Tutoring/Intervention Resources for Questions Missed
Question
Number
1
Correct Standard(s)
Answer R=Readiness Standard S= Supporting Standard
A 8.1A R
(1) History. The student understands traditional historical points of reference in U.S. history through
1877.
(A) identify the major eras and events in U.S. history through 1877, including colonization
1.
Using social studies vocabulary, what do the three symbols represent?
2.
Based on what you know, how could you summarize the three symbols in one sentence?
3.
What era do these symbols best represent?

Question
Number
2
7
Correct Standard(s)
Answer R=Readiness Standard S= Supporting Standard
C 8.1B S
(1) History. The student understands traditional historical points of reference in U.S. history through
1877.
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
C 8.3B S
(3) History. The student understands the foundations of representative government in the United
States.
(B) analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government
“The English king who ruled the 13 original colonies reserved the right to decide the fate of their colonies as well, but not alone. The colonists drew upon their claims to traditional English rights and insisted on raising their own representative assemblies.”
1.
What is the quote referring to by “representative assemblies”?
2.
The colonists were British citizens, and therefore were under the jurisdiction of British law. Give 2 reasons why the colonists felt they needed to have representative assemblies to make laws for their settlements.


3.
Give 2 examples of representative assemblies and explain their impact on the growth of representative government in colonial America.



Question
Number
3
Correct Standard(s)
Answer R=Readiness Standard S= Supporting Standard
B 8.1C S, 8.10A S
(1) History. The student understands traditional historical points of reference in U.S. history through
1877.
(C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the
Pilgrims and signing of the Mayflower Compact
(10) Geography. The student understands the location and characteristics of places and regions of the United States, past and present.
(A) locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries
1607, founding of Jamestown
Our men were destroyed with cruel diseases . . . but for the most part they died of mere famine. . . Thus we lived for the space of five months in this miserable distress. . . . It pleased God after a while to send [the Virginia Indians] which were our mortal enemies to relieve us with . . . bread, corn, fish, and flesh in great plenty, which was the setting up of our [weak and starving] men; otherwise we had all perished.
1.
In what colony did the people face such harsh condition upon their arrival? How can you tell based on the quote?
2.
Based on your answer for # 1, why was the colony established?
3.
Based on your answer for #1, what year was the colony established?
4.
Based on your answer for # 3, what is the significance of that date?

1620, arrival of the Pilgrims and signing of the Mayflower Compact
1.
Based on the illustration, what event is occurring?
2.
Based on your answer for # 1, what document is quoted above?
3.
Based on your answer for #2, what was the significance of the document?
4.
Based on the illustration and the document, what year did they both occur?
On the map, label Jamestown, Virginia and Plymouth, Massachusetts. Give a geographic explanation for why these were the first English settlements in North America.

Question
Number
4
Correct Standard(s)
Answer R=Readiness Standard S= Supporting Standard
C 8.2A R
(2) History. The student understands the causes of exploration and colonization eras.
(A) identify reasons for European exploration and colonization of North America
1.
What 3 countries had settlements in North America?
2.
What motivated each country to colonize North America?
3.
Based on the motives listed above, what country do you feel would have the best relationship with the American Indians? Explain.

Question
Number
5
Correct Standard(s)
Answer R=Readiness Standard S= Supporting Standard
D 8.2B S
(2) History. The student understands the causes of exploration and colonization eras.
(B) compare political, economic, religious, and social reasons for the establishment of the 13 English colonies
13 English Colonies: Virginia, Massachusetts, Connecticut, Rhode Island, New Hampshire,
Delaware, North Carolina, South Carolina, Georgia, Maryland, New York, New Jersey,
Pennsylvania
What are some examples of political, economic, and social reasons for establishing the 13 colonies?
Political:
Economic:
Social:
Place each colony in the correct category (if a colony fits into two category, choose the one that fits BEST)
Economic Political Religious

Question
Number
6
Correct Standard(s)
Answer R=Readiness Standard S= Supporting Standard
A 8.3A R
(3) History. The student understands the foundations of representative government in the United
States.
(A) explain the reasons for the growth of representative government and institutions during the colonial period
England

Magna Carta

Parliament

English Bill of Rights

Mayflower Compact

Virginia House of
Burgesses

Fundamental Orders of
Connecticut
1.
List at least 3 reasons why the colonist would development representative governments in the colonies?
2.
Based on what you know about all the documents listed above (English and Colonial), do you think they will influence the United States in the future? Explain your answer.
“The English king who ruled the 13 original colonies reserved the right to decide the fate of their colonies as well,
but not alone. The colonists drew upon their claims to traditional English rights and insisted on raising their own
representative assemblies.”
4.
What is the quote referring to by “representative assemblies”
5.
What was the 1 st representative assembly in the colonies?

Question
Number
8
Correct Standard(s)
Answer R=Readiness Standard S= Supporting Standard
D 8.3C S
(3) History. The student understands the foundations of representative government in the United
States.
(C) describe how religion and virtue contributed to the growth of representative government in the
American colonies
“It is certainly true that a popular government cannot flourish without virtue in the people.”
Richard Henry Lee
Signer of the Declaration of Independence
1.
What does Mr. Lee mean by popular government?
2.
What does virtue mean?
3.
Overall what is Mr. Lee trying to express?
“Mrs. Hutchinson, the sentence of the court you hear is that you are banished from out of our jurisdiction as being a woman not fit for our society.”
4.
What religious group said this to Mrs. Hutchinson and why?
"Forced worship stinks in God's nostrils."
Roger Williams
6.
5.
Why did Roger Williams start the colony of Rhode Island?
What do you think he means by the quote above?

Question
Number
9
Correct Standard(s)
Answer R=Readiness Standard S= Supporting Standard
B 8.7C R
(7) History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War.
(C) analyze the impact of slavery on different sections of the United States
Label the colonial region you believe fits best with the picture and explain why.
Colonial Region:
Explanation:
Colonial Region:
Explanation:
Colonial Region:
Explanation:
1.
Which region is the most likely to use slaves as a cheap labor source? Explain.
2.
Using geography for your explanation, why are slaves necessary in only one region?

Question
Number
10
11
Correct Standard(s)
Answer R=Readiness Standard S= Supporting Standard
C 8.10B R
(10) Geography. The student understands the location and characteristics of places and regions of the United States, past and present.
(B) compare places and regions of the United States in terms of physical and human characteristics; and
A 8.10C R
(10) Geography. The student understands the location and characteristics of places and regions of the United States, past and present.
(C) analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States.
1.
Based on the map above, what do the cities of New York, Boston, and Charleston have in common?
2.
Why would these settlements have had high economic development during European colonization?

Question
Number
12
Correct Standard(s)
Answer R=Readiness Standard S= Supporting Standard
B 8.11A R
(11) Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century.
(A) analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries
Fill out the chart below to complete your 13 Colonies Math Equations.
13 Colonies Math
Climate + Geography = Economy
Colonial
Region
New England
Middle
Southern
Climate Geography Economy
1.
Based on your chart, which colonial region would have the highest population density? Explain.
2.
Based on your chart, which colonial region would have the lowest population density? Explain.

Question
Number
13
Correct Standard(s)
Answer R=Readiness Standard S= Supporting Standard
D 8.12A S
(12) Economics. The student understands why various sections of the United States developed different patterns of economic activity.
(A) identify economic differences among different regions of the United States
1.
What 3 states have the highest amount of slaves in 1740?
2.
What 3 states have the lowest amount of slaves in 1740?
3.
Do the states that have the highest and lowest amount of slaves have anything in common? Explain.
4.
Based on the graph in the map, what will happen to the slave population in the 1700’s in North
America?
5.
Do you agree with this estimate? Why?

Question
Number
14
Correct Standard(s)
Answer R=Readiness Standard S= Supporting Standard
B 8.12B R
(12) Economics. The student understands why various sections of the United States developed different patterns of economic activity.
(B) explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery
1.
What is being exported from the colonies to England?
2.
If you were the King of England, would owning the colonies be a priority to you? Explain.
3.
What was being imported into Jamestown, Virginia and why?
4.
What is a long-term impact of this triangular trade route?

Question
Number
15
20
Correct Standard(s)
Answer R=Readiness Standard S= Supporting Standard
D 8.12D R
(12) Economics. The student understands why various sections of the United States developed different patterns of economic activity.
(D) analyze the causes and effects of economic differences among different regions of the United
States at selected times in U.S. history.
A 8.12D R
(12) Economics. The student understands why various sections of the United States developed different patterns of economic activity.
(D) analyze the causes and effects of economic differences among different regions of the United
States at selected times in U.S. history.
1.
Describe the economy in New England.
2.
Using geography, why is that the economy in New
England?
3.
Describe the economy in the Middle Colonies.
4.
Using geography, why is that the economy in the
Middle Colonies?
5.
Describe the economy in the Southern Colonies.
6.
Using geography, why is that the economy in the
Southern Colonies?
7. What cheap labor source will be imported into the Southern colonies? Explain why?

Question
Number
Correct
Answer
Standard(s)
R=Readiness Standard S= Supporting Standard
16 B 8.20A S
(20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process.
(A) explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John
Locke, William Blackstone, and William Penn in the development of self-government in colonial
America
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their
Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.—
1.
What enlightened thinker influenced the document quoted above?
“Constant experience shows us that every man invested with power is apt to abuse it, and to carry his authority as far as it will go.”
Charles de Montesquieu
2.
Based on the quote above, why does Montesquieu say one man should not have all of the power?
Match the Individual with their contribution
_________Thomas Hooker
_________Charles de Montesquieu
_________John Locke
________William Blackstone
_________William Penn
A. Equality in Religion and Government
B. Guidelines for lawyers
C. Life, liberty, pursuit of Happiness
D. Separation of Powers
E. Fundamental Orders of Connecticut
1.
What is the significance of the Fundamental Orders of Connecticut?
2.
What did all of these contribute to?
3.
How does Charles de Montequieu’s contribution help prevent abuse of power?

Question Correct Standard(s)
Number
17
Answer R=Readiness Standard S= Supporting Standard
D 8.23A R
(23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries.
(A) identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration
Catholics:
Africans:
Label on the map, where each immigrant group settled and explain why.
Immigrant groups: Dutch, Swedes, British, Separatists (Pilgrims), Puritans, Quakers, Catholics, Africans
Dutch:
Swedes:
British:
Separatists (Pilgrims):
Puritans:
Quakers:
1.
Name one long term social effect if immigration into North America.

Question
Number
18
Correct Standard(s)
Answer R=Readiness Standard S= Supporting Standard
D 8.23E S, 8.25A S
(23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries.
(E) identify the political, social, and economic contributions of women to American society
8.25A
(25) Culture. The student understands the impact of religion on the American way of life.
(A) trace the development of religious freedom in the United States
“Mrs. Hutchinson, the sentence of the court you hear is that you are banished from out of our jurisdiction as being a woman not fit for our society.”
1.
What religious group said this to Mrs. Hutchinson and why?
"Forced worship stinks in God's nostrils."
Roger Williams
2. Why did Roger Williams start the colony of Rhode Island?
3. What do you think he means by the quote above?
The Toleration Act, passed on April 24, 1649, granted religious freedom to all who believed in the Trinity and that Jesus was the son of God. "...no person or persons whatever within this Province, or the islands, ports, harbors, creeks, or havens belonging to it, who professes to believe in Jesus Christ, shall from henceforth be any way troubled, harassed or embarrassed for ...his or her religion ..."
The Toleration Act of 1649 was passed in the colony that was originally founded for Catholics.
What was the name of that colony?
The Toleration Act of 1649 is similar to what Amendment of the U.S. Constitution?

Question
Number
19
Correct Standard(s)
Answer R=Readiness Standard S= Supporting Standard
A 8.25B S
(25) Culture. The student understands the impact of religion on the American way of life.
(B) describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings
1.
Why were so many different religions being practiced in colonial America?
2.
What long term effect will multiple religions have on politics?
How does this impact your life today?