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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