US History Curriculum

Teacher’s Guide American Collegiate Academy

Columbus to the Colonies

Time Needed: Learning Objectives. Students will be able to:

Materials Needed:  Explain the three main reasons behind European
Student worksheets exploration/colonization in North America: economics,
Map projection master religion, and glory.
Projector
 Explain the impact of European colonization on Native
Copy Instructions: Americans.
Reading (~ Map Activity ~
pages; class set) Review ~  Describe the source of labor for the development of the
page; class set) colonial settlements.

 Analyze a map of the triangle trade route.

STEP BY STEP

 ANTICIPATE by asking students to think why people explore new places, why they move
somewhere new. Give students a moment to think, then randomly call on students
 DISTRIBUTE to share what they came up with.
 READ
the reading pages to the class.
 DISTRIBUTE
 READ the reading pages with the class. Pause after the first two paragraphs and ask
 PROJECT students if the three G’s (Gold, God, Glory) align with any of their ideas from their
brainstorming.
 EXPLAIN
the map activity to the class.
 ASSIGN
 DISCUSS the paragraphs on the first activity page with the class.
 DISTRIBUTE
 ASSIGN the Map Projection Master. Trace the path of the triangle trade route starting with
 CLOSE England and following the darker, main route until you get back to England.
Explain that this round trip could take as much as a year to complete.

the idea of the middle passage to the students. Ships leaving Africa were filled with
people captured for the slave trade. The Africans were either tight packed (as
many humans placed on board as possible, with the expectation of higher
casualties) or loose packed (more room for each person in the hopes of more
making it to their destination alive).

the rest of the map activity. Students may work individually or in pairs.

the map activities and use the projected map to help review the answers to the
Captain’s Log.

the review worksheet to the class.

the worksheet, addressing any questions as needed.

by giving each student a strip of paper. Ask students to imagine they are writing a
front-page headline about colonists coming to the New World. What would their
headline say? Have them write it on the strip of paper, share, and use it as a ticket
out of class.

George Washington Name:

George Washington is known as the “father of our country.” He was born
in Virginia on February 22, 1732. Most people know Washington was the
first president of the United States. But before he became involved in
government, Washington had a successful military career. During the
Revolutionary War, Washington led the American colonists to victory
against the British. He became a military hero, and citizens of the new
United States respected and admired him.

Road to the White House

Washington was one of the Founding Fathers who helped decide what the
government of the new United States would be like. He was in charge of the
Constitutional Convention, a meeting to decide what the new United States
Constitution should say. It was a lively meeting with lots of disagreement, but
Washington led the meeting without getting involved in the debates.

One important issue was who should lead the United States. Some people were
nervous about putting only one person in the executive office because they
feared that person might become too powerful. But many also assumed that
Washington would become the first president, and that helped ease their fears.
When the Constitution was finished, and Washington was unanimously elected
president. They even offered to call him “Your Highness,” but he refused.

Setting up the Executive Office

When Washington became President, nobody had ever been president before.
Basic presidential powers were written in the Constitution, but many issues
came up that the Constitution did not address. For example, the Constitution
requires the president to give Congress information “from time to time” about
how the country is doing, but doesn’t say how the president should deliver
this information. Washington decided that once a year he would talk to
Congress by giving a “State of the Union” speech.

The Constitution also says the president may ask the heads of
government departments to give their opinion on different subjects, but
does not say how closely the president should work with the department
heads. Washington decided to make them his group of advisors. He met
with them regularly to discuss what was going on in each department.
The decisions Washington made about how to handle these situations
created precedents, or examples that were followed by presidents in
the future. Presidents today still give a State of the Union speech and
work closely with the heads of government departments.

The Executive

Washington knew that he would set the example for all the U.S. presidents
that came after him. For this reason, he made sure to base his actions on the
democratic ideals our country was founded on. Even though he held a great
deal of power and influence, Washington worked hard to limit his power. This
brought great respect and admiration to both Washington and the Office of
the President of the United States.

Influence Library Washington p.1

George Washington Name:

Setting the Precedent

Washington wanted to form an executive branch that reflected
republican and democratic ideals. Match the precedents that
Washington established with the democratic principle that it represents.

Gave State of the Consulted with a Title shall be Stepped down after
Union address in Cabinet of advisors “President” instead of two terms in office.

person. “Your Highness”

Limit the power Reject the fancy Interact with Share the
of any one ways of royalty other branches decision-making
of government
person in office with others

All the President’s Men. Washington knew he The Reluctant President. It seemed like everyone

wasn’t going to be able to do the job of the was happy to have Washington as the executive

President alone. Good thing each member of his except for Washington himself. Yet he took the job

cabinet specialized in the duties of their individual anyway. Knowing what you know about Washington’s

office. Read the responsibilities of the different past, what do you think he meant by this quote: “the

executive departments below. Use the word bank office chooses the man” ?

to help you label the responsibility with the

correct cabinet title.

_____________: Washington p.2
Handles the relationships between the United
States and other countries.

_____________:
Creates and recommends new approaches to
dealing with the economy.

______________:
Provides strategies needed to protect and defend
the United States.
______________
Enforces Federal law by preventing and
controlling crime.

Influence Library

George Washington **TEACHER GUIDE**

Setting the Precedent

Washington wanted to form an executive branch that reflected
republican and democratic ideals. Match the precedents that
Washington established with the democratic principle that it represents.

Gave State of the Consulted with a Title shall be Stepped down after 2
Union address in Cabinet of advisors. “President” instead of terms in office.

person. “Your Highness”

Limit the power Reject the fancy Interact with Share the
of any one ways of royalty other branches decision-making
of government
person in office with others

All the President’s Men. Washington knew he The Reluctant President. It seemed like everyone

wasn’t going to be able to do the job of the was happy to have Washington as the executive

President alone. Good thing each member of his except for Washington himself. Yet he took the job

cabinet specialized in the duties of their individual anyway. Knowing what you know about Washington’s

office. Read the responsibilities of the different past, what do you think he meant by this quote: “the

executive departments below. Use the word bank office chooses the man” ?

to help you label the responsibility with the

correct cabinet title. Answers will vary. Students should mention that

Washington is someone that is committed to his
duties and responsibilities. He also supported the
new democratic government and wanted it to
work. Therefore, Washington found the job of the
Presidency a calling that he had to fulfill for the
______S_T_A_T_E ___: good of the country.

Handles the relationships between the United
States and other countries.

_____T_R_EA_S_U_R_Y__:

Creates and recommends new approaches to
dealing with the economy.

________W_A_R____:

Provides strategies needed to protect and defend
the United States.

___A_TT_O_R_N_E_Y_____

Enforces Federal law by preventing and
controlling crime.

Washington p.2

Columbus to the Colonies

A “New World” in the Americas

Columbus sailed the ocean blue in fourteen-hundred-ninety-two… and he landed in the Bahamas. As
soon as news of the discovery made it back home, Spain and Portugal raced to claim as much of the
New World as they could. By the 1530s, the two empires had claimed the majority of North, Central, and
South America.

It would be another hundred years before other European nations like England, France, and the
Netherlands decided to stake a claim in the New World. By then, not much territory was left to explore,
settle, and colonize, but England was able to claim a huge territory on the east coast of North America.
By 1670, English colonists lived all along the Atlantic coast of what is now the United States.

The Three Gs
Exploring new lands isn’t cheap, and it isn’t easy! What motivated
nations like England to colonize the New World? Three words can
sum it up: gold, God, and glory. “Gold” refers to the money
Europeans hoped to make from resources and opportunities in the
new territory. “God” represents the religious reasons colonists
came to the New World. Many were looking for a place where they
could freely practice their religion. Many also hoped to convert
Native Americans to Christianity. That leaves “glory”—also known
as bragging rights. Kings and Queens across Europe wanted to
show off how powerful they were by controlling vast expanses of
land across the Atlantic.

Where’s the Gold?

Wealthy individuals looking to make a profit sponsored the first settlements in North America. They
formed companies that outfitted explorers and settlers to go strike it rich in the new land. They quickly
discovered the eastern part of North America didn’t have gold and silver like South America did.

But the continent made up for it in other natural resources. Rich farmlands supported cash crops like
tobacco, endless forests provided timber for ship building, and the woodland was rich in furs for trade
back in Europe. These products helped build communities of merchants and planters that would shape
and govern colonial society.

Help Wanted (Like It or Not)

Exploiting natural resources is hard work, and the colonists needed
labor. The first labor came from indentured servants who agreed
to work in America for a number of years in exchange for travel
expenses and a place to live. Colonial landowners paid those costs,
and the servants came over hoping for better opportunities in the
long run. But this voluntary migration didn’t produce enough labor.
Soon the colonists turned to forced migration, taking people from
Africa and forcing them to work as slaves in America. Slaves had no
hope of ever receiving wages or freedom.

Reading p.1

Columbus to the Colonies

Religious Freedom...

England in the 1600s had a lot of conflict among different versions of Christianity. The official religion
was the Church of England, but not everyone belonged to it. Other Christian groups included Catholics
and various Protestant Christians, both of whose beliefs differed from the Church of England. Some
groups faced hostility in England, and their members looked to America for a place to practice their
religion in peace. However, that didn’t mean they thought others should enjoy the same peace. In the
New World, religious settlers created two types of colonies: ones with strict religious rules and ones
without.

Our Colony, Our Rules

English groups that established colonies for religious reasons set up their
own rules for the colony. Check out these examples:

 The Massachusetts Bay Colony was established in 1630 by Puritans, a
religious group that had been harassed and punished by the English
government. In America, they set up a colony with very strict rules.
Colonists who didn’t follow the rules were punished or driven out.

 The colonies of Connecticut and Rhode Island were started by those
who left Massachusetts. They created different sets of rules for
religious practice.

The seal of the Massachusetts colony  The colony of Maryland was set up in 1632 by a wealthy English
shows a Native American saying family that was Catholic. This attracted other Catholics who were
“Come over and help us.” persecuted in England to settle in Maryland, too.

 The colony of Pennsylvania was established in 1681 by a Christian
group called the Quakers. They also faced problems in England, but
believed in tolerance for other religions (not just their own).

A Piece of the Glorious Pie

The United States traces its roots to the English colonists, but England
wasn’t the only nation with a stake in North America. European nations
competed with each other for the “glory” of controlling territory here.
Having a piece of the New World pie let nations control strategic
places like rivers and sea ports that were critical for transporting goods
around the globe from the New World.

“G” Number Four: Gone

Europeans claimed the New World for themselves despite the fact that
people had already lived here for thousands of years. The Europeans
encountered Native Americans from many tribes, such as the Delaware
and the Iroquois. But as Europeans took over, the Native Americans were
pushed out. In the 150 years after Columbus first arrived, the population
of native people dropped by 90%. (That’s like your class going from 30
students to just 3!) Most of those died from European diseases they’d
never been exposed to. In the coming decades, Native Americans would
clash with Europeans in a desperate fight to stay on their native lands.
Ultimately, they would be gone from most of those lands forever.

Reading p.2

Columbus to the Colonies Name:

Triangle Trade A. Map Review Use the map to help you answer
the following questions:
Trade between England and the American
colonies was not just back and forth across the 1. The term middle passage refers to the trip
Atlantic. Africa and the West Indies played a that enslaved Africans took across the Atlantic
significant role as the trade of enslaved Africans to the West Indies. Which trip is the middle
became more important to the colonies. The passage on the map?
three continents—Europe, Africa, and North
America created the points of a large triangle a. Trip A c. Trip C
that stretched across the Atlantic.
b. Trip B d. Trip D
Each stop on the trade route provided goods
needed by the people at the next stop. 2. Imported goods are things that are brought
Sometimes a ship would take the full triangular into the area. Exported goods are things that
route, but others would go back and forth along are sent out to other places. In the table
one side of the triangle. below, list one import and export for each.

Check out the map below to discover what England Africa
these ships carried to and from each area. The
main route starts in England, works its way to Import: Import:
Africa, the West Indies, and North American Export: Export:
ports, and then returns to England. The return
routes on the map show what ships often West Indies North America
carried if they focused on that segment instead
of traveling the entire triangle. Import: Import:
Export: Export:

Triangle Trade Routes 1600s-1700s Tobacco, furs, fish, lumber, ship England
building materials
Main Route
Return Route Manufactured goods, tea, spices,
cloth, furniture, luxury items

Trip D

North
America

Trip A

Trip C Africa

West Trip B Metals, cloth, alcohol, weapons
Indies Gold, peppercorns, ivory

Enslaved people, sugar, Map Activity p. 1
molasses

Livestock, lumber, grain, meat

South Enslaved people, gold
America Tobacco, rum, sugar

Columbus to the Colonies Name: **TEACHER GUIDE**

Triangle Trade A. Map Review. Use the map to help you answer
the following questions:
Trade between England and the American
colonies was not just back and forth across the 1. The term middle passage refers to the trip
Atlantic. Africa and the West Indies played a that enslaved Africans took across the Atlantic
significant role as the trade of enslaved Africans to the West Indies. Which trip is the middle
became more important to the colonies. The passage on the map?
three continents—Europe, Africa, and North
America created the points of a large triangle a. Trip A c. Trip C
that stretched across the Atlantic.
b. Trip B d. Trip D

Each stop on the trade route provided goods 2. Imported goods are things that are brought
needed by the people at the next stop. into the area. Exported goods are things that
Sometimes a ship would take the full triangular are sent out to other places. In the table
route, but others would go back and forth along below, list one import and export for each.
one side of the triangle.
England Africa
Check out the map below to discover what
these ships carried to and from each area. The Import: tobacco, gold Import: metals cloth
main route starts in England, works its way to Export: tea, weapons Export: slave, gold
Africa, the West Indies, and North American
ports, and then returns to England. The return West Indies North America
routes on the map show what ships often
carried if they focused on that segment instead Import: slaves, grain Import: cloth, luxury items
of traveling the entire triangle. Export: sugar, slaves Export: fish, furs

Triangle Trade Routes 1600s-1700s Tobacco, furs, fish, lumber, ship England
building materials
Main Route
Return Route Manufactured goods, tea, spices,
cloth, furniture, luxury items

Trip D

North
America

Trip A

Trip C Africa

West Trip B Metals, cloth, alcohol, weapons
Indies Gold, peppercorns, ivory

Enslaved people, sugar, Map Activity p. 1
molasses

Livestock, lumber, grain, meat

South Enslaved people, gold
America Tobacco, rum, sugar

Columbus to the Colonies Name:

B. Captain’s Log 1650. You are the captain of an English trading ship sailing the Atlantic Ocean on the
triangle trade route. There are four legs of this trip, and you need to keep track of where you go and
what you do. Use the map to help complete your Captain’s Log with details of your voyage and cargo.

Step 1: Determine your departure and destination locations and fill in the blanks.

Step 2: List what your ship is carrying that will be used for trade when you arrive
at your next destination.

Leg One Leg Two

Leaving England for _______________________ Leaving ______________for ___________________
Travel Time: 6-8 weeks Time in Port: 4 weeks Travel Time: 8 weeks Time in Port: 3 weeks
What’s in the ship… What’s in the ship…

Leg Three Leg Four

Leaving ______________for ___________________ Leaving ______________for Home Sweet Home!
Travel Time: a few days Time in Port: 4 weeks Travel Time: 6-8 weeks Time in Port: 5 weeks
What’s in the ship… What’s in the ship…

C. Raw or Manufactured? Much of the triangle trade exchanged raw materials (natural resources still
basically in their natural form) for manufactured goods (products that are made by people). Look at the
map and find four examples of each type of product. List them here.

RAW 1. __________________________
MATERIALS 2. __________________________
3. __________________________
MANUFACTURED 4. __________________________

GOODS Map Activity p. 2
1. __________________________
2. __________________________
3. __________________________
4. __________________________

Columbus to the Colonies Name:

A. Which “G” Motivates Me? Read the five statements from people planning to move to the Americas.
On the blank, write whether the person speaking is motivated by Gold, God, or Glory.

______ 1. All the other kings and queens have claimed land in the Americas, so I
need to get some territory for my nation!

______ 2. Things are getting hard here at home. I have no land of my own to
farm. Maybe I can get someone to hire me in Virginia. I could work
and earn my own farm some day.

______ 3. I believe that my way of practicing religion is best, but a lot of people around me don’t agree.
I’ve already been arrested twice, just for going to church.

______ 4. I have some spare cash to invest in a project. It looks like there is a lot of money making
potential in building ships in Massachusetts for trading around the Atlantic.

______ 5. All of the Native Americans in the New World need to be converted to Christianity. We should
send over missionaries.

B. Pick Your Colony. Each of the early American C. Which Came First? Read each pair of events.
colonies had its own unique character and Underline the event that happened first.
attracted different kinds of colonists from
England. Draw lines to connect each English 1. The Native American population shrunk by 90%.
settler with the colony most suited to his needs. Columbus lands in the Bahamas.

A. I am a Puritan, Colony of 2. Massachusetts Bay Colony was founded.
and am tired of the Maryland The colony of Connecticut was founded.
Church of England!
Where should I go? 3. Wealthy Englishmen invested in the American
colonies.
B. I’m looking for a Massachusetts Explorers discovered natural resources like
place to practice Colony lumber, furs, and rich farmland.
my religion without
people looking over Pennsylvania 4. Slaves were brought to the colonies to act as the
my shoulder! Colony labor for plantations and farms.
Englishmen came to the colonies as indentured
C. As a Catholic, it servants who earned their independence.
is difficult to find a
place to worship 5. Spain and Portugal explored the New World.
not worry about England, the Netherlands, and France explored
getting arrested. the New World.

D. I heard that the
Quakers have set
up a colony in
America- I’m a
Quaker too!

Review p.1

Teacher’s Guide American Collegiate Academy

Colonial Influences

Time Needed: Learning Objectives. Students will be able to:

Materials Needed: Student worksheets,  Trace the impact of the following documents on the
overhead or computer projector, scissors, colonists’ views of government:
art materials  Magna Carta
 English Bill of Rights
Copy Instructions:  Mayflower Compact
Brainstorming Worksheet  Cato’s Letters
Reading and Review packet Double-sided  Thomas Paine’s Common Sense
cut-and-fold activity

 ANTICIPATE by distributing the brainstorming sheet to the students and giving five minutes to
 ASK brainstorm the meaning of the ‘big idea’ terms in the first column of the table.
 DISTRIBUTE
students to share their personal definitions and discuss. Have students copy the
 DISTRIBUTE class definition onto their sheets. Remind them that these ideas will come up again
 READ and again during this lesson.
 READ
 ALLOW the cut-and-fold activity and show the transparency with instructions. Walk through
 REVIEW each step and monitor the students to make sure they are cutting and folding in the
 DISTRIBUTE right areas. Explain that this will be what they take notes on as they read through
the lesson.

the reading pages to the students. Ask if anyone is familiar with the documents
listed in the ‘Collection of Good Ideas’ on the bookshelf image.

the first section as a class. Have students offer other types of information
sources available at this time. (newspapers, flyers, word-of-mouth, letters)

through the remainder of page one and two, noting the context of the document
(who wrote it and why) and the take-away ideas that each document provides.
Call on the class to share when they think a big idea is being introduced.

for time to fill in the foldable between each paragraph. (If you need to provide
greater scaffolding with this activity, have the students collaborate in partners or
small groups, or complete each set as a class.)

the items on the cut-and-fold activity through a student pair and share or in small
groups. Then discuss as a class.

the activity pages and have students complete. The second page asks the students
to create a three frame cartoon describing the facts about one document. They
need to draw something in the box and describe the actions in each frame.

Colonial Influences Name:

Hey! Anyone Have Any Good Ideas?

Our Founding Fathers did not invent the American system of
government out of thin air. They, like the other colonists,
were influenced by many different ideas and traditions. The
biggest influence came from their British heritage.
(Remember the colonists WERE British until the American
Revolution!) Events in British history and things that were
happening during their own time affected the way the
Founders thought government should work.

The Founders didn’t have the Internet, so they got their ideas
from books and other printed materials. What would have
been on the minds of American colonists on the verge of a
revolution? Let’s take a peek at what might have been on the
shelf of a private colonial library …

King v. Nobles: Round One 

Way back in the Middle Ages, England was ruled by a king
who shared some of his powers with the wealthy nobility. 
The nobility would carry out the king’s wishes, and the king
would allow the nobles to make some local decisions. But in 
the early 1200s, King John tried to take all the power for
himself! The angry nobles fought back. In 1215, they
created a document called the Magna Carta that limited
the power of the king and protected certain rights for the
nobles. The nobility was powerful enough to force King John
to sign the Magna Carta. This was a big deal because it
introduced the concepts of limited government, rule of law,
and due process. It also helped create the nation’s
Parliament (kind of like Congress in the U.S.).

Before After

I Think We Took a Wrong Turn!

Fast forward over 400 years. The next document in the
colonial library is the Mayflower Compact. It was
written to solve a basic problem: Who is in charge? The
Pilgrims left England in a ship called the Mayflower
 headed for the Virginia colony in 1620. A strong storm
 blew the ship off course, and they ended up in what is
now Massachusetts. This area was not under the control
 of the company that sent them, so the Pilgrims were in
independent territory. They needed a government—fast!
The men agreed to create a new government and to
follow its rules. In exchange, they would all protect each
other. This is called self-government.

Reading, p1

Colonial Influences Name:

King v. Nobles: Round Two 

Meanwhile, back in England, the Parliament had 
been battling it out with the king in a series of
civil wars. Parliament eventually came out on top
and passed the English Bill of Rights in 1689.
Like the Magna Carta, this document expanded
the rights of the Parliament and the people, while
limiting the powers of the king even more. This
document was well-known because it affected
people living in Britain and the new British
colonies in America.

Ben Franklin and Breaking News… Colonist Style!
his newspaper
In addition to older documents, the colonists kept
track of what was happening in Britain and around
the colonies. They couldn’t phone, blog, tweet, or
watch tv-- so how did they keep up with the news
of the day?

Hot Off the Press

In the 1720s, authors using the fake names Cato the Elder and
Cato the Younger published a series of newspaper editorials in
Britain. The authors argued against the king’s heavy-handed
rule. These articles were titled Cato’s Letters, and they were
also published in colonial American newspapers. Cato’s Letters
became so popular that they were collected into a book. Half of
the private libraries in colonial America owned a copy! Cato’s
Letters discussed many different ideas, such as freedom of
expression, which became very influential in the colonies.

Calling for Independence

By the 1700s, King George III and Parliament were making more

and more demands on the colonies. Many were getting fed up and

began to meet and discuss breaking away from Britain. In the mid-

1770s, representatives from most of the 13 colonies met in

Philadelphia. Here, the Founders discussed the options for the

future. While these meetings were happening, a journalist named

Thomas Paine published a pamphlet called Common Sense in 1776.

In Common Sense, Paine did not introduce any new ideas. Instead,

he explained the arguments for independence in a way that was

easy for everyday colonists to understand. He encouraged them to

support the fight for independence from Britain. Just six months

later, the Declaration of Independence was signed. Reading, p2

Colonial Influences Name:

The U.S. Constitution is based on a handful of “big ideas”. Brainstorm the
meaning behind each big idea in the areas provided, then see what they mean in
the American system of government.

Anticipation Activity

Colonial Influences **TEACHER GUIDE**

The U.S. Constitution is based on a handful of “big ideas”. Brainstorm the meaning
behind each big idea in the areas provided, then see what they mean in the
American system of government.

Anticipation Transparency

Colonial Influences Name:

From Big Ideas to the Constitution. Now that you have taken a look at some of

the big ideas in colonial America, let’s see where they show up in our founding
documents. Read each big idea on the top half of the page and match it with where

it shows up in the U.S. Constitution below.

Self– Government: popular or Rule of Law: the idea that all
representative system where the people must follow the laws, and
people create and run their own that the laws are enforced fairly
government

_________ _________

Due Process: People have the
right to fair and reasonable laws.
Officials have to follow rules when
enforcing the laws and treat all
people in the same way.

_________

Rights: A set of things that people Limited Government: the power
believe they should be free to do of government is limited by the
without restrictions Constitution, and each branch is
limited in what it can do

_________ _________

A “This Constitution and the laws of the United C The U.S. Constitution created three

States ... shall be the supreme law of the land.” branches of government. Each branch is given
All government officials “shall be bound by an the power to check, or limit the power of the
oath to support this constitution.” other two. The system of checks and balances
keeps any one branch from getting too
U.S. Constitution, Article VI powerful.

B D “No person shall...be deprived of life, liberty,

The first ten amendments in the Bill of Rights or property, without due process of law”
guarantee certain rights and freedoms that U.S. Constitution, 5th Amendment
include:
 Freedom of speech, the press, and religion E “WE THE PEOPLE of the United States...do
 Right to petition the government and to bear
ordain and establish this Constitution for the
arms United States of America.”
 Prohibition of excessive bail or fines, or cruel
Preamble to the Constitution, 1787
and unusual punishments for crimes

Activity, p1

Colonial Influences **TEACHER GUIDE**

From Big Ideas to the Constitution. Now that you have taken a look at some of

the big ideas in colonial America, let’s see where they show up in our founding
documents. Read each big idea on the top half of the page and match it with where

it shows up in the U.S. Constitution below.

Self– Government: popular or Rule of Law: the idea that all
people must follow the laws, and
representative system where the that the laws are enforced fairly

people create and run their own A

government E

Due Process: People have the
right to fair and reasonable laws.
Officials have to follow rules when
enforcing the laws and treat all

people in the same way. D

Rights: A set of things that people Limited Government: the power
believe they should be free to do
without restrictions of government is limited by the

B Constitution, and each branch is

limited in what it can do C

A “This Constitution and the laws of the United C The U.S. Constitution created three

States ... shall be the supreme law of the land.” branches of government. Each branch is given
All government officials “shall be bound by an the power to check, or limit the power of the
oath to support this constitution.” other two. The system of checks and balances
keeps any one branch from getting too
U.S. Constitution, Article VI powerful.

B D “No person shall...be deprived of life, liberty,

The first ten amendments in the Bill of Rights or property, without due process of law”
guarantee certain rights and freedoms that U.S. Constitution, 5th Amendment
include:
 Freedom of speech, the press, and religion E “WE THE PEOPLE of the United States...do
 Right to petition the government and to bear
ordain and establish this Constitution for the
arms United States of America.”
 Prohibition of excessive bail or fines, or cruel
Preamble to the Constitution, 1787
and unusual punishments for crimes

Activity, p1

Triangle Trade Routes 1600s-1700s Columbus to the Colonies Name:Tobacco, furs, fish, lumber,England
ship building materials
Main RouteMap Projection MasterManufactured goods, tea,
Return Route spices, cloth, furniture, luxury
items

Trip D

North
America

Trip A

Trip C Africa

West Trip B Metals, cloth, alcohol,
Indies weapons
Gold, peppercorns, ivory
Enslaved people, sugar,
molasses

Livestock, lumber, grain,
meat

South Enslaved people, gold
America Tobacco, rum, sugar

Columbus to the Colonies Name: **TEACHER GUIDE**

A. Which “G” Motivates Me? Read the five statements from people planning to move to the Americas.
On the blank, write whether the person speaking is motivated by Gold, God, or Glory.

_G__lo_r_y_ 1. All the other kings and queens have claimed land in the Americas, so I
need to get some territory for my nation!

_G__o_ld__ 2. Things are getting hard here at home. I have no land of my own to
farm. Maybe I can get someone to hire me in Virginia. I could work
and earn my own farm some day.

_G__o_d__ 3. I believe that my way of practicing religion is best, but a lot of people around me don’t agree.
I’ve already been arrested twice, just for going to church.

_G__o_ld__ 4. I have some spare cash to invest in a project. It looks like there is a lot of money making
potential in building ships in Massachusetts for trading around the Atlantic.

_G__o_d__ 5. All of the Native Americans in the New World need to be converted to Christianity. We should
send over missionaries.

B. Pick Your Colony. Each of the early American C. Which Came First? Read each pair of events.
colonies had its own unique character and Underline the event that happened first.
attracted different kinds of colonists from
England. Draw lines to connect each English 1. The Native American population shrunk by 90%.
settler with the colony most suited to his needs. Columbus lands in the Bahamas.

A. I am a Puritan, Colony of 2. Massachusetts Bay Colony was founded.
and am tired of the Maryland The colony of Connecticut was founded.
Church of England!
Where should I go? 3. Wealthy Englishmen invested in the American
colonies.
B. I’m looking for a Massachusetts Explorers discovered natural resources like
place to practice Colony lumber, furs, and rich farmland.
my religion without
people looking over Pennsylvania 4. Slaves were brought to the colonies to act as the
my shoulder! Colony labor for plantations and farms.
Englishmen came to the colonies as indentured
C. As a Catholic, it servants who earned their independence.
is difficult to find a
place to worship 5. Spain and Portugal explored the New World.
not worry about England, the Netherlands, and France explored
getting arrested. the New World.

D. I heard that the
Quakers have set
up a colony in
America- I’m a
Quaker too!

Review p.1

Constitutional Convention

The Constitutional Convention During the American Revolution, the Founding
Fathers met to develop a government that would take over as soon as the British
left. By 1777 they had created the Articles of Confederation. This was the original
plan for the government of the United States – but it only created a loose alliance,
or group, of separate state powers. After ten years, the Founding Fathers realized
that the Articles of Confederation were too weak to work! They didn’t give the
government the right to collect taxes or regulate trade. The Founders decided they
needed to change the Articles of Confederation to produce a stronger central
government. They met once again and quickly decided they would need an entirely
new document to do the job.

Where Do We Start? The Founding Fathers wanted a government that had greater
authority with the states. They assembled in Philadelphia on May 14, 1787 to work
out how this new government would work. They agreed on a federalist government,
where a central power would oversee and share authority with the states. To make
sure the federal government did not gain too much power – they created three
branches to provide for checks and balances. The legislative would make the laws,
the judiciary would interpret the laws, and the executive would enforce the laws.
This solved many problems, but one large issue remained- how would the states be
represented in this new federal government? Moving Forward At first, the bigger
states wanted the population of a state to determine the amount of representation.

But the smaller states called foul! The bigger states would end up deciding the laws
for everyone. The smaller states suggested that each state have an equal number
of representatives. But that would end up giving smaller states too much power.
Finally delegates from Connecticut submitted a solution – why not have two houses
make up the legislative branch? The Senate would have an equal number of
representatives from each state. Representation in the House of Representatives
would be based on the state’s population. This model is called bicameral
representation and helped the delegates find a compromise.

Wrapping Up Between May and September, the delegates compromised on many
issues in order to unite and build a strong national government. They decided the
office of the executive would consist of one person and that the national
government would have the power to tax and regulate trade between the states.
These decisions determined that the new federal government would have more
authority than before. There were still several delegates that disagreed with the
way the federal and state governments would share power. These delegates’
concerns would be addressed when the Bill of Rights was added to the Constitution
in 1789.

Looking Ahead Once the new Constitution was signed, many saw a bright future
ahead for the United States. The document guarantees a government with three
branches based on a system of checks and balances. The delegates of the
Convention successfully created a government that addressed the needs of small
and large states alike, while providing for a federal government that would tie them
together.

Constitutional

Constitutional Convention
Most of the delegates at the CONSTITUTIONAL CONVENTION had already risked being hanged
as traitors by the British. No wonder that they worried about their states' reactions to
their decision to abandon the ARTICLES OF CONFEDERATION and create a whole new
document.
Persuading the states to accept the Constitution was every bit as difficult as they
predicted. It took two years for all thirteen states to ratify it. But their product was a
blueprint for a new kind of government based on the principles of separation of powers,
checks and balances, and federalism.
Separation of Powers

The Constitution is the basis of the United States government. All debates over laws have the few pages of the
Constitution as their basis, and much political conflict has arisen due to different traditions of interpreting its
clauses.

The CONSTITUTION provided for the structure and powers of Congress in ARTICLE I. It
created a BICAMERAL LEGISLATURE, set qualifications for holding office in each house, and
provided for methods of selecting representatives and senators. It carefully enumerated
powers, such as regulating interstate commerce and declaring wars. ARTICLE II vested
the power to execute laws in a president of the United States. It set the president's
term at four years, stated qualifications for office, and provided a mechanism to remove
him from office.

The PRESIDENT's constitutional powers are very modest, but they include commander-in-
chief of the armed forces, negotiator of foreign treaties, and appointer of ambassadors,
judges, and other "officers of the United States." ARTICLE III established a Supreme
Court and defines its jurisdiction. The Founders disagreed on how much power to give
the JUDGES, but they ultimately gave judges appointments for life and forbid Congress
to lower their salaries while they hold office.

Checks and Balances

The Founders were ever mindful of the dangers of TYRANNICAL GOVERNMENT. So they built
a system in which the powers of each branch would be used to check the powers of the
other two branches. Additionally, each house of the legislature could check one
another. For example, both houses of CONGRESS must vote to enact laws, the president
can veto legislation, and the Supreme Court can rule laws unconstitutional. Congress
can override presidential vetoes. The president nominates Supreme Court justices, but
the Senate can refuse to confirm the nominees. The Congress can impeach and remove
the president or a member of the Supreme Court. As a result, a "balance" was created
among the three branches.

He may have been an elegant and refined statesman, but Alexander Hamilton's temper got him involved in a duel
with Aaron Burr that resulted in death.

Wide differences of opinion existed even among the 55 delegates concerning the proper
balance between liberty and order. ALEXANDER HAMILTON, for example, valued order more
than liberty and supported the creation of a very strong executive. James Madison,
influenced by his mentor Thomas Jefferson, conceded that an executive was necessary,
but he saw the legislature as the preserver of liberty and an important check on the
power of the executive. George Washington's experience as the head of the CONTINENTAL
ARMY during the revolution convinced him that the chaotic government needed more
structure. Thomas Jefferson did not attend the convention because he was serving as
ambassador to France, but his belief that "a little rebellion now and then" was a good
thing tilted his balance more toward liberty.

Federalism

ARTICLE IV defined the relationship between the federal government and the states in a
system of FEDERALISM, which divides the power of government between national and
state governments. This federal system was meant to correct the chaos of the country
during the Articles of Confederation. However, it was still mindful of the threat of a
tyrannical central government. This article included mechanisms for admitting new
states to the Union.

Alexander Hamilton was one of the most important proponents of federalism at the Constitutional Convention. He
presented a plan to create a strong executive branch, out of a belief that order is more important than liberty.

The relationship between national and state governments was defined in many other
parts of the Constitution. For example, Article 1, Section 10 forbids the states to form
alliances or enter with foreign countries or to coin their own money. Federalism was
further defined in Article VI in which the constitution was declared "the Supreme Law of
the Land." This SUPREMACY CLAUSE, as well as the "ELASTIC" CLAUSE (Article I, Section 8)
tilts the federalist balance toward national law.

ARTICLE V provides methods of amending the Constitution. Only 27 AMENDMENTS have
been added to the constitution since the RATIFICATION in 1789.

The Founders acted boldly in 1787 when they threw out the Articles of Confederation
and created the Constitution. The document they created has survived for more than
200 years. The risks that they took resulted in the longest lasting written constitution in
world history.

Teacher’s Guide American Collegiate Academy

Hey, King: Get Off Our Backs!

Time Needed: Learning Objectives. Students will be able to:
 Describe how English policies and responses to colonial
Materials Needed: concerns led to the writing of the Declaration of
Student worksheets Independence
 Analyze the ideas (natural rights, role of the government)
Copy Instructions: and complaints set forth in the Declaration of Independence
Reading (2 pages; class set)  Analyze the impact of the Stamp Act, Declaratory Act,
Cutouts (1 page; cut in advance) Half Townshend Revenue Act, Quartering Act, and Intolerable
Sheet Activity (class set) Review Acts
Worksheet (1 page; ) Extension Activity  Outline the Declaration of Independence and its parts
(3 pages; class set)  Evaluate the colonists’ reaction to the Stamp Act using
primary sources

STEP BY STEP

 ANTICIPATE by asking students if they like to make their own decisions. Ask students how they
would feel if they knew that someone else (parents, guardians) would make
 DISTRIBUTE decisions for them the rest of their lives. Tell students they will be learning how
 READ Great Britain’s control got so out of hand that the American colonists finally decided
 DISTRIBUTE to declare independence.
 DISTRIBUTE
 READ one “Get Off Our Backs” reading page to each student.
 ALLOW
the pages with the class, pausing to discuss.
 REVIEW
 DISTRIBUTE one cutout activity half sheet to each student.
 ALLOW
 DISTRIBUTE a set of cutouts to students in pairs or small groups.
 READ
the directions on the half sheets.
 ALLOW
 REVIEW students to complete the half sheet activities. For Activity B, the pairs or groups
 CLOSE should reconstruct the Declaration of Independence following the Activity B
directions.

the answers to the activities.

one review worksheet to each student.

students to complete the worksheet.

one extension activity to each student

the “London Magazine” excerpts with the class. Explain that these are real quotes
from the magazine, and that the magazine readers would have been people in
England. Pause to explain vocabulary words.

students to complete the extension activities.

the students’ answers to the activities.

by asking students what they think is the one thing the British did to the colonists
that they would have found the most upsetting. Call on students to share.

Hey, King: Get Off Our Backs!

Give me liberty, Really? Was it that bad? By 1776, the American colonists
or give me living under English rule thought so. In fact, things were
so bad that they went to war to gain their independence.
But why? What could have been so intolerable?

Patrick Henry The first Englishmen came to America four hundred years ago looking for
gold, silver, and a waterway to Asia. They were part of a trading company
that convinced the king of England to grant them a charter giving them
permission to set up a colony in America. But they did not find what they
were looking for. Times got so hard those first settlers had to eat rats and
even each other to keep from starving to death. Pretty soon, though, more
people arrived and times got better. The English were here to stay.

Hail to the King

Back in England, the King probably figured he had a pretty good deal. Other people got seasick sailing
across the ocean to settle an untamed land while he sat in his palace ruling England. Except that being
king just wasn’t what it used to be. Back in the 1200s, a king could really do what he wanted! But this
was the 1600s, and now the English people had representatives in Parliament who made laws and
stood up for peoples’ rights. They even gave advice to the king. Bah!

Can We.......

Govern ourselves, do you? In America, the colonists needed some
kind of government to deal with everyday problems. After all, the
king was on the other side of the ocean. And because of
Parliament, the colonists were used to having a say in
government. In Virginia Colony, the first settlers decided each
community should have two representatives and that all the
representatives would meet together. Farther north, in Plymouth,
the colonists signed a compact agreeing to form a majority-rule
government where all the men would vote on whatever issues
came up. (Women didn’t get to vote in 1620.) Even so, the king
still controlled the colonies, and the colonists had to follow
England’s laws.

England had a lot of other colonies besides those in America and plenty
of other problems to deal with. The king and Parliament didn’t have
much time to pay attention to the American colonists. By the mid-1700s
there were 13 colonies, and each colony had its own government.
These little governments grew stronger and more used to being in
control. When problems came up, the colonial governments took care of
things themselves. The colonists were out on their own, making their
own decisions, governing things the way they wanted to without much
interference.

Reading p.1

Hey, King: Get Off Our Backs! This is SO not
going to
A Raw Deal work.

But then times got tough, and the British
government went looking for money. Great Britain,
which now included both England and Scotland, saw
its colonies around the world as a source of profit.
Colonies were places to cut timber, grow crops such
as cotton and coffee, and mine for valuable
minerals. The king forced the colonists to sell these
raw materials back to England at really cheap
prices. People in England would use the materials to
make finished products. But did the colonists get a
bargain on these items because they provided the
materials? No way! The king forced the colonists to
buy the finished products at extra high prices.

Hmm... What about
taxing the American Looking for a Fast Buck?

colonists? That was only the beginning. In the mid-1700’s, Britain fought two

expensive wars. Britain had taken out a lot of debt to pay for the war,

so it went looking for a way to make money fast. Taxing the American

colonists seemed like the perfect idea. So in 1765, Britain passed the

Stamp Act, which forced colonists to put expensive tax stamps on all

legal documents, as well as newspapers, calendars, and almanacs. The

colonists had an answer for that: They quit buying British goods! But
this boycott didn’t work for long. Britain repealed the Stamp Act after
King George III A stamp one year, but things did not get better.

From Bad to Worse Enough is Enough!

As soon as the Stamp Act was gone, the British The colonists finally decided there was only one
passed the Declaratory Act saying that the solution: self-government! On July 4, 1776, the
colonies were dependent on the king and colonies adopted the Declaration of
declaring that all laws passed in the colonies Independence, announcing that the United
had no effect. As if that weren’t bad enough, States was free from Great Britain. It wasn’t that
Britain also passed the Townshend Revenue easy, though. There was the small matter of
Act, taxing things it knew the colonists couldn’t fighting a war against Britain to make that freedom
make for themselves: paint, glass, paper, lead, real. When the Americans won the Revolutionary
and tea. This Act also allowed British War, Britain lost all control of the colonies. The
government workers to search peoples’ houses United States of America was born.
and even break down doors to seize items the
homeowner hadn’t paid taxes for. On top of Reading p.2
that, the Quartering Acts of 1765 and 1774
forced certain colonists to let British troops live
in their houses. The soldiers didn’t even have to
pay rent! Then, in the 1770s, a series of laws
cracked down on rebellious activity in
Massachusetts colony. Colonists called these
the Intolerable Acts.

Hey, King: Get Off Our Backs! Name:

A. Phrases to Know. Learn these phrases B. Reconstruct the Declaration. The outline
from the Declaration of Independence by below shows the 4 parts of the Declaration of
matching each one with its definition. Independence and what each part is for. You will
get a set of cutouts with statements that are in
____ 1. Unalienable rights the Declaration. Decide which section each
____ 2. Pursuit of happiness statement belongs in and piece the Declaration
____ 3. Natural rights back together!
____ 4. Consent of the governed
____ 5. Just powers Part 1: Preamble
____ 6. Self-evident
An introduction explaining why the Declaration
A. Rights people are born with is being written.
B. Can be seen just by looking at it
C. Permission of those under the government’s Part 2: Natural Rights

rule The colonists explain the rights of people and
D. Rights that cannot be taken away the role of government power.
E. Trying to find joy and contentment
F. Powers that are fair Part 3: Grievances

A list of the colonists’ complaints.

Part 4: Resolution of Independence

The colonists declare their independence from
Britain.

Cutout Activity p.1

Hey, King: Get Off Our Backs! Name: ** TEACHER GUIDE **

A. Phrases to Know. Learn these phrases B. Reconstruct the Declaration. The outline
from the Declaration of Independence by below shows the 4 parts of the Declaration of
matching each one with its definition. Independence and what each part is for. You will
get a set of cutouts with statements that are in
_D__ 1. Unalienable rights the Declaration. Decide which section each
_E__ 2. Pursuit of happiness statement belongs in and piece the Declaration
_A__ 3. Natural rights back together!
_C__ 4. Consent of the governed
_F__ 5. Just powers Part 1: Preamble
_B__ 6. Self-evident
An introduction explaining why the Declaration
A. Rights people are born with is being written.
B. Can be seen just by looking at it
C. Permission of those under the government’s Part 2: Natural Rights

rule The colonists explain the rights of people and
D. Rights that cannot be taken away the role of government power.
E. Trying to find joy and contentment
F. Powers that are fair Part 3: Grievances

A list of the colonists’ complaints.

Part 4: Resolution of Independence

The colonists declare their independence from
Britain.

Cutout Activity p.1

Hey, King: Get Off Our Backs! Name: ** TEACHER GUIDE **

C. Fill In the Blank. One of the most famous parts of the Declaration of Independence is written below.
Use words from the word bank to complete it. HINT: Look for words you defined in the matching activity!

We hold these truths to be self-____evident_____, that all men are created
____equal_____, that they are endowed by their Creator with certain unalienable
_____rights______, that among these are ____life____, ____liberty____, and the
pursuit of ______happiness___________.

That to secure these rights, Governments are instituted among Men, deriving
their just ____powers______ from the ____consent____ of the governed,

That whenever any form of Government becomes destructive of these ends, it is
the Right of the ___people_____ to alter or ____abolish______ it . . . .

D. Find Those Rights! The Declaration lists three (3) rights. Circle them!

Cutout Activity p.2

Hey, King: Get Off Our Backs! Name:

C. Fill In the Blank. One of the most famous parts of the Declaration of Independence is written below.
Use words from the word bank to complete it. HINT: Look for phrases from the matching activity!

We hold these truths to be self-_______________, that all men are created
______________, that they are endowed by their Creator with certain unalienable
_______________, that among these are ____________, _____________, and the
pursuit of ________________________.

That to secure these rights, Governments are instituted among Men, deriving
their just _______________ from the ______________ of the governed,

That whenever any form of Government becomes destructive of these ends, it is
the Right of the ______________ to alter or ________________ it . . . .

D. Find Those Rights! The Declaration lists three (3) rights. Circle them!

Cutout Activity p.2

PREAMBLE NATURAL RIGHTS
GRIEVANCES RESOLUTION OF INDEPENDENCE

The king has refused to agree to laws that Our own governments have been
would benefit the people. abolished.

All men are created equal. The king has caused fighting among the
colonists.

Our trade with the rest of the world has We pledge our lives, fortunes, and honor in
been cut off. support of this Declaration of
Independence.
Sometimes it becomes necessary for one
group of people to cut ties with another The king gets to decide whether the judges
group of people. keep their jobs and how much they get
paid.

New laws have taken away our right to a When government threatens peoples’
jury trial in many cases. natural rights, the people have the right to
abolish it and make a new government.
We now cut all political connection with
Great Britain. The king has opened new government
offices and sent “swarms of officers to
The king has housed large numbers of harass our people.”
troops in our communities.
Government must get its power from the
consent of the governed.

When one group of people decides to We declare that the colonies are and
separate from another, they should explain should be free and independent states.
why.

Life, liberty, and the pursuit of happiness The king has tried to keep people from
are “unalienable rights.” coming to the colonies to live.

Cutout Activity p.3

Hey, King: Get Off Our Backs! Name:

A. Fill In the Blank. Look in the reading to find the missing piece of each sentence.

1. A __________________ is a signed agreement.
2. The ____________________ Acts forced colonists to house British troops.
3. Britain saw its colonies as a source of _________________.
4. If you sold a newspaper in 1765, you would have to put a _______ _____________ on it.
5. We celebrate the 4th of July because that’s when the ___________________________ was signed.
6. The Townshend Revenue Act allowed the government to ______________ peoples’ homes.
7. Virginia Colony’s first government was called the ____________________________________.
8. The colonists had to follow the laws of _____________________.

B. Odd One Out. In each set, cross out the word C. Cause and Effect. Match each effect with its
that doesn’t belong. In the oval, explain what the cause listed below.
three remaining words have in common.
EFFECTS
Glass 9.
Cotton ____ 14. In the 1600s, the king could not just do
Lead what he wanted.
Tea
____ 15. The first colonists started their own
Mayflower Compact governments.

Stamp Act 10. ____ 16. Colonists were used to having a say in
Declaratory Act government.

Quartering Act ____ 17. Britain needed a way to make money.
____ 18. The colonists boycotted British goods.
Minerals 11. ____ 19. The British taxed paint, glass, and lead.
Timber ____ 20. The colonists declared independence.
Crops ____ 21. Britain lost control of the colonies.
Paint
BECAUSE...
Legal documents A. They were angry about the Stamp Act taxes.
B. The British government was too far away to
Newspapers 12.
Troops deal with daily problems.
C. They were tired of the way the British were
Calendars
treating them.
Boycott goods 13. D. He shared power with Parliament.
Search houses E. The colonists won the Revolutionary War.
Fight a war F. They knew the colonists could not make those
Destroy tea
products themselves.
G. In England, the Parliament represented people

in government.
H. It was in debt after fighting expensive wars.

Review Worksheet

Hey, King: Get Off Our Backs! Name: ** TEACHER GUIDE **

PREAMBLE GRIEVANCES

Sometimes it becomes necessary for one The king has refused to agree to laws
group of people to cut ties with another that would benefit the people.

group of people. Our own governments have been

When one group of people decides to abolished.

separate from another, they should explain The king has caused fighting among the

why. colonists.

NATURAL RIGHTS Our trade with the rest of the world has

All men are created equal. been cut off.

Life, liberty, and the pursuit of happiness The king gets to decide whether the
are “unalienable rights.” judges keep their jobs and how much
they get paid.

Government must get its power from the New laws have taken away our right to a
consent of the governed. jury trial in many cases.

When government threatens peoples’ The king has opened new government
natural rights, the people have the right to offices and sent “swarms of officers to
abolish it and make a new government. harass our people.”

RESOLUTION OF The king has tried to keep people from
INDEPENDENCE coming to the colonies to live.

We pledge our lives, fortunes, and honor The king has housed large numbers of
in support of this Declaration of troops in our communities.
Independence.

We now cut all political connection with
Great Britain.

We declare that the colonies are and
should be free and independent states.

Cutout Activity Key

Hey, King: Get Off Our Backs! Name: ** TEACHER GUIDE **

A. Fill In the Blank. Look in the reading to find the missing piece of each sentence.
1. A ____compact______ is a signed agreement.
2. The ____Quartering______ Acts forced colonists to house British troops.
3. Britain saw its colonies as a source of _____profit______.
4. If you sold a newspaper in 1765, you would have to put a __tax__ ____stamp____ on it.
5. We celebrate the 4th of July because that’s when the __Declaration of Independence__ was signed.
6. The Townshend Revenue Act allowed the government to ___search____ peoples’ homes.
7. Virginia Colony’s first government was called the _____House of Burgesses______.
8. The colonists had to follow the laws of ______England_________.

B. Odd One Out. In each set, cross out the word C. Cause and Effect. Match each effect with its
that doesn’t belong. In the oval, explain what the cause listed below.
three remaining words have in common.
EFFECTS
(Answers will vary)
__D_ 14. In the 1600s, the king could not just do
Glass Things the colonists what he wanted.
Cotton 9. could not make for
Lead __B_ 15. The first colonists started their own
Tea themselves. governments.

Mayflower Compact British laws the __G_ 16. Colonists were used to having a say in
colonists were unhappy government.
Stamp Act 10.
Declaratory Act about __H_ 17. Britain needed a way to make money.
__A_ 18. The colonists boycotted British goods.
Quartering Act __F_ 19. The British taxed paint, glass, and lead.
__C_ 20. The colonists declared independence.
Minerals Raw materials Britain __E_ 21. Britain lost control of the colonies.
Timber 11. wanted to get from its
Crops BECAUSE...
Paint colonies. A. They were angry about the Stamp Act taxes.
B. The British government was too far away to
Legal documents The Stamp Act required
tax stamps on these deal with daily problems.
Newspapers 12. things. C. They were tired of the way the British were
Troops
treating them.
Calendars D. He shared power with Parliament.
E. The colonists won the Revolutionary War.
Boycott goods Actions the colonists F. They knew the colonists could not make those
Search houses 13. took to protest Britain’s
Fight a war products themselves.
Destroy tea unfair treatment. G. In England, the Parliament represented people

in government.
H. It was in debt after fighting expensive wars.

Review Worksheet

Hey, King: Get Off Our Backs! Name:

magistracy = office of By letters received from Boston in New-England, there is an account of a
the local government dangerous mob, which arose in the middle of August, on account of the stamp
official duty, and did considerable mischief; but on the 16th of August they were more
gaol = jail violent than before, which continued till Sunday the 1st of September, by which
comptroller = public time the magistracy had raised and armed five-hundred men, and had
official who manages committed several of the rioters to gaol,--but not till they had destroyed all the
government finances goods and papers of the comptroller, judge of the admiralty, distributor of the
900l. sterling = £900, stamps, as well as every individual article in the house of the lieutenant
or about $162,000 governor … even to the uncovering his house, burning all his books and papers,
carrying off even his clothes, as well as those of his sister and daughter, putting
(based on how much things them on by way of masquerade, [taking] 900l. sterling in cash, scarce leaving
used to cost) him any more than the shirt he had on.

repugnant = repulsive The stamp-duty is so repugnant to the ideas of the people of America, that in
obliged = forced most of the northern colonies they have obliged the stamp-officers to resign
countenance = face their places. . . . When the stamped papers arrived at Philadelphia, the vessels
man of war = British in the harbour hoisted their colours half mast high, the bells rung, being
naval ship muffled, and every countenance betrayed dejection. Finally, they obliged the
populace = people stamp distributor to promise not to exercise his office, and the stamped papers
were obliged to be taken on board a man of war, to secure them from the rage
of the populace. The lawyers in New Jersey, &c. have resolved not to use the
stamped papers.

countermand = send Upon the arrival of the stamps at New-York, every sign of mourning appeared.
back The merchants soon after met and resolved to have no more goods shipped
vend = sell from Great Britain unless the stamp act be repealed; to countermand all orders
coach = carriage already sent, and not to vend any goods sent from Great Britain after Jan. 1
effigy = a doll made to next. The governor having secured the stamp paper in Fort George, a great
look like someone assembly of persons, preceded by lights, went to the fort, took from the stables
abettor = supporter or the governor’s coach, which with his effigy they burnt, with every mark of
helper contempt and exasperation, under the guns of the fort. After this they went to
his excellency = the the house of major James (a supposed abettor of the stamp act) whose goods
governor they likewise seized and consumed. The next day they forced from his
excellency a declaration, that he would have nothing to do with the stamps.

Extension Activity p.1

Hey, King: Get Off Our Backs! Name:

A. Protest! The colonists expressed their outrage in many ways. But which kinds of protest would
be most effective at convincing Great Britain to repeal the Stamp Act? (It did repeal the Act in 1766.)

FORM OF PROTEST EFFECTIVE? THIS WOULD/WOULD NOT BE EFFECTIVE BECAUSE...

Don’t order any more goods from Great  Effective
Britain and cancel existing orders  Not effective

Force the stamp officer to resign  Effective
 Not effective
Destroy the property of government
officials who support the Stamp Act  Effective
Force the governor to promise he won’t  Not effective
have anything to do with the stamps
Refuse to sell anything sent from Great  Effective
Britain  Not effective

Burn the governor in effigy  Effective
 Not effective
Refuse to use the stamps
 Effective
Riot in the streets  Not effective

 Effective
 Not effective

 Effective
 Not effective

B. Spread the News. It is
October 1765, the morning
after the attack on the lieutenant
governor’s house. You can’t wait
to tell your Aunt Martha what
happened. But not only that, you
can’t wait to tell her exactly what
you think about the attack.

Was it right? Wrong? Was it a
victory? A horrible thing? Will the
attack help or hurt the cause? Tell
your Aunt Martha what you think
and why.

Extension Activity p.2

American colonies declare independence

In Philadelphia, Pennsylvania, the Continental Congress adopts the
Declaration of Independence, which proclaims the independence of the United
States of America from Great Britain and its king.

The declaration came 442 days after the first volleys of the American
Revolution were fired at Lexington and Concord in Massachusetts and marked
an ideological expansion of the conflict that would eventually encourage
France’s intervention on behalf of the Patriots.

The first major American opposition to British policy came in 1765 after
Parliament passed the Stamp Act, a taxation measure to raise revenues for a
standing British army in America. Under the banner of “no taxation without
representation,” colonists convened the Stamp Act Congress in October 1765
to vocalize their opposition to the tax.

With its enactment in November, most colonists called for a boycott of British
goods, and some organized attacks on the customhouses and homes of tax
collectors. After months of protest in the colonies, Parliament voted to repeal
the Stamp Act in March 1766.

Why did the American Colonies declare independence?

Most colonists continued to quietly accept British rule until Parliament’s
enactment of the Tea Act in 1773, a bill designed to save the faltering East
India Company by greatly lowering its tea tax and granting it a monopoly on
the American tea trade.

The low tax allowed the East India Company to undercut even tea smuggled
into America by Dutch traders, and many colonists viewed the act as another

example of taxation tyranny. In response, militant Patriots in Massachusetts
organized the “Boston Tea Party,” which saw British tea valued at some
18,000 pounds dumped into Boston Harbor.

The British Parliament, outraged by the Boston Tea Party and other blatant
acts of destruction of British property, enacted the Coercive Acts, also known
as the Intolerable Acts, in 1774. The Coercive Acts closed Boston to merchant
shipping, established formal British military rule in Massachusetts, made
British officials immune to criminal prosecution in America, and required
colonists to quarter British troops.

The colonists subsequently called the first Continental Congress to consider a
united American resistance to the British.

With the other colonies watching intently, Massachusetts led the resistance to
the British, forming a shadow revolutionary government and establishing
militias to resist the increasing British military presence across the colony.

In April 1775, Thomas Gage, the British governor of Massachusetts, ordered
British troops to march to Concord, Massachusetts, where a Patriot arsenal
was known to be located. On April 19, 1775, the British regulars encountered
a group of American militiamen at Lexington, and the first shots of the
American Revolution were fired.

Initially, both the Americans and the British saw the conflict as a kind of civil
war within the British Empire: To King George III it was a colonial rebellion,
and to the Americans it was a struggle for their rights as British citizens.

However, Parliament remained unwilling to negotiate with the American
rebels and instead purchased German mercenaries to help the British army
crush the rebellion. In response to Britain’s continued opposition to reform,

the Continental Congress began to pass measures abolishing British authority
in the colonies.

How did the American Colonies declare independence?

In January 1776, Thomas Paine published “Common Sense,” an influential
political pamphlet that convincingly argued for American independence and
sold more than 500,000 copies in a few months. In the spring of 1776,
support for independence swept the colonies, the Continental Congress called
for states to form their own governments, and a five-man committee was
assigned to draft a declaration.

The Declaration of Independence was largely the work of Virginian Thomas
Jefferson. In justifying American independence, Jefferson drew generously
from the political philosophy of John Locke, an advocate of natural rights, and
from the work of other English theorists.

The first section features the famous lines, “We hold these truths to be self-
evident, that all men are created equal, that they are endowed by their
Creator with certain unalienable Rights, that among these are Life, Liberty
and the pursuit of Happiness.” The second part presents a long list of
grievances that provided the rationale for rebellion.

When did American colonies declare independence?

On July 2, 1776, the Continental Congress voted to approve a Virginia motion
calling for separation from Britain. The dramatic words of this resolution were
added to the closing of the Declaration of Independence. Two days later, on
July 4, the declaration was formally adopted by 12 colonies after minor
revision. New York approved it on July 19. On August 2, the declaration was
signed.

The Revolutionary War would last for five more years. Yet to come were the
Patriot triumphs at Saratoga, the bitter winter at Valley Forge, the
intervention of the French, and the final victory at Yorktown in 1781. In 1783,
with the signing of the Treaty of Paris with Britain, the United States formally
became a free and independent nation.

Teacher’s Guide

We’re Free… Let’s Grow!

Time Needed: Learning Objectives. Students will be able to:

Materials Needed: • Identify the Northwest Territory as new territory the U.S.
Student worksheets acquired from Great Britain as part of the Treaty of Paris
Projector (optional)
• Describe the role of the Land Ordinance of 1785 and the
Copy Instructions: Northwest Ordinance in incorporating the Northwest Territory
Anticipation Activity (1 pg; class set) into the United States
Reading (2 pages; class set)
Class Activity (1 copy, cut up) • Use maps to depict the new territory’s incorporation
Map Booklet (4 pages; class set; • Explain the tension between U.S. and Native Americans in the
copy so it folds into a booklet)
Worksheet (2 pages; class set) territory, including U.S. policy toward native tribes
• Distinguish incorporation of the Northwest Territory as an

accomplishment of the U.S. government under the Articles of
Confederation

STEP BY STEP

 PREPARE by cutting out the word squares for the class activity.
 ANTICIPATE
by having students label the 13 original states on the anticipation activity map. See
 DISTRIBUTE how many students can identify without help, then project a map if necessary. Ask
 READ students to point out anything about this map that is different from current maps
of the United States.

the reading AND the map booklet to the students. Have students fold the booklet.

the reading pages with the class, pausing to fill out the map booklet as follows:

After “Party Like It’s 1783”: Fill out the front page of the map booklet.
After “New Country in a New Country”: Fill out p. 2, Activity A
After “So… How Do We Do This?”: Fill out p. 3, Activity B
After “Operation Get Out”: Fill out p. 4, Activity C

 CONTINUE the rest of the reading. Project the “Northwest Territory: An Articles of
Confederation Accomplishment” timeline and use it to reinforce that the process of
 REVIEW incorporating the Northwest Territory happened before the Constitution took
 DISTRIBUTE effect—and the Confederation Congress was taking care of business even as the
 ASSIGN Constitution was being written!
 GO THROUGH
 CLOSE by giving each student a word square from the Class Activity: Alphabet Words.
Follow the directions on the Class Activity page.

the worksheet to the class.

students to complete the worksheet activities.

the worksheet answers with the class if you wish.

by asking students to complete one of the following sentences on a scrap of paper.
Have them trade papers with a partner and discuss and/or hand the papers to you
as an exit ticket.

I was surprised to learn that ___ because I wouldn’t have imagined ____.

I was not surprised to learn that ___ because I already knew ____.

We’re Free — Let’s Grow! Name:

Atlantic
Ocean

Find Those States! The United States started out with just thirteen states. Use the list below
to correctly identify each one on the map. Watch out: Things were a little different back then!

Connecticut New Hampshire Rhode Island
Delaware New Jersey South Carolina
Georgia New York Virginia
Maryland North Carolina
Massachusetts Pennsylvania

Anticipation Activity

We’re Free — Let’s Grow! Name:

Party Like It’s 1783

When the Revolutionary War ended, Americans had won their liberty
from Great Britain—and that wasn’t all! The America that emerged
victorious from the war in 1783 was twice the size of the America
that declared independence in 1776. As part of the agreement to end
the war, the British gave the United States control of all the land
between the Atlantic Ocean and the Mississippi River. Included was
a huge section of land that had been part of Britain’s province of
Quebec. This was a major score for the Americans. Party time!

New Country in a New Country

In the first few years after the Revolutionary War, the Confederation
Congress was America’s only central government. Congress had to decide
what to do with this vast area the U.S. had just acquired. The decision was
easy: Sell it! War is expensive, and the United States had borrowed a lot of
money it needed to pay back. The U.S. government wasn’t allowed to
collect taxes from citizens, so selling parcels of land seemed like a great
way to raise money. But opening the doors to the new territory wasn’t as
easy as putting up a “For Sale” sign. For one thing, the U.S. government
didn’t actually own the land. Several states claimed the territory as their
own. The first few years were spent making deals with states to cede
(pronounced “seed”) ownership of the land to the United States.

So… How Do We Do This?

With the land free and clear, what next? No new land had ever
been incorporated into the United States before. How should it
be done? The area would need to be divided into smaller pieces.
But how many pieces? And would those pieces actually become
new states?

These questions and more sparked a hot debate. But to get Surveyors would have used a compass and
started, Congress passed the Land Ordinance of 1785. This chain like these to measure the sections.
law directed the new territory to be divided into square townships
measuring six miles on each side. Each township would be
divided into sections measuring one mile on each side. As the
surveyors began measuring and Congress debated the rest of the
details, another piece of business was taking place—clearing
unwanted residents from the area.

Operation Get Out

Gen. Josiah Harmar was the first The Northwest Territory was not empty land. It was inhabited by Native
man sent to talk with squatters Americans who had lived there for centuries. There were also
and Native Americans. unauthorized American squatters living in the territory on land they hadn’t
paid for. Congress needed these people out. After all, nobody wanted to
buy land someone was already living on. In addition to not being able to
collect taxes, the early government also wasn’t allowed to keep an army
standing by. So they put together a small militia of military volunteers from
a few states and sent the men to the Northwest Territory to get rid of the
squatters and negotiate with the Native Americans. It didn’t go very well.

Reading p.1

We’re Free — Let’s Grow! Name:

This Land is Our Land

The squatters complained and resisted. They’d built homes, planted Little Turtle,
crops… Where were they supposed to go? Native Americans resisted, chief of the
too—sometimes violently. The American government considered Miami people,
possibilities for getting the Native Americans to leave. War? Too led successful
expensive. Not only that, many believed it would be wrong to attack battles against
the Native Americans. So the United States decided to negotiate a U.S. troops.
treaty with each tribe, paying the tribe for its rights to the land. The
tribes would move, and the land would be open. Easy, right?

Meanwhile, Back in the States...

The U.S. Constitution was written in the For a government with few resources, confronting people in the huge
summer of 1787. George Washington new territory wasn’t so easy. But Americans were afraid to give their
led the meeting, then was elected new government too much money or power because they had just
president. In office, he faced challenges won their freedom from an abusive government. However, the weak-
with the Northwest Territory. government approach was causing a lot of problems. So in May 1787,
a group of men met in Philadelphia to work on a solution. The raging
debate that summer was how much power individual states should
give up to a central government. While they argued, it was business as
usual for the Confederation Congress. Miles away in New York,
Congress passed a law for the Northwest Territory that would give the
United States government power over all of America’s future growth.

A Plan for All Time

The July 1787 Northwest Ordinance made the rules for how the new
territory would be incorporated into the United States:

 The new land would come under control of the United States
government. It would not become part of any existing states.

 The land would eventually be divided up and become brand new
states—at least three, but no more than five.

 Congress would appoint a temporary government for each territory
formed in the region.

For a nation debating whether to give the central government more power,

this was a big deal! For the first time, the United States government would

actually control and govern territory all by itself. Although Congress didn’t
say it was making a plan for all time, that’s what ended up happening.
Slavery existed in many states but
was prohibited in the new territory.
Move or Be Moved

With a plan in place, settlers flooded into the new territory. Negotiations

were underway with the Native American tribes, but they weren’t too

excited about being restricted to small areas of land. Treaties were

signed—sometimes under threat of war from America—and treaties fell

apart. Violence increased as the tribes realized the bad deal they were

The Road to Fallen Timbers, by H. getting and fought to keep their land. The white settlers fought to protect
Charles McBarron. The U.S. overcame their new homes, and American soldiers fought to assert American control

most Native American resistance at the of the land. One thing was clear: The United States wasn’t going away.
Battle of Fallen Timbers in 1794.
Native Americans in United States territory would move or be moved.

Reading p.2

We’re Free — Let’s Grow!

1775
1780
1785
1790

The Northwest Territory:

An Articles of Confederation
Accomplishment

Projection Master

We’re Free — Let’s Grow! Name:

CLASS ACTIVITY: ALPHABET WORDS

Directions: Cut out the cards below. Each card shows a word beginning with a different letter of the
alphabet. (We had to fudge on X.) Give each student a card. Give students two minutes to figure out how
their word relates to the lesson. Then, go in alphabetical order, asking students to share their word and
explanation.

 Try keeping students involved by having them guess what the next word might be.
 Ask students if they can think of other ways each word relates to the topic.
 The first 26 words below follow the alphabet; words after that are extras in case you need them.
Note: The words “Knowledge” and “Zero” do not appear in the reading and may be appropriate for
students who need a challenge.

Class Activity

We’re Free — Let’s Grow! Name: ** TEACHER GUIDE **

CLASS ACTIVITY: ALPHABET WORDS

Sample Answers (accept all reasonable answers)

Americans — Got ownership of the new land; forced Native Americans out
British — Owned the Northwest Territory before 1783; America fought them during Revolutionary War
Confederation Congress — America’s only central government in the first years after the Revolution
Debate — People debated what should happen to the new territory
Expensive — War was expensive, so America hoped the Native Americans would sign treaties
Five — the maximum number of states the new territory could be divided into
Government — The Northwest Ordinance set up a government for the new territory
Harmar — Gen. Josiah Harmar was the first man sent to talk with squatters and Native Americans
Incorporate — Making the new territory part of the United States
July — the month the Land Ordinance of 1785 was passed
Knowledge — (challenge) Americans probably lacked knowledge about Native American values
Little Turtle — chief of the Miami people who led successful battles against U.S. troops.
Money — the U.S. government needed money, so it decided to sell land in the new territory
Negotiate — the U.S. tried to negotiate with the Native Americans
Ownership — at first, there were issues about ownership of the new territory
Power — many people feared a central government with too much power
Quebec — the new territory used to be part of this British province
Resistance — both squatters and Native Americans resisted moving off the land
Slavery — not allowed in the new territory
Treaty — agreements where the Native Americans agreed to give up their claims to the land
Unauthorized — squatters were unauthorized settlers living in the new territory
Violence — Native Americans sometimes resorted to violence to defend their land
War — new territory was obtained after war w/Great Britain; U.S. didn’t want war with Native Americans
taXes — the early U.S. government did not have the power to collect taxes from citizens
Year — Northwest Ordinance passed in the year 1787
Zero — (challenge) the number of squatters the U.S. wanted in the territory
Cede — individual states had to cede their claims to the new land to the U.S.
Measure — surveyors measured the divisions using a compass and chain
Native Americans — had lived in the new territory for centuries; did not want to leave their lands
Ordinance — Land Ordinance of 1785 & Northwest Ordinance were laws passed about the new territory
Restricted — the U.S. restricted Native Americans to smaller areas of land
Sell — the U.S. wanted to sell pieces of the new territory
Settlers — as soon as the land was available, many settlers moved there
Squatters — lived on the new land without authorization and didn’t want to leave
Surveyor — surveyors divided the new territory into townships and sections
Township — divisions 6 miles square, directed by the Land Ordinance of 1785

Class Activity

We’re Free — Let’s Grow! Name:

A. Survey the Settlers. The surveying directed by the Land Ordinance of 1785 led to the Public Land
Survey System still used by the United States today! A group of settlers decided to build near each
other on the banks of the Peaceful River. Use the reading and the diagrams to answer the questions.

Township

654321 Section 12

(Divided into quarters)

7 8 9 10 11 12

NW ¼ NE ¼

18 17 16 15 14 13

19 20 21 22 23 24 SW ¼ SE ¼

30 29 28 27 26 25

31 32 33 34 35 36

B. Identify the Issues. Adding new territory raised a lot of issues for the U.S. government. Match each
situation with the issue it relates to. But watch out… Only 8 are real situations and issues! Cross out
the two fake situations and issues.

Worksheet p.1

We’re Free — Let’s Grow! Name:

C. The Northwest Ordinance. Read each excerpt from the Northwest Ordinance
and answer the questions.

1. If Congress appointed the governor, who was 5. Who do you think this excerpt is talking
really in control of the territory’s government? about?

_____________________________ a) Free male inhabitants
b) Runaway slaves
2. Underline the length of the governor’s term. c) People accused of a crime
d) People who work a lot
3. Underline the number of residents who had to
live in the district before the citizens could 6. Fill in the blanks to paraphrase what this is
elect their own general assembly. saying:

4. The district has 5,103 women and 4,998 men. _______________ who _____________ into this
Time to elect representatives?
territory will be ______________ to their owners.
 Yes  No

11. There are nine rights listed in this excerpt.
Find and circle them:

7. Underline the number of people required for a
state to be admitted.

8. Did women count toward this number?

 Yes  No

9. Would a runaway slave count toward this
number?
 Yes  No

Circle the evidence for your answer.

10. Would the people still have the government
Congress appointed for them?

 Yes  No

Box the evidence for your answer.

Worksheet p.2