation of weight applied to an unmixed, untaught combinationArgue from a novel household dataset (oil and water shaken, then settled) whether the total weight stayed the same, using the particle model.
   • Reversibility as a shared property across mixtures and solutionsCompare a mixture that settles back out with a solution that does not, to identify what makes a change reversible.
3. Unit 3: Physical or Chemical? Sorting Changes in MatterThis unit teaches one test for sorting any change in matter: did a new substance actually form? Your child moves from watching demonstrations (melting, tearing, burning) to sorting cards to classifying brand-new household examples on their own, always backing it up with evidence like color, gas, temperature, or smell — not with how dramatic the change looked.9 skills ▸close ▾

   • The definition of physical change as same-substance change, applied to novel examplesState that a physical change keeps the same substance, only shape or state changes, and apply that test to classify 3 novel physical-change examples (folding foil, crushing a cracker, melting chocolate).
   • The definition of chemical change as new-substance formation, applied to novel examplesState that a chemical change produces a new substance with new properties, and name the specific new substance formed in two novel examples (rusting nail, burnt toast).
   • The substance-identity test applied to demonstrated changesClassify a demonstrated change (melting butter, tearing paper, burning a match) as physical or chemical using the substance-identity test.
   • The insufficiency of a single piece of evidence (color) for classifying change typeExplain why a color change alone does not prove a chemical change occurred, using the food-coloring-in-water and browning-apple contrast.
   • The independence of change type from reaction speedCompare rusting (slow) and baking soda plus vinegar (fast) to identify that speed does not determine change type.
   • The four categories of observable evidence for chemical changeIdentify which of four evidence types (color, gas, temperature, odor) is present in a given household example.
   • Conservation of matter during a sealed chemical reactionPredict whether the total mass of a sealed reaction (baking soda and vinegar in a bag) changes, and justify using Unit 2's conservation claim.
   • Physical versus chemical classification of novel household examplesClassify eight household changes not previously demonstrated in class as physical or chemical, citing specific evidence for each.
   • Written justification distinguishing dissolving from true chemical changeExplain in writing why a claimed chemical change (e.g., dissolving sugar) is actually physical, using evidence and citing the substance-identity criterion.
4. Unit 4: Following Matter Through Plants, Animals, and EcosystemsYour child takes the conservation idea and the physical/chemical test and points them at living things. The centerpiece is a real investigation: weigh soil and a growing bean plant before and after several weeks of growth, and use the actual numbers to figure out where a plant's added mass really comes from. Then photosynthesis and decomposition get named as chemical changes, and matter gets traced from producers to consumers to decomposers.9 skills ▸close ▾

   • The raw materials and observable inputs of photosynthesisState that plants use air, water, and sunlight to build their own matter through photosynthesis.
   • The labeled parts of a photosynthesis diagram (inputs, outputs, and new substance)Label a photosynthesis diagram with its three inputs and one new substance, given the same diagram structure shown in class.
   • The source of a plant's added mass during growthExplain why a plant's mass gain comes mostly from air and water rather than soil, using the soil-weighing investigation as evidence.
   • Photosynthesis and decomposition as instances of chemical changeClassify photosynthesis and decomposition as chemical changes using the criteria of new substance formation from Unit 3.
   • Matter movement through a producer-consumer-decomposer chainDiagram the movement of matter from a producer through a consumer to a decomposer in a given food chain.
   • The distinction between energy flow and matter cycling in an ecosystemCompare energy flow and matter cycling in an ecosystem, identifying what is reused versus what is not.
   • The fate of matter in decomposing organic materialPredict what happens to the matter in a dead leaf left on the ground for one year.
   • The source of a growing bean plant's mass, as a claim-evidence-reasoning argumentConstruct a written claim-evidence-reasoning argument about the source of a bean plant's added mass, using investigation data.
   • Matter movement during decomposition of an unfamiliar organismExplain to a partner, using precise vocabulary, where matter goes when an unfamiliar organism (a mushroom on a log) decomposes it.
5. Unit 5: Earth as a System: Land, Water, Air, and Life InteractingThis unit zooms out to Earth's four big systems — the land (geosphere), water (hydrosphere), air (atmosphere), and living things (biosphere) — and asks how one event can ripple across all of them. A rainstorm gets worked through in detail first, then a wildfire gets tried with less help, and finally a human activity (like damming a river) raises the stakes.9 skills ▸close ▾

   • The four Earth systems, their names, and example items belonging to eachStudents name the four Earth systems (geosphere, hydrosphere, atmosphere, biosphere) and classify example items into the correct system.
   • Features of a landscape sorted by Earth systemGiven a labeled photo of a landscape, students classify each visible feature as belonging to the geosphere, hydrosphere, atmosphere, or biosphere.
   • Boundaries where two Earth systems meet in a landscape photoStudents identify where two Earth systems touch or overlap in a photograph, given a modeled example.
   • Evaporation as a matter exchange between hydrosphere and atmosphereStudents explain how evaporation moves water matter from the hydrosphere into the atmosphere, using particle-model vocabulary from Unit 1.
   • Matter and energy exchange across systems during a rainstormGiven the rainstorm case study, students diagram how a single rainstorm event moves matter across at least three of the four Earth systems.
   • The general pattern of cross-system cause and effect, compared across two casesStudents compare the rainstorm case and a wildfire case to identify a common pattern: a change in one system causes a change in another.
   • The first Earth system directly affected by a specified human activityStudents infer which Earth system a human activity (such as damming a river) will most directly change first, before tracing further effects.
   • System-interaction effects of a volcanic eruptionGiven a completely new event never discussed in class (a volcanic eruption), students construct a system-interaction diagram explaining effects on at least three Earth systems.
   • A shared claim across two texts about human impact on Earth systemsStudents summarize a short informational text about a human activity's effect on Earth's systems, identifying the two texts' shared claim.
6. Unit 6: Where Is Earth's Water? Distribution and the Water CycleYour child finds out that most of Earth's water is salt water or ice, and the fraction that's actually drinkable fresh water is small and unevenly spread around. They build a scaled, measured physical model of that distribution — using real measured liquid, not just a diagram — and use it as evidence in a written argument about scarcity. The water cycle gets taught as the mechanism moving water between these places.10 skills ▸close ▾

   • The proportion of Earth's water that is ocean salt waterState that most of Earth's water is salt water located in oceans.
   • The four water cycle stage names as presented on the taught diagramName the four water cycle stages (evaporation, condensation, precipitation, collection) using the exact diagram taught in class.
   • Categories of Earth's water reservoirs by salinity and stateClassify a named water source (glacier, river, groundwater well, ocean, lake) as salt water, frozen fresh water, or liquid fresh water.
   • Graphed percentages of Earth's water reservoirsInterpret a bar graph or pie chart of the percentages of Earth's water in each reservoir to identify which fraction is usable fresh water.
   • Evaporation as water particles moving into the air as invisible vaporExplain why a puddle disappears using the particle model of evaporation.
   • The four-stage water cycle sequence applied to a new diagram layoutSequence the stages of the water cycle (evaporation, condensation, precipitation, collection) using an unfamiliar or differently drawn diagram.
   • Water movement between hydrosphere, atmosphere, and geosphereExplain how water moves between two Earth systems (e.g., ocean to atmosphere, atmosphere to land) using the water cycle model.
   • A scaled liquid model of Earth's water distributionConstruct a proportional physical model of Earth's water distribution using a measured volume of liquid to represent usable fresh water.
   • A written scarcity claim grounded in a proportional water modelWrite a claim about water scarcity supported by evidence from a self-built scaled water model.
   • Transfer of water between reservoirs under a changed conditionPredict how a change in one Earth reservoir (e.g., melting glacier) would affect water available in another reservoir.
7. Unit 7: The Sun's Energy and Earth's PatternsThis unit names the sun as the energy source behind weather and the water cycle, then uses a physical globe-and-lamp model to explain day and night. The second half switches to real data: your child reads a season's worth of sunrise and sunset times and figures out whether days are getting longer or shorter, then connects that pattern to Earth's motion.8 skills ▸close ▾

   • The sun as Earth's primary energy source for weather and the water cycleState that the sun is Earth's main source of energy for weather and the water cycle.
   • Earth's rotation as the cause of the day/night cycleExplain, using the globe-and-lamp model, why Earth's rotation causes day and night.
   • The distinction between Earth's daily rotation and yearlong revolutionDifferentiate Earth's rotation from Earth's revolution when explaining a given sky observation.
   • A season's sunrise/sunset time data tableInterpret a table of recorded sunrise and sunset times to identify whether day length is increasing or decreasing across a season.
   • The causal link between Earth's motion and seasonal day-length patternsExplain a seasonal pattern of change in day length by connecting it to Earth's motion, using energy-transfer vocabulary from Units 5 and 6.
   • Common claims about the cause of day/night and seasonsClassify sky-motion claims (e.g. 'sun circles Earth,' 'Earth spins,' 'Earth orbits') as accurate or a documented misconception.
   • Trend extrapolation in sunrise-time dataPredict the sunrise time for a future date not in a given data table, based on the observed pattern.
   • An unfamiliar city's seasonal daylight-pattern data setConstruct a written, data-based explanation of an unfamiliar city's seasonal sunrise/sunset pattern, with no diagram provided, citing Earth's motion and the sun as energy source.
8. Unit 8: Brightness, Distance, and Patterns in the Night SkyThe year closes by asking whether the brightest-looking star has to be the most powerful one. Using a flashlight before any diagrams or numbers, your child learns that how bright a star looks depends on both how bright it truly is and how far away it is. They build a scale model relating the sun's size to the true distance of the nearest star, and use Earth's rotation versus its orbit to explain why the same constellations return each year.9 skills ▸close ▾

   • The definition of apparent brightnessState that a star's apparent brightness is how bright it looks from Earth.
   • The relationship between the sun's brightness and its distance from EarthExplain why the sun looks far brighter than any other star, using distance.
   • The joint effect of distance and true brightness on apparent brightnessCompare two stars' apparent brightness given their true brightness and relative distance.
   • Proportional scale distance between the sun and the nearest starConstruct a scale model relating a shrunken sun size to the correctly scaled distance of the nearest star.
   • Rotation versus orbit as distinct motions with distinct sky effectsDifferentiate Earth's daily rotation from its yearly orbit as causes of two different sky patterns.
   • The yearly recurrence of constellation visibilityExplain why the same constellations appear at the same time each year, using Earth's orbital position.
   • The causal argument connecting apparent brightness, true brightness, and distanceArgue, using a scale-distance model, why a nearby dim star can look brighter than a distant powerful one.
   • Sky observations sorted by underlying Earth motionClassify a set of night-sky observations as evidence of Earth's rotation or Earth's orbit.
   • The apparent-brightness-versus-distance claim, presented orallyPresent a brightness-distance claim orally, responding to a partner's question about the model.

Try a real Matter, Systems, and the Sky: Grade 5 Science lesson, no account needed →

1. Unit 1: Nations Before ContactThis unit undoes the idea that North America was empty before Europeans arrived. Your child learns five culture regions, matches real Native nations to each one, and figures out why people in different regions built different houses and ate different foods based on climate and what was around them.10 skills ▸close ▾

   • The five Native culture regions (Eastern Woodlands, Plains, Southwest, Northwest Coast, Arctic/Subarctic) and their locationsMatch each of five culture regions to its correct location on a North America map.
   • The four core unit vocabulary terms (nation, resource, adapt, culture region) and their taught picture examplesRecall the meaning of nation, resource, adapt, and culture region using the picture example taught for each.
   • Specific Native nation names tied to Eastern Woodlands, Plains, and Southwest regionsRecall the name of at least one Native nation associated with each of three culture regions.
   • The relationship between regional climate/resources and housing adaptationExplain why a specific housing style (e.g., longhouse, adobe, plank house) fits its region's climate and available resources.
   • Regional food sources (e.g., Plains bison hunting vs. Southwest irrigation farming) and their geographic basisCompare the food sources of two different culture regions and explain how geography shaped each choice.
   • The general pattern linking climate/resource clues to culture region classificationClassify a new, previously unstudied Native nation's way of life into its correct culture region using given clues about climate and resources.
   • Oral tradition and archaeological evidence as sources of historySummarize how an oral tradition passage and an archaeological description each serve as evidence about a Native nation's past.
   • Governance structures among Native nations (e.g., Haudenosaunee Confederacy council)Infer how a Native confederacy's council structure functioned as a form of government, based on a described example.
   • The word 'discovery' as applied to land that was already inhabitedCritique the accuracy of the word 'discovery' when applied to Columbus's arrival, using evidence from two contrasting texts.
   • The combined region-nation-adaptation relationship for three specific nationsProduce a labeled regional map matching three Native nations to their region and one adaptation each.
2. Unit 2: Contact and ConsequenceThis unit asks why Europeans crossed the ocean and what happened when they got here. Your child learns the shorthand 'God, gold, and glory' for explorer motives, then complicates it, traces more than one voyage (not just Columbus), and looks hard at the real scale of Native deaths from disease versus war.8 skills ▸close ▾

   • The three explorer motives (God, gold, glory) as applied to specific voyagesGiven a description of an explorer's actions, students name which motive (God, gold, or glory) it most reflects.
   • The routes of the Columbus 1492 voyage and one non-Spanish exploration voyageStudents trace the route of Columbus's 1492 voyage and one non-Spanish voyage on a world map, labeling start, path, and landing.
   • The Columbian Exchange of specific crops, animals, and disease across the AtlanticStudents sort a set of items (corn, horses, smallpox, wheat, potatoes) into 'moved to Europe' or 'moved to Americas' and explain why each item's movement mattered for the people who received it.
   • The relative scale of epidemic disease versus warfare in Native population decline after contactStudents compare disease-caused deaths to war-caused deaths in the demographic collapse using a given data chart and explain which was the larger cause.
   • Two paired accounts (one Native, one European) of a single named contact eventGiven a Native-perspective account and a European-perspective account of the same contact event, students identify one detail unique to each account.
   • The relationship between a writer's motive and the details chosen in a first-hand or adapted accountStudents explain how each writer's motive shaped which details they included or left out, using one specific example from each of two paired accounts.
   • The fairness claim about the Columbian Exchange, weighed against crop, disease, and population evidenceStudents evaluate whether a claim about the Columbian Exchange ('it was a fair trade') is well supported, citing at least two specific pieces of evidence from the unit.
   • A novel pair of contact-event accounts not used in any prior lessonGiven a brand-new, previously unseen pair of accounts describing a contact event never discussed in class, students write a paragraph explaining how motive shaped each account, citing one detail from each.
3. Unit 3: Colonial Life, Region by RegionYour child compares New England, Middle, and Southern colonies — why they grew such different economies and lifestyles despite similar goals — and confronts that slavery and indentured servitude existed in every region, not just the South.9 skills ▸close ▾

   • Geographic features of the three colonial regionsStudents label the New England, Middle, and Southern colony regions on a blank map and list each region's climate and landforms.
   • The link between regional geography and regional economyStudents explain why a region's climate and soil made a particular economy (fishing/shipbuilding, mixed farming/trade, or cash-crop plantations) more likely than others there.
   • The distinction between indentured servitude and chattel slaveryStudents classify a labor arrangement described in a short scenario as indentured servitude or chattel slavery.
   • The daily and family life of enslaved people under chattel slaveryStudents summarize a primary-source-based narrative of daily life for an enslaved family, identifying what the system allowed and denied them.
   • The triangular trade route and its cargoStudents trace a triangular trade route on a map and explain what goods or people moved along each leg.
   • The causal role of geography in producing different regional economiesStudents compare the New England and Southern economies using two specific pieces of evidence each, explaining how geography drove the difference.
   • The pattern connecting geography, economy, and labor systemGiven a description of an unfamiliar 18th-century colony-like settlement, students infer which labor system and economy it most likely used and justify the choice.
   • The three-region comparison chart structureStudents organize evidence from at least two regions into a three-column comparison chart (economy, geography, labor).
   • An argument about regional resistance to change, supported by regional evidenceStudents write a short essay arguing which region's way of life would have been hardest to change and support it with evidence from two regions.
4. Unit 4: The Road to RevolutionThis unit traces how colonial loyalty to Britain eroded step by step — taxes, boycotts, protests, violence — and asks whether the Revolution was really about ideas or about money and power. It's built around a shared timeline your child adds to over several days.10 skills ▸close ▾

   • Unit 3 colonial economy vocabulary (cash crop, triangular trade, self-government)Students recall the meaning of cash crop, triangular trade, and self-government from Unit 3.
   • The specific taught reason for each named British act, as presented in the Day 3-8 worked examplesStudents match each taught act (Sugar Act, Stamp Act, Townshend Acts, Tea Act) to the one worked-example reason Britain passed it.
   • British motive for post-war taxation policy (Sugar Act, Stamp Act) tied to war debt and colonial tradeStudents explain why Britain taxed the colonies after the French and Indian War, using colonial trade as the reason.
   • Types of colonial response to British actsStudents classify specific colonial actions (boycott, petition, protest, violence) by type of response to British policy.
   • Sequence and escalation pattern of events between 1765 and 1774Students sequence five to six key events from the Stamp Act to the Boston Tea Party on an annotated timeline, showing escalation.
   • Loyalist reasoning as revealed in a primary-source letter or broadsideStudents infer why a colonist might have chosen to remain a Loyalist despite rising grievances, using a primary-source excerpt.
   • Point-of-view differences between Patriot and Loyalist accounts of the same eventStudents compare Patriot and Loyalist perspectives on the same event to identify how point of view shapes a historical account.
   • Single-event-cause claim about the Boston Tea Party, tested against the full grievance timelineStudents critique the claim that the Boston Tea Party alone caused the Revolution, using the full timeline as evidence.
   • Relative importance of causes of the Revolution, applied to unfamiliar colony-specific grievance evidenceStudents rank the two most important causes of the Revolution from an untaught set of colonial grievances drawn from a different colony's records, and defend the ranking in writing.
   • Claim-based argument paragraph ranking causes of the RevolutionStudents produce a claim-based paragraph ranking two causes of the Revolution and defending the ranking with timeline evidence.
5. Unit 5: Fighting for IndependenceThis covers the actual Revolutionary War, from the Declaration through the war's end, built around two questions: why did the underdog win, and whose side would you have picked? It also looks at how women, Black Americans, and Native nations each navigated the war differently.10 skills ▸close ▾

   • The Unit 4 list of colonial grievances (taxation without representation, quartering, trade restriction, etc.)Match each of 6 Unit 4 grievances to its correct one-sentence description.
   • The connection between a named Unit 4 grievance word and a specific real event that illustrates itGiven a real 1770s example (e.g. Stamp Act), identify the matching Unit 4 grievance word and state one reason the event was unfair.
   • The dual function of the Declaration of Independence as both grievance list and formal announcement of separationExplain why the Declaration of Independence functioned as an announcement of separation, not only a list of complaints.
   • The geographic setting of the Saratoga and Yorktown campaignsFollowing the teacher's modeled example at Saratoga, locate Yorktown on the Unit 3 regional map and repeat the same reasoning move to name its relevant geographic feature.
   • The geographic setting of Revolutionary War battles beyond the two directly modeledIndependently interpret a new, unmarked battle location on the regional map and justify its geographic significance in one's own words.
   • The effect of the 1778 French alliance on military and supply resourcesExplain how the French alliance changed the balance of resources between the Continental Army and Britain after Saratoga.
   • The differing risks and choices facing women, Black Americans, and Native nations during the Revolutionary WarCompare the wartime choices available to two different groups (for example, enslaved people and Native nations) during the Revolution.
   • The cause-and-effect relationship between one turning point (Saratoga or Yorktown) and the war's outcomeWrite a paragraph explaining one turning point's importance using a cause-and-effect connector.
   • The range of plausible wartime allegiance choices given a person's circumstancesDetermine which side (Patriot, Loyalist, or neutral) a hypothetical colonist in an unfamiliar situation would most plausibly choose, and justify it with at least two risks.
   • Grievance language within the Declaration of Independence excerptIdentify grievances within a short excerpt of the Declaration of Independence that connect to Unit 4 causes.
6. Unit 6: A Nation Tries to Govern ItselfAfter the war, the new states had to actually run themselves, and this unit asks why they deliberately built a weak central government, then what happened when that weak government met real problems like Shays' Rebellion.11 skills ▸close ▾

   • The Articles of Confederation's distribution of power between states and central governmentState that the Articles of Confederation were designed to give states more power than the central government.
   • The causal link between fear of tyranny and the design choice of a weak central governmentExplain why fear of British tyranny led the framers to make the central government weak on purpose.
   • The three named structural weaknesses of the Articles of ConfederationClassify specific weaknesses of the Articles (no power to tax, no national army, unanimous consent to amend) as either 'money problems' or 'power problems'.
   • The consequence chain from no taxing power to unpaid debtsInfer why a government with no power to tax could not pay soldiers or pay off war debt.
   • Shays' Rebellion as a case of the Articles' weaknesses producing a farmer uprisingSummarize Shays' Rebellion as evidence that the Articles' weaknesses were causing real harm to real people.
   • Differing points of view in two texts describing Shays' RebellionCompare two accounts of Shays' Rebellion (one sympathetic to the farmers, one alarmed by the uprising) for point of view.
   • The states' 1786-87 decision to convene a fix-it meeting rather than start overExplain why the states decided to call a convention to fix, rather than replace, the Articles.
   • Compromise as a concept applied to a scenario with two competing interestsDemonstrate compromise by resolving a concrete classroom scenario where two sides want incompatible things.
   • Compromise as a solution strategy applied to a state-boundary dispute, reached by comparing its structure to prior classroom scenariosApply the concept of compromise to a dispute between two states over a river boundary by first comparing its structure to the classroom scenarios, then proposing a solution.
   • Evidence about the Articles of Confederation sorted into strengths and weaknesses categoriesOrganize evidence about the Articles into a strengths-and-weaknesses chart.
   • A written recommendation memo proposing changes to the Articles of ConfederationProduce a short recommendation memo, in a child's voice, proposing changes to the Articles with reasons.
7. Unit 7: Framing a New GovernmentThis is the big one: how the states built a stronger government after watching a weak one fail, and — just as important — who got left out of 'We the People.' It covers the three branches, checks and balances, federalism, the Bill of Rights, and an honest look at the Three-Fifths Compromise.12 skills ▸close ▾

   • The link between a named Articles-of-Confederation weakness and its constitutional fix (e.g., no power to tax fixed by Congress's taxing power)Students explain, using a specific Article of Confederation weakness named in Unit 6, which constitutional feature was designed to fix it.
   • The Virginia Plan, New Jersey Plan, and the Great Compromise's two-house solutionStudents recall the two competing plans (Virginia Plan, New Jersey Plan) and state what the Great Compromise combined from each.
   • The basic function of each of the three branches of government, as directly named in classStudents name the job of each of the three branches of government (legislative, executive, judicial) using the term taught in direct instruction.
   • Division of powers between state and federal government under federalismStudents classify a described government action (e.g., a state law, a treaty, a court ruling) as a power of the states, the federal government, or shared under federalism.
   • The three branches of government and one checks-and-balances example per branchStudents match a real scenario (a law is passed, a law is enforced, a law is challenged in court) to the branch of government responsible and explain why that branch checks another.
   • The Anti-Federalist objection that the original Constitution lacked explicit protection of individual rightsStudents explain why the Anti-Federalists demanded a Bill of Rights before ratifying the Constitution.
   • The specific protection named in each of three taught Bill of Rights amendmentsStudents recall which specific amendment (from the three taught: speech, due process, unreasonable search) protects a scenario shown during direct instruction.
   • The gap between the Declaration's claim of equal rights and the groups excluded from full citizenship under the 1787 Constitution (enslaved people, women, Native nations, most men without property)Students compare who was included and who was excluded from "We the People" in 1787 with who the Declaration of Independence (Unit 4) claimed had rights.
   • The Three-Fifths Compromise as a deal over congressional representation that counted enslaved people partially for political power while denying them rightsStudents explain, in their own words, the honest reasoning behind the Three-Fifths Compromise and name whose interests it served.
   • Structural features of governing documents (branch functions, federalism) applied to an unfamiliar textGiven an adapted, unfamiliar clause from a state constitution or a different historical document, students infer which branch or level of government it describes and justify the inference with textual evidence.
   • The Preamble's stated purposes and one specific Bill of Rights amendment's protectionStudents explain in their own words what an adapted Preamble excerpt and one Bill of Rights amendment each promise.
   • The fit between the Declaration of Independence's promise of equality and the Constitution's actual treatment of excluded groupsStudents write a paragraph evaluating whether the Constitution kept the Declaration's promises for all people, using at least two pieces of evidence from the unit.
8. Unit 8: The American Story: Looking Back, Looking ForwardNo new content here — this is the unit where your child pulls together everything from the whole year into one argument. They pick a big question about the founding period and defend a claim using evidence from at least three different units, in writing and out loud.8 skills ▸close ▾

   • The year-long chronological sequence of Native nations, contact, and colonial lifeRecall the region, key nation or colony names, and one core vocabulary term for each of the first three units (Native nations, contact, colonial life) when given a blank timeline.
   • The causal chain from colonial grievance to revolution to constitutional compromiseRecall the sequence of grievances, war events, and constitutional compromises from Units 4-7 when given a blank timeline.
   • The recurring theme of ideals versus reality for different groups across the yearClassify a given historical example (e.g., Wampanoag land use, indentured servitude, a specific grievance) as illustrating 'ideal' or 'reality' within the ideals-versus-reality theme.
   • Differing outcomes of contact for Native nations in different regionsCompare two Native nations' experiences of contact and colonization (e.g., a Northeast nation and a Southeast nation) using evidence from Units 1-3.
   • The link between a named colonial grievance and a specific constitutional compromiseExplain how a specific grievance named in Unit 4 connects to a specific compromise made in Unit 7's Constitution.
   • A researched argument answering a course essential question using cross-unit evidenceGenerate a claim answering one course essential question, supported by evidence drawn from at least three different units.
   • Underrepresented perspectives in the course's primary sourcesIdentify a group or perspective from this year's story that received little attention in class texts, using a source neither assigned nor discussed this year.
   • The student's own three-unit evidence-based argumentPresent a researched claim to classmates, sequencing evidence logically and speaking at an understandable pace.

Try a real The American Story Begins: Peoples, Contact, and a New Nation lesson, no account needed →