Social Studies Worksheets and Study Guides Fifth Grade. New England, Middle, and Southern Colonies

The resources above correspond to the standards listed below:

Maryland Standards

MD.1.0. Political Science: Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens.
1.A. The foundations and function of government
1.A.1. Examine the early foundations, functions, and purposes of government
1.A.1.b. Explain and clarify how Europe's philosophies and policies affected the political structure of the early American colonies
1.A.1.d. Trace the development of early democratic ideas and practices that emerged during the early colonial period, including the significance of representative assemblies and town meetings
1.A.3. Analyze the roles of colonial government regarding public policy and issues
1.A.3.a. Identify the effect that regional interests and perspectives had on shaping government policy, and compare such as middling class v. Gentry, plantation owners v. Proprietors
1.A.3.b. Analyze how geographic information influenced the formation of policy, such as the Proclamation of 1763
MD.2.0. Peoples of the Nation and World: Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the world through both a multicultural and historic perspective.
2.B. Cultural diffusion
2.B.1. Analyze how native societies were influenced by the diverse cultures of the explorers and settlers
2.B.1.a. Compare perspectives of Native American, Africans, and the European explorers
2.B.1.b. Describe how cultures changed as a result of Native American, African, and European interaction
2.B.2. Analyze how increased diversity in the colonies resulted from immigration, settlement patterns and economic development
2.B.2.b. Provide examples of how the interactions of various groups resulted in the borrowing and sharing of traditions and technology
2.C. Conflict and compromise
2.C.1. Analyze factors that affected relationships in the colonial period
2.C.1.a. Analyze how conflict affected relationships among individuals and groups, such as early settlers and Native Americans, free and enslaved people
MD.3.0. Geography: Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.
3.A. Using geographic tools
3.A.1. Use geographic tools to locate places and describe human and physical characteristics in Colonial America
3.A.1.a. Use map elements to interpret and construct a variety of maps
3.A.1.b. Use a globe and a variety of maps, atlases to identify natural/physical features of colonial settlements
3.A.1.c. Use photographs, maps, and drawings to describe geographic characteristics
3.A.1.d. Compare geographic locations and geographic characteristics of colonial settlements, such as, Jamestown, Plymouth, Boston, Philadelphia, Charleston, and New York City
3.B. Geographic characteristics of places and regions
3.B.1. Examine the similarities and differences of regions in Colonial America
3.B.1.a. Compare the natural/physical and human characteristics of the three colonial regions: New England; Middle; Southern
3.B.1.b. Describe how geographic characteristics of a place or region changed from early settlements through the colonial period
3.B.1.c. Explain how geographic characteristics affect how people live and work, and the population distribution of a place or region
3.C. Movement of people, goods and ideas
3.C.1. Describe and analyze population growth, migration and settlement patterns in Colonial America
3.C.1.a. Explain how geographic characteristics influenced settlement patterns in Colonial America
3.C.1.b. Analyze the consequences of migration between the colonies and immigration to the colonies, such as Europeans and Africans immigrating to the east coast of the United States
3.C.1.c. Explain the importance of shipping and trading to the economic development of the colonies, such as triangular trade
3.D. Modifying and adapting to the environment
3.D.1. Explain why and how people adapt to and modify the natural environment and the impact of those modifications
3.D.1.b. Describe ways that colonists in the New England, middle and southern regions adapted to and modified the environment, such as the uses of the grist mill, water wheels and plantation farming
MD.4.0. Economics: Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.
4.A. Scarcity and economic decision-making
4.A.2. Analyze how limited economic resources were used to satisfy economic wants in Colonial America
4.A.2.a. Describe how limited resources and unlimited economic wants caused colonists to choose certain goods and services
4.A.2.b. Describe how available resources affected specialization and trade
4.A.2.c. Analyze how changing from a British colony to an independent nation affected economic resources, production, and economic wants
4.A.3. Analyze how technological changes affected production and consumption in Colonial America
4.A.3.a. Explain how the development of new products and new technologies affected the way people lived
4.A.3.b. Examine how technology has changed production such as wheat/grist mills
4.A.4. Analyze the consequences of specialized work on interdependence, trade, and economic growth
4.A.4.a. Analyze examples of regional specialization and how it contributed to economic growth through the colonies
4.A.4.b. Explain specialization and interdependence using the triangular trade routes
4.B. Economic systems and the role of government in the economy
4.B.1. Describe the types of economic systems in Colonial America
4.B.1.a. Identify examples of tradition, such as the economic roles of men and women
4.B.1.c. Analyze a market economy and give examples of how the colonial economy exhibited these characteristics such as private ownership and consumer choice
4.B.2. Describe the role of British government on the colonial economy
4.B.2.a. Explain how colonists were forced to change their purchasing habits based on the scarcity of goods imposed by taxes
4.B.3. Describe the role of money and barter in the colonial trade
4.B.3.a. Compare the benefits of a money economy to a barter economy
MD.5.0. History: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland, the United States and around the world.
5.A. Individuals and societies change over time
5.A.2. Analyze the chronology and the significance of key historical events leading to early settlements in Colonial America
5.A.2.a. Describe the major settlements in Roanoke, St. Augustine and Jamestown
5.B. Emergence, expansion and changes in nations and empires
5.B.2. Analyze the growth and development of Colonial America
5.B.2.b. Compare the political, economic and social lives of people in New England, middle and the southern colonies
5.B.2.c. Analyze the different roles and viewpoints of individuals and groups, such as women, men, free and enslaved Africans, and Native Americans during the revolutionary period
MD.6.0. Social Studies Skills and Processes: Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.
6.A. Read to learn and construct meaning about social studies
6.A.1. Use appropriate strategies and opportunities to increase understandings of social studies vocabulary
6.A.1.a. Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources
6.A.1.b. Identify and use new vocabulary acquired through study of relationships to prior knowledge and experiences
6.A.1.c. Use context clues to understand new social studies vocabulary
6.A.1.d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression
6.A.2. Use strategies to prepare for reading (before reading)
6.A.2.a. Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features
6.A.2.b. Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons
6.A.2.c. Set a purpose for reading the text
6.A.2.d. Ask questions and make predictions about the text
6.A.2.e. Make connections to the text using prior knowledge and experiences
6.A.3. Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)
6.A.3.a. Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning
6.A.3.b. Reread slowly and carefully, restate, or read on and revisit difficult parts
6.A.3.d. Look back through the text to search for connections between and among ideas
6.A.3.e. Make, confirm, or adjust predictions about the text
6.A.3.f. Periodically summarize or paraphrase important ideas while reading
6.A.3.g. Visualize what was read for deeper meaning
6.A.3.h. Explain personal connections to the ideas or information in the text
6.A.4. Use strategies to demonstrate understanding of the text (after reading)
6.A.4.a. Identify and explain what is directly stated in the text
6.A.4.b. Identify, paraphrase, or summarize the main idea of the text
6.A.4.f. Explain what is not directly stated in the text by drawing inferences
6.A.4.g. Confirm or refute predictions made about the text to form new ideas
6.A.4.h. Connect the text to prior knowledge or personal experiences
6.A.4.i. Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge
6.B. Write to learn and communicate social studies understandings
6.B.1. Use informal writing strategies, such as journal writing, note taking, quick writes, and graphic organizers to clarify, organize, remember and/or express new understandings
6.B.1.a. Identify key ideas
6.B.1.b. Connect key ideas to prior knowledge (personal experience, text, and world)

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