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Curriculum Plan

Social Studies-MN 

5th Grade

 

2019 – 2020

 

 

 

Resource:  Studies Weekly

 

 

 

 

Week 1

Geography – 5.3.1.1.1 Create and use various kinds of maps, including overlaying thematic maps, of places in the North American colonies; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.

 

Geography – 5.3.2.3.1 Locate and identify the physical and human characteristics of places in the North American colonies.

 

Studies Weekly – Week 11

Mini Lesson Teacher Time Learning Stations Ideas Wrap Up
Maps B:   Recognize that a map is a smaller scale of an actual place (e.g., school map, town map).

 

O:  Recognize the difference between man-made and natural features on a map.

 

A:  Use a map and map tools (e.g., legend, alphanumeric grid lines) to navigate from one place to another.

 

Identify the different features of maps that make them useful for different purposes.

 

Identify possible uses for maps or models (ie, building exits, navigation, weather forecast).

 

Recognize that a map or model represents a real place.

Engage with a representation of the classroom.

 

Students work in groups to create a set of questions for their classmates to complete using a given map or maps (e.g., physical features, population density, economic activity, political, climate). Questions should encourage students to use the different features of the map to draw conclusions about people, places and the environment. Possible answers can be discussed in groups or as a class.

 

Pretend to be a cartographer and create a map of a fake country. On their map they should include a compass, map key, legend, longitude and latitude lines. They could also add features from a political map such as cities and popular locations, and/or features from a physical map such as lakes, rivers, mountains, etc.

Allow students share out what they learned today.

 

Resource Books Resource Websites
“Maps and Geography” by Ken Jennings

 

“Ox Cart Man” by Donald Hall

 

“The Family with Many Colors” by Emma L.W. Thomas

http://www.nationalatlas.gov/mapmaker

 

www.nationalgeographic.com

 

http://www.pbs.org/wgbh/nova/longitude/find.html

 

 

 

 

Week 2

Geography – 5.3.4.10.1 Explain how geographic factors affected land use in the North American colonies.

 

Studies Weekly – Week 12

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
New England, Middle and Southern colonies:  religion, government, economy and conflict

 

B:   Name the region and identify the climate of the regions.

 

O and A:   Name the region and identify the climate and landforms.

 

A:   Compare different regions of the United States related to landforms, climate or population.

 

Identify physical characteristics of regions using pictures or other representations (desert, mountains, bodies of water, forest).

 

Engage with representations of the physical environment, possibly through tactile interaction with water, soil, sand, and rocks, hot and cold air temperature, to connect with the idea of different earth surfaces

 

Use a jigsaw approach to have students research and share information on regions in the Western Hemisphere. Group students by criteria including landform, climate, population, culture and economics. Have them research the criteria and use those criteria to divide the Western Hemisphere, or a portion of it, into regions based on that criterion. Regroup students to share their maps and compare how the regions have different boundaries based on the criteria used. Working in small groups, have students create one of the three different types of maps (general reference, thematic or navigational maps) to characterize a region.

Allow students share out what they learned today.

 

 

Resource Books Resource Websites
  http://www.nationalgeographic.com/xpeditions/

 

 

 

 

Week 3

Review and Assessment

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Through class games, review the geography unit.
Assessment of geography.

 

Week 4

History – 5.4.1.1.1 Explain the construct of an era; interpret the connections between three or more events in an era depicted on a timeline or flowchart.

 

History – 5.4.1.2.1 Pose questions about a topic in history, examine a variety of sources related to the questions, interpret findings, and use evidence to draw conclusions that address the questions.

 

 

Studies Weekly – Week 6

Mini Lesson Teacher Time Learning Stations Ideas Wrap Up
Timelines B:  Identify a B.C.E. event.

 

O:  Define B.C.E. and C.E.

 

A:   Create a B.C.E. and C.E. timeline of events within a given time period.

Locate a historic event that occurred B.C.E. on a timeline that includes both C.E. and B.C.E. events.

 

Recognize C.E. and B.C.E. on a timeline of historic events in the Western Hemisphere.

 

Define B.C.E. as “before the common era” which includes events that happened in the world before the year 1.

 

Define C.E. as the “common era” which includes events that happened in the world after the year 1.

 

Understand that events happen in order (first, second, third) using a classroom schedule.

 

Engage with a timeline that includes positive and negative numbers.

 

Engage with a ruler/yardstick to understand beginning, middle, end.

 

When introducing multiple-tier timelines, have students create a multiple-tier timeline covering their life since their birth that includes events that occurred at the local, state and national levels. Have students identify relationships among local, state and national events and their lives.

 

Have students use biographies of famous people to create multiple-tier timelines that compare events in the biography with world events. Challenge students to think about how world events may have impacted or been impacted by the actions of the famous people read about.

Allow students share out what they learned today.

 

Resource Books Resource Websites
“You Wouldn’t Want to Be at the Boston Tea Party! Wharf Water Tea You’d Rather Not Drink” by Peter Cook, et al, 2006

 

“Who Was George Washington?” by Roberta Edwards and True Kelley, 2009

 

“The Sons of Liberty” by Alexander Lagos, et al, 2010 60 Teacher Supplement

 

“Justice for All: December 5, 1773 – September 5, 1774” by Amanda Stephens, 2003

 

“The Shot Heard round the World: the Battles of Lexington and Concord” by Nancy Whitelaw, 2001

“The Discovery of the Americas” by Betsy and Giulio Maestro, 1992

 

“Meet Christopher Columbus” by James T. DeKay and John Edens, 2001

 

“Cortés and the Conquest of the Aztec Empire in World History” by Charles Flowers, 2001

 

“Kids During the Age of Exploration” by Cynthia MacGregor, 1999

 

http://timeline.thinkport.org

 

http://www.kidinfo.com/american_history/explorers.html

 

http://videos.howstuffworks.com/discovery/30586-assignment-discovery-cortez-and-the-new-world-video.htm

 

http://worldhistory.pppst.com/explorers.html

 

Week 5

History – 5.4.1.2.2 Explain a historical event from multiple perspectives.

 

History – 5.4.2.3.1 Analyze multiple causes and outcomes of a historical event.

 

Studies Weekly – N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

Resource Books Resource Websites
   

 

 

 

Week 6

History – 5.4.4.15.1 Describe complex urban societies that existed in Mesoamerica and North America before 1500. (Before European Contact)

 

Studies Weekly – Week 1

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

Resource Books Resource Websites
“The Discovery of the Americas” by Betsy and Giulio Maestro, 1992

 

“Meet Christopher Columbus” by James T. DeKay and John Edens, 2001

 

“Cortés and the Conquest of the Aztec Empire in World History” by Charles Flowers, 2001

 

“Kids During the Age of Exploration” by Cynthia MacGregor, 1999

http://www.kidinfo.com/american_history/explorers.html

 

http://videos.howstuffworks.com/discovery/30586-assignment-discovery-cortez-and-the-new-world-video.htm

 

http://worldhistory.pppst.com/explorers.html

 

 

 

 

 

Week 7

History – 5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585- 1763)

 

Studies Weekly – Week 2

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Europeans and exploration and settlement (1585-1763) B: Recognize explorers of the Western Hemisphere as Europeans.

 

O:  Identify or recognize different groups that explored and colonized America.

 

A:  Make connections between colonization and life today (e.g., place names, foods, language, traditions).

 

Ask students to think about the lost colony of Roanoke, which they read about this week. Students can research the following question: What strategies are historians employing to try to solve the mystery of the lost colony 400 years after its failure? Encourage students to study genealogical sites that claim DNA could provide answers to the mystery. Students can present their findings to the class in the form of a mystery show (a la “Dateline Mysteries”).

 

Use a map of the Western Hemisphere to identify examples of where European languages are still spoken in North and South America today (including examples from Central America and the Caribbean).

 

Label a map with continents and oceans. Locate Europe and the approximate areas in North and South America that Europeans explored and colonized.

 

Recognize that the Atlantic Ocean separates Europe and North and South America.

 

Engage with a map that shows the Western and Eastern Hemispheres with continents labelled.

 

Create a living history museum where students dress as European explorers or early colonists and describe how their country influenced and contributed to the culture, language and economy of the Western Hemisphere today.

OR

Have students create scrapbooks (either paper or electronic) documenting lasting effects of European colonization in the Western Hemisphere (e.g., images of architecture; maps with place names; descriptions of governments, festivals, celebrations, holidays, traditional foods).

 

Allow students share out what they learned today.

 

 

Resource Books Resource Websites
“Blood on the River: James Town 1607” by Elisa Lynn Carbone, 2007

“A Killing in Plymouth Colony” by Carol Otis Hurst and Rebecca Otis, 2003

 

“1607: a New Look at Jamestown by Karen E. Lange, 2007

 

“Africans in America, 1619-1865” by Kay Melchisedech Olson, 2003

 

“Roanoke: the Lost Colony: an Unsolved Mystery from History” by Jane Yolen, 2003

 

“Ferdinand Magellan: A Primary Source Biography” by Lynn Hoogenboom

 

“Henry the Navigator: Prince of Portuguese Exploration” (In the Footsteps of Explorers) by Lisa Ariganello

 

“¿Quién fue Fernando de Magallanes? /Who Was Ferdinand Magellan?” (Quién Fue?/ Who Was?) (Spanish Edition) by Sydelle Cramer

 

“The Discovery of the Americas”, by Betsy & Guilio Maestro

 

“The Sea King: Sir Francis Drake & His Times”, by Albert Marrin

 

“Beyond the Sea of Ice: The Voyages of Henry Hudson”, by Joan Elizabeth Goodman

 

http://www.historyglobe.com/jamestown/

 

http://www.virtualjamestown.org/

 

http://www.scholastic.com/scholastic_thanksgiving/

 

 

 

 

 

 

Weeks 8 and 9

History – 5.4.4.16.2 Describe early interactions between indigenous peoples, Europeans and Africans, including the Columbian Exchange; identify the consequences of those interactions on the three groups. (Colonization and Settlement: 1585-1763)

 

History – 5.4.4.16.3 Identify the role of Europeans and West Africans in the development of the Atlantic slave trade. (Colonization and Settlement: 1585-1763).

 

History – 5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)

 

History – 5.4.4.16.5 Describe ways that enslaved people and people in free black communities resisted slavery and transferred, developed and maintained their cultural identities. (Colonization and Settlement: 1585-1763)

 

Studies Weekly – N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
English, French and Spanish (1585-1763) B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

Resource Books Resource Websites
   

 

 

 

 

 

 

 

 

 

Week 10

History – 5.4.4.17.1 Identify major conflicts between the colonies and England following the Seven Years’ War; explain how these conflicts led to the American Revolution. (Revolution and a New Nation: 1754-1800)

 

Studies Weekly – Week 6

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Conflicts between England and the colonies B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

Resource Books Resource Websites
“You Wouldn’t Want to Be at the Boston Tea Party! Wharf Water Tea You’d Rather Not Drink” by Peter Cook, et al, 2006

 

“Who Was George Washington?” by Roberta Edwards and True Kelley, 2009

 

“The Sons of Liberty” by Alexander Lagos, et al, 2010 60 Teacher Supplement

 

“Justice for All: December 5, 1773 – September 5, 1774” by Amanda Stephens, 2003

 

“The Shot Heard round the World: the Battles of Lexington and Concord” by Nancy Whitelaw, 2001

 

 

 

 

 

 

 

 

Weeks 11, 12 and 13

History – 5.4.4.17.2 Describe the development of self-governance in the British colonies and explain the influence of this tradition on the American Revolution. (Revolution and a New Nation: 1754-1800)

 

History – 5.4.4.17.3 Identify the major events of the American Revolution culminating in the creation of a new and independent nation. (Revolution and a New Nation: 1754-1800)

 

History – 5.4.4.17.4 Compare and contrast the impact of the American Revolution on different groups within the 13 colonies that made up the new United States. (Revolution and a New Nation: 1754-1800)

 

Studies Weekly – Week N/A

 

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:  Identify the groups who fought in the American Revolution.

 

O:  Recognize that the American Revolution was about freedom for the colonists.

 

A:    Identify one reason the colonists fought in the American Revolution (e.g., taxes, govern themselves, freedom to live where they wanted).

 

 

journal entries from the point of view of a Continental or British soldier.

 

“Nathan Hale was captured as a spy for the Continental Army during the Revolutionary War. Were there others who spied on the British? Were there women spies? Did the information they gained help the Continental Army? If so, how?”

 

Discuss why colonists wanted to be independent from British rule including taxes and no voice in government.

 

Understand that the 13 colonies were under the rule of the British and wanted to have their own government.

 

Recognize a revolution as a conflict or war to change the government or laws under which people live.

 

Engage with images of American and British soldiers.

 

Engage with representations of life during the colonial period including colonists’ farmers, merchants and soldiers.

 

Divide the class into three groups representing the Northern, Middle and Southern colonies. Have each group identify the economic characteristics of the region and then explain why colonists would have found issue with British policies.

 

Identify students with relatives who have served in the U.S. armed forces. Invite veterans to the class to discuss the importance of the freedoms Americans have.

 

Have students examine the Declaration of Independence section that begins “When in the Course of human events…” and ends with “…Life, Liberty and the Pursuit of Happiness…” Then have the students examine the Preamble of the United States’ Constitution. Allow students to restate the ideas in these parts of the documents through class presentations, drawings, poems, collages, etc.

Allow students share out what they learned today.

 

 

 

 

Resource Books Resource Websites
“Eighteen Roses Red” by Ruth H. Maxwell, 2006

 

“The Signers: the Fifty-six Stories behind the Declaration of Independence” by Dennis B. Fradin and Michael McCurdy, 2002

 

“In Defense of Liberty: the Story of America’s Bill of Rights” by Russell Freedman, 2002

 

“Wives of the Signers: the Women behind the Declaration of Independence” by Harry Clinton Green, et al, 1997

 

“George vs. George: the American Revolution as Seen from Both Sides” by Rosalyn Schanzer, 2004

 

“Eighteen Roses Red” by Ruth H. Maxwell

 

“The Signers: the Fifty-six Stories behind the Declaration of Independence” by Dennis B. Fradin and Michael McCurdy

 

“Wives of the Signers: The Women behind the Declaration of Independence” by Harry Clinton Green

 

“George vs. George: The American Revolution as Seen from Both Sides” by Rosalyn Schanzer

 

“Struggle for a Continent: The French and Indian Wars: 1689-1763” by Betsy Maestro

 

 

http://www.mce.k12tn.net/revolutionary_war/american_revolution.htm

 

http://www.historyplace.com/unitedstates/revolution/revwar-75.htm

 

http://www.historyplace.com/unitedstates/revolution/revwar-77.htm

 

http://www.americanrevolution.org/archives.html

 

http://www.americanrevolution.org/home.html

 

http://memory.loc.gov/ammem/index.html

 

http://www.oplin.org/point/

 

http://memory.loc.gov/ammem/index.html

 

http://www.archives.gov/exhibits/charters/charters_of_freedom_1.html

 

http://www.ducksters.com

 

http://www.wqed.org

 

http://www.teachnology.com

 

 

 

 

 

 

 

 

 

 

Week 14

History – 5.4.4.17.5 Describe the purposes of the founding documents and explain the basic principles of democracy that were set forth in the Declaration of Independence, the Constitution and the Bill of Rights. (Revolution and a New Nation: 1754-1800)

 

History – 5.4.4.17.6 Describe the successes and failures of the national government under the Articles of Confederation and why it was ultimately discarded and replaced with the Constitution. (Revolution and a New Nation: 1754-1800)

 

History – 5.4.4.17.7 Describe the major issues that were debated at the Constitutional Convention. (Revolution and a New Nation: 1754-1800)

 

Studies Weekly – Week 8 and 9

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
The Constitution and the Bill of Rights B:

 

O:

 

A:

Founding Fathers, Samuel Adams and Thomas Jefferson had different opinions about Shays’ Rebellion. Ask the students to read the two quotes below and discuss them within their small groups. Then have each student fold a piece of paper in half “hamburger” fold. Students should copy the quote and write their response to the quote. Students should explain how each leader felt about rebellion in the new country.

 

Make a timeline of important events from the time the Declaration of Independence was written until the U.S. Constitution is ratified. Students should include dates and a brief description of event

 

Place the following sentence on the board or on a chart: The Constitutional Convention began when ___________________________________, continued when __________________________________ ___________________, and ended when ________________________________________. Students should then complete the summary structure. They should edit their final summarizations for capitalization, usage, punctuation, spelling and sentence structure.

 

Write a letter from the viewpoint of James Madison about his “Virginia” plan for the Constitution of the United States. Why does Madison feel his ideas are best for the new nation? Give specifc examples and write from Madison’s point of view.

 

The first amendment provides for lots of freedoms. Which of those freedoms do you think is the most important? Use facts and details from this week’s issue to explain your choice.

 

Write a paragraph about personal rights you would like to see included in the Constitution’s Bill of Rights. Include at least three suggestions or ideas and be sure to give reasons for each point. Make sure your suggestions would be fair to every citizen in our state.

 

Pretend you are a tour guide in the capitol building and are taking a group to visit all three branches of government. Write what you would tell the visitors about what each branch does and why it is important.

 

Which first amendment freedom do you think is the most important? Why?

 

 

Allow students share out what they learned today.

 

 

 

 

Resource Books Resource Websites
“The Founding: a Dramatic Account of the Writing of the Constitution” by Fred Barbash, 1987

 

“Checks and Balances: the Three Branches of the American Government” by Daniel E. Brannen and Lawrence W. Baker, 2005

 

“Shays’ Rebellion” by Michael Burgan, 2009

 

“We the Kids: the Preamble to the Constitution of the United States” by David Catrow, 2005

 

“The U.S. Constitution and You” by Syl Sobel and Denise Gilgannon, 2001

“How the U.S. Government Works” by Sly Sobel

 

“Ohio (Hello USA)” by Dottie Brown

 

“Social Studies Activities Kids Can’t Resist: 40 Sensational Activities for the Topics You Teach” by Dee Benscoter and Geri Harris

 

 

“How the U.S. Government Works” by Syl Sobel and Pam Tanzey, 1999

 

“The Bill of Rights: Protecting Our Freedom Then and Now” by Syl Sobel

 

“The U.S. Constitution and You” by Syl Sobel

 

“The United States Constitution: A Graphic Adaptation” by Jonathan Hennessey, Aaron McConnell

 

“We the Kids: The Preamble to the Constitution of the United States” by David Catrow

 

http://www.congressforkids.net/games/billofrights/2_billofrights.htm

 

http://www.archives.gov/exhibits/charters/charters

 

http://www.billofrightsinstitute.org/

 

http://www.trumanlibrary.org

 

http://bensguide.gpo.gov

 

http://www.sheppardsoftware.com

 

 

 

Week 15

Review and Assessment

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Through class games, review the geography and history units.
Assessment of geography and history units.

 

 

Week 16

Citizenship & Government – 5.1.2.2.1 Identify historically significant people during the period of the American Revolution; explain how their actions contributed to the development of American political culture.

 

Studies Weekly – Week N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

Resource Books Resource Websites
   

 

 

 

 

Week 17

Citizenship & Government – 5.1.3.4.1 Explain specific protections that the Bill of Rights provides to individuals and the importance of these 10 amendments to the ratification of the United States Constitution.

 

Studies Weekly – Week 9

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

 

 

 

Resource Books Resource Websites
“A Picture Book of Frederick Douglass” (Picture Book Biography) by David A. Adler

“Branches of Government” (Government in Action) by John Hamilton

“How the U.S. Government Works” by Syl Sobel

 


http://www.youtube.com

 

http://www.trumanlibrary.org

 

http://pbskids.org

 

http://www.japan-guide.com

 

http://www.indianamuseum.org

 

http://www.indianahistory.org

 

 

 

 

 

 

 

 

 

 

Week 18

Citizenship & Government – 5.1.4.6.1 Explain the primary functions of the three branches of government and how the leaders of each branch are selected as established in the United States Constitution.

 

 

Studies Weekly – N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

Resource Books Resource Websites
“A Picture Book of Frederick Douglass” (Picture Book Biography) by David A. Adler

“Branches of Government” (Government in Action) by John Hamilton

“How the U.S. Government Works” by Syl Sobel

 


http://www.youtube.com

 

http://www.trumanlibrary.org

 

http://pbskids.org

 

http://www.japan-guide.com

 

http://www.indianamuseum.org

 

http://www.indianahistory.org

 

 

 

 

 

 

 

 

 

 

 

Week 19

Citizenship & Government – 5.1.4.6.2 Describe how governmental power is limited through the principles of federalism, the separation of powers, and checks and balances.

 

 

Studies Weekly – Week N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Branches of government B:  Recognize three branches of government (e.g., executive, legislative, judicial).

 

O:  Describe the function of one of the branches of government (e.g., Congress/legislative makes laws).

 

A:  Compare two branches of government at the state or federal level

 

Define the job of executive branch is to carry out and enforce the law.

 

Define the job of the legislative branch is to create laws.

 

Define the job of the judicial branch is to interprets the laws.

 

Match the name of the branch with its function.

 

Engage with a graphic organizer that shows the three branches as part of the same government

 

Students work in small groups to research a branch of government in Ohio and the United States. They organize information to complete the appropriate section of a color-coded chart showing the responsibilities of all three branches. As each group presents its information, students complete the corresponding section of the chart.

Allow students share out what they learned today.

 

 

Resource Books Resource Websites
   

 

 

 

 

 

Week 20

Citizenship & Government – 5.1.4.6.3 Identify taxes and fees collected and services provided by governments during colonial times; compare these to the taxes and fees collected and services provided by the government today.

 

Studies Weekly – Week N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

Resource Books Resource Websites
   

 

Week 21

Citizenship & Government – 5.1.4.7.1 Explain how law limits the powers of government and the governed, protects individual rights and promotes the general welfare.

 

Studies Weekly – Week N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

Resource Books Resource Websites
   

 

 

 

Week 22, 23 and 24

Review and Assessment

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Through class games, review the geography, history and citizenship & government units.
Assessment of geography, history and citizenship & government units.

 

 

 

 

 

 

 

 

 

 

 

 

Week 23

Economics – 5.2.1.1.1 Apply a decision-making process to identify an alternative choice that could have been made for a historical event; explain the probable impact of that choice.

 

Studies Weekly – Week N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

Resource Books Resource Websites
   

 

 

 

Week 24

Economics – 5.2.2.2.1 Describe various uses of income and discuss advantages and disadvantages of each.

 

Studies Weekly – Week N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

Resource Books Resource Websites
   

 

 

 

 

 

Week 25

Economics – 5.2.4.6.1 Describe the concept of profit as the motivation for entrepreneurs; calculate profit as the difference between revenue (from selling goods and services) and cost (payments for resources used).

 

Studies Weekly – Week N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

Resource Books Resource Websites
   

 

 

 

 

 

 

 

Week 26

Review and Assessment

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Through class games, review the geography, history, citizenship & government an economics units.
Assessment of geography,  history, citizenship & government an economics units.