5th grade social studies review study guide
TRANSCRIPT
Name_____________________________#_______
Date Sent Home: Wednesday, December 9, 2009
5th Grade Social Studies Review Study Guide
District Assessment: Tuesday, December 15, 2009
Big Idea:
Groups of people move to satisfy needs, seek religious freedom, spread religion, and profit from
discovery.
Essential Questions:
What motivates people to seek religious freedom?
What push/pull factors cause individuals to immigrate to America?
Vocabulary:
Colonization – the process of beginning a new colony for an already established government.
The colony is directly linked to the mother country.
Settlement – the process of sending people to live in a new colony.
Frontier – the edge of settlement
Colonization/Settlement:
Who? When? Where? Why?
Spain
France
1492
1600’S
Caribbean, Central and
South America, Texas,
and the SW United States
Along inland rivers, the
Great Lakes, Canada, and
along the Mississippi
River
God—establish and spread the influence of the Catholic Church
Gold—to make $ for Spain and for the individual conquistadors + to continue the
search for a way to Asia
Glory—to gain fame, power, and land for Spain + for individual glory
They came to look for a Northwest Passage to Asia, to profit from the fur trade,
and to spread Catholicism
Page 2
Big Idea:
There are many factors that affect economic ($) patterns in the U.S., both past and present.
Essential Questions:
What were the economic patterns of Native American groups in the U.S. before European
colonization?
What were the economic patterns of European colonists (jobs, money, etc.)?
Things to Think About:
How did each group provide themselves with food, clothing, and shelter?
What natural resources were used by each group?
What types of tools and instruments (CAPITAL RESOURCES) did each group use to provide
products to meet their needs?
How did each group interact with other groups to meet their needs?
What types of jobs did members of the group hold?
Facts:
Most Native Americans used a traditional, barter (TRADE) economy.
Most Europeans used a market economy, where gold, silver, and/or crops were used as money
The two groups were very different and neither group really understood the other one. The
Europeans assumed that because the Native Americans had a more traditional economy, that
there were not as much of a “developed” society. This assumption affected the ways in which
the European settlers treated Native American groups.
Page 3
Big Idea:
Economic need fuels the motivation for exploration and expansion (getting bigger).
Economic Motivations for European Exploration and Settlement in the United States:
Why did the Europeans want to come to North America?
Search for new trade routes to Asia and Africa to obtain spices and silks
Search for rare resources in the Americas such as gold and silver
Need for raw materials for European industries (EX: Wood)
Need for additional labor to grow crops
Need for better climate to increase the production of certain crops such as sugar,
cotton, tobacco, and indigo
Personal economic gain ($$$) for entrepreneurs, advantaged Europeans, debtors, and
others seeking a new beginning, those without an inheritance or future in crowded
European countries
European countries wanting colonies to build up their empire
Colonial Industries/Jobs:
Fur traders, trappers
Fishing and ship building
Agriculture—plantations and smaller farms
Small shops with products made by hand (wigmakers, blacksmiths, milliners, apothecary,
silversmiths, book and printing businesses)
Triangular Trade:
Traders from Boston and New York took ships loaded with rum and guns to Africa where they
traded their products for gold, ivory, and captured Africans.
These traders brought Africans to the Spanish and English Caribbean Island colonies (West
Indies). These Africans were enslaved on the sugar plantations and traded for molasses made
from the sugar cane. This part of the journey was called the “Middle Passage” and thousands of
Africans died during this part of the horrible voyage.
Page 4
England Gets a Good Deal:
The ship captains then took the molasses to New England where it was made into more rum,
and the triangular trade began again. The colonies became the main source of raw materials for
the Mother country of England
MERCANTILE SYSTEM—taking raw materials from the colonies to supply the industries of
England with needed goods. The finished products were then sold back to the colonies at a
profit. The colonies were an established market for all English goods. Buying from other
countries was discouraged or prohibited.
Big Ideas:
Forms of Government — Government Systems vary
Early Forms of Government in the Colonies
Government in the American English colonies was created based on government in
England. Eight of the 13 colonies were ROYAL colonies, where the King of England sent
his representative to be the governor of the colony. Other colonies were founded by
business groups wanting to make money (PROPRIETARY), or by groups that had special
permission (CHARTER) from the King to start a colony.
The Virginia House of Burgesses - In Jamestown (1609) the Virginia House of Burgesses
met for the first time. This ELECTED assembly of representatives form the Virginia
colony became the model for other colonial elected groups. The members of the House
of Burgesses had to be free men who owned property. This affected the laws that were
made because this group usually passed laws that benefitted them.
Example of REPRESENTATIVE GOVERNMENT.
Mayflower Compact - In 1620, the Pilgrims wrote and signed the Mayflower Compact which was their written agreement to set up a system for law-making and peace in Massachusetts
Other Facts About Government in the Colonies In the New England colonies, town meetings were common ways of making laws for
those colonies
In other colonies, the elected assemblies used existing English laws or made ones of
their own. These elected assemblies met at different times and had different amounts
of power. The final say usually rested with the Royal Governor.
Page 5
In the Middle Colonies, laws were usually made based on their charters (EX:
Massachusetts)
Problems Stir with England
After the French and Indian War (1763) the British were deeply in debt and decided to
use the American colonies to help pay for the cost of the war. The British Parliament
began to impose taxes and other restrictive laws on the colonies. They also sent troops
to the colonies to help maintain order and required many of the colonists to provide
homes for the British troops. They did not pay the colonists for housing the troops, and
my times they did not ask the colonists’ permission.
TAXES - The British taxed everything from stamps and paper to tea, glass, and lead used
for bullets. The colonists thought that these taxes were unfair! They began to smuggle
goods into the colonies to avoid paying the taxes. They also began to BOYCOTT British
goods. They even formed committees of colonists to protest these laws and plan ways
to work against them.
The Boston Massacre - In 1770, British soldiers and colonists got into a fight and several
people were hurt or killed. This made many colonists angry.
The Boston Tea Party - In 1773, in Boston, a group of colonists called the “Sons of
Liberty” disguised themselves and boarded a British ship in the harbor and dumped its
cargo of tea overboard. They did this in protest of the tax on tea. This event became
known as the BOSTON TEA PARTY. The British decided to punish the colonists by
making the pay for the tea. This served to make the colonists even madder. (Intolerable
Acts)
Should We Stay or Should We Go? - By 1774, people in many of the colonies were
speaking out against the policies of the British government. The phrase, “no taxation
without representation” was often used. This meant that the colonists did not want to
be taxed unless they had a say in the government and the decisions that were being
made. Some people even started talking about leaving England totally and becoming a
free and separate nation that could make its own decisions and laws.
First Shots of War:
Thomas Paine wrote Common Sense to try to convince the colonists that they didn’t need a king
at all
Patrick Henry gave a speech in Virginia using the phrase, “Give me liberty or give me death!”
Page 6
1775—At Lexington and Concord in Massachusetts the first fighting broke out between the
British soldiers (lobster-backs) and the colonial army (Minute-men)
Taking Sides:
Patriot Loyalist Neutralist
Wanted
to be
free
from
England
WHY???
Wanted to be Loyal
to the King and stay
part of England
WHY???
Couldn’t make up their minds—
either way was OK
WHY???
Key Features of a Map:
Title
Compass rose
Key/Legend
Inset Map
Map Scale
Types of Maps:
Political—states, countries, etc.
Physical—landforms, rivers, etc.
Road –highways
Resource—uses symbols to show resources available in an area
Vegetation—shows plant life in an area through symbols
Latitude and Longitude:
Lat is FLAT
Page 7
Longitude is LONG
Read Latitude first, Longitude second
Look for where the lines cross, or intersect
Creates coordinate pairs
(EX: 42˚N, 68 ˚ W)
Map Scale:
Measure carefully!
Use the scale to help you figure out how much distance the map represents in REAL life!
Time Lines:
Show events in CHRONOLOGICAL or time order
May be vertical or horizontal
Graphs and Charts in Social Studies:
You will see the same types of graphs in Social Studies that you see in math and science:
Bar Graphs (show differences in value)
Line graphs (change over time)
Circle/Pie graphs (part of a whole)
Look for titles and labels on each axis
READ and INTERPRET information carefully!
Test Taking Strategies:
Read every question at least twice. Make sure you know what is being asked.
Read each answer choice carefully, until you understand what is being said.
Eliminate the answer choices that you know are incorrect
Choose the best answer from those that remain
Make sure that your answer choice matches the question being asked!
Take your time—DO NOT rush!
Page 8
If you get to a question you don’t know or can’t remember, slow down and take a deep breath.
Think about the parts of the question that you DO know and break the unfamiliar parts down.
You will be able to find the best answer if you remember not to panic!
Double check your work—ALWAYS
Bubble in your answer document carefully. Remember that it is like a coloring contest with the
computer as a judge.
Make your bubble sheet/answer document the last step in testing. Focus on the TEST first, the
answer document last
2-finger check the answer document
Raise your hand to turn in your test ONLY when you are sure that it is your VERY BEST WORK!
REMEMBER: Bring # 2 pencils and erasers
------------------------------------------------------------------------------------------------------------------------------------------
**IMPORTANT REQUIREMENT!**
STUDENT DECLARATION: I studied for at least 25 minutes every night for thistest, using
the recommended study hints and other study techniques that I know work well for me.
X____________________________________________
(Student signature)
PARENT AFFIRMATION: My child studied for at least 25 minutes every night for this test. I
affirm that I witnessed this study guide being used to help my child prepare for the science exam.
X_____________________________________________
(Parent/Guardian signature)
THIS STUDY GUIDE IS TO BE RETURNED TO SCHOOL ON TEST DAY.
IT WILL BE COLLECTED PRIOR TO THE EXAM ADMINISTRATION.