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Section 4 Step-by-Step Instruction Persons of the Worst Character SECTION SECTION “ These overseers are indeed for the most part persons of the worst character. . . . They pay no Review and Preview regard to . . . the lodging of the field negroes. Their Students have read about England’s huts, which ought to be well covered, and the New England and . place dry where they take their little repose, are They will now learn about the chal- often open sheds, built in damp places; so that, lenges faced by colonists in the South. when the poor creatures return tired from the toils of the field, they contract many disorders.”

—Olaudah Equiano, The Interesting Narrative of the Life of Olaudah Equiano ᮡ planters feast as their slaves harvest .

Section Focus Question The Southern Colonies What factors influenced the Objectives Why It Matters The New England and Middle Colonies development of the Southern •Describe the geography and climate of the had much in common. But the two regions also differed Colonies? Southern Colonies. because of local geographic conditions and other factors. Before you begin the lesson for the day, • Describe the early history of Virginia. Section Focus Question: What factors influenced the write the Section Focus Question on the • Explain how , the Carolinas, and development of the Southern Colonies? board. (Lesson focus: The Southern Colonies were founded. capitalized upon the area’s fertile soil and long • Identify the factors that produced the Tide- Geography of the Southern Colonies growing season.) water and backcountry ways of life. During the 1760s, Charles Mason and Jeremiah Dixon were hired to settle a boundary dispute between Maryland and . They conducted a survey—a careful measuring Prepare to Read Reading Skill of an area with scientific instruments using the techniques of Compare and Contrast As you read about mathematics—that took four years to complete. The boundary Build Background the Southern Colonies in this section, think about they drew is known as the Mason-Dixon line. This line on a Knowledge L2 how they are the same and different from one map marked much more than the boundary between two colo- Remind students of the struggles colonists another. What physical features do they share? nies. After the , it was the dividing line faced in New England and in the Middle What human features? In what ways are the between the northern states where slavery was abolished and communities and places different? Comparing and the southern states where slavery persisted. Colonies. (Possible answers: poor location contrasting will help you better understand the Five colonies were located south of the Mason-Dixon choices, conflict with the Dutch, conflict among colonies. themselves, conflict with Native Americans) line: Maryland, Virginia, , , and Georgia. They shared a coastal area called the Tide- Ask students to consider why colonists Key Terms and People settled in the South. Use the Idea Wave water, a flat lowland that includes many swampy areas. On Nathaniel Bacon debtor its west, the Tidewater blends into a region of rolling hills strategy (TE, p. T24) to help students brain- Lord Baltimore plantation called the Piedmont. storm. (Possible answers: The other areas were getting crowded, the climate was milder.) The climate of these states is warm and humid. Hot summers provide a long growing season that colonial farmers used to raise crops such as tobacco and rice. Both crops Set a Purpose L2 required many workers in the fields and thus were partly I Read each statement in the Reading responsible for helping to spur the early development of slavery. Readiness Guide aloud. Ask students to mark the statements True or False. What conditions favored the development of a plantation economy? Teaching Resources, Unit 1,

Reading Readiness Guide, p. 76 84 Chapter 3 Colonies Take Root I Have students discuss the statements in pairs or groups of four, then mark the Differentiated Instruction

worksheets again. Use the Numbered L1 L1 Less Proficient Readers Special Needs Heads participation strategy (TE, p. T24) to call on students to share their group’s Make a Timeline Using the information on the top of the timeline and entries for perspectives. The students will return to on p. 85, have students track changes in settlers on the bottom. Then have students these worksheets later. the Virginia population during the 1600s work in pairs to make two generalizations Answer by filling in a timeline. Students should based on the information in their time- place dated entries for Native Americans lines. The climate provided a long growing season that farmers used to raise tobacco and rice. Both of these crops required many workers in the field.

84 Chapter 3 Virginia Grows Virginia’s population grew gradually during the 1600s. New Teach settlers arriving from Europe made up for the fact that disease and difficult living conditions kept the death rate high. After 1650, the Geography of the death rate fell, and the population increased more quickly. In 1640, about 10,000 settlers lived in Virginia. By 1670, the number had Southern Colonies reached 40,000. The makeup of Virginia’s population also changed. By the 1670s, Virginia Grows there were more children because fewer were dying at a young age. pp. 84–85 The percentage of women in the population rose as well. Instruction L2 Conflicts With Native Americans As Virginia’s white I Vocabulary Builder Before teaching population grew, the Native American population shrank. Disease this lesson, preteach the High-Use and violence took their toll. In 1607, there had been about 8,000 Words proprietor and contrast using Native Americans in Virginia. By 1675, only about 2,000 Native the strategy on TE p. 64. Americans were left. Farmers took over more land to plant tobacco. This led to trouble Key Terms Have students continue fill- with the Native Americans. There were two violent confrontations— ing in the See It–Remember It chart for one in 1622 and the other in 1644. Although the Native Americans the Key Terms in this chapter. killed hundreds of colonists, they were defeated both times. After Bacon’s Rebellion I Read Geography of the Southern Colo- 1644, the Native Americans living near the coast had to accept Nathaniel Bacon (center) is shown nies and Virginia Grows with students English rule. here taking part in the burning of Jamestown during his 1675 using the Oral Cloze strategy (TE, p. Bacon’s Rebellion There was more trouble to come. Beginning rebellion. Critical Thinking: T22) in the 1660s, wealthy Virginia tobacco planters bought most of the Explain Problems How did the interests of frontier settlers differ I Ask: How did Virginia’s population good farmland near the coast. That left no land for poorer colonists from those of colonists in towns change in the 1600s? (New settlers arrived who wanted to start their own farms. Most of these colonists were and on plantations? and the death rate fell.) young men who were forced to work the land for wealthier farmers. The young men also were angry I Ask: What caused trouble between Vir- because without property, they could not vote. ginia’s farmers and Native Americans? Many poor colonists moved inland to find good farm- (Virginia’s farmers took over more land to land. Fighting broke out with Native Americans, and plant tobacco.) people were killed on both sides. Farmers on the frontier demanded that the governor take strong measures against Independent Practice the Native Americans. However, the governor hesitated. Have students begin to fill in the Study He hoped to avoid an all-out war with the Native Ameri- Guide for this section. cans, partly because he benefited from his with Interactive Reading and them. Notetaking Study Guide, Chapter 3, Nathaniel Bacon became the leader of the frontier settlers. In 1675, he organized a force of 1,000 westerners Section 4 (Adapted Version also available.) and began attacking and killing Native Americans. The governor declared that Bacon and his men were rebels. Monitor Progress Bacon reacted by attacking Jamestown, burning it to the ground, and forcing the governor to run away. As students fill in the Notetaking Study The revolt, known as Bacon’s Rebellion, collapsed Guide, circulate to make sure students when Bacon became sick and died. The governor hanged understand the importance of the unique 23 of Bacon’s followers. Still, he could not stop English geography of the Southern region. Provide settlers from moving onto Native American lands. assistance as needed. What was the main cause of Bacon’s Rebellion?

Section 4 The Southern Colonies 85

Use the information below to teach students this section’s high-use words. High-Use Word Definition and Sample Sentence proprietor, p. 86 n. owner of a business or a colony Answers Lord Baltimore was the proprietor of Maryland in colonial times. Explain Problems Establishing farms inland, the frontier settlers needed protec- contrast, p. 89 n. difference shown between things when compared tion from the Native Americans they were The lives of women and men in colonial times displacing. Provided many contrasts. the desire for western land

Chapter 3 Section 4 85 The Southern Colonies Religious Toleration in

Maryland 40˚ N The long growing seasons KEY PA Philadelphia and warm climate of the p. 86 P S o NJ to Baltimore Southern Colonies provided Cattle Lumber N m I a c Maryland good conditions for raising R A DE Instruction L2 Fish Rice . T crops. N I Grain Rum St. Mary’s Have students read Religious Toleration U (a) Understand a Map Key O Virginia in Maryland. Remind students to look Indigo Tobacco In what regions was M Jame s R. Williamsburg tobacco an important for causes and effects. Iron crop? d Norfolk I Roa Ask: What was Calvert’s aim in settling on R (b) Identify Benefits What g o a a ATLANTIC W n t o advantages did the Maryland? (He wanted to provide Catho- ea k Gr N e OCEAN I A R . location of Norfolk and lics with a safe colony.) H North Carolina C Savannah offer L A 35˚ N I Have students discuss the fears that P A merchants? A P arose with tensions between the Protes- Wilmington N tants and Catholics living in Maryland. South Carolina S a v (Catholics began to fear that they would lose a n n For: Interactive map a W E h Charles Town their rights.) Ask: How did the Acts of R Visit: PHSchool.com Georgia . Toleration seek to address colonists’ S Web Code: mvp-1034 Savannah 0 km 100

fears? (It welcomed all Christians, includ- 75˚ W 70˚ W 0 miles 100 Albers Conic Equal-Area Projection

ing Catholics, and gave adult male Chris- 85˚ W W 80˚ tians the right to vote and hold office.) Independent Practice Have students continue to fill in the Study Guide for this section. Religious Toleration in Maryland In 1632, King Charles I granted a charter for a new colony to Interactive Reading and George Calvert, an English Catholic. Catholics suffered great

Notetaking Study Guide, Chapter 3, discrimination in England. Calvert aimed to set up a colony where Section 4 (Adapted Version also available.) Catholics could live safely. His colony, Maryland, lay across Chesa- peake Bay from Virginia. Monitor Progress The first settlers included both Catholics and Protestants. They grew tobacco and harvested the sea life of Chesapeake Bay. When

As students fill in the Notetaking Study Vocabulary Builder George Calvert died, his son, Cecil Calvert, Lord Baltimore, became Guide, circulate to make sure students proprietor (proh PRì ah tor) n. proprietor. As the charter required, there was a representative owner of a business or a colony understand the importance of conflicts that assembly similar to the House of Burgesses in Virginia. Soon there was tension between Protestants and Catholics. Fearing arose due to Virginia’s rapid population that Catholics might lose their rights, Lord Baltimore got the assembly growth. If students do not seem to have a Compare and Contrast to pass the Act of Toleration, in 1649. It welcomed all Christians and good understanding, have them reread the Compare and contrast gave adult male Christians the right to vote and hold office. Although section. Provide assistance as needed. the population growth, the Toleration Act did not protect people who were not Christian, it was agriculture, and political tensions of Maryland with those of still an important step toward religious toleration in . Virginia. Who benefited from Maryland’s toleration?

Colonies in the Carolinas and Georgia By the 1660s, a few settlers from Virginia had moved south beyond the colony’s borders. In 1663, King Charles II granted a charter for a new colony to be established there, in the area called Carolina.

Answers 86 Chapter 3 Colonies Take Root (a) in the Tidewater region of Maryland, Virginia, and North Carolina; Differentiated Instruction (b) As port cities, they offered easy access L1 L1 L1 inland and overseas by water. English Language Learner Less Proficient Readers Special Needs Evaluate Learning Give students a page they find the information interesting or Reading Skill Virginia’s conflicts protector to put over their text. Have stu- new. arose between rich and poor and colonists dents reread Religious Toleration in Mary- Review any sentences that students and Native Americans due to land short- land and mark each sentence with a “?” if have marked with a question mark. Then, ages. Maryland’s conflicts arose between they are uncertain about its content, a “*” pair students to compare the sentences Protestants and Catholics for religious rea- if they understand the sentence, or a “!” if they found interesting or new. sons.

adult, male Christians

86 Chapter 3 The northern part of Carolina developed Colonies in the slowly. It lacked harbors and rivers on which ships could travel easily. Settlers lived on small farms, Carolinas and Georgia raising and exporting tobacco. Some produced James p. 86 lumber for shipbuilding. Oglethorpe The southern part of Carolina grew more Instruction L2 1696–1785 quickly. Sugar grew well in the swampy lowlands. I Have students read Colonies in the Car- Many planters came from Barbados in the West olinas and Georgia. Remind students to Indies. They brought enslaved people to grow look for the sequence of events. sugar. Soon the colonists were using slave labor to I Ask: How did the development of grow another crop, rice. It became the area’s most James Oglethorpe was a fighter. A northern Carolina compare to southern important crop. soldier since the age of 16, he fought in Carolina? (Northern Carolina developed As rice production spread, Carolina’s main city, many winning battles. Later, as a member slower than southern Carolina.) Charles Town (today’s Charleston), eventually of England’s Parliament, he fought became the biggest city in the Southern Colonies. against slavery and other injustices. I Ask: Why was Georgia founded as a By then, Carolina had become two colonies: North In 1728, a friend of Oglethorpe’s died colony? (The English feared that the Span- Carolina and South Carolina. of smallpox while in jail for debt. ish were about to expand the Florida colony Oglethorpe organized a committee to northward, and a group of wealthy English Georgia The last of England’s 13 colonies, Georgia investigate conditions in debtors’ was founded for two reasons. First, the English prisons. Four years later, he founded settlers wanted a colony where there would feared that Spain was about to expand its Florida Georgia as a place where debtors could be protection for English debtors.) colony northward. An English colony south of start a new life. Independent Practice Carolina would keep the Spanish bottled up in Biography Quest Have students complete the Study Guide Florida. Second, a group of wealthy Englishmen Why did Georgia colonists later rebel for this section. led by James Oglethorpe wanted a colony where against Oglethorpe? there would be protection for English debtors— Interactive Reading and For: The answer to the question about people who owe money. Under English laws, the Oglethorpe Notetaking Study Guide, Chapter 3, government could imprison debtors until they paid Visit: PHSchool.com Section 4 (Adapted Version also available.) what they owed. Web Code: mvd-1034 Georgia’s founders wanted Georgia to be a colony of small farms, not large plantations. Therefore, slavery was Monitor Progress banned. However, this restriction was unpopular with settlers and As students fill in the Notetaking Study did not last. By the 1750s, slavery was legal in Georgia. Guide, circulate to make sure students Why did Oglethorpe and the other founders understand the role of religion in the establish the colony of Georgia? Maryland Colony. Provide assistance as needed. Change in the Southern Colonies During the 1700s, the Southern Colonies developed two distinct ways of life. People along the coast lived very differently from people who settled inland on the frontier.

The Tidewater Region The most important feature of life along the coast in the Southern Colonies was the plantation, a large farm especially in a hot country where crops such as cotton, sugar, and rice are grown. This led to an economy dominated by plantations in the Tidewater region. The plantation system began in Virginia and Maryland when settlers started growing tobacco. It spread southward when planters found other crops they could export profitably to Europe.

Section 4 The Southern Colonies 87

History Background

The Carolina Colony Carolina was origi- nor, yet the colonial assembly was made nally a proprietary colony. When Charles up of elected representatives. In 1729, Answers II granted a charter for the new colony of Carolina became a royal colony. Although Carolina in 1663, he gave control of the the English king now appointed colonial The colonists did not like

colony to eight men known as the Lords officials, representatives were still elected Oglethorpe’s strict management of the col- Proprietors. The Lords Proprietors and to the colonial assembly, continuing the ony. their descendents appointed all colonial process of self-government in the colonies. to protect English land officials in Carolina, including the gover- claims from the Spanish and to give English debtors a place to live

Chapter 3 Section 4 87 Change in the Southern Founding of the 13 Colonies Colonies Colony / Date Founded Leader(s) Reason(s) Founded p. 87 Instruction L2 I Have students read Change in the Plymouth / 1620 William Bradford Religious freedom Southern Colonies. Remind students to Massachusetts Bay / 1630 John Winthrop Religious freedom look for comparison clues. / 1622 Ferdinando Gorges Profit from trade and fishing John Mason I Ask students to describe the Tidewater / 1636 Thomas Hooker Expand trade; religious and political freedom region. (The Tidewater economy was domi- nated by sugar, rice, and tobacco planta- / 1636 Roger Williams Religious freedom tions. Large farms producing labor-intensive Middle Colonies cash crops led to the rise in southern slavery. A few people were very wealthy, the rest / 1624 Peter Minuit Expand trade were poor and worked for the plantation / 1638 Swedish settlers Expand trade owners.) Then have students describe life / 1664 John Berkeley Expand trade; religious and political freedom in the backcountry. (Poor families lived in George Carteret shacks on small farms they did not usually Pennsylvania / 1682 William Penn Profit from land sales; religious and political own. The people did not feel represented by freedom the colonial government.) Southern Colonies I Show the transparency Climate and Agriculture in the 13 Colonies. Have Virginia / 1607 Trade and farming students compare the Southern Colonies Maryland / 1634 Lord Baltimore Profit from land sales; religious and political to New England and the Middle Colo- freedom nies. The Carolinas / 1663 Group of eight Trade and farming North Carolina / 1712 proprietors Color Transparencies, Climate and Agriculture South Carolina / 1719 in the 13 Colonies Georgia / 1733 James Oglethorpe Profit; home for debtors; buffer against Independent Practice Have students complete the Study Guide for this section. Interactive Reading and (a) Interpret a Chart Identify one Middle Notetaking Study Guide, Chapter 3, By 1733, England had established Colony and one Southern Colony Section 4 (Adapted Version also available.) 13 colonies on the Atlantic coast of founded for religious reasons. North America. These colonies were (b) Understand Sequence How many founded for a variety of reasons. Monitor Progress English colonies were there by 1700?

I As students complete the Notetaking Study Guide, circulate to make sure stu- The Tidewater region in South Carolina and Georgia was well suited for rice. However, rice-growing required large numbers of dents understand the difference workers laboring in hot, humid, unhealthy conditions. This was one between life in the Tidewater and back- reason rice-farming helped promote the spread of slavery. In time, country regions. Provide assistance as the enslaved population outnumbered the free population of South needed. Carolina. I Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or 88 Chapter 3 Colonies Take Root invalidates each statement. Teaching Resources, Unit 1, Differentiated Instruction

Reading Readiness Guide, p. 76 L1 Less Proficient Readers Gaining Comprehension Suggest to stu- miliar words or phrases with a sticky note, dents that they use a ruler to help them or jot down questions that occur as they keep their place as they read, line by line, are reading. Periodically provide assis- down a page. Have students mark unfa- tance to the students to clarify these issues.

Answer Reading Charts (a) Possible answer: Penn- sylvania and Maryland (b) 11 colonies

88 Chapter 3 The plantation system did not just create a society of slaveholders and enslaved people in the Assess and Reteach Tidewater. It also divided the white community into a small group of wealthy people and a much Assess Progress L2 larger group with little or no property, most of Have students complete Check Your whom were poor and lived in the backcountry South. Progress. Administer the Section Quiz.

The Backcountry The backcountry was cut off Teaching Resources, Unit 1, from the coast by poor roads and long distances. Section Quiz, p. 89 Families usually lived on isolated farms. They often To further assess student understanding, did not legally own the land they farmed. Many use the Progress Monitoring Transparency. families lived in simple one-room shacks. Few families had servants or enslaved people to help them with their Progress Monitoring Transparencies, work. Women and girls worked in the fields with the men and boys. Chapter 3, Section 4 In the backcountry, people cared less about rank. Life in the back- Vocabulary Builder country provided a sharp contrast to life near the coast. As a result, contrast (KAHN trast) n. difference Reteach L1 backcountry people believed that the colonial governments on the shown between things when compared If students need more instruction, have coast did not care about them. They thought that colonial govern- them read this section in the Interactive ment cared only about protecting the wealth of the Tidewater planta- Reading and Notetaking Study Guide and tion owners. complete the accompanying question. How did people live in the backcountry? Interactive Reading and

Notetaking Study Guide, Chapter 3, Looking Back and Ahead As you have seen, the English colonies developed along distinct regional lines. But Spain, too, was Section 4 (Adapted Version also available.) competing for influence in North America. It had started its own Extend L3 colonies long before the English arrived. Have students suppose that they are English colonists who have just arrived in the Virginia Colony. Have them write a For: Self-test with instant help journal entry identifying who they are, Section 4 Check Your Progress Visit: PHSchool.com Web Code: mva-1034 why they came to the colony, and what their life is like. Comprehension Reading Skill Writing and Critical Thinking 3. Compare and Contrast 6. List the different groups of peo- 1. (a) Summarize How did the Compare and contrast the Tide- ple living in the Southern Colo- geography of the Southern Colo- water and the backcountry nies between 1620 and the 1700s. nies affect the kinds of crops that regions of the Southern Colonies. Write two or three sentences Progress Monitoring Online were grown there? about each group. (b) Draw Conclusions Why did Key Terms Students may check their comprehen- the struggle for rich farmland Read each sentence. If the sentence sion of this section by completing the affect the colonists in Virginia? is true, write YES. If the sentence is not true, write NO and explain why. Progress Monitoring Online graphic 2. (a) Recall Why did Lord Balti- 4. Debtors could not be imprisoned organizer and self-quiz. more want Maryland’s Act under English law. of Toleration? 5. There were many plantations (b) Compare How would you where crops such as wheat, fruits, compare the motives of Lord Bal- and vegetables were grown. timore in founding the colony of Maryland with those of James Answer Oglethorpe in founding Georgia? on small, isolated farmland

that they usually did not own

Section 4 The Southern Colonies 89

Section 4 Check Your Progress (b) Both colonies were founded to pro- ers. In contrast, the people in the back- tect groups of people. Lord Baltimore country were poor, did not own their

1. (a) The warm, humid climate provided founded Maryland so that Catholics land, and were not divided according to a long growing season that farmers used could practice their religion freely. social rank. to raise tobacco, rice, as well as other Oglethorpe founded Georgia as a land 4. No. Debtors were people who owed crops. of small farms and a place where money and could be put in jail. (b) It led to conflicts between poor colo- English debtors would be protected 5. No. Crops, such as rice, sugar, and cot- nists and Native Americans over land; it from imprisonment. ton were grown on plantations. led to hostility between poor farmers 3. The Tidewater was the region along the and wealthy plantation owners. coast; the backcountry was cut off from 6. Lists should be accurate and contain two or three sentences explaining each 2. (a) There was tension between Protes- the coast by poor roads and long dis- group. tants and Catholics, and he was afraid tances. People in the Tidewater lived on Catholics might lose their rights. large plantations owned by slavehold- Chapter 3 Section 4 89