Grade 05 Social Studies Unit 02 Exemplar Lesson 02 ......Grade 05 Social Studies Unit 02 Exemplar...
Transcript of Grade 05 Social Studies Unit 02 Exemplar Lesson 02 ......Grade 05 Social Studies Unit 02 Exemplar...
Grade 5
Social Studies
Unit: 02
Lesson: 02
Suggested Duration: 4 days
Grade 05 Social Studies Unit 02 Exemplar Lesson 02: Colonial EconomiesGrade 05 Social Studies Unit 02 Exemplar Lesson 02: Colonial Economies
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementingCSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In this lesson students examine economic patterns of colonial America. Students make connections between industries, available resources in
the area, and their impact on how people make a living. The development of a free enterprise market economy is also explored.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required
by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or
subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
5.10 Economics. The student understands the basic economic patterns of early societies in the United States. The
student is expected to:
5.10A Explain the economic patterns of early European colonists.
5.10B Identify major industries of colonial America.
5.11 Economics. The student understands the development, characteristics, and benefits of the free enterprise
system in the United States. The student is expected to:
5.11A Describe the development of the free enterprise system in colonial America and the United States.
5.13 Economics. The student understands patterns of work and economic activities in the United States. The student
is expected to:
5.13A Compare how people in different parts of the United States earn a living, past and present.
5.13B Identify and explain how geographic factors have influenced the location of economic activities in the
United States.
Social Studies Skills TEKS
5.24 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
5.24A Differentiate between, locate, and use valid primary and secondary sources such as computer software
interviews biographies oral, print, and visual material documents artifacts to acquire information about the
United States.
5.25 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
5.25B Incorporate main and supporting ideas in verbal and written communication.
5.25D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and
bibliographies.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 05 Social Studies Unit 02 PI 02
Design a quilt square that illustrates a colonial industry. Write a paragraph describing the relationship between the industry’s geographic factors including availability
of resources and the free enterprise system.
Standard(s): 5.10B , 5.13A , 5.13B , 5.24A , 5.25B , 5.25D
ELPS ELPS.c.1E , ELPS.c.2I , ELPS.c.5F
Key Understandings
Industry develops in regions where natural and human resources are available.
Last Updated 04/04/2013
Print Date 08/28/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 11
— Why do industries develop in areas that have natural and human resources?
— What happens when the resources change?
— How did the free enterprise system develop in colonial America?
Vocabulary of Instruction
industry
economics
economic pattern
geographic factors
resources
free enterprise
Materials
Drawing paper
Glue sticks
Information on industries of colonial America
Map, regions of the 13 colonies – New England Middle, Southern (1 per student)Markers or colored pencils
Paper, Colored or white paper (1 per student)
Scissors (1 per student)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not
accessible on the public website.
Handout: Colonial Jobs (cut apart, 1 set per group)
Handout: Colonial Jobs Definitions (cut apart, 1 set per group)
Teacher Resource: Colonial Jobs KEY
Handout: Colonial Industries (1 per student)
Teacher Resource: Colonial Industries KEY
Teacher Resource: Free Enterprise in Colonial America
Resources
Advance Preparation
1. Become familiar with content and procedures for the lesson, including colonial industries.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed.
Background Information
This lesson provides information for the students on some of the important colonial industries that developed in the different regions of Colonial America. The
industries were closely connected to the geographical and human resources that were available in that area of the colonies. The differences in the regions later lead to
conflict.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are
one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel
may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tabwithin the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Free Enterprise
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 20 minutes
Grade 5
Social Studies
Unit: 02
Lesson: 02
Suggested Duration: 4 days
Last Updated 04/04/2013
Print Date 08/28/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 11
1. Facilitate a brief discussion to assess student prior knowledge about the free
enterprise system.
2. Place students in groups of three.
3. Introduce a scenario such as the following:
You and your team members must think of a fundraiser for a trip to a
theme park for the end of the school year. The problem is that your
team must produce what you will sell; it cannot be something you buy
at a store and resell. Your team must produce it. Your profit from sales
of your product will fund the class trip.
What will you produce?
How will you produce it?
How much will you produce?
For whom will you produce?
4. Groups brainstorm for about 15 minutes and write a proposal for their fundraising
endeavor. Encourage teams to compete with the other teams by not divulging
their plan for profit.
5. Each group shares their proposal with other class members and explains how and
why they decided to produce their selected product.
6. Script team ideas on the board and reach a consensus as to which product would
likely make the most profit/money.
7. Facilitate a discussion about decisions that have to be made before producing
and selling a product. Include economic vocabulary and review economic ideas
from earlier grades.
Is there a market (buyers)? How do you know if there is a market?
(there has to be a demand)
Attachments:
Teacher Resource: Free Enterprise in
Colonial America
Purpose:
This activity is designed to introduce students to the four
important economic questions that must be considered in a free
enterprise system.
TEKS: 5.10A, 5.11A
Instructional Note
In earlier grades, students were introduced to economic
concepts including: wants and needs, self-producing, trade,
purchase, jobs, work, goods and services, markets, exchange,
choice, supply and demand, earn, spend, save, producer,
consumer, product, scarcity, price, profit, entrepreneur,
economic activity, patterns of work, free enterprise, free market,
interdependence
EXPLORE/EXPLAIN – Free Enterprise in Colonial America Suggested Day 1 (cont’d) – 30 minutes
1. Write the words “Economics” and “Industry” on the board and provide a brief
definition for each word.
2. Facilitate a discussion about industry and the economy in colonial America. Ask
questions such as:
What did colonists need when they moved to the colonies?
Where did they get these goods? (originally, from England, but that took a
long time and was very expensive, so people in the colonies started producing
goods and providing services themselves)
3. Group students into three or four and provide each group with the Handout:
Colonial Jobs and the Handout: Colonial Jobs Definitions (cut apart, 1 set
per group).
4. Groups read the colonial jobs, speculate on what the job was and what need it
filled, and match the job with the definition. Groups also discuss and speculate as
to what colony in colonial America this job or service might be found in (and why).
5. Display the Teacher Resource: Colonial Jobs KEY
6. Facilitate a discussion including questions such as:
How many jobs did you accurately match? Are any of these jobs in
existence today?
What do these jobs have in common?
Why do you think these jobs developed? (Lead students to the
conclusion that all of these jobs developed in order to meet the colonists’ basisneeds)
When a person performed one of these jobs, what do you think he did
with the money he made?
Materials
Scissors (two pairs per group)
Attachments:
Handout: Colonial Jobs (cut apart, 1 set per
group)
Handout: Colonial Jobs Definitions (cut apart,
1 set per group)
Teacher Resource: Colonial Jobs KEY
Purpose:
Pre-assess prior information students possess
about why jobs are important, why jobs are
created in order to lead students to explore the
growth of the free enterprise system during
colonial times
When the colonists engaged in free enterprise
through cottage industries, they were able to
keep their profits, a benefit that changed as
various acts, such as the Stamp Act, were
imposed by Great Britain which required all
materials be purchased from Great Britain.
Student understanding can lead to their making
connections in upcoming units, noting that to the
colonists, loss of profits were equal to their being
taxed without representation.
TEKS: 5.10A, 5.10B, 5.11A, 5.13A, 5.13B
Instructional Note:
It may be necessary to briefly introduce
mercantilism and free enterprise, summarizing
the difference between the two (including
Grade 5
Social Studies
Unit: 02
Lesson: 02
Suggested Duration: 4 days
Last Updated 04/04/2013
Print Date 08/28/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 11
individual choice, profit motives, creation of
wealth, and extraction of wealth
Economics – wealth-producing system of
society, measured in money, concerned with
production, distribution, and consumption of
goods and services
Industry – productive, profit-making enterprises
that make use of systematic labor, especially for
some useful purpose or the creation of
something of value
Cottage Industry – industries that are home
based. Examples were sewing, weaving,
shoemaking, etc.
Mercantilism – Government controls
businesses and makes decisions, extracting
wealth from the colonies by exploiting its
resources
Free Enterprise – Individual owners makedecisions, government plays a more limited role
EXPLORE – Economics and Industry Suggested Day 2 – 50 minutes
1. Students sketch a map of the thirteen colonies (and note the regions).
2. Distribute the Handout: Colonial Industries to students in groups of 4 or fewer.
3. Using their textbooks and other classroom resources, students investigate
locations of key industries in colonial America and note any reasons for those
patterns of work (geographic factors such as natural resources and climate).
4. Student glue the cutouts on the area where the industry was located.
5. Students prepare answers using the following sentence stem:
This industry developed in this location because ____________.
Materials
Map, regions of the 13 colonies – New EnglandMiddle, Southern (1 per student)
Scissors (if students will cut apart the cards from
the Handout: Colonial Industries)
Glue sticks
Information on industries of colonial America
Attachments:
Handout: Colonial Industries (cut apart, 1 per
student)
TEKS: 5.10A, 5.10B, 5.13A, 5.13B
Purpose:
Students understand that jobs (economic activities) are
connected to the natural and human resources around them.
EXPLAIN – Industry and Location TChart Suggested Day 3 – 25 minutes
1. To check for understanding, create a T-chart on the board (See Instructional
Note.) or display a map of the colonies and create a classroom version as
students explain where the industry was found and provide support for their
thinking. (See the Teacher Resource: Colonial Industries KEY)
2. Facilitate a discussion where students share their ideas and explain why that
industry occurred at that location. Encourage use of academic language including
natural resources, economic system, industry, and geographic factors.
3. Continue the discussion, prompting students by using questions such as:
Why do you think these jobs/industries occurred at these locations?
Do you think there is a connection between locations and where the
industry develops or where jobs are located? Why?
What can we say about industries/jobs and location? Students reach
consensus and jointly write a summary statement.
TEKS: 5.10A, 5.10B, 5.11A, 5.13A, 5.13B
Instructional Note:
Be sure to address the fact that some of the industries were in
all three regions.
ELABORATE Suggested Day
1. Distribute one sheet of colored or white paper to each student.
2. Students create a 2-tab organizer by folding the paper to form two narrow
sections and then use scissors to cut the paper from the center of one edge to
the fold to create the tabs.
Materials
Paper, Colored or white paper (1 per student)
Scissors (1 per student
Grade 5
Social Studies
Unit: 02
Lesson: 02
Suggested Duration: 4 days
Last Updated 04/04/2013
Print Date 08/28/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 11
3. Close the tabs and lay the folded paper landscape style on the desk with the
open side down so the tabs can be opened. On the left tab of the front, students
write, “Colonial Times.”
4. On the right tab of the front, students write, “Today.”
5. Folding back the flaps, students write a list of colonial industries, a list of why
they were created, and how they can be linked to free enterprise
6. On the right side, students write today’s industries that were created for a need,and how they are a part of the free enterprise system.
TEKS: 5.10A, 5.10B, 5.11A, 5.13A, 5.13B
Purpose:
Students need to connect to the idea that industries and jobs are
still created to meet people’s basic and not so basic needs.
Instructional Note:
Students need to construct a handout that they will fill in with
information.
EVALUATE – Colonial Jobs Quilt Mon classes 1,3,5 Tues classes 2,4,6
Grade 05 Social Studies Unit 02 PI 02
Design a quilt square that illustrates a colonial industry. Write a paragraph describing the
relationship between the industry’s geographic factors including availability of resources and the
free enterprise system.
Standard(s): 5.10B , 5.13A , 5.13B , 5.24A , 5.25B , 5.25D
ELPS ELPS.c.1E , ELPS.c.2I , ELPS.c.5F
Materials
Drawing paper
Markers or colored pencils
Grade 5
Social Studies
Unit: 02
Lesson: 02
Suggested Duration: 4 days
Last Updated 04/04/2013
Print Date 08/28/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 11
Grade 5 Social Studies
Unit: 02 Lesson: 02
©2012, TESCCC 05/08/12 page 1 of 1
Colonial Jobs
Anchor Smith
Melder
Ballast Heaver
Peterman
Beaver
Piper
Cardmaker
Revenuer
Curer
Souter
Kneller
Tillman
Landsman
Yeoman
Grade 5 Social Studies
Unit: 02 Lesson: 02
©2012, TESCCC 05/08/12 page 1 of 1
Colonial Jobs Definitions
A farmer who owned his own land
A man who cured (or dried) tobacco leaves
A taxman who made sure people paid their tax on liquor
A man who milled (or ground) corn
A man who made anchors
A fisherman
A person who took care of an inn (place to stay overnight
A chimney sweep (cleaner) who knocked on doors for customers
An inexperienced sailor
A person who made shoes
A farmer
A person who made the handheld tool to comb wool
A man who loaded heavy weights into the holds (bottom part) of
ships for balance
A person who made the felt material for hats
Grade 5 Social Studies
Unit: 02 Lesson: 02
©2012, TESCCC 05/08/12 Page 1 of 1
Colonial Jobs KEY
Anchor smith
A person who makes anchors
Melder
A man who milled (or ground) corn
Ballast Heaver A man who loaded heavy weights
into the holds (bottom part) of ships for balance
Peterman A fisherman
Beaver A person who made the felt material
for hats
Piper A person who took care of an inn
(place to stay overnight)
Cardmaker A person who made the handheld
tool to comb wool
Revenuer A taxman who made sure people
paid their tax on liquor
Curer A man who cured (or dried) tobacco
leaves
Souter A person who made shoes
Kneller A chimney sweep (cleaner) who knocked on doors for customers
Tillman A farmer
Landsman An experienced sailor
Yeoman A farmer who owned his own land
Grade 5 Social Studies
Unit: 02 Lesson: 02
©2012, TESCCC 04/04/13 page 1 of 1
Colonial Industries
Images credit: Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/
Grade 5 Social Studies
Unit: 02 Lesson: 02
©2012, TESCCC 05/08/12 page 1 of 1
Colonial Industries KEY
Industry Colony/Colonies
Wheat/Corn
Western Massachusetts, southern New York, southeastern Pennsylvania, Virginia, Maryland, northern South Carolina, Georgia
Tobacco Coastal land of Maryland and North Carolina
Rice Coastal land of North Carolina, South Carolina, and Georgia
Iron
Northern and south central New Jersey, southeastern Pennsylvania, southeastern Maine
Lumber
Northern and southern Maine, northeastern and southern Ney York, Pennsylvania
fish All along the Colonial Coastline
Shipbuilding
Southeastern Maine and New Hampshire, Rhode Island, Connecticut, southern New York, and Delaware
Whaling Maine, Massachusetts, and New York
Trade All colonies, especially close to the Atlantic Coast
Cottage Industry All colonies
Grade 5 Social Studies
Unit: 02 Lesson: 03
©2012, TESCCC 05/08/12 page 1 of 1