SCOPE & SEQUENCE Social Studies Grade 5. LEARNING STANDARDS Prepare- Pairs generate the K and W portion of K-W-L chart (Criss p.

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1 TEXTBOOK Describe the earliest explorations of the New World by the Vikings, the period and locations of their explorations, and the evidence for them. (H, G) 5.2 Identify the three major pre-columbian civilizations that existed in Central and South America (Maya, Aztec, and Inca) and their locations. Describe their political structures, religious practices, and use of slaves. (H, G, E) 5.3 Explain why trade routes to Asia had been closed in the 15 th century and trace the voyages of at least four of the explorers listed below. Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the image of the world, especially the maps used by explorers. (H, G, E) A. Vasco Nuñez de Balboa B. John and Sebastian Cabot Who the Vikings were, and when and where they explored. Demonstrate their knowledge of Viking explorations in time, location, and evidence for them. Who the pre-columbian Maya, Aztec, and Inca were, where they lived, and what they believed. Give examples of pre-columbian civilizations and explain their political structures, religious practices, and use of slaves. The trade routes and voyages of the Early Explorers as well as what each sought when he began his journey, what he found, and how the discoveries changed maps and the image of the world. Summarize the voyages of at least four explorers by explaining what each sought, what he found, and how the discoveries changed maps and the image of the world. LEARNING STANDARDS Prepare- Pairs generate the K and W portion of K-W-L chart (Criss p.83) Active Learning- Students will read Harcourt Brace Ch. 3 Lesson 1, and trace the route of the Vikings voyages on a globe or map Organize Info- Students will create a timeline of the Vikings voyages Students will use a Venn Diagram (CRISS p.96) to compare pre- Colombian civilizations. Option-Students will use a Triangular Comparison Diagram (CRISS p.102) to identify the similarities and differences among the Maya, Aztec, and Inca. Prepare- Build background by reviewing with students explorers prior to Active Learning- Students will read Ch. 3 Lesson 2 p.120, stopping to check for understanding Organize Info.-Students will write vocabulary words and definitions in notebooks and make a table of explorers on p.125 P. 117 Harcourt Brace- Lesson Review questions Students will fill in a blank map to ID the three major pre-columbian civilizations or answer teacher questions Students will trace the voyages of at least four of the explorers as well as summarize the voyages of each of the explorers Oct-Jan Oct-Jan Oct-Jan Based on August 2003 History and Social Science Framework Page 1 of 16

2 C. Jacques Cartier D. Samuel de Champlain E. Christopher Columbus F. Henry Hudson G. Ferdinand Magellan H. Juan Ponce de Leon I. Amerigo Vespucci 5.4 Explain why the Aztec and Inca civilizations declined in the 16 th century. (H) A. the encounters between Cortez and Montezuma B. the encounters between Pizarro and the Incas C. the goals of the Spanish conquistadors D. the effects of European diseases, particularly smallpox, throughout the Western hemisphere The details of the Aztec and Inca civilizations including the relationships, goals, and effects of Cortez, Pizarro, and other Spanish conquistadors. Describe the encounters of Cortez, Pizarro and other Spanish conquistadors with the Aztec and Inca civilizations. Describe the goals of these explorers, and how diseases effected these populations. Prepare- Students view a brief streaming video on the Aztec and Inca civilizations. Active Learning- Students will read Ch. 3 Lesson 3, p.128 Organize Info-Students will use a Venn Diagram (CRISS p.96) to compare pre-colombian civilizations Ch. 3 Test Oct-Jan 5.5 Describe the goals and extent of the Dutch settlement in New York, the French settlements in Canada, and the Spanish settlements in Florida, the Southwest, and California. (H) 5.6 Explain the early relationship of the English settlers to the indigenous peoples, or Indians, in North What nations settled the areas of New York, Canada, Florida, the Southwest, and California. Describe the goals of the Dutch, French, Spanish, and California settlements, and who settled there. The effects of the English settlers on the indigenous peoples including their differing views on land ownership and use of land. Prepare- Ask students to imagine communicating with someone from another culture. Active Learning- Students will read Ch. 4, Lesson 4, p.170 Organize Info- Students will complete a graphic organizer to go along with the lesson found in the reading support and intervention teacher resource on p.73 Prepare- Individuals complete an Anticipation Guide (CRISS p.90) to eliminate common misconceptions. Active Learning- Read Encounter Homework and practice book, p.39 Students will explain the differing views and conflicts between the English settlers and indigenous peoples. Oct-Jan Oct-Jan Based on August 2003 History and Social Science Framework Page 2 of 16

3 America, including the differing views on ownership or use of land and the conflicts between them (e.g., the Pequot and King Philip s Wars in New England). (H, G, E) 5.7 Identify some of the major leaders and groups responsible for the founding of the original colonies in North America. (H, C) A. Lord Baltimore in Maryland B. William Penn in Pennsylvania C. John Smith in Virginia D. Roger Williams in Rhode Island E. John Winthrop in 5.8 Identify the links between the political principles and practices developed in ancient Greece and such political institutions and practices as written constitutions and town meetings of the Puritans. (H, C) Describe the relationship between the English settlers and indigenous peoples in regards to conflicts concerning ownership and use of land. The major leaders and groups responsible for settling the original thirteen colonies. Identify the leaders and groups who settled the thirteen colonies. The political institutions and practices developed such as written constitutions and town meetings Identify the types of democratic principles practiced in the New England colonies. by Jane Yolen and explore the American Centuries website. Organize Info- Discuss the relationship of the English settlers to the indigeous peoples and complete problem solution-graphic structure diagram (Criss p. 135) Prepare- Students will be asked to recall facts and details about the thirteen colonies Active Learning- Students will pose questions about the unit to be studied and read Ch. 5, Lesson 1, p.197 answering their own questions as they read. Organize Info- Homework and practice book, p.44, and complete graphic organizer in Reading Support and Intervention, p.77 Prepare- Ask the students what kinds of government they know about. Define common and town meeting. Active Learning- Read Ch. 5, Lesson 2, p.208, stopping to question and check for understanding. Homework and practice book, p.43 Students will complete several One Sentence Summaries (Criss p ) Oct-Jan Feb-Mar Organize Info.-Students will complete a Contrast and Compare Chart (CRISS p.101) to identify the similarities and differences in political institutions and practices. Based on August 2003 History and Social Science Framework Page 3 of 16

4 5.9 Explain the reasons that the language, political institutions, and political principles of what became the United States of America were largely shaped by English colonists even though other major European nations also explored the New World. (H, C) A. the relatively small number of colonists who came from other nations besides England B. long experience with selfgovernment C. the high rates of literacy and education among the English colonial leaders D. England s strong economic, intellectual, and military position 5.10 On a map of North America, identify the first 13 colonies and describe how regional differences in climate, types of farming, populations, and sources of labor shaped their economies and societies through the 18 th century. (H, G, E) That the United States was created by European explorers who had diverse backgrounds. Describe how socioeconomic status impacted colonization. The location of the thirteen colonies and their regional differences in climate, types of farming, populations, and sources of labor. T They will also know how these factors influenced their economies. Locate the thirteen colonies on a map and summarize the characteristics of each colony. Prepare- Students will complete Unit 4 (American Revolution) pretest, p Active Learning- Students will read Ch. 8 on the American Revolution Organize- Students will create a timeline Prepare- Individuals generate the K and W portion of a KWL chart (CRISS p.83). Class contributes to make a group chart. Active Learning- Students will fill in a blank map and graphic organizers located in Reading support and Intervention, p.89, 93, 97, and 101 as they read chapters 6 and 7 on the 13 colonies. Cause and Effect graphic organizer, p.286 Harcourt brace or Cause and Effect Twocolumn notes (Criss p.133) Students write a factual summary of each colony. Mar-May Mar-May 5.11 Explain the importance of maritime commerce in the development of the economy of colonial, that maritime commerce was important to the development of the colony Prepare- Students will view a United Streaming video on the colony. Create and outline which details the aspects of maritime trade as it relates to. Apr-June Based on August 2003 History and Social Science Framework Page 4 of 16

5 using the services of historical societies and museums as needed. (H, E) A. the fishing and shipbuilding industries B. trans-atlantic trade C. the port cities of New Bedford, Newburyport, Gloucester, Salem, and Boston 5.12 Explain the causes of the establishment of slavery in North America. Describe the harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition. Describe the life of free African Americans in the colonies. (H, G, E, C) Outline the aspects of trade in Why slavery began, the condition and treatment of slaves and the triangular trade route Describe the institution of slavery Active Learning- Students will research maritime trade on the American Centuries website. Organize Info- ABC Brainstorming (Criss, p.57) as they research maritime conference Prepare- Read aloud to provide background information on slavery by reading Destination Freedomon-level reader for Harcourt Brace Active Learning- Students are guided to create Concept Maps (Criss p.92) to expand upon the concept of slavery. Frayer Model on slavery Apr-June 5.13 Identify the founders and the reasons for the establishment of educational institutions in the colonies (grammar schools and colleges such as Harvard and the College of William and Mary). (H) 5.14 Explain the development of colonial governments and describe how these developments contributed to the Revolution. (H, G, E, C) Who founded the colonies and why educational institutions were established Name the founders of the colonies and why the first educational institutions were created. The elements of colonial government How legislative bodies, town meetings, and charters on individual freedom and rights led to the Revolution. Organize Info.-Reflective Journal (Criss p ) Prepare-Determine prior knowledge through discussion Active Learning- Read and discuss timeline on p.186 as well as the entire Chapter 5 Organize Info- Study guide for Ch. 5 as well as corresponding practice pages Prepare- Read Unit 3 Active Learning- Students will complete Magnet Summaries (CRISS p.109) to produce meaningful writing that includes key -Students will be assessed with a final project from Social Studies in Action Resource Book p Unit 3 Test Jan-Mar Jan-Mar Based on August 2003 History and Social Science Framework Page 5 of 16

6 A. legislative bodies B. town meetings C. charters on individual freedom and rights Define legislative bodies, town meetings, and charters Explain how these elements led to the Revolution concepts. Organize Info.- Students will complete a graphic organizer for the unit 5.15 Explain the reasons for the French and Indian War, how it led to an overhaul of British imperial policy, and the colonial response to these policies. (H, C, E) A. Sugar Act (1764) B. Stamp Act (1765) C. Townsend Duties (1767) D. Tea Act (1773) and the Intolerable Acts (1774) E. the slogan, no taxation without representation F. the roles of the Stamp Act Congress, the Sons of Liberty, and the Boston Tea Party (1773) 5.16 Explain the meaning of the key ideas on equality, natural rights, the rule of law, and the purpose of government contained in the Declaration of Independence. (H, C, E) The reasons for the French and Indian War, and the events leading to it. Describe how the French and Indian War changed relations between the colonists and Britain the vocabulary stated in the Declaration of Independence Explain the meanings of the terms used in the Declaration of Independence as well as describe the purpose of government Prepare- Students will read Ch. 8 Active Learning- Make a cause and effect timeline describing the events leading to the French and Indian War Organize Info- Graphic Organizers Prepare-Complete the K and W part of a KWL chart Active Learning- Read Ch. 10 and visit the American Centuries website Organize Info- Graphic Organizers, Think, Pair, Share, Students will summarize each event leading to the French and Indian War or Construct a newspaper that relays the events of the time Complete the L part of a KWL chart or complete the Ch. 10 test Feb-Apr Feb-Apr Based on August 2003 History and Social Science Framework Page 6 of 16

7 5.17 Describe the major battles of the Revolution and explain the factors leading to American victory and British defeat. (H) A. Lexington and Concord (1775) B. Bunker Hill (1775) C. Saratoga (1777) D. Valley Forge ( ) E. Yorktown (1781) 5.18 Describe the life and achievements of important leaders during the Revolution and the early years of the United States. (H, C) A. John Adams B. Benjamin Franklin C. King George III D. Alexander Hamilton E. Thomas Jefferson F. James Madison G. George Washington 5.19 Identify the Constitution of the Commonwealth of, including its date, its primary author (John Adams), and the basic rights it gives to citizens of the Commonwealth. (C) 5.20 Explain the reasons for the adoption of the Articles of Confederation in 1781 and for its later failure. (H, C) The factors preceding and the battles of the Revolution Locate where the battles took place, describe the battles and the outcomes of them. Who the leaders during the Revolution were, and the early years of the United States. Name the leaders during the Revolution and the early years of the United States. What the Articles of Confederation were, why and when the Articles of Confederation were adopted and why they failed. Prepare-Access Prior Knowledge activity p. 281P TG Word Web Active Learning- Research different viewpoints during the Revolution p.281g TG Organize Info-Students create Sequence Organizers (CRISS p. 103) to provide a structure for identifying the sequential events of the Revolution. Prepare- Brainstorm a list of leaders during the Revolution on both sides Active Learning- Prepare a biographical report that describes the life and achievements of a leader during the Revolution or the early years of the United States Organize Info- Using two sided notes, students will write important facts during presentations Standard is not addressed Prepare- Individuals generate the K and W portion of a KWL chart (CRISS p.83). Class contributes to make a group chart. Active Learning- Read Lesson 5, Ch. 8 Construct a timeline placing the battles, times and description of outcomes in the correct order. Students will use two-sided notes to help them list the leaders on each side. Explain in their own words: Why were the new states afraid of a strong national government? Feb-Apr Feb-Apr Apr-June Based on August 2003 History and Social Science Framework Page 7 of 16

8 Name the Articles of Confederation Tell why and when they were adopted, and the reason they failed Organize Info-Complete Review including the Cause and Effect Chart on p Describe Shays s Rebellion of and explain why it was one of the crucial events leading to the Constitutional Convention. (H, E, C) 5.22 Identify the various leaders of the Constitutional Convention and describe the major issues they debated. (H, E, C) A. distribution of political power B. rights of individuals C. rights of states D. the Great Compromise E. slavery 5.23 Describe the responsibilities of government at the federal, state, and local levels (e.g., protection of individual rights and the provision of services such as law enforcement and the building and funding of schools). (C) 5.24 Describe the basic political principles of American democracy and explain how the Constitution and the Bill of Rights reflect The various leaders and major issues debated during the Constitutional Convention. Describe distribution of political power, rights of individuals, rights of states, the Great Compromise, Explain the levels of government and how they interact. Compare the responsibilities at each level of government The political principles of American democracy and how they are preserved and reflected by the Constitution and the Bill of Rights. Standard is not addressed Prepare-Chapter 10 Pretest Active Learning-Students create Concept Maps (Criss p.92) to expand upon the Constitutional Convention and issues associated with it, as the topics are discussed in class. Organize Info- Graphic Organizer on p. 149 of Reading Support and Intervention Prepare- Picture Notes p.106 and read lesson 4, Ch. 10, p.412 Active Learning- Using a newspaper, find various examples of articles at the three levels of government. Organize Info- Graphic Organizer Prepare- Carousel Brainstorming (Criss p.62) Active Learning- Read Ch. 10 Unit 5 Writing Project p.104 of Social Studies in Action Ch. 10 Test Produce a government describing political principles F. individual rights and responsibilities G. equality H. the rule of law Apr-June May- June May-June Based on August 2003 History and Social Science Framework Page 8 of 16

9 and preserve these principles. (C) A. individual rights and responsibilities B. equality C. the rule of law D. limited government E. representative democracy 5.25 Identify the three branches of the United States government as outlined by the Constitution, describe their functions and relationships, and identify what features of the Constitution were unique at the time (e.g., the presidency and the independent judiciary). (H, C) Describe individual rights and responsibilities, equality, the rule of law, limited government, representative democracy The branches of government and their roles and responsibilities. Describe and explain how the government s power is divided into three branches. Organize Info- Graphic Organizer I. limited government representative democracy Prepare- Free-Write entry detailing what they know about the branches of government Active Learning- Read Ch. 10 and have students generate definitions for the key words in the chapter Organize Info- Complete graphic organizer on p. 161 of Reading Support and Intervention or Students use the Triangular Comparison Diagram(CRISS p.102) to compare the three branches of government. Unit Test or Persuasive Letter p. 377 M TG May-June 5.26 Identify the rights in the Bill of Rights and explain the reasons for its inclusion in the Constitution in (H, C) the rights listed in the Bill of Rights Name the rights listed in the Bill of Rights and explain why they are included in the Constitution Prepare- Individuals generate the K and W portion of a KWL chart (CRISS p.83). Class contributes to make a group chart. Active learning- Student will read and discuss the Bill of Rights and how they impact their personal lives. Summarize the importance of the Bill of Rights and complete One Sentence Summary graphic organizer and matching on p of Reading Support and Intervention May-June Organize Info- Make a poster for a right on the Bill of Rights or Graphic Organizer Based on August 2003 History and Social Science Framework Page 9 of 16

10 5.27 Explain how American citizens were expected to participate in, monitor, and bring about changes in their government over time, and give examples of how they continue to do so today. (H, C) 5.28 Identify the changes in voting qualifications between 1787 and 1820 (e.g., the abolition of property requirements), and compare who could vote in local, state, and national elections in the U.S. with who could vote in England, France, and Russia. (H, C) 5.29 Explain the events leading up to, and the significance of, the Louisiana Purchase of (H, C, E, G) 5.30 Describe the expedition of Lewis and Clark from 1803 to (H, E, G) The cause and the events leading up to the Louisiana Purchase Name the reasons for the purchase Who Lewis and Clark were and where they explored Standard is not addressed Standard is not addressed Prepare- Discussion of Westward Expansion Active Learning- Read Ch. 11, Lesson 1, p.426 Organize Info-Students use a Sequence Map (CRISS p.104) to organize the events leading up to the Louisiana Purchase. Prepare- Ask the question What was the Louisiana Purchase? to recall background information Lesson Review questions on p. 432 Write a story or description of what they learned about Lewis and Clark and the significance of their journey. Apr-June Describe the journey of Lewis and Clark, who sent them, who they met, and the consequence of their voyage Active Learning- Read lesson 1, Ch. 11. Using a map, trace the voyage of Lewis and Clark Organize Info- Sequence Map Apr-June Based on August 2003 History and Social Science Framework Page 10 of 16

11 5.31 Describe the significance and consequences of the abolition of slavery in the northern states after the Revolution and of the 1808 law that banned the importation of slaves into the United States. (H) That slavery was abolished after the Revolution and there was a law that banned the importation of slaves into the U.S. Describe the consequences of the abolition of slavery and the law that banned the importation of slaves into the U.S. Prepare-Ask the question, What events happened as a result of the Revolution? and read aloud War between the States Harcourt Brace below-level reader Active Learning- Visit American Centuries Website and read Ch. 9, Lesson 4, p.364 Reading Check questions on p. 365, 367, Describe the causes of the war of 1812 and how events during the war contributed to a sense of American nationalism. (H) A. British restrictions on trade and impressments B. Major battles and events of the war, including the role of the USS Constitution, the burning of the Capitol and the White House, and the Battle of New Orleans 5.33 Explain the importance of the China trade and the whaling industry to 19 th century New England, and give examples of imports from China. (H) 5.34 Explain the reasons that pioneer moved west from the beginning to the middle of the 19 th century, and describe their lives on the frontier. (H, G, C, What caused the War of 1812 and how the events during it led to a sense of American nationalism Know who fought in the War of 1812, and explain restrictions, battles and events involved in it the reasons for westward expansion describe the settlements that resulted from Organize Info-Homework and Practice Book p. 88, Prepare- Individuals generate the K and W portion of a KWL chart (CRISS p.83). Class contributes to make a group chart. Active Learning- Read Ch. 11 Lesson 2, p.438 Organize Info- Cause Effect- Two Column Notes Criss, p.133 Standard is not addressed Prepare- Students view a United Streaming Video on Westward Expansion Active Learning- Read Ch. 11 and Practice and Extend writing activity Teacher s guide, p.438 Reading check questions to be completed during reading Section reviews, chapter review Apr-June Mar-June Based on August 2003 History and Social Science Framework Page 11 of 16

12 E) A. wagon train journeys on the Oregon and Santa Fe Trails B. their settlements in the western territories westward expansion and the journeys traveling west discuss Organize Info- Students use Mental Imagery (CRISS p.105) to visualize themselves as pioneers to describe their lives. Complete assessment page that is part of the unit 5 test, assessment book, p.106 Explorer journal-leveled reader teacher guide, p Identify the key issues that contributed to the onset of the Civil War. (H, E) A. the debate over slavery and westward expansion B. diverging economic interests What caused the civil war and the results of it Describe the causes and results of the Civil War Prepare- Key Vocabulary (p.474b, and d) given- students look up definitions Active Learning- Read Ch. 12, p.475, stopping for discussion Organize Info.-Homework and Practice p Students create pre and post Civil War maps and describe the changes as a result of the Civil War Students complete Ch. 12 test Mar-June 1. Identify different ways of dating historical narratives (17 th century, seventeenth century, 1600s, colonial period). (H) Topics CONCEPTS AND SKILLS How to identify different ways of dating historical narratives Decipher the meaning of dates that are stated in various ways. Understand and identify the meaning of historical dates that can be stated in various ways. Using the timelines throughout the chapters, call students attention to the various ways time and history is reported. Students create a timeline that uses several examples of dates written in various ways. Sept Ongoing Based on August 2003 History and Social Science Framework Page 12 of 16

13 2. Interpret timelines of events studied. (H) 3. Observe and identify details in cartoons, photographs, charts, and graphs relating to a historical narrative. (H, E, C) Topics How to interpret timelines according to the dates of events they have studied Place events on a timeline according to date Use a timeline to determine which events happened before and after each other How to analyze, in a historical context: details of cartoons, photographs, charts, and graphs in a historical narrative. Show their understanding of the historical narrative by selecting and explaining details in various media. Using the timelines throughout the chapters, call students attention to the various ways time and history is reported. Students will view several historical narratives, cartoons, photographs, charts, and graphs. Then they will observe and identify details. They will make conclusions and/ or predictions based on that they see Students will answer questions using a timeline as a reference. They will answer document-based questions Students complete a thinking organizer in social studies in action teaching resource Students create an historical cartoon and describe the significance of it. Sept Ongoing Sept Ongoing This standard connects with English Language Arts standard # as does Social Studies Concept and Skill #4 and #6. 4. Use maps and globes to identify absolute locations (latitude and longitude). (G) Meanings of latitude and longitude. Use latitude and longitude to identify absolute locations using maps and globes. Review hemispheres on the globe or map Teacher modeling of finding the absolute location of places on a map or globe. Students practice finding latitude and longitude Students create their own battleship type game using latitude and longitude Sept 5. Identify the location of the North and South Poles, the Meaning of North and South Poles, the This standard connects with English Language Arts standard # as does Social Studies Concept and Skill #3 and #6. Read and discuss geography review on p. I16 and I17 Students complete first page of Unit 1 test. Sept Based on August 2003 History and Social Science Framework Page 13 of 16

14 Equator, the Prime Meridian, and the Northern, Southern, Eastern, and Western Hemispheres. (G) 6. Distinguish between political and topographical maps and identify specialized maps that show information such as population, income, or climate change. (G, H, E) 7. Compare maps of the modern world with historical maps of the world before the Age of Exploration, and describe the changes in 16 th and 17 th century maps of the world. (G, H, E) Topics Equator, the Prime Meridian, and the Northern, Southern, Eastern, and Western Hemispheres. Locate and/or label the North and South Poles, the Equator, the Prime Meridian, and the Northern, Southern, Eastern, and Western Hemispheres on maps, globes, and unlabeled media. The difference between and the uses of political and topographical maps. Students will use political and topographical maps to find population, income, or change for a given area or place. How to look at and compare maps based on their characteristics. Describe the differences in and changes relayed through analyzing the features of a map. Activity: Mental Mapping Students will view various types of maps within the classroom and Chapter 1 This standard connects with English Language Arts standard # as does Social Studies Concept and Skill #3 and #4. Students complete the know and do sections of a KWL chart. They will then analyze maps and define the characteristics of each. Students will answer questions based on what kind of information can be found on each type of map. Project-Museum of Maps p. 97 Sept Ongoing Sept 8. Define and use correctly words related to government: citizen, suffrage, rights, representation, federal, state, county, and municipal. (C) The meanings of citizen, suffrage, rights, representation, federal, state, county, and municipal. Use citizen, suffrage, rights, representation, federal, state, county, and municipal appropriately in writing and oral language. Vocabulary activity-students fold a paper into sections and draw an example of each term. Students will write a story or expository paragraph that includes the underlined vocabulary terms. May -June Based on August 2003 History and Social Science Framework Page 14 of 16

15 9. Give examples of the responsibilities and powers associated with major federal and state officials (the President, chief justice of the U.S. Supreme Court, governor, state senators, and state representatives). (C) Topics What the responsibilities and powers are, of federal and state officials (the president, chief justice of the U.S. Supreme Court, governor, state senators, and state representatives). Demonstrate their knowledge of these responsibilities and powers by providing examples of each. Students read Ch. 10 and complete reading checks Ch. 10 Test May-June 10. Explain the structure of the student s city or town government. (C) 11. Give examples of the ways people save their money and explain the advantages and disadvantages of each. (E) 12. Define what an entrepreneur is (a person who has started a business seeking a profit) and give examples from colonial history of an entrepreneur (e.g., Peter Faneuil and Benjamin Franklin). (E) 13. Define profit and describe how profit is an incentive for entrepreneurs. (E) What an entrepreneur is. Identify various entrepreneurs from history, and explain how they qualify for that title. What profit is when used as a business term. Describe how profit is beneficial to entrepreneurs. Standard not addressed in Grade 5 Standard not addressed in Grade 5 Prepare- Individuals generate the K and W portion of a KWL chart (CRISS p.83). Class contributes to make a group chart. Students complete a web to organize the characteristics of an entrepreneur. Advantage and disadvantage chart Students complete a research report on various entrepreneurs in history. Online Adventure-Harcourt School.com, p.181 Oct-Jan Ongoing As it applies in the situation Based on August 2003 History and Social Science Framework Page 15 of 16

16 14. Give examples of how changes in supply and demand affected prices in colonial history (e.g., fur, lumber, fish, and meat). (E, H) Topics What supply and demand mean when used in a business sense. Give examples of how supply and demand affected prices in colonial history. Students take Picture Notes (CRISS p.106) to make meaning of the terms supply and demand. Students read unit 2, chapter 4 and complete reading checks Students will write a description of how supply and demand affected the explorers Feb-June Based on August 2003 History and Social Science Framework Page 16 of 16