Social Studies Worksheets and Study Guides Fifth Grade. Colonization

The resources above correspond to the standards listed below:

Michigan Standards

MI.U1. U.S. History and Geography (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 American Indian peoples in the late 15th through the 17th century.
5-U1.4.3. Explain the impact of European contact on American Indian cultures by comparing the different approaches used by the British and French in their interactions with American Indians. (C, E)
MI.U2. U.S. History and Geography (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-U2.1.1a. Patterns of settlement and control including the impact of geography (landforms and climate) on settlement.
5-U2.1.1b. Establishment of Jamestown.
5-U2.1.1c. Development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia).
5-U2.1.1d. Relationships with American Indians (e.g., Powhatan).
5-U2.1.1e. Development of colonial representative assemblies (House of Burgesses).
5-U2.1.2. Describe significant developments in the New England colonies, including:
5-U2.1.2a. Patterns of settlement and control including the impact of geography (landforms and climate) on settlement.
5-U2.1.2c. Growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies.
5-U2.1.2d. The development of government including establishment of town meetings, development of colonial legislatures and growth of royal government.
5-U2.1.2e. Religious tensions in Massachusetts that led to the establishment of other colonies in New England. (C, E)
5-U2.1.3. Describe significant developments in the Middle Colonies, including:
5-U2.1.3a. Patterns of settlement and control including the impact of geography (landforms and climate) on settlement.
5-U2.1.3b. The growth of Middle Colonies economies (e.g., breadbasket).
5-U2.1.3c. The Dutch settlements in New Netherlands, Quaker settlement in Pennsylvania, and subsequent English takeover of the Middle Colonies.
5-U2.1.3d. Immigration patterns leading to ethnic diversity in the Middle Colonies. (C, E)
5-U2.1.4. Compare the regional settlement patterns of the Southern colonies, New England, and the Middle Colonies.
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 life 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 (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians).
5-U2.3.4. Describe the development of the emerging labor force in the colonies (e.g., cash crop farming, slavery, indentured servants). (E)
5-U2.3.5. Make generalizations about the reasons for regional differences in colonial America.
MI.U3. U.S. History and Geography (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-U3.1.7. 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)
5-U3.1.8. Identify a problem confronting people in the colonies, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken.