The English Colonies Menu
This is the standards-based chapter test for Colonial America. This project is connected to chapters 5 & 6 of
your social studies textbook, pp. 160-180 and 188-216. Additional website and/or library research may be
necessary. You have four school weeks to accomplish this. There are four sections to this test. Select a suit
and complete all items connected to that suit; you may work on them in any order. Most but not all of the
work will be done in class. You may work alone or with a partner throughout, but your final products must
be your own. Keep all products together and turn all items in on the due date. Mark each item with its
number/letter designation. All written responses must be at least a full paragraph in length, and the portfolio
must be turned in within either a purchased or neat self-made cover. Submit artwork on 8.5” x 11” paper.
Instructor’s note - Anderson & Krathwohl’s revised taxonomy focus: apply, analyze, evaluate, and create
♦ (CIV-Apply) Identify several local public services, especially those that Benjamin Franklin began,
that exist in your own area. Use a bibliography-styled method of listing the name/title, function, and
address for ten of these; cite at least 3 different types.
♠ (GEO-Apply) Create a population density map of Colonial America (you can use the 1790 census
data).
♥ (ECON-Apply) Design a graphic with charts that summarize major crops and industries by region.
♣ (HIST-Apply) Describe the reasons for the exodus of colonists from the Massachusetts Bay Colony;
identify which other colonies were created in the process. Also tell what was unique about the
establishment of Maryland.
♥ (CIV-Analyze) Research the way town meetings and assemblies were conducted in Colonial
America. In what ways were they similar to city council meetings of local municipalities? How are
they different?
♣ (GEO-Analyze) Graphically depict the colonies and include the following for each region: a) climate
data, b) soil quality, c) and major natural resources. Also, summarize in a paragraph on the same
page how specific cash crop growth and industries of Colonial America were connected to both
geography and climate.
Mr. Roloff’s 5th Grade Social Studies Class
All Saints Catholic School
♦ (ECON-Analyze) Compare & contrast countries with a free market economy and a free enterprise
system against those whose government determines what is to be grown and made. Describe in a
paragraph how you think the citizens of these countries are different in inventiveness and how they
relate to their government.
♠ (HIST-Analyze) Describe the process by which most young colonists would become a master of a
trade. Do you think that this process would be a good idea for modern America as a replacement for
high schools and colleges?
♠ (CIV – Evaluate) Compare & contrast the religious intolerance of W. Europe to the religious
intolerance of the early colonies. What can you conclude about human nature?
♥ (GEO-Evaluate) Sketch the layout of one of the following: New York, NY; Philadelphia, PA;
Boston, MA and the surrounding landforms; use GoogleEarth or atlases. Based upon your analysis,
why do you suppose the city you chose became one of the top three most populated cities in the
colonial era?
♣ (ECON-Evaluate) Despite the contradiction between slavery and Christian social values, why do you
think it continued in the faith-founded colonies: What economic benefits were there for the owner of
only one or two slaves; plantation owners?
♦ (HIST-Evaluate) Summarize the Great Awakening: how did faith in the colonies change following
this period, and how did it affect the future creation of the United States?
♣ (CIV-Create) Design your own multi-cultural colony on the Moon sponsored by a multi-national
corporation. Outline your plans for governing this colony, the rights of the colonists, and any public
services that you will have to charge them for, at least in part, to create.
♦ (GEO-Create) Design a visual guide on a slide showing the effects of the Ice Age on the colonial
regions. Provide pictures and captions to support your findings.
♠ (ECON-Create) Produce an informative and colorful graphic that depicts the triangular trade routes
plus import and export charts that show amounts by cargo freight type.
♥ (HIST-Create) Compare and contrast the life of a slave on a family farm versus a slave on a
plantation. How did slaves try to improve their poor conditions? Write a diary entry from a slave’s
perspective.
NOTE: Please see the documents sub-page on my website for the grading rubric and further data.
Mr. Roloff’s 5th Grade Social Studies Class
All Saints Catholic School