Grade 5
Social Studies
Unit: 02
Lesson: 03
Suggested Duration: 4 days
Grade 05 Social Studies Unit 02 Exemplar Lesson 03: Governing Systems
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson
by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this
lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your
district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA
Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students learn about the governing systems that developed in the colonies. Systems of government are compared, particularly those
that are representative of the people and those that rule/d without the consent of the people, including the monarchy.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?
id=6148.
5.14
Government. The student understands the organization of governments in colonial America. The student
is expected to:
5.14A Identify and compare the systems of government of early European colonists, including
representative government and monarchy.
5.14B Identify examples of representative government in the American colonies, including the Mayflower
Compact and the Virginia House of Burgesses.
Social Studies Skills TEKS
5.24
Social studies skills. The student applies critical-thinking skills to organize and use information acquired
from a variety of valid sources, including electronic technology. The student is expected to:
5.24B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships,
comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions.
5.25
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected
to:
5.25B Incorporate main and supporting ideas in verbal and written communication.
5.25D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and
bibliographies.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 05 Social Studies Unit 02 PI 03
Illustrate types of government in place during colonial times in Great Britain and the colonies. Include monarchy, the Mayflower Compact, and the Virginia
House of Burgesses. In a caption for each illustration, summarize an important component of each type of government.
Standard(s): 5.14A , 5.14B , 5.24B , 5.25D
ELPS ELPS.c.5G
Key Understandings
Representative governments obtain power from the will of the people.
— What systems of government existed in Colonial America?
— What systems of government did Great Britain have?
Last Updated 04/04/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 9 Grade 5
Social Studies
Unit: 02
Lesson: 03
Suggested Duration: 4 days
— What is a representative government?
— What is an unlimited government?
Vocabulary of Instruction
Representative government
Compact
Political system
Monarch
Materials
Butcher paper or chart paper
Drawing paper
Envelope with a set of images: a king’s crown, people voting, scales of justice, a flag, a chain, money (currency), and people
protesting (1 set per group and 1 set for Teacher)
Index cards (optional, 1 per group. A half sheet of paper could be used.)
Pencil colors or markers
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and
are not accessible on the public website.
Teacher Resource: PowerPoint: Types of Government
Handout: Government Systems
Handout: Mercantilism and Government Control
Handout: Comparing Governing Systems
Handout: Comparing Governing Systems Key
Resources
Advance Preparation
1.
2.
3.
4.
5.
6.
Become familiar with content and procedures for the lesson, including the concepts of monarchy and representative government
Refer to the Instructional Focus Document for content specificity to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Prepare overviews for the learning stations on each of the following topics: Mayflower Compact, Virginia House of Burgesses,
Great Britain’s Monarchy, Parliament and the King, Representative Government, and Mercantilism
7. Collect images of the following: a king’s crown, people voting, scales of justice, a flag, a chain, money (currency), and people
protesting. Create multiple sets of these images and place them in a large envelope for each group to use in the Engage activity.
Background Information
The colonists that settled in what is today the eastern part of the United States were motivated to leave England because of religious, political, and economic
reasons. People were seeking to escape religious persecution, political oppression, and economic instability. As the gradual migration of colonists to
America ensued, their common goals soon united them to form the beginnings of a national identity. The colonies differed in many ways, but their common
core values of religious freedom, economic freedom and a form of representative government kept them unified.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These
lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit.
District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved
in the “My CSCOPE” Tab within the “My Content” area.
Last Updated 04/04/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 9 Grade 5
Social Studies
Unit: 02
Lesson: 03
Suggested Duration: 4 days
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Making Predictions
1. Divide the class into groups of three or four.
2. Provide each group with an envelope with a set of the following images: a
king’s crown, people voting, scales of justice, a flag, a chain, money
(currency), and people protesting.
3. Groups discuss each image and consider the meaning and possible
common theme that links all of the symbols. (Possible answers may include:
Government, fairness, injustice, power, etc.)
4. On an index card (or half sheet of paper), each group writes the one word
that links the symbols together.
5. Collect the index cards from each of the groups and script the words on the
board (or tape the index cards on the board).
6. Using the teacher set of images, affix the images on the board. Facilitate a
discussion about each of the images and how they correlate to the group
responses.
From the perspective of a colonist, categorize the images into
advantages and disadvantages. (This may be accomplished by
inviting students to the board and having them categorize the images on
a T Chart (sketched on the board).
7. Expand on this activity by showing the Teacher Resource: PowerPoint:
Types of Government.
8. Provide an overview or review of location and the main objectives for this
lesson.
EXPLORE – Jigsaw
1. Distribute the Handout: Government Systems.
2. In the same groups of three or four, students rotate to six stations to learn
about systems of government of early European colonists (representative
government and monarchy) and identify examples of representative
government in the American colonies (Mayflower Compact and Virginia
House of Burgesses).
3. Include in the stations a brief overview of the topics as well as other textbook,
classroom materials, and appropriate websites for researching:
Mayflower Compact
Last Updated 04/04/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 30 minutes
Materials
Envelope with a set of images: a king’s crown,
people voting, scales of justice, a flag, a chain,
money (currency), and people protesting (1 set
per group and 1 set for Teacher)
Index cards (optional, 1 per group. A half sheet
of paper could be used.)
Attachment
Teacher Resource: PowerPoint: Types of
Government
Purpose:
The activity introduces students to a common theme
(government).
TEKS: 5.14A; 5.24B; 5.25B, 5.25D
Instructional Note:
Government is an abstract concept for students
to completely grasp. A PowerPoint is provided
to help students understand location and the
relationship between England, the colonies,
and the systems of government that bound
them together and eventually tore them apart.
England, Great Britain and the United Kingdom
are basically the same, and the terms are often
used interchangeably. The names changed as
the country grew and expanded.
T-Chart example:
Suggested Day 1 and 2 – 50 minutes
Materials
Information on the Mayflower Compact
Information on the Virginia House of
Burgesses
Information on Great Britain’s Monarchy
Information on Parliament and the King/Queen
Information on Representative Government
Information on Mercantilism and Government
Control
page 3 of 9 Grade 5
Social Studies
Unit: 02
Lesson: 03
Suggested Duration: 4 days
Virginia House of Burgesses
Great Britain’s Monarchy
Parliament and the King/Queen
Representative Government
Mercantilism and Government Control
Attachments:
Handout: Government Systems (1 per
student)
Teacher Resource: Mercantilism and
Government Control (optional, 1 for the
station)
4. As students rotate to each of the learning stations to gain an understanding
of the organization of governments in colonial America, they read
appropriate sections of the textbook and other classroom materials and
Purpose:
document their information on the graphic organizer: Handout: Government Students read, summarize and sketch to internalize new
Systems.
information.
5. Teacher circulates, probing with questions, clarifying and correcting
information and providing additional background information as needed.
TEKS: 5.14A, 5.14B; 5.24B; 5.25B, 5.25D
6. Facilitate a discussion where students share what they have learned, ask
and answer questions about representative government
7. To help deepen students’ understanding of the Mayflower, House of
Burgesses, monarchy and representative government, students read
appropriate sections of the textbook and other classroom and internet
resources. (This can be completed as homework.)
EXPLAIN – Storyboard
1. When groups have completed their rotations and have documented all of their
information using the Handout: Government Systems, students regroup and
discuss their findings.
Suggested Day 2 and 3 – 50 minutes
Materials
Butcher paper or chart paper
2. As a group, students create a story board where they organize the information
Pencil colors or markers
they have learned about the growth of representative government in the
colonies, including how and why the colonists were moving away from a
TEKS: 5.14A, 5.14B; 5.24B; 5.25B, 5.25D
monarchy and towards a representative democracy
3. Groups present their storyboard to the class.
ELABORATE – Comparing Governing Systems
1. Display the Mayflower Compact and pictures of paintings showing what the
singing might have looked like.
2. Display images representing the Virginia House of Burgesses
3. Facilitate a discussion of representative government and review how the two
systems incorporate the ideas of representative government.
Suggested Day 3 (cont’d) – 20 minutes
Materials
Mayflower Compact
Painting of signing of the Mayflower Compact
Images for House of Burgesses
4. Bring King George and the British Parliament into the discussion using words Attachments:
such as
Handout: Comparing Governing Systems
Britain had a limited monarchy at the time of the Revolutionary
(1 per student)
War (Parliament, Great Britain’s lawmaking body, it makes the laws
Teacher Resource: Comparing Governing
Last Updated 04/04/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 9 Grade 5
Social Studies
Unit: 02
Lesson: 03
Suggested Duration: 4 days
for Great Britain), but King George was in charge of all meetings
of Parliament. The king named the ministers of the government,
and if he later disagreed with them, he named different ministers.
Sometimes seats in Parliament could be bought and sold.
Systems KEY
TEKS: 5.14A; 5.25D
5. Continue the discussion offering students an opportunity to compare types
of government. The Handout: Comparing Governing Systems can help
students organize information for better understanding.
6. While students are sharing what they have learned about governing
systems, encourage students to answer the guiding questions and provide
support for the Key Understanding.
Representative governments obtain power from the will of the
people.
— What systems of government existed in Colonial America?
— What systems of government did Great Britain have?
— What is a representative government?
— What is an unlimited government?
EVALUATE – Performance Indicator
Suggested Day 4 – 50 minutes Grade 05 Social Studies Unit 02 PI 03
Materials
Illustrate types of government in place during colonial times in Great Britain and the
colonies. Include monarchy, the Mayflower Compact, and the Virginia House of Burgesses.
In a caption for each illustration, summarize an important component of each type of
government.
Drawing paper
Standard(s): 5.14A , 5.14B , 5.24B , 5.25D
ELPS ELPS.c.5G
Last Updated 04/04/2013
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 5 of 9 Grade 5
Social Studies
Unit: 02 Lesson: 03
Government
©2012, TESCCC
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05/11/12
page 1 of 1
Grade 5
Social Studies
Unit: 02 Lesson: 03
Mercantilism
During the 17th and 18th centuries Europeans believed in an idea called mercantilism, the idea that a nation’s
existence depended on power, and power depended on wealth. To gain wealth a country had to have
colonies. The colonies provided a constant source of raw materials and became markets for the manufactured
goods to the country that owned them or their “Mother Country.” For example, the colonists cut down trees.
These trees were sent to England where craftsmen made furniture, paper, barrels, and tools. These goods
were then sent back to the colonies and sold to the colonists. The money went back to England.
The process also helped England establish a favorable balance of trade. A nation had to sell more products to
other countries than it bought from the other countries. Products were sold for gold and silver which helped
build up the treasury in England.
To enforce mercantilism, England passed the Navigation Acts (Trade Acts) beginning in 1651. These acts
were designed to control trade with its colonies. These laws forced the colonies to trade only with England.
Under these laws the colonies were not allowed to make any products they could buy from England. In other
words, if you needed a barrel to pack your goods, a cooper in your town could not make or sell you that barrel.
You had to buy the barrel from England. Also, all goods had to be shipped on English ships or ships built in
the colonies. The colonies were not allowed to sell raw materials or products to them.
England passed other trade acts that continued to control colonial trade. The colonists became increasingly
angry as each new act was passed and began to find ways around these restrictions. Smuggling and piracy
became big business.
One way the colonies found to get around trade restrictions was through the triangular trade route. To trade
with European merchants, the colonial merchants shipped their products to European ports. There they were
traded for goods that were not available in England, such as fruits and wines. Next, the fruits and wine were
traded in England for manufactured goods. Finally the manufactured good from England were sold in the
colonies.
Another triangular trade route brought African slaves to America. First, colonists traded their products for
sugar and molasses in the West Indies. Ships carried sugar and molasses back to the colonies where they
were made into rum. In the next step, ships carried rum and guns to Africa. In Africa, these were exchanged
for slaves. Then slaves were shipped to the West Indies or to the colonies. As this form of trade grew, great
fortunes were made by merchants, slave traders, ship captains, and England.
Text courtesy of:
Schools of California Online Resources for Education. (2006). Mercantilism. Retrieved from
http://score.rims.k12.ca.us/score_lessons/market_to_market/pages/mercantilism_imports_and_e.htm
©2012, TESCCC
04/04/13
page 1 of 1
Grade 5
Social Studies
Unit: 02 Lesson: 03
Comparing Governing Systems
Use the and other resources to complete the graphic organizer below.
English Monarchy
Representative Government
Who is usually the leader?
How were leaders chosen?
How were rules made?
Who could vote?
What freedoms did people
have?
©2012, TESCCC
05/08/12
page 1 of 1
Grade 5
Social Studies
Unit: 02 Lesson: 03
Comparing Governing Systems KEY
Using your textbook or other resources, complete the graphic organizer below.
Who is usually the leader?
How were leaders chosen?
How were rules made?
Who could vote?
What freedoms did people
have?
©2012, TESCCC
English Monarchy
Representative Government
A king, an absolute ruler
Usually a President (elected by the people)
British Kings were chosen because they were
the oldest son, or sometimes the only
daughter, of the King when he died. The
Parliament (equal to our Congress) was partly
chosen by the wealthy men of the country and
partly given the job because they had been
made knights of the order.
In most of the New England colonies,
Governors were chosen by a vote of the heads
of the colony’s male heads of households. In
other colonies, Governors were chosen either
by the King or by a vote of the males who
owned property.
While the King made some rules, most rules
and laws were made by the Parliament. By the
time the colonists came to America, the
Parliament had more power than the King.
Only the wealthy males who owned property.
Only the wealthy people had any freedoms.
Poor people were required to work for the
wealthy people. They spent little time at home
and earned low wages. In many cases, most of
their crops went to the landowner.
05/08/12
Most colonies had a governing body of leaders
who mostly were chosen by the male heads of
households, usually only if they owned
property.
In most colonies, the governing body of
leaders made the rules.
In most colonies, only males who owned land
or were the head of the household could vote
Males had most of the freedom in America,
especially if they were wealthy landowners.
Women could not own property or vote. They
ran the house and raised and educated the
children.
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