Students learn about early examples of democratic and representative governments in the colonies: the House of Burgesses, the Mayflower Compact, and the Fundamental Orders of Connecticut.
Students learn about early examples of democratic and representative governments in the colonies: the House of Burgesses, the Mayflower Compact, and the Fundamental Orders of Connecticut.
Students read an introduction explaining how British colonial traditions, including representative government, shaped the United States. They then respond to a word cloud prompt by naming organizations (such as clubs or councils) where members elect a group of people to make decisions.
Teacher MovesReview the lesson objectives and help students connect their examples to the idea of representative government by discussing why groups might prefer elected leaders—such as accountability to members, practicality of decision-making, and giving everyone a voice.
Students begin by matching key terms (representative government, charter, constitution, burgess) to their definitions. They then read about the creation and structure of the Virginia House of Burgesses and complete a concept map identifying important facts, including who served, how it was organized, why and how often it met, and how it modeled representative government in the colonies.
Teacher MovesClarify vocabulary as needed, then use the concept map activity to reinforce that the House of Burgesses was the first popularly elected legislature in the colonies, modeled on Parliament and composed of elected white male landowners representing different settlements.
Students post responses to a collaborative wall explaining what a representative government is and why the House of Burgesses is considered a symbol of representative government.
Teacher MovesUse the wall responses to highlight key features of representative government—elected representatives, authority to make laws and collect taxes—and to connect these features directly to how the House of Burgesses functioned in Virginia.
Students examine an image of the signing of the Mayflower Compact and read background text about the Pilgrims’ arrival at Plymouth. They read The Mayflower and Plymouth Colony and The Mayflower Compact, then create a concept map of key points about the Mayflower Compact, including its promises and its role in establishing self-government. Next, they read the full text of the Mayflower Compact and use an annotation tool to underline phrases that show the establishment of self-government.
Teacher MovesEmphasize that the Mayflower Compact acted as a social contract establishing self-rule in Plymouth, with male signers agreeing to obey just and equal laws for the good of the colony. Guide students to identify and, if needed, paraphrase key phrases that show the colonists combining into a “civil body politic” and granting themselves authority to make laws for the general good.
Students read about how the Fundamental Orders of Connecticut created a governmental framework and legislature for the colony in 1639. They then answer a multiple-select poll identifying which regulations were included in the Fundamental Orders, such as regular general courts, annual elections of leaders, term limits for governors, and the broad powers of the general court.
Teacher MovesClarify that all free men, regardless of religion, could vote in the Court of Election and that the General Court held supreme legislative, executive, judicial, and administrative authority rather than the British crown. If desired, use the background reading to briefly note the historical debate over whether the Fundamental Orders should be considered the first written constitution.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
©2026 Exploros. All rights reserved.