New Jersey Council for the Social Studies
Engaging High School Students in Global Civic Education Lessons in U.S. History
The relationship between the individual and the state is present in every country, society, and civilization. Relevant questions about individual liberty, civic engagement, government authority, equality and justice, and protection are important for every demographic group in the population. In your teaching of World History, consider the examples and questions provided below that should be familiar to students in the history of the United States with application to the experiences of others around the world.
These civic activities are designed to present civics in a global context as civic education happens in every country. The design is flexible regarding using one of the activities, allowing students to explore multiple activities in groups, and as a lesson for a substitute teacher. The lessons are free, although a donation to the New Jersey Council for the Social Studies is greatly appreciated. www.njcss.org
Era 1 Colonization and Settlement
Concept of Self-Government
In the late 17thcentury the colony of New Jersey was divided between East Jersey with a capital city in Perth Amboy and West Jersey with a capital city in Burlington. The situation was chaotic with arguments over property investments and the selection of governors. In 1702, a decision was made for New Jersey to become a royal colony with the appointment of Edward Hyde, Lord Cornbury.
Throughout most of world history, the ownership of property was challenged by trespassers, squatters, and invaders. The amount of autonomy for citizens, especially the wealthiest citizens and the protection of the rights of others is an issue that goes beyond New Jersey and the American colonies. The desire for protection and rule by law often leads people to a decision involving the exchange of some independence for the authority of a government to provide for order and protection. As a result of this ‘social contract’ there is competition between the authority of the state and the independent lives of private citizens.
Activity #1: Self-Government or State Government? – China (221 B.C.E.) and New Jersey (1702 C.E.)
Compare the account of Queen Anne’s Instruction to Lord Cornbury (Green. Words That Make NJ History, p.20) with the account in China in 221 B.C.E following the chaos of the warring states and the unification of independent Chinese states under Chu De (Shi Huangdi).
Questions:
- How effective are these instructions in bringing order to chaos in the colony of New Jersey?
- How did Chu De (Shi Huangdi) bring order and unity to China?
- How important is self-government to people if the government is not willing or able to protect their property and lives?
- In a large country like the United States, how would our leaders restore order today in the event of chaos and disorder?
Activity #2: Protection of Property – New Jersey (18th century) and South Africa (19th century)
In the colony of New Jersey during the 18th century there were frequent cases of trespass, stealing, and claiming land. The reason for this was that titles to property were confusing, lost, and in many cases gave non-owners permission to live or work on a particular tract of land. Although rent was required, it frequently was not paid which resulted in vigilantes or mobs removing offenders and having them imprisoned for theft or treason for disobeying the Crown.
The migration of people in the Natal province in southern Africa provides another case study over the titles to property and riots that resulted over a shortage of land with thousands of people fleeing for their safety. Research the Mfecane Invasion and how this despotic leader gained control of property and redistributed it to the Zulu. The conflict resulted in the migration of Boers and Bantu to areas outside of the vast resources in Natal.
Read the account, Land Riots and the Revolution in NJ and compare it with the Mfecane Invasion in southern Africa.
Questions:
- Should a government have the authority to collect money to improve property and collect taxes on property without their consent?
- Are people without property entitled to the same economic and political rights as people with property?
- When rulers or invaders gain control of property, what recourse do innocent people have?
Activity #3: Should Citizens Determine Justice? – Vatican City (1633) and Salem, Massachusetts (1692-93)
Throughout history, the individual liberty of individuals regarding their freedom to express ideas, defend scientific evidence, and express diverse opinions has frequently been challenged by the state or other powerful institution in the community or state. In Salem, Massachusetts in 1692-93, more than 200 men and women were accused of being witches and the mass hysteria led to the conviction and execution of 20 women in the Salem Trials. The hysteria was motivated by the fear of the devil in unexplained incidents in the community. The religious bias of the judicial system resulted in injustice.
In Naples, Italy the scientific research of Copernicus challenged the Biblically based teaching in the Book of Joshua 10:13 that the earth was the center of the universe. Compare the hysteria in support of the Aristotelian view of the universe with the persecution of Giordano Bruno and the house arrest of Galileo Galilei with the hysteria and the religious bias that supported injustice in the Salem trials..
Questions:
- Has the evolution of our system of justice improved since the Salem trials of the 17th century?
- Does biased or false testimony in a trial violate the principle of equal justice for all?
Activity #4: The Debate Over Freedom of Religion – Massachusetts (1630-1650) and China (1850-1867)
Throughout history, people have been persecuted for their religious beliefs. In many cultures, religious institutions are an important part of the culture. However, when individuals or groups express beliefs different from those accepted by the majority and when new populations migrate into a country or culture, they have frequently been persecuted. Although the freedom to worship is considered as a fundamental right by the United Nations Declaration of Human Rights (1948), there continue to be examples of persecution and conflict.
Read the accounts of the persecution and exile experienced by Anne Hutchinson & Roger Williams in colonial America and compare their accounts to the religious zeal expressed in the Taiping Rebellions in China (1850-1867).
Have a separate group read about the experience of Quakers in West Jersey and Puritans and Presbyterians in East Jersey in the late 17th century. Discover the reasons for the adoption of religious liberty in Concessions and Agreements of West Jersey and restrictions against atheists in East Jersey. Read the accounts of persecution against Christians and others for their beliefs by the Taliban in Afghanistan and the reaction of groups in Afghanistan to the mass killings of Hazara, a Shiite community.
Questions:
- To what extent can freedom be restrained?
- Is it possible to maintain the separation of church and state and legislate morality that is inherent in the religious teachings of specific faiths?
- Do you think the separation of church and state is essential to a democracy when citizens believe in different faiths or are atheists without faith in any deity or religion?
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