Michigan Academic Standards
SOCIAL STUDIES PROCESS AND SKILLS STANDARDS K-5
P1. READING AND COMMUNICATION – READ AND COMMUNICATE EFFECTIVELY
P1.1. Use appropriate strategies to read and interpret basic social science tables, graphs, graphics, maps, and texts.
P2. INQUIRY, RESEARCH, AND ANALYSIS
P2.1. Use compelling and supporting questions to investigate social studies problems.
P2.2. Differentiate between compelling questions and supporting questions.
P2.3. Use supporting questions to help answer compelling social studies questions.
P2.5. Use data presented in social science tables, graphs, graphics, maps, and texts to answer compelling and supporting questions.
SOCIAL STUDIES CONTENT EXPECTATIONS: GRADE FIVE
U1. USHG ERA 1 – BEGINNINGS TO 1620
U1.4. Three World Interactions – Describe the environmental, political, and cultural consequences of the interactions among European, African, and Indigenous Peoples in the late 15th century through the 17th century.
5 – U1.4.1. Describe the convergence of Europeans, Indigenous Peoples, and Africans in the Americas after 1492 from the perspective of these three groups.
5 – U1.4.2. Use primary and secondary sources to compare Europeans, Africans, and Indigenous Peoples who converged in the Western Hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use.
5 – U1.4.3. Explain the cultural impact that occurred between the British, French, and Spanish on the lives of Indigenous Peoples.
U2. USHG ERA 2 – COLONIZATION AND SETTLEMENT (1585-1763)
U2.1. European Struggle for Control of North America – Compare the regional settlement patterns and describe significant developments in Southern, New England, and the Mid-Atlantic colonies.
5 – U2.1.1. Describe significant developments in the Southern colonies, including:
5 – U188.8.131.52. patterns of settlement and control, including the impact of geography (landforms and climate) on settlement.
5 – U184.108.40.206. the establishment of Jamestown.
5 – U220.127.116.11. the development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia).
5 – U18.104.22.168. interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples.
5 – U22.214.171.124. the development of colonial representative assemblies (House of Burgesses).
5 – U2.1.2. Describe significant developments in the New England colonies, including:
5 – U126.96.36.199. patterns of settlement and control including the impact of geography (landforms and climate) on settlement.
5 – U188.8.131.52. interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples, growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies.
5 – U184.108.40.206. the development of government, including the establishment of town meetings, development of colonial legislatures, and growth of royal government.
5 – U220.127.116.11. religious tensions in Massachusetts that led to the establishment of other colonies in New England.
5 – U2.1.3. Describe significant developments in the Middle colonies, including:
5 – U18.104.22.168. patterns of settlement and control, including the impact of geography (landforms and climate) on settlement.
5 – U22.214.171.124. interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples.
5 – U126.96.36.199. the growth of economies in the Middle colonies, the Dutch settlement in New Netherlands, Quaker settlement in Pennsylvania, and subsequent English takeover of the Middle colonies.
5 – U188.8.131.52. immigration patterns leading to ethnic diversity in the Middle colonies.
5 – U2.1.4. Compare the regional settlement patterns of the Southern colonies, New England, and the Middle colonies.
5 – U2.1.5. Explain the economic, political, cultural, and religious causes of migration to colonial North America.
U2.3. Life in Colonial America – Distinguish among and explain the reasons for regional differences in colonial America.
5 – U2.3.1. Locate the New England, Middle, and Southern colonies on a map.
5 – U2.3.2. Describe the daily lives of people living in the New England, Middle, and Southern colonies.
5 – U2.3.3. Describe colonial life in America from the perspectives of at least three different groups of people.
5 – U2.3.4. Describe the development of the emerging labor force in the colonies.
5 – U2.3.5. Make generalizations about the reasons for regional differences in colonial America.
U3. USHG ERA 3 – REVOLUTION AND THE NEW NATION (1754 - 1800)
U3.1. Causes of the American Revolution – Identify the major political, economic, and ideological reasons for the American Revolution.
5 – U3.1.1. Describe how the French and Indian War affected British policy toward the colonies and subsequent colonial dissatisfaction with the new policy.
5 – U3.1.2. Describe the causes and effects of events such as the Stamp Act, the Boston Massacre, the Boston Tea Party, and the Intolerable Acts.
5 – U3.1.3. Using an event from the Revolutionary era, explain how British and colonial views on authority and the use of power without authority differed (views on representative government).
5 – U3.1.5. Use the Declaration of Independence to explain why many colonists wanted to separate from Great Britain and why they believed they had the right to do so.
5 – U3.1.7. Describe how colonial experiences with self-government and ideas about government influenced the decision to declare independence.
5 – U3.1.8. Identify a problem that people in the colonies faced, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken.