Social Studies Worksheets and Study Guides Fifth Grade. Industrialization/Economics

The resources above correspond to the standards listed below:

Vermont Standards

VT.6.1. Critical Evaluation: Causes and Effects in Human Societies: Students examine complex webs of causes and effects in relations to events in order to generalize about the workings of human societies, and they apply their findings to problems.
H&SS5-6:1. Grade Level Expectation: Social and Historical Questioning: Students initiate an inquiry by:
5-6:1.a. Asking relevant and focusing questions that will lead to independent research based on what they have seen, what they have read, what they have listened to, and/or what they have researched (e.g., How will global warming affect me and my community? Does intolerance exist in my school or community?).
VT.6.15. Economics: Knowledge of Economic Principles: Students use the basic principles of economics to interpret local, state, national, and international economic activity.
H&SS5-6:20. Grade Level Expectation: Students make economic decisions as a consumer, producer, saver, investor, and citizen by:
5-6:20.a. Defining and applying basic economic concepts such as supply and demand, price, market and/or opportunity cost in an investigation of a regional or national economic question or problem (e.g., what were the opportunity costs of westward migration?).
5-6:20.b. Explaining what happens when people's needs and/or wants exceed their available resources (e.g., analyzing photographs from the Dust Bowl).
VT.6.16. Economics: Impact of Economic Systems: Students evaluate the impact of economic systems on the needs and wants of all people and on the environment in various times in their local community, in Vermont, in the United States, and in various locations world wide.
H&SS5-6:20. Grade Level Expectation: Students make economic decisions as a consumer, producer, saver, investor, and citizen by:
5-6:20.a. Defining and applying basic economic concepts such as supply and demand, price, market and/or opportunity cost in an investigation of a regional or national economic question or problem (e.g., what were the opportunity costs of westward migration?).
5-6:20.b. Explaining what happens when people's needs and/or wants exceed their available resources (e.g., analyzing photographs from the Dust Bowl).
VT.6.17. Economics: Governments and Resources: Students understand how governments affect the flow of resources, goods, and services.
H&SS5-6:20. Grade Level Expectation: Students make economic decisions as a consumer, producer, saver, investor, and citizen by:
5-6:20.a. Defining and applying basic economic concepts such as supply and demand, price, market and/or opportunity cost in an investigation of a regional or national economic question or problem (e.g., what were the opportunity costs of westward migration?).
5-6:20.b. Explaining what happens when people's needs and/or wants exceed their available resources (e.g., analyzing photographs from the Dust Bowl).
VT.6.4. History: Historical Connections: Students identify major historical eras and analyze periods of transition in various times in their local community, in Vermont, in the United States, and in various locations world wide, to interpret the influence of the past on the present.
H&SS5-6:1. Grade Level Expectation: Social and Historical Questioning: Students initiate an inquiry by:
5-6:1.a. Asking relevant and focusing questions that will lead to independent research based on what they have seen, what they have read, what they have listened to, and/or what they have researched (e.g., How will global warming affect me and my community? Does intolerance exist in my school or community?).
H&SS5-6:10. Grade Level Expectation: Students show understanding of past, present, and future time by:
5-6:10.f. Identifying an important event in the United States and/or world, and describing multiple causes and effects of that event.
5-6:10.g. Explaining transitions between eras that occurred over time (e.g., the end of the Colonial era) as well as those that occurred as a result of a pivotal event (e.g., September 11th, the writing of the Declaration of Independence).
H&SS5-6:8. Grade Level Expectation: Students connect the past with the present by:
5-6:8.c. Investigating how events, people, and ideas have shaped the United States and/or the world, and hypothesizing how different influences could have led to different consequences (e.g., How did the civil rights movement change the U.S., and how might the U.S. be different if it had never happened?).
VT.6.5. History: Traditional and Social Histories: Students investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.
H&SS5-6:10. Grade Level Expectation: Students show understanding of past, present, and future time by:
5-6:10.f. Identifying an important event in the United States and/or world, and describing multiple causes and effects of that event.
VT.6.6. History: Being A Historian: Students use historical methodology to make interpretations concerning history, change, and continuity.
H&SS5-6:10. Grade Level Expectation: Students show understanding of past, present, and future time by:
5-6:10.f. Identifying an important event in the United States and/or world, and describing multiple causes and effects of that event.