THE COLONIES DEVELOP Objective: Analyze the economic and social development of the American colonies during the first half of the 18 th century.

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 CAUSESAND 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. All shipping had to be done in English ships or ships made in the

English colonies2. Products such as tobacco, wood and sugar could be sold only to

England or its colonies3. European imports to the colonies had to pass through English ports4. 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.

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

WILLIAM BYRD II

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 L IFE WAS A HARD, KNOCK L IFE

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 L IFE WAS A HARD, KNOCK L IFE

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 INNORTH 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 INNORTH 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.