Download DIFFERENTIATING INSTRUCTION: TIERED ACTIVITIES

CHAPTER 3 • SECTION 1
CONNECT
Tobacco farms began spreading along the James River. This established
the pattern for the entire Chesapeake Bay—the region’s many rivers allowed
planters to ship their crops directly to England.
headright, a 50-acre
To attract settlers, the Virginia Company offered a headright
land grant for anyone who could pay his or her way to the colony. Those
servants.
who could not afford passage to America often became indentured servants
These men and women agreed to work without pay for a landlord if the
landlord paid for their passage to America. After they had served for the time
specified in the contract—usually about 4 to 6 years—the landlord restored
their freedom.
In 1619 the first Africans arrived in Jamestown. It is not known whether
they arrived as indentured servants or as enslaved workers. In the colony’s
first decades, planters relied more on European indentured servants. Slavery
did not become widespread until the late 1600s.
to the Essential Question
How did the experience of the early
colonists shape America’s political and
social ideals?
Ask students what they have learned so far
that can help them answer this question.
Students might mention:
• The Virginia Company allowed colonists
to own land.
The House of Burgesses Is Formed Settlers soon became frustrated at the
lack of self government. So the Virginia Company decided that burgesses,
Burgesses
or elected representatives, would meet once a year. The House of Burgesses,
created in 1619, was the first representative assembly in the colonies.
The House of Burgesses had the authority to pass local laws and to raise
taxes. Throughout the colonial period, the power of a local government to
raise taxes remained a closely guarded right.
• The Virginia Company allowed the House
of Burgesses to be established in 1619.
• When King James I dissolved the House
of Burgesses, the colonists protested. It
was reestablished in 1629.
Citizenship and History
CONNECT
CONNECT
Citizenship and History
VOTING RIGHTS
The creation of the Virginia House of Burgesses did not establish democracy in the modern
sense—only male landowners had the right to vote. But it was a step in a long process that
gradually extended voting rights to larger and larger sections of the population.
Voting Rights
Review landmarks in U.S. voting rights
history, such as: 1870—15th Amendment
gives African Americans the right to vote;
1920—19th Amendment gives women
the right to vote; 1971—26th Amendment
lowers the voting age from 21 to 18.
Today, all citizens aged 18 and over have the right
to vote. But in order to vote, citizens must first
register. This can be done by mail, in person, or in
some states, at the Department of Motor Vehicles.
Information about voter registration can also be
found on the “Rock the Vote” website. Rock the
Vote aims to boost voter turnout. Kids who are
too young to vote can still participate in America’s
democracy by educating others.
Ask students to discuss voting rights today
and controversies regarding them. (voting
fraud, problems with machine ballots)
Contribute to Voter Education!
1 Let your parents and older relatives know how they can register to vote.
2 As local elections are due, work with your classmates to make signs informing
people how to register to vote. Display these signs in public places.
Teacher-Tested Activities
James Grimes, Middlesex County
Vocational-Technical High School,
Woodbridge, New Jersey
I wrote the following words and names from
Section 1 on the board: John Smith, jointstock company, charter, Sir Walter Raleigh,
royal colony, indentured servant, investor,
tobacco, “starving time,” Lord De La Warr,
Chief Powhatan, Pocahontas, John Rolfe. Then
I had each student write a short account of
the founding of Jamestown using as many
of these names and terms as possible. As a
review, I assigned students to small groups to
check the accuracy of their accounts and the
correct usage of terms and names.
64 • Chapter 3
See Citizenship Handbook, page 303.
3
With a parent or older relative, speak to people in your neighborhood about the
importance of registering to vote
4
Go to the “Rock the Vote” website and send the link via email to people you know.
64 Chapter 3
DIFFERENTIATING INSTRUCTION: TIERED ACTIVITIES
OBJECTIVE Describe impacts of the Powhatan attack on Jamestown in 1622.
Basic
Have students write a
paragraph giving the reasons
the Powhatan attacked
Jamestown in 1622 and
listing the facts of the attack,
such as the date, site, and
English casualties.
On Level
Have students write a
paragraph describing
the Powhatan attack on
Jamestown in 1622 and
evaluating what might have
been done by the colonists,
the Powhatan, or both
parties to avoid the attack.
Challenge
Have students write a
paragraph examining the
short-term and long-term
impact the Powhatan attack
had on the development of
the English colonies.
CHAPTER 3 • SECTION 1
Representative Government The colony’s government and its very existence were threatened by a
Native American uprising in 1622. The local Native
American tribe, the Powhatan, were alarmed by the
expanding tobacco plantations and the growing
English population. On March 22, the Powhatan
launched an attack on settlements all along the
James River. A quarter of the English population
was killed.
Jamestown survived, but the Virginia Company did not. After the uprising, King James I took back the company’s charter and turned Virginia into
colony A royal colony is ruled by the king’s appointed officials.
a royal colony.
James I, who opposed the idea of elected governments, also got rid of the
assembly. This act outraged the colonists. They protested fiercely, sending
requests and petitions for the assembly to be restored. After King James’s
death, his son, Charles I granted the colonists’ wishes, and by 1629 the
House of Burgesses was meeting once again. In 1639, the King commanded
that the governor call an assembly every year.
Thus, the Virginia colonists won for themselves the right to participate in
government. As more English colonies were planted on America’s eastern
seaboard, the political traditions of liberty and representative government
took root in America’s fertile ground.
Connect to the World
Representative Government
Point out that the traditions of the Spanish
crown and nobility and the Roman Catholic
Church did not favor the development
of representative government in the
Spanish colonies. Representatives of the
Spanish king, called viceroys, governed the
colonies, with various levels of rulers and
administrators under them.
A member of the
Powhatan watches an
English ship; from the
film The New World.
Connect to the World
Representative
Government
In the colonies of other
European nations, elected
assemblies were not
allowed.
4
Assess Have students complete the Section
Assessment.
SUMMARIZE Identify the democratic tradition planted at Jamestown.
Answer: the tradition of representative government
1
Section Assessment
TERMS & NAMES
1. Explain the importance of
• Sir Walter Raleigh
• John Smith
• mercantilism
• House of Burgesses
• Jamestown
USING YOUR READING NOTES
2. Compare and Contrast Complete the diagram
that you started at the beginning of this section.
COLONIZATION
Risks
wealth created for
mother country
Unit 2 Resource Book
• Section Quiz, p. 51
ONLINE QUIZ
Interactive Review
@ ClassZone.com
For test practice, go to
Interactive Review @ ClassZone.com
Power Presentations
KEY IDEAS
3. Why did the English want to colonize America?
4. What events saved Jamestown from destruction?
5. What powers belonged to the House of Burgesses?
Test Generator
Reteach Assign each page of the section to
pairs of students.
• Have pairs read the page together and write
down three important ideas or facts discussed
on that page.
CRITICAL THINKING
6. Connect Economics & History How did the
success of tobacco growing change Virginia?
7. Problems and Solutions Why were the settlers
unprepared for colonizing Virginia?
8.
Benefits
Assess & Reteach
• Call on pairs to present the ideas or facts
they chose.
Connect to Today What modern democratic
traditions can be traced back to the Jamestown
colony?
• Guide the class in a discussion of information
having to do with the ideas or facts, such as
related people, places, events, documents, and
so on.
9. Art You want indentured servants to work on
your plantation. Design an advertisement that will
attract people to the colony of Virginia.
Unit 2 Resource Book
• Reteaching Activity, p. 55
The English Establish 13 Colonies 65
SECTION 1 ASSESSMENT ANSWERS
Terms & Names
1. Sir Walter Raleigh, p. 61; mercantilism, p. 62;
Jamestown, p. 63; John Smith, p. 63; House of
Burgesses, p. 64
Using Your Reading Notes
2. Benefits—provided job opportunities for
colonists; Risks—Investors lose money if
colony fails; colonists suffer if not properly
prepared.
Key Ideas
3. People hoped to find work and wealth, while
the government wanted to enrich the treasury.
4. relief supply ships, marriage of Pocahontas to
John Rolfe, discovery of tobacco
5. It could pass local laws and raise taxes.
Critical Thinking
6. Colonists demanded a share of the tobacco
profits, so the company let settlers own land.
As land owners, settlers worked harder.
Successful tobacco farms attracted more
settlers.
7. Settlers spent so much time looking for gold
that they neglected to plant crops and faced
starvation.
8. representative government, voting rights
9. Advertisements should convey that a land of
plenty awaits those willing to work for it. Use
the rubric to score students’ advertisements.
Art Rubric
Historical
Accuracy
Content
4
attractive design; creative,
persuasive, neat
no errors
3
attractive design; persuasive,
neat
few/minor
errors
2
fair design; somewhat
persuasive, messy
several
errors
1
poor design; ineffective, sloppy many errors
Teacher’s Edition • 65