An Educator's Guide to Fort King George Historic Site: Cross

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An Educator’s Guide to Fort King George Historic Site: Cross-Curricular Lesson Plans for Grades 4–8

By: Steven Smith

Operated by the Georgia Department of Natural Resources, Parks and Historic Sites Division For further information or to book a tour contact Fort King George at 912-437-4770 or by mail at PO Box 711 Darien, Ga. 31305

1 Table of Contents

I. Unit One The Debatable Land 4 a. Pre-Reading Activity (What is a Colony?) 6 b. Map Activity 7 c. Guided Reading Selection & Activities 12 i. The Spanish Occupation 11 ii. The French Occupation 16 iii. The English Occupation 19 d. Post Reading Assessment Activities 23 i. Most Significant Order of Events Graphic Organizer 23 ii. Circle Meets the Square Compare/Contrast Diagram 25 iii. Internet Scavenger Hunt 27 iv. The Debatable Land Timeline 30 v. Colonial America Scrapbook 31 vi. Come to the Colonies Brochure/Poster 32 II. Unit Two Colonial Economics 34 a. Pre-Reading Activities (Anticipation Guide & KWL) 35 b. Guided Reading Selection & Activities 37 i. Producing & Buying in the Colonies 49 ii. A Mercantilist Economy 39 iii. An Opportunistic Economy 42 iv. Supplying the Demand in the Economy 43 v. A Special Kind of Economy 45 vi. Guided Reading Quiz 47 vii. Colonial Economics Concept Map 49 c. Post-Reading Assessment Activities 50 i. To Build a Colony 50 ii. A Colonial Market 52 III. Unit Three Creek Indians 64 a. Pre-reading Activities (Anticipation Guide & KWL) 59 i. Native American Archaeology 61 b. Guided Reading Selection and Activities 79 i. Origins and Settlement 80 ii. The Coming of Europeans 66 iii. Post-Reading Assessment Activities 69 IV. Unit Four The Highlanders of Colonial Georgia 71 a. Pre-Reading Strategies 72 i. What is a Highlander 72 ii. Anticipation Guide 73 iii. KWL Chart 74 b. Guided Reading Selection and Activities 75 i. The Life of a Highlander 75 ii. A New Life in the New World 78 iii. Guided Reading Quiz 99 c. Post-Reading Assessment Activities 81 i. The Clans of Darien 81 ii. Scots Versus the Creeks Venn diagram 83 V. Unit Five Motion and Forces of a Fortress 85

a. Artillery Physics (8th Grade) 86 i. Artillery Physics Word Challenge 90 b. Physics at Fort King George (4th Grade) 93 i. Projectiles of the Great Gun 95 VI. Unit Six Matter of a Fortress 99 a. As a Matter of Fact 100 VII. Unit Seven Mathematics at a Fortress 107 a. 4th Grade Activities and Assessment 108 b. 8th Grade Activities and Assessment 112 VIII. Unit Eight Fort King George Educational Tour Assessment 114 a. Reading Activity 115 i. Assessment Quiz 117 b. Guided Tour Assessment Activity 119 IX. Unit Tests 125 a. Unit One Summative Test 126 b. Unit Two Summative Test 131 c. Unit Three Summative Test 136 d. Unit Four Summative Test 140

3 Unit One

The Debatable Land

4 The Debatable Land

Pre-Reading Activities

What is a Colony

Directions: In this activity you will be required to compare a series of items. Some will be raw resources produced by the American colonies, and some will be finished products made from these raw resources. You must match the raw resources with the finished products the raw resources make. When complete, answer the questions on the following page.

Product Raw Material Linen Blanket Timber Candle Flax Charcoal Indigo Leather Rice Rope Pine Sap Boat Deerskins Axe Head Hemp Cooking Pot Sulfur Soap Wheat Ships Sugar Cane Waistcoat Corn Flour Hops Rum Bees wax Black Powder Iron ore Medicine Copper ore Beer Fish Pitch Antimony Ink Wool Cod Liver Oil Silk Worms Breeches Jesuits’ Bark (Chinch Bark) Silk lye Rabbit Stew Barely

5 Questions

1. Why do you suppose the colonists were discouraged from manufacturing products?

2. How do you think Great Britain benefited from this type of system?

3. Do you think that it was fair for officials in Great Britain to tell the colonists they were not allowed to manufacture things?

4. How do you suppose you’d react if the government came along and told you what you can and can’t do economically?

5. Guess what major historical event happened in our nation’s history as a result of Britain’s commercial laws against the colonists?

6 Map Exercise

Objective: The students will show an understanding of Georgia’s historical geography by evaluating some historical maps of the Southeast.

Description: In this activity the students will learn about Georgia’s historical geography by identifying landmarks of historical significance. They will use old maps found on the Internet. They will also compare and contrast the historic maps with modern maps.

Materials

Computer(s) with Internet access Pencils Map Activity Atlases

Procedure

 Visit the website http://www.libs.uga.edu/darchive/hargrett/maps/colamer.html and give your students a brief tutorial on how to navigate through the maps.  Next, have the students answer the questions below in relation to specific maps found on the webpage.

7 Directions: Visit http://www.libs.uga.edu/darchive/hargrett/maps/colamer.html. Here you will find all kind of historic maps of North America in the colonial era. Next, answer all the questions below related to these maps.

Questions

1. Look at the map titled A new map of his majesty's flouishing province of South Carolina. In what modern state does the Margravate of Azilia appear to be? Now go to the website http://ourgeorgiahistory.com/early/azilia.html. What leader was responsible for establishing the Margravate of Azilia? Why was it so important to establish such a settlement?

2. Now look at the map titled North America. In what year was this map made? What colony is displayed on this map where modern day Georgia is now located? Now visit the web page http://www.floridasmart.com/commculture/history.htm. What nation first colonized Florida? Now, why do you suppose the map shows Florida to be so big? Which country had established a colony northeast of Florida?

3.Now look at A map of Louisiana and of the River Mississippi. What major colony lies out west of Carolina and Florida? Now go to the web page below. http://www.i-encyclopedia.com/index.php/French_colonization_of_the_Americas What country settled the colony answered above? In what year did they establish Fort Caroline? Who destroyed Fort Caroline and in what year was it destroyed?

4. Now visit the web page below. http://www.britishempire.co.uk/maproom/13colonies.htm

In what colony did the English establish their first successful North American settlement?

8 5.On the next page is a map of North America and a list of some places that you will need to know to help you with the reading selection on the next several pages. Next to the list of places below, put the letter on the map that identifies where it is located. A close-up map of the Southeast is provided to better help you identify certain places of interest. You may use atlases or the Internet to help you with your search for these locations.

Fort King George ______Savannah River ______

Beaufort, South Carolina ______New Orleans ______

Gulf of Mexico ______Barbados ______

Dominican Republic ______French Louisiana ______

Florida ______Mississippi River ______

Georgia ______Caribbean Sea ______

St. Augustine ______Charleston, South Carolina ______

Altamaha River ______Mobile ______

9 I



10 . The Debatable Land

Section One The Spanish Occupation

Terms to Know

Natural resources Christopher Columbus Dominican Republic Caribbean Sea Hispaniola Lucas Vazquez de Ayllon Sapelo Island Conquistadors Hernando De Soto Francisco Vasquez de Coronado Hernan Cortez Tenochtitlan Aztecs La Florida Ponce de Leon Pedro Menendez de Aviles

Several hundred years ago many great countries of Europe began competing with one another for natural resources Reading Skills Break found throughout the world. These resources included things Based upon the context of its use in like animal hides, timber, crops, plant chemicals, foods, and the sentence below, which best precious metals. These items were often hard to find in Europe, defines the meaning of the word so Europeans had to look elsewhere for them. As such, endeavor? European explorers began to venture out far in the ocean. These A.) Plan explorers were in search of new lands with many natural B.) Duty resources like the ones above. C.) Goal One of the first great explorers to settle people in the D.) Hobby New World was Christopher Columbus. Though Columbus was Italian, he sailed for Spain to the New World in 1492. His primary endeavor was to find gold and silver for the Spanish king and queen. In a place called Santo Domingo, found in the present-day Dominican Republic, he was the first European to formally establish a claim to lands in the Americas. As such, Spanish authorities believed they held rights to the New World and began attempting to colonize many parts of it. Spain was the first nation to take over the Caribbean Sea with Hispaniola becoming the Spanish capital over all her New World possessions. Hispaniola was located in modern –day Dominican Republic. After Columbus’s voyages, many Spanish explorers followed in order to discover and settle new territories. One such explorer was Lucas Vazquez de Ayllon. Ayllon left Hispaniola in 1526 en route for the North Figure 1: Above are illustrated the various routes traveled by Spanish explorers in the 1500s. Map Check: List all the modern states that Hernando De Soto would have traveled through today. American mainland. He and 600 colonists ended up on an island close to Sapelo Island off the coast of modern Georgia. They called their settlement San Miquel de

11 Guadalpe. Before long, Ayllon died and the other colonists began to suffer as well. Only 150 survived before they escaped later back to Hispaniola. Such hardships proved that populating a new world was highly dangerous. Many Spanish explorers were not interested in permanent settlements. Instead, they wanted to establish wealth by finding gold and silver. These types of explorers were called conquistadors and, in their selfish quest for gold, often harmed entire Native American civilizations. Hernando De Soto for example, was a Spanish explorer who from 1539 to1541 traveled throughout Southeastern North America through what is modern Language Arts Break day Florida, Georgia, Tennessee, Arkansas, and Texas. On the As used in the sentence to the left, way he ravaged Indian communities in his search for gold and what part of speech is the word new territories to colonize. treasures? Francisco Vasquez de Coronado left Mexico in the A.) Adverb early 1540s and toured southwestern North America in pursuit of B.) Adjective the legendary Seven Cities of Cibola. This city, he believed, was C.) Noun filled with vast treasures. Along the way he showed little D.) Preposition respect toward the natives and often killed them. Though they killed many natives in search of gold, neither De Soto nor Coronado ever discovered any of it. Earlier in 1520 the conquistador Hernan Cortez invaded the ancient city of Tenochtitlan, the ancient Aztec Indian capital found in central Mexico. The following year he defeated the Aztecs killing their respected leader Montezuma. The Aztecs were an advanced civilization of Native Americans found in Mexico. They had established a modern city there and had made remarkable advances in engineering, art, mathematics, and astronomy. In fact, the Aztecs used a calendar that was far more accurate than the one used by Europeans. They might have successfully defended themselves against Cortez were it not for an outbreak of smallpox among the Aztec people. The most successful colony established by Spain in America was La Florida, so named by Ponce de Leon who explored the area in 1513 in search of his famous Fountain of Youth. Ponce de Leon claimed the land for Spain but never established a colony due to Indian hostility. A permanent colony in Florida came in 1565 with the Reading Skills Break establishment of St Augustine by Pedro Menendez de Aviles. Based upon the context of its use in Menendez set up this colony to settle soldiers and their families. the sentence below, which best The soldiers were to help protect Spanish treasure ships coming defines the meaning of the word up out of South America. The fleets were filled with millions of erected? dollars in precious metals and jewels. In 1565, Menendez, along A.) Planned with a large Spanish force, removed the French entirely from the B.) Manned southeastern coast. Three years earlier, the French had settled E.) Defended Fort Caroline on the St. Johns River near modern day F.) Built Jacksonville, Florida. Over the next several decades, St Augustine grew into a major city and the center of operations for the Spanish in North America. Also, the Spanish erected missions and forts all throughout modern Georgia and North Florida. Priests and missionaries lived in these missions. They Reading Skills Break aimed to Christianize the Native Americans. Additionally, the Based upon the context of its use in Spanish hoped to teach the Indians how to grow crops the way the sentence to the left, which of Europeans did. This, they believed, would help produce enough the following best describes the food for the colonists settled in the Caribbean Islands. meaning of the word legacy. Explained above are but a few of the accounts of Spanish A.) Future explorers that traveled about in the New World. All helped to B.) Benefit build an important legacy from Spanish colonization. First, C.) Inheritance Spanish accounts of the New World were quite glamorous and D.) Profit helped to popularize the Americas among Europeans. Secondly, the Spanish saw the Native Americans as barriers to progress and, as such, viewed them as sub-human 12 and unworthy of owning a land filled with enormous wealth. This would greatly affect how other Europeans treated the Natives. Thirdly, the Spanish kept good records and drawings. As such, they opened up all the mysteries and wonders of the New World to competing nations. It was not long before others were attempting to out compete Spain for control of the New World.

Self Check Questions

1. Why was Spain so interested in colonizing the New World?

2. What were the Spanish conquistadors most interested in gaining from the New World? How did this impact the Native Americans?

3. How did Spain’s early exploration of the New World go on to serve other European countries?

Guided Reading Quiz

1. Name the two major natural resources that Christopher Columbus was primarily interested in getting from the New World. 2. Which Spanish explorer toured the Southeast in the 1540s? 3. Which Spanish explorer toured Southwestern North America? 4. True or False The Native Americans benefited greatly from Spanish Colonization. 5. Which advanced civilization did Hernan Cortez defeat? 6. What did the Spanish hope to accomplish by building missions among the Native Americans in the Southeast? 7. Name one way the Spanish helped to spark great interest in New World colonization. 8. True or False The Spanish had little impact on how other Europeans came to view the Native Americans. 9. What was Ponce De Leon searching for when he explored La Florida? 10. Where did Lucas Vazquez de Ayllon settle his colony called San Miquel de Guadalpe?

14 Graphic Organizer Notes

In the Main Idea House below, insert the following information into your copy of the organizer. This will serve as your notes for this section of the reading. Hang on to this in your notebooks because you will fill in the other sections as well.

Main Idea House

The Spanish, English, and French all competed with one another for

control of southeastern North America.

Spain France England Why?

Where?

When?

How?

Legacy?

15 Section Two

The French Occupation

Terms to Know

Jean Ribault Rene de Laudonniere Charlesfort St. Augustine Rene Robert Cavelire de La Gulf of Mexico Salle Mississippi River Mobile New Orleans Louisiana Fur trade

France’s interest in establishing New World colonies developed along with Spain’s. As early as 1534, French explorer Jacques Cartier was exploring the St. Lawrence River in present-day eastern Canada. He continued there until 1541 looking for precious gold and diamonds. He never found any. However, he and others did acknowledge that there was wealth to be made in the fishing industry there. As such, Cartier helped establish France’s interest in settling the Great Lakes area. This became France’s starting point for settlement in the New World. From 1562 to 1565 French explorers Jean Ribault and Rene de Laudonniere attempted to

Figure 2: Pictured above is the route that Cartier traveled during his first establish claims to the southeastern coast. Ribault voyage to the New World. Map Check: Look at a modern map of North settled and built America. What state is New Foundland closest to? Charlesfort on Reading Skills Break modern-day Paris Island, South Carolina. The colony was short- Based upon the context of its use in lived due to starvation and mutiny from the soldiers who manned the the sentence above, which of the fort. Likewise, in 1564 Laudonniere attempted to build a colony following best explains the called Fort Caroline near meaning of the word acknowledge? modern day Jacksonville, A.) To admit Florida. However, Fort B.) To deny Caroline was short lived. C.) To claim something Later that year Pedro D.) To except Menendez de Aviles of Spain invaded the young settlement with a force of about 1,000 soldiers. Menendez and his forces slaughtered most of the male soldiers and took over the area for Spain. In the same year he destroyed Fort Caroline, 1565, Menendez also established the town of St. Augustine in Florida. Later, from 1685 – 1687, Rene Robert Cavelire de La Salle traveled down the North American continent on the mighty Mississippi River. His travels took him all the way from eastern Canada to present-day Texas. He tried unsuccessfully to build a colony off the coast of Texas on the Gulf of Mexico. Figure 3: La Salle’s explorations down the Mississippi River helped to expand the French empire all over western North La Salle’s explorations increased French interest in America. the Mississippi River and the middle regions of North 16 America. Soon after his voyage down the Mississippi, French outposts sprang up along the mighty river. Of particular interest to French explorers was the fur trade. This industry required good relations with Native Americans. In 1698, the settlement of Mobile was established in modern-day Alabama along the Mobile River. Mobile exists to this day. Other towns and forts followed including New Orleans in 1718 and Fort Toulouse in 1717. These initial settlements and forts were the beginnings of what would develop into French Louisiana. The French settlement of the Gulf Coast Region was significant for several reasons. First, the French were highly responsible for the growth of the fur trade. This trade involved trapping and hunting animals for their hides. Their hides could be used to make products such as clothing. The fur trade caused the French and the English to rely more heavily on the Native Americans. These people knew much about the North American landscape and hunting animals to produce furs. As such, Indian tribes became an even greater factor in building colonies here in America, especially among the French and the English. The Indians were no longer viewed as obstacles to settlement. Instead, they were seen as potential allies. Also, the French move down the Mississippi and into Louisiana made the British colonists on the east coast very nervous. As such, the English became very interested in establishing a barrier zone to protect against any French invasion of their colonies on the east coast.

Self-Check Questions

1. After La Salle’s exploration down the Mississippi River, how did French officials change their interests in the New World?

2. How were the French different from the Spanish in their treatment toward the Indians?

3. What was the primary influence that the French had on European colonization?

4. Why did the French want to move down the Mississippi to colonize new lands?

Guided Reading Quiz

1. Which great French explorer first explored Northeastern North America for the French?

2. In what modern state was Charlesfort located?

3. What people killed most of the settlers at Fort Caroline?

4. What Spanish settlement became the first permanent settlement in North America? 5. Which great river did La Salle travel down? 6. Which type of commercial trade did France become interested in after La Salle’s exploration of the Mississippi? 7. In what year was New Orleans established? 8. True or False The fur trade required the French to have a very good relationship with the British?

9. True or False The British in South Carolina helped the French get established in Louisiana because the South Carolina colonists needed trade partners? 10. True or False The fur trade helped to improve the relationship between Native Americans and Europeans.

17 Graphic Organizer Notes

Directions: Fill in the section note organizer about French colonization in the New World.

Main Idea House

The Spanish, English, and French all competed with one another for control of Southeastern North America.

Spain France Great Britain Why?

Where?

When?

How?

Legacy?

Section Three

The English Occupation

Terms to Know

The Debatable Land Jamestown Cash crops Savannah River Barbados Charles Town Beaufort Plantations Altamaha River John Barnwell Fort King George General James Oglethorpe Georgia

During the late 1500s and well into the 1600s, Spanish missions lied along the entire coast of modern Georgia. These missions spread west into a region the Spanish referred to as Apalachicola. The purposes of these missions were to Christianize Native Americans and to teach them agricultural techniques. In 1660 to 1680, the English and their Indian allies began raiding these missions and destroying them. Eventually, the Spanish were forced to retreat back to St. Augustine in Florida. Over the next five decades the territory separating South Carolina from Florida became known as “The Debatable Land.” This is because England, France, and Spain all competed and argued to control it. The English had started building colonies in the early 1600s, starting with Jamestown, Virginia in 1607. The primary focus of these colonies was on growing cash crops such as tobacco and rice. These crops produced vast amounts of wealth. Throughout the

Figure 4 Above are the Spanish colonial coastal rest of the 1600s the settlements including all the Spanish missions. British had built colonies Missions were built to Christianize the Native Americans and teach them agriculture. all along the entire east coast of North America all the way down to the Savannah River. In 1670, South Carolina was established by a group of proprietors, landlords back in England who owned land in the colonies. The colony was populated with settlers and slaves, many of whom came up from Barbados. Barbados was an island in the Caribbean Sea. Over the next several decades the colony grew, especially Charles Town and Beaufort. Both towns had economies that centered largely on rice production. Growing rice was done on plantations, large tracts of planted land that required much slave labor. As such, South Carolina had a slave population that was enormously high. Also, Carolina trappers carried on a very rich trade in furs with Native Americans to the west. The British came to Figure 5 The map above shows all the British view the Indians as possible allies who could help them defeat colonies and when they were established. Map the French and the Spanish. As such, they competed heavily for Check: Which colony was established first, Pennsylvania or Georgia? 19 control of the fur trade. So competitive were the English traders, that they began trading guns, alcohol, and iron tools with the Indians in order to get their business. As such, the Natives became increasingly reliant upon Europeans for survival. This is because the Indians began to leave their traditional lifestyle in exchange for a more modern one. Also, alcoholism became a serious problem among the many tribes. Furthermore, guns made warfare among the tribes more brutal Reading Skills Break and competitive as well. Based upon the context of its use in In the early part of the 1700s, the French started to settle the sentence above, which of the in present-day Alabama east of the Mississippi River. These following best explains the settlements scared many Carolina colonists. They grew meaning of the word traditional? convinced that the French and Spanish were both out to A.) Old surround Carolina with enemy colonies and ultimately “choke” B.) New the British out of Carolina and Virginia. Spanish Saint C.) Customary Augustine was only about three hundred miles south from D.) Typical Charles Town, South Carolina. All of these factors brought on a great deal of fear among the colonist in South Carolina. The colony had already been attacked by the Spanish in the 1680s and had suffered great losses. The French seemed ready to attack the colony. As such, colonists and governmental officials began demanding that some type of military protection be provided to help defend the colony. Therefore, in 1720 the British government approved a fort to be built at the entrance of the Altamaha River. This Reading Skills Break river lies in southeast Georgia today and is one of the largest Based upon the context of its use in river systems east of the Mississippi River. Colonel John the sentence below, which of the “Tuscarora Jack” Barnwell was sent to oversee building of following best explains the the fort. He chose to name it Fort King George in honor of meaning of the word conspired? King George the First of Great Britain. A.) Tricked In 1721, Barnwell began the task of building the fort, B.) Worked however, there were many problems. For help, he did not C.) Planned have healthy British soldiers like the ones he had requested. D.) Plotted Instead, he got a group of invalids, a name given to elderly soldiers who were not very fit for military service. These invalids got sick on the boat ride over from England to South Carolina and could not go to serve Barnwell until the winter of 1722. By 1724, the fort was in serious trouble. Over two thirds of the original soldiers there had died, mostly from diseases such as dysentery and malaria. Also, Colonel Barnwell died in that year too. The following year the fort burned in a mysterious accident. However, it’s quite probable that the soldiers may have conspired to burn it in hopes that it would get them away from the Altamaha and back closer to civilization in South Carolina. Nevertheless, by 1725 the fort was re-built, except this time with poor wood. The The Debtable Land fort never really seemed to fully recover from the disastrous fire.

The Altamaha River Eventually, the fort was abandoned in 1727 due to financial problems and dying soldiers.

Fort King George, though it may have seemed unsuccessful, was a very important development. It was the first Figure 6 Shown above is a historical map (1725) of the river systems that separated South Carolina and Spanish step in the establishment of Georgia, the thirteenth British colony Florida. The bottom river is the Altamaha. Great in North America. When Georgia’s founder General James Britain, France, and Spain all wanted control of this river. Oglethorpe came here in 1733, he sought to establish a “buffer colony” between Spanish Florida and the British colonies to the

20 north. This buffer colony helped the Carolinians by offering them military protection from Spanish invasion out of Florida. This was not a new idea. Carolina officials had developed this idea way back in 1720 with the plan to build Fort King George. The fort was supposed to be the first step in building a town on the Altamaha River. This town was supposed to be settled by people who could serve as a militia. The militia was to be in charge of defending the southern frontier from Spanish invasion into the area. Once General Oglethorpe established Georgia, this purpose was served by that new colony. All throughout the 1600s and 1700s, the land we now know to be Georgia was a vast territory known as “the debatable land.” Three of the world’s mightiest nations competed to occupy and control it. It was a highly valued land mostly because of its river systems and its natural resources. The rivers made for good transportation and the natural resources could be used to make valuable consumer products back in Europe. Fortunes could be made or lost in the business of colony building. Whichever country

Figure 7 Over the past three decades, Fort King held more land in the New World was likely to make the most George has been re-constructed to its original money in the competition for world control. For these reasons, the state on its original location. Today Fort King George Historic Site hosts thousands of visitors land now called Georgia was once one of the most desired territories from all over the world. in the world.

Self-Check Questions

1. What about the British colonies’ economy was different from those of Spain and France?

2. What was the main purpose that the British colonists of Carolina wanted Fort King George built?

3. What does it mean when we say that Georgia was once a “debatable land?”

Guided Reading Quiz

1. True or False French soldiers drove the Spanish missions off the Georgia coast? 2. True or False Rice was the main cash crop grown in colonial South Carolina? 3. True or False Slavery was not very common in South Carolina. 4. True or False Spain established Spanish missions all along the southeast coast. 5. True or False The British relied mostly on the fur trade as an economy in their colonies. 6. True or False Fort King George was built to provide protection from Britain’s enemies. 7. True or False It was the French who caused much fear in South Carolina over the security of the colony. 8. True or False Most of the soldiers at Fort King George died from diseases. 9. True or False Fort King George was abandoned in 1727 due to the fact that the French attacked it and tore it down. 10. True or False The debatable land had river systems that made this territory very valued to all European colonists.

Graphic Organizer Notes

Directions: Fill in the section note organizer about English Colonization in the New World.

Main Idea House

The Spanish, English, and French all competed with one another for control of Southeastern North America.

Spain France Great Britain Why?

Where?

When?

How?

Legacy

22 Post Reading Assessment Activities

Most Significant Order of Events Graphic Organizer

Directions: In this activity you will learn how to order historical events by significance. Significance means something of importance that caused an event to eventually happen. When studying history, it is important to understand that all events in history have previous happenings that led up to that event. Some occurrences have a direct impact, while others are more indirectly related. For example, The United States birth is often dated as July 4th, 1776, the day the Declaration of Independence was signed. However, the origins of our country can be traced back many centuries before this. First, during the 1600s and 1700s, people in Europe had to decide that they wanted to move off to foreign lands. Next, they established colonies with communities and economic activities. Next, they had to disagree with Great Britain over how the colonies should be governed. Then, the colonists had to decide to take up weapons and fight the British for independence. These are but a few of the events that led up to the birth of our country. Some are more significant than others because they had a direct impact on the birth of our country. Others had more of an indirect influence. Another way to think of it is this way. Let’s say two cars get into a wreck, but fortunately no one is injured. A series of events had to happen in order for this to take place. First, both drivers of the vehicles probably had to be born, grow up, and learn to drive. Next, they probably had to have reasons to be driving. The reasons could include getting to a job, to get to the store, or, to visit a relative. This means that other events had to happen to cause the drivers to be driving in the first place. Maybe on the day of the accident, one driver was on his way to the store but decided to take some cough medicine at home before leaving. The cough medicine made him drowsy and he fell asleep at the wheel thus causing him to crash into the other motorist. The reason he took the cough medicine was because he got the flu from somebody at work. All of these actions leading up to the accident had significance. However, the most significant action causing the accident was when the driver took cough medicine. The fact that the driver got sick at work holds some significance, but it did not directly cause the driver to fall asleep at the wheel and then crash. Instead, the medicine did. Let’s practice below.

Below is a main event that happened. Below that is a series of occurrences that led up to the event. Try and put them in order of significance.

Main Event On April 14, 1865 President Abraham Lincoln was assassinated at the Ford Theatre in Washington D.C.

Occurences

1. In 1860 Abraham Lincoln ran for President

2. In 1809 Abraham Lincoln was born.

3. On April 14th, 1865 John Wilkes Booth conspired to murder Abraham Lincoln due to the President’s war against the southern States.

4. In 1861 the American Civil War started.

Correct order of events

 2. Abraham Lincoln had to be born in order for anything to happen. However, his being born did not directly cause him to be assassinated by John Wilkes Booth.  1. The fact that he was president meant that Abraham Lincoln was in a position of power that often put him at odds with many people, some of whom wanted to kill him. So, this holds some significance.  4. Abraham Lincoln was president during the Civil War and many southerners did not like him due to the fact that he supported the North against the South. Therefore, this is more significant to his assassination.

23  3. John Wilkes Booth’s conspiracy to murder the president and his hatred of Lincoln directly led to Lincoln being shot at the Ford Theater. Therefore, this is the most significant occurrence that caused his assassination

Directions: Below is a main statement about an event in history. You must place the following supporting events in order of significance starting with the least significant event at the top. Remember to ask yourself which event most likely had a direct impact on our main event and which event had the least direct impact.

1. From 1660 to 1680, Carolina colonists destroy Spanish missions all along the Southeast coast. 2. English colonists settle Carolina in 1670 and the colony expands over the next several decades. 3. In the early 1560s, the French established two settlements on the Southeast coast. 4. In the late 1400s and throughout the 1500s, Europeans began to venture out from Europe to find new lands with valuable raw materials. 5. In the 1720s, the British colonists from South Carolina build Fort King George in order to keep the French and Spanish out of the area and to claim the Altamaha River. 6. From 1660 to 1680, Carolina colonists destroy Spanish missions all along the modern Georgia Coast.

Least Significant Event In the late 1400s and throughout the 1500s, Europeans began to venture out from Europe to find new lands with valuable raw materials.

Most Significant Event

Main Statement The colony of Georgia was established due to the contest among the British, Spanish, and French to establish an empire in the Southeast.

24 Circles Meet the Square Comparison Chart

Directions: Based upon what you have read and learned so far, read the following statements and decide which country it best applies to. All statements have to do with these nations’ struggles to build colonial empires in the southeast during the eighteenth century. Note that some statements may apply to more than one country or may actually be applied to all three. Place the statement or phrase in the organizer where it belongs. If a statement or phrase applies to more than one country then place that statement where the countries’ lines overlap with one another.

1. Planted cash crops 2. Settled southeast coast in 1500s 3. Introduced using Native Americans in fur trade 4. Settled New Orleans in 1718 5. Needed rivers to ship goods 6. Practiced mercantilism 7. Mostly wanted gold & silver 8. Conquistadors conquered native tribes 9. Established Fort King George 10. Fought over “The Debatable Land” 11. Traded guns and alcohol with Indians 12. Used Indians as allies against enemies 13. Built trade posts on Mississippi River 14. Settled St. Augustine in 1565 15. Treated Indians the worst of all 16. Wanted raw materials for empire 17. Claimed Altamaha River 18. Built missions all over the Southeast 19. Established Carolina in 1670 20. First to teach Europeans value of New World

26 Internet Scavenger Hunt

Directions: Use the hyperlinks to the web to answer questions about how Georgia came to be. http://en.wikipedia.org/wiki/Hernando_de_Soto_%28explorer%29

What was Hernando De Soto interested in finding when he explored Southeastern North America in the 1530s and 1540s? What did he do to Native Americans in order to get what he wanted? http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-572

When the Spanish operated their missions among the Native Americans, what system did they use to bring the Native Americans in it? What were some benefits to the Natives with this system? What were two major negative impacts of this system on the Natives? How did this work to possibly weaken or destroy native cultures in America? http://www.scarborough.k12.me.us/wis/teachers/dtewhey/webquest/colonial/map_of_13_colonies.htm

In what year was the colony of South Carolina colonized?

http://www.scarborough.k12.me.us/wis/teachers/dtewhey/webquest/colonial/colonial%20era%20timeline. htm

Which European nation settled St. Augustine, Florida and in what year was it settled? http://www.cviog.uga.edu/Projects/gainfo/missions.htm

Which four Spanish Missions were placed at the entrance of the Altamaha River? http://www.artifacts.org/conquest.htm

Which European nation was the first to colonize the North American mainland? Who was the person that established the settlement? Where was it and what happened to it?

http://www.i-encyclopedia.com/index.php/French_colonization_of_the_Americas

Who was the first Frenchman to try and colonize the Gulf of Mexico? What did the settlers there call the settlement. What happened to this settlement? What happened in 1699. http://odur.let.rug.nl/~usa/H/1994/ch2_p4.htm

What economic products were produced in colonial South Carolina? What was Indigo used for?

Who did the Carolina colonists come into conflict with and why did it make them want to get rid of the proprietary rulers of the colony? http://www.maps.com/referenceProduct.aspx?nav=RM&cid=679,1034&pid=12859

What area of North America had Spain occupied in the 1600s? What area had France occupied by the 1700s? What areas had Great Britain colonized by this time? http://gastateparks.org/net/content/page.aspx?s=138153.138142.1.5

Why was Fort King George built? Instead of “robust” young men for soldiers, what men were sent to help Colonel Barnwell build and defend Fort King George http://www.libs.uga.edu/darchive/hargrett/maps/1725h4.jpg

On the 1725 map, which three rivers are shown running through the land that became Georgia in 1733? http://www.socialstudiesforkids.com/usstates/georgiahistory1.htm

Prior to Georgia’s establishment in 1733, in 1717 another colony was supposed to be built in the area between the Savannah and Altamaha rivers. What was this colony supposed to be named?

28 http://ourgeorgiahistory.com/early/azilia.html

What were the settlers of the Margravate of Azilia supposed to serve as?

http://www.georgiaencyclopedia.org/nge/Article.jsp?path=/HistoryArchaeology/ColonialEraTrusteePerio d/Places-3&id=h-684

What was the colony of Georgia supposed to help provide a defense against? Who was General Oglethorpe concerned about protecting the Altamaha River from? Why do you suppose the Altamaha River was so valued by colonists during this time period

29 The Debatable Land Timeline

Directions: Based upon what you have just researched on the web, take all the major events that you had to look up and make a timeline of them. For example, some important events you looked up were the founding of St. Augustine, Florida, the settlement of South Carolina, the establishment of Spanish missions on the coast, etc. You must have at least ten major events on your timeline and all the events must show a chronological story of how Georgia came to exist due to the struggle for empire that took place there. Five of your events should be illustrated in some way with either a drawing or a printout off of the computer. Also, you must use color and show some level of creativity. You will be graded based upon the following rubric. You may use the web site below to help you form your timeline.

http://www.cviog.uga.edu/Projects/gainfo/timelineindex.htm

Rubric 4 3 2 1 Categories There are 10 There are 10 There are 10 There are not 10 Events events clearly events displayed events displayed events and if there displayed and but at least one is and at least two are more than two accurately dated. dated wrong. dates are wrong. dates are wrong. There is much There is some There is little There is very little Creativity creativity shown creativity shown creativity shown or no creativity and/or at least five and/or at least 3 of and/or only two of displayed and/or of the events are in the events are the events are no events are some way illustrated. illustrated. illustrated. illustrated on the timeline. All the events are Less than two More than two More than five Chronology in correct events are out of events are out of events are out of chronological order. order. order. order. Superior conduct Adequate conduct Poor conduct and Conduct was Research and thoroughness and thoroughness thoroughness was unacceptable and was shown in was shown shown time was not used doing research. wisely at all.

30 Colonial America Scrapbook

Directions: Pretend you are a young colonist in the British colony of South Carolina. You have decided to put together a scrapbook about your life there so that future generations will know about you and your lifestyle. Your scrapbook must include information from at least four of the themes below for a total of 24 points. The rubric below outlines what information you must gather. Remember, you only have to cover four of the themes.

1. Government 6 pts. a. What kind of government did your colony have? 3 pts. b. How did your government work? 3 pts i. What is the legislature like? ii. What is the governor’s job? 2. Native American Culture 6 pts. a. Describe and illustrate at least one Native American tribe in your colony. i. What materials did they use 2 pts ii. How did they survive off the land 2 pts iii. What kind of relationship did they have with European settlers 2 pts 3. What does your colony look like? 6 pts. a. Draw or print a map of your colony showing all major cities and rivers. 3 pts. (Your map must be a historical one, not a modern one) b. What type of climate does your colony have? 3 pts. (Hint: the climate of today is the same as during colonial times) 4. Occupations 6 pts. a. How do people make a living in your colony? i. Name two occupations in your colony 2 pts ii. Description of these occupations 2 pts iii. Some type of illustration showing these occupations 2 pts 5. Who settled your colony? 6 pts. a. What different people originally settled your colony? 2 pts. b. Why did they settle in your colony? 2 pts. c. When did they settle in your colony? 2 pts 6. What is child life like? 6 pts. a. What games are played? 2 pts. b. What is schooling like? 2 pts. c. What is home life among children like? 2 pts. 7. How do people survive? 6 pts. a. What crops are grown there? 2 pts. b. What foods do people eat? 2 pts. c. What products, if any, are created? 2 pts. 8. Who are the enemies of your colony? 6 pts. a. Where are they settled? 2 pts. b. Why are they against you? 2 pts. c. In what ways can your government protect you? 2 pts.

Come to the Colonies Brochure/Poster

Directions: In this activity you will conduct research in order to find information to put in a travel brochure or poster. The project will serve as an eighteenth century advertisement to get Europeans interested in coming to the southern colonies. A creator’s checklist and rubric, both outlined below, will be used to grade this project. Use the checklist below to help you troubleshoot problems that may exist.

Yes Needs NO Work

Have I identified/illustrated the product I am selling? (Life in the New World)

Have I stated/illustrated how my product can provide Europeans with that they may not be getting in their homeland?

Have I identified/illustrated that my consumers will be Europeans?

Have I decided what I want to make clear to the readers of my brochure?

Did I make my brochure clear, unique, and attractive?

Have I used quality visuals

Questions to Ponder

Who am I advertising to?

What am I trying to convince these people to do?

Where are these people coming from and where are they destined to go?

When is this taking place? Am I making people understand that this is taking place in the colonial era?

How are these people going to get to the New World and/or live once they do?

32 Brochure Scoring Rubric

Brochure 4 Points Each 3 Points Each 2 Points Each 1 Points Each Criteria Opening Creatively, yet Concisely states States the main The main point of the Title/Caption concisely states the main point point of the information being the main point of the information presented is unclear of the information being presented or not given information being presented. but lacks being presented conciseness Information Effectively and Adequately Adequately Inadequately answers completely gives answers gives answers the who, what, where, gives answers to the who, to most of the when, and how to the who, what where, who, what questions of the what, where, when, and how where, when, reader when, and how questions of the and how questions to the reader questions of the reader reader Language Effectively Effectively Adequately Selects few in any selects words selects words selects words words for conciseness for conciseness for conciseness for conciseness or for their as well as their as well as their as well as their descriptiveness descriptiveness descriptiveness descriptiveness throughout the throughout the throughout in some areas brochure brochure most of the of the brochure brochure Format Creatively and Accurately Accurately Presents information accurately present key presents some using headlines and presents key points using key points using attention-getting points using headlines and headlines an visuals and graphics headlines and attention- attention- but the arrangement attention- getting visuals getting visuals is cluttered getting visuals and graphics in and graphics in and graphics in a non-cluttered a fairly non- a non-cluttered arrangement cluttered arrangement arrangement

Unit Two

Economics

34 Economics in the Colonies

Pre-Reading Activities Anticipation Guide/Prediction Guide & KWL Chart

Anticipation Guide/Prediction Guide

Anticipation Guide: Colonial Economics

Directions: Prior to reading the following information on Colonial Economics, place a checkmark next to the statements you agree with. You need to be able to explain to the class or group members why you made those choices. After reading the selection, go back and see just how accurate you were.

______1. Anytime I take advantage of one opportunity, I’m loosing the opportunity to do something else instead. ______2. When I buy something new I usually don’t think about what raw materials were needed to make the item I just bought. ______3. Consumers often buy a lot of products that they think they need. However, they really want them, but don’t really need them. ______4. People trade goods all over the world only because people like foreign products. ______5. Wal-Mart manufactures most of the world’s products.

35 KWL Chart

In the chart below fill in “K”(What you already know about Economics. Then fill in “W” (What you want to know about Economics. Finally, complete “L” (what you have learned about Economics after you have completed the self check questions for the guided reading selection.)

K (What I already Know) W (What I want to know) L (What I actually learned)

36 Guided Reading Selection and Activities

Colonial Economics

Producing and Buying in the Colonies

Terms to Know

Economics Merchants Barter Consumer goods Consumers Needs Wants Standard of living Goods and services Raw materials Mother country Natural resources Finished products Producers Human resources

Language Arts Break Understanding economic life in the colonial period helps us to understand how our modern economy was created. Of all the terms above, which one is Though economics was practiced somewhat differently in the only verb of the group? Next, colonial America, the ideas that made up the colonial economy use this word in a sentence of your were much the same as todays. In this unit you will learn how own. people survived economically in colonial times. Also, you will learn how economics in the colonies related to our Answer: modern economy. Economics is the study of how people produce, distribute, and consume goods and services. We all practice economics everyday. When people go to a job they are producing or providing a service. Trucks and ships transport goods all over the world. We consume products by buying them and using them for our needs. The market of a colonial town was not nearly as Reading Skills Break sophisticated as our modern malls, however, it functioned much Based upon the context of its use in the same. Merchants, people who sell goods, would occupy the sentence to the left, which of booths and sell products to passers-by in need of such goods. These the following best explains the goods included necessities such as clothing, cooking wares, spices, meaning of the word sophisticated? lantern oil, food, and iron tools. Also, people could buy luxury A.) Well built goods such as fancy furniture and imported china. B.) Grand Not all local economies in colonial America were based C.) Fancy upon money. Sometimes people would barter with one another. D.) Pretty Bartering is when people trade goods and services with one another without involving money. For example, a talented carpenter could build a carriage for a farmer who would then provide the carpenter with a horse for transportation. Bartering is a fairly simple system used to exchange, rather than buy, consumer goods. Consumer goods are the products that people buy or trade for. Therefore, people buying or trading for goods are called consumers. In colonial America, just like today, people had needs and wants. A need is something that people must have in order to take care of themselves, like food and water. A want, on the other hand, is not something essential to life, but rather, the things we desire to have because we believe they improve the quality of our lives. The colonial American economy was guided mostly by people’s needs. Average yearly income of a family was only about two hundred dollars, the equivalent to about eight thousand dollars in today’s money. Therefore, most people were not wealthy enough to afford luxury items. In 37 today’s society, our standard of living is much higher than in colonial times. This means we have access to better products, better homes, and a better livelihood in general. In colonial times, like today, consumers bought and traded goods and services from merchants. A good is anything that can be felt or touched. For example, you can buy wood. It is a good because it can be touched. Also, it can be measured or weighed. Therefore, we know it is a good. However, a service is something that someone performs for you and cannot be touched or measured easily. A blacksmith, for example, during the colonial era provided people with a service by building and fixing iron goods. Though the iron goods he made could be touched and Language Arts Break measured, the actual work done by the blacksmith could not be. As used in the sentence above, what Therefore, he provided people with his services. Other examples parts of speech are the words good of services included doctors who healed people, waiters and and services? waitresses who served people food, and the people at the bank A.) Adverbs who collected money and counted it. These same services are still B.) Adjectives offered today. C.) Nouns The people who lived in the colonies produced raw D.) Prepositions materials for the manufacturers back in the mother country. Raw materials are natural resources that could be made into finished products. Consumers would either need or want these finished products. For example, the colonists of South Carolina grew indigo. Indigo is a plant from which a blue resin can be taken. This resin can be used as a dye to color thread. The thread then can be used to make quilts and blankets. The colonists would ship the indigo back to the mother country, England. There, in England, manufacturers would use the dye to produce blue colored products. Producers are the people who make the goods that consumers buy. Producers need a workforce to help them do this. In colonial times much of the work force was made up of free-laborers, indentured servants, or slaves. These human resources, the people that contribute to production, were important to the colonial economy. Our workforce today is not made up mostly of free laborers. Instead, they are paid and in exchange use this money to be consumers and buy goods and services.

Self Check

1. In the above selection, certain words are in bold. These are your vocabulary words. Below, there are several clues that are given to you. Next to each clue put which vocabulary word best relates to it. Note, some clues can have more than one answer

Example: General Motors Producers, because General Motors manufactures automobiles

CLUE VOCABULARY WORD THAT APPLIES AND JUSTIFICATION Indentured Servants

Cotton and wood for example

Dr. Dalzel’s Medical Practice

I want a necklace made of gold

I’ll trade you this horse cart for that lantern.

This is where raw materials were made into finished products.

Food and water are consumed for survival.

I got my shoes made for me by the village cobbler.

A Mercantilist Economy

Terms to Know

Mercantilism Trading Importing

Great Britain tried to discourage production as much as possible in the American colonies. The government of England did not want the colonists manufacturing products. They did not want to compete with the colonies for customers in the world market. For example, if the Import Raw colonists in America colored their own Materials thread and blankets with indigo dye, then they would be competing with English manufacturers of these products. Competition from American colonies Export diminished the profits enjoyed by British Finished producers. This put Great Britain at a Goods disadvantage in its mission to control the world’s markets and resources. This principle, known as mercantilism, was the main idea guiding colonial economics. Mercantilism taught that a nation’s power throughout the world depended upon how much money the nation was worth. Money came from Figure 1 Mercantilism helped create trade patterns such as the triangular trade in the North Atlantic. Raw materials were imported in Europe. There, they were made trading manufactured goods and into products and exported back to the colonies and to other countries. Exports importing as little as possible from needed to be high in revenue. Imports needed to be low in cost. competing countries. The more a nation sold by exporting its goods abroad, the more money it made. Money was lost when goods were imported from other nations. Therefore, colonists were not permitted to make finished goods to sell to other countries. They also were forbidden to trade with any nation other than Great Britain, whose merchants wanted to import colonial goods cheap. The colonists were only supposed to produce raw materials that could be sold cheaply to England. There, the raw materials would be made into finished products and sold to competing Export a lot to make R high profits. countries. A FROM W COLONIES M A TO MAKE T Reading Skills Break Two E F R I Based upon the context of its use in I N A I the sentence above, which of the L S S H following best explains the E D meaning of the word diminished? G A.) Destroyed O O C.) Reduced D Import and keep S C.) Expanded cost low. E.) Hurt

Figure 2 The Mother Country’s Economy in Colonial Times 40

Self Check

1. Explain who benefited the best under mercantilism, the colonists or the mother country. Why?

2. Why did England not want the American colonists to make finished products?

An Opportunistic Economy

Terms to Know

Joint-stock companies Investors Profit Raw materials Opportunity cost. Savings account Cash crops Capital

Our modern market system runs off investing money. This system thrived in colonial times. Many of the colonies were created by joint-stock companies. Joint-stock companies were made up of investors. People in England invested money in order to help other people build colonies in the New World. The money invested was used to buy supplies and to provide transportation. The encouragement for the investors to invest money was the possibility of a profit. Once the colonies were set up in the New World, attempts were made to obtain valuable raw Reading Skills Break materials. From the sale of these raw resources, the initial Based upon the context of its use in investors would get their investment back, plus a handsome profit the sentence above, which of the on top of the investment. For instance, in southern colonies like following best explains the Virginia and Maryland, tobacco was grown and shipped back to meaning of the word thrived? Europe where it sold at great profits. The men who had invested A.) Existed in settling Virginia shared in those profits due to the fact that they B.) Flourished were investors. C.) Grew Every time a person makes an economic decision, such as D.) Developed what to invest in or what to buy, he or she pays an opportunity cost. If you were an English businessman living in the 1730s, and you had five thousand dollars, you could have invested it in one of the joint stock companies? Or, maybe you would not. Perhaps you may have started a clothing boutique, a restaurant, or a bank. Or, maybe you wouldn’t have opened your own business at all. Maybe you might have invested the money into a savings account at the bank so your money could collect interest. Whatever you chose to do, it’s what you chose not to do that makes up your opportunity cost. For example, if you chose to open a savings account Language Arts Break instead of investing your money in the joint stock company, As used in the sentence below, you may have given up the opportunity to strike it rich. what part of speech is the word What if the colonists you chose not to fund had found tons of unlimited? gold and silver, or grew several valuable cash crops. Then, A.) Adverb had you invested in them, you most likely would have B.) Adjective received quite a healthy profit. However, you didn’t invest C.) Noun in them so you lost out on that opportunity. This loss of D.) Preposition opportunity was your opportunity cost. The colonists who settled America had to pay an opportunity cost. They had the opportunity to stay in their homeland and continue with their lives there. Perhaps this may have meant more security for them had they stayed home. Maybe they would have been safer from harm, hardship, or disease. Many of them came here and shortly after died of diseases like dysentery and malaria. As such, their opportunity cost was great because their opportunity for a better life back home was lost. However, maybe some colonists left the homeland and struck it rich in the New World. As such, their opportunity cost was minimal. All people are required to make decisions everyday. As such, we are constantly paying opportunity costs daily. Many colonists did come to America and strike it rich. It was a land filled with unlimited natural resources and opportunities. It didn’t matter where you settled because all the colonies offered opportunities of some sort. 42 Self Check

1. If you wanted to invest money into a joint-stock company in colonial times, what would be your reason for doing it?

2. What type of opportunity costs did the colonists in America have to pay?

Supplying the Demand in an Economy

Terms to Know

Free enterprise system Competition Supply and demand Scarcity

The free enterprise system in America started and flourished during the colonial era. In free enterprise societies, all people are welcome to compete with one another for business. If one family in Charleston, South Carolina opened a colonial tavern, then other citizens in the town could open up taverns as well if they pleased. However, the more taverns opened for business, the more competition there would be for people’s business. Competition helps to keep prices fair. If two people owned taverns right across the street from one another in a colonial town, what would happen if one of the tavern Supply Demand Price owners lowered his prices in half? Then the other tavern owner had to do the same to keep his prices competitive with his neighbor’s. = = Otherwise, his neighbor’s lower prices would cause all people to want to go there instead. It’s this spirit of competition that has made our = = modern market system almost regulate itself by helping to keep prices in check. Another factor that grew out of free enterprise economics was supply and demand.

The laws of supply and demand really began to Figure 3 The Laws of Supply and Demand determined prices in become more complex during the colonial era. colonial times. These same laws are still in effect to this day. However, it was still a very simple concept. The more people buy a product, the higher the price of the product. The less people buy a product, the less the price will be. That’s because as people buy more of an item, there’s less of it to buy because so many people want it. As such, the price naturally increases. Likewise, if people aren’t buying a product then there is plenty of it around. As such, the price stays low. In short, if the supply of a product is high, usually the demand for it is low and its price will be low. Conversely, if the supply of a product is low, it is usually because people just can’t get enough of it and the price of it is high. Look at it this way. You and twenty of your comrades are stuck at Fort King George on the South Carolina frontier in the 1720s. The bugs are eating you alive and an Indian walks up with an herbal remedy bug repellant that seems to keep the bugs away. However, he’s only got enough for one person. Since the supply of the bug repellent is so low, but the demand is very high, you and your buddies would probably compete with one another to pay top dollar for the repellent. In fact, you might even be willing to pay a week’s salary if the bugs are as bad as they are in modern times at Fort King George Historic Site. However, back closer to civilization in Charleston, South Carolina, the price of this bug repellant may not be nearly as much. This is because you could probably find it easier, it’s easier to make, and 43 Language Arts Break there are numerous other brands of bug repellents being sold at the As used in the sentence below, market. Remember, competition keeps prices lower too. what part of speech is the word Scarcity is also something that has an effect on the price furiously? of an object and helps free enterprise. Scarcity is when you have a A.) Adverb very limited supply of a good in a particular area. In colonial B.) Adjective America, certain goods could not be produced in certain colonies. C.) Noun For example, it was very difficult if not impossible to grow wheat D.) Preposition in the southern colonies. Wheat was ground down in mills to produce flour, a common cooking item of the colonial era, and still so to this day. Since wheat was not commonly grown in the southern colonies, flour was often scarce there. As such, shortages of flour often caused the prices of flour to skyrocket because people everywhere needed it to make bread. Soon, enterprising Reading Skills Break colonists came up with substitutes for wheat flour. Corn was Based upon the context of its use in ground down into meal and was used just like wheat flour. the sentence below, which word This is where corn bread came from. Also, trade merchants best describes the meaning of furiously competed in businesses to import flour from colonies incentive? farther to the north where wheat was easily grown and flour A.) Motivation was easy to make. In the northern colonies, sugar cane could B.) Idea not be grown. This meant that sugar could be scarce in the C.) Responsibility northern colonies. However, sugar was easily grown down E.) Chance south and exported north. In short, scarcity of goods and services is something that affects economics worldwide. Some goods cannot be found or produced in certain parts of the world. As such, people engage in trade in order to exchange them for profits. If a good is scarce in a region, you can bet that people are going to pay a higher price for it than they would if it was easily found in their region. Because of this, people have a great incentive to make products out of raw materials found only in their region. They can trade these goods to area’s where such goods cannot be produced. Trade brings great profits to people throughout the world.

Self Check (Social Studies)

1. In colonial Jamestown in the early 1600s, the government ordered all the citizens of the colony to grow a community garden and everyone was supposed to share what was produced. Crops were not to be sold. How do you suppose this affected free enterprise in the colony

2. In colonial Philadelphia, Pennsylvania in the early 1700s, the population grew high when many German immigrants came there. Many sought out housing but found that it was scarce. How do you think this affected the price of housing in the town? Explain your answer.

3. In colonial times and today, what is the purpose for trading goods? Why do we have to trade with other nations?

A Special Kind of Economy

Specialization Grinding mills Plantations

Certain colonies had scarcities and, as such, specialized in making certain goods. Specialization results when the people of a region make products out of resources that are common to their region. For example, in the colonial era the Caribbean Islands such as Barbados and Jamaica specialized in growing sugar cane to make sugar. Today, Georgia specializes in making peanut products and producing peaches, among other specializations. Language Arts Break During the colonial era, there were three distinct regions As used in the sentence below, to North America. Each region had its own unique economy what part of speech is the word that grew out of specialized production. The northern colonies region? such as Massachusetts, Connecticut, New Hampshire, and A.) Adverb Rhode Island, relied primarily on fishing and agriculture at first. B.) Adjective As time wore on, by the American Revolution in the 1770s and C.) Noun 1780s, the northern colonies were specializing in shipping goods D.) Preposition throughout the world. After the Revolution, once the Industrial Revolution started to grow in the early 1800s, the northern colonies began manufacturing iron products and textiles. In the middle colonies such as New York, Pennsylvania, New Jersey, and Maryland, wheat and corn were grown in Reading Skills Break abundance. Since flour can be made from either wheat or corn, Based upon the context of its use in grinding mills were very common in the Middle Colonies. the sentence to the left, which word Flour was a very popular ingredient of the colonial period best describes the meaning of because it was used to make bread, a common food item among ample? the colonists. Flour, is made by milling or grinding wheat A.) Little seeds or corn seeds into a fine powder. It’s full of good B.) Abundant nutrients that provide consumers with ample energy. Because C.) Simple of a high demand for it, flour milling was a specialization that F.) Good developed all over the Middle Colonies. In the southern colonies, cash crops grown on plantations were the specialization. Plantations, large tracts of privately owned land, required a great deal of human resources. Remember what that is? Laborers make up human resources and the people who did most of the work on plantations were slaves. Cotton and rice plantations needed enormous amounts of workers to plant, grow, harvest, and process the crops. Since so much capital was put into growing crops and taking care of the slaves, colonial southerners did not develop a whole lot of manufacturing industries. Instead, they traded most of their cash crops with the middle and northern colonies, and also with the Caribbean Islands. The Northern businessmen shipped excess crops to other countries.

Self Check

1. What made the northern colonies so different from the southern colonies? Think about differences in the climates between the two.

2. What kind of human resources did southern plantation owners use? Why was it necessary to use this type of labor force?

3. Since the southern colonies specialized in growing cash crops and not in manufacturing goods, what opportunity cost were they paying? 45

46 Guided Reading Quiz Questions

Producing and Buying in the Colonies

1. Which people in colonial times sold goods to consumers at the market? 2. What do you call the items that people are willing to buy or trade for? 3. If you trade a football with your friend for his baseball, what are you two doing? 4. True or False Water is an example of a raw material. 5. True or False Consumers are the people who manufacture goods for producers?

A Mercantilist Economy

6. True or False Under the system of mercantilism, a country tried to import as many goods as possible from other foreign countries. 7. True or False Under the system of mercantilism, the role of the colonists was to furnish the mother country with raw materials. 8. True or False Under the system of mercantilism, the role of the colonists was to furnish the mother country with natural resources.

An Opportunistic Economy

9. You choose to go to the fair instead of going to a party at your friend’s house. What is your opportunity cost? 10. True or False Joint Stock Companies were ways investors could help to fund the building of colonies in the New World. 11. What opportunity cost did a colonist pay if he came to the New World and did not do very well?

12. True or False The investors in joint stock companies paid the opportunity cost of not investing their money into a savings account. 13. True of False: Money is a form of capital.

Supplying the Demand in an Economy

14. In colonial America, there was a great demand for horses in order to farm and travel. How do you think that this affected the price of a horse? 15. True or False If an item is scarce its price is likely to be pretty low. 16. True or False Competition helps to keep prices from climbing very high. 17. In a free enterprise system what are all people allowed to do? 18. In colonial Virginia in 1702, the price of a gallon of molasses was about three times as much as the same gallon of molasses in Jamaica. How can these differences in prices be related to supply and demand?

47 A Special Kind of Economy

19. True or False The northern colonies relied less on agriculture than the southern colonies.

20.Why were grinding mills so popular in the middle colonies?

21. True or False Plantations were used in the south to help manufacture finished products.

48 Colonial Economics Concept Map

Use the following terms to complete the concept map drawn below: trade, finished products, opportunity costs, demand, bartered, consumer goods, supply, mother country

In A Colonial Economy

Colonists

bought from paid provided

merchants by trading raw materials

who sold by choosing goods & to the one services

investment without exchanging over another money who made to

consumers

which were sometimes out of them scarce

because they were hard to find

thus making

low high

necessary

49 Post-Reading Assessment Activities

To Build a Colony

Directions: In this activity you will actually design a fictional colonial town. This town will have to have an economy. The economy will need an industry to thrive. Therefore, your fictional colony will include an industry that you will have to research. From this research a business plan will be developed and presented. The industry must be one that was practiced in colonial times and the fictional colonial town should be located in one of the original thirteen colonies.

 Step One: Each team decides where their colony is going to be. Next, name the colony and provide some kind of drawing or design of the colony that will include: • The name of the colony • The river it is built next to (all colonies started along rivers) • A fortification in the colony that will serve for defense • A layout of the colony that will include homes and other relevant features. • The students may research the layout of other colonies to use for inspiration.

 Step Two: Each team must research an industry that was practiced in the region where their colony is. Then, they must develop their own business plan based upon the following list: • Type of industry? • What resources will be needed and how much will they cost? They may research this on the internet and use modern dollar figures. • How much capital will be needed to start the industry? This will be based upon how much your resources cost.

 Step Three: Finally, each team must do a presentation on their industry either by illustrating it on poster board(s), or on Powerpoint. This must include: • Through what process are things made in this industry? • What tools are needed? • What human resources are necessary?

Information Table

Information Answer The Name of our colony is?

Our colony will be located in?

Our colony will be located along ______river and will be defended by ______fort. The design of our colony will This must be illustrated either two-dimensionally on be? butcher paper, or three dimensionally in a diorama.

The main industry of our colony will be?

The resources needed for our industry are?

Our resources will be used to make?

The price of our resources will be?

Our industry will take place by using this technique, industry, or method.

51 A Colonial Market

Directions: The class will be divided up into teams. Each team must form its own business to provide for a colonial market day. You the student should already be well versed on economic terms and concepts. Your team will create and market a colonial style business.

Procedure for Participation

 First, read the “Colonial Economics” selection above. Then, complete the assessment exercises related to the selection. This activity will be spread out over time. . The students will earn currency each week for their behavior and academics. The better a student performs the more currency he or she will earn. The more money the students earn the more each will have to spend at market day. The currency received can be based upon the weekly pay earned sheet provided. Payday should be every Friday. Each class should have a banker or bankers nominated to do this. Also, a scorekeeper will be needed. . Each student will be paid 30 dollars (pounds if you wish) a week. Students will be taxed 2 dollars for all minor infractions, and 5 dollars for all major infractions. . Set aside several days for students to do research. Taxes may also be levied for things such as bathroom breaks, being unprepared, messy desk area, desk rental, etc. . The students will research crafts, trades, skills, and industries of the eighteenth century. A list of suggested websites is given on page 57. These sites may serve as a good starting point. . The students will have set aside days to do research. They must also make materials to market their business. Examples of some businesses could include selling colonial style treats, playing colonial games for prizes, and selling colonial toys, crafts, or artwork. . On market day, allow the students to spend their currency buying products from colonial vendors. Encourage students to dress the part, and offer prizes for the most authentic, period-correct booth.

Weekly Pay Earned ______Period

Student Name Gross Total Taxes Net Pay Pay 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.

Colonial Currency

1 1

1 1 1 1

1 1

54 Colonial Currency

5 5

5 5 5 5

5 5

55 Colonial Currency

10 10

10 10 10 10

10 10

A List of Suggested Site to Help Get You Started

http://www.ic.sunysb.edu/Class/est572/joreste/ http://falcon.jmu.edu/~ramseyil/colonial.htm http://members.aol.com/TeacherNet/Colonial.html#French http://www.history.org/Almanack/life/tools/tlhdr.cfm http://www.beavton.k12.or.us/jacob_wismer/fourth/colonies/fair/fair.htm http://www.proteacher.com/cgi-bin/outsidesite.cgi?id=10958&external=http://www.education- world.com/a_special/life_in_colonies2000.shtml&original=http://www.proteacher.com/090169.shtml&titl e=Welcome%20to%20America:%20Life%20in%20the%20Colonies http://www.proteacher.com/cgi- bin/outsidesite.cgi?id=13942&external=http://score.rims.k12.ca.us/score_lessons/market_to_market/&ori ginal=http://www.proteacher.com/090021.shtml&title=A%20Study%20of%20the%20Colonial%20Econo my%20from%201600%20to%201750

Unit Three

The Creek Indians

58 The Creek Indians

Pre-Reading Activities Anticipation Guide/Prediction Guide & KWL Chart

Anticipation Guide/Prediction Guide

Anticipation Guide: Native American Archaeology

Directions: Prior to reading the following information on Native American Archaeology, place a checkmark next to the statements you agree with. You need to be able to explain to the class or group members why you made those choices. After reading the selection, go back and see just how accurate you were.

______1. Archaeologists primarily collect artifacts in order to sell them for profit to others.

______2. Native American Archaeology deals with using artifacts of the past to interpret how Native Americans lived their lives. ______3. When people can grow their own food regularly in one place, they are more likely to settle down in that one place where they can grow this food. ______4. Every society needs some sort of chief or leader to make sure law and order are preserved.

______5. It is sometimes unhealthy and unsafe when we try and adapt ourselves to the lifestyle and customs of another people. This can be very harmful to our own culture. ______6. Part of the reason that people build temples is to pay respects to their gods.

______7. It is usually hard for people of different cultures to unite into one.

KWL Chart In the chart below fill in “K” (What you already know about Native Americans and Archaeology. Then fill in “W” (What you want to know about Native American Archaeology. Finally, complete “L” (what you have learned about Native American Archaeology).

K (What I already Know) W (What I want to know) L (What I actually learned)

Native American Archaeology

Archaeological Periods in Native American History

Directions: You will use the web sites linked below and the chart on the next page to help you answer a series of questions on page 78.

Paleoinidan Period http://www.georgiaencyclopedia.org/nge/Article.jsp?path=/HistoryArchaeology/ArchaeologyandEarlyHis tory/ArchaeologicalPeriodsinGeorgia/ArchaicPrehistoricPeriod&id=h-810

Archaic Period http://www.georgiaencyclopedia.org/nge/Article.jsp?path=/HistoryArchaeology/ArchaeologyandEarlyHis tory/ArchaeologicalPeriodsinGeorgia/WoodlandPrehistoricPeriod&id=h-580

Woodland Period http://www.georgiaencyclopedia.org/nge/Article.jsp?path=/HistoryArchaeology/ArchaeologyandEarlyHis tory/ArchaeologicalPeriodsinGeorgia/MississippianArchaeologicalPeriod&id=h-811

Mississippian Period http://www.georgiaencyclopedia.org/nge/Article.jsp?path=/HistoryArchaeology/ArchaeologyandEarlyHis tory/ArchaeologicalPeriodsinGeorgia/PaleoindianPeriod&id=h-707

Way Back and When Organizer

Dates Paleoinidan Archaic Woodland Mississippian Early 11000-9000 B.C. 10000-8000 B.C. 1000-300 B.C. 800-1100 A.D. Middle 9000-8500 B.C. 8000-5000 B.C. 300 – 600 A.D. 1100-1350 A.D. Late 8500-8000 B.C. 5000-1000 B.C. 600-900 A.D. 1350-1600 A.D. Description Low sea levels with Seas were at modern There was a gradual The land looks much the of Natural rising temperatures levels. Large game cooling trend in way it does today. Environment causing Arctic ice to had become extinct. temperatures, but Georgia was dominated melt and increased sea Smaller game found all relatively little or no mostly by pine forests. levels. Many large game over. Hardwood change in sea levels. with large hardwood forests covered the Small game animals trees. landscape. still being hunted regularly.

Material Clovis (lance shaped) Spear points are Advanced use of Large use of gardening Culture (tools points were large. becoming much tools. Also, tools such as stone for hunting, Needed to hunt large smaller with jagged advanced forms of axes, digging sticks, housing, game. edges that make them pottery are and fire. Pottery is still clothing, etc.) good for using as developed including in widespread use. knives. Stone tools ceramics. Pottery is Bow and arrow in wide used for grinding and now being fired in flaking. Houses were kilns and used for use by many tribes. temporary shelters. cooking. People live in circular shaped houses. Bow and arrow invented. Lifestyle Very little permanent People begin to settle Settlements are Large sedentary settlement. People down into permanent larger and more settlements. Lots of moved around a lot in settlements. Advanced permanent. More mound building. Very search of food and game tools such as knives, horticulture (crop elaborate social structure to hunt. Very simple darts, and axes are growing) takes place. based upon chiefdoms. societies made up mostly being used. Trade Increases in religious Society is made up of of small groups of begins to increase rituals and elites and commoners families. among different tribes. ceremonies. with elites holding all Ceremonial mounds power. are being built. Lots of trading going on. Use of Used up local resources Settlements are near People are using Much horticulture with Natural until they were gone. rivers where people lands to grow lots of reliance on Environment People then moved on in are more reliant on crops. rivers for food and search of additional shellfish. Hunting irrigation. Slash and resources. Cultures were and gathering with burn agriculture in nomadic, meaning they people relying more wide use. roamed about in search of food and resources. on resources close by.

Self Check

1. Which period comes first, the Paleoinidan or the Woodland? 2. Explain how the Native Americans weapons changed over time.

3. Why did the Paleoindian peoples have to use such big arrowheads?

4. Explain how settlement patterns among the Native Americans changed over time.

5. How did a greater reliance on horticulture change the lives of Native Americans?

6. How do you think the development of the bow-and-arrow during the Woodland Period may have improved or harmed the lives of Native Americans?

7. Visit the website linked above about the Mississippian Period. How did a chiefdom work?

8. Read the section about the end of the Mississippian Era. What were some developments or events that led to the decline of the chiefdoms?

9. During the Paleoindian period, why did people continue to move around so much?

10. During which period did Native Americans start to use pottery?

11. During what period did people finally start to settle down into permanent settlements?

12. Below are listed several sub-periods that are a part of each major period in Native American archaeological history. Calculate how many years away from the year you are in now. Use the latest date of the sub-period to calculate from. a. Early Archaic ______b. Late Paleoindian ______c. Late Mississippian ______d. Late Archaic ______

63 Guided Reading Selection and Activities The Creek Indians

The Creek Indians

Section One Origins and Settlement

Terms to Know

Bering Land Bridge Archaic Period Woodland Period Mississippian Period mound builders confederation

The Creek Indians, also known as the Muskogee Indians, came into the Southeast several thousand years ago. Their earlier ancestors came over across the Bering Land Bridge, a land bridge that connected modern Siberia to Alaska. This migration across the Bering Strait could have happened over thirty thousand years ago. Over time, these Native Americans spread out all over the continent of North America. Eventually, due to constant movement in pursuit of food and survival, Area of Muskogee these people spread into the Southeast. settlement It was probably sometime during the Archaic Period (8000-1000 B.C.) when most Native American groups developed certain similar languages. Many southeastern Native American tribes used the Muskogee language, and this is from Figure 1 The Creeks, also the Muskogee Indians, were a collection of unified tribes where their name derives . found in the Southeast. English traders applied the name Creek to them in the 1600s when they saw the tribes living along creeks of rivers. Map Check: Which tribe lay These people were nomadic hunters farthest south, the Chickasaw, Muskogee, or Choctaw? and gatherers who eventually settled along the rivers of modern Western Georgia and Eastern Alabama probably sometime in the late Archaic or early Woodland Period (5000 – 300 B.C.) They used spear points to hunt game and foraged for food found in forests. Their settlements were small with limited trade going on between the various tribes living close to each other. Though there was some Creek s short-term settlement, most groups roamed from one location to another when resources were used up. Sometime during the late Woodland Period and into the Mississippian Period, a time span from 600 A.D to1100 A.D., certain southeastern tribes started to 64 Figure 2 The Bering Land Bridge connected Siberia to Alaska build large earthen mounds. These large mounds had religious purposes and were also used as platforms for the mighty chief to live and rule upon. Mounds of this type in our state include Ocmulgee, Etowah, and Kolomokie. Rituals were performed inside and on these mounds. They were a very important part of early Native American culture in the Southeast. Mound builders also had very advanced social structures known as chiefdoms. In chiefdoms, several tribes would form a confederation that was governed by one chief or a group of chiefs. A confederation is a unified bond among certain people with similar goals. In this case, all the tribes that bonded together needed each other for sharing resources and protection against enemy tribes. In chiefdoms, society was divided up among the elites and the commoners. The elites lived very comfortable lives while the commoners toiled away as the workers and producers. Elites showed their power and influence by wearing exotic and fancy clothing usually gotten through trade. The chief usually lived atop the mound. This symbolized his role as the supreme Language Arts Skills Break ruler over his people. His fellow elites sometimes served as As used in the sentence to the left, advisors, however, the chief’s decisions were the law of the what part of speech is the word land. dwelling? The houses of all A.) Adverb were simple dwellings B.) Adjective framed from small, thin C.) Noun trees. They were then D.) Preposition covered with a thatched roof and a wattle and daub (mud and water plaster) siding. Sometimes, however, the whole dwelling would be covered in thatch, or basic lean- to shelters could be used with nothing but thatch covering them. The thatch was palm tree fronds and leaves. These are but a few simple details about the Muskogee culture Figure 3 Etowah Mounds, found in of the Southeast. Though by modern standards they may seem to have Cartersville, Ga,. is a fascinating been primitive, the various tribes that became known as the Creek were example of mound building done by among the most advanced of their time. Right before the arrival of Europeans to the area in the 1500s, Muskogee culture was at its height. However, as Europeans became more active in the Southeast, Creek culture went into decline. They no longer built great mounds and lived as they once did before Europeans came along. Interaction with the Europeans had dire consequences for Muskogee culture.

Self Check

1. Archaeologists believe that Native Americans came from Asia. How did the ancestors of the Creek Indians make it from Asia over to the North American Continent?

2. How was society in a chiefdom organized?

3. Why did the Creek Indians build mounds?

4. Describe what kind of structure the Creek Indians lived in.

Guided Reading Quiz

1. Which land bridge helped Native Americans spread out across the North American Continent? 2. True or False: The Native Americans of the early Woodland Period used spear points to kill game. 3. True or False: During the Archaic Period mound builder cultures start to come about. 4. True or False: Native American mounds were used to trap game during hunting. 5. True or False: In chiefdoms, society was ranked into elites and commoners.

Section Two The Coming of the Europeans

Terms to Know

Altamaha River Creek Confederation Santo Domingo de Talaje Coweta Town Fort Toulouse Andrew Jackson Louisiana Territory Chief William McIntosh Treaty of Indian Springs Trail of Tears

By the time of the late Mississippian Period, 1350 A.D. – 1600 A.D., the mound builder cultures were in decline. Archaeologists are not sure why this happened. Tribes found up the Altamaha River were After their decline, the mound builders mixed in part of the Creek Confederation with other tribes. All the major mound cities were abandoned. When the Spanish Conquistadors arrived in the early 1500s, they were only able to see the great mound cities in ruin. Upon arrival of the Spanish, the Creek Indians were located all along the various creeks found up the Altamaha River. Far upriver the Altamaha turns into the Oconne and Ocmulgee Rivers. The picture in figure 4 to the left shows where the tribes of the Creek Confederation were located. These tribes included the Guale found on the coast, the Oconee, the Yamasee,

Figure 4 The above map shows the Altamaha River. This river branches into the Ocmulgee, the Chiaha, the Hitchiti, and the two other rivers known as the Oconee and Ocmulgee Rivers. It was along the Tamathl tribes just to name a few. creeks attached to these rivers that the Muscogee Indians settled. This is how Europeans came to call them the Creek Indians. Inset is a closer look at how Though by the 1500s the Creeks no the Altamaha branches off into two separate rivers. longer built mounds or organized into chiefdoms, they still were a very active and advanced tribe. In the late 1500s, the Spanish built some missions among the Creek in efforts to Christianize them and teach them how to grow grain crops better. These missions lasted well into the 1600s and many were built along the coast among the Guale Indians. Santo Domingo de Talaje was a Spanish mission built in the 1590s. Its location was where the British later chose to build Fort King George in the 1720s.

66 By the 1680s, the British were settled in South Carolina, and they sent down armed Indians and military troops to destroy the Spanish missions. They did this successfully and the Spanish were expelled from the coast for good. However, they went back to St Augustine, Florida and continued their fight with the British over who had the right to control the Altamaha River and the Creeks that lived far up that river. In the 1720s, when the British built Fort King George at the headwaters of the Altamaha River, the Creek were considered to be one of the most important tribes in the East. The reason was because of how well the Creek towns formed into areas where trade flourished, especially the trade in deerskins. Deerskins were highly valued as a good resource to make clothing, gloves, and book covers. Deerskins brought colonial traders great profits. Therefore, Great Britain, France, and Spain all wanted to have a good relationship with the Creek. Creek Indian scouts helped Colonel John Barnwell build Fort King George in 1721. Their knowledge of the land was of great service to him. Later, the British tried to have several Creeks re- located to live outside the fort. They probably did this in order to help create a good fur trade at the fort, and to teach the soldiers how to better subsist off the land. Reading Skills Break When General Oglethorpe came along and settled the Based upon the context of its use in colony of Georgia in 1733 it wasn’t long before he set out to the sentence to the left, which word establish good ties with the Creek. However, he had to compete best describes the meaning of a lot with the French who were operating fur trading posts subsist? among the Creek towns of eastern Alabama and western A.) live Georgia. One such town, Coweta Town, was a thriving center B.) work of trade among the Creek. This town was located close to C.) wonder modern-day Augusta, Georgia. The French had built Fort D.) survive Toulouse among the Creek in 1718, very close to Coweta. Though the Creek may have benefited in some ways, trading with Europeans also hurt the tribes. As they traded for guns, blankets and iron goods, the Creek left behind a way of life that had helped them survive independently for years. This way of life included using their old tools to plant crops, using bows and arrows for hunting, and relying upon their own people for trade and decision-making. As they abandoned this lifestyle, they became very reliant upon the Europeans for survival and this made it much easier for the Europeans to control their fate and manipulate them. This is exactly what led to the demise of the Creek. Internal friction and warfare caused the Creek to give up much land to the English in some deals made during the 1750s and 1760s. The internal friction continued as the Creek went to war with the Choctaw Indians in the 1760s and 1770s during the American Revolution. The war weakened both tribes’ chances of standing strong against the Europeans and the Americans. In the 1770s, the Creek were forced to give Language Arts Skills Break up more land to Georgians in order to pay off all the debts they As used to the right, what part of owed to the Georgia traders. More land was lost in the 1780s to speech is the word internal? the Georgians. In 1786, the Creek went to war with Georgia A.) Adverb because of the many settlers that were moving on to lands B.) Adjective formerly owned by the Creeks. This war continued well into the C.) Noun 1800s. D.) Preposition The war caused the end of the Creek tribe in Georgia. In 1813 Creek warriors were severely defeated by a force under the leadership of future president Andrew Jackson. After defeat, Jackson forced the Creek to turn over nearly a third of all the lands the tribe had owned in Georgia and modern Alabama. In the 1820s the Democratic Party became devoted to moving the Creek Nation west into the newly purchased and explored Louisiana Territory. In 1825, Chief William McIntosh was fooled into signing the Treaty of Indian Springs. This gave to Georgia the rest of the lands the Creeks held in the state. Chief McIntosh was later murdered by his own people for his role in signing over the territory.

67 By 1827, the Creek were no longer in Georgia. They were sent west to Oklahoma Territory on the Trail of Tears. Many died along the way. It was a sad ending for the Creek in Georgia. Today, many thousands of Creeks live in the Muskogee Nation out west in modern-day Oklahoma. Many consider the history of the Creek to be one of the most tragic examples of how exploited Native Americans were by Europeans and Americans in their quest to control territory.

Self Check

1. Why did the Spanish build missions among the Native Americans?

2. Why did the European countries want so badly to have an alliance with the Creek?

3. How did trade with Europeans affect the lifestyle of Native Americans in the Southeast?

4. How did the Creek war with the Choctaw affect their ability to protect themselves from Europeans?

Guided Reading Quiz

1. True or False: The Creek Indians were still living in mound cities when the Spanish arrived here in the 1500s. 2. True or False: The Creeks received their name from English traders who noticed that some of the tribes lived along creeks up the Altamaha River. 3. True or False: The Spanish built missions among the Native Americans in order to teach them how to fight the English. 4. The Spanish missions were driven away from the coast by the French military. 5. The Creeks were often fooled into giving away precious lands to English settlers and then to the United States. 6. In what year did Chief William McIntosh sign away to the United States all the existing lands held by the Creeks?

68 Post Reading Assessment Activities Web Activities

Directions: There are a lot of great sites on the internet with Native American Activities set up. Below is a list of them and a brief summary of what they have to offer. Your teacher will guide you on which activities you perform.

http://www.mce.k12tn.net/indians/crafts/easterncrafts.htm

This site gives information on how to make a wide array of Native American crafts and utensils. With the vast trade network that existed in Pre-Columbian America, it’s quite plausible that many of these items were present among the Creek, especially the ones that could be used as ornamentals.

http://www.nps.gov/efmo/parks/4603.htm

This is an excellent activity for letting the students make Indian pottery. Emphasis should be placed upon the fact that pottery allowed Native Americans to store food for longer periods and to cook with. This allowed them to stay in one place longer. Just a note: The creator of this activity suggests using natural tempering agents and clay. I suggest using potter’s clay or modeling clay and let it harden. If you go to http://www.eebeads.com/Webzine/FEB/2_2_97.htm, there is an excellent recipe for making clay that can be used for pottery or bead necklaces.

http://www.proteacher.com/cgi- bin/outsidesite.cgi?id=15975&external=http://www.nps.gov/efmo/parks/index.htm&original=http://w ww.proteacher.com/090076.shtml&title=Effigy%20Mounds%20National%20Monument%20Teacher s%20Guide

This site has an excellent activity related to conducting a fictitious interview with a mound builder. It will work well in Language Arts as well as Social Studies. Though the activity was developed for a Native American group in Iowa, it could easily be adapted to the Eastern Woodland mound builders of Georgia.

69 http://www.proteacher.com/cgi- bin/outsidesite.cgi?id=15975&external=http://www.nps.gov/efmo/parks/index.htm&original=http://w ww.proteacher.com/090076.shtml&title=Effigy%20Mounds%20National%20Monument%20Teacher s%20Guide

The travel brochure is a classic activity and this site offers very good instructions on how to develop some with your students. http://www.proteacher.com/cgi- bin/outsidesite.cgi?id=15975&external=http://www.nps.gov/efmo/parks/index.htm&original=http://w ww.proteacher.com/090076.shtml&title=Effigy%20Mounds%20National%20Monument%20Teacher s%20Guide

This site explores medicinal plants that may have been used by Native Americans. Below is a list of sites that may be of help to the students in researching a specific type of plant. http://www.powersource.com/cherokee/herbal.html http://keller.clarke.edu/~english/honors/liz/ http://www.all-natural.com/herbguid.html http://www.nps.gov/efmo/parks/4608.htm

This site helps students to develop their own mound builder village. Most of the Creek ancestors built conical and linear shaped mounds. However, there is an effigy mound in Georgia found at Rock Eagle.

Unit Four

The Highlanders of Colonial Georgia

71 The Highlanders of Colonial Georgia

Pre-Reading Strategies

What is a Highlander?

Directions: Visit http://www.yakscorner.com/stories/highlanders.htm. This offers a very brief introduction to the Highlanders and their culture. Answer the questions found below. They are based upon information found at this web site.

Self Check

1. From what ancient tribes are the Scottish Highlanders descended?

2. Why is the region these Scots are from called the Highlands?

3. What type of water bodies are found in the Highlands of Scotland?

4. What characteristics made people in clans so similar? What did they share? What customs did they practice that were similar?

5. What ancient language did the Highlanders speak back home in Scotland? 6. What forces caused an end to the Highland system?

7. What type of garment did traditional Scottish Highlanders wear? .

72 Anticipation Guide/Prediction Guide

Anticipation Guide: Scottish Highlanders in Colonial Georgia

Directions: Prior to reading the guided reading selection Scottish Highlanders in Colonial Georgia, place a checkmark next to the statements you agree with. You should be able to explain to the class or group members why you made those choices. After reading the selection, go back and see just how accurate you were.

______1. Scottish Highlanders probably came to Georgia because they did not have much opportunity in their homeland back in Scotland. ______2. The Highlanders probably continued their old traditions and customs once they got here to the Georgia coast. ______3. Oglethorpe probably did not get along very well with the Scottish Highlanders. ______4. It is probably likely to predict that the Highlanders were not very good at fighting in the new environment they encountered in colonial Georgia. ______5. The Scots at Darien were probably not very used to living in such a harsh environment like the Georgia coast. ______6. I predict the following three things probably happened to the Scots after they arrived to Darien, Georgia in 1736.

1. ______

2. ______

3. ______

73 KWL Chart In the chart below fill in “K”(What you already know about Scottish Highlanders. Then fill in “W” (What you want to know about Scottish Highlanders. Finally, complete “L” (what you have learned about Scottish Highlanders) once you have completed the self check questions.

K (What I already Know) W (What I want to know) L (What I actually learned)

74 Guided Reading Selection and Activities

The Highlanders of Colonial Georgia

Section One The Life of a Highlander

Terms to Know

General James Oglethorpe Act of 1707 United Kingdom Gaelic clan system tenant tacksman

When General James Oglethorpe established the colony of Georgia, he had a great job to accomplish. Not only Reading Skills Break did he have to set up the colonists in Savannah, but he had to Based upon the context of its use in protect the frontier lands as well. Georgia was a massive the sentence to the left, which word spread of land stretching north from South Carolina all way best describes the meaning of down to north Florida. Figure one shows you the size of this massive? frontier region. The southern frontier was a primitive, A.) large unsettled place. It required a B.) impressive people who could withstand C.) undeveloped the harsh environment and the D.) natural dangers that existed there. Also, given that the southern frontier was so close to the enemy in Spanish St. Augustine, it required a people who were brave and fierce in battle. The people Oglethorpe chose to settle this frontier were the Scottish Highlanders, and this is their story. Life in the Highlands of Scotland was always challenging. It was a rugged, mountainous land where growing food was hard to do. The weather was often cold, damp, and muggy. However, it has a beautiful landscape and offered its inhabitants a simple life of privacy much of the time. By the late 1600s and early 1700s, the Highlands were changing drastically. In the Act of 1707, Scotland joined England to become the

Figure 1 The 18th century Georgia United Kingdom. This was bad for Scotland, for it meant that England frontier covered all the coast of modern would have an even stronger control over Scotland. English officials took Georgia Map Skills: Which barrier island lies due east of Fort King rights away from the Highlanders. They were forbidden to own weapons, George? protest England’s oppressive ways, or to speak their native tongue, Gaelic. Also, the British began a mission to modernize the Highlands. Therefore, roads were built throughout the Highlands, industry was introduced, and groups were sent in to teach the Highlanders English customs. All of this worked to rob the Highlanders of their traditional way of life.

Language Arts Skills Break One This way of life What is the subject of sentence two centered on the clan in the paragraph to the right? system. Clans were groups of families that bonded

Figure 2 Though the Highlands may be cold 75 and damp, it is still one of the most beautiful, picturesque places in all the world. together for protection and survival. The clan system dates all the way back to the ancient times. Families started rivalries and a lot of fighting occurred. Several families formed clans to create mutual protection from enemies. Also, they shared resources and marital bonds. It was not considered right to marry outside one’s clan. Also, the line of descendents passed through the female, rather than the male side. This was the same for inheritance. Women had greater rights in Scottish society than in most other European societies. Every clan had a supreme chief who was like a president or a king, except on a smaller level. Clans settled over large areas that could cover several hundred miles, or entire islands of the coastline of Scotland.

The Highlanders had many challenges in addition to the British. Eighteenth century life in the Highlands was harsh. A typical Highlander family lived as a tenant on a plot of land that was far less than an acre. On this land they raised crops and maybe a few head of cattle. The family did not own the plot of land. Instead, a landlord, known as the tacksman, owned the land. The tenants had to pay the tacksman a rent with the crops they grew. The tenants were left to live off of what was left after rent was paid. This was often very small and barely enough to survive on. Poverty was common. The families lived in very simple structures framed from sapling poles and covered with sod.

Compare for a moment modern life to that of a Highlander living in the eighteenth century. Imagine living a life with such limited resources. Imagine having to live off a land that produces little. What little it does produce is mostly owed to the other people who own the land. Imagine a life where your basic needs are barely being met. Today we have many government and charitable Figure 3 Above is an example of a typical Scottish house in the eighteenth century. The roof is covered with sod (heavy clumps of grass). The sod is then held down with ropes that are sources of aid for families in need. weighted down at the ends with stones. The siding is entirely made of stone. These sources often help see to it that people do not suffer as badly due to poverty. The Highlanders did not have such aid. Therefore, many of them decided to relocate to a world where opportunity seemed to be calling and abundant.

Self Check

1. Give two examples of what might have occurred in Scotland that caused the Highlanders to want to leave their homeland in exchange for America.

2. Why did the Scots need the clan system?

3. How were the Scots mistreated by the tacksmen?

Guided Reading Quiz

1. True or False The southern frontier offered the Scots an easy life. 2. True of False Most Scots lived fairly wealthy lives back home in the Highlands of Scotland. 3. True or False The Clan system was a way for the Scots to modernize the Highlands. 4. True or False The tenants were the people who controlled all the land in the Highlands. 5. True or False The British government dominated the Scottish Highlanders.

Section Two A New Life in a New World

Terms to Know

immigrate Darien Fort Darien Lieutenant John Mohr Captain Hugh Mackay King’s Road Mackintosh Yamasee malcontents The Battle of Fort Mosa Battle of Bloody Marsh

During the 1600s and 1700s many Europeans decided to pursue a new life in the Americas. The New World seemed a place of endless possibility, with plenty of land, where life could begin anew. This is why General Oglethorpe had no problem finding plenty of Highlanders in Scotland who were eager to immigrate to his new colony of Georgia. In January of 1736, 177 Highland men, women, and children arrived in Savannah, Georgia. A few days later they made their way south down to the southern frontier. Here, they settled and called their town Darien. The Highlanders had many great reasons for wanting to come and settle in their new home. Each family was given fifty acres of land to plant crops and raise cattle. They were also given tools to farm with and cattle to tend. The males were allowed to own weapons again. Furthermore, the Highlanders were free from the overbearing rule of the English who had taken over much of their land back home in Scotland. Many of these opportunities were ones the Highlanders had never expected to have. At first, it must have seemed like a dream come true. The Highlanders moved sixty miles south of Savannah and settled Figure 4 The Highlanders were permitted to wear their traditional Darien. At first, they landed at the old site of Fort King George. A fashions in Georgia. These few months later they moved farther down the bluff and built Fort Highlanders are dressed in kilts with sporrans on the front Darien. Under the effective leadership of Lieutenant John Mohr Mackintosh and Captain Hugh Mackay, the community helped the colony a lot. From the river male settlers began furiously cutting cypress and yellow pine for timber. So industrious were they that much of the colony of Georgia was built by timber found around the area of Darien. Cattle Reading Skills Break was raised in the pastures outside Darien and used to furnish Based upon the context of its use in dairy products for the colony. Several Highlanders were the sentence to the left, which best involved in cutting a new road that connected Darien to describes the meaning of Savannah. This road, known as King’s Road, was one of industrious? Georgia’s first sources of overland transportation. The road A.) successful was responsible for the development of much economic B.) productive activity in the colony. Finally, many Scots were active in the C.) wealthy deerskin trade and helped promote that economic activity. D.) healty However, hardships soon fell upon Darien. Harsh weather brought droughts to the community in 1737 and 1738. Hardly anything would grow. Many citizens had to slaughter most of the cattle just to have food. Furthermore, the community was constantly on edge and nervous due to the possibility of an enemy attack. The Spanish were in St. Augustine, only a few days away. Sometimes some of their Indian allies, the Yamassee, were spotted 78 outside the walls of Fort Darien. Also, General Oglethorpe used the Highlanders a lot to man other forts along the coast. This took men away from Darien and caused more work for those left behind. Therefore, some new recruits from the Highlands were brought to Darien in late 1737. A big problem that the Highlanders had at Darien was the lack of a public store. As a result, they had to buy goods from merchants back in Savannah. Therefore, many Darien Scots went into debt with these merchants who were not very lenient when it came time for payment. The Scots were having a hard time paying these debts and making a living without being able to grow crops or raise cattle. This also greatly affected their productivity in the timber industry as well. Oglethorpe was no fool. He knew how valuable the Language Arts Skills Break Darien Scots were to his system of defense. Therefore, he As used in the sentence to the right, compromised with them by giving them a public store, more what part of speech is the word cattle, and debt relief. Though some Scots decided to leave from? Darien for Carolina due to the hardships in 1738, many A.) Adverb decided to stay as a result of Oglethorpe’s support. B.) Adjective In exchange for his support, Oglethorpe got great loyalty C.) Noun from the Highlanders. In 1738, when a group of men in D.) Preposition Savannah started complaining about the hardships there, the

Highlanders came to Oglethorpe’s aid. These malcontents wanted slavery in the colony in order to relieve them of the hard labor. Oglethorpe protested. In January of 1739, the Darien Scots wrote an official petition to the Trustees. In it, they protested the introduction of slavery to the colony. They believed it would threaten the security of Darien, and the signers declared that slavery was “shocking to human nature,” and morally wrong. With the aid of the Highlanders Oglethorpe, for the time being, was able to prevent slavery from coming to Georgia. In the late spring of 1740, another hardship hit the town. This one was almost too much to bear. General Oglethorpe decided to attack the Spanish at St. Augustine. First, in June a military force including many Darien Scots moved into an abandoned fort called Mosa. Fort Mosa was in north Florida and had been built by the Spanish. A few days later, several Spanish soldiers and Yamassee Indians invaded the fort Over thirty Scots were killed and the entire force was defeated. Oglethorpe’s plan for an invasion was unsuccessful. The Battle of Fort Mosa cost Darien many valuable men. Also, Darien’s leader John Mohr Mackintosh and many other Scottish soldiers were captured and held prisoner by the Spanish. The town of Darien was devastated. In the aftermath at Mosa, many settlers left Darien for Carolina. The town was in near ruin. However, several new recruits were sent into Darien in 1741 and the town once again revived. In July of 1742, the Spanish invaded Georgia. With a force of over two thousand soldiers and nearly sixty ships, the Spanish first point of attack was Saint Simons Island, just a few miles south of Darien. The Spanish aimed to drive the British colonists out of Georgia entirely. It was the Scots turn to avenge those lost at Mosa. On July 7th, the Battle of Bloody Marsh occurred on the island. Though vastly outnumbered by the Spanish, the Scots fought Figure 5 Armed probably with flint lock muskets, the Highlanders at Darien fought bravely at the Battle of Bloody Marsh in July of 1742. bravely in this battle. During a charge by the Spaniards the Scots held their counter position even though a group of British troops retreated in fear. Through the Scots efforts that day, the British defeated the Spanish. The Spaniards were forced to retreat in great shame and never again posed a threat to the security of Georgia. 79 Today, over 300 various families in Darien can trace their roots back to the original Scots that settled Darien in the 1730s. Amazingly, Darien has survived over the past two centuries through many challenging periods. It is one of the few towns that developed in colonial Georgia still surviving to this day. Much of this is owed to the economic and military contributions of Darien’s Scottish forefathers.

Self Check

1. List two reasons why the Highlanders wanted to come to Georgia.

2. Describe two ways in which the Highlanders helped the young colony of Georgia.

3. What hardships did the Darien Highlanders suffer at Darien?

4. How did the Highlanders help in Georgia’s military accomplishments?

Guided Reading Quiz

1. True or False: One of the reasons Oglethorpe wanted Scots to come here was so they could defend the southern frontier of colonial Georgia from the Spanish. 2. True or False: During his time here in Georgia, Oglethorpe did not get along very well with the Highlanders. 3. True or False: Many Scots were defeated and killed at the Battle of Fort Moosa. 4. True or False: The Scots were important in helping Oglethorpe defeat the Spanish when they invaded Georgia. 5. True or False: The Spanish won the Battle of Bloody Marsh fought on St. Simons Island, Georgia.

80 Post Reading Assessment Activities The Clans of Darien

Research Rubric About Clan ______

Directions: Pick a clan that settled in colonial Darien. This information can be found in the book Scots of McIntosh. Use the information below to guide you in your research about your clan. This information will be used to either develop a Power Point presentation to the class, or to make a creative visual poster. The amount of points you will be awarded for providing the information is provided to the right. You must earn a total of 12 points. Therefore, you only have to pick four main questions to focus on.

1. What is a clan and how does the clan system work in the Highlands? 3 points

2. How did your clan originate? 3 points What ancient tribes did your clan come from? Where did your clan get its name?

3. Where was your clan located in the Highlands? 3 points What geographic region do they come from? How did their geographic region look?

4. How did your clan survive? 3 points What did they do for a living? What resources or items did they use in order to survive?

5. What type of material culture did your clan have? 3 points How were their houses made? What type of weapons did they use? What kind of clothes did they wear? What type of items did they use in their day-to-day existence? 3 points (for example: eating utensils, furniture, toys, etc.

Total Points 18 points

81 Scoring Rubric for Poster Project and Power Point Presentation

3 points 2 points 1 points 0 Information The clan system is The clan system is The clan system is Information is number one illustrated or illustrated or not adequately entirely missing described in a described with at described or or is manner that is least 75% of the illustrated clearly. plagiarized. 100% accurate, information Visual Appeal is easy to understand, accurate and easy to lacking and it looks and visually understand. The like it was hastily appealing. There is visual appeal is or carelessly done. absolutely no O.K. but shows a plagiarism. lack to some effort. There is no plagiarism. Information The origins and The origins and Clan origins and Information is number two clan name are clan name are name are poorly entirely missing clearly illustrated basically illustrated illustrated and/or or is and/or described and/or described described with plagiarized. with 100% with a few errors, many errors but accuracy and no but with no with no plagiarism. plagiarism. plagiarism Information Clan geographic Clan geographic Clan geographic Information is number three region is illustrated region is illustrated region is illustrated entirely missing and described with and described with and described in a or is 100% accuracy and some accuracy but very poor manner. plagiarized. no plagiarism with a few No Plagiarism mistakes. No plagiarism. Information Clan survival and Clan survival and Clan survival and Information is number four tools are illustrated tools are illustrated tools are poorly entirely missing and described 100% and described fairly illustrated and or is accurately and in a accurately but with described. There is plagiarized. manner that is a few mistakes, or little or no attention visually appealing without a lot of to visual appeal. without plagiarism. visual appeal. Only No plagiarism. some effort is put into visual appeal. No plagiarism. Information The material culture The material culture The material The material number five is superbly is adequately culture is poorly culture is not described and displayed and displayed and displayed or is illustrated through described. described. not described. pictures or Both must be drawings. present.

82 The Scots Versus the Creeks Venn Diagram

Directions: Put these terms and phrases into the proper place on the Venn Diagram found on the preceding page. Some statements relate to both the Highlanders and the Creek. Some are related only to the Highlanders or the Creeks.

1. Were ultimately driven out of Georgia by the Americans. 2. Ancestors came here over the Bearing Land Bridge. 3. Came over to Georgia from Scotland. 4. Lived here before Georgia was established. 5. Came to Georgia several thousand years ago. 6. Lost land to Europeans. 7. Used the clan or tribal system to order society. 8. Lived here only after Georgia was established. 9. Fought with the British to defeat Spanish at Battle of Bloody Marsh. 10. Fought against the British and Americans over control of Georgia lands. 11. Helped the British to develop economic systems in colonial Georgia. 12. Were involved in the deerskin trade with Europeans. 13. Fought fiercely on the battlefield. 14. Came to Georgia in 1736. 15. Wore colorful clothing and ornaments. 16. Left Georgia in 1800s for Oklahoma.

___

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______84

Unit Five

Motion and Forces of a Fortress

85 Motion and Forces of a Fortress Artillery Physics

Directions: Review all the terms below with the teacher. You will use these terms to assist you in an Artillery activity at Fort King George Historic Site.

Terms to Learn

Term Definition Example Motion The action of changing When I walk to school I am in motion. When I sleep place, movement. perfectly still at night I am not in motion.

Force A push or a pull During a tug of war both sides are pulling. When you are bench-pressing a barbell you are pushing with your pectoral and tricep muscles. Net Force The net difference During a tug of war the winners exert a pull of 25 Newtons. between two opposing The losers exert a force of 20 Newtons. The result is 5 forces Newtons. Always subtract the looser from the winner to get Net Force. Or, in the event of a tie, there is 0 net force. Newton The basic SI unit for One might pull on a door with 10 Newtons. Your body might force weigh 50 Newtons, or about 110 pounds. Friction A force that opposes When you scrape your finger nails across the chalkboard you motion are creating friction between your fingernails and the surface of the board. Sliding A type of friction that Scoot your chair across the floor. If it doesn’t have wheels Friction results when two the chair is causing sliding friction between itself and the objects rub directly floor. against one another Rolling A type of friction that Roller skates. Need I say more? Friction results when wheels roll across another surface Static Friction This friction is so Imagine trying to move your house by pushing on it. Static intense that it prevents friction makes this impossible. an object from moving at all. Fluid Friction The type of friction A boat slows down in water due to the friction between the when a gas or liquid, boat’s bottom and the water. Also, air friction slows a such as water or air, football down after it is thrown. opposes the motion of an object. Chemical This happens when the Burn wood and it turns completely into ash. You can’t turn Change properties of a ash back into wood. substance are completely transformed into those of another substance Physical This happens when the When ice melts to water, the ice is still water, however, it is Change properties of a solid water. Likewise, when the ice melts it turns back into substance stay the same water. Physical change occurs when you can change 86 but its appearance is something back to its original substance. different.

Horizontal Motion that happens Once a plane levels out in flight it is using horizontal motion Motion parallel to the Earth. across the sky.

Vertical Motion that sends When you drop a ball and it falls to the ground, the ball is Motion things in a downward using vertical motion. path. Projectile A motion that is both When a football quarterback throws a bomb to a wide Motion horizontal and vertical receiver, the football flows in projectile motion. in its path. Acceleration The rate at which When the car speeds up or slows down the velocity is velocity changes over changing and so does the acceleration. time. Velocity The speed and direction How fast is your bicycle going? Slow down and the velocity of an object. changes, turn a corner and the velocity will change.

Momentum A measure of motion The bigger the mass and faster the speed the more momentum that multiplies mass something has. If a fast moving semi truck collides with a times velocity. bug, the tractor-trailer is probably going to be little affected due to its greater momentum. Newtons 1st Objects at rest tend to Inertia, another word for the first part of this law, is when you Law of stay at rest unless acted go to push a parked car and it won’t move. It wants to stay at Motion upon by an unbalanced rest until something with a great deal of momentum collides force. Objects in with it. Conversely, if you are running and throw a ball into motion tend to maintain the air, the ball in flight will follow you and fall back into the same motion unless your hands farther down from where you originally threw it. acted upon by an unbalanced force. Newtons 2nd The acceleration of an If five people push a 5 lb. cart it will speed up more quickly Law of object is related to than if only two people were pushing the cart. This is Motion force applied to the because there is more force being applied if five people are object and how much pushing. If the same five people pushing the 5 lb. Cart add mass makes up the five more pounds to the cart, it will accelerate slower because object. the additional weight increases the mass of the cart. Newton’s 3rd When a force is applied When you blow up a balloon and release the air from it, the Law of on something the return balloon will propel itself. That’s because the air blowing out Motion force is equal and of the balloon is exerting a force on the static air outside the opposite in direction. balloon. Both forces are equal to one another and the balloon flies in the opposite direction of the air that is opposing it. Gravity A force that attracts What goes up must come down. Jump and you will see. two objects toward one another, such as the force holding humans to the Earth. Mass The amount of matter Stuff a pillow full of feathers and it has more mass that it did that makes up before, when it was empty. Take some feathers out and it has

87 something. less mass. Add some more feathers to create more mass. Work How much effort put If I move a 10 lb. cart 10 meters, then my work is 10lbs X 10 into accomplishing M. The amount of work would therefore be 100 foot pounds. something times the distance an object moves.

Energy The ability to do work. Raise a hammer to hammer a nail and the hammer will transfer it’s energy into the nail when it strikes down upon it, driving the nail down. Work got done because the hammer had energy. Thermal How fast or slow the When you heat up a pot of water, you cause the atoms and Energy atoms and molecules molecules to move quicker than they were before heat was are moving in an applied. As these atoms and molecules move quicker they object. release more energy and produce more heat. Conversely, when you freeze something, you’re causing its atoms and molecules to slow down. Potential The ability of an object When a baseball pitcher draws his arm back to throw a ball, Energy to do work his arm stores potential energy. Pull a rubber band back and hold it. It then has potential energy. A piece of wood sitting on the ground has potential energy because it can release energy in the form of heat when burned in a campfire. Kinetic The energy of motion When a car is rolling and hits a wall, it does damage to the Energry wall because it had energy through its motion. The more motion of the car, the more damage it is going to do. Mechanical Both potential energy Potential Energy + Kinetic Energy = Mechanical Energy Energy and kinetic energy combined. Heat Energy Energy that is The Sun and Planet Earth are two different systems with two exchanged between different temperatures. Through its intense heat the sun two systems that are in provides the Earth with enough energy to heat up. They are contact and have two in contact with one another through the sun’s infrared & different temperatures. ultraviolet heat rays. Sound Energy A type of energy that Crank up the volume on a stereo and the sound waves get is transmitted when an bigger and bigger because they carry more energy. Turn the object’s vibrations volume down real low and you get sound waves with less create sound waves. energy. Turn up the volume too high and you might just get enough energy to bust an ear drum. Conduction When heat is When you stick a metal poker in a hot fire for a while, the exchanged between metal poker will heat up and burn your hand. That’s because two objects that are in the thermal energy is transferred from the fire through the direct physical contact poker, and then to your hand. Therefore, the metal poker is a with one another. conductor.

Convection When heat is When you hold your hand over a fire, your hand will heat up. exchanged between That’s because the heat from the fire is transferred to your two objects through hand through the air, a gas. Likewise, when heat is liquids or gases. transferred through water, convection is occurring.

Simple A mechanical device A wheel is a simple machine that was invented back about six Machine that makes work easier. thousand years ago. Imagine how limited we would be today without the wheel. A simple machine that Pulleys are used in elevators to make it easier for the elevator Pulley uses wheels and ropes to lift up and down. to make it easier to work. .

Wheel and A simple machine that Think of how difficult it would be for your car to accelerate Axle helps reduce the forward if it were sitting on squares instead of wheels. friction between two opposing objects

Wedge A simple machine with Wedges are used to help split wood easier. Think of how an two opposing inclined axe is shaped. If an axe’s edge was square shaped instead of planes that work to wedge shaped, think of how much harder it would be to split help push objects apart. wood.

Lever A simple machine that Seesaws are good examples of levers. Think of the fulcrum consists of a bar resting on a seesaw. The closer you sit to the fulcrum the easier it is on a pivot point known for someone on the opposite side to lift you up. as a fulcrum.

89 Artillery Physics Word Challenge

Directions: During or after you watch the artillery demonstration, you will figure out which term from the word bank below best fits with the clue provided for you. Each word from the word bank is used only once. This includes the examples.

Word Bank

Motion Force Friction Sliding Friction Rolling Friction Static Friction

Fluid Friction Chemical Change Physical Change Horizontal Motion Vertical Motion

Projectile Momentum Newton’s 1st Law of Motion Newton’s 2nd Law of Motion

Newton’s 3rd Law of Motion Mass Thermal Energy Potential Energy

Kinetic Energy Heat Energy Sound Energy Conduction Convection

Simple Machine Pulley Wheel and Axle Wedge Lever

Example One

Clue: The cannon uses these simple machines to reduce its rolling friction.

Answer: Wheel and axle

Example Two

Clue: In order for the cannon to get to and from the battery position, it must change position by performing this.

Answer: Motion

1. After the cannon is fired the whole iron barrel heats up real hot because of what?

2. The device known as a Quion (Pronounced as “coin”) on the cannon’s carriage is this type of simple machine.

3. When the cannon barrel finally cools down after firing it has less of this.

4. Why does the cannon recoil or roll backwards in the opposite direction that it is firing? 90

5. When two men try to move the cannon it won’t budge because of?

6. When the cannon ball flies through the air it is slowed down because of this opposing force created by the air resisting it.

7. An iron cannon has more of this than a fake plastic one.

8. When the cannon powder burns into smoke this change is what we call a

9. Above is illustrated the flight of the cannon ball. If the cannon ball follows this pattern in flight the ball must be a

10. Name two types of movement that the cannon ball uses while in flight.

11. When the cannon fires a loud thud is heard where you stand. However, it is not nearly as loud when heard by someone up the river. What is the person upriver experiencing less of?

12. When the rammer is rammed down the cannon’s muzzle, this type of opposing force makes it harder to ram down the cartridge.

13. Sometimes the master gunner must use a pike to adjust the position of the cannon either left or right. The pike is an example of this type of simple machine.

14. If you stand close enough to the cannon barrel right after firing you can literally feel the heat coming off the barrel because of

15. The block-and-tackle is this type of simple machine?

16. After the cannon fires the temperature of the air inside the barrel rises and exchanges this with the barrel.

17. The cannon wants to stay at the rest position and is therefore hard to move.

18. The cannon ball is made of iron. If you melt the cannon ball it will turn to liquid and liquid iron can then be turned back into a cannon ball again.

19. Due to the fact that the black powder is explosive it stores a tremendous amount of this

20. When the cannon ball flies through the air it is moving extremely fast and therefore must have a lot of

21. If the cannon barrel and carriage had less mass both of them would be easier to accelerate. Likewise, if more men push on the carriage the whole cannon accelerates quicker because of

23. Once the cannon gets rolling it’s hard to stop it due to

Physics at Fort King George

Directions: Below are descriptions from various scientific topics you will be introduced to today. Each description explains something about motion and forces. After each description, you will have to answer questions pertaining to what you have learned.

Hunting Tools of the Creek Indians

In 1722 a group of Creek Indians moved in close to Fort King George. The fort’s leader, John Barnwell, felt they would make for good allies and could help create better trade around the fort. The Creek were a fierce tribe with much experience in fighting and hunting along the Altamaha River. The Creek had come to this area thousands of years ago. They spoke the Muskogean language. Their ancestors hunted large game in the Southeastern woods. To kill this large game, they used large spears with huge lance shaped arrows on them. Some time during the Woodland period, 1000 B.C. to 900 A.D., the Creek began using the bow and arrow. These were simpler to use and allowed them to hunt smaller animals much easier and with greater success. Another weapon that came along was the blowgun. The blowgun was a long hollow shaft, usually made of bamboo or river cane, and held a poisoned dart. When a hunter blew hard on one end, the poisoned dart would shoot out the other and possibly kill small game. Eventually, all these weapons vanished from use as Europeans started to settle in the area. The traditional Native American weapons were no rival for the European musket. As such, once the Creek were able to get guns, they stopped using the bow and arrow, as well as the blowgun. There are several principles in physics that influence the differences in how a spear works and how a blowgun works. First, you must understand what a force is because force is what you use to throw a spear, or to blow a dart from a blowgun. Force is a push or a pull. That doesn’t mean it has to be done by hand. You can push or pull something by using the wind in your lungs. Force affects how fast or slow an object accelerates. Acceleration is how much an object speeds up or slows down, also called deceleration. A greater force applied to an object may make it move faster while less force may have the opposite affect. However, there is one other factor that can influence an object’s acceleration. That is mass. Mass is the amount of space something takes up, or how much stuff makes it up. Compare a bowling ball and a basketball. They may be the same size, but the bowling ball has more mass because it is denser and has more substance that makes it up. Generally, here on Earth, the more mass an object has the more it weighs. During your tour, watch your guide demonstrate both the spear and the blowgun. Next, answer a few questions that should help you draw several conclusions about the science of the spear and the blowgun.

93 Self Check

Directions: During or after your tour at Fort King George, answer the following questions

1. Which object seems to have the greatest mass, the spear or the blowgun dart?

2. How do you know the object above has the most mass? a) Because it is more dense b) Because it is less dense c) Because it is longer d) Because it is lighter

3. Which one, the spear or the dart, will require more force to get to the target?

4. Based upon your answer to question three, why does this item require more force to fly the distance? a) Because it has less mass b) Because it is longer c) Because it has more mass d) Because it looks harder to throw

5. When the demonstrator blows harder on the blowgun, he is applying more force. Which best predicts what will happen when more force is applied by blowing harder. a) The dart will travel slower. b) The dart will fall to the ground. c) The dart will not leave the blowgun. d) The dart will travel faster.

6. Look at diagram A below. This diagram shows three different flights of a dart shot out of a blowgun held at different angles. Which one, path A, path B, or path C, was shot with the most force behind it? a) Path A b) Path B Diagram A c) Path C A d) They all have the same force. B

Projectiles of the Great Guns

In the early plans drawn of Fort King George in the 1720s, there is a battery of cannons lined along the southern firing wall of the fort. A cannon battery is a row of cannons all lined up. Each cannon along this battery was a six-pounder, meaning it shot a six-pound ball made out of solid iron. The fort needed extra protection along its riverside wall due to a possible invasion by armed vessels from the river. When fired out of the cannon, the six-pound ball became a projectile. This means it flowed along an arc shaped path that used both horizontal and vertical motion. All objects thrown use horizontal motion as they travel through the air. Were it not for gravity, all objects would continue along a horizontal path. Gravity makes an object drop to the ground and use vertical motion. In the 1680s, a scientist named Sir Isaac Newton came up with three theories that revolutionized the way we look at motion and force. These ideas became known as The Three Laws of Motion. The first law states that all objects in motion want to stay in continuous motion unless an unbalanced force causes the object to change motion. All objects want to continue in vertical motion. However, gravity, an unbalanced force acting on the object, causes it to use vertical motion and fall to the ground. Newton’s second law states that the acceleration of an object is related to its mass and the amount of force applied to the object. In short, the more mass an object has the harder it is to make it accelerate. Also the more force you apply to an object, the quicker it accelerates. Let’s look at it this way. A six-pound cast iron cannon ball fired out of the cannon will accelerate slower than a 3 pound round. The reason for this is because the six pound round clearly has more mass. Also, if you use 3 pounds of black powder to fire a cannon ball, it will accelerate quicker than if you only use 2 pounds on the same ball. The reason for this is because 3 pounds of black powder produces a higher explosion than two pounds, thus producing more force on the cannon ball. Newton’s third law of motion deals with reaction. It states that for every force there is an equal and opposite force that is created. When the cannon fires you’ll notice that the force of the explosion causes it to recoil, or move backwards. That is because the force of the projectile leaving the back of the barrel pushes the cannon back, Figure 4 Pictured above are all the various thus creating an opposing force that is equal and types of rounds that can be fired out of a opposite in strength. cannon. The second one from the bottom The illustrations on the next page show the is the solid round shot. different type of projectile paths for different cannons used in the eighteenth century. Notice how each arc uses both horizontal and vertical motion. Which cannon the troops used depended on how far away the enemy was located and the circumstances of the battle. Cannons all use simple machines to make them work. On the six-pounders at Fort King George there are several simple machines used. These include a lever, a pulley, a wedge, screws, wheels and axles.

95 Carriage Gun

Figure 1 The Carriage Cannon shoots a projectile that produces a fairly even arc in flight.

Howitzer

Figure 2 The howitzer shoots a projectile that produces a higher, less even, arc than the carriage gun.

Coehorn Mortar

Figure 3 The Coehorn Mortar shoots a projectile that has a very high arc to it. This is because the coehorn was used to lob grenades over enemy heads.

Self Check

Directions: During or after your tour at Fort King George, answer all the following questions.

1. Which artillery round has the most mass, a three-pounder or a six-pounder?

2. Which round, the three-pounder or the six-pounder, should take the most force to make it fire a distance of one hundred yards?

3. Which round, the three-pounder or the six-pounder, is going to have the highest acceleration when using the same amount of blackpowder to fire both?

4. Most six pounders used around 3 lbs. of black powder to ignite and fire the six pound cannon ball out of the cannon. What would happen if you decreased the black powder charge to 2 lbs.? a. The ball would break apart b. The ball would fly faster c. The ball would fly slower d. The ball would recoil back into the cannon

5. Why does it take more powder to fire a twelve-pounder two hundred yards than it does to fire a six-pounder the same distance? a. Because the 12 pounder is lighter. b. Beacause the 6 pounder is heavier. c. Because the 12 pounder will accelerate quicker than the six pounder. d. Because the 12 pounder has more mass and requires more force to accelerate.

6. Black powder produces an explosion that forces a cannon ball to fly out the barrel of the cannon. Which amount of black powder is going to cause a cannon ball to accelerate the fastest? a. 2 lbs. b. 3 lbs. c. 12 lbs. d. 5 lbs.

7. Of the three cannons pictured above on page 122, which type of cannon fires a projectile with the most vertical motion? a. The mortar b. The howitzer c. The carriage cannon d. They all use the same amount of vertical motion.

8. Which one of Newton’s three laws of motion best explains why the cannon recoils as it fires the cannon ball? a. The first b. The second c. The third d. All of the above

9. What does the quoin do for the cannon? a. It ignites the charge. b. It rams the charge down the barrel. c. It elevates the muzzle. d. It covers the cannon’s touch hole.

10. What type of simple machine is the quoin? a. A pulley b. A lever c. A wedge d. A wheel

11. What does the pike do for the cannon? a. It holds the cannon barrel up. b. It helps to roll the cannon into battery. c. It is used to adjust the cannon right or left. d. All of the above.

12. What type of simple machine is the pike? a. A pulley b. A lever c. A wedge d. A wheel

Unit Six

Matter of a Fortress

99 Matter of a Fortress

As a Matter of Fact Directions: Each description below explains something about the science of matter. After reading each selection, answer all questions pertaining to what you have learned about matter.

Artillery (Matter Conservation)

Physical Science deals with the study of matter. Matter is the stuff that makes up the world around us. The properties of matter can be either physical or chemical. Physical properties of matter include size, shape, density, mass, etc. For example, the six- pounder cannon along the fort’s southern firing wall fires a six- pound cast iron ball. This ball is iron so it is very dense. A paper ball the same size as the iron ball would not be nearly as dense because the paper ball has less mass than the cast iron ball. If you melt an iron cannon ball it will turn into

Figure 1 When lead is melted it physically liquid iron. Once it cools it will changes into a liquid. When lead is cooled it harden back again. Notice, hardens into a solid. Musket balls are made from lead. though it changes form, it stays iron the whole time. This is an example of a physical change in a substance. All this helps us better understand the physical properties of our cannon and its ammunition. Chemical properties of matter include boiling point, combustion, reactivity, color change, etc. For example, the black CFigaunnonre 2 Th eba canrnroenl btaurrrensls a tt Foo rtr usKintg powder used to fire the cannon is highly explosive. It will explode George turn to rust if they are not kept oiled. when exposed to temperatures higher than 800 degrees. Once it explodes, the black powder turns to fire and then to smoke. This is an example of a chemical change because the chemical properties of black powder change when it is ignited with fire. Black powder is made up of three substances, sulfur, potassium-nitrate, and charcoal. Therefore, black powder is a compound because it is made up of several elements, not just one. Another example of a chemical change is when the iron barrels of the cannons rust. Iron turns to rust and that is a chemical change. All this helps us better understand chemical properties of matter. There is a law in science known as the Conservation of Matter. In short, its states that matter can never be created nor destroyed. Instead, it only changes from one form to another. For example, let’s look at a piece of wood. When wood burns it is not destroyed, but turns into ash. The ashes leach into the soil and turn into chemicals such as nitrogen. The nitrogen fertilizes the soil and produces nutrients so trees and plants can grow. Animals eat the plants for energy. These animals are then part of the food chain as well and provide energy for other animals. So you see, a simple piece of wood started the whole chain of events. The energy in the wood was never completely destroyed, but instead, changed from one form to another.

100

Directions: Use the terms below to fill in the information beneath.

Fire Smoke Energy Water Food Air

Black powder is a form of matter. Matter is always conserved and never destroyed. The flow chart below explains what happens to the black powder that is burned when firing the cannon.

Black Powder turns into _____ as it burns. This _____ then turns into _____, which dissipates into the _____. The _____ rises up into the atmosphere and then turns into _____, which falls from the sky and helps the grass on the ground grow. Grass produces _____ that animals eat for ______.

Soldier’s Life (Black Powder Chemistry)

Boom! That’s the sound you get when black powder is touched by a spark. The muskets used by soldiers in the early eighteenth century used flint and steel. The flint and steel where struck together to produce sparks that ignited the black powder. In the twelth century, the Chinese invented black powder. It comes from mixing three elements, sulfur, potassium nitrate, and charcoal. This means that black powder is a compound since it is made from more than one element. The first substance, sulfur, is an element found on the periodic table of elements. The second, potassium nitrate, is a compound made by mixing the elements potassium, nitrogen, and oxygen. The chemical formula for potassium nitrate is written as KNO3. The “K” is the chemical letter for potassium. N stands for nitrogen; and O is for oxygen. Notice that the “O” is followed by the number 3. This means that one atom of potassium, one atom of nitrogen, and three atoms of oxygen bond together to form a molecule of potassium nitrate. The final ingredient of black powder is charcoal. Charcoal is nothing more than burned wood. Charcoal is almost entirely made up of carbon, another element. Charcoal is flammable and Figure 3 Flint, steel and char cloth were all needed to is also used for making fires with flint and steel. produce fire during the eighteenth century. Charred cloth is used in fire making. Charred cloth is cotton that has been charred in a tin can over a fire. Charring cotton turns it into carbonized cloth. Just strike flint and steel together to produce sparks. If one of these sparks lands on your charred cloth, the cloth with glow with an ember. That ember can then be mixed with flammable cloth such as flax, and blown on to make fire.

101 Directions: Pictured below is the periodic table of elements. Notice each element has a letter assigned to it. Find and circle all the elements that are used to make up black powder.

102 Blacksmithing (Spaced Out Matter)

The colonial blacksmith worked with iron. His job was to form products such as nails, hooks, and hinges out of iron. The iron had to be heated to soften it. Heat generally Picture of heated up tends to soften matter. When matter cools down it tends to get harder. Think of ice. When you heat ice up it becomes water. When you put iron water in the freezer, it hardens into ice. Metals are the same way. Iron has a melting point of around 400 degrees. However, the blacksmith does not melt the iron. He simply heats it to the point of softening it. Then he can hammer it and turn it into various shapes to make iron products. Figure 4 Iron glows when it is heated up. As it softens the Why does heat soften metal? The answer is simple. blacksmith pounds it with his hammer to shape it into When you apply heat to metal, the molecules in it start to speed formation. up and move apart. This causes the metal to lose density. This, in turn, makes it lose its solid form. As such, the more heat applied, the more it will loose its shape until it turns into a liquid. Conversely, when metals cool, their molecules start to slow down and bond closer together. This makes the metal denser and draws it together into a more solid shape. The illustration below shows you how molecules of a substance change in various heats.

An Inside Look at the Molecules of a Substance

In the above diagram, the In the above diagram, the In the above diagram, the In the above diagram, the molecules are dense and close molecules are growing apart, molecules are growing farther molecules are spread way together. That makes this so the substance is starting to apart, so the substance is even out. So the substance is substance cold. heat up warmer. probably at its hottest and might be melted.

Directions: Fill in the blanks to the passage below. Use the words from the list provided. pound heats up slows down air hotter solid softens cools down move apart

The blacksmith ______the iron by sticking it into his forge. He pumps the bellows to add _____. This makes the fire ______. The molecules that make up the iron ______and speed up in movement. This ______the iron so that the blacksmith can _____ it with his hammer. It is with his hammer that the blacksmith is able to form a hook out of the iron. The iron ______real quick after it is stuck into water. This ______the molecules of the iron. Then, the iron becomes more ______again.

103 Baking & Brewing (Mixtures & Substances)

Did you ever think, when you bake a cake you are actually being a chemist. Think of all that goes into a cake. Milk, eggs, butter, flour, and other ingredients are included. All of them make up a chemical compound. Think about it. The milk, eggs, butter and flour do not come out of the oven as they were going in. The heat from the oven causes a chemical reaction that makes each ingredient merge into the others and become one cake. Once the cake is baked you cannot go back into the cake and get the eggs back, nor the milk, or any other ingredient. Put simply, they are forever changed, that is until you Figure 4 The soldiers at Fort King George had to eat the cake and your body converts it into energy and waste. make their own bread once a week. Hard tack was a popular type of biscuit that the soldiers made. However, when you mix other substances together, they don’t always mix to become one substance. Sometimes you can physically change substances back to their original form through physical means. For example, if you mix salt with water, the salt will dissolve. However, if you set the water out in the sun and let it evaporate, the salt will re-appear as the water evaporates. Since the salt can be gotten back from the water, salt and water make up what we call a mixture. Everything in our known universe comes from compounds that are made by the elements. You were introduced to the periodic table of elements on page 130. This table lists all of the known elements. There are almost one hundred elements. The human body is made up of many different elements. What you eat comes from combinations of these elements. Each element has its own unique make-up of molecules and atoms. The molecules and atoms from different elements make up different compounds that we use in our everyday life. For instance, you cook a lot with water. Water is made when two molecules of hydrogen and one molecule of oxygen are combined. The result is H20, otherwise known as water.

Directions: Answer the following questions.

When the soldiers at Fort King George brewed beer for themselves, they used molasses. Molasses was mixed with water and boiled. Yeast was then added and the molasses was allowed to sit for about three weeks. The yeast would turn the sugar in the molasses into alcohol and produce molasses beer.

1. Is this process a chemical change or a physical change?

2. After the yeast and molasses make beer, is the beer a mixture or a chemical compound. Why?

104 Dr. Dalzell’s Medicine Show (Antimony Madness)

In the eighteenth century, medical practice was still developing. Many beliefs held then are considered very strange in today’s era of modern medicine. Bleeding was a commonly applied remedy for various ailments. Doctors believed that bad blood caused most all illnesses. As such, they would often cut open veins on patients in order to drain out the “bad” blood. Also, many of the medicines used were found later to be poisonous. Many

Figure 5 Antimony is a type times these medicines were given to patients to help them purge their system. of metal and was used as a Laxatives and emetics were most popular. The theory applied here was that if the th medicine in the 18 century. body could be purged of toxins, the patient would become well again. Purging was done with medicines such as Ipecac, Mercury, Castor Oil, Wild Senna, and Calamus. By far, one of the most over prescribed drugs of the eighteenth century was antimony. Antimony was actually a type of metal. Doctors would make a decoction out of it by simmering the antimony in hot water over a fire. The liquid that was boiled made the medicine. Antimony can be extremely toxic to the body. This helps explain why it made patients vomit. However, doctors did not know it was toxic and gave it to patients any way in order to help purge their bodies of an illness. Antimony is an element. Being an element means that it is made out of one kind of unique atom. It is not a compound. Compounds you may remember are made up of more than one type of atom. Scientists have identified nearly one hundred different elements. Combinations of these elements make up everything found in our world. The Periodic Table of Elements is a way of listing the elements in order. Each element is assigned a symbol. The symbol for Antimony is Sb. Look at the table below and you can find it. The table is set up in rows called groups and in columns known as periods. Table B on the next page shows each element with a number. This number is called the atomic number. The atomic number is how many protons are inside the nucleus of a single atom that, along with other like atoms, makes up the element. Antimony has an atomic number of 51. This means each antimony atom has 51 protons inside its nucleus.

Table A

Table A shows all the elements on the Periodic Table with the names of each element under the symbols. 105

Table B

Table B shows all the elements on the Periodic Table with the atomic number shown over each element symbol.

Directions: Table B above shows you the Periodic Table of Elements with the atomic numbers for each element. On the lines below write the atomic number for each element. Then, write how many protons are in the nucleus of each element. All of these elements were commonly used in the eighteenth century.

Element Symbol Name of Element Atomic Number # of Protons in atoms Sb S Cu Fe K C O

106

Unit Seven

Mathematics at a Fortress

107 Mathematics of a Fortress

Most forts use cannons for defense. Cannons were invented back in the thirteenth century. Back then, people discovered that explosive black powder could launch projectiles out of iron tubes. Early projectiles were usually large rocks. However, eventually somebody found out that you could make cannon balls out of melted iron. When melted, the iron was poured into a mold that was shaped like half a ball. Imagine cutting a baseball in half. This is what the iron halves looked like once they were cooled and taken out of their molds. The two shapes where then joined into one ball. These cannon balls were then measured based on their weight. Some were six pounds, some twelve, some twenty-four, and so on. Fort King George had a battery of eight six-pounder cannons that lined the fort along the riverside. A battery of cannons is simply a line of cannons built to defend a position. The reason for the cannon battery at Fort King George was to defend the fort in the event that an enemy invaded the fort by river. The six-pounders at Fort King George could fire a six-pound solid iron ball over a mile. These cannon balls did not explode upon impact, but rather, put large gaping holes in the hulls of enemy ships. They also took out the masts and sails of enemy ships so that they could not get close enough to the fort to fire upon and damage fort structures.

1) If each cannon uses 3 lbs (pounds) of gunpowder for every shot fired, how many shots can one cannon fire using one keg of powder that weighs 105 lbs?

Show your calculations.

Answer:

2) If a cannon fires 3 rounds for every minute, how long will one 105 lb keg of powder last? Round your answer to the nearest minute.

Show your calculations.

Answer:

3) Assume one cannon uses 1 keg of powder every 10 minutes. Find the number of kegs used for 10 minutes, 20 minutes, 30 minutes, 40 minutes, 50 minutes, 60 minutes, and 120 minutes.

Show your calculations.

Answer:

108

4) Draw a graph to represent the number of kegs used over time. (HINT: Use the data from the previous problem to plot the graph.) What data are we graphing on the y-axis?

Answer

10 30 50 70 90 110 130

5) If one cannon uses a keg in approximately 10 minutes, how much does it use in 60 minutes? (Read your graph to find this information.) How many kegs will 3 cannons use in 1 hour?

Show your calculations:

Answer:

6) The garrison at Fort King George was supposed to be kept at 100 men. If 2/3rds of the soldiers died from dysentery, how many soldiers were left? Express the death toll in decimal format.

7) Use the diagram below to answer several questions related to geometry. The diagram is an illustration drawn in 1722 by the engineer of Fort King George. It shows where all the buildings

109 and features were located. A legend to the left is provided to explain many of the features that were a part of the fort. a. Among angles 2, 3, 4, 5, & 6, which number represents a right angle?

Answer: b. Which two numbers show parallel lines next to one another?

Answer: c. Which two numbers show perpendicular lines?

Answer:

A. The Blockhouse B. Enlisted Soldiers’ Barracks 4 C. Officers’ Barracks 6 D. Hospital E. Sentry Boxes F. The Privy 1 G. Several Huts H. The Outer Gate 7 8 9 I. The Boat Landing 10 K. The Land Port M. The Moat 5 3 P. Parapet 2 S. The Flag Staff …. The Palisade Fence

d. Which number is next to an obtuse angle?

Answer:

e. Which angle is more acute, number 3 or number 4?

Answer:

110 f. The symbol A represents the blockhouse. Also the number 1 shows you a part of the blockhouse. What fraction of the blockhouse does the number 1 triangle make up?

Answer: g. What type of quadrilateral is the blockhouse?

Answer: h. Which rectangle in the illustration has the most area?

Answer:

111 Fort King George State Historic Site 8th Grade Math Assessment

Directions: Answer the following questions related to Fort King George. Use the information provided by your teacher and in the question.

1) Below is a scaled drawing of the fort drawn in 1722 by the fort's engineer. Figure A represents the fort’s blockhouse. The blockhouse is 12 feet long by 12 feet wide. Apply the Pythagorean Theorem to find the diagonal distance across the blockhouse

a- What information do you need? Find the information.

b- Show your calculations.

144+144=288

c- Answer:

2) Use linear functions to graph the rate of fire of Fort King George’s cannons and muskets. With trained crews and soldiers, each cannon can be fired at a rate of 3 rounds per minute while each musket can be fired 4 times per minute.

a- Write 2 linear functions. The first function should show the number of rounds a single cannon can fire based on x amount of time.

The second equation should relate the number of times a musket can be fired over x amount of time.

What is the slope of each function?

Slope can also be referred to as ______.

112

b- How many rounds could one cannon and one musket fire in a 13 minute skirmish?

3) Each of the fort’s 8 cannons uses approximately 3 pounds of gun powder for each round fired. a- Write an equation for the powder consumption of all 8 cannons per hour (notice the units of time changed from minutes to hours!)

b- How many pounds of gun powder would be used during a 2 hour battle (assume that the guns are firing at their maximum rate)?

During a ½ hour battle?

4) What was a soldier’s probability of surviving his term of duty at Fort King George if 6 out of every 9 men succumbed to disease, their wounds, accidents or other disasters?

5) Using the data provided, construct a scatter plot relating the month (plot on the x-axis) and the number of casualties during that month (plot on the y-axis). Note: this data is NOT actual historic data.

Month Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec # of Cas. 5 8 6 4 10 2 5 7 5 4 4 5

113

Unit Eight

Fort King George Educational Tour Assessment

114 Fort King George Educational Tour Assessment Activity

Reading Activity

The Story of Fort King George

In 1721, Colonel John Barnwell led a group of coastal scouts into the southeastern frontier to build a fort. This fort, named Fort King George, was constructed close to the entrance of the Altamaha River. Barnwell and his men were South Carolina colonists ordered by the British government to build a fortification along the river to protect it from Spanish and French settlement. Both nations, enemies to the British, had aimed to settle the area many years before Fort King George was built. The site where Barnwell chose to build the fort had a very rich history before the 1720s. This history involved many different cultures of people. First, the Guale Indians inhabited the high bluff where Fort King George would later be built. No one knows when the Guale first came here, but it was long before Europeans arrived to the New World in the 1500s. Archaeology shows that these Native Americans were an agricultural people. They planted pole beans, corn, and squash. They lived off of these food items in addition to the abundant shellfish they gathered from the river. The Guale were considered to be a branch of the Creek Indians. The word Creek was a name applied by the British to several different tribes that settled around the creeks of rivers that ran throughout the southeast. Eventually, the Gaule Indians were forced to flee the settlement in the 1660s due to hostile raids by the British and their Indian allies. These raids were brought by the British to destroy the Spanish Missions that had been built along the coast during the 1600s. The Spanish colonized Florida in the 1560s and settled the town of Saint Augustine in 1565. Spanish priests and soldiers lived in the missions among the various tribes that surrounded them. The purpose of these missions was to Christianize the Native Americans and teach them to grow large crops. The Spanish would use these crops to feed their colonists in Florida. British forces out of Virginia and South Carolina began raiding these missions in the late 1600s. Eventually, the British were successful in destroying most all of them by the 1700s. Sadly, in destroying these missions the British also destroyed or removed many of the Native American tribes that relied on them. Once the missions were destroyed, the area between South Carolina and St. Augustine, Florida became known as “The Debatable Land.” This was because both Spain and Great Britain claimed it. Additionally, the French were making efforts to expand their empire east from Louisiana. They were eyeing the Altamaha River as a great source for easy transportation. As such, colonists in South Carolina began attempting to expand the southern border of the colony all the way down to the Altamaha River, just two hundred miles north of Saint Augustine. Eventually they knew a fort had to built in the area to claim it and protect it for the British crown. Thus, Fort King George was built in 1721. Colonel Barnwell had quite a task ahead of him. He had to build Fort King George without adequate materials or manpower. He had requested “young robust” soldiers to help him build the fort. Instead, the British government sent a group of “Invalids,” a name given to older soldiers. These soldiers got sick with scurvy on the boat ride over from England and were not able to report to the fort immediately. Scurvy is caused by not having enough vitamin C in one’s diet. Therefore, Colonel Barnwell had to use coastal scouts instead to help him build the fort. These scouts were hardened seamen who sailed the coastal waterways and served as lookouts for the British in South Carolina. They were an unruly bunch of men who drank a lot of rum and did not follow orders well. In his private journal Barnwell complained a lot about how “idle” and “lazy” these men were, with their constant drinking and rough behavior. This bad behavior worsened as the men were forced to go three miles up river to get good wood to build the fort’s blockhouse. They had to wade, often waste deep, into mosquito and snake- infested swamps to cut cypress trees large enough to use for the fort’s construction. Nevertheless, the fort’s blockhouse and outer works were complete by the end of 1721.

115 The blockhouse was a three-storied building. The lower floor was for storage with the second and third floors being used for defense. Soldiers could fire their muskets and their cannons at enemies from inside the blockhouse. Above the third floor was a balcony with a look out tower. From this tower a lookout could guard the Altamaha River and make sure no enemy ships were sailing in it. The fort’s outer-works were the firing walls, firing steps, the earthworks, and the palisade fence. These provided protection for the soldiers from enemy fire. They also surrounded the fort and made great barriers. Additional buildings and features would be added over the next several years. These included a baking and brewing house, a blacksmith shop, several bark huts, a guardhouse, an officers’ barracks, and a soldiers’ barracks. Most important was a row of cannons along the riverside of the fort. Each gate at the fort was protected with a swivel gun, a cannon that swiveled around and could fire in many different directions. Finally, in early 1722 the invalids had recovered from illness and were sent down to the fort. They were a part of a regiment known as His Majesties Independent Company of South Carolina. Life for them at the fort was harsh. They suffered from constant disease and illness. This made planting and raising cattle difficult. Many colonists went through a “seasoning period” of illness and hardship when they first arrived to North America. The soldiers got a variety of diseases including malaria, scurvy, influenza, and dysentery. Today, we know that malaria comes from a harmful enzyme carried by mosquitoes. In colonial times, people thought breathing in foul or bad air caused malaria. Influenza causes fluid build-up in the lungs. Today, it is easy to cure. In colonial times it was often deadly because medicines back then were not as advanced as today. Dysentery probably killed more soldiers at Fort King George than anything else. This is caused by a bacterial infection of the intestines. The infection usually comes from drinking bad water. It leads to severe diarrhea and vomiting. Most often its victims died of malnourishment. The soldiers at Fort King George had a hard time finding fresh water to drink. By the end of their first year there, over two-thirds of the Independent Company had died, all from diseases. All colonists had to learn to live off the land. Due to the fact that settlement was so new in North America, not a lot of industries existed. This meant there were not many places for buying products. Colonists had to find or make a lot of the supplies they needed to survive. The soldiers at the fort had to hunt deer for fresh meat. They had to cut trees to build structures. They used deer hides to make leather products. When able, they grew their own crops. When they were not able to they starved. The baking and brewing house was used to bake fresh bread once a week and to brew beer. Beer was believed to be the healthy alternative to water since beer did not cause dysentery because the beer is boiled in the brewing process and bacteria does not live well in alcohol. In short, all colonists were expected to be self- sufficient when they came to the New World. Survival depended on people’s ability to find and make products out of the wilderness. This proved difficult for the soldiers at Fort King George. By 1727, over one hundred and forty officers and enlisted men had died, including Colonel Barnwell. In that year, the South Carolina government decided to abandon the fort. Had the fort been manned by younger, hardier men, it may have been more successful. Though Fort King George may seem like an unsuccessful, insignificant event in history, this is not so. The fort established Great Britain’s claim to the Altamaha River and kept the Spanish and the French from coming into the area in the early 1700s. This helped make it easier to establish the colony of Georgia in the 1730s. Also, the fort established a military buffer zone in between Spanish Florida and English Carolina. Georgia’s founders borrowed from this concept and made Georgia a buffer zone colony. Therefore, Fort King George was one step of many toward the establishment of Georgia.

116 Assessment Quiz

1. Which nation was not involved in the struggle to control the Altamaha River? a) Germany b) France c) Great Britain d) Spain

2. Which of the following caused the Guale to leave their settlement on the Altamaha? a) Disease b) Famine c) Enemy Raids d) All of the Above

3. Why did the Spanish build missions among the Guale? a) To Christianize them. b) To teach them better agriculture. c) To provide food for Spanish colonists in Florida. d) All of the Above

4. Which enemy of the Spanish was most responsible for destroying the Spanish mission system? a) France b) Great Britain c) The Guale Indians d) The Creek Indians

5. Why was there a “Debatable Land” between South Carolina and Florida? a) Because no one knew it had a name. b) Because Georgia had not been established yet and it needed a name. c) Because the Guale named it that. d) Because the British, Spanish, and French were all arguing over who had rights to it.

6. Which was not a problem that Colonel Barnwell had at Fort King George? a) Disease b) Lack of good supplies c) Spanish raids d) Lazy helpers

7. Why were the men at the fort called “invalids?” a) Because they were older, feeble soldiers. b) Because they got sick so easy. c) Because they had trouble getting around. d) Because they were injured.

8. What was the fort’s blockhouse used for? a) Defense, storage and observation. b) As housing for the soldiers c) As housing for the officers d) It was a hospital for the sickly soldiers.

117 9. In colonial times what did people believe caused malaria? a) Bad air b) Mosquitoes c) Poor diet d) Drinking bad water

10. Which disease caused the most death at Fort King George? a) Malaria b) Scurvy c) Influenza d) Dysentery

11. What does it mean when we say the colonists had to go through a seasoning period here in America? a) They had to adjust to the harsh winters. b) They had to adjust to the hot summers. c) They had to endure initial illness and hardships upon arrival. d) They had to look hard for herbs to season their foods.

12. Why did the colonists have to be so self sufficient? a) Because the Indians would not help them survive. b) Because materials were so costly here in America. c) Because they were poor. d) Because there was very little industry here in America.

13. Why is Fort King George so significant in Georgia History? a) Because it established a military buffer zone between South Carolina and Florida b) Because it prevented the Spanish and the French from colonizing the Altamaha River. c) Because it established Great Britain’s claim to the Altamaha River. d) All of the Above

118 Guided Tour Assessment Activity

Fort King George Guided Tour Quiz

Site Film

1. In what colony was Fort King George built? a. South Carolina b. Florida c. Georgia d. Louisiana

2. Since Fort King George was built in the 1720s what important place did not yet exist? a. Florida b. Georgia c. Louisiana d. Virginia

3. The Altamaha River was important because… a. It was used for transportation. b. It was a source of nutrients for plant and animal life. c. It was a source of power for sawmills. d. all of the above

4. In addition to agriculture, the Guale Indians got their food by a. hunting and fishing b. cannibalism c. Stealing it from the British. d. Stealing it from the Spanish.

5. What ultimately happened to the Guale? a. They were driven off their land by hostile enemies. b. They allied with the British and moved up into South Carolina c. They allied with the Spanish and moved to St. Augustine d. They were sent back to Europe and sold as slaves.

6. Who were the first Europeans to settle in the vicinity of the Altamaha River? a. the Vikings b. the French c. the Spanish d. The Scots

7. Which European nations wanted to control the Altamaha River? a. Britain, France and Holland b. Britain, France and Spain c. Germany, Spain and Italy d. Britain, France and Portugal

119 8. Who was Col. John Barnwell? a. The first soldier to die at Fort King George. b. The officer sent from South Carolina who was in charge of building Fort King George. c. The South Carolina officer who won the Battle of Bloody Marsh. d. One of the lookouts who stayed at the fort in 1727.

9. Who was Fort King George named after? a. King George the First of Great Britain b. The colony of Georgia c. An Indian chief named George d. Both A and B

10. So many soldiers died at Fort King George because of…. a. disease b. many battles c. malnutrition d. both a and c

11. Who were the “proud fighting men” who settled Darien in 1736? a. the Americans b. the Scots c. the Irish d. the Guale

12. Who won the Battle of Bloody Marsh? a. the Spanish b. the Native Americans c. the French d. the British

13. What kind of power did the saw mills use? a. electricity and wind b. horses c. tidal and steam d. solar and steam

Native American Camp

14. What type of material did the Creek use to cover up their shelters? a. mud b. cypress shingles c. palmetto thatching d. tin

15. Why did Indian Agent Theophilus Hastings want to transplant Creek Indians to settle around the fort? a. So the soldiers would have company b. For added protection c. To encourage more settlers to go and settle around the fort. d. To help encourage more trade to the fort.

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Fort’s Bastion

16. Why was the bastion so important to the fort? a. It made the fort stronger from a land invasion. b. It helped keep wind and rain out of the blockhouse. c. It was a great place for the soldiers to stand on and fire their weapons. d. It helped support the sentry box.

17. What do you call the features that the soldiers stand on to fire out over the parapet? a. the moat b. the palisade c. the firing steps d. the embrasure

18. In the event of an invasion on the fort what is the primary job of the soldiers inside? a. To keep the enemy outside. b. To draw the enemy in so they can kill them. c. To send out troops to negotiate peace with the enemy. d. To retreat inside the blockhouse.

19. Which of the following is not a part of the parapet? a. the firing steps b. the firing walls c. the earthworks d. the blockhouse

The Blockhouse

20. Which of the following was not a main purpose of the blockhouse? a. a place of worship for the soldiers b. a lookout station c. a second line of defense d. storage

21. Why were rivers so important to colonial empires during our time period? a. They were the primary source of transportation. b. They helped aid commercial development. c. They helped provide natural resources for the colonists. d. all of the above

22. What was the main purpose for the first floor of the blockhouse? a. defense b. storage c. to serve as a lookout station d. all of the above

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23. What were the loopholes in the blockhouse used for? a. To look out on the river. b. To communicate through. c. To fire muskets through. d. To let light in

24. Why did Colonel Barnwell choose this bluff to build Fort King George upon? a. It was close to the entrance of the Altamaha and would make it easier to block enemy passage up the river. b. It was closest to the Guale Indians and would make it easy to trade with them. c. The bluff had a lot of cypress trees growing on it and would therefore make it easier to get wood to build the fort. d. all of the above

The Artillery

25. Why are the fort’s “Great Guns” called “six pounders?” a. They weigh six pounds. b. They fire a projectile that weighs six pounds. c. They require six pounds of powder to fire. d. They require six soldiers to be fired properly.

26. Where do you load the Great Guns? a. down the muzzle b. in the breech c. through the touch hole d. from underneath the carriage

27. Why was the fort built along a bend in the river? a. To prevent the enemies from being able to fire broadsides on the fort. b. To make it easier for the fort’s crews to accurately fire their cannons at enemy ships. c. To make it more difficult for the enemy to navigate ships up to the fort. d. all of the above

28. What do you call a line of artillery along a firing wall? a. a line of artillery b. a battery of artillery c. a row of cannon d. a field of cannon

Soldiers’ Barracks

29. What was the hearth used for in the barracks? a. To store food and keep it warm. b. They were a place for soldiers to sit and stay warm. c. To prepare food for cooking. d. all of the above

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30. How did the fort get its soldiers barracks? a. The men built it with wood left over from the blockhouse construction. b. The barracks was transplanted from another fort in Beaufort, South Carolina. c. Creek Indians helped the soldiers build the barracks. d. The Spanish had operated Fort King George earlier and had built the barracks.

31. Which food item made from flour, water, and salt, was very popular among the soldiers? a. bread b. crackers c. hard tack d. dumplings

32. What raw material did the soldiers often use to make tow for their fires? a. flax b. straw c. grass d. fat lighter

33. Why does the barracks have no windows? a. The enemy might break them by shooting at the fort.. b. Glass was a manufactured item that was very expensive in the colonies. c. Glass was not manufactured in the colonies. d. all of the above

34. What construction technique did the fort’s carpenters use to make the frameworks for the buildings? a. tongue and groove b. dovetail fittings c. nails and bolts d. mortise and tenon

35. What material was the 18th century equivalent to modern-day plastic? a. wood b. tin c. horn d. flax

36. What material for making fire had to be carbonized first in order to work? a. flint b. steel Striker c. charred cloth d. tow

37. Why were many manufactured items so expensive in the colonies? a. Mercantilism made many items very scarce. b. Mercantilism made many items too abundant. c. Merchants in the colonies needed more money than merchants elsewhere. d. The colonies mostly existed off a bartering economic system.

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Weapons Demonstration

38. What makes the Coehorn mortar different from the six-pounder cannon? a. It fires grenades instead of solid cast-iron balls. b. It lobs the projectile much higher. c. It is much more difficult and dangerous to load. d. all of the above

39. What made the smooth bore Brown Bess so inaccurate? a. The barrel was not rifled. b. The gun was so heavy and hard to hold steady. c. The gun had no sights. d. The gun has a kick that makes it very hard to keep aim.

40. What was the purpose for the Brown Bess having a half cock lock position? a. It was a safety feature that prevented the gun from going off during loading. b. It made it easier to pour the powder in the pan. c. It made the gun shoot faster. d. All of the above

41. What was the maximum accurate range of the brown bess musket? a. 90 yards b. 50 yards c. 75 yards d. 75 feet

42. Why did the troops always form lines and fire the guns at the same time? a. To make it easier to march toward the enemy. b. To make it easier to communicate. c. To keep everybody together in case the enemy charges. d. To create a spray of lead that would do more damage against the enemy.

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Unit Tests

125 Unit One Test The Debatable Land

Section One Multiple Choice

1) What two natural resources were the Spanish mainly interested in finding when they colonized North America? a) gold and silver b) animal hides and pine sap c) water and oil d) timber and iron goods

2) Which Spanish explorer toured the Southeast in the 1540s and caused much destruction to the Native American tribes? a) Hernan Cortez b) Pedro de Menendez c) Lucas de Ayllon d) Hernando De Soto

3) Which Spanish explorer gave La Florida its name? a) Pedro de Menedez b) Ponce de Leon c) Hernan Cortez d) Christopher Columbus

4) How did Spain treat the Native Americans differently than the French and the British? a) Spanish colonists attempted to Christianize them and were much more cruel. b) The Spanish traded more commercial goods with the Native Americans. c) The French and the British refused to do business with Native Americans, but the Spanish did. d) The Spanish were more sympathetic toward the Native Americans.

5) What major reason caused Europeans to start colonizing other areas of the world? a) They were interested in finding gold & silver. b) They wanted to enslave the Native Americans. c) They wanted to find natural resources that could be turned into valuable products. d) Both a and c

6) Which of the following legacies did not come from Spanish colonization in the New World? a) They helped to popularize the New World back in Europe during the 1500s and 1600s. b) They viewed the Native Americans as barriers to progress and often treated them cruelly. c) They started the fur trade with the Native Americans. d) They left behind good records such as maps and drawings about the New World.

7) Which French explorer sailed down the Mississippi River in the 1680s and settled French Louisiana? a) Jean Ribault b) Rene de Laudonniere c) Robert de La Salle d) Christopher Columbus

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8) Which great French explorer first explored Northeastern North America for the French? a) Jacque Cartier b) Robert de La Salle c) Jean Rebault d) John Cabot

9) Which best explains what happed to the French settlement of Fort Caroline? a) The settlement grew and eventually became known as French Louisiana. b) The Spanish under Pedro de Menendez slaughtered all settlers there in 1565. c) The colony was wiped out by a hurricane. d) The British destroyed it in 1670 and then built Charles Town over it.

10) Which Spanish explorer established St. Augustine and settled La Florida for the Spanish Crown? a) Rene de Laudonniere b) Hernando de Soto c) Lucas Vasques de Ayllon d) Pedro de Menendez

11) Which of the following was not a major French settlement that threatened British South Carolina? a) New Orleans b) Mobile c) Fort Toulouse d) Charlestown

12) Why did the French want to expand their colony down the Mississippi River? a) So they could compete with Spain and Great Britain in the struggle for empire. b) So they could find more natural resources to send back to France. c) So they could build fur trading posts among Native Americans. d) All of the above

13) What was the primary influence the French had on European colonization? a) They started the slave trade b) They were the first to discover gold and silver. c) They spurred a greater interest in the fur trade. d) They were able to drive the Spanish and the British out of North America.

14) How were the French different than the Spanish in their treatment of the Native Americans? a) They were much more cruel. b) They relied more heavily on the Natives to help them develop their fur trade. c) The French aimed to Christianize the Natives while the Spanish did not. d) The French did not trade with the Natives while the Spanish did.

15) In the early period before Georgia was settled, why was this territory called a “Debatable Land?” a) Because the Indians and the Spanish fought with each other for control of it. b) Because the Indians and the French fought with each other for control of it. c) Because no one wanted to control this territory. d) Because the British, French, and Spanish were all in competition to control it.

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16) Which colony did the British establish in the Southeast during the 1670s? a) Virginia b) Georgia c) South Carolina d) Florida

17) Economically, what made the British colonies different from Spain’s or France’s? a) British colonies focused more on finding precious metals. b) British colonies relied more on valuable cash crops such as rice and tobacco. c) British colonies relied more on the timber trade than Spanish or French ones. d) British colonies did not use slavery while Spanish and French ones did.

18) What similarities did the British and French share in their relationship with the Native Americans? a) They both traded goods with the Native Americans. b) They both establish the fur trade among the Native Americans. c) They both competed for the most control over the Native Americans. d) All of the above

19) What impact did the trade of European goods have on the Native American cultures of the Southeast? a) They became more dependent on the Europeans for survival and less dependent upon their traditional culture. b) They became richer and therefore more powerful in their relationship with European cultures. c) They began to gain more lands from trading off valuable goods to the Europeans. d) All of the above

20) Which of the following best explains why the South Carolina colonists built Fort King George? a) They wanted to protect the colony’s southern borders from possible French or Spanish attack. b) They wanted a trading post on the Altamaha River. c) They needed to expand the colony southward so more people could have a place to live d) All of the above

21) What major factor contributed to Fort King George’s failure? a) Disease and death b) Hurricanes c) Spanish attacks d) All of the above

22) Why is Fort King George so significant to Georgia History? a) Because it established a military “buffer zone” between British South Carolina and Spanish Florida. b) Because it was the first step made by the British to set up a fur trade among the area’s Native Americans. c) Because the British fought the Spanish there in a battle and won. d) Because the fort went on to become very important during the American Revolution.

23) Why was the land we now call Georgia so valued by European nations in the Colonial Period? a) Because it had great river systems and natural resources for creating good commerce. b) Because the Native American tribes there were very friendly and cooperative. c) Because the natural environment was very safe and easy to live in. d) All of the above 128 24) Which group of people was most responsible for the destruction of the Spanish missions in the Southeast? a) The British b) The Spanish c) The French d) The Native Americans

Section Two Matching

Use the list of terms and names to fill in a correct answer for the statements provided below. Not all of the words below will be used, while some may be used twice.

Fort King George Lucas de Ayllon Ponce de Leon Spanish French British La Florida South Carolina Robert de la Salle Charlesfort Louisiana The Debatable Land Altamaha River Fur Trade Conquistadors Savannah River Missions Mercantilism Cash crops Plantations Georgia Virginia Netherlands Blacksmithing Fishing

25. ______was established to stake Great Britain’s claim to the Altamaha River and to keep the Spanish and the French away.

26. ______were built by the Spanish among the Native Americans in order to Christianize them.

27. ______was established in 1670 as a British colony in the Southeast.

28. ______was a business practiced among the Southeastern Native Americans by both the English and the French

29. ______was a North American colony established in 1565 by the Spanish.

30. ______was a name given to the territory that Great Britain, Spain, and France all were in dispute over.

31. ______was the first European country to establish a settlement on the Southeast Coast.

32. ______gave La Florida it’s name.

33. ______was the colony where New Orleans, Mobile, and Fort Toulouse were established.

34. ______began settling Louisiana in the late 1600s and into the 1700s.

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36. ______was the European nation most important for teaching Europeans about the value of the New World.

37. ______Had colonies that depended largely on cash crops and the fur trade.

38. ______was the French explorer who came down the Mississippi in the 1680s and expanded the French empire to the South.

Section Three Short Answer

Use one full paragraph to answer all of the following questions

39. What made the area now known as Georgia a Debatable Land in the 1600s and 1700s?

40. What made the Spanish colonial system different from the British and French one?

41. Why did Europeans have an interest in colonizing Southeastern North America?

130 Unit Two Economics

1) People buying or trading for goods are known as a) barterers b) consumers c) merchants d) laborers

2) In colonial times and today, the people who sell goods and services are called a) Merchants b) Consumers c) Producers d) Laborers

3) The study of how people produce, distribute, and consume goods and services is a) History b) Mercantilism c) Economics d) Social Studies

4) Compared to today’s society, colonists in the 1700s had lower access to quality homes, products, and a worse livelihood in general. This means the colonists probably had a a) Higher standard of living b) Equal standard of living c) Higher purchasing power d) Lower standard of living

5) Under the system of mercantilism, a country’s success depended on a) Decreasing exports while increasing imports b) Keeping exports and imports equal c) Trading only with the colonies d) Maximizing exports of finished products while minimizing imports of raw materials..

6) Any item an individual must have in order to survive is a a) Need b) Want c) Consumer product d) Natural resource

7) Colonies were established by Europeans who wanted these to make valuable consumer products. a) Raw materials b) Finished products c) Human resources d) Goods and services

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8) In colonial Jamestown, colonists traded tobacco for corn with the Native Americans. This is an example of a) Trade b) Bartering c) Producing d) Supplying

9) Those who manufacture finished products for consumers are known as a) Economists b) Merchants c) Suppliers d) Producers

10) In colonial times, slaves were often used to work the fields of plantations. Therefore, these slaves were a) Human resources b) Natural resources c) Producers d) Merchants

11) Joint stock companies were made up of people who put money into the colonies with the hope of receiving profits back. Therefore, joint stock holders were a) Investors b) Producers c) Merchants d) Barterers

12) In 1685, A European banker with five thousand dollars was invited to invest in growing rice in colonial South Carolina. Instead, he invested his money into the fishing industry in New England. The following year a hurricane hit colonial South Carolina and wiped out all the rice crops while the fishing in New England reached record highs. Which statement below makes the most sense about this investment? a) The banker’s opportunity cost was high b) The banker’s opportunity cost was low c) There is no opportunity cost involved in this story d) The banker’s opportunity cost was neither high nor low but broke even.

13) In this type of society all people are welcome to compete with one another for business. a) Free enterprise b) Open societies c) Competitive societies d) Joint stock societies

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14) What is the role of competition in the market place? a) It keeps prices higher and assures profits for all producers. b) It makes it more difficult to find quality products. c) It regulates prices so that they are reasonable. d) It makes merchants more greedy and selfish.

15) In 1680, there was a great harvest of indigo in South Carolina and there was more indigo than the colonists needed. What probably happened to the price of indigo in that year? a) It went up b) It stayed the same c) It went down d) The price probably fluctuated

16) When Fort King George was built in the 1720s, the fort’s carpenters chose to use wooden pegs instead of nails to build the framework of buildings. Which statement below might best explain why wood pegs were cheaper than nails? a) The demand for wooden pegs was probably very high. b) There was a scarcity of nails in the colony but plenty of wood. c) There was a scarcity of wood in the colony but plenty of nails. d) The demand for nails was probably very low.

17) In colonial times, the colonies were divided into regions. Each region was different. Workers from each region produced different products. Today, economists consider this to be an example of a) Specialization b) Bartering c) Free enterprise d) Competition

18) In colonial Virginia, the price of a gallon of molasses was three times higher than a gallon of molasses in Jamaica. Which of the following probably best explains why? a) Demand for molasses in Virginia was less than in Jamaica. b) The supply of molasses was probably greater n Virginia than in Jamaica. c) The molasses in Jamaica was of a lesser quality than in Virginia. d) The supply of molasses was probably higher in Jamaica than in Virginia.

19) The money one needs to start a business is called a) Profit b) Mercantilism c) Trade d) Capital

20) In colonial Georgia, wheat could not be grown and was very expensive. This was an example of what? a) Bartering b) Opportunity cost c) Scarcity d) Mercantilism

133 Section Two Matching

Use the list of terms to fill in the statements provided below. Not all of the words below will be used.

Consumer Wants Goods Service Raw materials Human Resources Mercantilism importing Profit Raw Materials Cash crops Suppliers Plantations Consumers Producing Supply Grist Mills Joint Stock Companies Trading Bartering Exporting Capital Investors Demand

22. ______had to be kept cheap by the Mother Country during the colonial era of mercantilism.

23. ______are what the colonies provided to the Mother Country.

24. ______are things that can be touched or felt and are purchased by consumers.

25. ______are the people that contribute toward production.

26. ______was the main idea guiding economics during the colonial era.

27. ______were used to grow cash crops in the southern colonies, these required vast amounts of human resources.

28. ______are things people pay for but cannot be touched or felt.

29. ______are what the southern colonies specialized in producing.

30. When ______of a product is low ______for it will be high.

31. ______were an industry the middle colonies specialized in.

32. ______is the money it takes to start up a business.

33. ______are the people who buy products.

34. ______were the people who put money into joint stock companies in exchange for profit.

134 Short Answer Section Three

Use one full paragraph to answer all of the following questions.

35. Explain how the colonial trade system worked to benefit the Mother Country. What were the colonies supposed to do

36. How do the laws of Supply and Demand work? How does each affect the price of a product?

37. How does a free-enterprise system work? What role does competition play in a free enterprise society?

135 Unit Three The Creek Indians

Section One Multiple Choice

1) In which Archaeological Period did Native Americans use large clovis point arrowheads to hunt large game? a) Woodland b) Archaic c) Paleoindian d) Mississippian

2) In which Archaeological Period did Native Americans begin to practice permanent settlements and use lands to grow crops? a) Woodland b) Archaic c) Paleoindian d) Mississippian

3) In which Archaeological Period did Native Americans have elaborate social systems with large sedentary settlements centered around chiefdoms? a) Woodland b) Archaic c) Paleoindian d) Mississippian

4) Which Archaeological Period comes first? a) Woodland b) Archaic c) Paleoindian d) Mississippian

5) Which landmass did the Native Americans cross many thousands of years ago when they came into the North American continent? a) Africa b) South America c) The Bering Land Bridge d) Central America

6) In the Southeast, what was the most common language used by the Native Americans? a) Souian b) Tuskegean c) Spanish d) Muskogean

7) What common ceremonial feature did Southeastern tribes start to build a lot during the Mississippian Period? a) Wattle and Daub huts b) Earthen mounds c) Large fortification d) All of the above 136

8) Among the Southeastern tribes, how were chiefdoms set up? a) The chief was a god sent from heaven to rule over the people. b) Society was made up of elites and commoners with the chief at the head of all. c) Tribes formed confederations that were governed by the chief or a group of chiefs. d) All of the above.

9) During what Archaeological Period did the Muskogee tribes stop building mounds? a) Woodland b) Archaic c) Paleoindian d) Mississippian

10) Why did the Spanish want to build missions among the Creek Indians in the 1600s? a) Because they wanted to Christianize them and teach them how to grow crops better. b) Because they wanted to start the deerskin trade with them. c) Because they needed the valuable horses and firearms that the Creek could supply. d) All of the above

11) What economic activity made the Creek a valuable tribe to the British and the French? a) Fishing b) Growing rice crops c) The deerskin trade d) All of the above

12) Why did the British try and have Creek Indians re-locate to live outside and around Fort King George? a) So, if the Spanish attacked, they could help defend the fort. b) So that the Creek could help create trade in the area and show the soldiers how to better survive c) So that the Creek could build the fort’s moat and palisade fence d) So that the Creek doctors could help treat the soldiers’ sickness.

13) Which Creek town was a thriving center of trade among the Creek and the Europeans? a) Charleston, South Carolina b) Savannah, Georgia c) Yuchii Town d) Coweta Town

14) Which of the following explains the impact trade with Europeans had on the Southeastern tribes? a) The Native Americans became increasingly reliant on European goods and started to abandon their traditional ways of survival. b) The Native Americans went on to loose land to Europeans as a result of the trade. c) The Native Americans fell deeper under the control of the Europeans d) All of the above

15) During the American Revolution, which Native American tribe did the Creek go to war with? a) The Choctaw b) The Seminole c) The Guale d) All of the above 137

16) In the 1780s, why did the Creek go to war against Georgia? a) Because Georgia politicians were sending them on the Trail of Tears. b) Because Georgia politicians would not allow the Creek to trade with them. c) Because Georgians were unfairly settling Creek land. d) Because the Creek wanted to take over the fur trade in Georgia.

17) Which treaty resulted in the Creeks’ removal from Georgia on the Trail of Tears? a) The Treaty of Paris b) The Treaty of Indian Springs c) The Treaty of Georgia d) The Treaty of Coweta Town

18) To which territory in Louisiana were the Creek removed? a) California b) Texas c) Arizona d) Oklahoma

19) Which of the following explains why Georgians were interested in sending the Creek on the Trail of Tears out west. a) They wanted the Creek to create new markets for the fur trade out west. b) They wanted to take over valuable gold mines owned by the Creek. c) They wanted to take possession of the remaining lands in Georgia held by the Creek. d) All of the above

20) Which rival country did General James Oglethorpe have to compete with to control the fur trade with the Creek? a) France b) Spain c) Germany d) Scotland

Section Two Matching

Use the list of terms to fill in the statements provided below. Not all of the words below will be used.

Mississippian Period Archaic Period Woodland Period Mississippian Period Mound Builders Creek Confederation Altamaha River Coweta Town Trail of Tears Fort Toulouse William McIntosh Andrew Jackson James Oglethorpe Savannah Talaje Altamaha River Treaty of Indian Springs Creek Nation Louisiana Territory John McIntosh

38. The ______is when most Native Americans started using advanced tools and pottery

39. The ______is when the mound builder cultures started building large earthen mounds.

138 40. ______is the person who defeated the Creek in 1813 and forced them to turn over nearly a third of all the lands the tribe had owned in Georgia and modern Alabama.

41. ______was built by the French in 1718 among the Creek. It was built to better France’s trade with the Creek.

42. ______signed over all remaining Creek lands to Georgia in 1825.

43. ______was formed by different Muskogean tribes after they had been exploited by Europeans.

44. The ______was a document that forced the Creek out of Georgia and out west.

Section Three Short Answer

Use one full paragraph to answer all of the following questions.

45. Explain how mound builders structured their society and culture. When did they develop. What was their material culture and lifestyle like and how did they use their natural environment.

46. Who were the Creek Indians? Explain how the Creeks’ relationship with Europeans destroyed Creek culture.

47. Explain what factors led toward the Creeks’ removal from Georgia on the Trail of Tears.

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Unit Four The Highlanders of Colonial Georgia

1) How did the clan system benefit Scottish Highlanders in their native country of Scotland? a) The clans bonded families together for protection and survival. b) The clans made the Highlanders stronger against enemies. c) The clans were matrilineal and therefore offered women more influence in society. d) All of the above

2) What problems did General Oglethorpe have with settling the southern frontier? a) Pirates were raiding settlements along the Altamaha River. b) The French had built a trading post along the Altamaha River and he would have to destroy it to settle the frontier. c) The enemy Spanish colony of Florida was very close to the southern frontier and he needed good soldiers to keep them away. d) All of the above.

3) What made life difficult for the Highlanders back in Scotland? a) The Act of 1707 caused Scotland to join the United Kingdom and be dominated even more by England. b) They were banned from owning their traditional weapons. c) They farmed small plots of land that were barely suitable for supplying their needs. d) All of the above.

4) What was the traditional language among Scottish Highlanders? a) English b) Welsh c) Gaelic d) Dutch

5) Why did General Oglethorpe choose Highlanders to settle the southern frontier? a) He knew their struggles back in Scotland had conditioned them for survival in a harsh environment. b) He wanted them to trade kilts with the local Native American tribes in exchange for furs. c) He wanted them to negotiate peace with the Spanish. d) All of the above

6) In the Scottish clan system, who was the supreme leader? a) The queen b) The king c) The clan chief d) The tacksman

7) Which of the following best explains the impact the Act of 1707 had on the Scottish Highlanders? a) It gave them greater power over the English. b) It caused English oppression and resulted in them loosing much of their traditional ways of life. c) It gave them the ability to immigrate to the New World. d) All of the above

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8) What compelled the Highlanders to want to immigrate to Colonial Georgia? a) They could own weapons. b) More land c) Escaping English oppression d) All of the above

9) Once in Georgia, how did the Highlanders benefit the Georgia economy? a) They discovered gold in Darien. b) They started a very successful fishing industry in the waters of the Altamaha. c) They started a lucrative timber industry and furnished much wood for the colony. d) All of the above

10) Once in Georgia, how did the Highlander’s benefit transportation and travel in the colony? a) They traded horses with the English settlers in Savannah. b) They were very helpful in building King’s Road that connected Darien to Savannah. c) They built large ships and helped establish the shipping industry in colonial Georgia. d) All of the above

11) Which force won the Battle of Fort Mosa? a) The Highlanders b) The British c) The Spanish d) The Dutch

12) Which Indian tribe allied with the Spanish and posed a great threat to the security of Darien? a) The Yamassee b) The Guale c) The Creek d) The Seminole

13) What hardships did the Highlanders have to endure in colonial Darien? a) The droughts of 1738 and 1739 b) Many men were killed at the Battle of Fort Mosa. c) High debt to merchants in Savannah d) All of the above

14) How did General Oglethorpe react when the Highlanders petitioned him with protests in 1738? a) He punished them by taking away their weapons. b) He had the protesters executed. c) He gave them part of what they wanted. d) He compromised to all their demands.

15) How did the Scots at Darien feel about the issue of slavery in the colony? a) They wanted slaves to help them run their large rice plantations. b) They did not want slavery but refused to support Oglethorpe on the issue. c) They opposed slavery and issued an anti-slavery petition to the Trustees. d) They did not respond at all to the issue.

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16) What major battle were the Darien Scottish Highlanders instrumental in helping the British win? a) The Battle of Fort Mosa b) The Battle of Bloody Marsh c) The Battle of Savannah d) The Battle of Fort Darien

17) What issue were the “malcontents” in Savannah upset about? a) Oglethorpe would not allow slavery in the colony. b) Oglethorpe treated the Highlanders in Darien better than the settlers in Savannah. c) Oglethorpe allowed the Highlanders to trade with the Indians but would not let traders in Savannah do it. d) All of the above.

18) Where was the Battle of Bloody Marsh fought? a) Savannah b) St. Augustine c) Darien d) St. Simons Island

19) Which of the following was not an incentive for Highlanders to settle in colonial Georgia. a) Each settler was given a choice of settling in Darien or Savannah. b) Each family was given fifty acres of land. c) Each family was granted cattle for raising. d) Each family was granted tools for farming.

20) What type or garment did traditional Highlanders wear? a) Knee breeches b) Buckskin breeches c) Kilts d) Robes

Section Two Matching

Use the list of terms to fill in the statements provided below. Not all of the words below will be used.

James Oglethorpe Act of 1707 Clans Tribes Tenants Tacksman Fort Darien John Mohr Mackintosh Hugh MacKay King’s Road Malcontents Battle of Fort Mosa Battle of Bloody Marsh Old Indian Road Savannah Military Road Treaty of Paris Savannah River Darien Massacre Spanish Augusta Battle of Savannah British Union Fort King George Gaelic Darien Battle of Darien William McIntosh Fort Frederica

21. ______was the leader of the Darien Scots. He was captured at the Battle of Fort Mosa.

22. The ______were Savannah settlers who opposed Oglethorpe over the slavery issue.

142 23. The ______, built with help from Highlanders, connected Darien to Savannah.

24. ______was a southern frontier settlement created by Scottish Highlanders in January 1736.

25. The ______, fought in 1740, cost Darien many valuable men who were either captured or killed.

26. The ______joined England and Scotland under the United Kingdom and gave England control over Scotland.

27. The ______is when the Scots helped the British defeat the Spanish on St. Simons Island.

28. ______were formed by Scottish families. They did this to create mutual protection from enemies.

29. ______was built in Darien by the Highlanders. This structure provided protection from enemies.

Section Three Short Answer

Use one full paragraph to answer all of the following questions.

30. Who were the Scottish Highlanders? What were some of the push factors that made them want to leave Scotland and come settle in colonial Georgia.

31. What were some of the pull factors that made settling in colonial Georgia compelling to the Scottish Highlanders?

32. Describe some of the accomplishments and hardships endured by the Highlanders in colonial Darien.

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