Do you want to review the Colonial Era and the 13 Colonies in 5th Grade Social Studies? Review the New England, Southern, and Middle Colonies with this resource. These task cards include 28 question cards that are a combination of different styles of questions. Challenge your students at a variety of levels! Differentiate by giving certain cards to your students.
A blank template is included at the end if you wish to include more questions. The answer sheet has space for up to 30 questions. I recommend that you laminate the cards so that you can use them year after year.
These task cards have multiple uses in your classroom. You can:
– Set up centers to review for a test.
– Play a game of “Scoot”. Place the task cards around the room and allow students to travel from one card to the next as they answer the questions.
– Use them as an anchor station as you reteach small groups.
– Need a quick formative assessment? Pass out a few of these task cards and have students answer them at the end of a lesson.
Please download the previews to see more information on this resource.
5th Grade Social Studies TEKS
(1) History. The student understands the reasons for and the role of key people in the European colonization of North America beginning in 1565, the founding of St. Augustine. The student is expected to:
(A) explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain; and
(B) describe the accomplishments of significant individuals who settled for religious freedom and economic gain during the colonial period, including William Bradford, Anne Hutchinson, William Penn, John Smith, and Roger Williams.
(6) Geography. The student understands places and regions in the United States. The student is expected to:
(A) describe political and economic regions in the United States that result from patterns of human activity;
(B) describe regions in the United States based on physical characteristics such as landform, climate, and vegetation;
(9) Economics. The student understands the basic economic patterns of early societies in the United States. The student is expected to:
(A) explain the economic patterns of early European colonies; and
(B) identify major industries of colonial America such as shipbuilding and growing of cash crops.
(12) Economics. The student understands patterns of work and economic activities in the United States. The student is expected to:
(A) compare how people in different regions of the United States earn a living, past and present;
(B) identify and explain how geographic factors have influenced the location of economic activities in the United States;
(13) Government. The student understands the organization of governments in colonial America. The student is expected to:
(A) compare the systems of government of early European colonists, including representative government and monarchy; and
(B) identify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of Burgesses.
(23) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(D) identify different points of view about an issue, topic, historical event, or current event; and
(E) identify the historical context of an event.
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