Fifth Grade Social Studies Curriculum Map
supplemental test on the J drive
Marking Period
Folder "5th Grade Social Studies"
Curriculum
Resources
Vocabulary
Assessment
History
Sept. -­‐ Nov. 5 -­‐ U1.1.1: Use maps to locate peoples in the desert Southwest, Chap. 2: American Indians and Their Land
the Pacific Northwest, the nomadic nations of the Great Plains, Lesson Guide pages: 20-­‐22
and the woodland peoples east of the Mississippi River (Eastern Woodland).
Student Edition page: 19
environment, Chapter Assessments, grassland, desert, Map and Ch 3 Test
mountain, Arctic ice field, Kiva
Chap. 3: American Indian Cultural Regions
Student Edition pages: 37
Sept. -­‐ Nov. 5 -­‐ U1.1.2: Compare how American Indians in the desert Chap. 3: American Indian Cultural Regions
Southwest and the Pacific Northwest adapted to or modified the Lesson guide pages: 32-­‐34
environment.
Student Edition pages: 30,32
adapt, adaptation, Chapter Assessments migration, natural Ch 3 Test
resources, modify, environment
Sept. -­‐ Nov. 5 -­‐ U1.1.3: Describe Eastern Woodland American Indian life Chap. 3: American Indian Cultural Regions
with respect to governmental and family structures, trade, and (Overhead transparencies pages 3A -­‐ 3B)
views on property ownership and land use.
Student Edition pages: 30,32
physical features, Chapter Assessments culture, nomadic, Ch 3 Test
cultural region, artifact, Mesa, gorge, government, climate, natural resources, family structures
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Fifth Grade Social Studies Curriculum Map
5 -­‐ U1.2.1: Explain the technological (e.g., invention of the Chap. 4: How and Why Europeans Came to the astrolabe and improved maps), and political developments (e.g., New World
rise of nation-­‐states), that made sea exploration possible.
Lesson Guide pages: 45-­‐47
Student Edition pages: 47-­‐48, 53
Sept. -­‐ Nov. 5 -­‐ U1.2.2: Use case studies of individual explorers and stories Chap. 4: How and Why Europeans Came to the of life in Europe to compare the goals, obstacles, motivations, New World
and consequences for European exploration and colonization of Lesson Guide pages: 48
the Americas (e.g., economic, political, cultural, and religious).
Student Edition pages: 45, 49-­‐55
5 -­‐ U1.3.1: Use maps to locate the major regions of Africa (northern Africa, western Africa, central Africa, eastern Africa, southern Africa).
Age of Exploration, Chapter Assessments archaeologist, Ch 4 Test
astrolab, cash crops, nation-­‐state, compass
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colonization, Chapter Assessments settlement, Ch 4 test
democratic, ally, conquistador, Northwest passage, contagious diseases, West Indies, colonist, colony, obstacles, motivation, consquences, economy, plantation, indentured servant, industry, grant, assembly, apprentice
Chap. 8: Facing Slavery
Student Edition pages: 100-­‐101
Sahara Desert, Atlantic Ocean
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Chapter Assessments Ch 8 test
Fifth Grade Social Studies Curriculum Map
5 -­‐ U1.3.2: Describe the life and cultural development of people Chap. 8: Facing Slavery
living in western Africa before the 16th century with respect to Student Edition pages: 100-­‐101
economic (the ways people made a living) and family structures, and the growth of states, towns, and trade. United Streaming
Sept. -­‐ Jan. 5 -­‐ U1.4.1: Describe the convergence of Europeans, American Indians, and Africans in North America after 1492 from the perspective of these three groups.
craftspeople, Chapter Assessments miners, ancentors, Ch 8 test
villagers, languages
Chap. 5: Routes of Exploration to the New World migration, Student Edition page: 59
exploration, slave trade, Nomadic, Student Edition pages: 57-­‐71
colonization
Chapter Assessments Ch 5, 8 test
Chap. 6: Early English Settlements
Lesson Guide pages: 67-­‐72
Chap. 8: Facing Slavery
Lesson Guide pages: 93-­‐99
Student Edition pages: 99-­‐111
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Sept. -­‐ Nov. 5 -­‐ U1.4.2: Use primary and secondary sources (e.g., letters, Chap. 3: American Indian Cultural Regions
diaries, maps, documents, narratives, pictures, graphic data) to Student Edition pages: 38-­‐39
compare Europeans and American Indians who converged in the western hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use.
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primary and Chapter Assessments secondary sources, Ch 3, 6 test
artifact, culture, converge, Western Hemisphere
Sept. -­‐ Jan. 5 -­‐ U1.4.3: Explain the impact of European contact on American Chap. 5: Routes of Exploration to the New World
Indian cultures by comparing the different approaches used by Student Edition page: 57
the British and French in their interactions with American Indians.
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conquistador, Chapter Assessments Northwest Passage, Ch 6 test
contagious disease, Supplement test
East Indies, colony
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Fifth Grade Social Studies Curriculum Map
Sept. -­‐ Jan. 5 -­‐ U1.4.4: Describe the Columbian Exchange and its impact on Chap. 5: Routes of Exploration to the New World Columbian Europeans, American Indians, and Africans.
Student Edition page: 59
Exchange, colonies
Chapter Assessments Ch 5 test Supplement test
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Sept. -­‐ Jan. 5 -­‐ U2.1.1: Describe significant developments in the Southern Chap. 6: Early English Settlements
colonies, including • patterns of settlement and control Lesson Guide pages: 67-­‐72
including the impact of geography (landforms and climate) on settlement • establishment of Jamestown • development of one-­‐Student Edition pages: 73-­‐76
crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia) • relationships with Chap. 7: Comparing the Colonies
American Indians • development of colonial representative Lesson Guide pages: 81-­‐86
assemblies (House of Burgesses) • development of slavery.
Student Edition pages: 86, 91-­‐93, 96-­‐97
Chap. 8: Facing Slavery
Lesson Guide pages: 93-­‐99
Student Edition pages: 99-­‐111
Chap. 9: Life in Colonial Williamsburg
Lesson Guide pages: 107-­‐116
Student Edition pages: 113-­‐131
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settlement, Chapter Assessments Roanoke, Ch 6, 7, 8, 9 test
Jamestown, Plymouth, marsh, colonists, democratic, ally, slave trade, dilemma, middle passage, triangular trade, slave auction, griot, spiritual, capitol, craftsman, politics, royal colony, bill, crop economy, plantation, indetured servant, industry, grant, assembly, apprentice
Fifth Grade Social Studies Curriculum Map
5 -­‐ U2.1.2: Describe significant developments in the New Chap. 6: Early English Settlements
England colonies, including • patterns of settlement and control Lesson guide pages: 70-­‐72
including the impact of geography (landforms and climate) on settlement • relations with American Indians • growth of Student edition pages: 73, 77-­‐83
agricultural (small farms) and non-­‐agricultural (shipping, manufacturing) economies • the development of government Chap. 7: Comparing the Colonies
including establishment of town meetings, development of Lesson guide pages: 81-­‐86
colonial legislatures and growth of royal government • religious tensions in Massachusetts that led to the establishment of other Student Edition pages: 85-­‐88
colonies in New England.
settlement, Chapter Assessments Roanoke, Ch 6, 7 test
Jamestown, Plymouth, marsh, colonists, democratic, ally, slave trade, dilemma, middle passage, triangular trade, slave auction, griot, spiritual, capitol, craftsman, politics, royal colony, bill, crop economy, plantation, indetured servant, industry, grant, assembly, apprentice
5-­‐U2.1.3: Describe significant developments in the Middle Chap. 7: Comparing the Colonies
Colonies, including patterns of settlement and control including Lesson Guide pages: 81-­‐86
the impact of geography (landforms and climate) on settlement; the growth of Middle Colonies economies (e.g. breadbasket); Student Edition pages: 85, 89-­‐90
The Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, subsequnet English takeover of Middle United Streaming
Colonies; immigration patterns leading to ethnic diversity in the Middle Colonies.
economies, Chapter Assessments plantation, Ch 7 test
indentured servant, industry, West Indies, grant
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Fifth Grade Social Studies Curriculum Map
Nov. -­‐ Jan.
5 -­‐ U2.1.4: Compare the regional settlement patterns of the Southern colonies, New England, and the Middle Colonies. (National Geography Standard 12, p. 167)
Chap. 7: Comparing the Colonies
Lesson Guide pages: 81-­‐86
Student Edition pages: 85-­‐97
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Nov. -­‐ Jan.
Nov. -­‐ Jan.
5 -­‐ U2.2.1: Describe Triangular Trade including • the trade routes, • the people and goods that were traded • the Middle Passage • its impact on life in Africa (National Geography Standards 9, and 11; pp. 160 and 164 E)
5 -­‐ U2.2.2: Describe the life of enslaved Africans and free Africans in the American colonies. (National Geography Standard 5, p. 152)
Chap. 8: Facing Slavery
Lesson Guide pages: 93-­‐99
Student Edition pages: 99-­‐111
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Chap. 8: Facing Slavery
Lesson Guide pages: 98-­‐99
Student Edition pages: 106, 108-­‐111
Chap. 9: Life in Colonial Williamsburg
Student Edition pages: 124-­‐125
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Nov. -­‐ Jan.
5 -­‐ U2.2.3: Describe how Africans living in North America drew United Streaming
upon their African past (e.g., sense of family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-­‐American culture. (National Geography Standard 10, p. 162)
Nov. -­‐ Jan.
5 -­‐ U2.3.1: Locate the New England, Middle, and Southern colonies on a map. (National Geography Standard 3 p. 148)
Chap. 7: Comparing the Colonies
Student Edition page: 86
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economies, Chapter Assessments plantation, Ch 7 test
indentured servant, industry, West Indies, grant
Middle passage, triangular trade, slave auction, overseer
Chapter Assessments Ch 8 test
Middle passage, Ch 8, 9 test
triangular trade, slave auction, overseer, griot, spirituals, dilemma, slave trade, craftsman
Chapter Assessments Ch 8 test
New England Colony, Southern Colony, Middle Colony
Chapter Assessments Ch 7 test
Fifth Grade Social Studies Curriculum Map
Nov. -­‐ Jan.
5 -­‐ U2.3.2: Describe the daily life of people living in the New England, Middle, and Southern colonies. (National Geography Standards 14 and 15; pp. 171 and 173)
Chap. 6: Early English Settlements
Overhead transparencies pages: 6A-­‐6D
Chap. 7: Comparing the Colonies
Lesson Guide pages: 81-­‐86
Student Edition pages: 85-­‐97
Chap. 8: Facing Slavery
Overhead transparencies pages: 8D-­‐8E
Chap. 9: Life in Colonial Williamsburg
Lesson Guide pages: 107-­‐116
economics, Chapter Assessments plantations, Ch 6, 7, 8, 9 test
indentured servants, industry, West Indies, grant, assembly, apprentice, Williamsburg, Jamestown, Roanoke, capitol, craftsmen, royal colony, politics, bill, settlement
Student Edition pages: 113-­‐131
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Nov. -­‐ Jan.
5 -­‐ U2.3.3: Describe colonial life in America from the perspectives of at least three different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians). (National Geography Standard 6, p. 154)
Chap. 7: Comparing the Colonies
Student Edition pages: 85-­‐97
Chap. 8: Facing Slavery
Student Edition pages: 106
Chap. 9: Life in Colonial Williamsburg
Student Edition pages: 118-­‐119, 122-­‐125
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economies, Chapter Assessments plantation, Ch 7, 8, 9 test
indentured servant, industry, apprentice, slave trade, colonial life, middle passage, slave auctions, craftsmen, trade, triangular trade
Fifth Grade Social Studies Curriculum Map
Nov. -­‐ Jan.
5 -­‐ U2.3.4: Describe the development of the emerging labor force in the colonies (e.g., cash crop farming, slavery, indentured servants). (E)
Chap. 7: Comparing the Colonies
Student Edition page: 92-­‐93, 96
Chap. 8: Facing Slavery
Student Edition pages: 106
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Nov. -­‐ Jan.
5 -­‐ U2.3.5: Make generalizations about the reasons for regional Chap. 7: Comparing the Colonies
differences in colonial America. (National Geography Standard Student Edition page: 93
6, p. 154)
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economies, Chapter Assessments plantation, Ch 7, 8 test
indentured servant, industry, apprentice, slave trade, colonial life, middle passage, slave auctions, craftsmen, trade, triangular trade
economies, Chapter Assessments plantation, Ch 7 test
indentured servant, industry, apprentice, slave trade, colonial life, middle passage, slave auctions, craftsmen, trade, triangular trade
Fifth Grade Social Studies Curriculum Map
Jan. -­‐ March 5 -­‐ U3.1.1: Describe the role of the French and Indian War, how Chap. 10: Tensions Between the Colonies and British policy toward the colonies in America changed from 1763 Great Brittain
to 1775, and colonial dissatisfaction with the new policy. Lesson Guide pages: 123-­‐129
(National Geography Standard 13 p. 169 C, E)
Student Edition pages: 133-­‐145
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Jan. -­‐ March 5 -­‐ U3.1.2: Describe the causes and effects of events such as the Chap. 10: Tensions Between the Colonies and Stamp Act, Boston Tea Party, the Intolerable Acts, and the Great Brittain
Boston Massacre.
Lesson Guide pages: 123-­‐129
Student Edition pages: 136-­‐145
Chap. 11: To Declare Independence or Not
Lesson Guide pages: 147-­‐159
Student Edition pages: 147-­‐159
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acts, taxation Chapter Assessments without Ch 10 test
representation,prot
est, proclamation, parliament, delegates, repeal, import, massacre, boycott, First Continental Congress
acts, taxation Chapter Assessments without Ch 10 test
representation,prot
est, proclamation, parliament, delegates, repeal, import, massacre, boycott, First Continental Congress, independence, neutral, patriots, loyalist, traitor, treason, tyrant, resolution
Fifth Grade Social Studies Curriculum Map
Jan. -­‐ March 5 -­‐ U3.1.3: Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of soldiers, writs of assistance, closing of colonial legislatures), explain how British and colonial views on authority and the use of power without authority differed (views on representative government).
Chap. 10: Tensions Grow Between the Colonies and Great Brittain
Student Edition pages: 123-­‐129
Chap. 11: To Declare Independence or Not
Student Edition pages: 135-­‐140
Chap. 12: The Declaration of Independence
Student Edition pages: 161-­‐171
Jan. -­‐ March 5 -­‐ U3.1.4: Describe the role of the First and Second Continental Chap. 10: Tensions Grow Between the Colonies Congress in unifying the colonies (addressing the Intolerable and Great Brittain
Acts, declaring independence, drafting the Articles of Student Edition page: 141
Confederation).
Chap. 12: The Declaration of Independence
Student Edition pages: 161-­‐171
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Page 10
acts, taxation Chapter Assessments without Ch 10, 11, 12 test
representation,prot
est, proclamation, parliament, delegates, repeal, import, massacre, boycott, First Continental Congress, equality
Intolerable Acts, Chapter Assessments independence, Ch 10 test Supplement Articles of test
Confederation, Ch 12 test
Declaration of Independence, Second Continental Congress, minutemen, militia, acts, taxation without representation,prot
est
Fifth Grade Social Studies Curriculum Map
Jan. -­‐ March 5 -­‐ U3.1.5: Use the Declaration of Independence to explain why Chap. 12: The Declaration of Independence
the colonists wanted to separate from Great Britain and why Lesson Guide pages: 147-­‐152
they believed they had the right to do so. Student Edition pages: 161-­‐171
Declaration of Chapter Assessments Independence, Ch 12 test
Second Continental Congress, minutemen, militia, acts, taxation without representation,prot
est
Jan. -­‐ March 5 -­‐ U3.1.6: Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.
colonist, Revolution, Chapter Assessments patriot, treason, ch 10 test / resolution, common supplemental test
sense
Chap. 10: Tensions Grow Between the Colonies and Great Brittain
Student Edition page: 139
Chap. 11: To Delare Independenc or Not
Lesson Guide pages: 135-­‐140
Student Edition pages: 147-­‐159
Chap. 12: The Declaration of Independence
Student Edition pages: 162-­‐165
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Fifth Grade Social Studies Curriculum Map
Nov. -­‐ Jan.
5 -­‐ U3.1.7: Describe how colonial experiences with self-­‐
government (e.g., Mayflower Compact, House of Burgesses and town meetings) and ideas about government (e.g., purposes of government such as protecting individual rights and promoting the common good, natural rights, limited government, representative government) influenced the decision to declare independence. (C)
Chap. 6: Early English Settlements
Student Edition pages: 76-­‐77
Chap. 7: Comparing the Colonies
Student Edition page: 90
Chap. 11: To Declare Independence or Not
Student Edition pages: 147-­‐159
Chap. 12: The Declaration of Independence
Student Edition pages: 161-­‐171
Mayflower Chapter Assessments Compact, ally, Ch 6, 7, 11, 12 test
House of Burgesses, individual rights, common good, limited government, representative government, democratic, independence, common sense
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Jan. -­‐ March 5 -­‐ U3.1.8: Identify a problem confronting people in the Chap. 11: To Declare Independence or Not
colonies, identify alternative choices for addressing the problem Student Edition pages: 147-­‐159
with possible consequences, and describe the course of action taken.
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independence, patriots, loyalists, neutral, traitor, treason
Jan. -­‐ March 5 -­‐ U3.2.1: Describe the advantages and disadvantages of each Chap. 13: The American Revolution
side during the American Revolution with respect to military Lesson Guide pages: 159-­‐165
leadership, geography, types of resources, and incentives. (National Geography Standard 4, p. 150, E)
Student Edition pages: 173-­‐185
revolution, Chapter Assessments strategies, Ch 13 test volunteer, enlist, Supplemental test
mercenary, tactics, home front
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Chapter Assessments Ch 11, 12 test
Fifth Grade Social Studies Curriculum Map
Jan. -­‐ March 5 -­‐ U3.2.2: Describe the importance of Valley Forge, Battle of Saratoga, and Battle of Yorktown in the American Revolution.
Chap. 13: The American Revolution
Lesson Guide pages: 159-­‐165
Student Edition pages: 173-­‐185
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Jan. -­‐ March 5 -­‐ U3.2.3: Compare the role of women, African Americans, Chap. 11: To Declare Independence or Not
American Indians, and France in helping shape the outcome of Student Edition pages: 137-­‐139
the war. Student Edition page: 153
Chap. 13: The American Revolution
Lesson Guide pages: 164
revolution, Chapter Assessments strategies, Ch 13 test volunteer, enlist, Supplemental test
mercenary, tactics, home front, turning point
Mercy Otis Warren, Chapter Assessments Abigail Adams, Ch 13 test homefront, Salem Supplemental test
poor, Phyllis Wheaton, James Armistead
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Jan. -­‐ March 5 -­‐ U3.2.4: Describe the significance of the Treaty of Paris (establishment of the United States and its boundaries). (National Geography Standard 13, p. 169, C)
Student Edition ages: 182-­‐185
Chap. 13: The Apmerican Revolution
Student Edition pages: 180-­‐181
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Treaty of Paris
Chapter Assessments Ch 13 test Fifth Grade Social Studies Curriculum Map
April -­‐ June 5 -­‐ U3.3.1: Describe the powers of the national government and Chap. 14: The Constitution
state governments under the Articles of Confederation. ©
Student Edition pages: 187-­‐188
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April -­‐ June 5 -­‐ U3.3.2: Give examples of problems the country faced under Chap. 14: The Constitution
the Articles of Confederation (e.g., lack of national army, Student Edition pages: 187-­‐188
competing currencies, reliance on state governments for money). (National Geography Standard 13, p. 169, C)
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Articles of Chapter Assessments Confederation, Ch 14 test Constitutional Supplemental test
Convention, Constitution, checks and balances, legislative, executive, judicial branches of government, cabinet, impeach, republic
Articles of Confederation, Shays Rebellion Chapter Assessments Ch 14 test
Supplemental test
Fifth Grade Social Studies Curriculum Map
April -­‐ June 5 -­‐ U3.3.3: Explain why the Constitutional Convention was convened and why the Constitution was written. (C )
Chap. 14: The Constitution
Student Edition pages: 187-­‐188
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April -­‐ June 5 -­‐ U3.3.4: Describe the issues over representation and slavery Chap. 14: The Constitution
the Framers faced at the Constitutional Convention and how Student Edition pages: 198-­‐199
they were addressed in the Constitution (Great Compromise, Three-­‐ Fifths Compromise). (National Geography Standard 9, p. 160, C)
Constitutional Convention, Constitution, Articles of Confederation
Chapter Assessments Ch 14 test Supplemental test
representation, Chapter Assessments Constitutional Ch 14 test Convention, Supplemental test
Constitution, Great Compromise,
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April -­‐ June 5 -­‐ U3.3.5: Give reasons why the Framers wanted to limit the Chap. 14: The Constitution
power of government (e.g., fear of a strong executive, Student Edition page: 197
representative government, importance of individual rights). (C )
Chap. 15: The Bill of Rights
Student Edition pages: 201-­‐213
representative, Chapter Assessments
checks and Ch 14 test balances, monarchy, Supplemental test Ch rule of law, republic, 15
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April -­‐ June 5 -­‐ U3.3.6: Describe the principle of federalism and how it is expressed through the sharing and distribution of power as stated in the Constitution (e.g., enumerated and reserved powers). (C )
Chap. 14: The Constitution
Student Edition pages: 190-­‐195
April -­‐ June 5 -­‐ U3.3.7: Describe the concern that some people had about individual rights and why the inclusion of a Bill of Rights was needed for ratification. (C )
Chap. 15: The Bill of Rights
Student Edition pages: 201-­‐202
federalism, branches of government
Chapter Assessments Ch 14 test
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Bill of Rights, Chapter Assessments amendments, James Ch 15 test
Madison, ratify
Fifth Grade Social Studies Curriculum Map
April -­‐ June 5 -­‐ U3.3.8: Describe the rights found in the First, Second, Third, Chap. 15: The Bill of Rights
and Fourth Amendments to the United States Constitution. Lesson Guide pages: 186-­‐188
First, Second, Third, Chapter Assessments and Fourth Ch 15 test Amendments
Supplemental test
Student Edition pages: 203-­‐205
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Public Discourse, Decision Making and Citizen Involvement
April -­‐ June 5 -­‐ P3.1.1: Identify contemporary public issues related to the Chap. 15: The Bill of Rights
United States Constitution and their related factual, definitional, Student Edition pages: 157
and ethical questions.
amendments, Bill of Chapter Assessments Rights, jury, ratify, Ch 15 test
prejudice, civil appeal
April -­‐ June 5 -­‐ P3.1.2: Use graphic data and other sources to analyze Chap. 15: The Bill of Rights
information about a contemporary public issue related to the Student Edition pages: 203-­‐204
United States Constitution and evaluate alternative resolutions.
Scholastic News/Time for Kids
public issue, resolution, ratify, amendment, Bill of Rigths, jury, due process,civil, appeal
Chapter Assessments Teacher Observe…. Suggestions: Debate collect data and chart make a poster
April -­‐ June 5 -­‐ P3.1.3: Give examples of how conflicts over core democratic Chap. 15: The Bill of Rights
values lead people to differ on contemporary constitutional Student Edition pages: 210-­‐213
issues in the United States.
Scholastic News/Time for Kids
appeal
Chapter Assessments Ch 15 test
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Fifth Grade Social Studies Curriculum Map
April -­‐ June 5 -­‐ P3.3.1: Compose a short essay expressing a position on a Persuasive writing piece
contemporary public policy issue related to the Constitution and justify the position with a reasoned argument.
public policy, Essay -­‐ writing rubric position, reasoned 0-­‐ No position, No argument
justification of postion, No argument 1-­‐ shows a position, but no justificaiton or argument 2-­‐ shows position, may have an argument or justification 3-­‐ shows position, has justification, has a reasoned argument
Sept. -­‐ June 5 -­‐ P4.2.1: Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.
public issue
Chap. 15: The Bill of Rights
Teacher observation
"Our Responsibilities" section pages: 296-­‐297
"Students and Citizenship" section pages: 298-­‐
299
Scholastic News/Time for Kids
Sept. -­‐ June 5 -­‐ P4.2.2: Participate in projects to help or inform others.
Chap. 15: The Bill of Rights
"Our Responsibilities" section pages: 296-­‐297
"Students and Citizenship" section pages: 298-­‐
299
Page 17
Teacher observation