Newfoundland & Labrador · Grade 5
Social Studies, Grade 5
Newfoundland & Labrador’s Grade 5 social studies course, from Social Studies Concepts and Skills - 1. Integrated Concepts and Process Skills (ICPS) to History - 5. Time, Continuity, and Change.
- Units
- 5
- Lessons
- 8
- Skills
- 17
- Provincial exam
- None
- Official curriculum
- gov.nl.ca
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 2 skills
Social Studies Concepts and Skills - 1. Integrated Concepts and Process Skills (ICPS)
Inquiry and Issues Analysis
Inquiry and issues analysis
I can investigate a complex issue using inquiry and evidence.
Skill 1.1
Forms of analysis and habits of mind
I can apply forms of analysis and think critically about societies.
Skill 1.2
The official wording · 2 outcomes
- 1.1
- Demonstrate proficiency in utilizing concepts and processes from the social sciences
- 1.2
- Demonstrate proficiency in utilizing concepts and processes from the social sciences
Key ideas
Complex questions do not have simple answers.
Issues analysis identifies the issue and examines data.
We make inferences and reach evidence-based conclusions.
We respond to counter-arguments and note strengths and weaknesses.
Forms of analysis include using information and making comparisons.
Watch out for
- Thinking every question has one right answer - issues have several plausible responses.
- Thinking a conclusion needs no evidence - it must be supported.
- Thinking analysis is opinion - it is disciplined and evidence-based.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 2 skills
History - 2. Individuals, Societies, and Economic Decisions
Decision-Making in First Nation and Inuit Societies
Decisions to meet needs and wants
I can describe how First Nation and Inuit societies made decisions to meet needs and wants.
Skill 2.1
Social structure and who made decisions
I can explain how social structure shaped decision-making in First Nation and Inuit societies.
Skill 2.2
The official wording · 2 outcomes
- 2.1
- Explain the decision-making practices used by First Nation and Inuit societies in the Atlantic region
- 2.2
- Explain the decision-making practices used by First Nation and Inuit societies in the Atlantic region
Key ideas
All societies must decide how to meet needs and wants.
Needs come before wants for survival.
Resources are limited, so they must be used efficiently.
Societies also make decisions about justice, rights, and responsibilities.
Societies have social structures with different roles.
Watch out for
- Thinking these societies did not manage resources - they did, efficiently.
- Thinking justice is only a modern idea - these societies made just decisions too.
- Thinking one leader made every decision - power was often shared.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 2 skills
History - 3. Interdependence
Social Structure in the Middle Ages
Locating a medieval society
I can locate and describe a medieval society using geographic concepts.
Skill 3.1
Social structure, lifestyles, and environment
I can explain a medieval society's social structure and compare the lifestyles within it.
Skill 3.2
The official wording · 2 outcomes
- 3.1
- Explain the importance of social structure in a society from the middle ages
- 3.2
- Explain the importance of social structure in a society from the middle ages
Key ideas
We locate a society using location and place concepts.
Location is where it is; place is what it is like.
We use maps of landforms, climate, and vegetation.
Each location has a unique combination of geographic features.
A social structure organizes people into groups with different power.
Watch out for
- Thinking location is just a country name - it includes physical features.
- Thinking place and location are the same - place is what it is like.
- Thinking everyone lived the same - social structure created big differences.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 5 skills
History - 4. People, Place, and Environment
Environment and an Ancient Society
Locating an ancient society
I can locate and describe an ancient society using geographic concepts.
Skill 4.1
How geographic features shaped development
I can explain how geographic features helped an ancient society develop.
Skill 4.2
Human-environmental interactions
I can explain how a society and its environment influenced each other.
Skill 4.3
The Diversity of First Nation and Inuit Societies
Diversity and naming First Nation and Inuit peoples
I can describe the diversity of First Nation and Inuit societies and use each people's own name.
Skill 4.4
Adapting to the environment
I can describe how a First Nation or Inuit society adapted sustainably to its environment.
Skill 4.5
The official wording · 5 outcomes
- 4.1
- Explain how environment influenced the development of an ancient society
- 4.2
- Explain how environment influenced the development of an ancient society
- 4.3
- Explain how environment influenced the development of an ancient society
- 4.4
- Explain the diversity of First Nation and Inuit societies in what later became Canada
- 4.5
- Explain the diversity of First Nation and Inuit societies in what later became Canada
Key ideas
Location asks 'Where is it?'; place asks 'What is it like?'.
By c. 1400 CE, tens of millions of people lived in the Americas in many distinct societies.
We describe location in relative and absolute terms.
First Nations and Inuit are distinct peoples; Inuit are not a First Nation.
We can use latitude, longitude, and continents.
Watch out for
- Thinking 'ancient' means uncivilized - it means a time period.
- Thinking all First Nations were the same - there was great diversity.
- Thinking location is just a name - it includes physical features.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 6 skills
History - 5. Time, Continuity, and Change
How We Learn About the Past
Primary sources, archaeologists, and historians
I can explain how primary sources and the work of archaeologists and historians help us learn about the past.
Skill 5.1
The challenges of writing history
I can explain why writing history is challenging and can write a short history from sources.
Skill 5.2
Interactions of Settlers and First Nation and Inuit Societies
Locating settler societies
I can locate and describe early settler societies in the Atlantic region.
Skill 5.3
Why settlers came and how they lived
I can explain why settlers came to the Atlantic region and how they lived.
Skill 5.4
Beneficial and devastating consequences of contact
I can describe both a beneficial and a devastating consequence of contact between settlers and First Nation and Inuit societies.
Skill 5.5
Comparing Past and Present Societies
Comparing past and present societies
I can compare past and present societies and predict how societies might change.
Skill 5.6
The official wording · 6 outcomes
- 5.1
- Demonstrate an understanding of how we learn about the past.
- 5.2
- Demonstrate an understanding of how we learn about the past.
- 5.3
- Analyse interactions between British and French settlers and First Nation and Inuit societies in the Atlantic region
- 5.4
- Analyse interactions between British and French settlers and First Nation and Inuit societies in the Atlantic region
- 5.5
- Analyse interactions between British and French settlers and First Nation and Inuit societies in the Atlantic region
- 5.6
- Compare past societies and present-day society.
Key ideas
Primary sources, written and oral, are the basis of our knowledge of the past.
From the 1500s to late 1700s there were very few permanent settlers.
We compare past and present societies using evidence.
Archaeologists study material remains; historians interpret sources.
Settlement started on the northeast Avalon and spread along the coast.
Watch out for
- Thinking only written records are sources - oral traditions and artefacts count too.
- Thinking many settlers arrived at once - early settlement was small and slow.
- Thinking the past has nothing in common with today - there are real similarities.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Newfoundland & Labrador’s own curriculum for Social Studies, Grade 5.
Study it in MapleMind
MapleMind teaches Social Studies, Grade 5 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep Social Studies, Grade 5 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 31
- Fillable fields
- 1,261
- Price
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Questions about Social Studies, Grade 5
What is Social Studies, Grade 5?
Newfoundland & Labrador’s Grade 5 social studies course: 5 units and 17 skills, from Social Studies Concepts and Skills - 1. Integrated Concepts and Process Skills (ICPS) to History - 5. Time, Continuity, and Change.
What units are in Social Studies, Grade 5?
1. Social Studies Concepts and Skills - 1. Integrated Concepts and Process Skills (ICPS), 2. History - 2. Individuals, Societies, and Economic Decisions, 3. History - 3. Interdependence, 4. History - 4. People, Place, and Environment and 5. History - 5. Time, Continuity, and Change.
Is there a provincial exam for Social Studies, Grade 5?
No. Newfoundland & Labrador gives no provincial exam for Social Studies, Grade 5.
What comes after Social Studies, Grade 5?
Social Studies, Grade 6.
Can MapleMind help with Social Studies, Grade 5?
Yes. MapleMind teaches every skill of Social Studies, Grade 5, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
Get ready for Social Studies, Grade 5
Practise every skill of Social Studies, Grade 5 in MapleMind, free with daily limits.
