 |
Colonial Social Classes |
|
Colonial Social Classes |
SET:
OBJECTIVE:
1. Students will demonstrate there knowledge about why Englishmen traded to the New World by writing a letter that summarizes the expectations and experiences of one of the different type of colonist.
RATIONALE: The story of the American colonist is one of the greatest adventure stories ever documented. It is a story about the brave men and women of different status who were in search of the same things. It is important for students to understand that if the English did not settle in the Americas this country may have never existed.
INVOLVEMENT OF LEARNERS: So you have moved to the Americas, what were you thinking before you arrived? Were you happy or sad? Did you believe it would be better than England? What did you expect?
TRANSITION: The English traveled to America in hopes that they could worship freely, find work, and achieve greater wealth. Now place a transparency on the overhead that contains pictures of the different types of colonist who occupied and lived in the colonies.
EXPECTATIONS:
1. In a colonial society there were several different classes.
a. Ask students what is a social class. If they respond with a correct answer simply restate the definition. If they respond incorrectly then give them the correct definition.
2. Although there were different types of people in the colonies there were basically three social classes, and they were ranked in a hierarchical manner.
a. Ask students what is a hierarchical class. If they respond with a correct answer simply restate the definition. If they respond incorrectly then give them the correct definition.
3. The highest ranking colonist were the gentry. These colonist lived elaborate lifestyles and were wealthy enough to own mansions and travel in carriages. The men and women identified themselves by using the words Esquire and Madam. The people who were considered gentry's usually were doctors, lawyers, ministers, or well educated in a particular field.
4. Below the highest class were the group called the middling sort.
a. Ask students do they think the term middle class derived from the words middling sort.
This group of people worked and owned property, but they were not wealthy. The people who were considered middle class were the farmers, shopkeepers, and sometimes teachers and craftsmen.
b. Ask students do they know what type of labor craftsmen performed. If they respond correctly then reinforce their response with other jobs that are performed by craftsmen. If they respond incorrectly then give the students examples of what type of labor craftsmen may have performed.
5. The lowest class of colonial citizens were the poor. Poor people were considered to be the unskilled laborers, indentured servants, and slaves.
a. Ask student do they know what type of labor unskilled laborers performed. If they respond correctly then reinforce their response with other jobs that are performed by unskilled laborers. If they respond incorrectly then give the students examples of what type of labor unskilled laborers may have performed.
b. Ask students what were indentured servants and their expectations. If answered correctly restate the definition and explanation. If answered incorrectly tell the students the definition and what was expected of indentured servants.
6. Explain to students that one of the most important incentives for the colonist was that in most cases they could move up in social status, except for slaves. This was made possible because the colonies were a democracy.
a. Define democracy, and explain what type of government was in England.
b. Cite an example for students. Tell them that it was possible for a farmer if he worked hard and did not misuse his earnings that he could become the owner of a large estate, which could qualify him as a gentry (the top of the class of colonial citizens).
ACTIVITIES:
1. Place students into groups, (number of students in groups, and the number of groups will vary with class size).
2. Assign each group to be a representative of the three main groups in Colonial society.
3. Have them write letters to their friends and families in England explaining their current lifestyles, and what they hope their lives can become in the future.
4. Appoint a spokesperson for each group and have them read their group letter to the class.
CLOSURE:
1. Ask students what were the three social classes in Colonial America.
2. Ask students was there a chance to move up in the colonial social classes.
3. Ask students which group of people in Colonial America could never change their status.
ANNOTATED BIBLIOGRAPHY
Bragdon, McCutchen, and Ritchie History of a Free Nation New York:
McGraw-Hill, 1996.
This book was compiled as an aid to teachers to help their students in enhancing their knowledge in historical studies. Students will have the opportunity to learn about "The New World in Transition, Prehistory to 1500's" to "Toward a New Century, 1992-Present. This book was designed to give students an overview of critical and defining moments in our world's history.
Hakim The History of the US., the First Americans New York: Oxford
University Press, 1993.
Hakim's first book gives readers an in-depth look into numerous influential groups of people throughout history. The major themes of Hakim's book one focuses on the importance of history, the importance of the New World, and the lifestyles and the ways of the the people of that world. The general purpose of this book is to show how the various influential groups became Americans.
This page was last updated on and is maintained by the UVA's Program in Social Studies Education.
URL for this page: http://curry.edschool.virginia.edu.