Engage

Overview

In this experience, students explore how representative government emerged in the American colonies by examining the historical conditions that led colonists to govern themselves. First, they read about the challenges colonists faced and the reasons they began creating local governments. Then, they learn how early governing documents addressed those needs. Finally, students are invited to examine an excerpt of the Mayflower Compact to analyze how it reflects ideas of self-rule and representation.

Estimated Duration: 45–60 minutes

Vocabulary:

charter: a formal document that grants rights, powers, or privileges, or sets up how something will be organized
compact: a formal agreement that sets rules or organizes how people or groups will work or live together
legislative body: a group of people chosen to make or change laws for a colony, state, country, or other place with the power to govern itself
representative government: a system where citizens elect leaders to make laws and decisions on their behalf for their community or nation
self-government: a system where people have the power to make their own laws and run their own affairs without control from an outside authority

Objectives:

Explain the reasons colonists began creating their own representative governments during the colonial period.
Analyze how early documents like the Mayflower Compact contributed to the development of representative government in America.

The word charter appears in the “Comparing Colonial Regions” experience, but only in the Elaborate extension scene. If your class skipped that activity, consider spending time reviewing the meaning to support students in understanding key concepts discussed in this experience.

If your class did complete the Elaborate activity, consider using this as an opportunity to spiral prior knowledge by asking students to recall what a charter is, who typically granted it, and how it affected the way colonies were governed. This can help reinforce the connection between official permission from a monarch and the colonists’ push for self-government.

Throughout history, people have lived under many different kinds of governments. Sometimes they accepted the systems already in place. Other times, they made changes or created something new. The choices people make about leadership, laws, and decision-making can shape entire communities. In colonial America, these choices helped set the stage for future forms of government.

In this lesson, you will learn how early experiences in the American colonies contributed to the development of representative government.

Objectives:

Explain the reasons colonists began creating their own representative governments during the colonial period.
Analyze how early documents like the Mayflower Compact contributed to the development of representative government in America.

A 17th-century portrait depicts King Charles II in black armor with a red sash and his signature long, dark, curly hair, holding a commander's baton in his right hand and the hilt of his sword in his left. In the background, a dramatic naval scene with sailing ships suggests his connection to England's maritime power.

Charles II, King of England from 1660 - 1685

Think about the different reasons people or groups may have had for wanting to change or create new forms of government. Then, contribute to the word cloud.

In a few words, add your ideas about why people or groups might want to change their government or create a new one.

Post your answer

Before moving on, review student responses in the word cloud. Highlight repeated or interesting terms. Look for ideas related to unfair treatment, lack of voice, or control. Use this moment to surface student thinking about why groups may want change in leadership or law.

If students do not mention or suggest the idea of representation, guide them with follow-up prompts. Ask: