History Alive! The United States Through Industrialism - ISN (Units 1 & 2)

Foundations of History

Geography Challenge Inquiry Project

Lesson 1: Studying History Through Inquiry

What is history, and how do we study it?

Lesson 2: Key Themes in History

What are the key themes of U.S. history?

Timeline Challenge

GEOGRAPHY CHALLENGE

Creating a Map

Use the maps in the Geography Challenge reading to label your map.

1. Circle the map’s title in blue. Circle the map’s compass rose in purple. Circle the map’s scale in green.

2. Trace along the equator in orange. Label the Southern Hemisphere and Northern Hemisphere.

3. Trace along the prime meridian in red. Label the Eastern Hemisphere and Western Hemisphere.

4. Label the seven continents and the five oceans.

Applying Geography Skills

Using the map you have created, answer the following questions.

5. Which continents border the eastern shores of the Atlantic Ocean? The western shores of the Atlantic? The southern shores of the Atlantic?

6. Which ocean is located at 40°N, 160°W? Which continent is located at 20°S, 140°E?

7. If you were to sail directly from the southernmost tip of Africa to the westernmost edge of Australia, about how many miles would you travel?

Critical Thinking

Answer the following questions in complete sentences.

8. In which two hemispheres is the United States?

9. Which continent has the largest landmass? Give evidence from the map. Then find one reliable source that verifies your answer. List your source.

10. In what ways do you suppose history was affected by the geographical closeness of Africa and parts of Asia? Make a prediction and justify it with evidence from the map.

STUDENT-DIRECTED INQUIRY

Follow the steps below to complete the Inquiry Project. Reference the reading for additional guidance.

STEP 1: Developing Questions

Skim the lessons in this unit. Begin to brainstorm a list of questions you have about the topics in this unit. Potential questions:

•

•

As you complete the lesson readings and activities, narrow down your list of questions to one compelling question for the unit.

Compelling Question:

STEP 2: Using Disciplinary Sources to Build Arguments

Brainstorm 2–3 supporting questions that will help you explore your compelling question. As you conduct your research, track your evidence below.

Supporting Question 1:

Source Evidence

Supporting Question 2:

Source

Supporting Question 3:

Evidence Source Evidence

STEP 3: Communicating Conclusions with Evidence

Summative Argument Task

Construct an argument with evidence that addresses your compelling question. Cite at least three pieces of evidence from your research.

Extension

Use an alternative method to present your argument. You could create a poster, a podcast, or a digital presentation.

STEP 4: Taking Informed Action

Think about how you can take your findings out into the real world.

Understand

Brainstorm ways that the information you learned connects to your school, community, or state.

Assess

Brainstorm ways that you could use the information you learned to improve your school, community, or state.

Act

Brainstorm ways that you could get engaged. How can you be a leader to enact change?

Studying History Through Inquiry 1

PREVIEW

Read the Introduction. How do you think the discovery and translation of the Rosetta Stone affected the study of ancient Egypt?

Historians, archaeologists, and Egyptologists used the Rosetta Stone to solve a problem: their inability to read hieroglyphics and Demotic. Identify a time that you had difficulty solving a puzzle or understanding something such as a word, a sign, or an image. Explain how you found a creative solution to your problem.

READING NOTES

Social Studies Vocabulary

As you complete the Reading Notes, use these terms in your answers. argument evidence primary source  bias historical interpretation  public policy  chronology inquiry secondary source  compelling question  point of view  supporting question

What is history, and how do we study it?

Section

Follow these steps to complete the spoke diagram.

1. In each oval, list one of the reasons why people study the past.

2. Then complete the spokes for each circle. On one spoke, explain the reason for studying the past in your own words. On the other, draw a simple picture that illustrates the reason.

Why Study the Past?

Section

Identify each step in the process of researching and investigating historical events.

Then describe what happens at each step.

Section 3

Erika and Barry both posed questions to study the history of their communities. Like them, you may have unanswered questions about your own community. What do you want to know about your community?

Plan an inquiry about a person, place, or thing in your community by completing the checklist in your notes.

1. Ask a Compelling Question

What do you want to know about an event or topic? A good compelling question is arguable, concise, specific, and complex.

2. Ask Supporting Questions

How can you better understand an event or topic? What facts can be uncovered?

3. Apply Social Studies Concepts

How do your questions connect to related areas such as civics, economics, and geography?

4. Evaluate Your Sources and Evidence

What kinds of resources might help answer your questions? Where can you find them?

Are your sources mostly primary or secondary? Are they reliable?

5. Communicate Your Findings and Conclusions

Discuss with other students and your teachers. How could you share your conclusions with your community?

6. Take Appropriate Action

What problems might your research uncover?

How can you make your topic more relevant to your school or community?

Choose one of the compelling or supporting questions that you developed during this lesson. Alternatively, brainstorm a new historical question that interests you.

Your Question:

Conduct research to find two sources that can help you answer your question. For each source, do the following:

• Identify the source, including the title, the author, and publication or website.

• Indicate whether the source is a primary or secondary source.

• Briefly summarize the source.

• Explain why the source is reliable.

• Explain how the source addresses your question.

Use complete sentences and correct grammar and spelling in your summary and explanation.

Key Themes in History

What are the key themes of U.S. history? PREVIEW

In the grid below, list something you know about U.S. history. Next to that item, list a question you have about that time in history. An example has been provided for you.

What I Already Know Questions I Still Have

The United States declared its independence on July 4, 1776.

Why did the United States want to be independent?

READING NOTES

Social Studies Vocabulary

As you complete the Reading Notes, use these terms in your answers. demography identity morality population spirituality tenement

Section

Give at least two reasons why studying patterns of population is helpful in under standing U.S. history.

Section

Choose two leaders from U.S. history to research. In the space below, explain how each leader used or abused his or her power.

1. Conduct research to find at least three nations the United States trades with today. List them in the space below.

2. Now research the goods or services the United States exchanges with those countries, and list them in the space below.

3. Why do you think trading with others is so important to the United States?

Section 4 Andrew Carnegie

In the Venn diagram, compare and contrast Andrew Carnegie with “Boss” Tweed.

“Boss” Tweed

1. In the space below, describe your own identity. Discuss topics like:

• where you are from

• what hobbies you enjoy

• what language(s) you speak

• what traditions you celebrate

2. Create a self-portrait to illustrate your identity.

1. Choose one modern invention to research. Write it here:

2. Research and record below how this invention has affected the environment.

Which moral codes do you try to follow? List them below.

PROCESSING

Think about all seven of the themes. Answer the following questions:

• Which theme are you most interested in learning more about? Why?

• What do you think makes this theme a key theme for studying history?

Timeline Skills

Analyze the timeline in the reading. Also think about what you have learned in this unit. Then answer the following questions.

1. About when did the first humans reach the Americas? How did they get there?

2. What happened when Europeans arrived in the Americas in the 1400s?

3. When did colonists push back against British rule?

4. When did Wyoming grant women the right to vote?

5. African Americans pushed for what in the mid-1800s?

6. What two documents were written as the new nation formed?

7. Who ordered the Trail of Tears?

8. What did decades of tension over slavery result in?

9. What created new challenges for Indigenous people in the West from 1860 to 1920?

10. In addition to women gaining the right to vote, what two major changes oc curred from 1892 to 1920?

Critical Thinking

Use the timeline and the lessons in the unit to answer the following questions.

11. Give two examples of how Indigenous groups were impacted by westward settlement.

12. Why might industry have grown rapidly from 1860 to 1920?

13. Why do you think tensions around slavery resulted in civil war?

14. If you could add three more events to this timeline, which would they be?

List each event, and explain why you think it is important enough to add to the timeline.

a.

b.

c.

America Before and After Colonization

Geography Challenge Inquiry Project

Lesson 3: Indigenous Peoples of North America

How did Indigenous groups adapt to their environment?

Lesson 4: European Colonization in the Americas

How did Europeans colonize the Americas?

Lesson 5: Comparing the English Colonies

What were the similarities and differences among the colonies in North America?

Lesson 6: Life in the Colonies

What was life really like in the colonies?

Timeline Challenge

LSuperior

GEOGRAPHY CHALLENGE

Creating a Map

Use the maps in the Geography Challenge reading to label your map.

1. Locate the Rocky and Appalachian Mountains. Circle them in red.

2. Trace along the Mississippi River in blue and label it.

3. Look at the map of Indigenous cultural regions and groups in the Geography Challenge reading. Label at least one group in each cultural region on your map. Draw a box around each label in green.

4. Label the two oceans on either side of North America.

Applying Geography Skills

Using the map you have created, answer the following questions.

5. How did colonizers impact the way in which Indigenous peoples lived?

6. Look at the map of Indigenous cultural regions and groups in the Geography Challenge reading. Identify at least two Indigenous groups whose ancestral lands are near your area.

7. What primary geographical features lie directly west of the Rocky Mountains?

Critical Thinking

Answer the following questions in complete sentences.

8. Why do you suppose many Indigenous groups adapted to their environments rather than dramatically changing them?

9. In what ways might Indigenous people living on the Great Plains have differed from Indigenous people living in the Northwest Coast region?

10. How might have the size of the Atlantic and Pacific oceans impacted the way Indigenous groups in North America lived?

STRUCTURED INQUIRY

Follow the steps below to complete the Inquiry Project. Reference the reading for additional guidance.

STEP 1: Developing Questions

Review the Compelling Question for this unit: Did the benefits of European colonization outweigh the costs?

Brainstorm anything related to this topic that you think you already know.

List other questions you have.

Know Questions

STEP 2: Using Disciplinary Sources to Build Arguments

For each supporting question, list sources from the activities, readings, and outside research. Explain the evidence they provide that will help you answer the question.

Supporting Question 1: Who “settled” the Americas?

Source Evidence

Supporting Question 2: Why did people come to the colonies?

Supporting Question 3: What was life like for people in the colonial era?

Source Evidence Source Evidence

STEP 3: Communicating Conclusions with Evidence

Summative Argument Task

Construct an argument with evidence that addresses the compelling question: Did the benefits of European colonization outweigh the costs?

Extension

Create a visual representation of the benefits and costs of European colonization. Consider creating a poster with a T-chart or a presentation slide with images showing multiple perspectives about colonization.

STEP 4: Taking Informed Action

If instructed by your teacher, complete one or more of these tasks.

Understand

Research Columbus Day and Indigenous Peoples’ Day. What day are they celebrated on? Why?

Assess

Consider arguments on both sides. Why might a community celebrate Columbus Day? Why might they celebrate Indigenous Peoples’ Day?

Act

Write an argument explaining whether your community should celebrate one or both holidays. Share it with your classmates.

Indigenous Peoples of North America

PREVIEW

Carefully examine the photograph of a Canadian forest. Imagine that you suddenly find yourself in this environment. Brush and a thick forest of fir and pine trees surround the mountain valley. It is late fall and getting cold. The pond has not yet frozen. You must survive here for a year.

3

Describe the shelter you would build, the clothing you would make to protect yourself from the elements, and the tools you would create to acquire food.

How did Indigenous groups adapt to their environment?

READING NOTES

Social Studies Vocabulary

As you complete the Reading Notes, use these terms in your answers. migrate culture environment cultural region natural resource

Section 1

1. Define the term Beringia in your own words. Then draw a simple illustration to represent the term.

2. Using the map in Section 1, answer these questions:

• Where did early migrants to the Americas come from?

• Where did they migrate?

Section 2

1. Read this quotation.

From Wakan Tanka, the Great Spirit, there came a great unifying life force that flowed in and through all things—the flowers of the plains, blowing winds, rocks, trees, birds, animals.

What does the quotation reveal about this Indigenous person’s view of the environment?

2. Give two examples of how Indigenous people used natural resources to adapt to their environment.

3. Use the maps in Section 2 to answer these questions:

• Which Indigenous cultural region do you live in?

• What type of clothing would most Indigenous people living on the Plains wear?

• What type of housing would most Indigenous people living in the Southeast build?

• What type of food would most Indigenous people living in the Great Basin eat?

Section 3

Complete this chart. Give at least one example of each characteristic listed. In the last row, draw a symbol to represent the Indigenous groups of each cultural region.

Indigenous Groups of the Arctic Main geographic features

Main food sources

Types of homes

Types of, and materials for, crafts and clothing

Tools Symbol

Sections 4 to 11

If your class is doing the activity for this lesson, fill in the entire matrix. Use information from the corresponding placard and reading section to complete the column for each cultural region. Give at least one example of each characteristic listed. In the last row, draw a symbol to represent the cultural region. Some answers are given for you. (Note: If your class is not doing the activity, leave the “Placard” row blank.)

Section 4: Northwest Coast Section 5: California Section 6: Great Basin Placard

Main geographic features

thick forests of fir, spruce, and cedar; rugged mountains

Main food sources salmon, shellfish, deer, roots, berries, pine nuts, acorns

Types of homes temporary shelters of willow poles shaped into a cone and covered with brush or reeds

Types of, and materials for, crafts and clothing Tools

Symbol

Section 7: Plateau Section 8: Southwest Section 9: Great Plains

Section 10: Eastern Woodlands Section 11: Southeast

clothing from animal hides decorated with seeds and shells; woven baskets and hats corn grinders

Look at this example of an annotated diagram of the Northwest Coast region.

Create an annotated diagram showing how the Indigenous groups in one cultural region adapted to their environment. Your diagram should include:

• at least two examples of the land and climate.

• at least three adaptations made by Indigenous people to their environment.

• at least five labels describing the land, climate, and adaptations.

bark capes made from cedar trees plank houses made from cedar trees

forest covering near the sea

wooden harpoon for seal hunting

EXPLORING THE SOCIAL SCIENCES

Preparing to Write: Asking Good Questions

The location of Cahokia

List five questions people have asked about Cahokia. Also tell what tools or techniques they have used to try to answer each of those questions. An example is given for you.

Example: Thomas Jefferson asked, Who built the mounds? He dug up skeletons and artifacts to find an answer to his question.

Writing Research Questions

Suppose you are an archaeologist like Tim Pauketat. Choose one of the eight cultural regions. What else would you like to know about life in that region before Europeans arrived? Think of a compelling question you would like to research.

My compelling question:

Write a series of supporting questions that will help you answer your compelling question. Tell what tool or tools from the archaeologist’s toolkit could help you answer each of those questions. An example is given for you.

Example: Did men or women build the houses?

Tools: oral histories, witnesses

Archaeologists’

Tools oral histories radiocarbon dating artifacts witnesses

Use this rubric to evaluate your questions. Make changes to your questions if you need to.

Score Description

3

The compelling question is very relevant to the topic. The supporting questions and tools will help answer the compelling question. There are no spelling or grammar errors.

2 The compelling question is somewhat relevant to the topic. The supporting questions and tools may help answer the compelling question. There are some spelling or grammar errors.

1 The compelling question is not relevant to the topic. The supporting questions and tools will not help answer the compelling question. There are many spelling or grammar errors.

European Colonization in the Americas

How did Europeans colonize the Americas?

Consider the factors Indigenous groups may have thought of when establishing a village in an area. Using the list below and any other ideas you have, rank the factors from most important to least important.

• fresh water source

• fertile land

• friendly neighbors

• mild climate

• near a river or ocean

• near a forest

• an area suitable for defense or spotting invaders

• other: ______________________

Then, on another sheet of paper, write a para graph explaining your choice for the most and least important factors.

READING NOTES

Social Studies Vocabulary

As you complete the Reading Notes, use these terms in your answers. Columbian Exchange colony slavery missionaries conquistadors coureurs de bois

Section 1

1. In complete sentences, describe how Spain established territorial claims in the Caribbean and South America. Include these terms in your answer: Christopher Columbus, conquistadors, Hernán Cortés, Francisco Pizarro.

2. Briefly describe the Columbian Exchange. Include the following items in your description: people, foods, domesticated animals, diseases

Section 2

1. Describe how Spain established territorial claims in North America. Include these terms in your answer: Ponce de León, Francisco Coronado, pueblos.

2. Create a simple illustration showing what life was like in a typical Spanish settlement in North America. Label the following items in your illustration: presidio, mission. Then describe your illustration in at least two sentences.

3. Describe the relationship that existed between the Spanish and Indigenous people living in North America.

Section 3

1. Describe how France established territorial claims in North America. Include these terms in your answer: Jacques Cartier, Samuel de Champlain, Robert de La Salle

2. Create a simple illustration showing what life was like in a typical French settlement in North America. Label the following item in your illustration: coureurs de bois. Then describe your illustration in at least two sentences.

3. Describe the relationship that existed between the French and Indigenous people living in North America.

Section 4

1. Describe how England established territorial claims in North America. Include these terms in your answer: John Cabot, London Company, Jamestown.

2. Create a simple illustration showing what life was like in Jamestown. Then describe your illustration in at least two sentences.

3. Describe the relationship that existed between the British and Indigenous people living in North America.

Section 5

1. Describe how the Netherlands established territorial claims in North America. Include these terms in your answer: Henry Hudson, Peter Stuyvesant.

2. Create a simple illustration showing what life was like in a trading post in New Netherland. Label the following items in your illustration: fur, Indigenous, weapons. Then describe your illustration in at least two sentences.

3. Describe the relationship that existed between the Dutch and Indigenous people living in North America.

4. On the map European Settlements in North and South America, 1682, color in and label areas claimed by Europeans for New Spain, New France, New England, and New Netherland. Then color in the corresponding part of the key. Next to each area, draw a symbol that shows why people decided to settle there. Then color in the corresponding part of the key.

treated,

the

main ideas

INVESTIGATING PRIMARY SOURCES

Identifying and Evaluating Evidence

Use the reading to create a claim that answers this question: Who was Christopher Columbus?

Claim: What evidence from the primary sources documents support your claim? Fill out the chart below. Circle the two strongest pieces of evidence.

Source Evidence

How does this support the claim?

You can use this evidence to strengthen your claim. Write your revised claim below.

Constructing an Argument

Create an argument to answer the question: Who was Christopher Columbus?

Your argument should:

• clearly state your claim.

• include evidence from multiple sources.

• provide explanations for how the sources support the claim.

• use words, phrases, and clauses to create cohesion.

• create cohesion among claims, counterclaims, reasons, and evidence.

• establish and maintain a formal style.

• produce a concluding statement or section that follows from and supports your argument.

Use this rubric to evaluate your argument. Make changes as needed.

Score Description

3 The claim clearly answers the question. The argument uses evidence from two or more primary sources that strongly support the claim. The explanations accurately connect to the evidence and claim.

2 The claim answers the question. The argument uses evidence from one or more primary sources that support the claim. Some of the explanations connect to the evidence and claim.

1 The claim fails to answer the question. The argument lacks evidence from primary sources. Explanations are missing or are unrelated to the evidence and claim.

The English Colonies in

Examine

some interesting

READING NOTES

Social Studies Vocabulary

As you complete the Reading Notes, use these terms in your answers.

mercantilism democratic cash crop Mayflower Compact charter

Section 1

1. On the map:

Outline the New England, Middle, and Southern regions in three different colors. Add your colors to the map key.

Underline the name of each colony that was settled in the New England, Middle, and Southern regions. Underline the name in the color used to outline the region.

America,

Massachusetts

New York

Pennsylvania

Maine (part of Massachusetts) New Hampshire New Jersey

Rhode Island Maryland Delaware

Virginia

North Carolina

Carolina

Connecticut

England

2. Give at least two details about the geography, climate, or economic activities in each region.

New England Colonies:

Middle Colonies:

Southern Colonies:

Sections 2 to 9

In each of these sections, complete the spoke diagram by describing the key features of the colony. Draw a simple symbol to represent each feature. A sample is shown here.

Section 2

All faiths

To establish an agricultural base in the Americas

Reasons for settlement Reasons for settlement

Religion Religion

Mild winters and humid summers; swamps and coastline

Geography and climate Geography and climate

CoSettlerslonizers South Carolina

Economy Economy Government

Agricultural, based on rice and indigo

Self-governing

Colonists from England; later, colonists from Barbados

Reasons for settlement Reasons for settlement

Geography and climate Geography and climate

Religion Religion

CoSettlerslonizersMassachusetts

Economy Economy Government nment

Reasons for settlement Reasons for settlement

Religion Religion

Economy Economy

Geography and climate Geography and climate

Section 4

Reasons for settlement Reasons for settlement

Religion Religion Economy Economy

Rhode Island Connecticut

CoSettlerslonizers

Government nment

Geography and climate Geography and climate

CoSettlerslonizers

Government

Section

Reasons for settlement Reasons for settlement

Religion Religion Economy Economy

Geography and climate Geography and climate

Section 6

Reasons for settlement Reasons for settlement

Religion Religion Economy Economy

New York Pennsylvania

CoSettlerslonizers

Government nment

Geography and climate Geography and climate

CoSettlerslonizers

Government nment

Reasons for settlement Reasons for settlement

Religion Religion

Economy Economy

Geography and climate Geography and climate

Section 8

Reasons for settlement Reasons for settlement

Religion Religion

Maryland Virginia

CoSettlerslonizers

Economy Economy

Government nment

Geography and climate Geography and climate

CoSettlerslonizers

Government nment

Reasons for settlement Reasons for settlement

Religion Religion Economy Economy Government

CoSettlerslonizersGeorgia

PROCESSING

Which colony do you think would have been the best place to live? Write a post card to a friend explaining why you would have wanted to live in this colony. Draw a picture of your chosen colony on the front of the postcard, and write your mes sage on the back.

Your postcard must have:

• a greeting and a closing

• three reasons why this colony differed from other colonies and would have been the best place to settle

• writing free of spelling and grammatical errors

• a colorful illustration showing some of the colony’s best features

EXPLORING PERSPECTIVES

Preparing to Write: Analyzing Primary Source Documents

Much of what we know about the Pilgrims and Plymouth comes from the writings of William Bradford. In 1630, Bradford began writing a history called Of Plymouth Plantation. (Plantation was another word for colony.) The other important history of the time was Mourt’s Relation. Written by Bradford and others in 1622, it describes the reasons for writing and signing the Mayflower Compact:

This day, before we came to harbour, observing some not well affected to unity and concord, . . . it was thought good there should be an association and agreement, that we should combine together in one body, and to submit to such government and governors as we should by common consent agree to make and choose, and set our hands to this that follows, word for word.

What problem did the Separatists see? How did they propose to solve it?

Who would choose the “government and governors”?

Bradford carefully recorded the exact words of the Mayflower Compact:

In the name of God, Amen. We, whose names are underwritten, the loyal subjects of our dread sovereigne Lord, King James, by the grace of God, of Great Britaine, France, and Ireland king, defender of the faith, etc., having undertaken, for the glory of God, and advancement of the Christian faith, and honour of our king and country, a voyage to plant the first colony in the Northerne parts of Virginia, doe by these presents, solemnly and mutually in the presence of God and one another, covenant and combine ourselves together into a civil body politick, for our better ordering and preservation and furtherance of the ends aforesaid; and by virtue hereof to enacte, consti tute, and frame such just and equall laws, ordinances, acts, constitutions, and offices, from time to time, as shall be thought most meete and convenient for the generall good of the Colonie unto which we promise all due submission and obedience. In witness whereof we have hereunder subscribed our names at Cap-Codd the 11 of November, in the year of the raigne of our sovereigne lord, King James of England, France and Ireland, the eighteenth, and of Scotland the fiftie-fourth. Anno Domini, 1620.

According to the Mayflower Compact, what were the reasons for forming a government (“a civil body politick”)?

What did the signers expect the government to do?

To whom did the signers promise “submission and obedience”?

Writing a Letter

Suppose you found a letter from a Separatist to someone in England about the Mayflower Compact. What would it say? Write the letter from the perspective of a Separatist. Use your responses in the Preparing to Write section to guide and sup port your writing.

Use this rubric to evaluate your letter. Make changes in your letter if you need to.

Score Description

3 The letter has a clear point of view and many details. It is well construct ed with correct letter format. There are no spelling or grammar errors.

2 The letter has a clear point of view and some details. It is constructed with correct letter format. There are some spelling or grammar errors.

1 The letter does not have a clear point of view or many details. It is not constructed with correct letter format. There are many spelling or grammar errors.

Life in the Colonies

What was life really like in the colonies?

Suppose you have found a special edition of the London Chronicle from the 1700s titled “The Untold Story of Life in the American Colonies.” Below are eight headlines from this edition of the newspaper. Using a scale from 1 to 3, rate how accurate you think each headline is. (Although some of the head lines reflect actual events to some extent, all of them are made up.)

1: mostly accurate 2: partly accurate 3: mostly inaccurate

Study Shows Farmers Spend Several Hours Playing Cards Each Day

Unemployment Rises in Cities— Colonists Return to Mother Country Colonists Ignore Principles of Self-Government

African Merchants Make Fortunes Trading Cloth for Rum

PREVIEW READING NOTES

Preachers Stir Colonists into a Frenzy

Shocking Investigation: New England Schools Lack Spelling, Reading, and Arithmetic

New Survey: American Wives Say They Work Harder Than Servants

Colonists Use Honeybees to Get Work Done

Social Studies Vocabulary

As you complete the Reading Notes, use these terms in your answers. right Parliament Great Awakening Magna Carta English Bill of Rights

Sections 1 to 8

If your class is doing the activity for this lesson, complete all the questions for these sections. (Note: If your class is not doing the activity, skip Questions 1 and 4 in each of these sections.)

Section 1

1. Key Question: How accurate is the headline “Study Shows Farmers Spend Several Hours Playing Cards Each Day”: mostly accurate, partly accurate, or mostly inaccurate? Use evidence from Placard A to explain your answer.

2. What proportion of the colonial population lived on small family farms?

3. List two ways life on a farm in the 1700s was different from your life today.

4. If the headline about farm life is inaccurate, write a new, more accurate headline about this topic.

Section 2

1. Key Question: How accurate is the headline “Unemployment Rises in Cities— Colonists Return to Mother Country”: mostly accurate, partly accurate, or mostly inaccurate? Use evidence from Placard B to explain your answer.

2. What proportion of the colonial population lived in cities?

3. Describe what a person living in a colonial city might see, hear, smell, taste, and touch there.

4. If the headline about city life is inaccurate, write a new, more accurate headline about this topic.

Section 3

1. Key Question: How accurate is the headline “Colonists Ignore Principles of Self-Government”: mostly accurate, partly accurate, or mostly inaccurate?

Use evidence from Placard C to explain your answer.

2. How did colonists see themselves? Why was this important for their rights?

3. How were the rights of English citizens strengthened during each of these years? Include the words in parentheses in your answers.

1215 (Magna Carta, king):

1265 (Parliament, laws):

1689 (English Bill of Rights, taxes):

4. If the headline about colonists’ rights is inaccurate, write a new, more accurate headline about this topic.

Section 4

1. Key Question: How accurate is the headline “African Merchants Make Fortunes Trading Cloth for Rum”: mostly accurate, partly accurate, or mostly inaccurate? Use evidence from Placard D to explain your answer.

2. In which colonial regions was slavery found? In which region did it expand most rapidly, and why?

3. What was the position of people who were enslaved in colonial society? How did people cope with being enslaved?

4. If the headline about life for African Americans is inaccurate, write a new, more accurate headline about this topic.

1. Key Question: How accurate is the headline “Preachers Stir Colonists into a Frenzy”: mostly accurate, partly accurate, or mostly inaccurate? Use evidence from Placard E to explain your answer.

How did enslavement affect the religious practices of people who were enslaved?

How did the Great Awakening help pave the way for the American Revolution? Follow these two steps to reveal the answer.

• Number the sentences below from 1 to 5 to show the order in which they occurred. One of them is numbered for you.

• Paraphrase the sentences (reword them) and write each in the correct space in the flowchart.

These new ideas strengthened the principles of liberty, equality, and self-reliance.

There was a feeling that people had lost their religious faith.

New ideas, such as “all people are equal in the eyes of God,” spread through the colonies.

By the 1770s, colonists valued the ideals of the Great Awakening, helping pave the way for the American Revolution.

The Great Awakening began in the colonies in the 1730s.

Causes and Effects of the Great Awakening

These ideals helped set off the American Revolution.

a new, more accurate headline about this topic.

If the headline about religion is inaccurate,

Section 6

1. Key Question: How accurate is the headline “Shocking Investigation: New England Schools Lack Spelling, Reading, and Arithmetic”: mostly accurate, partly accurate, or mostly inaccurate? Use evidence from Placard F to explain your answer.

2. Explain how education was provided in each region. Put a H next to the region in which people supported public education because of their religious faith.

New England Colonies:

Middle Colonies:

Southern Colonies:

3. Name two ways in which a colonial school in New England was different from your school.

4. If the headline about education is inaccurate, write a new, more accurate headline about this topic.

Section 7

1. Key Question: How accurate is the headline “New Survey: American Wives Say They Work Harder Than Servants”: mostly accurate, partly accurate, or mostly inaccurate? Use evidence from Placard G to explain your answer.

2. Give one interesting fact about colonial marriage, and tell how marriage in the United States today is different.

3. How did the work lives of White children on farms and enslaved children differ?

4. If the headline about colonial families is inaccurate, write a new, more accurate headline about this topic.

Section 8

1. Key Question: How accurate is the headline “Colonists Use Honeybees to Get Work Done”: mostly accurate, partly accurate, or mostly inaccurate? Use evidence from Placard H to explain your answer.

2. Write a definition for the “bee” described in this section.

3. Draw and label two leisure activities you would have enjoyed as an American colonist.

4. If the headline about leisure is inaccurate, write a new, more accurate headline about this topic.

You will now write your conclusions about the American colonies in a newspaper article entitled “What Life Is Really Like in the Colonies.” In this article, you will correct some of the inaccurate statements that were printed in the London Chronicle. Write your article on a separate piece of paper and include:

• an introductory paragraph that previews what is to follow and organizes ideas into broader categories. This should introduce the well-chosen facts, definitions, and quotations you may choose to incorporate as well.

• an accurate description of two or three aspects of life in the colonies. Write one paragraph for each aspect. In your descriptions, include your own conclusions. Support them with information from the primary and secondary sources and your Reading Notes.

• appropriate and varied transitions to create cohesion and clarify relationships.

• a formal historical narrative style with an objective tone.

• precise language and social studies vocabulary.

• a short concluding paragraph about your overall understanding of life in the colonies.

• at least one image that supports your conclusions. This image can be a sketch, a tracing, or a copy of an appropriate illustration or photograph that you find.

EXPLORING BIOGRAPHIES

Preparing to Write: Analyzing Speeches

In the 1730s, George II was the King of England. Few, if any, colonists questioned their loyalty to the king—even though he was more than 3,000 miles away. However, colonists soon began to think differently about the king. In less than 50 years, they would declare independence from English rule altogether.

Historians believe that some of the seeds of that new way of thinking were planted during the Great Awakening. Read these two excerpts from sermons at the time.

The wrath of kings is very much dreaded, especially of absolute monarchs, who have the possessions and lives of their subjects wholly in their power . . . But the greatest earthly potentates [rulers] in their greatest majesty and strength . . . are but feeble, despicable worms of the dust, in comparison of the great and almightly Creator and King of heaven and earth.

—Jonathan Edwards, “Sinners in the Hands of an Angry God,” 1741

The essence of government (I mean good government . . . ) consists in the making and executing of good laws [that provide for the common welfare] of the governed . . . We may very safely assert . . . that no civil rulers are to be obeyed when they [make laws] inconsistent with the commands of God . . . All commands running counter to the declared will of the Supreme Legislator of heaven and earth are null and void, and therefore disobedience to them is a duty, not a crime. Another thing may be [argued] with equal truth and safety, is, that no government is to be submitted to at the expense of that which is the sole end of all government—the common good and safety of society.

—Jonathan Mayhew, “A Discourse Concerning Unlimited Submission and Non-Resistance to the Higher Powers,” 1750

What does Jonathan Edwards say about the power of kings?

According to Edwards, which is greater: the power of God or the power of kings? Why?

What is the duty of good government, according to Jonathan Mayhew?

According to Mayhew, when should citizens disobey their government?

If you believed the teachings of Edwards and Mayhew, would you think you had a right—or even a duty—to disobey the king? If so, under what circumstances?

Writing an Article

Suppose you are a journalist visiting the 13 colonies. Write an article about the Great Awakening’s effects on colonists. In your article, do the following:

• Describe how colonists have reacted to the sermons of the Great Awakening.

• Explain how colonists’ attitudes toward authority have been affected by the Great Awakening.

Use this rubric to evaluate your article. Make changes in your article if you need to.

Score Description

3 The article identifies the effects of the Great Awakening on colonists. It addresses the points listed. It is well constructed and has no spelling or grammar errors.

2 The article identifies some of the effects of the Great Awakening on colo nists. It addresses most of the points listed. It is fairly well constructed and has few spelling or grammar errors.

1 The article does not identify the effects of the Great Awakening on colo nists. It addresses few of the points listed. It is not well constructed and has many spelling and/or grammar errors.

Timeline Skills

Analyze the timeline in the reading. Also think about what you have learned in this unit. Then answer the following questions.

1. About when did the first humans reach the Americas? How did they get there?

2. What was the significance of the Magna Carta?

3. About how many Indigenous people lived north of Mexico in the 1400s? In what ways did Indigenous groups differ?

4. When did the trade of enslaved people in the Americas begin?

5. What was the first permanent English colony in the Americas? When was it founded?

6. What document described how the Pilgrims would govern themselves in the Americas?

7. How soon after the founding of Jamestown was the settlement of Providence founded? How soon after the founding of Providence was Pennsylvania founded?

8. What was the significance of the English Bill of Rights?

9. Why were 19 men and women executed in Salem, Massachusetts, in 1692?

10. What was the impact of the Great Awakening in the colonies?

Critical Thinking

Use the timeline and the lessons in the unit to answer the following questions.

11. Give two examples of how the environment influenced the cultures of Indigenous groups.

12. Would you have preferred to live in Jamestown, Providence, or Pennsylvania?

Give at least two reasons for your answer.

13. How did the Magna Carta and the English Bill of Rights influence colonists’ view of government?

14. If you could add three more events to this timeline, which would they be?

List each event, and explain why you think it is important enough to add to the timeline.

a.

b.

c.