United

MI OPEN BOOK PROJECT

Beginnings through Revolution

States
History

Marlene Bailey, Denise Gallemore, Whitney Holdwick

Karyn Hutchinson, Denise Knapp, Sara Smith
United States

History -
Beginnings
through
Revolution
 The text of this book is licensed under a Creative Commons
NonCommercial-ShareAlike (CC-BY-NC-SA) license as part of
Michigan’s participation in the national #GoOpen movement.

This is version 1.6.2 of this resource, released in August of 2018.

Information on the latest version and updates are available on the

project homepage: http://textbooks.wmisd.org/dashboard.html

Attribution-NonCommercial-ShareAlike CC BY-NC-SA ii
 The Michigan Open Book About the Authors - US History - Beginnings through Revolution
Project Marlene Bailey
Elk Rapids Public Schools
Lakeland Elementary School
Marlene Bailey serves as an elementary social studies chair for the Elk Rapids school
Project Manager: Dave Johnson,
district Curriculum Committee. She holds a bachelor of science degree in Education from
Wexford-Missaukee Intermediate School Michigan State University and a graduate degree in Curriculum and Instruction from Louis
District National University. Bailey has more than 30 years of classroom experience with at least 20
years of teaching fifth grade social studies. Currently part of an International Baccalaureate
5th Grade Team Editor: Susan Laninga,
Grand Valley State University

5th Grade United States History - Denise Gallemore

Beginnings through Revolution Authors: Marysville Public Schools
Gardens Elementary School
Marlene Bailey, Elk Rapids Public Denise Gallemore has been teaching elementary school for 24 years. She earned her
Schools Masters of Teaching Degree from Wayne State University & her undergraduate from
Central Michigan University. Denise has taught at every grade level but most of her
Denise Gallemore, Marysville Public career ( 15 years) has been spent in 5th grade. She has taught 5th Grade Social Studies
to all sections at Gardens School, a state-recognized Beating The Odds School as well
Schools
as a Michigan Reward School. As well as teaching, Denise serves as a School
Improvement Chair, Leadership Team, & works hard at Community Service projects with
Whitney Holdwick, Harbor Beach Public
Schools

Karyn Hutchinson, Sault Ste. Marie Area Whitney Holdwick

Public Schools Harbor Beach Community Schools
Harbor Beach Middle School
Whitney Holdwick earned her Bachelor of Science degree in 2010 from Central
Michigan University with a focus in elementary education. She is currently working
toward her Master’s degree. Holdwick has worked in the classroom for five years,
teaching fifth and sixth graders. She is involved in many school committees and also
spends her time coaching basketball. Apart from teaching, Holdwick enjoys spending
her time with her family, which currently consists of a wonderful husband and adorable
little boy.
 Karyn Hutchinson

Sault Area Public Schools

Lincoln Elementary School

Karyn graduated summa cum laude from Lake Superior State University in 2003, where she
received her bachelor degree in elementary education. She went on to earn her master’s
degree in curriculum and instruction from Lake Superior State University. This is Karyn’s
12th year teaching in Sault Ste. Marie. She has 5 children and lives on Sugar Island with her
husband Tim and her children.

Denise Knapp
Wyandotte Public Schools
Washington Elementary
Teaching is a second career for me. I have been involved in many projects. Through the
Michigan Economics Council I was a program presenter and a Crystal Apple recipient for
Economics Education. I have been involved in Class A assessment writing and have
participated in the new teacher training committee for writing. Currently teaching 5th grade,
but have taught 3rd, 6th, 7th, and 8th grade as well. Masters in Education as an inclusion
specialist. Married for 31 years, two adult children, and one granddaughter.

Sara Smith

Laker School District

Laker Elementary School

Sara is a fifth grade teacher at Laker Elementary. She graduated from Laker High School
in 2007 and from Saginaw Valley State University in 2011. Sara is currently working on
her Masters degree through SVSU.
She was hired by Lakers in February of 2012 and has been there ever since. She runs
several clubs for her school including recycling, dance, and underwater robotics.
Outside of school, Sara is involved with several activities. She runs her own business and
recently bought a house. Sara spends a lot of her time working on her house and serving
on different community boards. In her spare time, you can find Sara reading, playing
piano, or spending time on the beach!
Chapter 1

Studying

History

Questions to Guide Inquiry

What is Social Studies?

How do Historians study the past?

Section 1

What is Social Studies?

QUESTIONS TO GUIDE INQUIRY

1. What is Social Studies? “Our greatest glory is not in never falling,

2. How do historians study the past?

but in rising every time we fall.”

-Confucius

What is social studies? Think about what it means to be social

(interact with individual people and groups) and what it means to
study something. Put those two thoughts together and you have a
basic definition of social studies. It is the study of how people
interact with their world, work together, how we use our resources,
and how we got to where we are today.

The social sciences (social studies) are divided into several core
content areas, or strands, in our public schools: civics, geography,

6
economics, and history.  There are other fields as well. Geography is another core strand of social studies.  In

Psychology, sociology, archaeology, and anthropology

are four more examples. Each of these fields have a
very important place in social studies, and throughout
this school year, you will have a chance to look at each
one as it relates to the earliest history of the United
States, the focus for 5th grade.   

People who study Civics are known as political

scientists. Political Scientists study various forms of
government, how they work, and how they affect the
people that live under their influence.   As Americans,
we have many rights that people in other countries
don’t necessarily have.  People interested in this area
of social studies tend to have careers like lawyers and
politicians, writers, journalists, business creators
(entrepreneurs), and teachers.  

7
this branch, people focus mainly on the physical
environment and the interactions people have with it.
The places people inhabit influence the way they live
and the cultures that develop there. Geographers
  use
many different kinds of maps.  They also study the
way people use the resources we have on earth and
how that usage changes our world (positively and
negatively).  People in this field have discovered the
locations of important resources and developed
technology for geospatial studies.  Geographers work
in many industries as well as in government to study
land use patterns, and create
Interactive 1.1 United
plans for future land States Interactive Map

development. When we study

history this year, we need to
think about how the geography
of the United States impacted
where people settled and how
they acted. Have some fun thinking like a
geographer and exploring the
geography of the United States
with this embedded map.
(Requires internet connectivity)

8
Economics is the study of the choices people make
based on their available resources; time, money, and
opportunity.  Economists look at the resources people
have and the best ways to use them. They look at how
people spend the money they have, and ways people
can make money.  People in this branch of social
studies tend to be bankers, accountants, financial
planners, politicians, business owners, teachers, and
anyone who works with money (including you and your
family).  

9
The last core strand of social studies is the one we will
be focusing on mostly this year...history!  Your studies
will be focusing mainly on American history. It is often
said that history is written by the victors. Historians
must look at everything they can to come to
conclusions about what happened in the past.
Historians become writers, teachers, public speakers,
and public servants in many ways.  The following
section explains the work of historians and details
about their studies.

10
Section 2

Thinking like a Historian

QUESTIONS TO GUIDE INQUIRY

1. How do historians study the past?

“Study history, study history. In history
lies all the secrets of statecraft”

- Winston Churchill

Human life began many thousands of years ago

and historians have a big job in front of them: To
tell our story.  They spend countless hours studying
artifacts, reading and researching, making inquiries, and forming
inferences based on the knowledge they gather.  They have taken
their research and created timelines for us to easily see our history
and the history of the world in an organized way.  Because of the
hard work of historians, we know quite a bit about our human past. If
you like learning about the past, perhaps you will study more about
your family history or the history of your community. You, too, can
be a historian! 

11
Historians have a lot of sources available to them Historians can be very “high tech” these days.  They
when doing their research.  All of those sources fit into have many websites they use to find primary and
one of two categories, primary and secondary secondary documents to help them with their work.
sources.  Primary sources are first-hand documents, Throughout this school year, you will also have the
like journals and diaries,  pictures, artifacts, and other chance to work with some of these websites.  Two
resources that come directly from the past. Studying common sites for them are the National Archives and
primary documents and artifacts allow historians to the Library of Congress.  
reach conclusions about historical events and people.
Reading secondary
accounts can also be Activity:
Interactive 1.3 Primary and Interactive 1.4 Exploring
helpful because we can Secondary Sources the Library of Congress
Follow this link to start
learn about what other
exploring the Library of
historians think.  Historians
Congress Website. Find one
also work with secondary
primary source that
sources.  These might be
interests you that could
textbooks, websites,
share with your class.
Practice identifying the difference
biographies, artwork, or between primary and secondary
Explore the Library of Congress
sources with this drag and drop
website and find a primary source  Please realize, as you share
other  documents that widget.
that speaks to you.
this information, you are the
were written or created by
secondary source and your original document is still
a second person about the event or historical person.

12
 the primary source. This is your first step in becoming about information a site claims is true.  There are many
the next big historian.     credible websites in the world; you just have to know
where to find them. Your parents and your teachers
Even with all these wonderful websites, historians have
can help you find web sites that give you good
to be careful about what they choose to study.  It is
information.
important to know that not everything online is true!
 Believe it or not, some people put information online Websites that include works like wikis or have
that is not historically accurate, but they make it look information that anyone can comment on are generally
like it is.  Because of this, you need to be careful websites to steer away from.  On these sites, anyone
can comment on anything.  For example, someone

Image Credit: http://upload.wikimedia.org/wikipedia/commons/e/e2/Responsive_Web_Design.png

who isn’t a doctor could tell you how to fix a broken

bone.  Most of us would rather get that solution from a
Image source: Shutterstock/TZIDO SUN credible source, like a doctor!  

13
 Historians divide human history into two parts, BCE
(Before the Common Era) and CE (Common Era). BCE
are things that happened very long ago. An important
thing to realize is that you will often see times in
history listed by their century.  For example, many
events in the book you are about to read happened in
the 18th century.  You may think this means they
happened from 1800-1899.  However, this is not the
case.  The 1st century is the years 1-99, the 2nd
century starts with the year 100, and so on, so
Image Credit: https://c2.staticflickr.com/4/3046/2979246905_95fc4e14cb_z.jpg?zz=1

everything seems to be 100 years off, although it is

Historians also go to paper sources for information.
not. This means that 18th century events and people
 Your library probably has a wonderful non-fiction
took place in the 1700s.
section full of many books, magazines, and
newspapers with great information as well.  These
resources may take a little more effort to find.  It is
important to note that many resources have been
digitized, meaning that although they were only
available in paper copy in the past, you can now find
them on the web.

14
An example timeline from United States History
Section 3

Thinking Like A Political Scientist

QUESTIONS TO GUIDE INQUIRY Civics and Political Science

1. How do political scientists study
government? Civics is how people form organizations to solve problems in society
and help them get along with one another.  Political Science is the
study of all governments.  The people who study many different
governments are called Political Scientists.  As you will learn this
year, our United States government is based on important
documents like the US Constitution.  In our documents, we can read
about our country’s values and principles.  The laws and rules that
we follow come from these documents.  Not all countries have the
same laws, values or ways of governing themselves.    

Core Democratic Values are the fundamental beliefs and

constitutional principles of American society which unite all
Americans. These values are expressed in the Declaration of
Independence, the United States Constitution and other significant
documents, speeches, and writings of the nation. Below is a

15
definition of our core Democratic values and
Constitutional Principles.      Scroll through to read more on the Core
Democratic Values
Life ---Each person has the right to the protection of his
or her life.
Thinking like a Political Scientist

Liberty --Liberty includes the freedom to believe what

What is a good citizen? you want, freedom to choose your own friends, and to
have your own ideas and opinions, to express your ideas
What does government do?
in public, the right for people to meet in groups, the right
What are the basic values and principles of American to have any lawful job or business.
democracy?

What is the relationship of the United States to other The Pursuit of Happiness ---Each person can find
nations?   happiness in their own way, so long as they do not step
on the rights of others.
What are the roles of the citizen in American
democratic society?

Justice ---All people should be treated fairly in getting

the advantages and disadvantages of our country. No
group or person should be favored.

16
Section 4

Thinking Like a Geographer

QUESTIONS TO GUIDE INQUIRY Geography

1. How do Geographers Study Our World?
Geography is the study of the Earth’s surface, how it changes over
time, and how humans interact with the environment.  It includes the
study of place, landforms, bodies of water, and both physical and
human characteristics of all regions on the Earth.  Geographers use
tools like maps, globes, and Global Information Systems, such as
satellites.

You already know that maps are

very important to geographers
when it comes to interpreting the
world.  There is also a really good
chance that you have some
experience with maps already.  It
could be that you or someone
you know needed a map for
Image source: http://upload.wikimedia.org/wikipedia/commons/3/3a/
Two_girls_reading_map_of_NYC.jpg

17
directions to a location, you may have seen them in a studying the resources, the economic development, or
class, or you may have even used them to find your the types of vegetation of an area.
way around a place like an amusement park.  No
There are some things that most maps have in
matter what you use them for, maps are very handy
common.  For
tools!  
instance, most have
There are some basic things everyone needs to know something on them
about maps.  The first thing is that not all maps are the called a legend or a
same.  There are actually many different types of maps key.  In the legend,
like physical, climate, economic/resource, political, you will find some
road, and topographical.  You are probably most basic information
familiar with physical and political maps, but many about the map.  It
maps have their place in social studies. You may have will show you what
used some of the more specialized maps as well when different symbols
mean and what
different colors
represent.  The
legend may also
contain a scale.
 This tool helps you
see how far

18
distances are in real life.  It is the tool that allows us to
see the picture of a large place on a small map.

There will also often be a compass on the map.  This

helps orient the reader to the cardinal directions on the
map: north, south, east, and west.  It is important to
line up a map correctly.  Turning a map does not
change the actual directions on the earth. North is still
north, no matter which way the paper copy is facing. 

The last big thing you will see on some maps is a type
of grid system.  These lines are called the lines of
latitude and longitude.  If you have ever used a Image source: http://jeremyrenners.blogspot.com/2009/06/world-map-latitude-

Global Positioning System (GPS) device you have and-longitude.html

made good use of these lines, probably without

knowing it.  These lines are imaginary in that you can’t There are some very important lines of latitude and
physically see them, but we do use them to locate longitude that you may have heard of.  The main line of
places on Earth.  Two of these lines, the Prime latitude is the Equator. This line runs along the very
Meridian and International Date Line (longitude) and middle of the Earth.  There is also a line of longitude
the Equator (latitude) split the globe into four main called the Prime Meridian.  It goes through Greenwich,
hemispheres.  They are the North, South, East, and England. This line helps us with our global time
West Hemispheres.   system.  It is the reason that times make sense as
19
humans travel around the world.  If you have ever tried
to call someone in another country or somewhere else
in the United States, you have probably had to work
with this system.

Activity:  Use a globe and variety of maps: (state road map,

amusement park, vacation spot, etc.) to locate and describe the
characteristics of maps. Even an amusement park map may
contain many of these characteristics.  Use a blank outline map of
the world to identify the locations of the Prime Meridian/
International Date Line and the Equator as well as the Hemispheres.

20
Section 5

Thinking Like An Economist

QUESTIONS TO GUIDE INQUIRY Economics is a subject we live with every day of our lives.  If we get
1. How do economists study choices? up in the morning at 7 o’clock and go to bed again at 9 o’clock, we
have about 14 hours of time.  How we use that time, a resource in
our lives, is based on the economic idea of choice.  If we are given a
$20 bill for a birthday gift, how we spend that money is also an
Gallery 1.5 Chapter Organizer economic decision.  Time and money are resources we have.  The
amount of time and money we have is limited.  That is called
scarcity.  How we use that time and money are decisions we make
based on our wants and needs.  We make choices with both our
time and money.  Every time we do, we choose one thing over
another.  For example, if we decide to go to a movie with friends, we
have chosen not to do something else, like stay home and read or
go to the park with family.  The one thing you would have done
instead of the movie is called your opportunity cost.  So, if you
would have gone to the park with your family if you hadn’t gone to
 the movie, the park is your opportunity cost.

21
 Activity:  As you read about each event in history this year,
You have learned about many economic ideas in ask those same questions: What did the person or group
do?  They had a choice, just like you, so what was one thing
earlier grades, so this year, you might want to ask
they might have done if they didn’t do the thing you’re
economic questions as you read about the earliest reading about?  

beginnings of the United States.  Why did people

decide to travel across the oceans to North and South
America?  What did they expect to gain?  What did
they give up to do this?  Ask yourself, what are the
costs in pursuing the paths that people took
throughout our history?  How did these decisions
cause scarcity?  How do events from history relate to
the decisions people made about time and money?

Activity:  Think about your activities last night after school.  What
did you do?  What was the one thing you would have done if you
didn’t do that?  Talk with classmates about the choices you make
with your time and money, needs, your wants, and opportunity
costs.

22
Chapter 2

Three Worlds
Meet
Questions to Guide Inquiry

How did physical characteristics of place impact

the lives of Indigenous Peoples in various regions?

How did the location of three West African

empires impact the cultural and economic
development of each?

How did European exploration change the world?

Section 1

The First People of North America - Pacific Northwest

QUESTIONS TO GUIDE INQUIRY Coming to North America

1. How did physical characteristics of place
impact the lives of Indigenous Peoples in Have you ever wondered
various regions? about the first people who
lived on our continent? How
2. How was the culture of the Pacific
Northwest Native Americans influenced by did they get here? It is
the way the people adapted to and used believed by many historians
the climate and natural resources of the that thousands of years ago,
area?
hunters following herds of
animals like woolly mammoths
Vocabulary: and bison migrated (or
moved) to the Americas on
migrate
foot from Asia. This belief
human/environment interaction
assumes that they crossed
region over a frozen land bridge
natural resources caused by the Ice Age.

culture The Ice Age was when most of

the Earth’s water was frozen,
which resulted in more land being exposed, forming land bridges. One land bridge
was a narrow strip joining where Russia and Alaska are located today. After the Ice
Age, when the ice was melted and the water level rose, the land was once again

24
flooded. Over many thousands of years, these original hunters
migrated south and throughout the rest of North and South
America. We now call the descendants of these hunters and
travelers Indigenous Peoples.* There were many small groups
of these people and they developed unique cultures based on
where they settled and the resources available in those places.

* When the Museum of the American Indian was developing a name

for itself, it polled many native tribes and tribal leaders to find out
what name was acceptable to most of them. Most of the leadership
chose the name American Indians. In this text we're using
Indigenous Peoples based on the revised (2019) Michigan State
Standards

Settling in a Region

Among the many Indigenous civilizations that settled in North

America over thousands of years, many tribes settled in the
Pacific Northwest region. A region is an area that has one or
more features in common. If you look at the map on this page, In order to understand the Pacific Northwest Indigenous

what defining characteristics would have impacted the lives and Peoples, we need to learn about how they interacted with the

culture of the Pacific Northwest? The present day states that environment. The geographic theme of human and
would encompass this region are: Northern California, Oregon, environment interaction deals with ways in which people use,
Washington, and Southern Alaska. adapt to, or modify their environment.

25
Because of the location along the Pacific coast, there were many (deer, rabbits) gave the Pacific Northwest Indigenous People a
natural resources available to them. The natural resources of a steady source of food. This wealth allowed these tribes to be very
region are the natural materials (timber, fresh water, minerals, generous during their many celebrations, which usually included
etc.) that people use in different ways to meet their needs. a potlatch. The purpose of a potlatch is to give the most gifts to a
visitor. It showed the visitor that the giver had wealth enough to
give away and great social standing in the community. It also
allowed the community to benefit from the wealth of others.

What do you think might have been some of the most valuable
natural resources of the area?

How do you think the people of the Pacific Northwest interacted with Figure 2.1 Extension Activities
their environment?
Extension Activities
How did this interaction influence their culture? ● To learn more about the people of the Pacific
Northwest, click on the following link: http://
www.warpaths2peacepipes.com/native-american-
indians/northwest-native-americans.htm
Resources such as trees, wildlife, rivers, and the Pacific Ocean all
● Print off and color in the Pacific Northwest region
played an important part in the development of the culture of on a blank map, like the one available here: https://
Pacific Northwest tribal groups. One product used from trees is commons.wikimedia.org/wiki/
the lumber that was used to build canoes for traveling and plank File:Blank_US_Map_48states.svg

houses or long wooden homes. The bark of trees was also useful ● Writing Assignment: How did the Pacific
to craft baskets, as well as blankets, shoes, and clothing. Tall Northwest American people adapt to their
environment? What resources played an important part
vertical poles made from trees, called “Totem poles,” were
in their culture and why?
carved with the images of familiar animals from the Pacific region
to represent their families and their beliefs. The plentiful wildlife in
the rivers, ocean (fish, seals, whales, sea otters), and forests
26
Section 2

The First People of North America -Southwest

QUESTIONS TO GUIDE INQUIRY The Conditions of the Southwest

1. How did physical characteristics of place
Indigenous Peoples in the Southwest needed to be resourceful due to the climate
impact the lives of Indigenous Peoples in
various regions? and landscape of the region. One Indigenous group from the Southwest are the
Pueblo. Their name comes from the structures in which they lived among dry,
2. How was the culture of the Southwest
people influenced by the way they adapted rock canyons, in the present day states of southern California, Arizona, Nevada,
to and used the climate and natural Colorado, Utah, New Mexico, and Texas. Pueblos were structures built for
resources of the area? multiple family dwellings. These dwellings were made from adobe, a type of clay
that is formed and hardened into bricks when dried in the sun. Compared to the
people of the Pacific Northwest, people of the Southwest had very different
resources available to them that could be used for food, clothing, and shelter.
Vocabulary:
The region was hot and dry with few trees and plants and only a few rivers flowing
drought
throughout. Droughts, or long periods of dry weather with very little precipitation,
irrigation
were a real threat to this area. Because there wasn’t much variety or abundance of
pueblo plant life, there weren’t many animals in the area, either. Occasionally there were
adobe wild turkeys, coyotes, rodents, and other small game, but meat was not readily

How do you think the Southwest Indigenous People were able to grow crops if
it was so dry?

27
available to eat and the Southwest people had to find alternate
food sources. So, they became farmers and grew what they Additional Student Activities
needed. Student Activities:

Again, the Southwest Indigenous groups needed to be ● To learn more about the Indigenous
People of the Southwest region, click on the
resourceful. They used irrigation, which is a method of moving following link: http://
water to crops on dry land. They dug ditches to help transfer nativeamericanadventures.weebly.com/southwe
st.html or http://
water and built reservoirs to catch water whenever it rained. This
www.warpaths2peacepipes.com/native-
allowed them to grow crops like corn, beans, squash, melons, american-indians/southwest-native-
and others. Pottery, made from the clay of the area and baskets, americans.htm
made from grasses, were used as storage containers. ● Color in the Southwest region on a blank
map, like the one You started in the last section
While pottery and baskets had functional purposes, they were
● Writing Assignment: How did the
also pieces of art. Along with pottery and baskets, Southwest Southwest American Indigenous People adapt
people made kachina dolls (pictured on the right and below), to their environment? What resources played an
important part in their culture and why?
which represented spirits who controlled many aspects of their
world. They sang songs and performed ● Create an account on https://quizlet.com/.
Then, generate a study guide for the information
dances to these spirits as part of their culture.
learned about the Pacific Northwest and their
culture.

28
The First People of North America - Eastern Woodlands

QUESTIONS TO GUIDE INQUIRY Dividing the Region

1. How did physical characteristics of place
impact the lives of Indigenous Peoples in
A large area of evergreen and deciduous trees and forests, known as
various regions? woodlands, was home to many Indigenous Peoples. These groups had many
differences: they spoke different languages, had different customs, houses, and
2. How was the culture of the Eastern
Woodland Indigenous groups influenced by government systems. They did, however, have some similarities; they lived in a
the way people adapted to and used the region filled with many rivers, lakes, animals, and an abundant supply of trees.
climate and natural resources of the area? How they lived depended on where they settled in this region.

Because this region encompasses a large amount of land, there are many
Vocabulary: differences between the civilizations that settled there. So, to better understand
trade: buying, selling, or exchanging goods the settlements, the Eastern Woodlands have been divided into two sub-regions:
the Northeast and the Southeast.
woodlands: areas of land covered with many
trees (forests)

boundary: a line that separates the land of one

group from the land of another How do you think living in the Northeast would be different from living in the
Southeast?
confederacy: an alliance of groups that come
together for a purpose

29
 Interactive 2.1 Eastern Woodland Tribes
How do you think people of this region used the forests?

One way the people used the forest was to build houses.
One group in particular, the Haudensaunee, or Iroquois, used
trees to build longhouses, which were long wooden homes that
held more than one family. Longhouses were like the apartments

Northeastern Tribes of today. Other types of woodland homes included the wigwam,
or birchbark home. Trees were also used to make boats, clothing,
and tools. The boats would be used on the rivers and lakes as a
Southeastern Tribes
form of transportation. These rivers and lakes became important
for the establishment of trade between groups. Trade is the
buying, selling, or exchanging of goods. This allowed goods to be
moved to areas where they were not common or could not be
found. An example would be that one group traded corn products
Image source: http://en.wikipedia.org/wiki/Indigenous_peoples_of_the_Southeastern_Woodlands#/
media/File:Nordamerikanische_Kulturareale_en.png like ground meal for birchbark baskets, which came from birch
trees (only available in other areas).
Living in the Northeast meant that the people experienced all four
seasons. This region also offers a wide variety of physical The people fished the many rivers and lakes and hunted in the
features. The Indigenous People who lived along the Atlantic sea woodlands for their food. Deer was commonly hunted and the
coast lived differently from those in the Appalachian mountains hide was used for clothing. Rabbits and turkey were other animal
or those who lived in the river valleys of a large river, or along the food sources. Farming was also a common way to get food, but
banks of the many lakes. The most common characteristic growing seasons weren’t very long due to the climate. Because
throughout this region, and arguably the most valuable, were the
forests.
30
they had all four seasons and cold winters, Indigenous
groups in the Northeast had to use their resources
differently than the tribes of the Southeast.

The Southeast provided a different landscape for

tribes who lived there. While much of the land was
woodland, there were also coastal plains with saltwater
marshes, river valleys, mountains, and the Everglades. The
climate in the Southeast was milder, which allowed growing
seasons for crops to be longer. Trees played an important
role in the lives of people in the Southeast. They were used
to make tools, houses, and boats for transportation and
trading. Forests were used to hunt game and gather nuts
and berries; rivers and coasts were also a source for fish
and seafood. For shelter, these people built chickees,
covered with palm leaves. as well as shelters on stilts to
protect them from high water, snakes, and crawling Oneida, Onondaga, and Cayuga. The Tuscarora later joined the
insects. confederation, bringing confederacy to six tribes or nations. Land
was communally used between these nations, but boundaries,
lines that separates the land of one group from the land of
The Iroquois another, were used for hunting and farming. It is important to
As mentioned earlier, the Haudenosaunee or Iroquois were a note, though, that the Iroquois nations believed that no one
tribe of the Northeast. They were an important group that person owned the land.
established a confederacy, which is an alliance of groups that
come together for a purpose. It is a kind of government. There In order to come together and agree on issues, these nations
were originally five tribes that were a part of the Iroquois were governed by The Great Council, which was made up of
Confederacy. The tribes included were: the Mohawk, Seneca, between eight and fourteen representatives. The representatives

31
were chosen by the clan mothers and they would meet to the central plaza were homes made with mud and a thatched roof
discuss and come to a consensus on political topics. and beyond the homes was land used for farming.

The Creek

The Creek, also Additional Student Activities

known as the Muskogee,
Student Activities:
were a group that lived along
● Color in the Northeast and Southeast
rivers of the Southeast in
(Eastern Woodlands) region on a blank
North America. They, too, map, like the one you started in the last
had a confederacy. Each section
town chose a leader and the ● Writing Assignment: How did the
leaders would meet with Eastern Woodland people adapt to their
townspeople to make environment? What resources played an
important part in their culture and why?
decisions. These meetings
were typically carried out in ● Go to https://quizlet.com/ (hopefully
you’ve created an account) to create a
the round house, which was
study guide for the information learned
a key structure in the central about the Eastern Woodland and their
plaza of a Creek village. culture. Include information about men’ s
Creek villages had a central plaza where they would have and women’s roles, as well as how they
used their natural resources.
religious ceremonies, festivals, dances, and meetings. Beyond

32
Section 4

West African Empires - Ghana

QUESTIONS TO GUIDE INQUIRY Introduction to Africa

1. How did the location of the three empires
The continent of Africa is far away from North America. How the lives of
impact the cultural and economic
development of each? the North American Indigenous Peoples, Africans, and Europeans came together
in the 17th century is a very important part of United States history. It is
2. What led to Ghana’s growth and demise as
important to learn about each of these groups and how they lived before
an empire?
interacting with one another in the Western Hemisphere.
Vocabulary:

tropical rainforest If you and a friend could trade with each other
Interactive 2.2 How Big Is for something you both wanted and the other
savanna
Africa?
person had, what would you trade? Is the value
drought
of those products similar? Would you ever
Islam
consider trading gold for salt? Why or why not?
Muslim Well, in ancient African empires, which were a
empire variety of territories and groups controlled by one
oral history government, that is exactly what they did.

griot Africa is a huge continent, the second largest

To give you an idea of how big
interdependence Africa is, follow this link to see of the seven. Today, Africa contains over fifty
how many countries can fit inside
of it.
countries and hundreds of cultures. There are
also more than 2,000 languages that

33
are spoken there now. Africa has a deep history with evidence of experience droughts. Droughts occur when there is a lack of rain
the earliest humans being found there. There are five regions in (dry weather) that is harmful to crops. These diverse vegetation
Africa, but Western Africa is going to be our focus. regions led to the rise of three empires.

Western Africa is home to three different major vegetation

regions. These regions all played an important role in the
development of early African empires. The northern vegetation
region of West Africa is the Sahara desert, the world’s largest hot
desert. The southern part of West Africa is quite the opposite.
There lies the tropical rainforest, which is a forest in a tropical
area that has lots of rain and is very hot from being near the
equator. In between the Sahara desert and the tropical rainforest
is the savanna, a region with tall grasses and a few trees.
Savannas have a short rainy season, and therefore often

34
The Rise and Fall of an Empire each other. Crossing the Sahara
Desert presented challenges,
Remember one of the initial
because of the extreme heat and

questions about trade - would you

lack of water. That kind of travel

think that anyone would ever trade

became easier using camels.

salt for gold? People of Western

Regular trade routes grew and at the

Africa would and they did. Salt was

center of those trade routes was

an abundant resource in the Sahara

Ghana. Look on the map of Africa

desert. It was used to preserve

to see where the empire of Ghana

food, which was necessary for those

developed.

who lived in the rainforest of

southern West Africa.

Ghana rose in power around the
year 700 C.E. (A.D.) and was located
Gold, on the other hand, was an
between the desert and rainforest in
abundant resource in the tropical
the savanna region. It was directly
rainforest. It was a valuable resource
between the two sought-after
because it was desired in Europe
resources: gold and salt. The early
and Asia. There was so much gold
kingdom (not to be confused with
in the rainforest that it wasn’t very
the current country, Ghana), had
valuable to those who lived there.
started long before year 700. The
Since these people needed salt to
people there traded goods and
preserve their food and had a lot of
farmed in their small villages made up of family compounds.
gold, they could trade what they had for what they needed. This
These families would join together to listen to griots, storytellers
trade of goods built an interdependence, the quality of mutually
responsible for remembering and telling about an area’s history.
relying on others, among groups in Western Africa.
Because there was no written language, oral history was
How do you imagine that people were able to trade resources? important. Oral history is information that is passed down by
They had to cross vast expanses of land to be able to trade with speaking and is not always written down.

35
 Within these villages, Africans mined iron ore and used it to
build tools for farming and weapons for fighting. These weapons, Suggested Extension Activities
along with its location, gave Ghana an upper edge in defeating
Student Activities:
smaller, weaker groups in its rise to power.
● Visit the following websites to learn more about
Because they were located near two valuable resources, Ghana:
they soon began to control the trade. They taxed traders that ○ http://africa.mrdonn.org/ghana.html
came into Ghana with goods to trade. In exchange, Ghana
○ http://www.ducksters.com/history/africa/
offered traders a safe environment. Ghana soon became wealthy
empire_of_ancient_ghana.php
from these taxes and used the money to strengthen their army.
● Create a classroom timeline of important events that
As traders from different areas came to Ghana, they brought tells the story of Ghana. Be sure to give not only dates,
but also the important things that happened. Draw
with them new ideas and beliefs. Most traders that came across
pictures to go with these events. You could also create an
the Sahara desert were Muslims. A Muslim is someone who interactive one by going here: http://
follows and believes the Islamic religion. Islam is a major religion www.readwritethink.org/files/resources/interactives/
timeline_2/.
of the world, with the belief that there is only one god and that
Muhammad was his most important prophet. Ghana started to
use and incorporate some of these religious beliefs and ideas into
their culture.

Around the year 1100, Ghana started to decline. It was hurt

by a severe drought, coupled with an attack from an outside
force. A new leader came to power in Ghana, but was easily
defeated by the ruler of Mali, who was called Sundiata. Mali soon
took over the empire that was once Ghana.

36
Section 5

Western African Empires - Mali

QUESTIONS TO GUIDE INQUIRY

A New Empire Rises
1. How did the location of the three empires
As Ghana fell, a new empire, Mali, came to power. Mali rose as a powerful empire
impact the cultural and economic
development of each? around the year 1200. It began as a small city-state of Ghana, but when Mali’s
leader, Sundiata, led a rebellion against Ghana, they took over the territory and
2. What led to Mali’s growth and demise as an
empire? power that was once Ghana’s. Once Mali (under Sundiata’s rule) came into power,
they acquired even more land and took over the gold and salt trade that Ghana
once controlled. Trading was expanded to include Egypt. This helped increase
Vocabulary: Mali’s wealth and this wealth helped them to strengthen their army. Look at the
pilgrimage map below to see how Ghana and Mali together became the single empire of Mali.

The most famous ruler of Mali was Mansa Musa. Mansa Musa was a strong ruler
who used Mali’s money wisely. He built up the army, but also built up the empire.
The popular city, Timbuktu, was enhanced and became a place to learn. People
would come to study medicine, astronomy, or mathematics. He also adopted
Islam and went on a pilgrimage to the city of Mecca in Southwestern Asia. A
pilgrimage is a journey to a sacred place. Mansa Musa’s pilgrimage brought a lot
of attention and trade money to Mali.

After Mansa Musa died, Mali struggled. Weaker rulers came into power and the
empire began to decline in the year 1400. This presented the opportunity for
smaller kingdoms to attack and rebel, thus weakening the empire further.

37
 Eventually, Mali lost control of the trade routes and fell out of Suggested Student Activities

power.
Student Activities:

● To explore more about Mali, visit the

following websites:

○ http://www.ducksters.com/history/africa/
empire_of_ancient_mali.php

○ http://africa.mrdonn.org/mali.html

○ http://www.livebinders.com/play/play?
id=787442

● Create a classroom timeline of important

events that tells the story of Mali. Be sure to give
not only dates, but also the important things that
happened. Draw pictures to go with these
events. You could also create an interactive one
by going here: http://www.readwritethink.org/
files/resources/interactives/timeline_2/.

The map above shows the ancient empire, Mali. What do you
notice when you compare and contrast the map of Ghana with the
one from Mali in the previous section?

38
Section 6

Western African Empires - Songhai

QUESTIONS TO GUIDE INQUIRY Another Power Comes into Control

1. How did the location of the three empires
The decline of Mali led to the rise of Songhai. Songhai was a small kingdom
impact the cultural and economic
development of each? that had been ruled by Mali. After Mansa Musa’s death, the people of Songhai
were not happy with the new rule. Under their leader, Sonni Ali, they took over
2. What led to Songhai’s growth and demise
as an empire? what was once Mali around 1400. Sonni Ali took over the trade routes and created
a huge army for Songhai. He expanded the territory and Songhai became much
larger than Mali.

Songhai thrived for many years - expanding

Interactive 2.3 Sonni Ali territory, encouraging learning, and continuing to
offer a place of study for Muslim scholars.
However, once Sonni Ali died, his son became
ruler and he was quickly overthrown by Askia
Muhammad, a military leader. After this,
Songhai struggled with poor leadership. The
poor leadership led to a civil war among
kingdoms within the empire and Songhai
Learn more about Songhai leader
Sonni Ali at this website. became difficult to manage and control. Once
(Requires internet connection)
weakened by fighting and drought, an army
from North Africa came in and invaded Songhai.
Like the two previous empires, Songhai fell apart.

39
 Suggested Student Activities

Student Activities:

● Visit the following websites to learn more

about Songhai:

○ http://africa.mrdonn.org/songhay.html

○ http://www.ducksters.com/history/africa/
songhai_empire.php

● Create an analogy comparing the fall of

Ghana to the fall of Mali and the rise of the next
empires.

● Create a classroom timeline of important

events that tells the story of Songhai. Be sure to
give not only dates, but also the important things
that happened. Draw pictures to go with these
events. You could also create an interactive one
by going here: http://
www.readwritethink.org/files/resources/
interactives/timeline_2/.

The map above shows the once powerful empire, Songhai.

40
Section 7

Europe - Explorers Take to the Sea

QUESTIONS TO GUIDE INQUIRY Reasons to Explore

1. How did exploration change the world?
Have you ever wondered what sparked exploration? What do you think
2. What led Europeans to explore new areas? explorers were looking for when they went on their journeys? There were several
reasons for European exploration. One resource that encouraged exploration was
peppercorn. We call it pepper when we have it on our tables at dinnertime. Did
Vocabulary:
you ever think about where it comes from? Peppercorn was very important
astrolabe
because it was thought to be medicinal and it also seasoned and preserved
circumnavigate meats. Many Europeans desired spices like pepper and these were found in Asian
navigation countries, like China.

To get peppercorn, Europeans had to travel

across Europe and Asia, which was very time
consuming and difficult to do because of
mountains and large bodies of water they had
to go around or across. An overland trade
system was set up that connected Europe to
Asia. Imagine the following scenario:

Peppercorn started in Asia and at the first

checkpoint, a single peppercorn cost one gold
piece. It was then taken to the next

Peppercorn, pictured above. 41

checkpoint closer to Europe where it was traded for three gold
pieces. At the next checkpoint, it cost four gold pieces, and so
on.

With this overland system, it is easy to see why spices were so

expensive by the time they reached Europe. The journey to get
the spices was long and dangerous. This led to European
countries trying to find alternate routes to reach Asia for
resources, such as spices.

Finding new routes was challenging, though, because maps

at this time were very inaccurate. People could not view places
from above (an aerial view) like we can today to get an accurate
picture of the world around us. In order for maps to improve,
people needed to explore their surroundings. As explorers took
to the sea around them, other technologies began to be used and
navigation improved for explorers. Navigation is the science of
controlling the direction and location of a ship. One device that
aided navigation was the astrolabe, which is a navigational
The Astrolabe was not the only innovation that helped spark
instrument used by sailors to help them determine their location
exploration.
from the equator. The improvement of navigational technology
allowed explorers to venture further away from what was Image source: Performance Assessments of Social Studies Thinking (PASST)

known.This advancement in technology and exploration was very

cheaper and they would have more access to more resources.
beneficial to the rulers of nations. With more people willing to
This created competition between countries to try and be the first
explore the world around them, they had much to gain. Think
to explore something new. This push eventually led to many new
about the overland trade problem from earlier in the text; if
and wonderful discoveries, as well as an explorer being able to
explorers discovered a new route to Asia by sea, goods would be
circumnavigate or to sail all the way around the world.

42
Suggested Student Activities

Student Activities:

● Watch the short video on Christopher

Columbus to get a better idea of North
America’s discovery. https://
www.youtube.com/watch?v=aF_unlvjccA

● Choose one of the explorers from the

following list to create a poster and written
report. Be sure to use multiple sources and
have citations with your report. After the
reports are created, have a class
celebration where students present their
information as their explorer. http://
www.famous-explorers.com/european-
explorers/

43
Section 8

The Columbian Exchange

QUESTIONS TO GUIDE
Patent given to John Cabot from King Henry VII Interactive 2.4 Patent
INQUIRY given to John Cabot from
1. How did exploration King Henry VII
change the world?

2. How did the Columbian

Exchange impact the
Europeans, Africans, and
Indigenous Peoples, in
both positive and
negative ways?

Before you begin, read the patent

above (primary source) given to
John Cabot from King Henry VII.
Try to decipher its meaning. What
Vocabulary: do you think the King was
allowing John Cabot and his sons
convergence to do?
Image Source: http://www.heritage.nf.ca/articles/exploration/1496-cabot-patent.php
Columbian Exchange

slavery
New Lands and Discoveries

After using the widget above to decode the document, what predictions can
you make about European explorers and their rulers? What were their attitudes
towards other people and places that they “discovered?”

44
 The Voyages of Columbus

Interactive 2.5 Encounter As Europeans

Trailer continued to explore, they
encountered new and
exciting places, but also
new people. The patent
on the previous page
shows an example of the
Europeans’ perspective
on these new people and
The video above (Internet
Connection Required) is a trailer places, but what about the
for Jane Yolen’s book, Encounter thoughts of the natives
which tells the story of Columbus’
arrival from the perspective of the that the Europeans
native people.
encountered? How did
they feel about these
newcomers that came to explore, and in some cases, take
Image source: http://upload.wikimedia.org/wikipedia/commons/3/38/Viajes_de_colon_en.svg
their land and their resources?
some goods were traded and six Tainos were kidnapped,
Columbus’s travels to the western hemisphere had a profound
enslaved, and taken back to Spain.
impact on the world; the convergence, which is the process of
two or more things coming together, of the new world and old On Columbus’s next voyage, however, he had much more of an
world eventually changed the lives of the Indigenous Peoples, agenda. He searched for gold and other treasured goods, but
Europeans, and Africans in profound ways. he didn’t find much. This led to the enslavement of about 1,600
Indigenous Peoples, who he believed were hiding the riches.
Columbus made four trips to the western hemisphere between
500 more were taken back with him to Spain to be put into
1492 and 1506. During his first trip, there was only a little contact
slavery there. Only about 300 made it to Spain. Slavery is a
between the Europeans and the island natives called Tainos;
system in which powerful people buy and sell other human
beings who are then forced to work without pay or human
rights. As more 45
exploration and suffered greatly from enslavement. They
discoveries happened in Image 2.1 The Colombian Exchange were forced to perform long hours of
the Americas, Europeans grueling work in the hot sun. They
began to demand the contracted and died from European
resources available to diseases, for which they had no
make their own lives immunities. This led Europeans to search
better. This sparked the for a new workforce. Slavery had existed
transfer of people, plants, for thousands of years around the world,
and animals, between but not on such a massive scale. The
both Eastern and Western Europeans traveled to west Africa,
Hemispheres, across the enslaved many people, and took them to
Atlantic Ocean. This North, Central and South America, forcing
transfer was known as the them to work on the plantations that
Columbian Exchange. provided those products (sugar cane, rice,
Image source: Performance Assessments of Social Studies Thinking (PASST)
cotton, indigo) grown in the western
hemisphere. This was not merely
Eventually, many more Indigenous Peoples were forced into an economic exchange between Interactive 2.6 The
slavery and were made to collect gold. If they did not collect continents but a tragedy that Colombian Exchange
enough, they were punished, often by getting their hands cut off. exacted a huge toll on human
When sugar cane was brought to the islands of the Caribbean from cultures.
Europe, the Indigenous People were made to work on the large
farms that raised it. Sugar grew in popularity in Europe, so the
Europeans had to find a way to make enough to meet the growing
demand.
To gain a deeper understanding of
As more sugar cane was planted and grown in the Americas, more the Columbian Exchange and
workers were needed to harvest the crop. Indigenous People what was transferred among the
continents, watch this video
(Requires internet connection) 46
Suggested Student Activities

Student Activities:

● Write diary entries about the Columbian Exchange portraying three different
perspectives of people (Example: Indigenous Peoples, European Explorer,
enslaved African, European Ruler, etc.)

● Describe positive and negative effects of the Columbian Exchange. How did
it impact the world?

47
Chapter 3

Colonization
and
Settlement
Questions to Guide Inquiry:

Why did different colonial regions develop?

How did regions impact life in the emerging nation?

Image source: http://upload.wikimedia.org/wikipedia/commons/1/15/Treaty_of_Penn_with_Indians_by_Benjamin_West.jpg

Section 1

Beginning of Colonization

QUESTIONS TO GUIDE INQUIRY You, your classmates, and your community are diverse whether you realize it or
not. You probably come from different heritages, have differing religious beliefs,
1. Why did different colonial regions develop?
and have different family backgrounds. This is no different than both the
2. How did regions impact life in the emerging Indigenous Peoples already living in America, as well as the first colonists who 
nation?
came here. How did so many nationalities, cultural backgrounds, ethnic origins,
Vocabulary: and religious beliefs all end up in one
  country?
Patents
This unit will guide you to understand how European, Indigenous Peoples, Asian,
The Northwest Passage and African people all came to live together in the Western Hemisphere.

Image Source: http://www.zonu.com/images/500X0/2009-11-05-10846/The-Spread-of-Colonization-1600-1700.jpg

49
In the late 15th century, Christopher Columbus established the
foundation for later exploration of the Western Hemisphere.  His
idea that there existed a western water route between Europe and Interactive 3.1 Columbus Amerigo Vespucci, who
Asia began a century of exploration and discovery of the “New Voyage Map explored after Columbus, was

World”.  Although Columbus never fully realized that he was in an honored with the discovery of

area of the world most Europeans had no knowledge of, his the Americas on a 1507

travels eventually led to the founding of the United States. His German map.

confusion over the East and West Indies led to many Throughout the 16th century,
misunderstandings; one of the greatest was that he thought he
European explorers from many
was in Asia and interacting with the people there.
  In actuality, he
countries continued searching
was in the islands of the Caribbean Sea and interacting with the After completing this activity, for a water route to Asia.  This
Indigenous Peoples of the Western Hemisphere. compare where Columbus landed
to where he intended to travel. exploration would leave many
indigenous people enslaved,
their lands and resources taken, and their lives forever changed.

Gold was a resource that for centuries had been traded

throughout the continents of Europe, Africa, and Asia.  People
from those places had been traveling the Silk Road routes by
both land and water, trading gold, silk, gunpowder, salt, spices,
and a wide variety of other goods.  It was a dangerous and time-
consuming journey, but traders and travelers willing to risk
everything could become very wealthy.  Exploration in the
Western Hemisphere provided them new places to look for trade
goods.

Image source: https://upload.wikimedia.org/wikipedia/commons/b/b5/PietroCoppo.jpg

50
Spanish And French Colonization in the New World what would become the United States.  His group included
Spaniards, Indigenous Peoples, and Africans.
  The purpose of
The Western Hemisphere was called the “New World” by the many of the Spanish expeditions was to explore for “God, Gold,
occupants of Europe, Asia and Africa because it was ‘new’ to and Glory.”
them.  There were already many inhabitants on the continents of
both North and South America, but to call it the “New World” was In the South, the Spanish would continue their exploration and
a simple term from the perspective of people in the Eastern expansion in the new lands of the Western Hemisphere. The
  first
Hemisphere.   permanent European settlement at St. Augustine was established
in 1565. This was the northernmost outpost for Spain’s expanding
“New World” empire, St. Augustine:  This settlement gave Spain a
How do economic concepts like Needs, Wants, Goods, foothold in the southeast corner of North America. This area
and Trade relate to the travels of Columbus.
became a region of intense conflict and later led to the
establishment of the colony of Georgia by the English, but that
story comes later in English colonial history.
What were the Explorers looking for?
In the meantime, the French
Opportunities in the “New World” included the resources that were also exploring.  They, too,
abounded in this land.  Gold was not the only treasure.  There Interactive 3.2 New France
had been looking for a
were trees, plants, birds, fish, insects, and other animals not seen
waterway, called the
before in the Eastern Hemisphere.  Much of the land was fertile
Northwest Passage, from the
for farming.
Atlantic to the Pacific Ocean.
Juan Ponce de Leon began his quest motivated by rumors of a  In this exploration to the north,
“Fountain of Youth” north of the Caribbean Sea.  “La Florida” or France was able to claim
“a place of flowers” was the name he gave to this land and it territory along the St. Lawrence
River, and the Great Lakes.  To Learn more about New France in
eventually became the state of Florida.  In 1513, he claimed this this video (Requires Internet
land for Spain.  Explorers such as Francisco Vasquez de the south, they claimed land in Connection)

Coronado led expeditions in 1540 into the southwest region of and around what became

51
Georgia and the Carolinas.  Fear of a French invasion into the Analyzing a Primary
Interactive 3.3 Patent
lands claimed by Spain, though, led the Spanish to destroy the Document Granted by King Henry VII
first of the French settlements that were built within this southern to John Cabot
region.  We don’t often read about this dispute between the The patents, documents
Spanish and French in North America.  Because of this dispute, provided by the kings and
the French relocated North to Quebec, a province/city in queens of Europe, allowed
modern-day Canada. European explorers to take
many liberties over other human
As you may recall, Spain had financed Columbus’s travels.  Thus, beings.  Native people were
Spain had been claiming the newly discovered lands for seen by Europeans as “less
themselves.  “Newly discovered” and “occupied by Indigenous than human” and “uncivilized.”
Peoples" would seem to be conflicting ideas.  During this time  This meant that the lands, goods, and lives of natives could be
period though, Europeans did not see things this way. They relied taken with no regard for their humanity and no consequences to
on the Christian religion of the 14th and 15th century as the the explorers.
guideline for determining who and what they could claim, such
as “regions or provinces of heathens and infidels.“ How do you think the wording of these patents would affect the
thinking and interaction of those coming to the “New World”?

Classroom Activity:  Study a map of the western hemisphere.

 Where might students think the discovery of a Northwest Passage
might have been a possibility?  Why was this waterway difficult to Europe was crowded, dirty, and the opportunities for a
travel at that time?  Why do we not use this waterway today? prosperous life were minimal.  With this in mind, once the
Europeans were aware of the vast lands in the Western
Hemisphere, they began to think about moving.  Also, many
countries in Europe saw the opportunity to colonize the “newly
discovered” landmasses and take advantage of the resources
there.   This takes us to the beginnings of many countries in the
western hemisphere, including the United States.
52
Section 2

The Southern Colonies

QUESTIONS TO GUIDE INQUIRY

1. Why did different colonial regions develop? How would the geographic features and economic activities of the southern
region lead to the development of slavery in this region of America?
2. How did regions impact life in the emerging
nation?

Vocabulary:
The English wanted to capitalize on all of the new-found wealth that was coming
Charter
out of the new lands.  Queen Elizabeth I gave Sir Walter Raleigh a charter.  This
Joint Venture Company
document granted him the right to establish a colony in North America, to find
Indentured Servants
gold and other resources.  This colony, Virginia, was named in honor of the queen.
Proprietary Colony

Funding for the travel and development would be left to Raleigh.

He gathered up 100 men, who had little to no experience in
surviving off any land or region and they set sail. Raleigh decided
to establish this first English settlement on Roanoke Island, in
what is now the state of North Carolina.

Although groups coming to the western hemisphere were sailing on

the Atlantic Ocean with water all around, it was salt water and thus
not usable for drinking or bathing. Space was limited, and there was
nowhere to go for privacy. Using all of your senses, think about what
even just one day on the voyage would be like.  

The Lost Colony of Roanoke 53

Roanoke Map, circa 1590-Library of Congress

What would it take to survive in the wilderness?     before winter.  John White set sail for England and the much
needed supplies.
An area on Roanoke Island was decided on for settling.
 Unfortunately, it was too late in the season to plant crops.  The When White arrived back in England, he found the country at war
local native people assisted the settlers and helped in providing with Spain.  This prevented his return to Roanoke with the
food.  In spite of their generosity, Ralph Lane, who was the leader, supplies.  It took nearly three years before he managed to make it
had little respect for the tribe.  His conflicts with them led to his back.  What he found was curious and would, to this day, leave
death. Following this, the tribe then refused to assist the settlers, historians asking the question, “What became of the settlers of
leaving them with only the supplies they had brought from Roanoke?”  Very few clues to their fate were discovered.  Two
England.  Thus, when Sir Francis Drake, another explorer, arrived carvings in trees were found.  One read “CRO” and the other
in the area in 1586, the settlers begged him to take them home. “CROATOAN.”  
 The first English attempt at settling the “New World” was a
The Croatoan were a local Indigenous tribe. Had the
  settlers
failure.
been attacked? Was the  decision made to join this tribe? These
In the summer of 1587 Sir Walter Raleigh made a second attempt  questions remain unanswered today. Another   clue was the
at settling at Roanoke.  He financed a voyage of 150 persons. discovery of some family treasures White had left buried at the
They arrived in late July.  John White was in charge as governor. settlement. The  maps and drawings were destroyed, and the
He had been accompanied on the voyage by his daughter books were missing their covers.  White returned to England.
Eleanor Dare and her husband. Shortly after their arrival, Eleanor  Neither he nor
gave birth to the first English child born on new world soil.  Her Raleigh had the
parents named her Virginia. funding to make
a third attempt.
The colonists went to work fixing up the abandoned settlement,
 The Roanoke
repairing the houses they found and preparing a home.  This
settlement was
group was different from the first, as it included women and
abandoned.
children.  So, life in the colony began to take shape.  Near the end
of summer it was decided that more supplies would be needed

Image source: https://upload.wikimedia.org/wikipedia/commons/8/81/Croatoan.jpg

54
Jamestown and The Virginia Company The first year was difficult because the settlers arrived during the
winter.  Jamestown was the name given to the settlement. This
Private funding for development into the “New World” led to the location was swampy, the water was poor, and insects caused
establishment of joint venture companies.  In a joint venture the problems.  Of the 100 settlers, 29 were listed as “gentlemen.”
risk is shared among multiple investors.  One group created The  These were wealthy men, who were used to a comfortable
Virginia Company, a for-profit business, and a charter was lifestyle.  In Jamestown they were carving out a life in the
granted in 1606 by the English King James. Three directions were wilderness, altogether different from the one they’d been raised to
given to the company.  First they were to establish a trading post, live.  
second, search for gold, and finally look for a water route to Asia.
Over 30 tribes of Indigenous Peoples, most belonging to the
By December of 1606, three Powhatan Confederacy, lived in the area.  They were united under
ships were loaded with a leader who was given the name Powhatan by the settlers.
Interactive 3.4 Historic
supplies and 100 men set sail Jamestown Conflicts
  began almost instantly. The
  colonists, themselves,
for the colony.  Upon arriving, created trouble when they began stealing crops from the local
they had to make a decision as natives.  Powhatan’s daughter, Pocahontas, assisted the settlers.
to where to place the colony. With
  her help, the colony struggled to survive.
 Many factors went into the
decision of where to build.  

Learn more about Historic

Jamestown at this interactive
website (Requires Flash and
Internet Connectivity)

Think about the things that people need to survive.  What are
some of the factors that contribute to life in a successful
colony?  Why would one area be favored over another?   

55
At first, Jamestown lacked 150 new settlers with supplies.
effective leadership.  Not Interactive 3.5 John Smith They agreed to return and help Interactive 3.6 The Value
Biography of Tobacco
enough of the work was being reestablish the colony.
done by the ‘gentlemen’ and
John Rolfe began experimenting
thus, not enough food could be
with tobacco growing.  It is
grown.  It appeared as if the
believed that he was assisted by
colony would fail, but in 1608,
Pocahontas, whom he later
John Smith became President
married.  Tobacco became the
of the Council.  His leadership
“gold” that Jamestown needed
appeared to turn things around. Learn more about John Smith at Learn more about Tobacco in the
this website. to show a profit.  This cash crop early colonies at this video.
 His new policy was “You don’t
was very successful, and by
work, you don’t eat”.  Under his
1613 Rolfe was growing a plant called tobacco that was well liked
guidance the colony went back to the job of establishing a
by the people of
working settlement.  
England, and throughout
How do you think a law such as “You don’t work, you don’t Europe.
eat” could benefit a new, developing colony?
Men were coming to
Jamestown, but after
making some money,
Smith was injured severely when his gunpowder bag ignited in
they left and returned to
1609.  He returned to England.  While he was gone, the
England.  It was an
“gentlemen” returned to their old ways.  This time was known as
adventure to them.
the “starving time”.  That winter, without Smith leading the colony,
 Jamestown wanted and
over half of the settlers died.  The 60 survivors decided to
needed more permanent
abandon the settlement in the Spring.  They traveled down the
residents.  In 1619, three
James River and were met at the mouth of the river by a group of
major events occurred in
Image source: https://upload.wikimedia.org/wikipedia/
commons/d/d7/Pocahontas_Rolfe_crop.jpg 56
Jamestown.  Women, slaves, and self-rule appeared in the and the Virginia Company had faced, the family planned well for
colony. their colony.

The Virginia Company established the House of Burgesses, the By 1633, under the leadership of one of Calvert’s sons, the
first elected legislative body (government) in the colonies.  This expedition began.  Many of the settlers on the voyage came as
group was created in an effort to encourage craftsmen from indentured servants.  These people were given transportation
England to move to and settle in the colonies.  With the promise and housing in exchange for their labor once they arrived.  They
of a stable government, people might be more interested in were contractually bound for a set number of years, usually
moving to the colonies.  Craftsmen and their wives and families seven, to live and work in the colony to pay off their debt.
arrived and made the colonies their permanent home. Finally, as
agriculture started to develop, a cheap labor force was needed What would make someone willing to give up everything they
and slavery was established in the southern colonies. knew to travel to an unknown place to work for 5-7 years?  

How would life in the colony change when women,

 Advertisements were placed looking for people who had the
craftsmen, and slaves arrived to live there?
skills needed and desired for a new life in the colonies.  

Maryland and the Calverts

A wealthy Catholic family called the Calverts lived in England.

 They felt that the Church of England was persecuting them for
their religious practices.  George Calvert, the head of the family,
obtained a charter in 1632 to establish a for-profit, proprietary
colony in the “New World”.  Lord Baltimore, as Calvert was
known, was given instructions to name the colony in honor of
King Charles I’s wife, Henrietta Maria, so it was named Maryland.
 The colony would also allow them to freely and safely practice Image source: http://www.theglasgowstory.com/images/

their faith.  With prior knowledge of the difficulties that Roanoke TGSE00607_m.jpg

57
North and South Carolina Split colony.  Slavery contributed to the economic success of these
kinds of farms.
Although Roanoke, the lost colony, was situated on an island that
today is part of North Carolina, it was not part of the In the northern part of the Carolina region, many indentured
establishment of the Carolina colony.  King Charles of England servants from the Virginia colony moved and settled there.  The
had provided a land grant in 1663 for the establishment of a terms of their service had offered them land in exchange for years
colony between Virginia and Spanish Florida.  This was to be a of service.  They developed many small tobacco farms.  Later,
proprietary colony.  Eight wealthy gentlemen were assigned to lumber became a major economic activity.  Smaller farms and
run the colony as a business, and they were looking to make a harvesting trees for lumber did not call for a larger labor force.
profit in this new land. As the proprietors, or owners, they created  Thus, slavery did not expand in the northern part of Carolina.
a constitution for the settlement that gave some self-governing  Also, without a deep water harbor in the north, they did not have
power to the colonists, but most of the power was retained by the the ability to ship large amounts of goods back to Europe.  The
King Charles. population swelled as people continued to move into the
Carolinas, making it difficult to monitor and govern.  The
In the southern area of Carolina, a town called  Charlestown was differences in economic activities between the north and south
established in 1680. (Where do you think they came up with this also added to these difficulties.  By 1712 the settlement divided
name?)  A deep water harbor at this location allowed ships to into two
move easily, so Charlestown became a major trade center for this separate
region. colonies,

Many of the earliest settlers to this region had come from the South

Caribbean island of Barbados.  They had experience in growing Carolina and

cash crops on large farms, called plantations.  They also brought North

slaves from Africa with them to work these new super-farms. Carolina.

Indigo, a plant used to make blue dye, and rice, were perfectly
suited for the geography of this area.  These two cash crops led
to larger numbers of enslaved Africans being brought into the

Image source: http://www.georgiaencyclopedia.org/articles/history-archaeology/james-

58
oglethorpe-1696-1785
Georgia building successful colonies.  Potential colonists were
interviewed, and 116 men, women and children, with a variety of
Protection from Spanish and French invasion into the English skills and abilities were selected for travel to Georgia.
colonies was one of the main factors that led to the development
of the most southern of the 13 original colonies.  It was noted The Creek was an Indegnous group in the area. To succeed
  in
earlier in the chapter that Spain had established its presence in the region, Oglethorpe knew that he had to interact positively
Florida, and the French had been in the present day Carolinas with them.  Tomochichi was the leader of the Yamacraw group,
and Georgia.  As England extended its colonization southward, it who were part of the Creek tribe.   The two became friends.
became necessary to protect its colonists and growing assets in Oglethorpe
  eventually invited Tomochichi to England so that he
the New World. To facilitate this defensive measure, a military could meet King George II. Tomochichi told the Creek that they
man was recruited.  James Oglethorpe received a charter to should remember the kindness of the king and he hoped that a
establish the colony of Georgia from  King George II in 1732. friendly relationship would continue to exist between the
colonists and the native people.
Oglethorpe was not only a military leader, he was also a social
reformer.  This meant that he wanted to help change how people Originally Oglethorpe had a plan to raise silkworms.
were treated and lived in society.  He had an idea that this new Unfortunately, the industry did not succeed.  So an alternative
colony at the southern edge of England’s claimed lands should be economic activity was sought.  It was found that tobacco also
populated with debtors.  Debtors were people who owed money, grew well in the area, and colonists began growing it.  Eventually
and found themselves jailed because of their inability to pay the rice was also planted in the colony.  Slavery had originally been
money back.  By moving to the new colony, debtors could be banned in Georgia, and as the need for workers increased, some
released from debtors’ prison, and they could begin again fresh in settlers began to smuggle slaves into the area.  This ban was
Georgia.  Oglethorpe believed that these debtors would work lifted in 1750, and some of the South Carolina growers brought
hard at a second chance in life and slavery would not be slaves with them, as they began expanding into Georgia.  By the
necessary. 1760’s, slaves were being brought directly to this English colony
from Africa.
Although no debtors ever ended up going to Georgia, careful
consideration was given to the selection of colonists.  With over
100 years in North America, England had learned a lot about
59
Section 3

The Establishment of New England

QUESTIONS TO GUIDE INQUIRY

1. Why did different colonial regions develop?

How did the Church of England influence the founding of the New
2. How did regions impact life in the emerging England colonies?
nation?

Vocabulary:

Pilgrims
Plymouth Colony
Mayflower Compact

The traditions of Thanksgiving and this celebration of thanks, can trace its origins
to the Pilgrims.  Separatists, who had left the Church of England, had been
persecuted for their religious beliefs.  Early in the
1600’s, many of those that had refused to join the
church of England had moved to Holland, a
neighboring country in Europe.  The Separatists were
referred to as Pilgrims because they traveled for their
religious freedom.  

Unfortunately, in Holland, many Separatists began to

worry that their children were taking on too much of
the Dutch culture.  The decision was made by the
group to travel to North America to establish a

https://upload.wikimedia.org/wikipedia/commons/6/6e/The_First_Thanksgiving_cph.3g04961.jpg
60
settlement.  The original choice for a settlement was in the area of the ship, they created and signed an agreement, or compact.
Virginia, so in 1620 the Separatists petitioned the Virginia  This document, known as the Mayflower Compact, was meant
Company for a charter to build a colony. to prevent disagreements between the Separatists and the
outsiders who had traveled with them.  It has been used as a
model document for free people
By traveling to the Virginia region, how might the need
for English culture for their children be encouraged?
to live together as a community Interactive 3.7 The
without a supreme leader, such Mayflower Compact
as a king.  That was a new idea

By mid-summer of 1620, a group of settlers, of both Separatists that would grow throughout the

and those looking for new opportunities in the “new world”, establishment of colonies in

planned to set sail with supplies and two ships, The Speedwell North America.

and The Mayflower.  The Speedwell began to leak and turned

back, so   all of the people and supplies were moved to the
remaining ship, the Mayflower, and in September of 1620, it set Learn more about the Mayflower
sail.   Compact on this website.

How could the decision to take just one ship

jeopardize the success of this colony?  How could What made the Mayflower Compact such an important
it help? document to future groups and communities of people
who lived together in the colonies?

The voyage was long, cramped, and difficult. Their plans were
changed when a storm blew them north and off course.  Land
was sighted in November of 1620, in an area that today is in
Massachusetts.  Because of the time of year, they made a
decision to remain in this area instead of continuing south to find
the land in Virginia.  Before the colonists were allowed to leave

61
A small group stepped foot on land and began searching for a who spoke English and could communicate with them
spot to establish their new colony.   He
   had developed this skill by interacting with English sailors
who fished along the coast.  

What characteristics would make an area most suitable The local Wampanoag people who were led by a leader named
for settling?   Massasoit, came to the aid of the pilgrims.  Living amongst them
was Tisquantum, a Pawtuxet.   
The Pilgrims called him
  Squanto. He had been sold into slavery
The Pilgrims first landed on Cape Cod and scouted around. They
 in Spain. Upon escaping, he had
found deposits of corn seed and took them. They also took some traveled to England and spent Interactive 3.8 Plymouth
items from Native grave sites. They left when shot at by local Plantation
years living there before
Wampanoag. When they landed in the area later known as
returning to his home in North
Plymouth it was abandoned because it had been the former site
America.  The settlers received
of a Wampanoag village known as Patuxet. The members of this assistance from him, as he
village had been wiped out by a disease brought by Europeans. shared farming technologies of
That is why the area appeared abandoned. the Wampanoag with them.   He
How might being hundreds of miles away from any other showed them how to fish and
English settlement affect the colony?   plant crops such as squash, Explore the plantation at this
beans, and corn.  In the website.
Autumn of 1621 the Pilgrims
With only the supplies they had brought, and no other settlers in gathered for their first harvest celebration.  The 53 English
the area, the Plymouth colony suffered many hardships and colonists were joined by 90 Wampanoag men.  It was a three day
illnesses that first winter.  When spring arrived,  about half of the event that included feasting.  This became known as the “First
settlers had died. Thanksgiving”.

Spring brought hope to the colony.  The first event that o

offered them hope, was the arrival of Samoset, an Abenaki

62
Massachusetts Bay Colony As the Puritans expanded their
Interactive 3.9 John
population, many economic
The Puritans obtained a charter in 1629 for the Massachusetts Winthrop
activities developed in the
Bay Company which claimed land in New England.   This group
region.  Farming sustained the
had wanted to make changes to the Church of England, angering
families in the area, but not on a
King James and many leaders of the church.  They jailed many of
large scale, due to the rocky
the Puritans.  Once the Puritans were released, they chose to
soil.  Lumber and fishing were
leave for New England.
important to the economic
In the summer of 1630, a small fleet of eleven ships with about development and growth of the
colony.   Learn more about John Winthrop
1,000 passengers arrived in Massachusetts Bay.  They had heard
at this biography.com page.
about the hardships that the Pilgrims had suffered in Plymouth,
and brought additional supplies, which included livestock like
cows and horses.   Community decisions were made at town hall meetings, where
white male landowners held discussions about matters that
affected the whole town.  Votes were taken and the majority
How would arriving in summer help the colony to ruled. This ability to govern themselves would make these
prepare for winter?
colonists independent-minded. Later they would be among the
first to resist acts of Parliament and the English King.

Their charter allowed the Puritans to govern themselves.  White

men who owned property in the colony met and elected their
governor, a man by the name of  John Winthrop. As their leader,
Winthrop planned to build a city upon a hill that would show
people how God had meant for people to live.  They named this
settlement Boston.  Within 10 years nearly 20,000 colonists
occupied the Boston settlement that rested along the shores of
the Mystic and Charles Rivers.

63
Rhode Island Williams was not the only person to disagree with Puritan leaders.
 Anne Hutchinson had been holding meetings in her home.  She
The irony of the Puritans’ beliefs were that even though they had
spoke out against Puritan ministers and was tried in 1637.  At her
come to Massachusetts for religious freedom, others who did not
trial she was found guilty.  As a result, Hutchinson, her family, and
practice religion the way the Puritans did were persecuted and
many of those that followed her teachings moved to the
expected to leave.  
Narragansett Bay area, where they developed a settlement near
One of those who clashed with Puritan leaders was a Providence and
minister by the name of Roger Williams.  In 1631, he Roger Williams.
arrived in the Massachusetts Bay Colony. His  Eventually, the
followers were devoted to him as he spoke out two settlements
against Puritan practices.  He felt it was wrong joined together to
to punish people for beliefs that differed from become the
those of the Puritan leaders.  By 1635, the Rhode Island
leaders, along with Governor Winthrop, Colony.
had voted to force Williams to leave.

In Salem, an area by Narragansett Bay, Williams

found safety and assistance from the
Narragansett. Many of  
Williams’s  followers left Boston to join Williams in
1636.  The local Indigenous Peoples sold land to
Williams, and he created a settlement that he
named Providence.  The government that was
established was agreed upon by the settlers and they allowed
religious freedom.

Image source: https://en.wikipedia.org/wiki/Anne_Hutchinson#/media/

File:Anne_Hutchinson_on_Trial.jpg

64
Connecticut and New Hampshire A fishing colony was also established in the region, when John
Mason was granted land in the area. Eventually, by 1679, the king
As more and more people began traveling to the northeast region, of England united them under a charter as the royal colony of
the need for usable farmland arose.  The rocky soil of the New New Hampshire.
England coast forced settlers to look for better farmland inland.
 The Connecticut River Valley just west of Rhode Island, provided Conflicts with Indigenous Peoples
that land.  The valley has rich soil, and in 1633, Windsor became
In the New England area, the Wampanoag were not the only
the first of the permanent English settlements here.
indigenous peoples. The
  Pequot also lived here. Unrest
  between
Another Puritan minister, by the name of Reverend Thomas the Pequot and the settlers led to the Pequot War in 1637.  A
Hooker, began to look for other opportunities to practice religious Pequot village in Mystic, Connecticut was surrounded in a
freedom away from the Massachusetts Bay Colony.  Hooker, surprise attack. Settlers
  set fire to the homes, and as hundreds of
along with his wife and around 60 followers, walked through the men, women, and children fled the fires, they were killed. Those
wilderness.  They, along with their livestock, arrived at the who
  survived the attack were sold into slavery.
Connecticut River where they founded the settlement of Hartford.
 Other settlements in the area united with Hartford by 1636 to
form the Connecticut Colony.

The strict Puritan ways forced others to seek relief.  Some

traveled north of the Massachusetts Bay Colony.  In 1623 David
Thomson started the first settlement in this northern area.  By
1630 the settlement was shipping lumber to England.  They had
moved the settlement to the area that is now Portsmouth, New
Hampshire 

How does the name of this settlement (Portsmouth) have any

relationship to the economic activity of the area?  

Image source: https://upload.wikimedia.org/wikipedia/commons/b/b1/Wampanoag2.jpg 65

The Pequot had been a very powerful group, but by 1638 they In 1675 King Philip’s War began.  This was one of the bloodiest
had lost so many people, that they admitted defeat and gave conflicts ever fought in North America.  In their attacks,
away all rights to their lands in the area.  They moved to live with Metacomet’s warriors attacked 52 towns, destroying crops and
other native people in the region.  This left the areas of present killing more than 600 settlers.  Settlers began to adopt the native
day New Hampshire, Vermont, and Maine open to the expansion way of fighting and retaliated.  By hiding in forests, they launched
of English settlements. surprise attacks, and burned native villages.

In 1661, Massasoit died.  As the leader of the Wampanoag, he By August of 1676, scouts helped to trap Metacomet in a
had secured peace with the Pilgrims and other English colonists swampy area in Rhode Island.  He was killed by Indigenous
within the region for 40 years.  As more and more settlers arrived People who were assisting the English settlers.
  With Metacomet
in the area, the need for land began to cause conflict.  These new dead, the war came to an  end. Metacomet’s wife and son were
colonists seized growing stretches of Wampanoag lands.   among many who were sold into slavery; more than 4,000 Native
Americans had lost their lives, and their strength in New England
never returned.
How would this land-grab affect relationships
between Indigenous Peoples and settlers?

Following his death, Massasoit’s son Metacomet became the new

leader of the Wampanoag.  The English colonial governor called
him Phillip, and the colonists began to refer to him as King Philip.
Metacomet (King Philip) felt that the taking of Wampanoag land
needed to be stopped.  He sent a message to another native
group in the area, the Narragansett.  He asked for their
assistance, but they refused to help.  Other groups though, did
join the Wampanoag.

66
Section 4

The Middle Colonies

QUESTIONS TO GUIDE INQUIRY

What would motivate other European nations to colonize in the
1. Why did different colonial regions develop?
New World?
2. How did regions impact life in the emerging
nation?

New Netherland

In 1624, the Dutch who were from the country of Netherlands in Europe, joined the
English in the colonization of the western hemisphere.  The Netherlands is also
referred to as Holland.  This country is located just across the North Sea from
England and the British Isles.  In North America, their colony came to be called
New Netherlands.  The area included Long Island, Manhattan Island, land along
the Delaware River, and the Hudson River Valley.  Today this region is part of the
state of New York.  

A man named Peter Minuit is credited with founding New Netherland.  He
purchased Manhattan Island in 1626 from the local Native Americans.  This
purchase cost him 60 guilders which is valued today at about $24, although many
historians feel the real value of this trade is nearly impossible to accurately
calculate.  Construction of a fort, as well as a town, began.  The town was named
New Amsterdam after a city in the European country of the Netherlands, and
would eventually become the capital of New Netherland.  

67
 Dutch settlers were
needed in New
Netherland.  There
was little to motivate
people to leave the
Netherlands and
move across the
Atlantic Ocean.  So,
the Dutch opened
their colony up to
settlers from many
countries throughout
Europe.  It was a
mage Source: https://upload.wikimedia.org/wikipedia/commons/3/37/
ew_Netherland_-_smoking_the_peace_pipe.jpg religiously and
ethnically diverse Image source: http://ushistoryimages.com/new-amsterdam.shtm

settlement and included the first Jewish settlers in North America.

Peter Stuyvesant became the
 Large farms developed in the Hudson River Valley’s rich soil, and Interactive 3.10 Peter
director general of all Dutch
enslaved Africans began to arrive in the colony to work these Stuyvesant Biography
possesions in North America
farms.
and the Carribbean in 1645.  He
The Hudson River empties into a large deep water harbor.  Dutch created the first municipal
trade developed in the region. Ships from throughout the world government for New
began arriving in the region, adding to the diversity. Amsterdam.  It was under his
leadership that the colony
expanded.  He took over a
small colony called New Learn more about Peter
Stuyvesant at this website.
Sweden and parts of what

68
 would later become New Jersey and Delaware.  Difficulties began Charles II declared war on the Dutch.  He then “gifted” New
to grow within the colony.  Growing controversy over Stuyvesant’s Netherland to his brother, James, the Duke of York in 1664.
leadership began to create dissent amongst the people.
A letter was sent to Stuyvesant that asked for the surrender of
New York and New Jersey New Amsterdam.  As James arrived in the harbor with four war
ships, it was reported that Stuyvesant tore up the letter and then
Meanwhile, the king of England, Charles II, began feeling
refused.  Unfortunately for him, the residents were so angry with
threatened by the growth and development of New Netherland.
him that they did not support his refusal, and begged him to give
 Fear grew over the expansion.  In response to the growth, King
up.  The Duke of York took over New Amsterdam without firing a
shot.

What was the matter with King Charles’ gift to his

brother?  If you give something to another person, what
How did the controversy over Stuyvesant’s
do you need first?
leadership play into the surrender?

James renamed the settlement New “York”.  He further gave two
friends, Sir George Carteret and Lord Berkeley, a grant for a
proprietary colony in an area between the Delaware River and the
Hudson River Valley.  They renamed it New Jersey after the island
of Jersey in England, and divided it into east and west. Religious
freedom, land, and a representative government were offered to
new settlers moving into the colony.  East Jersey and West Jersey
began to grow rapidly.  By 1702 the colonies were reunited as a
royal colony that was being governed by New York.  By 1738 it
had become its own independent colony.

Image source: https://en.wikipedia.org/wiki/New_Amsterdam#/media/

File:The_fall_of_New_Amsterdam_cph.3g12217.jpg
69
 Pennsylvania

In 1681, the king of England granted a charter to a man named

William Penn to pay off a debt.  King Charles II owed a debt to
Penn’s father.  Penn belonged to a religious group known as the
Quakers.  The Quakers, also called “the Society of Friends”, were
being persecuted in England and throughout the colonies for their
beliefs.

Penn began by paying the Indigenous Peoples for the land that
the king had granted him.
  This was seen as a step to prevent
conflicts with the locals, and it maintained these friendly relations
for years. He
  developed an area he called Philadelphia, “the city
of brotherly love”.  These English Quakers moved into the
Image source: https://upload.wikimedia.org/wikipedia/commons/1/15/
southeastern counties, which became a very prosperous region.
Treaty_of_Penn_with_Indians_by_Benjamin_West.jpg
Farming
  and trade grew.  Grains such as oats, wheat, and corn
Using Benjamin West’s painting “William Penn’s treaty with the grew well in the Pennsylvania soil and helped feed the population.
Indians” above, do a 10 x 10 activity.  Individually, in pairs or in
Within the next 50 years the colony grew.  Diverse groups from
small groups, study the painting and answer the the questions,
“What are 10 things you see in the painting?”  “What are 10
Europe arrived.  The Germans began arriving after 1727.  Many
questions you have about the painting?”  Use these observations belonged to the religious group called the Mennonites, or “plain
and questions as you study the founding of Pennsylvania. people”.  Dressing very simply, they became known as the
Pennsylvania Dutch. One theory offered for this was that the word
for German in their language is Deutsch.  Others arrived to
escape wars happening in their European homeland.

How does the diversity in the Pennsylvania colony reflect the

eventual nation?

70
The Scots-Irish were also attracted to the colony of Pennsylvania. settlers who lived here, but the stage was set for the independent
 These Scots had settled in Ireland in the early 1600’s.  They left spirit of the people who worked to make this land their home and
Ireland in hope of finding land and jobs.  This was seen as an the establishment of the United States of America.
opportunity for a better life.  

Delaware

The colony of Delaware, one of the Middle Colonies, was founded Possible Individual Culminating Activities:
in 1638 by Peter Minuit, a former governor of New Amsterdam,
1. Use the information you have gathered on
and the New Sweden Company.  It was first a Swedish and the three regions to create a report on how the
Finnish colony, when settlers farmed along the Delaware River, economics, geography, and push/pull factors influence
and then an English colony until 1776, with a short time under the the development of the three regional areas of the 13
original colonies.

control of the Dutch (1655).  At one time, 1761, it was considered
part of the Pennsylvania Colony, “the lower three counties,” under
2. Create a travel brochure to invite Europeans
the control of William Penn.   It was run as a proprietary county
to visit the 13 colonies.  Introduce the highlights of
for trade and profit.  It later became the first colony to become a each including; economic activities, political/
state in the United States of America. government ideas, geographic features, and resources
available.
With its mild summers and winters, Delaware was a center of
3. Create a chart with information about the 13
agriculture, trade, and profits.  They sent their surplus food to original colonies. Include dates, leaders, purpose,
England for sale.   location, and type.

All thirteen original colonies had been created in North America

between 1607 (Virginia) and 1732 (Georgia).  As you’ve read,
some of the colonies had disagreements and wars with the
Indigenous Peoples and others bought the land from them.
  There
were troubles among European nations for control of these
colonies and this caused turbulence and difficulties for the

71
Chapter 4

Life in the
Colonies
Questions to Guide Inquiry

How did society, religion, finances, and geography

shape the colonists?

What effect did the colonists choices have on the

colonies?

Image Source: http://upload.wikimedia.org/wikipedia/commons/6/62/Brooklyn_Museum_-_Embarkation_of_the_Pilgrims_-

_Robert_Walter_Weir_-_overall.jpg
Section 1

Geography of Colonial America

QUESTIONS TO GUIDE INQUIRY You recently learned that the 13 colonies did not form overnight. Instead, they
1. How did the geographic, financial, and started out as small settlements that expanded into colonies. In this Chapter, you
religious status of the colonists affect will see exactly how those colonies developed into the states they are today.
where and how they lived?
1. How do the colonies compare physically (climate, geography, etc.)?
2. What motivated each colony to form?

3. What geographical features forced certain 2. What is something different about each region?
colonies to take their shape?
3. What is something the regions had in common?
Vocabulary:
4. What were the three main places colonists live and what was a reason to live
Political Map
Physical Map in each?
Terrain
Have you ever wondered why the original colonies of the United States are
Surveyor
shaped like they are? Their borders are oddly shaped and don’t seem to make a
lot of sense. Wouldn’t it have been easier to make the borders square and give
everyone the same size colony?

To answer those questions, we first have to look at the landforms in and around
the 13 original colonies. Take a look at the physical map of the United States.
Then take a look at the political map of the 13 original colonies on the next page.
What, if anything, do you see that would force the colonies to take a certain
shape?

73
The Eastern edge of
our country has some What do you think the colonies would have looked like if there were no
very important landforms in the way?
landforms. Those Would it have been one big colony or even more small colonies?
landforms influenced
Would the colony borders be straighter instead of lumpy and bumpy?
the way the colonies
took their shape. For
example, look at
Virginia on the
colonies map and
then look at the same Interactive 4.1 13 Colonies
Blank Map
area on the physical
map. That area was
defined by three
major landforms; a
mountain chain, two
rivers, and the Atlantic
Ocean.
Use this blank outline map to
draw what the colonial borders
may have looked like without
geographic landforms in the way.

74
The Role of Water Imagine this: You have been on a cramped and smelly boat for
several months. You land in a new area that few people have
ever been to. You are seasick, hungry, and a little crabby. You
Come up with a list of at least 10 things for which the
colonists would have needed water. get on the shore and your leader says you have to build a house
now. Fast forward - It has been a few months now, but you have
worked really hard the whole time you have been in America. You
had to build a home, create farmland, figure out the new terrain,
If you were moving to a new town, what would be the first thing and survive a long winter. Now that winter is over, your leader
you would hope to see? At the time of the colonists, one thing says it is time to investigate the new country a little further. You
they really wanted to find was a water source, specifically a fresh walked for several days and you came upon a large mountain
water source! Why would the colonists have cared so much chain. Would you really have the energy to go through the
about fresh water? mountains, or would you just want to stop there, especially since
you have no idea what is on the other side?
Water was a source of transportation, business, nutrients, food,
and life for the colonists. Since water was so important, many
colonies settled along water routes; primarily rivers. Think back Gallery 4.1 The Appalachian Mountains
to political and physical maps you looked at at the beginning of
this section. Every colony has some sort of water source going
through it. Some even have boundaries formed by them.

A Mountain of a Problem

Another big landform that helped shape the colonies is the

Appalachian Mountain Chain. The original 13 colonies did not go
past the mountain chain. Why do you think the original colonists
would have stopped, at the Appalachian Mountains?

Image source: http://theresilientearth.com/files/images/appalachian_mtns-usgs.jpg

75
Like you, the colonists did not take the time to explore the
DO THE MATH
mountains or what was on the other side of them. Instead, they
used the mountains as a border for some of the colonies. Look at The current perimeter of Rhode Island measures 160 miles. Figure
the pictures of the Appalachian Mountains on the previous page. out how many times the surveyors would have had to reset their

Can you see why it would have been difficult to get through the chains just to measure Rhode Island. (Remember, 1 mile = 5,280
feet)
mountain chain?

Marking Out the Land

The job of marking out the colonies was not an easy one. A Suggested Student Activities
group of people called surveyors had the job of marking out
borders based on the King’s orders. Suggested Student Activities:

Get a piece of yarn measuring 33

The original surveyors of the colonies had their work cut out for feet. Find a few friends and try to work
them. The king would send a drawing of what the colonies your way around your playground. Keep
should look like, but it was up to the surveyors to establish those track of a few things while you work:

boundaries. At the time, most of the area was covered in forest 1. keep track of how many times you
and untamed wilderness. These surveyors would follow the have to reset your string (every 33 feet).
king’s line and using some basic tools, like a compass and chain, 2. Keep track of how long it takes you to
they would mark out the new borders. complete this activity.

3. Decide what the perimeter of your

Remember, the tools they had were not very good. There were
playground is based on your
no planes to fly overhead, there were no trains or cars to get measurements.
places quickly, and there definitely weren’t cell phones to share
information quickly. Their tools were very basic. In fact, the
chains that measured America were only 33 ft long, so the
colonies were only measured 33 feet at a time!

76
Section 2

Climate

QUESTIONS TO GUIDE Interactive 4.2 Graphic You recently learned about some of the main physical features of the
INQUIRY
Organizer
colonies. Even though the 13 colonies are fairly close together and have
1. How did the many similarities, they have some very distinct physical differences.
geographical, financial, Throughout this section, fill in the graphic organizer in the widget to the
and religious status of left to help you keep track of these similarities and differences.
the colonists affect
where and how they
lived?

2. What motivated each

colony to form? Come back to this Graphic Organizer
as you read through this section of the
3. How did climate affect text.
the development of
three regions in the United States?

Vocabulary:

Climate

Latitude

77

Image Source: http://upload.wikimedia.org/wikipedia/commons/5/57/Climatemapusa2.PNG

Climate The Middle colonies (Pennsylvania, Delaware, New York, and New
Jersey) are generally known for their moderate climates. They
The three regions of the colonies (North, Middle, and South) all tend to have mild summers and mild winters. This doesn’t mean
have VERY different climate zones. This is because they span they didn’t get some serious storms too, but all in all, they tend to
many lines of latitude. As you learned in the first chapter, lines of have fairly constant temperatures (normally around 54 degrees).
latitude show how far north or south a location is from the This area does get around 45 inches of precipitation annually.
Equator. That location has a very serious impact on the climate
of an area. For example, the Northern colonies (Massachusetts,
Rhode Island, Connecticut, and New Hampshire) have very cold Student Activity
winters, while the Southern Colonies (Maryland, Virginia, North
Go to www.weather.com and see what the weather is
Carolina, South Carolina, and Georgia) have a much milder winter.
currently like in each region. While you are there, see if
The Northern/New England Colonies are known for their cold there is any extreme weather (blizzards, hurricanes,
winters. They are often hit with severe blizzards and the northern- tornadoes, etc) heading for any of the regions.
most states (like Maine) generally get around 100 inches of snow
each year! New England is also known for having four distinct
seasons. The spring, summer, and fall are fairly mild. However,
there is a lot of precipitation throughout the year. Geography

The Southern Colonies have almost the opposite climate. They The colonies do have some similarities when it comes to
stay fairly warm all year with temperatures often measuring geography. For instance, all the regions have access to the
around 70 degrees Fahrenheit. Since they are farther south, these Atlantic Ocean at some point. They also have several rivers that
colonies don’t have a very harsh winter. Though a mild winter flow through them. Forests can also be found in every region.
may sound like fun, the summers there can be almost Finally, all the regions are affected, at least in part, by the
unbearable. In fact, several days in the summer the temperature Appalachian Mountains. Despite all of these similarities, each
are likely to be over 100 degrees and very humid! region has uniqueness when it comes to its geography.

78
The Southern Colonies are marked by very hilly coastal plains. also well suited to farming. It is fairly flat and has very fertile soil.
They also have several swampy zones that the other colonial This area also has some river systems, like the Hudson River in
regions do not have. The area is also filled with large, wide rivers. New York and the Delaware River.
This region also has very good, fertile soil because of the tides
that come in from the ocean. Those tides deposited soil that is
perfect for farming. Resources

The New England Colonies, Each region benefited greatly from the
however, are very resources that could be found within them.
mountainous. Those For instance, one of the best resources in
mountains are covered with New England are the dense forests. Many
thick forests. Though there trees were cut down for lumber. The forests
are several rivers in the also housed many animals that were hunted
area, the land is rocky and for their pelts and food. The oceans and river
not very good for farming. systems also offered access to fish and
The region originally had whales.
decent farm land, but the
glaciers that once covered The Southern Colonies also had access to
the area carried most of the lots of fish in the ocean and rivers. Several of
good soil into the Middle the colonies made use of their pine forests
Colonies. and sold lumber. However, the most
important resource to them was the fertile soil
The Middle Colonies were a and warm climate. That combination allowed
nice blend of features from them to become a leader in farming.
the Northern and Southern
Colonies. While there are The Middle Colonies had all the benefits of
some forests, the area is the Northern and Southern colonies. They
had forests to get lumber from and to hunt in.
79
Image source: Performance Assessments of Social Studies Thinking
They had rivers and the ocean for fishing. The Middle Colonies
had a wonderful farming system. However, they had some
additional resources the other two regions didn’t have. They were
able to mine for coal and iron ore. Those two things were some
of their most important resources.

Interactive 4.3 Graphic

Organizer

Now that you have finished this

section, take a look back at the
graphic organizer you began. Fill
in any other notes and determine
what similarities the regions have.

80
Section 3

Cities

QUESTIONS TO GUIDE INQUIRY

Have you ever wondered why a lot of big businesses are based in the city? Or
1. How did the geographical, financial, and perhaps you have wondered why there are so many small towns instead of a few
religious status of the colonists affect big cities? Stranger still, have you ever wondered why the bulk of the land
where and how they lived? available is used for farming, while people live cramped in the city? This system of
2. What motivated each colony to form? living is not new. Even back in colonial times people lived in one of three areas:
cities, towns, or farms.
3. How did climate affect the
development of three
Cities
regions in the United

States?

During colonial times, only about 5

percent of the people living in the
Vocabulary: colonies lived in cities. The five main
cities at the time were Boston (MA),
Commerce
Self-sufficient New York (NY), Newport (RI),
Plantations Philadelphia (PA), and Charleston (SC).
Indigo These cities were all located at a major
ocean port. Why would the largest
cities at the time be near a port?

Look at the chart on the left. Take a

few minutes and figure out about how
many people each city held at the time.
Image source: http://nces.ed.gov/nceskids/createagraph/index.asp?
ID=371d2a38f98844f19164d03b759fcec7
81
 Then look up the current population of each of these cities. Are Elfreth, a local blacksmith. The street still looks like it did in the
they still ranked the same in population (Philadelphia being the 1700s and can be visited today.
largest and Newport the smallest) or have things changed? Why
Colonial Towns
do you think that is?
Towns were incredibly important in the colonies. They were
As mentioned, most of the cities in colonial America formed along
primarily self-sufficient. In other words, they were capable of
ports. This allowed the cities to become centers for commerce
taking care of themselves. Towns were very common in New
and defense. Cities quickly became places where people could
England and the Middle Colonies. Most families had their own
find work, trade their goods, get an education or learn a trade.
small plot of land where they grew the food they needed and
Below is a picture of Elfreth’s Alley in Pennsylvania. It is
could raise animals for meat. They had a church, school,
considered one of the oldest continuously inhabited places in
blacksmith, and any other necessary businesses to keep their
America. Most of the homes were built in the 1700s by Jeremiah
town surviving.

The town also had a town common, or green, which

was basically a large, open space in the center of town
where people could meet and cattle and sheep could
graze. One of the most important places in town was the
meeting house. Here, people would meet to discuss town
business. They would also use the building as a site for
their church. As you learned in previous chapters, religion
was very important to the colonists, so the place they met
for church was very important to them.

82
Image source: https://farm5.staticflickr.com/4042/4353709000_011ab531de_o.jpg
Student Activity wealthy and owned large amounts of land. Even though
Interactive 4.4
plantations were usually run by men, there were a few cases
Take a tour of the historic town of Williamsburg Historic Tour
where women would take over the plantation. One very
Williamsburg. It is a town in Virginia
successful woman was Eliza Lucas Pinckney. She took over the
that has been around since colonial
family plantation when she was just a teenager (only a few years
times. Use the widget to see what
older than you!). She was also the first person in the colonies to
the town would have looked like at
successfully grow indigo.
the time. The map does include
some modern structures and Another important person on the plantation, after the master,
technology, so think logically while Follow this link (requires internet was the plantation manager, or overseer. The overseer would
you are taking your tour. connection) to take a virtual tour give the slaves their work orders. It was his job to make sure the
of historic Williamsburg.
work got done and he had the power to treat the slaves as he
Southern Plantations/Farming
saw fit. Most overseers made the slaves work from dawn to dark
Even though there were many small towns and small farms in the doing the work of the plantation and beat them if they did not
Southern Colonies, some of the wealthiest farmers lived on work hard enough. This work ranged from fieldwork, working
plantations. This is a special type of very large farm where single with farm animals, or making or repairing farm tools, to cooking
cash crops like tobacco and indigo and later cotton were grown. and cleaning or laundry.
Most of the work on the plantation was done by slaves. A
plantation was really like its own small town and was almost
totally self-sufficient. Each plantation had a Planter’s House,
where the owner’s family lived. It also had barns, storage,
stables, and specialized work spaces a town would need, such as
a blacksmith shop or carpentry shop. On top of that, the
plantation would have enough shacks to house all of its workers.

Each plantation was normally run by the owner. He was usually

referred to as the master or planter. These men were usually

83
Section 4

Government

QUESTIONS TO GUIDE INQUIRY

Three Types of Government

1. How did the geographical,

As the colonies developed, it
financial, and religious status of
the colonists affect where and became clear that a type of
how they lived? government was needed in the
2. What motivated each colony to new world. The first colonies were
form? run under something called

3. What effect did the colonists

“English Common Law”. This
choices have on the colonies? meant they followed all the same
rules as the English did. A court
system was created to help
Vocabulary:
maintain order under this system.
Royal colony However, as more colonies were
Proprietary colony formed, this type of system did
Joint Stock Company
not fit everyone’s needs. To solve
this problem, three types of
government were introduced.

The most common form of

government in the new world was
the Royal Colony, owned by the
king and run by the king through a governor he appointed. That governor would

84
carry out any orders or demands that the king decreed. This type permission and give them some basic guidelines for their laws
of system could be seen in North and South Carolina, Virginia, and structure. However, he did allow them a lot of freedom within
Massachusetts, New Jersey, New Hampshire, and New York. those rules. Colonies that operated in this manner were
Connecticut, Rhode Island, and Massachusetts (notice there were
Another type of government used in the colonies was a system two systems in Massachusetts).
known as Proprietary Colonies. In a proprietary colony, an
individual, or a small group of individuals would own the colony. Important Government Roles
They still had to report to the king, but they ultimately made a lot
Even though there were three separate types of governments in
of the decisions for the colony. They controlled everything it did
the colonies, they all operated similarly. All the systems of
from business to government. They could, and would, receive
government had three main parts: a governor, a governor’s court
financial gifts or favors to encourage them to make choices the
(legislature), and a court system. They also all elected their own
king liked. The colonies that fell under this category were
legislature (parliament). The colonial government in America
Delaware, Maryland, and Pennsylvania.
represented the English government the citizens had left behind.
The last type of colonial government was the Charter Colony.
The governor had a very important role in the colonies. The
These colonies were generally self-governing. They were created
governor was responsible for carrying out the wishes of the king.
by a joint-stock company. Joint-stock companies were created
He was often appointed by the King directly and was
to help investors raise money. Men would
given access to a council to help him
create these companies together,
make decisions based on the
create a business (like a colony)
king’s wishes. The governor
under it, work with it until it was
was in charge of creating
making money, and then split
laws, monitoring taxes,
the profits between the
and making all decisions
business owners. These
that affected the
companies would get
colonies. He could also
permission to start a colony
bring the legislature
from the king. He would grant
together or send them
85
away. The governor also had the right to veto any new law he had a hard time vetoing them in time (remember, these decisions
didn’t like, and had complete control of the militia. This allowed had to cross an ocean twice before a King could do anything
him to control the government and its people. about them). After two years, they would just recreate the law
and start the whole process over again. Pretty tricky!
The colonies also had a legislature to help run them. The people
in the legislature were elected by the people. Though it may
sound fair to say people were elected to the council, it wasn’t
Student Activity
entirely true. To be able to vote, you had to be a white man who
owned land, paid taxes, had an annual income, and was a Take on the role of court system. Play this version of
member of the Christian church. If you did not meet these colonial hangman (to the right). If you get 10 words in a row
conditions you were not allowed to vote or be a part of the correct, you will be given the right to pardon, or forgive, a
legislature. That was common practice in England, as well as in prisoner. If you do not, your person will be subject to pillory, or
many European countries. public mocking. Good luck!

The legislature had two branches. It was divided into the lower Interactive 4.5 Pardon or
Important Laws and Acts
Pillory
house and the upper house. The lower house was made up of
the officials elected by the people. The governor himself You just learned that there were
appointed those in the upper house. The legislature did have three major types of government in
some power, but it was fairly limited. For example, they could the colonies. However, even though
create laws, but those were subject to review and could be the colonies had a lot of freedom, they
vetoed by the governor. They could not break the laws of were still stuck with whatever
England. Also, after they created a law, the King could veto it for decisions the English king made.
up to three years. Sometimes these decisions were a Play this interactive game
good thing, but other times, he really (requires internet connection)
The legislature was smart though. Once they learned the king wasn’t on their side. You can’t forget
could veto their laws within three years, they started to change that the king’s main goal in creating the colonies was to make
the way they wrote laws. Instead of making long term laws, they money. He originally hoped to do that by finding gold, like the
would make laws that lasted only two years. That way the king
86
Spanish did, but when that failed, the colonies started to make II. As time went on, however, there would be six different
money through trade of other natural resources. Navigation Acts. They were all slightly different, but the goal was
always the same: to limit colonial trade with anyone but Britain.
As time went on, the colonies became very profitable. They had
This was the first little thing the king did, that would eventually
wonderful resources and people willing to work. Based on an
lead to a big upset in the colonies.
order in 1642, all boats coming in and out of the colonies did not
have to pay a duty, or tax, no matter where they were coming
from. This made the colonists really happy because it
encouraged many countries to trade with them. The king knew
he had something good in his hands, and he wanted to keep it
that way. In 1651, the king started to worry that the Dutch were
doing too much trade with the colonies. This extra trade
was taking profit from him, so in an effort to protect his own
pocketbook, he created a new set of laws called the
Navigation Acts.

These acts controlled taxation on boats coming in and out

of the colonies. The new laws said, “No goods of the
growth, production, or manufacture of Asia, Africa, or
America shall be imported except on ships that belong to
the people of the British Commonwealth.” You are probably
thinking that sounds really complicated, but it is a really just
fancy way of saying that the king wanted the colonies to
only trade with him. The colonists and the Dutch were
really unhappy about this. The Dutch were so angry, in fact,
that they fought a war with England over it.

This act was repealed in 1660 by a new king, King Charles

Image source: http://upload.wikimedia.org/wikipedia/commons/8/8c/ 87
A_British_Man_of_War_before_the_Rock_of_Gibraltar_by_Thomas_Whitcombe.jpg
Section 5

Colonial Economies

QUESTIONS TO GUIDE The colonists were not lazy people. They

INQUIRY had to work very hard for everything they had.
1. How did the They all depended on each other to do certain
geographical, financial, jobs, and if someone did not do their job
and religious status of many people were affected. As you read, try
the colonists affect
where and how they
to decide which jobs were the most
lived? important. There is no right answer to this
question, so your opinion is important.
2. What motivated each
colony to form?
Regional Economies
3. What effect did the
colonists choices have Before looking at this section, take a minute
on the colonies? to review what economics is. If you can’t
remember, look back at Chapter 1. Look at
the map. What products seem to be the most
Vocabulary:
important to the Northern colonies?
Export
Remember, the Northern colonies are:
Excess
Massachusetts, Rhode Island, Connecticut,
Textiles
and New Hampshire.

As you probably noticed from the map, the

New England colonies did not do a lot of

Image source: Performance Assessments of Social Studies Thinking (PASST)

88
farming. Instead, many New Englanders worked in the lumber or York, and New Jersey.
fishing industry. Lumber from the forests became a primary
export for them. They also used the lumber to make items like The middle colonies focused a lot on farming to keep their

houses, barrels, and ships. It may seem odd to us to make economy moving. Because of the farmable land, the Middle
Colonies were very successful at growing crops. In fact, they got
barrels, but then they were used
so good at growing crops like grains
to store just about everything.
(wheat, barley, oats, etc.) they were
Barrels held grain, fish, and other
often called the “Breadbasket
important resources. The New
Colonies”. They grew so much food
Englanders were also very well
known for their ability to build they often had an excess, so they

ships. This made New England would ship their extra food to other

important in the trade industry. colonies and even England.

The problem with exporting was The Middle Colonies had a few other
that the colonists did not get to exports, aside from their agricultural
decide on the value of their exports. They also had a large amount
goods. Those decisions were all
of iron ore, lumber, textiles, fur, lumber.
dictated by the King and the
Of all of those products, they made a
colonists had to live with
significant amount of money from their
whatever he said.
iron ore products. They were able to
Look at the product map again. manufacture many useful products from
Do you see any big differences their iron ore, including plows, tools,
between the primary products in kettles, and nails. These products were
the Northern Colonies and the sold amongst the colonies and the
Middle Colonies? Remember, the remainders were sent to England.
Middle Colonies are:
The economy of the Southern Colonies
Pennsylvania, Delaware, New
was based mostly on farming. Many
Image source: Performance Assessments of Social Studies Thinking (PASST) 89
families operated small farms. However, the south is known for
their plantation style farming which called for a large workforce.
This is where slavery was most often used, because it was a way
to have that large workforce for less cost. While slavery is
an economic institution, it is a cruel and inhuman system. Suggested Student Activities
The main crops grown in the south were tobacco, rice, and Student Activity
indigo. Of those products, tobacco was by far the most Use the links below to look at some of the
profitable. In fact, tobacco became known as black gold in primary jobs the colonists held. Choose
one career to research and teach to your
the south.
class.

http://mrnussbaum.com/13trades/

Interactive Map
http://mrnussbaum.com/13int/

http://mrnussbaum.com/13-colonies/

90
Section 6

Class in the Colonies

QUESTIONS TO GUIDE INQUIRY Slaves

1. How did the geographical,
You are currently studying a time in history
financial, and religious status of
the colonists affect where and when slavery was allowed and used in all
how they lived? the British colonies. Many slaves had to
2. What motivated each colony to work in the fields from sun up to sun
form? down, and they only got Sunday off. This

3. What effect did the colonists

was especially true of Southern slaves
choices have on the colonies? because the weather was nice enough to
work nearly year round. It was very
difficult work and they were often treated
Vocabulary:
poorly. Slaves were considered the lowest
class class of the population living in the
merchants colonies.
apprentices
Some slaves did have the opportunity to
work as house servants. These slaves
worked on household duties, serving the
plantation owner’s family, rather than work
in the fields. They did jobs like cooking,
laundry, coopers, blacksmiths, and other
skilled jobs. While they were still slaves,

image source: http://hitchcock.itc.virginia.edu/SlaveTrade/collection/large/tobesold.JPG 91

these slaves were considered a slightly higher class than slaves silversmiths, and printers. They also educated for professional
who worked in the fields. jobs like lawyers, doctors, and merchants.

Free Blacks People in these positions often started their training at a young
age. They would start off as apprentices and train with a skilled
Some Africans managed to buy their freedom. However, the
worker. They worked very long hours, sometimes more than 12
number of free blacks in the colonies was very low. It took a lot
hours a day. Even though the training was hard, the reward was
of effort to earn one’s freedom, and very few accomplished it.
great. It was the only way to attain one of the careers that lead to
Though these people did not have the same rights as the white
a lifestyle other than farming.
people around them, their lives were somewhat better than
enslaved blacks. They were allowed to buy property. They also Gentry
held jobs that required some level of skill and were allowed to
participate in the community. The gentry was the highest class in the colonies. They were very
wealthy. Most were large landowners, financial businessmen, or
Farmers successful merchants. These men usually owned several slaves
as well. These men, commonly called gentlemen, thought it was
Even though the majority of the colonists were farmers, it was
their job to govern others. They would serve as churchmen,
considered a lower working class. Most farmers worked with
councilmen, and local judges. Ladies of the gentry, or
their own families, parents and any children they had.
gentlewomen, were often seen as the height of society. They
Occasionally, a farmer might hire a person or purchase one or two
were at the top of
slaves to help them, but this was fairly rare.
their social class
Middlings and were often up
to date on fashion
As the colonies matured, a new class started to rise. This group and manners.
was called the middlings. Like their name suggests, they were
the middle class. People in this group tended to work at some
sort of trade. They learned to do skilled work like blacksmiths,

92
Section 7

Food, Clothing and Shelter

QUESTIONS TO GUIDE INQUIRY Food

1. How did the geographical, financial, and
The colonists had brought some plants and animals with them from England
religious status of the colonists affect
where and how they lived? to get started like cattle, pigs, sheep, and chickens. By the time the colonies were
up and running, they had also developed a varied and sufficient diet. After
2. What motivated
each colony to arriving, the colonists also
form? added several kinds of fish,

3. What effect did the

wild game, and new plants to
colonists choices their diet. Many of these new
have on the foods were sent back to
colonies?
England for trade. Some of
the new plants that were sent
Vocabulary: include: tomatoes, potatoes,
maize, and pumpkins.
maize
preserve
One big problem the
fasting
colonists had with food was
the lack of refrigeration. This
meant that food had to be
eaten as soon as it became
available. Certain crops were
only available in certain
Image source: http://commons.wikimedia.org/wiki/File:Maize.JPG

93
seasons, and hunting was difficult in the winter; meat that was
Quote from a Swedish man in Delaware “House-pie, in country places, is
ready had to be used immediately. Imagine trying to eat a whole
made of apples neither peeled nor freed from their cores, and its crust is
cow in one sitting! The real problem came during winter. Since not broken if a wagon wheel goes over it.”
there was not a great way to set food aside, the winter months
were often difficult for the colonists.
Clothing
As time went on, the colonists discovered several ways to
In England, the clothing people wore was very fancy during the
preserve their food more efficiently. One of the most common
colonial era. It was often made from expensive cloth like velvet or
methods of meat preservation was salting. Since it was difficult
satin, and would have been decorated with lace or buttons. The
economically to feed animals in the winter, the colonists would
colonists, however, did not approve of those styles and many
slaughter several animals in the autumn and then salt them for the
thought everything should be very plain. The dress of the English
winter months. Some other common forms of food preservation
reminded them of the rules and beliefs that they came to the new
were smoking, pickling, and making preserves like jam and jelly.
world to avoid. On top of that, the colonists had to make their
The colonists tried to eat three meals a day when own clothes, so clothing was designed for warmth,
food was available and religious traditions did not sturdiness, and ease.
require fasting. In fact, it is believed the colonists
Most of the clothing was made from wool, leather, or
did not eat about half of the days of the year
linen. Men’s clothing was very plain. They would wear
between abstaining from eating and fasting for
loose linen shirts and pants that went to their knees.
religious reasons. On the days the colonists did
The rest of their legs would be covered in long, wool
eat, their meal times would likely be similar to what
stockings. On top of their shirts, they would add a
you do now, but portions were smaller because it
sleeveless jacket. In the cold of winter, they may have
was considered sinful to overeat. Some common
traded this piece out for a padded jacket with sleeves.
meals for the colonists were stews, breads,
They also wore leather shoes and a wide brimmed hat
pudding, and pancakes. They also learned about
for protection from the sun.
to make several desserts, including pies.

94
Image source: http://img.costumecraze.com/images/
vendors/rgcostumes/80330-Colonial-Man-Costume-
 Women’s clothing came in many layers. toddlers also wore padded caps to prevent injury if they fell.
They would first put on a long, loose
dress. On top of that, they added a
long dress made of linen or wool
(depending on the season). Finally, they
added an apron to the top of the outfit.
Everything they wore was held in place
by tying it there. There were no zippers
and few buttons. They would pull their Some colonists were
hair up into a coif, or close fitting fabric also fortunate enough
hat. They also wore long, wool to have servants.
stockings and shoes made of thick Servants also had a
Image source: http://
images.halloweencostumes.com/products/
leather. If the weather was poor, they particular type of dress in the American colonies. While colonists
19097/1-1/pilgrim-woman-costume.jpg also added a coat or cape to the tended to wear white, black, and brown, servants normally wore
ensemble. blue. This made it easier to distinguish between servants and

Interactive 4.6 Children’s colonists.

After the age of 7, colonial
Clothing
children wore clothing very
similar to their parents. Before
that time, they wore a large Shelter
gown called a shift. This was
Colonial homes varied with the materials available in each
true for both boys and girls.
area. The original settlers tended to build log cabin style homes.
This bodice tied in the back, so
This was mainly due to the fact that they had a large amount of
the strings could be used to
timber available to them. As time went on, different home styles
Learn more about the clothing help guide children learning to
during this era at this website. started to show up. The types of homes built varied with
(Requires internet connection)
walk or to restrain poorly
location, materials available, and wealth.
behaved children. Some

95
 In New England, homes were typically built as townhouses
or rowhouses. They also had colonial style homes that were a
symmetrical design with a fireplace in every room. People in the
Middle Colonies usually lived in farmhouses, one or two stories
tall, with four bedrooms. The South is famous for their plantation
manors. While most southern colonists did not live on a
plantation, they are by far the most recognizable style of home
there. Plantations were very extravagant and showed great
wealth.

Suggested Student Activities

Student Activity

Use this website to tour some

common homes from the colonial era.

http://www.pbs.org/wnet/colonialhouse/
history/panoramas.html

Use the site to take a walk through

time. Take a tour of one home and all its
previous residents.

http://amhistory.si.edu/house/default.asp

96
Section 8

Trans-Atlantic Triangular Trade

QUESTIONS TO GUIDE INQUIRY As you saw in other chapters, Africa was far away from the colonies and
1. How did the geographical, financial, and traveling took a long time! So why would the British head all the way to Africa for
religious status of the colonists affect slaves? As you read, think about why West Africa became a primary center in the
where and how they lived? global trade in human beings, and why West Africans were the main ones who
2. What motivated each colony to were kidnapped and sold into
form? slavery.
3. What effect did the colonists
Triangular Trade Route
choices have on the colonies?

4. Why did the Southern Colonies Trade among the continents

choose to utilize the practice of developed in a triangular
slavery more than the other
pattern. The map below
colonial regions?
shows the basic pattern of
material movement throughout
Vocabulary: the Trans-Atlantic “Triangular”
trans-atlantic Trade.

surplus As you can see from the map,

mercantilism both goods and people were
moved around the world. The
import
Image source: http://mtviewmirror.com/wp-content/uploads/triangular-trade-1.jpg
route the slave trade took
varied slightly depending on

97
what labor was needed, but the stops were the Western
Hemisphere, Europe, and Africa. The main purpose of the
Triangular Trade was to make the parent country (England)
money. This system of profitable, government controlled trade is
called mercantilism. The plan was for the colonies to trade the
goods of which they had a surplus. The colonists would export
these surplus goods to England. England would then use these
goods to help themselves make money. They would, in turn,
create products with those goods that would later be imported by
the colonies.

The colonies had to import from England far more than they could
export. By combining this with the duties (taxes) that England
established through laws like the Navigation Acts, England was
able to make a significant profit from the Triangular Trade.

The first leg of the Triangular Trade was from England to Africa.
Ships left England full of tradable goods. Some of these things
included: beads, guns, ammunition, cloth, and iron products. Image source: http://2.bp.blogspot.com/-weSubw4zSJc/UuBXkH2T6WI/AAAAAAAAAP0/eboqee0nHz0/
s1600/635px-Africa_slave_Regions_svg.png
Sailors used these goods once they got to Africa to trade for
slaves, gold, and spices like pepper. The ships from England the ships left Africa they would stop in one of three main locations
stopped at one of 8 main locations in Africa. The map shows in the Western Hemisphere, the West Indies, Brazil, or the
where those locations were. American Colonies. Once they arrived at their desired location,
goods and slaves from Africa were traded for raw materials like
Once the trades between England and Africa had been made, it
food, iron, fur, and lumber. Once the ships were loaded with these
was time for the second leg of the journey. This part involved a
raw materials, they sailed back to England where the whole
trip between Africa and the Western Hemisphere across the
process would start again.
Atlantic Ocean, and was often called the Middle Passage. Once
98
 The Triangular Enslaved Africans were separated
Interactive 4.7 Interactive
map of the Triangular Trade Trade eventually from everything they knew and
came to an end, understood, including family. They
but that would were often denied food and water.
not happen until Disease among the captives was
the 1800s. It also very high. This was because
only ended these enslaved people were ‘stored’
because of very tightly on the ship. They had to
things like the stay there whether awake or asleep.
Use this link to view an interactive
map of the Transatlantic Triangular invention of the There was no relief for their
Trade. It should help you see cotton gin and condition. Look at the picture to see
some of the routes sailors would
have taken. (Requires internet steam-powered what a typical arrangement of slaves
connection) ships, the Civil would have looked like on a ship.
War, and the Why do you think they would have
abolition (ending by law) of slavery. been restricted in this way?

The Middle Passage Part of the reason the enslaved

people were treated very poorly was
You may recall that the journey from Africa to the
Image source: http://www.garstangfairtrade.org.uk/johns_images/
fear. The sailors running the ship
Western Hemisphere is called the Middle slave_ship.jpg were constantly afraid that the
Passage. This part of the Triangular Trade was slaves would attempt to overtake the
the most difficult part to endure as a slave. The trip took about 2 ship. The sailors decided to keep the slaves on the ship from
months on a ship that rocked and rolled on the ocean waves. The rebelling by tightly controling their movements and interactions
captive Africans suffered greatly during this part of the trip. In with one another. They were kept in small confined spaces and
fact, the trip was so difficult that many of the slaves died. Slaves not allowed fresh air, water, or nutritious food. They were placed
that died enroute were thrown overboard. on the lower level of the boat and were rarely allowed above deck.
In the cabins, men were separated from women and children by a

99
large wooden wall. To help maintain order and to ensure contact usually the farm/plantation owner or someone sent on the
was not made, slaves were chained and shackled at all times. farmer’s/master’s behalf, like the overseer. The slaves were
Despite this, once in a while slaves did manage to overtake a placed one by one in front of the buyers, like animals or livestock.
ship. Each slave would be sold to the highest bidder. This meant that
families were separated and destroyed, including husbands and
People Involved
wives and their children. People who engaged in this economic
There were three main groups of people involved in the system of ‘free’ or ‘resident’ labor looked at the slaves as less-
triangular trade. They were the sailors, the buyers, and the slaves than-human.
themselves. The sailors aboard slave ships had a very busy life.
The last group of people involved in the slave trade was the
On top of maintaining order on the ship, they also had to make
slaves themselves. You can see already that this was not a life
sure the ship survived the difficult journey on the open ocean.
that anyone would choose. 10-15 million Africans were brought
Storms were a real and ever present danger. Fire was also a
to the Western hemisphere as enslaved people. Most were taken
constant concern because the ships were made of wood and fire
to the Caribbean and South
spread quickly. The sailors also had to make sure the slaves not
America, but about 400,000 were
only stayed in line, but also stayed alive. When they arrived in the Interactive 4.8 A Day in the
Life brought to North America. The
Western Hemisphere, they were paid for the amount of living
work was very difficult and the
slaves delivered.
path to freedom almost non-
Once the ship landed, the slaves were either taken to a existent. There was no
holding cell or were taken to auction. Before the sale, slaves were consideration given to the
often oiled down, cleaned, and fed to prepare them for the sale. humanity of those who were
Why would the sailors do this after they had just treated them so enslaved.
poorly during the Middle Passage?
Use this website to look into a day
in the life of a sailor, a plantation
Once the slaves looked like they would fetch a good profit, owner, a field slave, and a house
they were taken to an auction in front of several buyers. The slave. (Requires internet
connection)
buyers, especially in the Caribbean and Southern colonies, were

100
Section 9

Slave Life in America

QUESTIONS TO GUIDE INQUIRY If someone asked you to describe the life of an enslaved person, what would you
say? List a few characteristics that you think describe their lives. As you read this
1. How did the geographical, financial, and
religious status of the colonists affect section, compare the lives of slaves in the Southern colonies with those in the
where and how they lived? Northern and Middle colonies. How are their lives similar or different? Use a Venn
2. What motivated each colony to form? Diagram to help you with this. In the modern age we know how terrible slavery is.
As you read, try to decide why the south moved toward the institution of slavery.
3. What effect
did the
colonists
choices
have on the
colonies?

4. Why did the

Southern
Colonies
choose to Slave Life in the South
utilize the
practice of The life of a southern slave is
slavery
likely what you described in the
more than
the other introduction paragraph. Slaves in
colonial the colonies were of African
regions? descent. A similarity between
Northern and Southern slaves is
that there were some slaves that
Image source: http://upload.wikimedia.org/wikipedia/commons/3/31/SlaveDanceand_Music.jpg worked on small farms or in the
101
cities. However, the majority of Southern slaves lived and worked
Despite, or maybe because of, their hard lives, Southern slaves
on plantations. Remember, plantations are a special type of farm
did their best to maintain their African culture. They would
where specialty crops are grown by resident labor (slaves in this
reconstruct instruments they would have had in Africa like banjos
case). These large plantations held hundreds of slaves.
and drums. Their African heritage became infused into colonial

Plantation life was very difficult. Slave owners in the South knew ways of life. For example, the colonists tried to force the slaves

the slaves were the key to their plantation surviving and for them to adopt Christianity. The slaves didn’t have a lot of choice in the

to make money. Because of this, they often forced the slaves to matter, but their African songs, dances, and customs became

work long hours. Some slave owners even admitted to making part of their religious practices.

their slaves work by candle and moonlight.

Life in the Northern and Middle Colonies
Some slaves came to America with special skills because of
In total, the New England colonies had about 15,000
where they grew up. Remember, slaves came from one of eight
enslaved persons. The life of slaves in the Northern and Middle
primary locations in Africa. Based on that location, a slave could
colonies are most likely not the kind of life you described above.
have a special skill to contribute to the plantation. For example,
They were from Africa, but their working life was different from
some slaves from West Africa were skilled at growing rice since
their Southern counterparts. While some slaves in this area
they grew up in their home villages. These slaves were
worked on farms, the majority of them did not. The Middle and
specifically used to help build the rice production of the Carolinas
New England colonies had harsher winters than the Southern
along the Atlantic coast.
colonies and nobody could work in the fields year round, so there
No matter what skills they had when they came to the colonies, was some variety in their work schedules.
slaves were immediately put to work. Due to the harsh lifestyle of
Many worked in stores, inns, and as skilled laborers. They also
the plantations, enslaved people in the South had no say about
worked in people’s homes as cooks and personal servants.
whether they could keep their families together. Mothers and their
Slaves in these two regions also had occasional chances to
children could be sold to different owners. Slave owners also
improve their lives. For example, slaves in this area sometimes
had the right to sell a slave at any time. It often happened that
had the opportunity to earn extra money by working extra jobs at
slave owners would sell the children of slaves to make some
night and on weekends. On occasion, an enslaved person could
extra money. This was very hard on Southern slaves.
earn enough money to buy his own freedom.
102
 While slaves in the Northern and Middle Colonies did often
have more freedom than Southern slaves, their lives were not
easy. Colonies passed very strict laws that severely limited their
movement. For example, in this area, they were not allowed to
travel or go on boats without written permission from their
owners. These laws were intended to make it very difficult for
slaves to escape.

Student Activity

With the help of your teacher, search

on youtube for Slave work songs. See if
there are any titles that you recognize.
With your teacher’s permission, listen to a
few of the songs.

103
Section 10

Fighting Back

QUESTIONS TO GUIDE INQUIRY As time went on, many of the slaves fought back against the unfair and inhumane
1. How did the geographical, financial, and treatment. As you read, consider why the slaves would try to fight back when the
religious status of the colonists affect cost was so high.
where and
how they Peaceful Protest
lived?
Enslaved people found a lot of
2. What
motivated ways to resist their enslavement.
each colony For example, they would do the
to form? work they were asked to do, but
3. What effect they would take a long time doing
did the it. If they were asked to work in a
colonists
field, they might “accidentally”
choices have
on the break the tool they were supposed
colonies? to be using. Once it was broken,

4. Why did the they would have to have it fixed,

Southern and would therefore have to take
Colonies some time out of the workday.
choose to
Others would pretend to be sick to
utilize the
practice of avoid work.
slavery more Image source: http://upload.wikimedia.org/wikipedia/commons/c/cb/Plate_10_The_Indians.jpg
than the
other colonial
regions?
104
Things like this worked on occasion, but slave owners were aware
of the things that were happening. If they started to sense that a
slave was trying to trick them out of doing work they would get
very angry. Since slaves didn’t have a lot of rights, slave owners
could punish them in any way they saw fit. They would have their
overseer keep a close eye on the slaves to make sure no trickery
was happening on their plantation. If an overseer thought a slave
was acting up, they often had the permission to deal with the
situation in any way they chose. Slaves were whipped, beaten,
and hurt physically and mentally in many ways.

Running Away

One common form of escaping slavery was to run away. Slaves

used their dark complexion to their advantage and tried to
escape at night. They used the thick forests of the south and their
knowledge of natural navigation (like following stars) to help them
find the way north. They were helped along the way by other
colonists as well as free African men and women. These helpers
Image source: http://upload.wikimedia.org/wikipedia/commons/4/41/
gave runaways money or helped them hide out. This type of Runaway_slave_advertisement_9-15-1774-NY.gif
support system was later be called the “Underground Railroad.”
(It was not under ground and it was not a train or railway.) were found and captured, they were often punished severely
when they returned. They could be given more difficult work, put
The slave owners did not like it when slaves ran away. To in chains, whipped, or they could be sold to another plantation
lose a slave meant to lose a lot of money, so the slave owners away from their friends and family. Slaves knew this was a risk
worked really hard to keep this from happening. They would when they chose to run away.
often send out search crews to bring back runaways, post reward
notes, or search for missing slaves themselves. If runaway slaves
105
Buying Freedom Stono River in South Carolina. They planned to find a way to
escape to freedom. Shortly after the meeting, they broke in to a
Sometimes a slave was allowed to buy back their freedom.
local store, stole guns and powder, and killed the two workers
Remember, the slave owners paid a lot of money to “own” these
there.
people. The slaves also earned them a lot of money, so slave
owners were not very likely to allow this to happen. However, on The 20 men started to march, and as they marched, other
occasion, a slave was given this chance. The owners did not slaves joined them. This led to one of the largest slave uprisings
make it easy on slaves trying to buy their freedom though. Slaves in the colonies, though many more occurred after the
did not make any personal money for their weekly work, so they Revolutionary War. By the time the slave owners caught up with
would have to do extra chores to earn money. They were often these slaves, they confronted 60-100 angry men. Approximately
underpaid for their efforts, but some very determined slaves were 20 white colonists and about 40 slaves were killed in the battle.
able to succeed at this. As a result, South Carolina’s lawmakers created an even more
restrictive slave code. The new codes limited the privileges of all
One slave famous for doing this was named Venture Smith.
slaves. They could no longer grow their own food. They were not
Venture came to the colonies at the age of 6. He had been
allowed to meet in groups, earn money, or learn to read. Some of
captured from his home in Africa and was brought to the colonies
these codes had already existed, but after the Stono Rebellion,
to be sold as a slave. He spent the next 30 years working as a
Southern leaders strictly enforced those laws.
slave in New England. In 1765, at the age of 36, Venture was able
to buy his freedom. After he was free, he worked nonstop to buy
the freedom of his wife and children. He eventually also paid for
the freedom of several other African slaves.

Rebellion

Often enough, slaves felt like they had no other way out of
slavery except to fight their way out. One example of this is the
Stono Rebellion. This event happened on September 9, 1739. On
that day, 20 black slaves met at a secret location near the

106
Stono’s Rebellion was not the only case of this kind of reaction to
slavery. In fact, there are about 250 documented rebellions
throughout the colonies. Some other good examples of this type
of reaction are Vesey’s Rebellion in 1822 and Nat Turner’s
Rebellion in 1831.

Student Activities

Research another rebellion of slaves that

happened in the colonies and write a
news article or blog about what
happened, who was involved, when it
happened, and the results of the
rebellion.

Research the lives of another slave who

purchased his or her own freedom and
write a short story about the life that that
person lived and how freedom was
gained.

107
Chapter 5

The Road to
Revolution
Questions to Guide Inquiry:

How did the attitudes and beliefs of the Colonial

American people change toward Great Britain and
why?

Image Source: http://upload.wikimedia.org/wikipedia/commons/a/a5/Tv_7_Boston_Tea_Party.jpg

Section 1

The French and Indian War

QUESTIONS TO GUIDE INQUIRY In the 1700s England fought several wars with France over control of Europe.
1. How did the attitudes and beliefs Conflicts over land ownership caused
of the Colonial American people the hostilities between these two
change toward Great Britain and dominant countries to spread to North
why?
America. In 1754 the French and
2. What impact did the French and Indian War began. It got its name from
Indian war have on the beliefs and
the people that the British colonists
attitudes of the British and the
colonists? and their American Indian allies were
fighting – the French and their
American Indian allies. The French
Vocabulary: and Indian war lasted from 1754 to
allies 1763. It was also called the Seven
militias Years War.
prime minister
empire
Treaty of Paris

Image source: http://upload.wikimedia.org/wikipedia/commons/d/d1/

The_Victory_of_Montcalms_Troops_at_Carillon_by_Henry_Alexander_Ogden.JPG

109
By 1750 the English and French settlements in North America had Pittsburgh, Pennsylvania. The British colony of Virginia also
expanded. There were about 2 million English colonists living in claimed this land. Many generations of Indigenous Peoples
North America. There were only about 60,000 French settlers. The had lived here and hunted and fished this land. The land was
French settlers lived in forts and remote areas claimed by France. becoming crowded with competing ideas of property and land
These areas were in Canada and along the Ohio River Valley. ownership among all of these groups. This argument over
who owned the land is what began the French and Indian War.
The French forts stopped English colonists from moving
westward. More and more English colonists came to practice In 1754 George
freedom of religion and to make a better life than they had in Washington, a 21
England, so they needed more land. They began to move farther year old lieutenant in
and farther west. Trouble began when English colonists moved the British army, was
into lands claimed by the French. asked to help relieve
the growing tensions
Remember from previous chapters that the French and many
between the French
Indigenous tribes had a good relationship. They lived and worked
and the British. When
together in the fur trade. When English colonists began to move
he arrived, his troops
onto lands claimed by the French, the French called upon their
attacked and
Indigenous allies to help. They joined the French in the battle
defeated a small
against the British. At the same time, some tribes knew that the
group of French
population of English was greater and the army was powerful, so
soldiers near the fort.
it was in their best interests to side with the British.
This battle was the
The Ohio River Valley beginning of the
Image source: http://upload.wikimedia.org/wikipedia/commons/f/f1/
French and Indian Rembrandt_Peale_-_George_Washington_-
The Ohio River Valley is located in present day Midwestern United War.
_Google_Art_Project_(721252).jpg

States. Both Britain and France claimed this land. The French
built a fort called Fort Duquesne (doo KAIN) in present day Washington and his soldiers quickly built a temporary fort and
called it Fort Necessity. A larger French army came and attacked

110
Fort Necessity, defeating Washington’s troops. The British tried The Tide Turns
again to capture Fort Duquesne. This time General Edward
Braddock led the troops. As Braddock’s soldiers neared the fort, Meanwhile, in England, William Pitt became the new prime
the French fired upon them and they were forced to retreat. minister. Pitt felt that the conflicts between the British colonists
and the French could be a step towards building a bigger British
empire. He sent more troops, military leaders, food, and
For the first three years of the war the French won battle after weapons. This cost the British government a lot of money.
battle. Even though they were outnumbered by the British, the
French were successful in defeating them with help from the In July 1758 the British won their first victory. This victory led to a
Indigenous Peoples. The tide turned when the British began to string of victories by the British. By 1760, the war between the
change their war strategies and received help from the colonists two countries was over. In 1763 the Treaty of Paris was signed.
themselves. Great Britain gained almost all of France’s land in North America.
Britain also got the Spanish colony of Florida.
Fighting the French and their Indigenous allies was the first time
the thirteen British colonies had to work together. The colonies Pontiac’s Rebellion
had to cooperate with the British and amongst themselves to
As a result of the victory over the French,
protect their homes and to bring the war to an end. They now
British colonists began to move
knew that they could be successful in creating colonial militias to
westward into the Ohio River valley.
defend themselves.
However, they failed to consider
another group of people who lived on
the land, the Indigenous Peoples. A
Chief named Pontiac (PAHN tee ak)
helped unite other natives to drive
the British off the land. In 1763 they
captured and burned British
settlements, but they were ultimately no
match for the British army and were soon

111
 You will learn why the colonists’ joy was short-lived in the next

Image source: http://upload.wikimedia.org/wikipedia/commons/f/f1/

NorthAmerica1762-83.png

defeated.

After the French and Indian War was won by the British, the
French lost claims to their lands in America. Look at the map and
notice the amount of land gained by the British. They went from
owning what is highlighted in red, to owning all of the region that
is highlighted in red, pink, and striped! That’s a lot of land –
everything East of the Mississippi River and North to Hudson Bay! Image source: http://upload.wikimedia.org/wikipedia/commons/8/86/
The Colonists were very excited about this gain. They believed Map_of_territorial_growth_1775.jpg

they would finally be able to settle in the back country. The

section.
backcountry is what they called the land to the west of the
Appalachian mountains. This land was rich in natural resources. The map below shows the Proclamation of 1763 line.

112
 Suggested Student Activities
Growing Tensions lands they
Student Activities: had helped to
After the French and Indian War, King George began to realize
Pretend you are a 10-year-old boy or girl gain from the
how expensive it would be to protect the colonists against the
living in one of the colonies during the French. This
Indigenous Peoples. It cost the British government a lot of money French and Indian War. Write a journal entry
led to growing
to fight the French in America. The British decided they didn’t explaining what your life is like. Explain your
feelings and thoughts toward the French and tension
want the colonists to continue to move westward because they
the Indigenous Peoples. How do you think between the
knew it would create more conflicts with the Native Peoples. the war affects your life?
colonists and
Because of this the Proclamation of 1763 was issued. This was
the British
an official announcement that gave the colonists all of the land
government
east of the Appalachian Mountains to settle. The lands west of
that eventually
the mountains were to be set aside for Indigenous Peoples. This
led to the Revolutionary War.
meant that colonists could not spread their frontier westward,
which made them very angry. They thought that since they helped
fight the French and Indian war, they should be allowed to settle
on the land that the British had gained. The Proclamation of 1763
prevented this. After fighting for the land for several years, they
were still forced to live in the small area of land they already
owned.

Why it Matters

The map on the previous page shows the land the British
acquired as a result of the French and Indian War. Many
colonists fought for the British, thinking they were protecting their
way of life and their lands in the colonies. The war had been very
costly for the British. They felt that the colonists should help pay
for the expenses, while limiting the colonists’ ability to spread out
on 113
Section 2

Taxation Without Representation - The Stamp Act

QUESTIONS TO GUIDE INQUIRY Interactive 5.1 Taxation As you learned in the previous section, the French and Indian
without Representation
1. How did the attitudes and beliefs War cost Britain a lot of money. The British felt that the colonists
of the Colonial American people should help pay for the war. King George III decided to begin to
change toward Great Britain and make the colonists pay more in taxes. The taxes would help pay
why?
for the expense of the war.

The colonists felt that if they should have to pay the taxes, they
Vocabulary
should be able to have representatives in the British Parliament.
Stamp Act “Taxation without
Tyranny The video clip here (Requires
internet connection) will give you a representation is tyranny” was
brief overview of this and
a phrase used by many
following sections.
colonists to describe their
thought that King George was being unfair.

The Stamp Act

The first tax was called the Stamp Act. It was

issued in 1765. The colonists had to pay extra
money to Britain every time they bought printed
materials or legal documents. These printed
materials were legal documents like marriage
licenses, sales of property, etc., magazines,

Image source: http://upload.wikimedia.org/wikipedia/

114
commons/4/4d/O!_the_fatal_Stamp.jpg
 playing cards, newspapers

and many other types of paper

used. The items had to get a

stamp on them to show the

tax had been paid. The stamp

tax had to be paid in British

currency, not colonial paper

money.

The colonists, who considered

themselves British citizens,

didn’t think they should have to

pay for something they had been getting for free for many years.
They felt that the British government had no right to make them
pay the tax because there were no colonial representatives in the
British Parliament. The colonies had no say in how much the
taxes should be, so they called this “taxation without
representation.”

Image source: http://upload.wikimedia.org/wikipedia/commons/4/40/

Parliament_Stamp_Act1765.jpg

115
Section 3

Taxation without Representation - The Colonists Fight

Back
QUESTIONS TO GUIDE The Colonists Fight Back
INQUIRY
Patrick Henry spoke out against the
1. How did the attitudes and
beliefs of the Colonial
Stamp Act. He made several speeches
American people change that helped inspire the colonists to
toward Great Britain and protest against the tax. Henry was
why?
accused of treason by the British
government for his strong opinions and
Vocabulary inspirational speeches.

Tyranny The colonists banned together to

Treason
protest. They refused to pay the tax. Tax
Boycott
collectors were threatened. They burned
the stamped paper in the streets. The
colonists also boycotted British
products.

A group of colonists called the Sons of

Liberty formed to protest against the
Stamp Act. The Sons of Liberty were
groups of colonists that organized
protests against the British Government.
Image Source: http://upload.wikimedia.org/wikipedia/commons/e/ea/Patrick_henry.JPG

116
They used intimidation to get tax collectors to quit their jobs.
Samuel Adams was a member of the Sons of Liberty in Boston.
Adams wrote articles for Boston newspapers. He played a key
role in rallying the colonists to oppose British taxation. He
believed that the Stamp Act was a plot by the British to destroy
the colonists’ liberty.

Samuel Adams

The Colonists felt so angry about the stamp tax that they
gathered together representatives from nine colonies and formed
the Stamp Act Congress. They made a unified protest to Britain.
They demanded that the tax be repealed. A year later Parliament
repealed the Stamp Act. The Stamp Act Congress gave the
colonists a model for the Continental Congress.

Image Source: http://upload.wikimedia.org/wikipedia/commons/8/89/J_S_Copley_-

_Samuel_Adams.jpg

117
Practice Reading Political Cartoons supposed to go to colonies in America. They were not shipped
and left in their crates during the time period when the act was in
As you learned in the first chapter, political cartoons are cartoons
force.
that relate to political decisions, events and ideas. They are an
artist’s way of expressing his/her opinion about a political The Prime Minister of Britain had a difficult time convincing
situation. Political cartoons have played an important part in the Parliament that repealing, or getting rid of, the Stamp Act would
history of the United States. be a good thing for the British government. To help sway public
opinion, he asked the artist to make the cartoon.
Remember political cartoons have five elements. The artist uses
symbolism, exaggeration, labeling, analogy, and irony. The goal of
a political cartoon is to send a clear
message, using images that will be familiar to
all people. The artist uses simple images that
symbolize complex political concepts.

Using the skill

On this page is a political cartoon drawn by

Benjamin Wilson in 1776. The title of the
drawing is The Repeal, Or the Funeral of
Miss Ame-Stamp.

This cartoon includes a funeral procession

with people who supported the Stamp Act.
They are carrying a small coffin that they are
preparing to throw into an open vault. The vault has been
prepared for the burial. Notice the setting of the funeral. There is a
dock in the background. By placing a dock in the background,
the artist is able to show the boycotted British goods that were
118
Section 4

Taxation Without Representation - The Townshend

Acts
QUESTIONS TO The Townshend Acts
GUIDE INQUIRY
British Parliament still needed money
1. How did the
attitudes and
after the Stamp Act was repealed. They
beliefs of the passed another law taxing the colonies.
Colonial American
people change The man who was in charge of King
toward Great George’s finances, Charles Townshend,
Britain and why?
suggested some new laws that might
benefit England. These laws became
Vocabulary: known as the Townshend Acts.
Remember, when England made all of
finances
these laws that affected the colonists,
Image source: http://upload.wikimedia.org/wikipedia/commons/a/a6/Boston_1768.jpg the colonists had no say. They had
nobody representing them. Again,
“taxation without representation” occurred. This is an important thing to remember
when learning about the events that led to the American Revolution.

119

Here is a list of the Townshend Acts:

Interactive 5.2 The
Townshend Acts
● Colonists had to house British troops in their private homes, and
provide food as well as shelter.

● Taxes were placed on some goods brought into the colonies.

● To enforce the taxes, Parliament issued writs of assistance.

These were search warrants British officers could use to enter
homes or businesses in search of smuggled goods.
Learn more about the Townshend
Acts with this YouTube video
(requires Internet Connection)

The first law meant that British soldiers could come into your
house at any time. Can you imagine sitting at home eating dinner
with your family and having a group of British soldiers arrive and
decide they want to stay at your house? You would have to let
them. They could also eat your food.

The second law placed taxes on several items that were

imported, or brought, from Britain. Colonists now had to pay
taxes on all of the tea, paper, glass, lead, and paint that they got
from Britain. Colonists in Boston made a list of all of the items
from Britain that they would boycott, or refuse to buy.

The third law in the Townshend Acts meant that British officers
could go into colonists’ houses or businesses and search for
anything for which they did not pay taxes.

120
Section 5

The Boston Massacre

QUESTIONS The Boston Massacre

TO GUIDE
INQUIRY In October 1768, British troops marched into Boston.
They were sent to control the colonists. The soldiers set
1. How did
the up posts around the city. This made the colonists even
attitudes angrier. Colonists began to harass the soldiers. They
and beliefs poked fun at them and called them “Lobster Backs”
of the
because of their red uniforms.
Colonial
American
On March 5, 1770 the tensions between the British
people
change soldiers and the colonists came to a head. An angry
toward mob of colonists began to threaten a small group of
Great British soldiers. They threw ice, snowballs, and sticks at
Britain and
why? the soldiers. The soldiers retaliated, firing shots into the
mob of colonists, killing 5 of them. Crispus Attucks, a
former slave, was among the 5 colonists who were
killed.

The British soldiers were arrested. John Adams and

Josiah Quincy agreed to defend the British soldiers. Two
of the soldiers were found guilty and were branded on
Image source: http://upload.wikimedia.org/wikipedia/commons/d/df/Boston_Massacre.jpg
the hand. The others were found not guilty.

121
The Boston Massacre, called the “Boston Rebellion” in Britain,
Interactive 5.4
was really a street fight between a group of colonists and a small Understanding Different
group of British soldiers. This fight led to the removal of British Perspectives Video B
troops from Boston by the Royal Governor. It also resulted in the
removal of all but one of the import taxes, the tax on tea.

Special Skill: Understanding Different Perspectives

Every person has different perspectives, or points of view. The

way we view events, or our perspective, is based on our own
personal experiences. People view things differently because no Click on the link above to view
two people have had the same experiences. one of the perspectives of the two
groups. (Requires internet
connection)
The colonists’ perspective of the Boston Massacre was that the
British were bullies who
Interactive 5.3
opened fire on a group of Do you think this clip was made from the perspective of the
Understanding Different

Perspectives Video A
innocent colonists. The British, colonists or the British? Why? Support your answer with specific
however, felt that they were the details from the video. You might have to replay it in order to gather
ones being bullied. In their your information.

perspectives, they had to fire

in order to defend themselves.

Do you think the video was made

Click on the link above to view from the perspective of the colonists,
one of the perspectives of the two
or the British? Why? Support your
groups. (Requires internet
connection) answer with specific details from the
video. You might have to replay the
video in order to gather your
information. 122
 The Committees of Correspondence

The colonists knew they needed to unite. They formed

Committees of Correspondence in each colony. These
committees consisted of groups of men who communicated
important political events by letter. Men on horses delivered
these letters to the thirteen colonial governments down the
Atlantic coastline to share with the people. John Adams was one
of the founders of the Committees of Correspondence. He
realized that the people needed to be informed if they were going
to make good decisions.

Image source: http://upload.wikimedia.org/wikipedia/commons/2/25/US_Navy_031029-

N-6236G-001_A_painting_of_President_John_Adams_(1735-1826),_2nd_president_of_the_Unite
d_States,_by_Asher_B._Durand_(1767-1845)-crop.jpg

123
Section 6

The Boston Tea Party

QUESTIONS TO GUIDE INQUIRY The Boston Tea Party

1. How did the attitudes and beliefs of the
Even though the British repealed the
Colonial American people change toward Interactive 5.5 Liberty’s
Great Britain and why? Townshend Acts, they refused to give up the tax Kids - the Boston Tea Party
on tea. In colonial times almost everybody drank
tea. It was a popular drink like coffee is today.
Vocabulary:

repealed
intolerable acts

To learn more about the Boston

Tea Party view this episode of
Liberty’s Kids off of YouTube
(requires internet connection)

The colonists began to unite in

order to fight the tea tax. In 1773
British ships carrying tea sailed
into Boston Harbor and other
colonial ports. The colonists had
prevented the tea from being
unloaded in three other colonies,

124
Image source: http://upload.wikimedia.org/wikipedia/commons/5/52/Boston_Tea_Party_Currier_colored.jpg
but in Boston the royal governor refused to allow the tea to be ● Boston Port Act: This law closed the port of Boston until the
returned to Britain. On a cold December night Samuel Adams and price of the dumped tea was recovered, moved the capital of
the Sons of Liberty dressed as Mohawk, went on board the ships Massachusetts to Salem, and made Marblehead the official port
and threw 342 chests of tea overboard. This became known as of entry for the Massachusetts colony.
the Boston Tea Party.
● Quartering Act: This law allowed royal troops to stay in
The royal governor didn’t know who to blame for the crime houses or empty buildings if barracks were not available.
because the men were disguised. When King George found out
● Quebec Act: This law granted civil government and religious
about the tea party he wanted Boston to be punished. The British
freedom to Catholics living in Quebec.
government closed the port of Boston until the colonists paid for
the tea. They also banned town meetings and ordered colonists
to give food and shelter to British soldiers. The angry colonists
called these new laws the Intolerable Acts.

Intolerable Acts Read each act and describe in your own words what
it would mean to the colonists. Be sure to look at a These
The Intolerable Acts were a series of laws that the British made in
map to understand the Boston Port Act. Acts
1774 in response to the Boston Tea Party.
were
The laws were: the cruelest so far of all the Acts passed by the British. Closing
Boston’s port would cost the colonists a lot of money. Banning
● Impartial Administration of Justice Act: This law allowed the
town meetings made it so colonists could not meet and discuss
royal governor of a colony to move trials to other colonies or even
political problems. The Quartering Act made colonists angry
to England if he feared that juries in those colonies wouldn't judge
because they didn’t want soldiers in their houses. And the
a case fairly.
Quebec Act was insulting to colonists who had been denied the
● Massachusetts Bay Regulating Act: This law made all law same rights that Quebec residents now got.
officers subject to appointment by the royal governor and banned
all town meetings that didn't have approval of the royal governor.

125
Rather than keep the colonists down, the Intolerable Acts stirred
the revolutionary spirit to a fever pitch. Interactive 5.6 A
Declaration of Revolution

Read the following primary source regarding the Intolerable Acts

written by John Andrews.

John Andrews, a Boston merchant, writes to his brother-in-law in

Philadelphia, May 1774.
In the next chapter you’ll learn
Yes, Bill, nothing will save us but an entire stopping of trade, to both more about the final steps the
colonists took to declare
England and the West Indies, throughout the continent, and that independence. This video is a
must be determined both speedily and absolutely. The least “teaser” of what you’ll learn about
then. (Requires internet
hesitation by you to the south and all is over. . . . I sincerely believe
connection)
they [the British Parliament] intend to carry out their threats, which
are to make the town a desolate wilderness and the grass to grow in
our streets.
Using the timeline below, explain how British policy toward the
colonies changed from 1763 to 1775. Use specific examples.

What is Mr. Andrews' perspective

about the Intolerable Acts?

126
Chapter 6

The
American
Revolution
Questions to Guide Inquiry:

How did a small group of revolutionaries persuade a

large group of colonists to give up their British
citizenship for an unknown future?

How did different groups come together to

overcome the most powerful nation in the world at
the time?

Image source: http://upload.wikimedia.org/wikipedia/commons/9/95/

Washington_Crossing_the_Delaware_by_Emanuel_Leutze,_MMA-NYC,_1851.jpg
Section 1

No Choice But To Fight

QUESTIONS TO GUIDE INQUIRY Throughout this chapter, you will learn why the colonists felt that they had no
1. How did a small group of revolutionaries choice but to fight the British!  The Intolerable Acts from Parliament & King George
persuade a large group of colonists to give were the “last straw”!  As you read about the “Shot Heard ‘Round the World” as
up their British citizenship for well as the Battle of Bunker Hill
an unknown future?
you will see how the Patriots
2. How did different groups gained confidence by standing
come together to overcome
up against the greatest army in
the most powerful nation in
the world at the time? the world.  They lost the early
battles, but they had the heart
3. How did the colonists justify
their right to rebel against
to keep going and fighting for
England?     their dream of why they and
many of their ancestors came to
this new country...Freedom!!!
Vocabulary:

Committees of
Correspondence,

delegate,

militia,
Image source: http://upload.wikimedia.org/wikipedia/commons/5/5a/Yorktown80.JPG
Minutemen,

casualty,  

128
 Student Activity:  After viewing the short videos discuss and/or
   HISTORY & YOU:  Remember the Intolerable Acts from Chapter
record your thoughts about these Acts.  What would you have
5?  What does the word “intolerable” mean?  Talk about that word
done?  Also, in Video 2 what did Ben Franklin mean when he said,
with someone else in your class, or a family member.  Have you
“The heart of a fool is in his mouth, but the mouth of the wise man
ever experienced something “intolerable” at home or at school?
is in his heart.”?
 How did you react?  Watch the two short Liberty Kids videos
below to review the Intolerable Acts and read on to find out how
the colonists reacted to these “punishments” from Parliament.

As you saw in the videos, Patriots throughout the Boston colonies

were shocked by the Intolerable Acts.  Now that the port was
closed, how would they get supplies such as food?  They would
have to hold meetings using the King’s agenda and Parliament
would even choose the town leaders.  The Quartering part of this
act would require unfamiliar British soldiers to live in colonists’

Interactive 6.1 The homes.  

Interactive 6.2 The
Intolerable Acts Intolerable Acts
These acts led to
action by the
Patriots to discuss
what the British
were doing.  They
met as the First
Continental
View this video on the Intolerable Watch this Liberty’s Kids video on Congress in
Acts (requires internet connection) the Intolerable Acts (requires
internet connection) September, 1774.
This meeting was
Image source: http://commons.wikimedia.org/wiki/
File:CarpentersHall01.jpg the first time the

129
colonists met to discuss how to band together to resist the British coming!  By midnight, every minuteman for miles knew that the
acts. They wrote a letter to the King and to Parliament protesting British were on their way!
the Intolerable Acts and asking for them to be repealed. They
really wanted a peaceful solution but before the Continental
Congress would meet
again, it would be too
late!

Tensions ran high in

the colonies especially
in Boston where more
and more British
soldiers arrived daily.
 The colonists began
forming militias (an
army of ordinary
citizens) made of
minutemen (men
ready to fight at a
Image source: http://upload.wikimedia.org/wikipedia/
minute’s notice) who commons/6/6e/J_S_Copley_-_Paul_Revere.jpg

collected weapons.
British spies discovered this and sent more than 800 soldiers to
seize the weapons from small communities throughout the
Image source: https://www.paulreverehouse.org/ride/virtual.html
Massachusetts countryside. The Patriot spies learned of the
British plans and sent two men, Paul Revere and William Dawes, Courtesy, Paul Revere House

out on horseback to warn the colonists that the British were

130
Interactive 6.3 More About
the Midnight Rides

Student Activity:  Compare /contrast the rides of Paul Revere &

William Dawes.  Who actually warned more colonists and who
Use this link to read more about received more credit?  Record and/or share your thoughts and
the Midnight Rides of Revere and
Dawes. (Requires internet what you think about what the history books recorded about
connection) these famous rides.  Use evidence to support your claim.

Interactive 6.4 The

Midnight Ride of Paul
Revere

Listen to the famous poem by

Longfellow. (Requires internet
connection)

131
Section 2

The First Battles

QUESTIONS TO GUIDE INQUIRY

1. How did a small group of revolutionaries History and You: How do you think the colonists felt as they made the decision to
persuade a large group of colonists to give reject Parliament’s demands?  Read on to learn why the first battle of the War is
up their British citizenship for an unknown
known as the “Shot Heard Round the World”.  Were these shots necessary for the
future?
colonists to “stand up” to the British?
2. How did different groups come together to
overcome
the most
The Battle of Lexington was hardly a
powerful
nation in battle at all.  When the British
the world arrived, there were only about 80
at the Patriot militiamen in town. Neither
time?
side expected to actually fight, but in
3. How did the midst of the confusion a gunshot
the
went off forcing the British to attack.
colonists
justify their There were some casualties (people
right to wounded, killed, or missing)  among
rebel the colonists and many fled. This
against
battle was important because it is
England?
where the Revolutionary War started.
The first gunshot is known as the
“Shot Heard Round the World”.   No

Image source: https://www.flickr.com/photos/thenationalguard/4101089346

132
one is actually sure if the first shot was fired by the British or the
Patriots.

    After the Americans fled from Lexington, the British marched to Interactive 6.7 The Battle
of Lexington and Concord
the city of Concord.  They were sent to secure the bridges and to
destroy the supply of weapons.  They never found the weapons,
but instead found about 500-1000 Minutemen ready to fight.
 These Patriots defeated the British troops at the North Bridge
and the British troops retreated, giving the Americans renewed
confidence!

    Watch the videos below and read some additional information

View this short video (requires
from Mr. Donn’s website about these battles.  Be prepared to internet connection) to learn more
about the battle of Lexington and
discuss and answer the question, “In your opinion, were these Concord.
battles necessary for the
colonists to “stand up”?
Interactive 6.5 The Shot
Heard Round the World

Interactive 6.6 The Battle

of Lexington and Concord Student Activity:  Share your reactions in writing, artwork, or
discussion about the significance of the “Shot Heard Round the
World”--Did you expect the war to continue after these first
Battles...Why or why not?  Use evidence to support your opinion.

Watch this Schoolhouse Rock

video on the Shot Heard Round
the World (Requires internet
connection) NOTE: The video Read this page for more
claims the British fired first...is this information on early skirmishes in
true? the Revolutionary War.
133
 army to fight the British.  These men and this Congress agreed to
History and You:  What happened at this meeting that kept the war support the Patriots and renamed the militia the “Army of the
going??  What were these men thinking when they arrived in United Colonies.” (The Continental Army). They appointed
Philadelphia after the first Battle of Lexington and Concord?
George Washington as their
leader.  You will learn more Interactive 6.8 Delegates
about Washington and his to the Second Continental
Congress
leadership in the next section.
The Second Continental Congress Meets in Philadelphia,PA

    In May of 1775, important

delegates  from the thirteen colonies
met in Philadelphia, Pennsylvania for
the Second Continental Congress.
Some of the more well-known
delegates are as follows:  from Use this website (requires internet
connection) to learn more about
Massachusetts came John Adams the delegates to the Second
and his cousin, Samuel Adams; Continental Congress.

 Pennsylvania sent Benjamin Franklin

and John Hancock.  Virginia sent
George Washington, Patrick Henry, Student Activity:  In small groups form a “Continental Congress
Meeting including some of the important people linked above and
and Richard Henry Lee.
“perform” a classroom discussion.  Record your reactions on a Padlet

Much had happened in the previous or similar media board.  Discuss what you thought of the first battles
Image source: http://upload.wikimedia.org/
and what you think should happen now?  Would you have agreed with
months since the end of the First wikipedia/commons/4/41/
General_George_Washington_at_Trenton_by_ appointing George Washington as the new leader? Why or why not?
Continental Congress, including the John_Trumbull.jpeg
 Be sure to support your opinion with evidence.  (What evidence do
start of the Revolutionary War with they have from this text?)
the Battle of Lexington & Concord. This Congress had some
serious business to take care of immediately, including forming an

134
Section 3

The Battle of Bunker Hill

QUESTIONS TO GUIDE INQUIRY

1. How did a small group of revolutionaries History and You:

persuade a large group of colonists to give
How do you feel after losing a game?  Read on to find out why the Patriots were
up their British citizenship for an unknown
happy after LOSING the next battle of the Revolutionary War known as the Battle of
future?
Bunker Hill.
2. How did different groups come together to
overcome the most powerful nation in the
world at the time?

3. How did the colonists justify their right to The new leader, Washington headed to Boston to
rebel against
take command of his new army.  On his way he
England?
learned that the Battle of Bunker Hill had been
fought.  It had taken place on June 17, 1775, just
a few months after the start of the American
Revolutionary War.

The American forces learned that the British were

planning to take over the hills around Boston in
order to gain a geographic advantage.   As a
result of this information, the Americans secretly
moved their troops onto Bunker and Breeds Hill,
two unoccupied hills just outside of Boston in
Image source: http://upload.wikimedia.org/wikipedia/commons/e/ea/Bunker_Hill_by_Pyle.jpg Charlestown, Massachusetts. The Patriot

135
 commander, William Prescott decided at battle cost them many casualties!
the last minute to go to Breed’s Hill and
Patriots in this early battle had stood up to the greatest army in
fortify (strengthen) it because it was closer
the world!  They had taken a stand.  
to Boston.  The next morning the British
saw what they were up to and started
bombarding the hill with cannon fire.  The
Patriots watched and waited, repeating to
themselves the order Colonel Prescott Image source: http:// Interactive 6.9 The Battle
upload.wikimedia.org/wikipedia/ of Bunker Hill
had given them: “Don’t one of you fire commons/8/80/
William_Hickling_Prescott_by_S
until you see the whites of their eyes.”
outhworth_
%26_Hawes,_c1850-9-crop.jpg

    The order came

and Patriot shots
sent the British Watch the video (requires internet
soldiers reeling.  The connection) to watch and review
the facts of the Battle of Bunker
British were forced to Hill (mainly fought on Breed’s Hill).
retreat (turn around  

and go back).  Most

fighting took place
on Breed’s Hill but Student Activity:  After viewing this video can you understand why the
this battle became Patriots were happy about this battle, even though they actually lost?  What
known as the Battle did Colonel Prescott mean by “Don’t one of you fire until you see the whites of

of Bunker Hill. their eyes.”?  Did the video give you any clues about this quote?  How do you
feel about historical videos that use humor as a “vehicle” to help you learn the
 Though it was a
facts?
British victory, this

Image source: http://upload.wikimedia.org/wikipedia/commons/0/04/ 136

Bunker_hill_second_attack.png
Section 4

Declaring Independence

QUESTIONS TO GUIDE INQUIRY

History and You: Have you ever read something so powerful that it changed your mind?
1. How did a small group of revolutionaries Have you ever felt frustrated that others did not understand your viewpoint?
persuade a large group of colonists to give
up their British citizenship for an unknown
future?
Throughout the next few sections, you will read about some very important
2. How did different groups come together to documents that played an important role in history after the first battles of the
overcome the most powerful nation in the
Revolutionary War. The colonists did not
world at the time?
want this war to continue and sent a
3. How did the colonists
petition to King George as well as writing
justify their right to
rebel against England? what we now know as the “Declaration
of Independence.” You will learn about a
Vocabulary:
document called “Common Sense,” by
petition Thomas Paine. It convinced many that
declaration
treason were still “loyal” to King George to join
the Patriots’ cause and “wise up” to
whom the Loyalists really were. Finally,
you will read about how the words
Thomas Jefferson wrote in the
Declaration about “all men are created
equal” did not apply to the role of
Image source: http://upload.wikimedia.org/wikipedia/commons/1/15/Declaration_independence.jpg
African Americans, women, and

137

Indigenous Peoples, but was an ideal of human life. this pamphlet convinced many colonists that independence was
best. Listen to and read some of the words that Thomas Paine
The Olive Branch Petition:
wrote… What do YOU think? How do you think he changed the
On July 5, 1775 Congress sent a petition (a written request ) minds of so many who remained loyal to King George?
to King George III. This was shortly after the Battle of Bunker Hill
To see the original Common Sense pamphlet, go to the Library of
and a way to “patch” things up with him. It was called the Olive
Congress:
Branch Petition. (An olive branch is a symbol of peace.) It
begged the King for a “happy and permanent reconciliation”. The
King refused, calling the colonists “Rebels” and making him more
determined than before to continue to punish the colonists.
Interactive 6.10 The Interactive 6.11 Common
Common Sense: Library of Congress Sense

A few months after the

Olive Branch Petition, an
Englishman, Thomas Paine,
who had recently arrived in the
American Colonies, wrote a
powerful pamphlet titled
Common Sense. He wrote that Our national archives have an
gaining Independence from original copy of Common Sense.
Click here to view it digitally. Click on this brief clip to learn
Great Britain was the only way (Requires internet connection) more about Common Sense.
to prevent and stop Britain from
abusing the colonists’ rights.
His pamphlet sold over 100,000 Image source: http://upload.wikimedia.org/
copies, an astonishing number wikipedia/commons/a/aa/Thomas_Paine_rev1.jpg

in the 1700s. Many believe that

138
 2) People have the right to form their own government, which
History and You: Why do you think the colonists felt that it was time
they should choose, and its purpose should be to protect the
for them to declare (make a statement) their independence? What
rights of the citizens.
would you do if you knew signing the Declaration would get you in
trouble? Read on to find out what the colonists signed and what their
3) If government fails to protect people’s rights, people have the
punishment could be?
right to change it.

The DECLARATION of INDEPENDENCE: On July 4, 1776 (does the date ring a bell?), Congress officially
approved the Declaration of Independence. Two months later, in
“ We hold these truths to be self-evident, that all men are total silence, the signers gathered, knowing they were committing
created equal………………” treason (a revolt against their government). The penalty for this
crime was death by hanging. John Hancock famously signed the
Thomas Jefferson spent about two weeks writing & rewriting
document first. What is
this document. The first part of the Declaration explains why the
unique about his signature Interactive 6.12 The
colonies had the right to separate from Britain. The second part Declaration of
below?
listed violations that Britain had committed against the colonies Independence
and the third and final part stated that the colonists’ only choice
was to be free from Britain.

On July 2, 1776, the delegates voted the 13 colonies to be “free

and independent states.” Two days later, they voted to approve
the Declaration of Independence. The first part of the Declaration
contains beliefs on which our country was founded:
The Declaration of Independence
1) People are born with certain rights, which include life, liberty, is one of our most important
historical primary sources. Watch
and the right to seek happiness. it read dramatically by celebrities.
(Requires internet connection)

139
 He also said, “There! His Majesty can now read my name
without glasses. And he can double the reward on my head!”

Benjamin Franklin was also one of the committee of five which

wrote what is known as the ‘Declaration of Independence.’ When
about to sign it, Hancock, one of his colleagues, is reported to
have said, “We must be unanimous; there must be no pulling
different ways; we must all hang together.”

“Yes, replied Franklin, “We must hang together, or we will be

pretty sure to hang separately.”

Interactive 6.13 The

Declaration of
Independence

Student Activity: Have a “John Hancock” signing party. Who can

sign their name like his? How did his large, flourishing signature
Watch this Schoolhouse Rock stand for bravery and courage?
video to review the Declaration.
(Requires internet connection)

140
Section 5

The Role of African Americans, Women, and

Indigenous Peoples
QUESTIONS TO GUIDE INQUIRY Thomas Jefferson wrote the words in the Declaration of Independence that stated
1. How did a small group of revolutionaries “all men are created equal”.  This was in 1776 - a very different time than ours.
persuade a large group of colonists to give  Only white men who owned property could vote and after the Declaration was
up their British citizenship for an unknown written many continued to debate the meaning and intent of those words.
future?

2. How did different

groups come
    History and You:  Imagine being
together to
an African American, woman, or
overcome the
most powerful Indigenous Person during this time
nation in the period. As you place yourself in
world at the each of these roles, imagine what
time? your life would have been like?
 How could you, as that person,
3. How did the
change the outcome of the war? Or
colonists justify
their right to could you?
rebel against
England?

Image source: http://en.wikipedia.org/wiki/Molly_Pitcher#/media/File:Molly_Pitcher_engraving.jpg

141
African Americans:  For the African Americans, the first battles
had a complicated meaning.   Some fought on the side of the
colonists against the British and became Patriots.  They became Student Activity:  Break into one of three groups representing each of the
members of the Sons of Liberty and joined the local militias. above groups of people.  Do more “research” into each of the three
 Others fought for the British early in the war.  The British offered groups of people including fact-finding of more individuals within each
group.  Share the information you learn with the entire class.
freedom to any black slaves as an incentive to join them and their
army.  The Continental Army originally did not accept black
soldiers but eventually started to in 1776.  However, the African-
Americans were treated quite differently and did not have any of wrote letters during this time to question their limited roles.  She
the same freedoms or privileges of either the British or Patriot became a hero for women’s rights long after the Revolution.
soldiers.  It would be about 90 years later that any significant
changes came about for these people.
Indigenous Peoples:
  Most supported the British troops
Women:   Women and girls took Interactive 6.14 Women in because the British could trade goods with them from across the
part in the war taking care of the the Revolution
ocean. The Indigenous Peoples saw most colonists as the ones
soldiers. They cooked for them
who “pushed” them from their lands.  Some were on friendly
and sewed their uniforms. They
terms but they were not about to become involved in this war.
also acted as nurses taking care
 Even the ones who originally sided with the British did not remain
of the wounded. A few women,
on their side very long; They felt the British would mistreat them
called Molly Pitchers (named
or expect more in return from them than what was fair.
after the famous Molly Pitcher
Ludwig), even took part in the
Read more about the Women of
fighting.   There were many who the Revolution here (requires
Internet Connection)
spied for the side they believed
in.  Women were expected to do
whatever was needed with no questions asked.  Some women
like Abigail Adams, wife of John Adams, actually spoke up and

142
Section 6

Fighting for Independence

QUESTIONS TO GUIDE INQUIRY In the next few sections you will first read and learn about how very different the
1. How did a small group of revolutionaries two armies (British and Continental) were and how the new Patriot strategies kept
persuade a large group of colonists to give the Continental Army going.  Next, you will read about a very brutal winter at Valley
up their British citizenship for an unknown Forge and how the Patriots received great news that kept them fighting for their
future?
cause.  Finally, you will learn about the final battles and a famous surrender at
2. How did the Patriots overcome the most Yorktown.  This surrender resulted in the creation of a very important treaty that
powerful nation in the world at the time?
would officially end the war.  
Vocabulary:  

surrender
strategy Can you think of an event when a weaker opponent
defeated a more powerful one?  How did the
Patriots overcome the most powerful nation in the
world at the time?

Image source: http://upload.wikimedia.org/wikipedia/commons/8/86/

Couder_Yorktown_Versailles.JPG

143
 tyrannical government and replace it with one of their own design.
History and You:  Has your team ever been an “underdog” in a The Patriots were fighting for their homes, their businesses, and
game, match, or competition? Read on to see how much of an
their American way of life.  They wanted the right and freedom to
“underdog” the Patriots were to the British army.
govern themselves.  

         The British laughed at many

Interactive 6.15 Yankee
of the Patriots' weapons because
Doodle
they looked as if they had been
made out of farm tools, which
many had!   They even called the
Patriots “Yankee Doodles”.

    How could these “beginners”

ever hope to beat the well-trained
professional army and navy of the
wealthy Great Britain?  King George said, ”Once these rebels
have felt a smart blow, they will submit.”

    The King learned that sending supplies and men over 3,000
miles of ocean became very expensive.  He also discovered that
British fighting methods did not work as well on the landscape in
America.  Because of this, the King had to hire paid soldiers, or
mercenaries, to get enough men to fight.  Finally, the King totally
overlooked the greatest strength of the Patriots: they were
fighting for their own freedom - with enthusiasm!  They were
fighting a revolution, which is an attempt to overthrow an unfair

144
Section 7

Turning Points

QUESTIONS TO GUIDE INQUIRY Victories at Trenton and Saratoga

1. How did a small group of revolutionaries
It was a very cold winter day with heavy snow and the wind was blowing hard.  On
persuade a large group of colonists to give
up their British citizenship for an unknown one side of the ice-choked Delaware River, George Washington and the
future? Continental Army camped. On the other side, an army of Hessian soldiers camped
2. How did the Patriots overcome the most in the town of Trenton, New Jersey. It was Christmas Day and, with an icy and
powerful nation in the world at the time? dangerous river between the two armies, it did not look to be a day for fighting.
The Hessian soldiers probably thought the last thing the Continental Army would
do was attack in these terrible conditions. That's what made the attack so
impressive!

When George Washington and the army

arrived in Trenton, the Hessians were not
History and YOU:  200 years ago
prepared for such an attack. Most were Christmas was celebrated many
sleeping soundly after a festive Christmas Day places around the world,
and surrendered quickly as they were not including by the American
ready or expecting this attack.  The casualties colonists, the British, and the

were low on both sides and the Patriots mercenary soldiers.  Why was
General George Washington’s
captured about 900 mercenaries in this battle
strategic plan such a SURPRISE
and another 200 in a second victory in
to the British on Christmas night?
Princeton.  Read on to find why this event/
battle was so important.

145
 needed a victory. The Christmas victory gave a huge boost in
morale to the American soldiers.

Interactive 6.16 Victories

of Trenton and Saratoga

Learn more at History.com

Image source: http://upload.wikimedia.org/wikipedia/commons/9/95/ (requires internet connection)
Washington_Crossing_the_Delaware_by_Emanuel_Leutze,_MMA-NYC,_1851.jpg

Interactive 6.17 10 Days

Crossing the Delaware The 10 Days that Changed the that Changed the World
World
The American forces were feeling broken down before the Student Activity:  You can
Christmas crossing of the Delaware River.  The British strategy (or reenact this event in your
plan of action) was to stop the rebellion before the colonists could classroom! Create “boats” and
get France or Spain to join them.  The British had pushed the describe the journey over the
Patriots back all the way from New York to Pennsylvania.  Look at ice-choked Delaware or build
“posters/multi-media
a map to see the distance that would be to travel.  Many of
presentations to depict this Learn more about the 10 Days
General Washington's men were injured or ready to leave the
event. that Changed the World here.
army. The number of troops were dwindling as men went home, (Requires internet connection)
mostly on foot as winter was approaching. The army desperately

146
Battle of Saratoga: The TURNING POINT

The Battle of Saratoga, known as

the  “Turning Point of the War,”
Student Activity:  How and why is this Battle called the Turning
happened in October of 1777. The
Point of the Revolutionary?  Predict what the FRENCH will do
Battles of Saratoga were a series to help the Patriots win this war?  What did they have to offer?
of battles that ended in Saratoga,
New York with the surrender of
British General John Burgoyne
and approximately 6,000 men.
 The Americans were led by Major
General Horatio Gates as well as
Generals Benedict Arnold and
Benjamin Lincoln. Other key
commanders included Colonel Image source: http://upload.wikimedia.org/
wikipedia/commons/4/4b/BurgoyneByReynolds.jpg

Interactive 6.18 Battles Daniel Morgan and General

Leading to Saratoga
Enoch Poor. This decisive
victory by the Americans was a
turning point of the
Revolutionary War.

After viewing this video you

should be able to explain how and
why this battle is known as the
turning point of the war.

147
Section 8

Winter at Valley Forge

QUESTIONS TO GUIDE INQUIRY

1. How did a small group of revolutionaries

persuade a large group of colonists to give History and You:  Imagine an outdoor camp where there is not enough food,
up their British citizenship for an unknown extremely cold weather, no warm clothing or shoes, and sickness.  How did the
future?
Continental soldiers ever endure this winter or did they?  Read on to find out how
2. How did the Patriots overcome the most terrible this winter camp was and how the news of the Battles of Saratoga gave the
powerful nation in the world at the time? Patriots just what they needed to continue...HOPE!

Student Activity:  Use the painting to

begin learning about Valley Forge.  As
individuals, in pairs, or in small
groups, list 10 things you see in the
painting. Then list 10 questions you
have about what you see in the
painting.  Share with the class and
gather the questions to be answered
as you study more about this time in
history.

148
    Valley Forge was where the American Continental Army made 10,000 men who began the winter at Valley Forge, approximately
camp during the winter of 1777-1778. It was here that the 25% (2,500) of the men died before the spring.
American forces became a true fighting unit. In spite of the living
Read the following description of the winter at Valley Forge and
conditions, soldiers learned and practiced fighting methods and
record your reaction to what the soldiers endured:
shooting techniques, and became hardened soldiers.  Valley
Forge is often called the birthplace of the American Army.  Valley
Forge is located in the southeastern corner of Pennsylvania.

     George Washington chose Valley Forge as the site for winter

camp for several reasons. First, it was close to Philadelphia where
the British were camping for the winter. He could keep an eye on
the British by using his network of spies and protect the people of
Pennsylvania. At the same time it was far enough from
Philadelphia so that the Continental Army would have plenty of
warning if the British decided to attack. Also, Valley Forge was a
good place to defend if the army was attacked.

  

    The conditions that the soldiers had to endure at Valley Forge

were horrible.  It was winter, so the weather was cold, wet, and
snowy. Soldiers were often hungry because food was scarce.
Many of the soldiers didn't have warm clothing; their shoes had
worn out on the long march to the valley. Living in the cold, damp,
and crowded log cabins with very few blankets caused sickness
and disease to spread quickly throughout the camp. Of the

149
     It was at Valley Forge where the Continental Army turned into a
trained fighting force. There were three leaders in particular who
played a key role in building the army.
General Marquis de Lafayette -
General George Washington - As
Marquis de Lafayette was a
 commander-in-chief of the Continental
French military leader who joined
Army his leadership played a big part in
Washington's staff at Valley
the colonies gaining their independence
Forge. He worked for no pay and
from Britain.  He stayed with the forces
didn't ask for special quarters or
much of the time and even his wife,
treatment. Lafayette would later
Martha Custis, joined him some of the
become an important
time to give her support to her husband
commander at several key
and to the young soldiers.

Image source: http://
battles.
 Image source: http://upload.wikimedia.org/
wikipedia/commons/3/3f/
upload.wikimedia.org/wikipedia/
Gilbert_du_Motier_Marquis_de_Lafayette.PN
commons/8/88/
General Portrait_of_George_Washington.jpeg
G

Friedrich
von Steuben - Friedrich von Steuben
was a Prussian-born military leader
who served under Washington. He
took on the task of training the
Continental Army. It was through von
Steuben's daily drills, even in the cold
of winter at Valley Forge, that the
soldiers of the Continental Army
Image source: http://
learned the tactics and discipline of a
upload.wikimedia.org/wikipedia/commons/
d/da/ true fighting force.

Major_General_Friedrich_Wilhelm_Augustu
s_Baron_von_Steuben_by_Ralph_Earl.jpeg
150
Section 9

Winning the Revolution

QUESTIONS TO GUIDE INQUIRY

1. How did a small group of revolutionaries History and YOU:  Have you experienced a time in your life when the odds
persuade a large group of colonists to give were against you?  If so, what kept you going? Did you get help from
up their British citizenship for an unknown someone else?  What changes did you make to succeed?   Read on to
future? find how the Patriots finally won this war and why General Cornwallis
      surrendered.
2. How did the Patriots overcome the most
powerful nation in the world at the time?

After the long, tough winter at Valley Forge,

and the formal intervention of the French in
February of 1778, the soldiers who survived
had received new training and assistance
from the new military leaders that joined
the Patriots’ cause. French intervention
(when one nation enters the affairs of
another ) changed the war.  Now Britain
had two battles to fight - one against the
colonists and one against the French.
 Britain sent thousands of troops to the
Image source: http://upload.wikimedia.org/wikipedia/commons/7/71/ Caribbean to attack the French colonies
Surrender_of_General_Burgoyne.jpg
and this left fewer troops to fight in North

151

America.  Also, Washington had gained the assistance of many Even though the British won in the cities, they were losing in the
skilled European soldiers who helped him train the inexperienced countryside because of Patriot fighters like Francis Marion.  His
Continental troops.   nickname was the Swamp Fox because he was as clever and
quick as a fox.  He and his small band of men knew the Carolina
     Most of the first battles of the War had been fought in the
countryside well and attacked the British with hit and run raids.
Northeast.  The battles that decided the outcome of the war took
place in Georgia and the Carolinas.  The British wanted the General Nathaniel Greene had taken over command of the
battles to move to the South because they believed the areas American Continental Army in the South. Prior to General
were full of Loyalists ready to fight for the British.  They were Greene's command, the war in the South had not been going very
wrong!  Most Loyalists were too afraid of their Patriot neighbors well, but Greene put in some of these new hit and run tactics that
to fight and many still remained neutral, or chose to stay out of Marion and his men were using.  That resulted in American
the war. victories and caused the
British Army to retreat to
Still, the British seemed to win important battles in such places
the East Coast. Of all
shown below:
the battles in the
Carolinas, Greene said,
”We fight, get beat, rise,
and fight again.”  These
new fighting methods
left the British at a loss.
 They liked to fight the
traditional battles in
which two armies stood
still, faced each other,
and shot.  These battles
showed that the most Image source: http://upload.wikimedia.org/wikipedia/
commons/7/7f/Greene_portrait.jpg
powerful army in the

152
world was no longer winning!     
Suggested Student Activities

“ We fight, get beat, rise and fight again.”


STUDENT ACTIVITY:


Surrender at Yorktown      Put the following events below on a timeline in
chronological order:
British General Cornwallis retreated to Yorktown, Virginia where • Battle of Bunker Hill
he thought his troops would be safe.  Washington marched south
• Washington Crosses the Delaware
from New York with thousands of French and Patriot soldiers.
 The French navy sailed north from the Caribbean to meet him. • Olive Branch Petition
 The British Army was now surrounded at Yorktown. They were • Common Sense
greatly outnumbered by the French and American troops. For
• Shot Heard Round the World (Battle of
eleven days the American forces bombarded (bombed) the Lexington & Concord)
British. Finally Cornwallis sent out the white flag for surrender. He
• Winter at Valley Forge
originally made a lot of demands to George Washington for his
surrender, but Washington didn't agree. When the American • Declaration of Independence

troops started to prepare for another attack, Cornwallis agreed to • Surrender at Yorktown
Washington's terms and the battle was over. On October 19,
• British take Long Island & NYC
1781, he was forced to surrender.  He gave up and admitted he
• Battles of Trenton & Saratoga
was defeated.
• Battles in the South (Charleston)


History and You:  Do you believe the Patriots could have won
the war without intervention from France? Take a stand and
support your opinion with information from what you have
read and learned about the Revolutionary War.

153
Section 10

The Treaty of Paris

QUESTIONS TO GUIDE The War ended in Yorktown but the British and
INQUIRY Americans needed to end it officially.  Both countries
1. How did a small group sent diplomats (officials to represent the
of revolutionaries government) to Paris, France to negotiate, talk over
persuade a large group
issues and reach an agreement this treaty.
of colonists to give up
their British citizenship
That is why it is called the Treaty of Paris.  It took
for an unknown future?
them about 2 months to reach an agreement and the
2. How did the Treaty of chart on the next page shows the impact of the
Paris change and
impact the lives in a treaty.
new America? How   did
it affect the Loyalists,  
Interactive 6.19 The Treaty
African Americans & of Paris
Indigenous Peoples

Learn more about some of the

specifics by visiting this website
(requires internet connection)

Image Source: http://upload.wikimedia.org/wikipedia/commons/a/a6/ 154

Treaty_of_Paris_1783_-_last_page_(hi-res).jpg
Below is a summary on how the end of the Revolution and the
Treaty of Paris impacted the groups of Loyalists, Native
Americans, and African Americans.

STUDENT ACTIVITY:

Suggested Culminating Activity for the

Revolutionary War:  Develop and create a
Revolutionary War Game board.  Find a way
to include all parts of the war including the
causes, battles, events and outcomes.  Add
technology to the game boards with QR
codes, videos, etc. should you so choose.

Furthermore, most of the African Americans found out after the

war that the "freedom and equality" they had fought for did not
apply to them. Slavery continued in the United States for over 80
years after the Revolutionary War ended.

155
Chapter 7

A New Nation

Questions to Guide Inquiry:

How did the changing nation come together to

create a unified government?

How did so many different ideas become one

government?

Image Source: http://upload.wikimedia.org/wikipedia/commons/9/9d/

Scene_at_the_Signing_of_the_Constitution_of_the_United_States.jpg

Section 1

The Declaration of Independence

QUESTIONS TO GUIDE INQUIRY

The Declaration of Independence was just the beginning. The colonists kept this
1. How did the changing nation come document in mind as they fought for independence and created their own
together to create a unified government? government. This Declaration has inspired, and continues to inspire, the promise

2. How did so many different ideas become

of freedom around the world.
one government?
Why do we need rules in school? In our classroom? Why do
we need a government? If something seems unfair, what can
you do to change it?

At the time the Declaration of

Independence was written, 1776, many
people didn't believe that everyone should
be treated equally or that everyone should
have equal rights and freedoms.

Image source: https://upload.wikimedia.org/wikipedia/

commons/8/8f/ 157
United_States_Declaration_of_Independence.jpg
The Declaration set the tone for the colonists to deal with an
unfair government in England.  It also set some guiding principles
and established a set of rules that preserved their freedom. As
written in the Declaration, they wanted, “ Life, Liberty and the
pursuit of happiness.”

The writers of the Declaration of Independence understood that

since people create governments and agree to live by their rules,
people also have the power to end or change  a government that
tries to take away anyone’s freedom.

158
Section 2

The Articles of Confederation

QUESTIONS TO GUIDE INQUIRY

1. How did the changing nation come “Knowledge will forever govern ignorance, and a people
together to create a unified government? who mean to be their own governors, must arm
2. How did so many different ideas become themselves with the power knowledge gives.”
one government?

Vocabulary

Articles of
Confederation Interactive 7.1 The Articles
limited government
of Confederation

Watch the video as an

introduction to the Articles of
Confederation.
Image source: https://upload.wikimedia.org/wikipedia/commons/a/aa/Articles_of_Confederation_1977_Issue-13c.jpg

159
Creating a New Nation sovereignty, which meant the people held the power. The people
elected representatives to make decisions for the running of the
It’s hard to imagine the United States of America without a
government, maintaining everyone’s voice as they served the
national government. That’s how our country began! While the
people.  If the representatives didn’t listen to the people, they
War of Independence was being fought against Britain, the
would be voted out of office.  
colonists were using the Declaration of Independence to establish
smaller “state governments” with their legislators, governors, and What ideas from the state governments were used to write
their own constitutions. the Articles of Confederation?

In 1777 the Continental Congress proposed a plan for a new

The Articles of Confederation:The first National Government
government called The Articles of Confederation. This plan was
ratified in 1781. A Confederation is a group of states that become As this new American Government under the Articles of
united for one or more reasons. In the document, the new Confederation began to grow there were some advantages, but
government called itself a ‘league of friendship’.  It provided for a there were many more disadvantages. The new government
central government that was weaker than the state governments. consisted of all thirteen states. The Continental Congress sent
 This led to problems and arguments between and among the delegates to the government and each state had one vote.  To
new states. pass, major laws needed nine of the thirteen states to agree.
There was neither a king nor a president. The Confederation
The colonists did not want a strong central government because
lasted eight years, from 1781-1789. It was an uncommon
of their experience with the unlimited power under British rule and
government for its time because it had a written constitution and
the King. Because of this fear, the Articles of Confederation were
no ruler. That in itself was a new idea!
written and ratified as a national government as long as power
was limited. It was set up as republic, or a system where people
elect representatives to run the country.

In a republican system of government, birthright or heredity do

not decide who leads or rules the country. Instead, the new
republic was based on the core democratic value of popular

160
 What if there was no such thing as a president of the
country?

What if the government had no money to pay soldiers?

What if every state had a different kind of money and you

had to change money when you crossed a state border?

The 13 states had loose ties under the Articles of Confederation.

But, in general, each state ruled itself. There was a Congress,
where each state had one vote.  There was a President of
Congress, John Hanson, who led that group.  But there was no
president in an executive branch to enforce the decisions made
by Congress. And there were no national courts to interpret the Image source: https://upload.wikimedia.org/wikipedia/en/5/57/
Articles_Of_Confederation_Mural.jpg
laws. Congress had limited powers. It could declare war, make
treaties, settle serious disagreements between states. It It did not
Activity: In a small group decide on one aspect or one part of
have the power to tax the people. It could ask the states for
the Articles of Confederation to research and report to the
money to pay national debts, but it could not force the states to
class (see Articles of Confederation at pppst.com for ideas).
pay. And many states did not pay. Congress could pass a law if
The challenge is for you and your group to summarize one
nine out of the thirteen states agreed, but it had no power over
small part of the Articles of Confederation so your
the state or its citizens to enforce the laws. The new congress
classmates can understand the concept and/or idea you are
could print money, but so could each state. And as far as a
national defense, Congress could not raise an army without reporting on. You may use the link below or find your own

permission from the states. sources for the report.  One person might investigate John
Hanson, who was the President of the Congress under the
Articles of Confederation. Consider the questions on the next
page as you research.
161
Activity: As your group reports on your Articles of The land north of the Ohio River Valley was called the Northwest
Confederation, what advantages and disadvantages do you Territory. In 1787 the Northwest Ordinance set a plan for new
see it having on the country?  Would the Articles of states to form and join the union. The new states had freedom of
Confederation work today?  What parts would not work? Are religion, the right a fair trial, but could not own slaves.

there any aspects of the Articles of Confederation that you Despite the fact that Northwest Ordinance set up a governing
can see working today? plan for the new Territory and the formation of new states to the
union, the Articles of Confederation were not the best plan for the
new Nation.  

Shays’s Rebellion, Another Effect of the Articles

After the Revolutionary War, many Americans could not pay their
bills unless they had gold. Most farmers borrowed money to farm
and pay taxes.  Many could not pay their debts and went to jail or
lost their farms.
Many of these
farmers were
Revolutionary War
veterans who were
never paid for their
service.  The
farmers in
Massachusetts
Class activity - Make a large poster of the weaknesses or write started a rebellion
the weaknesses on a white board. In small groups determine against their state
the greatest weaknesses and write a reason for your choice. government
Image source: https://upload.wikimedia.org/wikipedia/commons/d/d7/Unidentified
because they could _Daniel_Shays_and_Job_Shattuck_-_Google_Art_Project.jpg

162
not get a fair price for their crops. Their leader was Daniel Shays,
a Revolutionary War captain. He asked the Massachusetts
government to “go easy” on the the farmers until they could pay
their debts. When the state government ignored his request, his
troops conducted raids all over the state.  Since there was no
national assistance, the Massachusetts state government had to
put down the rebellion alone. Shay's Rebellion showed the
leaders of the new states that they needed a stronger national
government than was provided for by the Articles of
Confederation.

By 1787, many leaders feared that the new country would fall
apart without a stronger central government. They called for a
meeting of delegates from all of the states. The goal of this
second Continental Congress was to make changes to improve
the Articles of Confederation. But once the delegates had
gathered in Philadelphia, they realized that a bigger change was
needed. They wrote a brand-new document called the
Constitution of the United States and it became the supreme law
of the land, then and now.  Let’s look at this important document
that you and I live by.

163
Section 3

Writing the Constitution

QUESTIONS TO GUIDE INQUIRY

1. How did the changing nation come “When it can be said by any country in the world, my poor
together to create a unified government? are happy, neither ignorance nor distress is to be found
among them, my jails are empty of prisoners, my streets of
2. How did so many different ideas become
beggars, the aged are not in want, the taxes are not
one government?
oppressive, the rational world is my friend because I am the
Vocabulary: friend of happiness. When these things can be said, then may
that country boast its constitution and government.
amendment
Independence is my happiness, the world is my country and my
Constitutional Convention religion is to do good.”
Framers ― Thomas Paine

What do you think Thomas Paine meant when he wrote these lines
in his manuscript, the Rights of Man in 1791?

Can you make any connections with Thomas Paine’s statement

with our current government or society?

164
The Constitutional Convention occurred in May, 1787 when 55 Issues the delegates did not agree on:
delegates from 12 states met in Philadelphia.  Rhode Island was
• The number of votes each state should have.
the only state that did not attend the meeting.  Some of the most
famous names in America were there.  Benjamin Franklin, at 80, • How to divide the power between the State and
was the oldest.  George Washington served as chair.  John national government.
Adams and Thomas Jefferson were absent.  Both were in Europe
as ambassadors for the new country.  Others did not attend • How much power the president should have.
because they did not want a stronger central government.
• How the president should be chosen.

 Patrick Henry, John Hancock, and Samuel Adams fell into this
category.  
For several weeks during that long hot summer, the delegates
debated and argued about many issues.  In the end, they decided
All delegates agreed: there were too many problems with the Articles and the best
course would be to write a new constitution.  Four months later,
• That the national government should remain a republic. the document was completed and history was made! This was
not what they were sent to do, so they did not share their work as
• That the government should have three parts, a
they went along. They kept their discussions and decisions
congress to make the laws, a president to make sure the laws are
private from the rest of the world.
followed, and courts to try cases of national law.

• That the country should have a written constitution.

That sounds as if it was easy, doesn’t it?  Well, there was a lot of
• That the national government should be allowed to
discussion and disagreement among the delegates.  First, they
collect taxes.
had to decide on the structure of the new government.  They
• That the national government should be allowed to wanted to keep the freedoms they had earned through fighting
control trade between and among the states and with other and winning the Revolutionary War.  Although it was in the past,
countries. people were still fearful of a powerful government that could tell

165
them what to do at every turn in their everyday lives. They were and the Senate with two members from each state regardless of
independent and resourceful people and wanted to keep their the population, where smaller states’ votes were equal to those of
individual rights. larger states.


Next, there was the serious issue of slavery and how enslaved
people would be counted and included in the new country. 2. Three-Fifths Compromise: Three Fifths of the slaves
 Northerners were concerned that the Southern states would would count in the population of a state. (5 enslaved people = 3
have more power because they had more population, even people counted for the census)  This meant that the Southern
though their total population included many enslaved people. states had less power in the House of Representatives than their
 Read below to see how those two big problems were handled. ‘real’ population would suggest, eventually leading to more
conflict (and the Civil War).

James Madison was well prepared for the convention.  He
enjoyed studying different types of governments.  He had a good
understanding of many governments throughout history, from
ancient Greece to that of Great Britain.  Madison was helpful in
settling the many disagreements among the delegates.  When
arguments emerged and became heated, Madison suggested
compromise and he had ideas to help them make these
compromises!  The Constitution grew out of compromise. There
were many small compromises made by all the delegates during
How did compromise solve problems or issues at the
the creation of the Constitution. There were two notable
Constitutional Convention?
compromises that were made in order for the constitution to
How did the use of compromise make the Constitution
become the law of the land.
stronger?  How did the Three-fifths Compromise lead
1. Great Compromise: How many votes each state would to more conflict later?

have in Congress. The compromise was to have two houses in

congress, the House of Representatives, based on the population
of each state where the people themselves would be represented,
166
 The next two videos will give you a good idea of how the framers
created the Constitution of the United States.

Interactive 7.2 Shhhhh! Interactive 7.3 The

We’re Writing the Preamble
Constitution

The Constitution was signed on

September 17, 1787, so Interactive 7.4 Constitution
 September 17, 2015 marked the Timeline
228th anniversary of this
remarkable document. We
celebrate September 17 as
Constitution Day, but notable
events took place throughout 1787
leading up to the historic signing.
 See the timeline in the widget to
the right.
167
Section 4

The Ratification of the Constitution

QUESTIONS TO GUIDE INQUIRY

1. How did the changing nation come Can Federalists and Anti-Federalist be found in today's government? In
together to create a unified government? today’s modern society?  

2. How did so many different ideas become Can you research and find a current government where there is no
one government? central power?

Vocabulary: What issues facing America today would be supported by the

Federalists Federalists or the Anti-Federalists?

Anti-Federalist

                    

Activity: Find a current event or national political issue today and decide
whether it would be supported by a Federalist or Anti-Federalist.    

Approving the Constitution

The delegates finished their work and was the Constitution was signed by the
delegates  in September 17, 1987. In order for the Constitution to become the law
of the land it had to be approved (ratified) by at least nine of the thirteen states.
The new Constitution was sent to the 13 states for approval. Representatives
from within each state were elected by the people to represent them at the state
level of government.

168
Their job was to read, discuss and vote to approve or ratify the had voted for ratification. These two states ratified the
new Constitution. There was great debate at these state constitution after the government was already in operation.
conventions because the delegates had varying opinions on how
the constitution should be written. Those who supported the
constitution were called Federalists. (Federal refers to a central
government that shares power with the states.) They thought the Activity: Research some of the famous
country would do better with a stronger central government, so Federalists and Anti-Federalists during the
they were satisfied with the Constitution as it was written. Those ratification of the US Constitution. Set up a
who opposed this idea, and were more interested in maintaining debate in your classroom and provide each side
the rights of each individual, were called Anti-Federalists. This a chance to report and make their arguments for
was the strongest argument against the US Constitution; it did their beliefs. See if you and your classmates
not address the individual rights of the citizens and spell out could create a compromise.
these rights. The
  Anti-Federalists did not want to ratify it without
a strong, clear statement of these rights.  These states would not
ratify until they were promised that the first task of the first
Congress would be to craft a Bill of Rights.  You will read about
that important part of the Constitution in the next section.

Pennsylvania, New Jersey, Delaware, and Georgia quickly ratified

the Constitution.
  The leaders in the other states debated the
issues for months. Near the end of the year in

1788, nine states had voted to approve the Constitution. It was

then that it officially became the law of the land.  By the summer
of 1788, all of the states except North Carolina and Rhode Island

169
Why is the federal government organized to give and limit places?  Who, in these places, have similar responsibilities as
power? the representatives, the legislative, executive, and judicial
branches?  
The Constitution the framers created is still the highest law in the
United States today! It provides for citizens to elect the officials
who govern them.  We call them our representatives.  It also
established the shared power between the state and the national
government, called federalism.  Each level of our government has
its own responsibilities, carefully spelled out, or enumerated, in
the Constitution.   The national, or federal government consists of
three components or branches:

1. The Legislative Branch or Congress, which makes the

laws.

2. The Executive Branch headed by the President, which

carries out and enforces the laws.

3. The Judicial Branch, headed by the Supreme Court,

which decides if the laws are constitutional or not.

The powers of each of these branches can be controlled or

checked by the other two. This is called the system of Checks
and Balances.

Activity:  Think about how your classroom, school, and

community are organized.  How do the beliefs and principles
in the US Constitution show up in your everyday life in these
170
Section 5

The Bill of Rights

QUESTIONS TO GUIDE INQUIRY

1. How did the changing nation come A Bill of Rights is what the people are entitled to
together to create a unified government? against every government, and what no just
government should refuse, or rest on inference.
2. How did so many different ideas become
one government? Thomas Jefferson

Vocabulary:

Bill of Rights

Why were the Bill of the Rights so important to the

American People?

Do we still need the Bill of Rights today? Which

Amendment do you consider the most important?

Activities: After reading this section, choose one of the Amendments in the
Bill of Rights that you feel is most important to you personally. Make a small
advertisement promoting the idea of that amendment and why it is so
important to you.  Please provide a drawing and a short description in your
advertisement.

171
The Bill of Rights Bill of Rights

Even after the Constitution was authorized, many people still 1. Freedom of Speech and Religion.
thought the central government would have too much power. The
2. Right to possess arms.
Bill of Rights was added to the Constitution to guarantee the
people of the United States that a strong central government was 3. Quartering of soldiers prohibited during peacetime.
not a danger to their liberty.  
4. Freedom from arrest without a warrant.

5. Prohibits punishment without legal procedures.

Some states insisted that a Bill of Rights be added to the
6. Right to a public and speedy trial.
Constitution. They proposed more than 200 amendments. James
Madison weeded out the duplicates. Then he wrote up the most 7. Right to a trial by a jury.
important ideas in 17 proposals.  Congress sent 12 of these
proposals to the states. In the end, ten were approved. In 1791, 8. Prohibits cruel and unusual punishment.
they became the first ten amendments to the Constitution. They
9. Assures recognition of rights that people may have but
are called the Bill of Rights. They outline some basic rights of
not listed  in the Bill of Rights.
citizens, such as freedom of speech, freedom of the press, and
freedom of religion. 10.  The powers not given to the Interactive 7.5 Bill of
Rights Rap
United States are reserved for
the states or to the people.
This “Bill of Rights” addition was ratified in 1791, three years after
the Constitution went into effect, and remains, to this day, one of
the most important documents we live by.  Study the simple list
below and get to know the importance of each one and how it
affects your own life.

172
Activity:  Now that you are familiar with your Constitution of
the United States, in groups of two-three, think about how
your life as a student is related or unrelated to that document.
 As a minor, do you have all of the same rights as an adult?
What
  rights do you have as a student in school, a member of

your family, a younger citizen of the community?   Come up
with some amendments to your classroom constitution.
Write/post all the Amendments on large sheets of paper or
poster boards around the room.  Just as James Madison did,
weed out the duplicates. As a class vote or compromise on
the top 10 Amendments or the Bill of Rights for your
classroom.  Record and post as the Rights of the Students.

Activity: Your
  Classroom should have its own Constitution
and Bill of Rights to live by for this school year. How does
your classroom Constitution and Bill of Rights compare to the
US Constitution and Bill of Rights.  Record your similarities
and differences as a class.

Activity: Each article of the Constitution lays out how our

government works. Break into groups and study each one.
As you make sense of each article, re-state it to teach it to
other students.

173
Section 6

The New Government

QUESTIONS TO GUIDE INQUIRY

1. How did the changing nation come “Liberty, when it begins to take root, is a plant of rapid
together to create a unified government? growth.”

2. How did so many different ideas become George Washington

one government?

What does liberty mean?

What freedoms do you have today that you feel are most
important?

How does the Constitution support your freedom today?

How does your freedom relate to others?

Activities: Describe some specific ways that the freedoms protected in the

Constitution are important in your life today.

List/brainstorm some public issues facing the United States today.

Suggest an amendment to the Constitution.

174

The formation of our government happened over many years of first Chief Justice. 

planning, brave actions and written documents.  This new
government, created step-by-step from the Declaration of
2. Congress wrote and approved the Bill of Rights and
Independence to the Article of Confederation to the Constitution,
sent it to the states for ratification. 

was now ready to be tested. The next step was to put the words
of the documents into action. This new government of the United
States needed to elect a president, write laws, raise taxes, and 3. The President formed the first cabinet, the group of
create a military. Since its beginning we Americans have tested  leaders appointed to help him run the government (Edmund
and amended our Constitution many times over the decades but Randolph [first Attorney General of the United States], Henry
the original plan is still in full use.  The Constitution of the United Knox [Secretary of War], Alexander Hamilton [Secretary of the
States today is a system that works well despite the fact that it is Treasury], and Thomas Jefferson [Secretary of State]. 

the oldest framework of government in the world!

4. Alexander Hamilton, as Secretary of the Treasury, set

up a tax system that was approved by Congress and President
The first Presidential election under the constitution was held on
Washington. 

January 7, 1789. George Washington was elected President and
John Adams as Vice President. None of the Presidential electors
voted against Washington. The government met for the first time
in New York in March 1789, and Washington was inaugurated
(sworn into office) on April 30, 1789. The duties and rights of citizens stated in the Constitution are
your duties and rights. The Bill of Rights and the amendments
First Acts of the New Government that have been added to the Constitution protect you and your
freedoms as an American citizen. While our Constitution serves
1. The Congress passed the Judiciary Act of 1789. This
as a solid foundation for our American values, there have been
law said the Supreme Court would have six judges. (We now have
many issues, problems, and differences that we have settled over
nine justices.) President Washington appointed John Jay as the
the course of our history as the United States of America.

175
Today our citizens do not agree on many public issues. Currently
there are many problems facing the our state and our country and
our population has very different opinions on the best solutions. It
is important that our citizens are informed about public issues, Activity:  Make a list of pros and cons for sharing the water in the
able to examine different points of view and make informed Great Lakes with other states that have little or no water.  Choose
decisions regarding our future.   from the list of pros and cons to make a decision about this issue.
 Take a side on the issue and be prepared to support through
Activity:  One of the growing problems in the Southwest
research, data analysis, and the core democratic valves from our
United States is the lack of fresh water. Research and list the
US Constitution.  (Teacher’s note:  This is a hypothetical
states that have a water shortage. What is the climate and
proposition.   There are social, economic, and political (as well as
land like in those areas?  What is the population of these
logistical) aspects to this issue and they have not yet taken place,
areas?  For what would the water be used?  The states
so there is no current plan being discussed.)    
around the Great Lakes, including Michigan, have an
abundance of freshwater; list these states.  What is our
climate, landforms and bodies of water, our population?  For
Activity: Review the core democratic values and choose one
what do we use our water?
or two to support your opinion regarding the water issues
Should the states that surround the Great Lakes sell and ship facing the Southwestern US.
their fresh water to other states in the Union?  What might that
look like?  How would that be done?  If sustainability is a concern
across the world, can the population of areas with less water be The Core Democratic Values
sustained by water from those with more?  Should economic and

recreational needs of the desert regions of the United States be
supported by those regions with more abundant water? Should Life: Each person has the right to the protection of his or her life.

the Federal/National government pass a law to force Great Lake

States to send their water to the Southwest?

176
Liberty: Liberty includes the freedom to believe what you want, Diversity: Differences in language, dress, food, where parents or
freedom to choose your own friends, and to have your own ideas grandparents were born, race, and religion are not only allowed
and opinions, to express your ideas in public, the right for people but accepted as important to the strength of the United States.
to meet in groups, the right to have any lawful job or business.


Popular Sovereignty: The power of the government comes from
The Pursuit of Happiness: Each person can find happiness in their the citizens.
own way, so long as they do not step on the rights of others.


Patriotism: A devotion to our country and the core democratic
Justice: All people should be treated fairly in getting the values in words and deeds.
advantages and disadvantages of our country. No group or

person should be favored.
Interactive 7.6 Core
Rule of Law: Both the Democratic Values

government and the people
Common Good: People should work together for the good of all. must obey the law.
The government should make laws that are good for everyone.
Activity:  Make a chart of
the costs of water in one of
the Great Lakes states.
Equality: Everyone should get the same treatment regardless of
 Then, contact a citizen of
where your parents or grandparents were born, race, religion or
how much money you have. All people have political, social and the Southwest region to find

economic equality. out similar costs to compare them. How would the water be
transported to the regions that need it in a usable form?
 What would it cost to ship this water to the Southwest?
  Consider the cost of a bottle of water at the grocery store or

177
the cost of water we use in our homes.   What would be the
benefit of this idea to the Great Lakes States? To the
Southwest states?
Activity: After hearing all the arguments for and against the
Activity:  Once you’ve taken a position on the water shortage
Great Lake States shipping their water, as a class, take a vote
issue in the Southwestern United States and determined
on this public issue.  Hopefully your class will make an
which core democratic values you would use to support your
informed decision, based on facts, data analysis, and the
opinion, continue your research to find factual and
definitional terms related to the public issue of water.

Factual terms are important facts closely connected to the water

shortage or the Great Lakes water levels. How would this be
related to the needs of water (amounts, purpose) and the
abundance of water (amounts, purpose)?

Definitional terms: Make sure you understand and know the

meaning of all the vocabulary in the question: shortage,
abundance, sustainability, bodies of water, (Great Lakes, Lake
Powell, Colorado River), land forms (desert), climate,
transportation, cost, benefit.
Shutterstock: Anton Papulov

core democratic values.
Activity: Continue your research using information and data
to support your decision. Be ready to share your point of view
with the class.

178