Download The colonies develop

THE COLONIES
DEVELOP
Objective: Analyze the economic and social development of the
American colonies during the first half of the 18th century
ACTIVITY: MNEMONIC
A mnemonic is an easy way to remember something.
For example: PEMDAS – please excuse my dear aunt Sally
In your 2 o’clock partners – come up with a mnemonic for the 13 colonies
in the order they were established and by region
CRITICAL THINKING,
PG.106-107
 Make inferences about the kind of goods that citizens of colonial
Philadelphia would import and export
 Organize two Thinking Maps
ANALYZING CAUSES
AND EFFECTS
 K-W-L Chart:
• What do you know about this chapter already?
• What do you want to know?
 Copy the charts on pg. 108 and fill them in as we read through the
chapter.
 **Class: follow in the book to alert us when we pass over any
questions or comments in the margins. Essay questions may come
from here.**
LESSON 1: NEW ENGLAND:
COMMERCE AND RELIGION
Objectives:
 To explain how distinct regions developed during the colonial
period
 To describe the life in the New England farms and towns
 To describe the three types of Atlantic trade
 To identify the reasons for changes in Puritan society
DISTINCT COLONIAL
REGIONS DEVELOP
 England’s colonies in North America grew and the population
doubled twice from 257,000 in 1700 to 1,170,000 settlers by 1750
 The three distinct regions were the New England, Middle and
Southern Colonies
 Another area was the Backcountry along the Appalachian
mountains
DISTINCT COLONIAL
REGIONS DEVELOP
 New England Colonies: long winters, rocky soil, consisted mostly
of English settlers
 Middle Colonies: shorter winters, fertile soil, attracted immigrants
from all over Europe
 Southern Colonies: warm climate, good soil, some settlers used
enslaved Africans on their plantations
 Backcountry: climate and resources varied based on latitude, many
Scots-Irish immigrants settled there
THE FARMS AND TOWNS OF
NEW ENGLAND
 Farming was not easy in New England
 Most farmers used the land for subsistence farming, producing just enough
food for themselves and sometimes a bit extra for the town
 New England farmers lived near a town and larger plots were sold to groups –
often the congregation of a Puritan church who would divide it among
members
 Read and draw an example of a New England town based on the last paragraph
of this section
 How did the way land was sold affect the way people lived?
MAP: NEW ENGLAND
COLONIES, 1750
Geography Skillbuilder: page 110
HARVESTING THE SEA
“The cure for anything is salt water: sweat, tears or the sea.”
– Isak Dinesen
 Since farming was difficult, the Atlantic Ocean offered many economic
opportunities
 “There is a great pasture where our children’s grandchildren will go for bread!”
 The Atlantic was filled with mackerel, halibut, cod and many other type so fish
 New England’s forests provided the wood from iron-hard oak trees for excellent
ship hulls. Fish and timber were among the most valuable trade articles.
 Boston, Salem, New Haven and Newport grew rich.
ATLANTIC TRADE
 Three types of trade:
• Trade with other colonies
• Trade with Europe
• Triangular trade: a trading route with three stops. (Draw the example
on pg. 111. Read the example too.)
 Navigation Acts: England’s way of cashing in on New England
profits from trade.
ATLANTIC TRADE
 Navigation Acts 4 Major Provisions:
1.
2.
3.
4.
All shipping had to be done in English ships or ships made in the English
colonies
Products such as tobacco, wood and sugar could be sold only to England or its
colonies
European imports to the colonies had to pass through English ports
English officials were to tax any colonial goods not shipped to England
 Merchants ignored the acts whenever possible
 Smuggling, importing or exporting goods illegally, was common and difficult
to regulate. Ex: pirates like Blackbeard
BLACKBEARD THE PIRATE
 Aka – Edward Teach
 Pirating years started ~1716
 Most famous and fearsome pirate
 Known to stick matches in his hair to
light up his face during battle
 Defeated in 1718 when Virginia’s
governor sent an expedition, cut his
crew in half and eventually dealt him
with 25 wounds to end his life in battle
"Let's jump on board, and cut them to pieces.”
AFRICAN AMERICANS IN
NEW ENGLAND
 There were few slaves in New England because of few farms and a short
growing season
 They worked as house servants, cooks, gardeners, stable-hands, working on the
docks, in shops and warehouses, and in whaling crews
 Some slave owners allowed their slaves to keep a portion of their wages and
eventually some saved enough to buy their freedom
 New England had more free blacks than any other region. They were still not
equal.
 Free black jobs: merchant, sailor, printer, carpenter or landowner.
CHANGES IN PURITAN
SOCIETY
 Gradual decline of the Puritan religion due to:
• Drive for economic success competing with Puritan ideas (duty,
godliness, hard work, and honesty)
• Increasing competition from other religious groups, Baptists and
Anglicans
• Political changes: A new charter granted religious freedom and the
right to vote based on property ownership instead of church
membership
CLASSWORK:
Complete the chart on pg. 108 in your notebook
&
Pg. 113 #1 on flash cards
#2 (not the chart) to 4 on paper
HOMEWORK:
Study Guide Ch.4-1 in your workbook.
Lesson Quiz on Wednesday.
CH. 4-2: THE MIDDLE
COLONIES: FARMS AND
CITIES
Pg. 114
Objective: To identify the resources of the Middle Colonies, describe the
prosperity of the cities, evaluate the diversity of the region, and analyze
the treatment of African Americans
A WEALTH OF RESOURCES
 Religious Tolerance
 Productive land: fair cities, substantial villages, extensive fields, decent
houses, good roads, orchards, meadows, bridges, etc.
 Diversity
 Advanced Agricultural Methods: skills, knowledge and hard work from
immigrant farmers
 “Breadbasket Colonies”: Rich soil and longer growing season for cash crops
(fruits, vegetables and grain)
THE IMPORTANCE OF MILLS
 Gristmill: a mill in which grain is crushed between heavy stones
and used to produce flour or meal and powered by human, animal or
water wheels. (corn, wheat, rye or other grains)
 Colonists ate about a pound of grain each day – nearly three times
more than Americans eat today.
THE CITIES PROSPER
 Harbors along the coasts were perfect for cities
 Merchants from these growing port cities exported cash crops and
imported manufactured goods
 Philadelphia was the fastest growing city in the colonies because of its
enormous trade. By 1720, it was home to a dozen large shipyards.
 Philadelphia - The city’s wealth brought improvements: large, graceful
buildings (statehouse – Independence Hall), streetlights, and paved roads.
THE CITIES PROSPER
 New York – also grew thanks to trade. Bustling port of flour,
bread, furs, and whale oil, elegant brick houses, paved streets and
roomy warehouses.
 Read daily life on pg. 118 together
A DIVERSE REGION
 Diversity: a variety; many different kinds. The Middle Colonies had
many populations; English, Germans, etc. Draw the pie chart on pg.
117.
 Many of the Germans arrived between 1710 and 1740; mostly
indentured servants fleeing for religious tolerance. They brought a
strong tradition of craftsmanship and skillful farming to the Middle
colonies.
A DIVERSE REGION
 Artisans or craftspeople of the Middle Colonies were gunsmiths (Germans long rifle), ironworkers, millers, blacksmiths, potters, coopers, etc.
 Cottage industries were business or manufacturing activity carried on in
someone’s home. These were the start of the modern factory system. Ex:
spinning thread and making goods.
 Conestoga wagons: German-built wagons that carried produce to town. They
had wide wheels for dirt roads, canvas covers for rain, and curved beds preventing
spilling on hills.
A DIVERSE REGION
 The Middle Colonies were home to the: English, Dutch, Scots-Irish, African,
Irish, Scottish, Welsh, Swedish and French.
 How would you describe the population of the Middle Colonies?
A CLIMATE OF TOLERANCE
 Reasons for Tolerance:
• Because of its diversity no one group could dominate the others
• The earliest settlers were the Dutch in New York and the Quakers in
Pennsylvania, who both practiced religious tolerance
• Quakers believed in gender equality. Women could serve as preachers and
missionaries.
• Quakers were first to raise their voices against slavery.
AFRICAN AMERICANS IN
THE MIDDLE COLONIES
 In 1750, about 7% of the Middle Colonies’ population was enslaved. Many African
Americans lived and worked in cities.
 New York City had a larger number of Africans than any other city in the Northern
colonies. Enslaved persons worked as manual laborers, servants, drivers and as
assistants to artisans and craftspeople.
 Free African-Americans worked in the city as laborers, servants and sailors.
 In 1712, 24 rebellious slaves set fire to a building; killing nine whites and wounded
many others. Violence prevented the outbreak of rebellions. The suspects were
punished horribly.
CLASSWORK
Complete pg. 118 #2(including the diagram) to 4
HOMEWORK
Study Guide for Ch.4 Section 2
CH. 4-3: THE SOUTHERN
COLONIES: PLANTATIONS &
SLAVERY
Objective: To analyze the plantation economy and the use of slaves, describe
plantation life and understand the life under and resistance to slavery.
READ ONE AMERICAN’S
STORY
Found on pg. 119
THE PLANTATION
ECONOMY
 Rich soil and almost year-round growing season were ideal for plantation crops
like rice and tobacco.
 Many waterways for transporting crops
 Self-sufficient: Everything that planters, planters’ families and their workers
needed were produced on the plantation
 No need for large cities (exception being Charles Town, SC)
 Scramble for plantation workers led to the enslaving of Africans for labor
THE TURN TO SLAVERY
 1600s: few Africans in Virginia – 1665: fewer than 500 Africans worked beside
European indentured servants – 1660s: European indentured servants left
plantations for their own land and danger of rebellions – 1750: Over 235,000
enslaved Africans in America (85% in the Southern Colonies, 40% of the South’s
population)
 Native Americans were forced to work on plantations but European diseases
cause many deaths and the others ran away.
THE TURN TO SLAVERY
 Copy the map and chart on pg. 120.
 Read about the Orton plantation on pg. 120 too.
 What factors led to the importation of enslaved Africans into the South?**
PLANTATIONS EXPAND
 The growth and survival of slavery allowed plantation farming to
expand in the swampy lowlands of South Carolina & Georgia.
 Rice required back-breaking labor and considerable skill. Africans
from rice-growing regions (West Africa) were being sought after.
 Indigo was grown on higher ground. Eliza Lucas introduced it as a
plantation crop when she was 17 and supervised her father’s South
Carolina plantations.
THE PLANTER CLASS
 The planter class grew because of slave labor. Prime example: The
Byrd Family.
 Elite planter classes grew because they had money or credit to buy
the most slaves. The more slaves, the more tobacco, rice or indigo you
could plant and sell.
 William Byrd II: He and his family were known for being one of
the best known planters in the South.
THE PLANTER CLASS
 Small landowners could not compete.
•
•
•
•
Gave up their land
Moved westward
Coastal lands were obtained
Upper class took political and economic control
 The planters “think and act precisely as do the nobility in other countries.” –
Large landowner = Nobility
 How did the growth of slavery affect political power in the South?
 Some planters believed their slaves’ welfare was their responsibility and others
used violence to enforce their will.
WILLIAM BYRD II
 One of the best known planters
 His family owned a large estate in
Virginia
 After his father died he took on
responsibilities on the plantation and in
the House of Burgesses
 Wrote Dividing Line betwixt Virginia
and North Carolina – about life in the
Southern Colonies
LIFE UNDER SLAVERY
 Overseers: Men hired by planters to watch over and direct the work of slaves.
They would oversee 20-25 slaves for 15 hours a day at the peak of harvest season
with a whip for doing less than a full share.
 Brutal Living Conditions: small, one-room cabins furnished only with a sleeping
cot, quarter bushel of corn and a pound of pork for one week, some were allowed to
raise their own potatoes, greens, fruit or chicken.
 African Customs: kinship, music, dances, stories, and for a time religions
(including Islam)
HISTORY THROUGH ART
Read from pg. 122
RESISTANCE TO SLAVERY
 Maintaining their culture
 Fought enslavement: worked slowly, damaged goods, or purposely carried out
the orders the wrong way pretending not to understand tasks
 Stono Rebellion: On September 1739, about 20 slaves gathered at the Stono
River, south of Charles Town with guns and weapons.
 Result: Several planter families were killed, many slaves were killed by white
militia, others were captured and executed, slave codes became stricter
RESISTANCE TO SLAVERY
 Slave Codes: Laws designed to control slaves and keep them in bondage.
• Illegal for slaves to leave plantations without permission
• Illegal for slaves to meet with free blacks
 Living Conditions: rough shacks, cheapest cloth for clothes, ate corn, rice,
beans, salt pork, and molasses (made hoe cakes, mush and spoon bread that
entered the white Southern diet)
CLASSWORK
Pg. 123 #2-4 (including graphic on #2)
HOMEWORK
Write an essay responding to this question:
How did the planter class become so powerful?
Give three examples. Use your textbook to cite evidence.
EXTRA CREDIT
Activity Options at the bottom of every Lesson Review in the Chapter.
Complete these and turn in by the day of the test.
CH. 4-4: BACKCOUNTRY
Main Idea: Settlers moved to the Backcountry because land was cheap
and plentiful
Pg. 126
READ ONE AMERICAN’S
STORY
Alexander Spotswood
GEOGRAPHY OF THE
BACKCOUNTRY
 Dense forests and rushing streams in or near the Appalachian
Mountains (Eastern Canada to Alabama)
 In the South – The Backcountry began at the fall line and moves
north to the piedmont
 Resources – springs and streams for water and forests for wood
 Access to resources made it easy for a family to start a small farm
ANSWER:
Where is the fall line?
Where is the piedmont?
BACKCOUNTRY SETTLERS
 First, Europeans in the Backcountry made a living by trading with Native
Americans. Ex: Deerskins, buckskin, “buck”
 As settlements grew, clashes with Natives over land occurred
 Settlements – log cabins made of wood, holes patched with moss, mud and
clay, doors and windows with paper smeared with animal fat to cover
 William Byrd – went on an expedition to establish the southern border of
Virginia and complained about sleeping in a log cabin with 10 other people!
BACKCOUNTRY SETTLERS
 What was William Byrd’s attitude toward Backcountry settlers?**
 Log cabins – built by Swedes and Finns at first in the mid-1600s near the
Delaware river. English, Scots-Irish, Welsh and Dutch settlers adapted this
dwelling. Five presidents claimed to have been born in log cabins: Andrew
Jackson, James Polk, James Buchanan, Abraham Lincoln, and James Garfield.
 Although backcountry living was harsh, by the late 1600s many families had
moved there. In the 1700s, new emigrants – Scots-Irish- moved in.
SCOTS-IRISH
 Came from the borderland between Scotland and England
 In 1707, England and Scotland merged to form Great Britain
• Effects:
• Poverty and crop failure
• Scots-Irish headed to America by the thousands to the Backcountry
• Scots-Irish brought their clan systems (groups of families) to America.
These helped them cope with the dangers and problems of Backcountry.
BACKCOUNTRY LIFE WAS A
HARD, KNOCK LIFE
 Life in the backcountry was very different from the Eastern seaboard
• Rough roads and rivers made moving goods difficult vs. easy trade on the coast
 Farmers depended on themselves for everything:
•
•
•
•
Log cabins and cornhusk mattresses with homemade furniture
Hunted and raised their own meat
Grew their own food and protected it from pests
Women even worked in the cabin, fields and learned to use guns and axes
 Settlers in the Backcountry often acted like there were NO other people
around. This wasn’t true because of Native Americans.
BACKCOUNTRY LIFE WAS A
HARD, KNOCK LIFE
 How would you describe the way people in the backcountry lived?
 Now and Then: The Scots-Irish that settled in the backcountry brought many
games to America – the shot-put, high jump, caber toss, Farmer’s walk, and long
jump. Many Americans today enjoy competing in and watching Scottish or
Highland games.
OTHER PEOPLES IN
NORTH AMERICA
 Backcountry settlers started a trend for moving westward, mostly for more
land.
 Other Peoples:
• Native Americans: had homes in North America for thousands of years.
• France and Spain: claimed territory in North America.
OTHER PEOPLES IN
NORTH AMERICA
 Effects:
1.) English settlers put pressure on Native tribes resulting in bloodshed.
2.) French and English competed for Native lands.
3.) Spanish colonists brought horses to Mexico in the 1500s and soon they came to
North America – influencing the culture of the West.
• Spain controlled much of North America – today’s Arizona, California,
Colorado, Florida, Nevada, New Mexico, Texas, Utah and Wyoming.
• Spanish missionaries converted Native Americans and built forts near missions
for protection. (1718, Fort San Antonio de Bexar for the mission of San
Antonio de Valero – renamed the Alamo.)
 The Spanish, English, French and Native Americans would continue to
compete and fight with one another. This led to the many influences on the
American identity.