5th Grade Social Studies Review Study Guide

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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

1492

Caribbean, Central and South America, Texas, and the SW United States

God—establish and spread the influence of the Catholic Church

France

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

1600’S

Along inland rivers, the Great Lakes, Canada, and along the Mississippi River

They came to look for a Northwest Passage to Asia, to profit from the fur trade, and to spread Catholicism

Date Sent Home: Wednesday, December 9, 2009

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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.

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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.

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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

Wanted to be Loyal to the King and stay part of England

Couldn’t make up their minds— either way was OK

WHY???

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

WHY???

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  ------------------------------------------------------------------------------------------------------------------------------------------

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