CHAPTER 4 The American Colonies and Their Government ESSENTIAL QUESTIONS: How does geography influence the development of communities? Why do people create, structure, and change government? Table of Contents SS.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and intergovernmental relations in North America. SS.7.C.1.1 Recognize how Enlightenment ideas including Montesquieu s view of separation of power and John Locke s theories related to natural law and Locke s social contract influenced the Founding Fathers. SS.7.C.1.2 Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine s Common Sense had on colonists views of government. SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. SS.7.C.3.1 Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy). SS.7.C.3.2 Compare parliamentary, federal, confederal, and unitary systems of government. Add dates to the lines below upon completion. Date Title of Pages Page Spotlight on Content Vocabulary... 2-6 Lesson 1 Influences on Colonial Government Lesson Kickoff Activity:... 7 Lesson 1 Influences on Colonial Government Active Note-Taking Activity... 8-9 Lesson 1 Influences on Colonial Government Wax Museum Tour... 10-11 Lesson 2 Settlement, Culture, and Government of the Colonies Won t You Be My Neighbor?... 12 Lesson 2 Settlement, Culture, and Government of the Colonies Active Note-Taking Activity... 13-14 Lesson 2 Processing Activity Creating a Cloud of Colonial Characteristics... 15 Lesson 3 Disagreements with Great Britain Lesson Kickoff Activity Boiling Point... 16 Lesson 3: Disagreements with Great Britain Active Note-Taking Activity - Timeline... 17 Lesson 3: Disagreements with Great Britain Cross-Curricular - Were the Colonists Really Justified in Breaking Away from Great Britain?... 18-19 DIRECTIONS: After reading and reviewing this chapter, use the information you learned to answer the chapter s essential question in a paragraph below. 1
DIRECTIONS: As the content vocabulary is discussed throughout the chapter, fill in the graphic organizer below. At the end of the lesson, use each word in a meaningful sentence. Underline or highlight the word in each sentence. These sentences should prove mastery of the word. LESSON 1 democracy: a government in which citizens hold the power to rule direct democracy: a form of democracy in which the people vote firsthand representative democracy: a government in which citizens choose a smaller group to govern on their behalf republic: a representative democracy where citizens choose their lawmakers 2
limited government: the principle that a ruler or a government is not all-powerful Legislature: a group of people that makes the laws social contract: an agreement among people in a society with their government natural right: a freedom people possess relating to life, liberty, and property 3
LESSON 2 indentured servant: a worker who contracted with American colonists for food and shelter in return for his or her labor dissenter: one who opposes official or commonly held views economy: a system for making choices about ways to use scarce resources to make and distribute goods and services to fulfill people s needs and wants cash crop: a crop produced mainly for sale 4
plantation: a large estate LESSON 3 liberty: the quality or state of being free proclamation: an official, formal public announcement boycott: to refuse to purchase certain goods or services 5
repeal: to cancel a law duty: a tax on an imported good smuggling: the act of importing or exporting secretly, in violation of law and especially without paying duty on goods delegate: a representative to a meeting 6
LESSON 1 INFLUENCES ON AMERICAN COLONIAL GOVERNMENT ESSENTIAL QUESTIONS: How does geography influence the development of communities? Why do people create, structure, and change governments? WHAT INFLUENCES TEENAGERS? Influence v. to move or impel toward some sort of action Directions: Fill in the computer screen below with all the things and people that influence teenagers to think, act, or be a certain way. Draw a green star next to all the things and people that are positive influences and draw a red dot next to all the things and people that are negative influences. DISCUSSION QUESTIONS: 1. How do you determine which is a good influence versus a bad influence? 2. After generating your list of things and people that influence teenagers today, pick the three that have been the most influential to you. Explain why. 7
LESSON 1 I INFLUENCES ON AMERICAN COLONIAL GOVERNMENT The Foundations of Democracy Guiding Question: What ancient principles, traditions, and events have shaped the system of government we have today? 1. How did the Ancient Greeks influence the form of government we have today? pp. 84-85 Ancient Greeks The United States 2. In the boxes, illustrate the difference between a direct democracy and a representative democracy. Be sure to align the drawings under the country that had that form of democracy. p. 85 3. How did the Ancient Romans influence the form of government we have today? pp. 85-86 Ancient Romans The United States 4. How did England influence the form of government we have today? pp. 86-87 England The United States 8
Influence of the Enlightenment Guiding Question: How did Europe s Enlightenment influence ideas about government in what became the United States? 5. Enlightenment Thinkers: After reading about the main beliefs of the Enlightenment thinkers, fill in the thought bubble for each thinker based on how people should be governed. Thomas Hobbes John Locke Voltaire Baron de Montesquieu Jean-Jacques Rousseau The First Colonial Governments Guiding Question: How were the first English colonies in America shaped by earlier ideas about democracy and government? Jamestown House of Burgesses Mayflower Compact 6. List and describe the first governments formed in the English colonies. Why were they successful? pp. 90-91 9
LESSON 1 INFLUENCES ON COLONIAL GOVERNMENT TOUR THE WAX MUSEUM Directions: You have been hired by the museum to design a memorial plaque for each of these Enlightenment thinkers. To get to know them on a more personal level, you are going to have the unique opportunity to tour a wax museum and visit with these men. They have different views about how people should be governed, and you will have the chance to ask them questions about their views before designing their plaque. In the space below, write two questions you want to ask each Enlightenment thinker. Use the space below your questions to record their answers. Hobbes: 1. 2. Locke: 1. 2. Montesquieu: 1. 2. Voltaire: 1. 2. Rousseau: 1. 2. 10
LESSON 1 INFLUENCES ON COLONIAL GOVERNMENT TOUR THE WAX MUSEUM Directions: Now that you have completed your museum tour, you are ready to design memorial plaques for each of the Enlightenment thinkers. Your plaques must include: * Name of the memorial Ex: Voltaire Free Speech Memorial * Name of Enlightenment thinker. * Years lived * Ideas about how people should be governed * Important accomplishments * Influence on colonial government and history * Symbol on the plaque illustrating views on government 11
LESSON 2 SETTLEMENT, CULTURE, AND GOVERNMENT OF THE COLONIES ESSENTIAL QUESTIONS: How does geography influence the development of communities? Why do people create, structure, and change governments? WON T YOU BE MY NEIGHBOR Directions: Imagine that your family just moved from an overcrowded, urban neighborhood to a brand new subdivision in a rural area. Your new house is fantastic, but you are living in the middle of nowhere. There is not much to do in the surrounding areas except hunt, because it is a forested area and the population is so low. You want to try to lure people to move to your new subdivision. If the population in your neighborhood increases, then the city will be forced to build things to do around you. You need to create an advertisement to try to entice people to move to your area. Remember, they probably know very little about your neighborhood, so you have to be specific and provide them with reasons their move will enhance their prosperity. Be sure to color your advertisement! DEBRIEF AND DISCUSSION: 1. What persuasive techniques did you use to try to entice people to move to your neighborhood? 2. What was the most challenging part of designing your advertisement? Explain. 3. How do you think early settlers were convinced to move to the English colonies? 4. Not knowing what was in store for you in the North American English colonies; would you have taken a risk and moved with your family in 1650? Why or Why not? 12
LESSON 2 SETTLEMENT, CULTURE, AND GOVERNMENT OF THE COLONIES 1. List and explain the 2 main reasons people came to the English colonies in North America. pp. 92-93 Settling the English Colonies Guiding Question: Why did people settle in England s colonies in America? Colonial Life Guiding Questions: How was life in the colonies shaped by where people lived? 2. Use the textbook pages 94-96 to compare and contrast the three colonial regions in the graphic organizers. Southern Colonies Middle Colonies New England Colonies a. List the colonies that can be found in this region. b. Describe the geography and natural resources of this region. c. What is the economy based on in this region? d. Using the information above, draw a COLONIAL SEAL for each region. It should depict some of the important features discussed in this chart. Be sure to color your seal. 13
Colonial Government Guiding Question: What factors weakened the ties between England and its colonies? 3. How did the colonies govern themselves? pp. 96-97 14
LESSON 2 SETTLEMENT, CULTURE, AND GOVERNMENT OF THE COLONIES PROCESSING ACTIVITY CREATING A CLOUD OF COLONIAL CHARACTERISTICS Directions: After studying about the three different colonial regions, pick out at least 12 words you would use to describe that region. Creatively organize the words into a word cloud. Think about the placement, color, and size of the words. For example, words that are important should be bolder, larger, and written in a color that stands out. The New England cloud has been started for you. NEW ENGLAND P U R I T A N S If you had the opportunity to move to the colonies in 1650, which colonial region would you move to? Explain your choice using facts and information in Lesson 2. 15
LESSON 3 DISAGREEMENTS WITH GREAT BRITAIN ESSENTIAL QUESTION: Why do people create, structure, and change governments? BOILING POINT Scenario: Due to budget cuts, teaching and administrative positions have been reduced. Therefore, our school is now being led by a principal on the other side of the county. He has quickly changed our school policies and implemented the following rules: 1. Uniforms are mandatory for all students. Every time a student breaks the dress code, he/she is responsible for paying a fine of $5.00. 2. All textbooks must be purchased by students. 3. All students are required to pay a flat fee of $50 at the beginning of the year for all photocopied materials. 4. Any personal items students bring on campus are subject to use by any faculty member or administrator, including cell phones, food, drinks, electronic devices, and fashion accessories. Under no circumstances will faculty or administrators be required to reimburse students for any such use. 5. Student complaints must be made in person in the new principal s office between the hours of 10 AM and 2 PM, Monday through Friday. 6. Written complaints will be rejected. 7. Failure to comply with the new rules will result in harsh sanctions. DISCUSSION QUESTIONS: 1. How do these new rules make you feel? 2. What is going to be your response to these new rules? Why? 3. Who should be in charge of making the rules for your school? Explain why. 4. How were the colonies governed prior to 1763? Who made the rules? 5. MAKING A PREDICTION: What role do you think the rules are going to play in leading the colonists to their boiling point? Explain. 16
LESSON 3 DISAGREEMENTS WITH GREAT BRITAIN Directions: Using pages 98 105, fill in the events that led to the signing of the Declaration of Independence. With colored pencils, outline the box blue if the event described was an action by the colonists, and outline the box red if the event was an action by the British. Outline with both red and blue if the event describes both of them acting together. 1754-1763 French and Indian War Proclamation of 1763 1765 Stamp Act 1767 Townshend Acts 1773 Tea Act December 1773 Boston Tea Party 1774 Coercive Acts 1774 and 1775 First and Second Continental Congress July 4, 1776 Declaration of Independence 17
LESSON 3 DISAGREEMENTS WITH GREAT BRITAIN WERE THE COLONISTS REALLY JUSTIFIED IN BREAKING AWAY FROM GREAT BRITAIN? In the Declaration of Independence, Thomas Jefferson offers proof that the social contract between the colonists and Great Britain had been broken. He states that the purpose of government is to secure people s natural rights. From the Declaration of Independence: To secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, That whenever any form of government becomes destructive of these ends, it is the Right of the People to alter or abolish it, and to institute new Government. Directions: Do you agree with Thomas Jefferson? Reread the text in Lesson 3 and find evidence that supports both the patriot and loyalist causes. After you write your evidence in the chart below, take a stand, and write a short 2-3 paragraph response to the question: Were the colonists really justified in breaking away from Great Britain? (Check the box that applies) Page # Fact, Statement, Statistic, Questions Loyalist Support Patriot Support 18
LESSON 3 DISAGREEMENTS WITH GREAT BRITAIN SHORT RESPONSE: WERE THE COLONISTS REALLY JUSTIFIED IN BREAKING AWAY FROM GREAT BRITAIN? Directions: In the space below, write a 2-3 paragraph response to this question. Be sure to include the evidence you recorded in the chart on page 18 to support your response. In addition, be sure to use traditional writing conventions and include a hook and a closing statement. 19