Social Studies Worksheets and Study Guides Fifth Grade. Leading Up to the Revolution

The resources above correspond to the standards listed below:

Massachusetts Curriculum Frameworks

Literacy Standards for History and Social Science
Grades 3-5 Reading Standards for Literacy in the Content Areas: History/Social Science
Key Ideas and Details
1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences (See grades 3-5 Writing Standard 8 for more on paraphrasing.)
2 Determine the main ideas of a text and explain how it is supported by key details; summarize a text.
3 Explain events, ideas, and concepts in a civics, geography, economics, or history text, based on specific information in the text.
Craft and Structure
4 Determine the meaning of general academic vocabulary and words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
5 Describe the overall structure of how a text presents information (e.g., chronological, compare/contrast, problem/solution, cause effect), including how written texts incorporate features such as headings.
Range of Reading and Level of Text Complexity
10 Independently and proficiently read and comprehend history/social studies texts exhibiting complexity appropriate for the grades 3-5.
Grade 5 – United States History to the Civil War and the Modern Civil Rights Movement
Topic 2. Reasons for revolution, the Revolutionary War, and the formation of government – Supporting Questions: Why did most Native Peoples side with the French against the British in the French and Indian Wars? Were the colonists justified in rebelling against Great Britain in the American Revolution?
8 Explain the reasons for the French and Indian War and how its costs led to an overhaul of British imperial policy; explain key British policies and the colonial response to them:
a. policies: the Proclamation of 1763, the Sugar Act (1764), the Stamp Act (1765), the Townsend Duties (1767), the Tea Act (1773), the Intolerable Acts (1774)
b. the slogan, “no taxation without representation”
c. the roles of the Stamp Act Congress, the Sons of Liberty, and the Boston Tea (1773), the Suffolk Resolves (1774), in which Massachusetts declared a boycott of British goods, the early battles between Massachusetts colonists and the British soldiers in Lexington, Concord, and Bunker Hill (1775) and the evacuation of the British from Boston (1776)
9 On a historic map of the Boston area in the 1770s, locate important sites in the pre- Revolutionary and Revolutionary period and analyze the role and the significance of Massachusetts people such Samuel Adams, Crispus Attucks, John Hancock, James Otis, Paul Revere, John and Abigail Adams, Mercy Otis Warren, Phillis Wheatley, Peter Salem.
13 Explain that many Americans remained loyal to the British Crown or remained neutral in the conflict and that Native Peoples and free and enslaved Africans fought on both sides in the Revolution.
14 Compare and contrast the impact of the actions of important leaders (e.g., John Adams, Benjamin Franklin, King George III, Edmund Burke, Thomas Jefferson, Alexander Hamilton, James Madison, George Washington, the Marquis de Lafayette) during the Revolution and the early years of the United States Republic.
Standards

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