1. Vocabulary/Key Terms and Notes
Chapter 4 Life in the Colonies Essential Question: What was life really like in the colonies?
Vocabulary/Key Terms and Notes

2. Vocabulary/Key Terms Rights Magna Carta Parliament
English Bill of Rights
Great Awakening
contract
restore
rebel
leisure

3. _____________ are the powers or privileges which belong to people as citizens, that cannot (or should not) be taken away by the government.

4. rights

5. The _________________ was an agreement made in listing the rights granted by King John to all free men of the kingdom.

6. Magna Carta

7. _________________ is the lawmaking body of England, consisting of representatives from throughout the kingdom.

8. parliament

9. The ________________________ was an act (law) passed by Parliament in 1689 which limited the monarch’s power by giving certain powers to Parliament and listing specific rights of the citizens.

10. English Bill of rights

11. The _________________ was a revival of religious feeling and belief in the American colonies which began in the 1730’s.

12. Great Awakening

13. A ______________ is a written agreement which is signed by two or more parties, which binds those parties to do what is stated in the agreement.

14. contract

15. To _________________ something is to make it as it was before.

16. restore

17. To ________________ is to fight against a government or another authority.

18. rebel

19. _______________ is time spent not working.

20. leisure

21. Chapter 4: Notes

22. Chapter Life on a Farm
1. Evidence from the placard should support the students opinion regarding the accuracy of the headline.
2. Nine-tenths of the colonial population lived on small family farms.
3. Life on a farm in the 1700’s was different from life today for many reasons. For example, during the 1700’s trees had to be cleared from the land before building roads and homes, homes were often enlarged by the occupants when the family became too large, and chores included the making everything from furniture and tools to cloth and soap.
4. Possible headlines:
“Colonial Farms Produce Everything Needed” or “ Colonists’ Chores Start Before Sunrise”

23. Chapter 4.3 - Life in the Cities
1. Evidence from the placard should support the students opinion regarding the accuracy of the headline.
2. One-twentieth of the colonial population lived in the cities.
3. In a colonial city I might see……………
4. Possible headlines:
“Economy Thrives in Colonial Cities” or “Colonial Cities: Dangerous Firetraps”

24. Chapter 4.4 - Rights of Colonists
1. Evidence from the placard should support the students opinion regarding the accuracy of the headline.
2. American colonists saw themselves as English citizens which was important because they expected to have the same rights as English citizens had in England. 3.
The rights of English citizens were strengthened in 1215 when the Magna Carta limited the power of the king and said he must follow the law.
The rights of English citizens were strengthened in 1265 when a group of lawmakers called Parliament was created to approve laws.
The rights of English citizens were strengthened in 1689 when the English Bill of Rights guaranteed such rights as: trial by jury, petitioning the king, and choosing representatives to create new taxes.
4. Possible headlines:
“Colonists View Themselves Equal to All English Citizens” or “ Colonists Cherish Lawmaking Rights”

25. Chapter 4.5 - Life for African Americans
1. Evidence from the placard should support the students opinion regarding the accuracy of the headline.
2. Slavery was found in all three colonial regions but it expanded most rapidly in the Southern colonies because slaves were used to help raise the many crops grown there.
3. Slaves had little hope of making a better life in the colonies because their position was fixed (stuck) at the bottom of colonial society.
Possible headlines:
“Colonial Merchants Build Fortunes in Slave Trade” or “The Middle Passage: A Nightmare for Slaves”

26. Chapter Religion
1. Evidence from the placard should support the students opinion regarding the accuracy of the headline.
2. Puritan church services were organized, strict, and long.
Puritan church services were well organized with drums and horns used to call people to worship. Also, a “seating committee” carefully assigned seats according to social status.
Puritan church services sere also strict with homes searched to make sure everyone who could be in church was present.
Puritan church services were long – sometimes lasting five hours. After lunch people returned to church for several more hours.
3. 4,1,3,5,2 (see chart)
1. People were less religious.
2. The Great Awakening begins.
3. The idea that “God sees all people as equal” spreads.
4. The principles of liberty, equality, and resisting unjust authority grow stronger.
5. These ideals helped set off the American Revolution.
4. The original headline is mostly accurate.

27. Chapter Education
1. Evidence from the placard should support the students opinion regarding the accuracy of the headline. 2.
New England Colonies: * Every town with 50 families or more had to hire a teacher. Towns with 100 families or more had to build a school.
Middle Colonies: Every religious group or family had to decide whether to build a school or educate children at home.
Southern Colonies: A few neighbors might hire a teacher together. Tutors were also hired, or students were sent to other cities for school.
3. Possible answers: Colonial schools had a single room. Pencils and paper were scarce. Students wrote on bark. Some used one book, the New England Primer. Many people believed boys needed more schooling than girls.
4. Possible headlines: “New England Towns Provide Education for Children” or “ Colonial Schools Lack Basic Supplies”

28. Chapter 4.8 - Colonial Families
1. Evidence from the placard should support the students opinion regarding the accuracy of the headline.
2. Colonial Marriage: Colonists could not marry if they were indentured servants and people generally married in their early to mid-20’s.
Marriage Today: People can marry regardless of social status and people marry at many different ages.
3. Colonial families were large for the following reasons: farm families needed help with all the chores, some families included step children and orphans, and families were expected to care for grandparents and other relatives that needed help.
4.The original headline is mostly accurate.

29. Chapter Leisure
1. Evidence from the placard should support the students opinion regarding the accuracy of the headline.
2. A bee was an event in which colonists combined work and play to get a job/task completed quickly.
3. Possible activities: coasting downhill on sleds, billiards (pool), playing cards, horse racing, wrestling matches, dance contests
4. Possible headlines: “Colonists share work and Fun at Barn Raisings” or “Study Shows Card Playing a Favorite Passtime”

30. Unit 1 Timeline Challenge: Timeline Skills & Critical Thinking (Questions 1-14)
1. The first humans reached the Americas about 10,000 or more years ago by crossing a land bridge between Asia and North America.
2. Magna Carta limited the king’s power and gave more rights to the English people.
3. One to two million American Indians lived north of Mexico. Groups differed in their beliefs, customs, foods, dwellings, and clothing.
4. Slavery in America began in the 1500’s.
5. Jamestown was the first permanent English colony in the Americas. It was founded in 1607.

31. Timeline Skills Questions cont.
6. The Mayflower Compact described how the Pilgrims would govern themselves.
7. Providence was founded 29 years after Jamestown. Pennsylvania was founded 45 years after Providence.
8. The English Bill of Rights strengthened the rights of the English people and the power of colonial assemblies.
9. They were accused of witchcraft.
10. The Great Awakening revived religion in the colonies and spread the ideas of liberty and equality.

32. Critical Thinking Skills
11. Possible answer: American Indians of the Great Basin spent most of the year traveling in small groups in search of food. They made temporary shelters using willow poles and ate mostly plants. American Indians in the Southwest made adobe homes and lived in large villages. Their diet consisted of corn, beans, and squash.
12. Answers will vary. Students must provide at least two reasons for their choice.

33. Critical Thinking Skills cont.
13. Both Magna Carta and the English Bill of Rights strengthened the colonists’ beliefs that citizens had a voice in their government. Magna Carta limited the power of the king in England, and the English Bill of Rights gave lawmaking power to the people’s elected representatives. American colonists saw themselves as English citizens and expected the same rights as the English citizens living in England received.
14. Answers will vary. Students must explain why the events they chose should be included.