FRAME THE LESSON
TEACHER:
CLASS: 8th Grade
DATE: September 28-September 29
M T W TH F
Colonial Trade and Government
Student
Expectations Bundled in Lesson
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Noun=Underline Verb=Italicize
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Resources/Materials:
1A: identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the
Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great
Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and
Reconstruction, and describe their causes and effects
3A: explain the reasons for the growth of representative government and institutions during the colonial period
4A: analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp
Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian
War
12B: explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of
slavery
15A: identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights,
the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of
government
20A: explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke,
William Blackstone, and William Penn in the development of self-government in colonial America
Objective/Key Understanding
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Explain the development of mercantilism and colonists’ response to it.
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Outline the relationship of the slave trade to other kinds of trade.
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Describe the development of governments and legal systems in the
colonies.
Vocabulary
mercantilism
Navigation Acts
Yankees
Triangular trade
Glorious Revolution
Bill of Rights
export
legislature
imports
William Blackstone
English Bill of Rights
Stop & Check for Understanding—High Level Questions
 Why did England pass the Navigation Acts?
 Why did many any traders ignore the Navigation Acts and buy sugar and molasses from non-English colonies in the West Indies?
 How did the English Bill of Rights promote freedom?
Informal Assessment
 Questions 1-5 (p. 124)
U.S. History Textbook
Colonization through
Reconstruction pp. (120124).
Interactive Map: The
Triangular Trade (p.
121).
Interactive Chart:
Influences on Colonial
Government
(p. 122).
Digital Activity:
Government Traditions
(p. 123).
Small Group Purposeful Talk Question Stems
 Why do you think Blackstone’s ideas became popular in the colonies?
 Make a prediction about why mercantilism will be one of the causes of the American Revolution.
 Ask students why colonists disliked the Navigation Acts.
 What does mercantalism suggest about England’s attitude toward its colonies?
 Identify an effect of colonization on each group: colonial merchants, the English, and Africans.
 Review the Commentaries on the Laws of England, the Magna Carta, and the English Bill of Rights. Discuss how and why these documents influenced colonial government.
Assign the Primary Source: The English Bill of Rights. Call students’ attention to the use of color in the map on page 122. Explain that the three colors highlight the three
points of the Triangular Trade.
 What ideas from the English Bill of Rights have influenced the U.S. system
of government?
Critical
Writing Prompt:
 How did William Blackstone contribute to the development of self-government in colonial America?
 Tell students that the key term legislature (in bold) means a group of legislates, or make laws. Before legislatures, laws were decreed by monarchs.
Online Resources
Interactive Map: The Triangular Trade (p. 121)
Colonists in New England, the Middle Colonies, and the Southern Colonies traded with Africa and the Caribbean. These trade routes are known as the triangular trade because together
they formed a triangle. Project the Interactive Map: The Triangular Trade and click through the hotspots. Have students use the map to describe the trade routes in their own words.
 How did the triangular trade connect to the development of the transatlantic slave trade?
Interactive Chart: Influences on Colonial Government (p. 122)
Project the Interactive Chart: Influences on Colonial Government and click through the tiles. Explain that historic documents such as the English Bill of Rights strongly influenced the
development of representative government during the colonial period.
 What government institutions emerged during the colonial period?
Digital Activity: Government Traditions (p. 123)
Have students complete the Government Traditions activity. Have students fill in their charts and then answer the questions. Ask students to make a prediction about how the growth
of representative government in the colonies will affect relations in New England.
 How were the colonies setting themselves up to be economically and politically independent from England?
Digital Lesson Quiz (. 123)
Assign the Digital Lesson Quiz for this lesson. Pose these questions to the class on the Discussion Board:
In Colonial Trade and Government, you read about the economy and government of the colonies. Mercantilism led to a brisk trade between the colonies and England, while additional
trade routes developed to include Africa and the Caribbean. At the same time, colonial government was laying the foundations for self-rule.
 What economic factors caused the colonies to prosper? How might this prosperity affect relations with England?
 What is a question you have about the development of self-government in the colonies?
Engage
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Explore
Have students preview the lesson objectives and the list of key terms (p.120).
Use the Editable Presentation found on the digital course to present the main ideas of the lesson (p. 120)
Complete the Start Up Activity on p 120. Tell students that William Blackstone was an English judge who wrote a book about English law. In it he emphasized
personal liberty and justice, especially the right to a fair trial.
Tell students in this lesson they will be learning about the government and economy of the 13 English colonies. This period saw the growth of triangular trade
and the development of representative government in the colonies.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
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Mercantilism and the English Colonies (p. 121);
Trading Across the Atlantic (p. 121-122); and
Foundations of Representative Government (p.122-123).
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
Explain
Elaborate
~ Tell students in this lesson they will be learning about the government and economy of the 13 English colonies. This period saw the growth of triangular trade and the
development of representative government in the colonies.
 Mercantilism and the English Colonies (p. 121). Like other European nations at the time, England believed that the colonies should benefit the home country.
This belief was part of an economic theory known as mercantilism. According to this theory, a nation could become strong by keeping strict control over its
trade. As one English gentleman put it, “Whosoever commands the trades of the world commands the riches of the world.”
 Trading Across the Atlantic (p. 121-122). The colonies produced a wide variety of goods, and merchant ships sailed up and down the Atlantic coast. Merchants
from New England dominated colonial trade.
 Foundations of Representative Government (p.122-123). Although each colony developed its own government, the governments had much in common
~Guided Reading and Discussion Questions
 Mercantilism and the English Colonies (p. 121) Like other European nations at the time, England believed that the colonies should benefit the home country.
This belief was part of an economic theory known as mercantilism. According to this theory, a nation could become strong by keeping strict control over its
trade. As one English gentleman put it, “Whosoever commands the trades of the world commands the riches of the world.” Students will answer the following
questions: Identify an effect of colonization on each group: colonial merchants, the English, and Africans
 Trading Across the Atlantic (p. 121-122) The colonies produced a wide variety of goods, and merchant ships sailed up and down the Atlantic coast. Merchants
from New England dominated colonial trade. Students will answer the following questions: Call students’ attention to the use of color in the map on page 122.
Explain that the three colors highlight the three points of the Triangular Trade.
 Foundations of Representative Government (p.122-123). Although each colony developed its own government, the governments had much in common.
Students will answer the following questions: What ideas from the English Bill of Rights have influenced the U.S. system of government?
 How did William Blackstone contribute to the development of self-government in colonial America?
 Tell students that the key term legislature (in bold) means a group of legislates, or make laws. Before legislatures, laws were decreed by monarchs.
~Analyzing Maps and Charts & Digital Activity (p. 122, 123 & 123)
 (p. 122). The map shows the routes of the Triangular Trade. Which region was the first destination for many enslaved Africans?
 (p. 123). Colonial government in the English colonies was influenced by three important documents. How did these documents influence the state and federal
constitutions of the United States?
 (p. 123). Students are to complete the Government Traditions activity by filling in their charts and answering the questions. Students are to make predictions
about how the growth of representative government in the colonies will affect relations with England.
~Assign the Digital Lesson Quiz for this lesson (p. 124). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
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Compare how the English and the colonists viewed the Navigation Acts.
What evidence is there in the reading that molasses was critical to the success of the triangular trade?
Summarize the rights of women in colonial America.
Colonial traders profited greatly from the triangular trade, partly because they disregarded the Navigation Acts and traded with colonies of European nations
other than England. How do you think they might have responded if England started to strictly enforce the Navigation Acts?
How did English laws contribute to the development of freedom and self-government in the American colonies?
FRAME THE LESSON
TEACHER:
8th Grade
DATE: September 30-October 2
M T W TH F
TEKS Assessment and Practice
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
1A: identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the
Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and
Reconstruction, and describe their causes and effects
1C : explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the
Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War
2A: identify reasons for European exploration and colonization of North America
2B: compare political, economic, religious, and social reasons for the establishment of the 13 English colonies
3A: explain the reasons for the growth of representative government and institutions during the colonial period
3C: describe how religion and virtue contributed to the growth of representative government in the American colonies
10A: locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries
10B: compare places and regions of the United States in terms of physical and human
characteristics
Critical
Writing Prompt:
10C: analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States
11A: analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th,
18th, and 19th centuries
11B: describe the positive and negative consequences of human modification of the physical environment of the United States
11C: describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19th centuries
12A: identify economic differences among different regions of the United States
12B: explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery
12D: analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history
14A: explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights
14B: describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries
TEKS Assessment and Practice
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
15A: identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected
Anti-Federalist writings, on the U.S. system of government
20A: explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn in the development of
self-government in colonial America
23A: identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration
23C: identify ways conflicts between people from various racial, ethnic, and religious groups were resolved
23D: analyze the contributions of people of various racial, ethnic, and religious groups to our national identity
23E: identify the political, social, and economic contributions of women to American society
25A: trace the development of religious freedom in the United States
25B: describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings
26A: describe developments in art, music, and literature that are unique to American culture such as the Hudson River School artists, John James Audubon, "Battle Hymn of the
Republic," transcendentalism, and other cultural activities in the history of the United States
26B: identify examples of American art, music, and literature that reflect society in different eras
28A: compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history
Objective/Key Understanding:
~ In this topic, students learned about the Early Americas and European Exploration. During these lessons
and activities, students will be able to show what they know by writing essays, holding discussions, and/or
making presentations to the class.
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Students will answer questions about every TEKS on the Topic Review and Assessment pages 125133.
Resources/Materials
U.S. History Textbook Colonization
through Reconstruction. (p. 125-13)