Introduction:
One major aspect of Social Studies is the study of
Economics. Economic issues have played a
major role throughout the course of history and are responsible for altering many
historic events. It is important to look
at the role of economic issues to further understand the events of the
past. It is also important to understand
the economic lessons of past to avoid the same pitfalls in the future. The following activity deals with the Pilgrims
and gives us a valuable lesson in economics for both the present and the future.
Part I: What are Economics Systems?
Economic systems are the manner in which a nation
runs and controls its economy.
Throughout the course of history, nations have tried many different
types of economic systems in order to create the best possible economic
conditions within their borders. Some of
these nations have tried a system known as capitalism. Capitalism is based on privet ownership of
land, the means of production, the means of distribution, and all other economic
aspects. Under capitalism, every citizen
must provide for their own basic needs by working. People are rewarded based on the amount of
work they produce. People receive no
help from the government, nor do they share what they have with the community.
Other
nations have tried opposite economic systems know as socialism and communism. Under these systems, citizens in the
community share all of their basic needs with others and work for the common
good of the nation. Under these systems
all land, the means of production, the means of distribution, and other
economic aspects are controlled by the government and shared by the entire
population. There are no poor citizens
and there are no rich citizens. Food,
housing, jobs, and other services are provided for all citizens. Under these economic systems citizens share
the rewards and fruits of their collective labor equally.
Over the
years, a great debate as to which economic system works better has taken
place. There are many historical
examples of both of these systems. Today
we will use one of these examples to try and determine which system works
better. The history of the Pilgrims
first years at Plymouth Plantation can test which economic system is superior
and offer us insight into how and why one system seems to work better than the
others.
Part II: A Brief History of the
Pilgrims and
After the
Protestant Reformation, the Church of England became the official religion of
Although
the Dutch allowed the Separatists to worship freely, they missed their English
way of life. They were also concerned
that their children were growing up more Dutch than English. After a few years, a group of Separatists
decided to return to
In
September of 1620, a group of Separatists now known as Pilgrims along with some
others from
called their new colony
had departed in
Before
going ashore, the Pilgrims realized that they needed to
establish a government within their new
colony. The Pilgrims
joined together to write a plan for
governing the colony known as
the Mayflower Compact. They agreed to make and abide by laws
that insured “the general good” of the colony.” Under the Mayflower Compact, adult male
colonists would elect a governor and a council to run the colony. The Mayflower Compact established an
important tradition of government ruled by the people in
At first life in the new colony of
The
Pilgrims welcomed Spring and began to clear land and
plant
crops.
They also elected a new governor named William Bradford.
survive and prosper. The Pilgrims also received help from the near
by Native American tribes particularly
a Wampanoag man named
Squanto.
Squanto, who spoke English, showed the
Pilgrims how to
successfully plant crops such as corn, pumpkins,
and beans. In the
fall, the Pilgrims had a very good harvest. They sat down to feast
with their Native American friends and
gave thanks to God for their good fortune.
This dinner is what we celebrate each Thanksgiving! After that year,
Directions: The experience of the Pilgrims at
Part III: Important Terms to Know:
Property Rights: The formal and informal rules regarding ownership,
use, and transfer of property.
Common Property: Rights to property that are shared by all the
members of a society.
Incentives: rewards or punishments that influence people’s behavior
Part IV: Pilgrim Economics
Directions: Read the following passage and answer
the questions listed below.
Changing Course in
As it was
practice, the Virginia Company specified that for the first seven years the
Pilgrims should organize communally. In
good faith, the colony began as directed; the colonists worked the fields
together, and each family received a share from the common larder.
However,
we know that not long before seven years had passed, the communal organization
was abandoned and each family was given responsibility to provide its own
food. In his History of Plymouth Plantation,
Governor William Bradford recorded this decision, reached after the dismal, and meager harvest of 1623. Read an excerpt from
. .
. So they began to think how they might raise as much corn as they could, and
obtain a
better
crop than they had done, that they might not still thus languish in
misery.
At length, after much
debate of things, the Governor (with the advice of the
Chiefest
amongst them) gave way that they should set corn every man for his
own
particular, and in that regard trust to themselves; in all other things to go
on
in
the general way as before. And so
assigned to every family a parcel of land,
according
to theproportion of their number, for that end . . .
Directions: Answer the following questions
listed below based the above passage.
1. What does Governor Bradford’s
history tell us about how the Pilgrims changed from a system
of communal
property rights to a system of private property?
2. How did Governor Bradford make the decision
to change?
3. What property rights rules replaced communal
ownership? How was the land divided?
Directions: Read the following passage below
and answer the questions listed below.
Changing Course in
It is hard
to believe that people who had been through so much together and shared such
deep commitment to common beliefs would reject community effort as the means
for ensuring their very survival. But
they did, leaving us to puzzle out the problem.
Fortunately, the development of the economic understanding in the centuries
since the Pilgrims struggle at
Today,
we’d say “slacking off” or failing “to pull your own weight” instead of
“shirkers.” Regardless of what we call
it, it’s easy to see that a significant amount of shirking would have stifled
economic growth, kept the colonists on the brink of starvation, and fostered
arguments and discontent. What, you protest
in disbelief: “The Pilgrims were shirkers?
Certainly not those hard working, dedicated souls!”
Governor Bradford’s words provide the evidence to test the economist’s
hypothesis:
For this community (common ownership) was
found to breed much confusion
and discontent and retard much
employment that would have been to their benefit and comfort. For the young men, that were most able and
fit for labor and service, did repine that they should spend their time and
strength to work for other men’s wives and children without any
recompense. The strong or man of parts,
had no more division of victuals and clothes than he that was weak and not able
to do a quarter the other could; this was through injustice. The aged and graver men to be ranked and
equalized in labors and victuals, clothes, etc., with the meaner and younger
sort, though it some indignity and disrespect unto them. And for men’s wives to be commanded to do
service for other men as dressing their meat, washing their clothes, etc., they
deemed it a kind of slavery, neither could many husbands well brook it. Upon the point all being to have alike, and
all to do alike, they thought themselves in the like condition, and one as good
as another; and so, if it did not cut off those relations that God hath set
amongst men, yet it did at least much diminish and take off the mutual respects
that should be preserved amongst them. And would have been worse if they had been men of another
condition. Let none object this
is men’s corruption . . . God in his wisdom saw another course fitter for
them.
Directions: Answer the following questions
listed below based the above passage.
1. Does Governor
Explain your answer.
2. According to the governor what was the
complaint of young unmarried men about the common
property rights
argument?
3. According to the governor what was the
complaint of strong men about the common
property rights
argument?
4. According to the governor what was the
complaint of older men with status about the common
property rights
argument?
5. According to the governor what was the
complaint of married men about the common
property rights
argument?
6. According to the governor what was the
complaint of wives about the common
property rights
argument?
7. How did governor
Bradford think the above complaints impacted the colony?
8. How did he explain the failure to make the
system of common property rights work well?
Part V: Figure it out!
Directions: Complete the following activity by
working with your partners to determine the correct answers.
*Now that we have discovered what happened in
Section A:
Directions: Suppose ten men leave
Situation A: All ten colonists are like
Ed. He is an average, hard working guy,
willing to do his part to help the colony succeed. His work produced about 50 bushels of corn.
Situation B: Of the ten colonists, 9 are like
Ed - average, hard working men, willing to do their part to help the colony
succeed. They each produce about 50 bushels
of corn. Although pretty much the same
age, size, and strength as the others, Ted is of noble birth. It bothers him that he should be treated
exactly the same as a common person, so he does not work as hard. As a result he only produces 25 bushels of
corn.
Situation C: Of the ten colonists, 9 are like
ED - average, hard working men, willing to do their part to help the colony
succeed. They each produce about 50
bushels of corn. But then there is Ned,
the overachiever. Although pretty much
the same age, size, and strength as the others, Ned works harder and
longer. He is the first one in the field
each morning and the last one to leave each night. His work contributes 60 bushels of corn to
the colony.
Section B:
Directions: For each situation, calculate the total production of corn and each
man’s share under both communal and private property arrangements. Enter the results in the chart below.
|
SITUATION |
TOTAL PRODUCTION OF CORN |
EACH COLONIST’S SHARE OF CORN (PRIVATE PROPERTY) |
EACH COLONIST’S SHARE OF CORN (COMMUNAL PROPERTY) |
|
SITUATION A |
TOTAL CORN = 10 MEN X 50BU./COLONIST = |
500 BUSHELS/ 10 COLONISTS |
EVERYONE PRODUCES 50 BUSHELS AND KEEPS IT = |
|
SITUATION B |
TOTAL CORN = |
|
|
|
SITUATION C |
TOTAL CORN = |
|
|
Section C:
Directions: Answer the following questions
regarding the situations involving Ed, Ted, & Ned.
1. In which situation(s) do the rules of
property ownership make no difference?
Why?
2. In Situation B, Ted produced less because of
his snobbery. List other reasons why a
colonist
might not produce
as much as the others.
3. How much did Ted’s shirking reduce his
output?
4. How much was Ted’s share of corn reduced as a
result?
5. Is this a good deal for Ted? Do the others like it?
6. In Situation C, Ned produces more simply
because he works longer. List other
reasons why a
colonist might
produce more than the others.
7. How much did Ned’s extra effort increase his
output?
8. How much was Ned’s share of the corn increased
as a result?
9. Is this a good deal for Ned?
*Incentives are rewards or punishments that encourage
us to behave in particular ways. Suppose Ed and the other Pilgrims are looking
at Ted and Ned.
10. Does the system of common ownership have
stronger incentives for being like Ted or being
like Ned?
11. What is the likely effect of common ownership
on the productive efforts of the whole colony?
12. Given what you have learned from Ed, Ted, and
Ned, predict whether adopting property
rights was
successful in increasing production in
13. How would private property rights change
incentives and therefore change the Pilgrims
behavior?
Part VI: Governor Bradford Has the
Last Word
*Directions:
Read the passage from Governor Bradford’s history
below:
This (granting of private property rights)
had very good success, for it made all hands very industrious, so much more
corn was planted than otherwise would have been by any means the Governor or
any other could use, and saves him a great deal of trouble, and gave far better
content. The women now went willingly
into the field, and took their little ones with them to set corn; which before
would allege weakness and inability; whom to have compelled would have been
though great tyranny and oppression.
The experience that was had is this common
course and condition, tired sundry years and that amongst godly and sober men,
may well evince the vanity of that conceit of Plato’s and other ancients applauded
by some of later times; and that the taking away of property and bringing in he
community into a commonwealth would make them happy and flourishing; as if they
were wiser than God.
1. What do you think
the above statement means?
Part VII: Evidence that the
economist’s theory is correct even today!
If we look around the world today we can see that the
economists’ theory is correct. Economic
systems that are based on the entire population sharing both the work lode and
the rewards do not seem to work. It is
clear that economic systems based on privet ownership work much better and even
tend to flourish. On the chart below we
can see the difference between modern nations who use both types of economic
systems. Economists can measure the strength
of a nation’s economy based on a measurement known as Gross Domestic Product
(GDP). GDP is the value of the total
goods and services produced within the borders of a country. The chart below indicates the GDP of several
nations. Some of these nations use an
economic system based on privet ownership while the others use economic systems
based on communal ownership. The
monetary value next to each country indicates the total production of each
person within the borders of that nation.
Directions: Use the chart below to answer the
following questions.
Per Capita GDP 1999 –
United Nations figures
|
Nations that use economic systems based on privet ownership |
Nations that use economic systems based on communal ownership |
|
|
|
|
|
|
|
|
|
1. What is the GDP of
Japan,
2. What is the GDP of
China,
3. What is the average GDP of nations who base
their economic systems on privet ownership?
What is the average GDP of nations who
base their economic systems on communal
ownership? (add up the GDP of
all three countries and divide by 3 to get an average GDP)
4. Based the chart and on
your calculations, what type of economic system seems to produce
more for its
citizens one based on privet ownership or one based on communal ownership?
Part VIII: Conclusions
Although the Pilgrim’s experience at
Directions: Answer the following
questions.
1. Based on what you have learned about privet
vs. communal systems, would it be a good idea
to have your
class share the class average as a grade that everyone in the class would
receive? Explain your answer.
2. If you were starting a new nation what
economic system would you use? Would you
base
your economy on
privet ownership or on communal ownership?
Explain your answer.