Town and City | Quizalize

Timmy: What is the difference between a town and a city, Dad? Dad: A city is big and has many people. A town does not. Timmy: Are there many buildings in the city? Dad: Yes, there are many buildings in the city. They are very tall. Timmy: There are so many cars in the city! Dad: Yes, people like to take taxis and drive cars. Timmy: Where do people live in the city? Dad: People in the city live in apartments. Sometimes people stay in hotels.

city and town

Sam: You didn't come to school yesterday. Where were you? Timmy: My dad and I went to New York City. It was very fun. Sam: What is the difference between our town and New York City? Timmy: New York City is big and has many people. Our town does not. Sam: What did you see in New York City? Timmy: I saw many tall buildings, yellow taxis, and hotels. Sam: Wow, I think that New York City is great! Timmy: Yes, it is! It is one of the most famous cities in the world.

Colonial Period Early colonial settlements were similar in that each developed near the coastline. EX) Jamestown (1607) Plymouth (1620) New England Colonies- the New England Colonies developed initially as religious outposts by various subjugated groups. Influenced by good harbors, abundant forests, rocky soil, and a short growing season. Geographic factors influenced the economy of New England by promoting the growth of trade and manufacturing. Developed villages with town-hall meetings. Had small farms and commercial fishing. American Indians were viewed by the Puritans as needing to be saved from their sinful ways since they were not Christians. In the early years of English colonization, Puritans did not openly embrace the American Indians but relied on them for help in the difficult early years for survival. As the English population increased, so did the conflict with natives of the area. A series of bloody wars (King Philip’s War and the Pequot Wars) during the colonial period between the Puritans and the American Indians of New England Southern Colonies- The climate (long growing season), rich soil, and deep rivers of the southeastern U.S. had a major impact on the history of the U.S. before 1860 because the region provided agricultural products that were processed in the North and in Europe. Developed plantations (large farms that used slave labor) because of fertile land and a long growing season. Relations with American Indians in the Southern Colonies began somewhat as a peaceful coexistence. As more English colonists began to arrive and encroach further into native lands, the relationship became more violent. Mid Atlantic (Middle Colonies)- were created from the previous Dutch New Netherland colony and had good harbors and river systems that shaped their development. The Hudson and Delaware Rivers provided highways to the interior of North America. Furs acquired from American Indians through trade for European goods were transported toward the coast along swift rivers. Later, the region’s farmers were able to use the rivers to ship wheat and other agricultural goods to markets in other colonies and Europe. The rivers also provided colonists access to manufactured goods imported from European markets. Harbors in cities such as Philadelphia and New York City allowed the Mid-Atlantic Colonies to grow into major commercial hubs for all of England’s American colonies. Ship building was common in the mid Atlantic colonies. The natives (American Indians) who resided there were typically relied upon for trade with the English and not the target of war, as was often the case in the other English colonial regions. Pennsylvania, in particular, treated the American Indians with more respect as evidenced by William Penn’s insistence on compensating the natives for their lan

Think about the geography and location of the city or town you live in. Are there bodies of water like rivers and lakes or a coast nearby? Perhaps you live in a place with vast open fields suitable for farming or raising livestock. The natural environment is important when understanding how cities and towns developed. The earliest North American colonies depended on their natural environment. The type of soil, climate, length of seasons, and proximity to bodies of water all played a role in how each colony prospered. By the 1700’s, the American colonies grew into three distinct regions. The New England, Middle, and Southern regions each had different geographical and cultural characteristics that determined the development of their economy, society, and relationships to each other. The New England Colonies included Connecticut, Rhode Island, Massachusetts, and New Hampshire. The geography of this region featured dense forests and hills. Combined with the hard rocky land, cold climate and long winters, New England was a poor area for large farming operations. However, many colonists known as "yeoman farmers" had small family-owned farms that grew a variety of crops. Many other colonists relied on fishing and whaling off the New England coast. Others settled in small towns and became craftsmen or merchants. The forests provided excellent lumber for building boats and homes for the growing population. Many of the settlers to the New England Colonies were Puritans, hardworking, and very religious. Close families and strong communities were very important to them. The Middle Colonies included Pennsylvania, Delaware, New York, and New Jersey. The geography of this region featured a warmer climate with fertile soil, flat land, easily navigable rivers, and wide valleys making it perfect for farming and growing crops. Wealthy farmers grew cash crops and raised livestock. Mining and trading were also important aspects of the economy here. Over time, cities grew, and urban merchants sold and traded goods with people throughout the other colonies. Compared to other regions, the people of the middle colonies supported religious freedom and tolerance and had a diverse population with settlers arriving from many areas in Europe. The Southern Colonies included the first English colony of Virginia, and grew to include Maryland, North Carolina, South Carolina, and Georgia. The geography included rich, fertile soil with broad coastal plains that made it possible for large plantations to grow tobacco, rice, and indigo. Most of these plantations featured a labor force of enslaved Black people. These enslaved men, women, and children had few, if any, rights and often saw their families torn apart at the whim of the plantation owner. Enslaved children were even put to work as young as age three, weeding fields, carrying drinking water, or helping in the home. Smaller farms owned by subsistence farmers also existed across the Southern Colonies. Often, the people working these would grow crops for their families with little left over to sell or trade. Indentured servants also arrived in the South who would work for 5-7 years in exchange for their passage to North America. The Church of England (also known as the Anglican Church) was the dominant religion in the region. Most settlers to the South did not come for religious freedom like they did in the northern colonies. Therefore, they often maintained their allegiance to the established Church of England.

The Two Mice The country mouse was happy in his small house until his cousin, the town mouse, came to visit. “I live in the city,” the town mouse said. “I dine on tasty cheese and warm bread.” When the country mouse heard this, he thought for a while and said, "Cousin, I'll come to the city with you." So they went to the town mouse's house in the city. When they arrived, the town mouse said, "The people are in the parlor. Let's sneak into the kitchen for some bread and cheese." "Can we eat all these things?“ asked the country mouse. "Of course!" said the town mouse. "Let's have a feast. Oh, it's such a wonderful life!" the town mouse said. Suddenly, they heard footsteps. "Quickly! Hide!" whispered the town mouse. "The lady of the house is coming!" The mice hid under the table and waited for her to go. Then, they returned to enjoy their feast.

It's Cinco de Mayo, Carlos! Carlos and Maria walked past the city park after the baseball game. "It's almost Cinco de Mayo," Carlos said. "The festival is only a month away." "Miss Lopez is teaching us a special dance for the festival," said Maria. "We need one more boy." "Will you dance with us?" asked Maria. "Are you dancing in front of people?" asked Carlos. "Miss Lopez will help you," said Maria, smiling. That evening, Carlos asked Abuela about Cinco de Mayo. "There was a big battle on May 5th, in 1862," said Abuela. "A big army came to attack the small town of Puebla." "Only a small group of young soldiers lived in Puebla. They were scared, but they didn't give up," said Abuela. "The big army didn't think the young soldiers would fight," said Abuela. "But the young soldiers won!" she said. "So, that's what we celebrate on Cinco de Mayo!" said Carlos. Carlos couldn't sleep that night. He thought about the soldiers. He thought about learning the dance. "I can be brave, too," he said. Miss Lopez showed Carlos the steps. He stepped on Maria's foot. He tripped and slipped. "Don't worry," said Maria. "You'll get better." Carlos felt he would never learn. But he didn't give up. His father gave him a surprise on the morning of the festival. "Real cowboy boots!" Carlos said. There were so many things to see. Carlos and Maria stopped to watch a puppet show. The crowd was clapping. "I hope they clap for us," said Carlos. They saw rows of shining cars. "Let's look at the hot rods!" he said. "Hurry, Carlos!" said Maria. "We just have time to put on our costumes." It was time for their dance. Carlos looked at the big crowd. His heart pounded. "You can do it," whispered Maria. Then the music started. People began to clap in time to the music. Carlos stomped his feet in his new cowboy boots. Suddenly, the music stopped. It was over. He hadn't tripped once. The crowd cheered and clapped. Abuela's cheer was the loudest!

Community Government Introduction. A community is a place where people live, work, and play. A community can be large, like a city, or small, like a town or village. People run their community with a government. The people in the government are part of the community. City Government Leaders. The mayor is the leader of the community. If someone wants to be mayor, he or she runs in an election. When people vote, they make a choice. People vote for a mayor in an election every two or four years. People vote for the person they think will be the best mayor. The person with the most votes becomes mayor. The mayor is in charge of many departments, such as the police department and the fire department. The mayor is usually in charge of the town or city council. The council decides how money is spent in the community. It might spend money to build or fix roads, buildings, and parks. It has meetings for people to talk about ideas for the community. Laws in a Community. The mayor and council also work together to make laws. Laws are important. A community needs laws to keeр people safe and keep the community clean. Some laws say how fast cars can go on the roads. Other laws say people must not throw their trash on the ground. Police officers make sure people follow the laws. They also help people who are in trouble. When people break the laws, they may go to court. In court, a judge or a jury decides whether someone broke the law. A judge is the head of the court. A jury is a group of people from the community. The jury listens to both sides and decides whether someone broke the law. Sometimes there is no jury, and the judge decides. If the judge or jury decides that someone broke the law, the judge decides the punishment. Other Jobs in the Community Other people in the government also help the community. Firefighters put out fires and help people get away from fires. Emergency workers help people who are sick or hurt. They may take people to a hospital. Conclusion. The community government is important. It makes a difference in the lives of people every day. The government gives people in a community a good and safe place to live. People can make a difference in their government, too. They can run in an election. They can vote. They can speak at community meetings. They can also offer to help in parks and other places. What can you do to make a difference?

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