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.

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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