Timelines, Graphs, Charts. Social Studies Worksheets and Study Guides Fifth Grade. Michigan Academic Standards

◂Social Studies Worksheets and Study Guides Fifth Grade. Timelines, Graphs, Charts

Study Guide

Timelines, Graphs, Charts Worksheet/Answer key

Timelines, Graphs, Charts

The resources above correspond to the standards listed below:

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.

P1.3. Express social science ideas or information in written, spoken, and graphic forms including tables, line graphs, bar graphs, and maps.

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

U1.2. European Exploration – Identify the causes and consequences of European exploration and colonization.

5 – U1.2.2. Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas.

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 – U2.1.1.4. interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples.

5 – U2.1.2. Describe significant developments in the New England colonies, including:

5 – U2.1.2.2. 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 – U2.1.3. Describe significant developments in the Middle colonies, including:

5 – U2.1.3.2. interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples.

Standards

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