What is an Apprentice?
How did England attempt to start a colony?
Grade Level: 5th
Extension Lesson- Social Studies/History/Civic
Sunshine State Standards
Week #13
Learning Goal: Students will know the motivation for
colonial settlements and be able to analyze the
similarities and differences between the colonies.
Big Ideas & Benchmarks:
SS.5.C.2.2 Compare forms of political ideas of Patriots,
Loyalists, and “undecided” during the American Revolution
SS.5.E.2.1 Recognize the positive and negative effects of
voluntary trade among Native Americans, European
explorers, and colonists
Common Core:
RI.5.5 Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect, problem/solution)
of events, ideas, concepts, or information in two or more
texts
W.5.2 Write informative/explanatory texts to examine a
topic and convey ideas and information clearly
FL Frameworks for K-12 Gifted Learners
Goal 1 : Thinking Creatively
Objective 1: the student identified as gifted
will be able to critically examine the
complexity of knowledge: the location,
definition, and organization of a variety of
fields of knowledge.
Goal 3: Use and manipulate information
sources
Objective 1: The student identified as gifted
will be able to conduct thoughtful
research/exploration in multiple fields.
th
Subject(s): (To be used during Week 13 on the 5 Grade CCPS Social Studies Curriculum Map)
Description: In Colonial America, the conventional path to a livelihood as a craftsman, such as a printer, wigmaker, or
bookbinder, began with an apprenticeship. This meant living and working in the shop of a master craftsman for at least four to five
years. After the apprenticeship, the apprentice became a journeyman, which meant he had all the skills of the craft and could go from
town to town and work in the shop of a master craftsman. Sooner or later the journeyman opened his own shop as a master
craftsman. The apprentice normally worked under a contract. A typical contract might state that the apprentice "faithfully his said
Master shall serve, his secrets keep, his lawfull commands at all Times readily Obey." Often, contracts also spelled out what the
apprentice was forbidden to do. This extension the students will select a trade from the Colonial Williamsburg website
http://www.history.org/Almanack/life/trades/tradehdr.cfm and research what they would do and fill out an
apprentice application. This extension will enhance the next extension “A Day in the Life of a Colonist”.
Closure: As you wrap up this lesson, have discussions on how the early Colonists lived in Colonial America.
Most importantly reflect how learning about what other people went through helps us to respect and empathize
with others during trials in life.
What is an Apprentice?
How did England attempt to start a colony?
Teacher Activity Sheet
Goal:
In Colonial America, the conventional path to a livelihood as a craftsman, such as a printer, wigmaker, or bookbinder, began with an apprenticeship. This
meant living and working in the shop of a master craftsman for at least four to five years. After the apprenticeship, the apprentice became a
journeyman, which meant he had all the skills of the craft and could go from town to town and work in the shop of a master craftsman. Sooner or later
the journeyman opened his own shop as a master craftsman. The apprentice normally worked under a contract. A typical contract might state that the
apprentice "faithfully his said Master shall serve, his secrets keep, his lawful commands at all Times readily Obey." Often, contracts also spelled out what
the apprentice was forbidden to do. This extension the students will select a trade from the Colonial Williamsburg website
http://www.history.org/Almanack/life/trades/tradehdr.cfm and research what they would do and fill out an apprentice
application. This extension will enhance the next extension “A Day in the Life of a Colonist”.
Materials: Student Activity sheets printed for each student, highlighters, pencils, note book paper,
computer
Procedure1. This is a continuation from the Apprentice Extension for Week 13. First have the students research which
2.
3.
4.
5.
trade they would like to fill out an Apprentice application. Explain that the Colonial Williamsburg website
will be very resourceful for this activity.
The students should read their trade on the Colonial Williamsburg web site and take notes for the
Apprentice application. They may also want to print out the text and use their In-Depth comprehension
(see example shown in teacher resource section) to better understand and the selection of relevant
information. (Common Core)
Use the CCPS student research website to further research what life was like during early Colonial period.
The Colonial Williamsburg website can be very helpful, they have free podcasts with actors in period
dress. http://www.history.org/history/index.cfm They may add their own personal style, but remember
the time period and do not stray off the course too far.
The students will complete their Apprentice application using their notes and think about their own
character traits that would make someone want to hire you as an apprentice.
Have the students peer edit each other’s Apprentice application, use the peer editing guide attached.
Keep your notes and texts for the next extension.
What is an Apprentice?
How did England attempt to start a colony?
Student Activity Sheet
Goal:
In Colonial America, the conventional path to a livelihood as a craftsman, such as a printer, wigmaker, or bookbinder, began with an apprenticeship. This
meant living and working in the shop of a master craftsman for at least four to five years. After the apprenticeship, the apprentice became a
journeyman, which meant he had all the skills of the craft and could go from town to town and work in the shop of a master craftsman. Sooner or later
the journeyman opened his own shop as a master craftsman. The apprentice normally worked under a contract. A typical contract might state that the
apprentice "faithfully his said Master shall serve, his secrets keep, his lawful commands at all Times readily Obey." Often, contracts also spelled out what
the apprentice was forbidden to do. This extension the students will select a trade from the Colonial Williamsburg website
http://www.history.org/Almanack/life/trades/tradehdr.cfm and research what they would do and fill out an apprentice
application. This extension will enhance the next extension “A Day in the Life of a Colonist”.
Materials: Student Activity sheets printed for each student, highlighters, pencils, note book paper,
computer
Procedure1. This is a continuation from the Apprentice Extension for Week 13. First have the students research which
2.
3.
4.
5.
trade they would like to fill out an Apprentice application. Explain that the Colonial Williamsburg website
will be very resourceful for this activity.
The students should read their trade on the Colonial Williamsburg web site and take notes for the
Apprentice application. They may also want to print out the text and use their In-Depth comprehension
(see example shown in teacher resource section) to better understand and the selection of relevant
information. (Common Core)
Use the CCPS student research website to further research what life was like during early Colonial period.
The Colonial Williamsburg website can be very helpful, they have free podcasts with actors in period
dress. http://www.history.org/history/index.cfm They may add their own personal style, but remember
the time period and do not stray off the course too far.
The students will complete their Apprentice application using their notes and think about their own
character traits that would make someone want to hire you as an apprentice.
Have the students peer edit each other’s Apprentice application, use the peer editing guide attached.
Keep your notes and texts for the next extension.
Apprentice Application

Personal Information
Date ______________________
Name____________________________________________________________________________________________ Age______________
Address_____________________________________________________________________________________________________________
Family’s Trade or Profession______________________________________________________________________________________

Employment Desired
State the job you are applying for ________________________________________________________________________________
What is your reason for choosing this type of job?
______________________________________________________________________________________________________________________
If hired on what date can you start your apprenticeship?
_____________________________________________________________________________________________________________________

Education
List any Schooling that you have received so far_______________________________________________________________
_____________________________________________________________________________________________________________________

Special Skills
List any special skills you possess that make you qualified ____________________________________________________
______________________________________________________________________________________________________________________
Write three words that describe yourself._________________________________________________________________________

Training and Experiences
List any training or job experiences that you feel makes you qualified for this apprenticeship?
_____________________________________________________________________________________________________________________

References
List three persons who will serve as character references for you.
______________________________________ _______________________________________ ______________________________________
I hereby certify that the information given on this application form is true and accurate
________________________________________________________________________
Teacher Resource
PEER EDITING RUBRIC
For each of the pages in the class book, switch with a partner and fill out a rubric (make
sure you circle the page you are writing about). Using the REQUIREMENTS for the
Apprentice Application and your own observations, fill out the rubric. Remember that you
are not grading the page but are trying to help make the Apprentice Application the best it
can be!
Apprentice Application
Below
Excellent
Meets requirements for this page
Is neatly done
Spelling and grammar are correct
The ideas flow well and are clear
The layout of the page is artistically
done and is pleasant to look at
The artwork is well done: it has
colored borders or other artistic
details
Good
Average
Average
Comments
Classroom Formative Assessment
Generic Rubric Design
Scale
4
3
2
1
0
In addition to exhibiting level 3
performance, the student
responses demonstrate in-depth
inferences and applications that
go beyond what was taught in
class.
The student’s responses indicate
no major errors or omissions
regarding any of the information
and/or processes taught in class.
The student’s indicate errors or
incomplete knowledge of the
information and/or processes;
however they do not indicate
major errors or omissions
relative to simpler details and
processes.
The student provides responses
that indicate a distinct lack of
understanding of the knowledge.
However with help, the student
demonstrates partial
understanding of some of the
knowledge.
The student provides little or no
response. Even with help the
student does not exhibit a
partial understanding of the
knowledge.
Student
Language
“I know it better
than my teacher
taught it.”
“I know it just
the way my
teacher taught
it.”
“I know some of
the simpler
stuff, but can’t
do the harder
parts.”
“With some help,
I can do it.”
“Even with help,
I can’t do it.”
Source: Robert Marzano, Classroom Formative Assessment and Grading
Hot DOK Questions 1
• Can you recall______?
• When did ____ happen?
• Who was ____?
• How can you recognize____?
• What is____?
• How can you find the meaning of____?
• Can you recall____?
• Can you select____?
• How would you write___?
• What might you include on a list about___?
• Who discovered___?
• What is the formula for___?
• Can you identify___?
• How would you describe___?
Hot DOK Questions 2
• Can you explain how ____ affected ____?
• How would you apply what you learned to develop ____?
• How would you compare ____? Contrast_____?
• How would you classify____?
• How are____ alike? Different?
• How would you classify the type of____?
• What can you say about____?
• How would you summarize____?
• How would you summarize___?
• What steps are needed to edit___?
• When would you use an outline to ___?
• How would you estimate___?
• How could you organize___?
• What would you use to classify___?
• What do you notice about___?
Hot DOK Questions 3
• How is ____ related to ____?
• What conclusions can you draw _____?
• How would you adapt____ to create a different____?
• How would you test____?
• Can you predict the outcome if____?
• What is the best answer? Why?
• What conclusion can be drawn from these three texts?
• What is your interpretation of this text? Support your rationale.
• How would you describe the sequence of____?
• What facts would you select to support____?
• Can you elaborate on the reason____?
• What would happen if___?
• Can you formulate a theory for___?
• How would you test___?
• Can you elaborate on the reason___?
Hot DOK Questions 4
• Write a thesis, drawing conclusions from multiple sources.
• Design and conduct an experiment.
Gather information to develop alternative explanations for the results of an experiment.
• Write a research paper on a topic.
• Apply information from one text to another text to develop a persuasive argument.
• What information can you gather to support your idea about___?
• DOK 4 would most likely be the writing of a research paper or applying information from one text to
another text to develop a persuasive argument.
• DOK 4 requires time for extended thinking.