Colonization Task Cards for 5th Grade Social Studies

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!

 

Preview Colonization Task Cards

$4.00

Description

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.
********************************************************************
 
Customer Tips:
 
How to get TPT credit to use on future purchases:
• Please go to your My Purchases page (you may need to login). Beside each purchase you’ll see a Provide Feedbackbutton. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. Each time you give feedback, TPT gives you feedback credits that you use to lower the cost of your future purchases. I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you. ☺
 
Be the first to know about my new discounts, freebies and product launches:
• Look for the green star next to my store logo and click it to become a follower. You will now receive email updates about this store. ☺
 
 
©Social Studies Success, LLC. This purchase is for you and your classroom. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote. Do not share this document with Amazon Inspire.
 
Please review all product descriptions and previews. If you have a question, contact me before you purchase at SocialStudiesSuccess1@gmail.com. As this is a digital product, all sales are final.

Reviews

There are no reviews yet.

Only logged in customers who have purchased this product may leave a review.