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America and North Carolina

1 Franceschini: ESL SIOP SS Content Reading and Language Learning Lessons & Procedures

General Overview of ESL SS Goals and Lessons

ESL social studies lessons are based on the ESL WiDA Standards and on the North Carolina standard course of study goals and objectives for grades K-8. However, since ESL students are still developing the language skills and the reading skills necessary to comprehend grade level text, the lessons and materials I have written are designed to suit ESL students’ specific needs. These readings may not only include goals, objectives and content for grades 6- 8, but also for grades K-5. The readings are written for the ESL student and they incorporate the goals and objectives in a manner which is easier for the ESL student to comprehend without watering down content. Reading and writing are especially stressed. Specific SS objectives and goals are stated at the beginning of each reading lesson. The reading lessons are broken into specific SS topics that form an overall unit based on ESL WiDA Standards and NCSCOS. It generally takes 2 days to complete all the activities and objectives for each reading topic. Using the SIOP model, there are both language learning objectives and SS objectives. Students generally begin activities through guided practice and complete them independently. Students are often paired or grouped to help increase comprehension of materials. Completed assignments are assessed and given back to the students to master and correct. Lessons are differentiated for lower English proficiency students and for students with interrupted education. New comers, zero proficiency students and SIFE students are often given separate assignments. The students are given basic English vocabulary, writing and reading instruction using Dolch sight words. The Dolch sentences use the SS content.  The social studies content reading states the specific SS goal and objective.

2 Franceschini ESL SIOP SS Lesson Outline & Agenda

Lesson See the top of each SS Content reading for specific SS objective based on WiDA and NCSCOS. See individual plans.

Objectives: ESL SIOP SS Objectives based on WiDA Standards> ESL Language Learning Objectives  Reading > SWILLBAT echo/choral read to improve phoneme awareness, fluency and comprehension.  Reading > SWILLBAT find details,facts and draw conclusions from content’s text w/ teacher assistance.  Listening/Speaking > SWILLBAT identify content’s main ideas and details. SWILLBAT to provide oral responses to questions to the best of the student’s ability.  Vocabulary > SWILLBAT define new words and use new words in a sentence.  Writing/Comprehesion >SWILLBAT create and answer comprehension questions of multiple skill levels.  Writing/Comprehesion >SWILLBAT answer questions from multiple skill levels.  Writing > SWILLBAT map ideas/draw diagrams and write paragraphs. SS Content Reading Objectives:  SWILLBAT discuss and answer focus/essential questions as a group.  SWILLBAT create and answer comprehension questions using the content. SWILLBAT answer another student’s questions.  SWILLBAT map ideas/draw diagrams and write paragraphs that summarize the content.

General Procedures and Activities 1) Warm-up/Review/Essential Question Quiz 2) Vocabulary Discussion- Highlight important words from text and POB. Discuss meanings and provide examples. 3) POB Essential Questions of the day. 4) Pre-Reading- Discuss pictures and discuss questions. 5) Echo & Choral Reading: a. Allows student to read aloud without feeling self-conscious. b. Practices correct pronunciation and phoneme awareness. c. Builds fluency which leads to increased comprehension. 6) Discuss and Answer Essential Questions as a class (teacher guided) 7) Create Questions (student generated) - Measures comprehension of facts and ability to draw conclusions. Practices grammar and syntax. 8) Complete any map exercises/activities. 9) Mapping/Writing- Practices mapping out ideas and summarizes. Often teacher led and modeled.

3 Instructional Strategies Cooperative learning/pairing, Connect concepts to students’ knowledge and experience, Teacher demonstration and modeling, Student portfolio notebooks, Graphic organizers, Use of pictures and word walls, Use of manipulatives, Use of technology, Use of visuals > pictures, computer images, videos

ESL Guided Practice and Modeling Activities Echo and Choral reading, Modeling of syntax, grammar and structure, Pronunciation, Physical responses to given situations, Developing a graphic organizer from lesson context and using it to organize paragraphs

ESL Activities and Independent Practice Question creation > both oral and written, Write paragraph summaries, Echo/choral reading, Timed reading, Projects using technology, Rosetta Stone, Plato and other language learning programs, Maps and Worksheets

ESL Assessments/CW/HW Tests and quizzes, Oral response to questions and situations, Question creation > written and oral, Verbal recall of details and facts, Student illustrations and maps, Completion of various written tasks including MC, Cloze exercise, matching etc., Journal notebooks with assignments, Discussion, Ability to follow directions, Summarizing, pointing out main ideas, recalling facts and drawing conclusions, Spot check, Group/individual responses

Lesson Overview for Dolch Pre-Primer Words and Sentences> Vocabulary and Syntax (New Comers & Low English)

 See the social studies content reading lesson for the actual sentences.

Objectives: 1) SWILLBAT pronounce each word and sentence. 2) SWILLBAT echo/choral read to build fluency and in turn comprehension. 3) SWILLBAT translate words into their language using dictionaries. 4) SWILLBAT write and spell each word and each sentence. 5) SWILLBAT write new sentences with each word after completion of Big Bird Unit.

General Procedure  Students should master a set number of sentences each day with minimal errors. Teacher models pronunciation of words and sentences.  Students echo and choral read sentences to build fluency and comprehension.

4  Students are shown pictures that display meaning and are encouraged to make their own pictures.  Students will be able to write sentences from dictation. Later students will be able to write new sentences with target words by making substitutions on the nouns, verbs, pronouns, adjectives and adverbs.

These words and sentences are built from the Dolch Sight Vocabulary. 1-40 Primary Nouns and Pre-Primer Words 41-91 Primer Words 92-132 First Grade Words 133-177 Second Grade Words 178 -218 Third Grade Words

5 What Does Geography Mean? > The 5 Themes of Geography

Objectives- SWILLBAT identify the 5 themes of geography and provide examples of how geography affects people’s lives. Competency Goal 1- The learner will use the five themes of geography and geographic tools to answer geographic questions and analyze geographic concepts. Competency Goal 2- The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions.

Geography is the study of the surface of the earth and all living things on it. In other words geography is what the land looks like with all plants animals and people. A geographer is a person who studies geography. Geography is very important because it affects the way people live. Every region affects how people live. A region is an area of land that looks very similar. For example, people who lived in a desert region two hundred years ago lived much differently than people who lived near a coastal region. Someone who lived near the sea might have eaten a lot of fish. Someone who lived in the desert might have eaten a lot of cactus fruit. There are five themes or ideas in geography. The five themes are location, place, interaction, movement and region. Location and place are very similar. Location is where something is. For example, the desk is in the corner of the room. The desk is located in the corner. Location answers the question, “Where is it?” Place is what you find and see at a location. Place describes what a location looks like. For example, the mountains in North Carolina are very hilly with a lot of trees. Place answers the question, “What does the location look like?” Interaction is the third theme. Interaction is how people live in their environment. It can be divided into three parts. Number one is how people have been changed by the environment where they live. Our environment is the place where we live. Our environment will affect how we live. For example, people who live in the hot deserts of Mexico often wear light clothing such as shorts and T-shirts. But what would happen if some of these same Mexican people moved to the Rocky Mountains in Canada where it is very cold? Would they still wear the same clothes? Of course they would not. They would have to adapt to their new environment by wearing warmer clothes. Adapt means to change. The second part of interaction is how people change their environment. Humans change things. For example, people water their lawns when it hasn’t rained. Watering the lawn is changing the environment. Growing crops in deserts using irrigation is another example. Building warm houses to keep in a cold place is another. Air conditioning homes when it is hot is yet another example. The third part of interaction is depending on the environment. A farmer depends on river water to water crops. If there is a drought and the river dries up, the farmer can lose all of his crops. Some people work in a coal mine so they depend on having coal to mine to keep their jobs. If there is no more coal in the mine, the people lose their jobs. Movement is the fourth theme. Movement is how people get from one place to another place. There are two kinds of movement. The first kind is called migration. Migration is when people move to a new place to live. For example, most of you or your family members moved from your original countries to live in America. People migrate for many reasons such as finding 6 food or finding work. The second type of movement is temporary. Temporary movement is when people travel to an area to trade, work or vacation and then they go back home. It is not permanent or forever. For example, all of you move from your house every day and come to school by bus. At the end of the day you go home. Businessmen often fly to different cities and then go home. The fifth theme is region. As we said, a region is an area of land that looks very similar or has similar characteristics. A region can be political. Countries are political regions ruled by governments. Regions can be physical. In other words, regions share certain physical features and climate. Climate is weather over a long period of time. Some examples of regions are deserts, mountains, plains and forests. We will look at all types of regions more closely later. Other regions include general terms like urban (city), rural (farming), the North, The Mideast, etc.

Location/Place Interaction movement

movement regions

Assignment: Write 2 questions and answers for each paragraph. Your questions must be information questions. They must begin with a “Wh” word (who, what, when, where, how, why or which). There should be 12 total questions.

Activities: 1) Draw posters of the five themes. Define each theme and explain how it affects our lives. 2) Develop lists of various regions and draw pictures of each. 3) Tree map the 5 themes.

The Native Americans- The First Americans

Objective- SWILLBAT ID the major cultural regions of Native Americans. SWILLBAT explain how the first Native Americans came to America. Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

The Native Americans were the first people to live in America. The Native Americans are also called American Indians. Anthropologists are people who study ancient people and

7 civilizations. Anthropologists believe the Native Americans originally came from Asia. They began coming over thousands of years ago. Eventually they spread all over both North America and South America. Anthropologists believe people crossed over from Asia to Alaska. The Bering Strait separates Asia from North America. At this spot the two continents are very close. When it got very cold, the Bering Strait froze to solid ice. When it was ice, people were able to cross over. It became a bridge for people to cross over.

Native Americans were not all the same. Europe has many languages and cultures. Africa has many languages and cultures. Central and South America have numerous languages and cultures. This was true about the Native Americans as well. They had thousands of languages and cultures. By the time Europeans arrived in America, there were hundreds of tribes that had different cultures and spoke different languages. Tribes were groups of Native Americans who shared the same language and culture. We cannot study every tribe, but we can study Native Americans in cultural groups. Culture means a way of life. It includes languages, customs, foods, tools, religion and beliefs. Native Americans are often put into four major cultural regions in the United States: Eastern Woodlands, Great Plains, Southwest and Pacific Northwest. In each of these four regions there were many different tribes. However, the tribes in each region often had some similarities in culture because many of their cultures developed from the environment. In other words, the geography affected their lives every day. In our next lesson we will see how the four regions developed different cultures from their environments.

Essential Question- What were the four Native American cultural regions? 8 Assignment: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word (who, what, when, where, how, why or which)

The Native Americans- The 4 Major Cultural Regions

Objective- SWILLBAT ID the major cultural regions of Native Americans. and explain how their environment affected their lives and cultures. Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

We left off our last lesson by categorizing Native American tribes by their cultural region. Once again, the four major cultural regions were the Eastern Woodlands, the Great Plains, the Southwest and the Pacific Northwest. Let’s take a brief look at each region and compare how the tribes of each region used their environments.

The Pacific Northwest The Pacific Northwest coast is a land of large trees and mountains. It has a wet climate for much of the year. This region covers the states of Washington, Oregon and Northern California. The environment provided the Native Americans with many natural resources. The forests had many gigantic cedar trees and fir trees. These trees were used to build houses called longhouses. Many families lived in each longhouse. Canoes and boats were also built from trees. The forests were also full of game. Game is animals that are hunted. The animals were eaten and their hides (skin) were used to make shelter, clothing, blankets, etc. Deer and bear were just a few game animals. An even more important source of food came from the Pacific Ocean and rivers such as the Columbia. Whales from the Pacific provided meat and oil. The rivers were full of fish, such as cod, halibut and salmon. The religions of these tribes often focused on the resources and world around them. Some tribes of the Pacific Northwest were the Makah, the Chinook, the Pomo and the Nez Perce. The tribes had different languages and customs but they all lived similarly because they depended on the same resources in their environment.

Assignment: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word (who, what, when, where, how, why or which)

Essential Question- How did the Native Americans of the Pacific Northwest use their natural resources in everyday life? Give at least three examples.

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Salmon Fishing Totem Pole

The Southwest The next region is the Southwest. This region is the opposite of the Pacific Northwest. It is dry with few forests. It is mostly desert. The Native Americans of the desert southwest lived much differently than the Native Americans of the Pacific Coast. Without many trees to build with, the Indians of the southwest had to use the dirt. The Anasazi were one of the first tribes to live in the area. They built their homes in the cliffs and on top of mesas to protect themselves from the hot desert sun and from enemies. Mesas are mountains or hills with flat tops. Their homes were called cliff dwellings. They used dried clay from the earth to make bricks. These bricks were called adobe. The adobe homes were very strong. They built their cliff dwellings near a source of water like a river or a stream so they could irrigate their crops. They were very good farmers. Animals such as rabbits and deer would also be found near water. These animals were important for food and clothes. Between 1200 and 1300 the Anasazi disappeared. Many historians and archaeologists think they left because there was a great drought. A drought is a long period of time with no rain. No one really knows for sure but tribes of the southwest who came after the Anasazi had much of the same culture. Tribes like the Hopi, Zuni and Pima may have been their descendents. Descendents are the people who follow us after we die. Other famous tribes of the southwest were the Apache and Navajo. Assignment: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word (who, what, when, where, how, why or which) Essential Question-How did the Native Americans of the Southwest use their natural resources in everyday life? Give at least three examples.

10 The Great Plains Perhaps the most famous Native Americans were the tribes of the Great Plains. We often see these Indians in movies. The Indians of the Rocky Mountains are often put into this group as well because they had similar cultures. Some of the tribes migrated back and forth between the mountains and plains. The Native Americans of the Great Plains were nomads. Nomads are people who move in search of food. They do not live in one place. The Great Plains was and still is a land of rolling hills and grasslands. There are a few trees but most of the region is grass. The Indians of the Great Plains lived much differently than the Indians of the Pacific Coast or the Indians of the Southwest because their environment was so much different. Trees and mud wasn’t available to build with. The buffalo were the most important part of their lives. It gave the tribes food, shelter and clothing. Their clothes were made from the hide (skin). Their homes, called a tipi, were made from the hide. Tools and weapons were made from buffalo bones. Buffalo meat was the most important food. They even used the feces (the poo poo) to burn as fuel for fires. The tribes followed the buffalo from place to place. Horses were extremely important to these tribes. The horses were used to follow and hunt the buffalo. Their lives and culture centered on the buffalo. Some famous tribes include the Sioux, the Cheyenne, the Crow, the Pawnee, the Comanche, the Utes and the Comanche. Warfare between tribes was common. Men saw it as a way to show their courage. They stole horses from each other as a way to show their courage. Assignment: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word (who, what, when, where, how, why or which) Essential Question- How did the Native Americans of the Great Plains use their natural resources in everyday life? Give at least three examples.

The Eastern Woodlands The last cultural region is the Eastern Woodlands. The entire east coast of America was forest all the way to the Mississippi River. There were numerous tribes in the Eastern Woodlands. These Indians hunted and farmed. They cleared land for farming by slashing and burning. The men killed the trees by cutting them and then burned them to make a field. In

11 most tribes the women planted crops such as maize, squash and beans. These Indians were not nomads like the Indians of the Great Plains but they did have to move every few years to find new farmland. Slash and burn farming keeps the soil good for a short time. The soil loses its fertility after a few years. Homes and weapons were made from the trees all around them. They hunted animals such as deer for food. Skins were used for clothes. Bones were made into tools and weapons. Warfare was very brutal and common amongst tribes. Like the Indians of the Great Plains, they often fought to show bravery and fought to control territory. In fact, wars became so deadly between some tribes in the northeast that five tribes decided to form a league. They needed to stop the bloodshed that was killing all the young men. In the 1300’s the Seneca, the Onondaga, the Cayuga, the Mohawk and the Oneida formed the Iroquois League. A league is like a friendship. The purpose was to stop the killing. Some other large tribes of the Eastern Woodlands were the Algonquin, the Huron, the Cherokee and the Seminole. In summary, there were four major Native American cultural regions. No matter what, the environment of each tribe affected the culture and everyday life of the Indians who lived there. Essential Question- How did the Native Americans of the Eastern Woodlands use their natural resources in everyday life? Give at least three examples. Assignment: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word (who, what, when, where, how, why or which)

Activities: 1. Using internet, choose a region or tribe. From websites create 10 questions and answers. 2. Research project > Compare and contrast two tribes from two different regions. Compare food, shelter, clothing, religion. etc. Pre-writing, art work and writing.

Tipi - Plains Totem Pole- Northwest

Cliff Dwelling – Southwest Buffalo- Plains

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The Native Americans of North Carolina- Part I

Objective- SWILLBAT ID the major tribes of NC. SWILLBAT explain how their environment affected their lives and cultures. SWILLBAT ID 3 region of NC Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

Like the rest of North America, people have lived in North Carolina for thousands of years. The Native Americans of North Carolina were part of the Eastern Woodlands group. These Indians were hunters, gatherers and farmers. All of them used the resources from their environments to live. For example, the clay in the soil was used to make pottery. Clay is the red dirt you see all over the place. When it gets wet it dries very hard. Tools and weapons were made from bone and rock. North Carolina is generally divided into the three regions: the Coastal Plain, the Piedmont and the Appalachian Mountains. The Coastal Plain Region is by the sea in east. It is generally flat. The Outer Banks are a thin chain of islands in the Atlantic. The Piedmont Region is in the middle of the state. It is hilly. It is often called the foothills to the Appalachians. It is the region we live in. The Appalachians are very old mountains in the western part of the state. They have been eroded over millions of years. Eroded means broken and worn down. The Appalachian Mountains have round hilly tops covered with forests. Native Americans lived in all three regions. The Tuscarora, the Hatteras and the Chowanoc were the largest tribes of the Coastal Plain. The Catawba and Waxhaw were large tribes in the Piedmont. The Cherokee were the largest tribe in the Appalachians. In all three regions, the Native American tribes used what the land gave to them. The trees, animals and fish were all important. Clothes, boats, homes, rope, baskets, tools and weapons were all made from the resources around them.

13 Appalachians Piedmont Coastal Plain

Assignment 1: Write the names of each tribe on the map in the region in which they lived. > Tuscarora, Hatteras, Chowanoc, Cherokee, Catawba, Waxhaw Assignment 2: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word (who, what, when, where, how, why or which)

Essential Questions 1. What are the 3 regions of North Carolina? 2. How did three tribes in all three regions use the resources of North Carolina?

The Native Americans of North Carolina- Part II

Objective- SWILLBAT ID the major tribes of NC. SWILLBAT explain how their environment affected their lives and cultures. SWILLBAT ID 3 region of NC Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

The Native American tribes of North Carolina spoke different languages. However, all the tribes of North Carolina had many cultural similarities. First, people lived together in extended families. The extended family was very important. An extended family includes parents, brothers, sisters, grandparents, aunts, uncles and cousins. There was much work to be done in order to survive. The more help there was, the easier it was to survive. One person or even a few could not do it all. The Native Americans could not go to the store and buy a chicken for dinner. There were all sorts of chores like hunting, farming, gathering, sewing clothes, making tools, making weapons, etc. Clans were groups of related people who lived and worked together. They often lived in villages of about 10-15 houses. Another similarity was that the tribes were matriarchal. Matriarchal means that the people followed the woman’s side of the family not the man’s side of the family. For example,

14 the chief was the ruler of a tribe. When he died his son did not become the chief. His sister’s son became chief. Lastly, the tribes of North Carolina had similar religious beliefs. Religion and nature were tied together. The Indians believed spirits lived in everything such as the wind or the forests. The Great Spirit ruled above all. Prayers revolved around nature because there lives revolved around the natural world around them. Essential Question- How were the Native American tribes of North Carolina all similar? Name all three ways. Assignment: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word (who, what, when, where, how, why or which)

Native American Research Project Pick two tribes from two different cultural regions. Show how they lived their lives differently because of their environment. You should write about each tribe’s food, shelter, clothing, customs, religion, tools and weapons. Your paper should be two paragraphs. Write one paragraph for each tribe.  You need to hand in prewriting, art work and your two paragraphs.

The Age of European Exploration in the Americas Columbus Discovers a New World for Europeans

Objective- SWILLBAT explain how Columbus began the age of exploration in the Americas. Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

When America was discovered by Europeans it was called the New World. In reality it was not new at all. The Native Americans had been in the Americas for thousands of years. It was new to Europeans. How and why did Europeans get to America in the first place? It all began with an Italian trader and explorer named Marco Polo. Marco Polo had traveled across Europe and Asia by land to visit India and China. His journey took many years. When he got back to Europe in 1295 he told every one of the great riches in India and China. There were jewels, silks, gold and spices. The problem for Europeans was getting to India and China in a short time. It took too long to get there by land. It took years to go to China and India and then get back to Europe. It also took too long to get there by sailing around Africa. Christopher Columbus was another Italian explorer. He believed he could get to India and Asia faster. He believed he could sail around the world and reach Asia. He thought sailing west across the Atlantic Ocean would be faster. At that time Europeans believed the world was much smaller. They also had no idea the continents of North America and South America existed. The Italians, Portuguese and English did not believe him. Finally, King Ferdinand and Queen Isabella of Spain agreed to give him three ships to try and make the voyage. The three ships were the Niňa, the Pinta and the Santa Maria.

15 Columbus sailed from Spain in 1492 on his three ships. After about a month many of his sailors got scared and wanted to turn back. They were afraid. Many uneducated people at the time still believed the world was flat. They were afraid they would sail over the edge of the world. Luckily, they finally saw land on October 12, 1492. The ships landed on a small island. Columbus thought he was in India. He called the people on these islands Indians because he believed he was India. In reality he was in the Bahamas. Columbus went on to explore many islands in the Caribbean Sea. Eventually he realized he was not in India. He realized he discovered a new world. Later, Columbus made three more trips to the New World. He claimed these lands for Spain. Columbus’ discovery of a New World was very important. It changed the history of the world forever. It began the age of European exploration in America. It was also the beginning of the end of a way of life for all the Native American tribes. White Europeans eventually took all Indian lands. Essential Questions 1. Why was Marco Polo’s trip to India and China important? 2. How did Columbus plan to get to Asia? 3. Why was Columbus’ discovery of the New World important? Assignment: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word (who, what, when, where, how, why or which)

Activities: Choose websites for students to research about Columbus. Write questions and answers.

The Age of Exploration- Introduction . After Columbus discovered the New World Europeans began to explore it. Amerigo Vespucci was one of the first explorers after Columbus to explore this new land. He was an Italian mapmaker and explorer. Both North America and South America were named after Amerigo Vespucci. “Amerigo” eventually was pronounced “America”. At first European nations still wanted to find a route to Asia. They thought they could find a way around the two new continents. Europeans had no idea how large the continents were and they had no idea how large the earth actually was. Europeans soon realized the Americas were a land of many riches and resources. Europeans still tried to find a route to Asia but they also began to explore North America and South America. Assignment: Write 5 questions and answers. Your questions must be information questions. They must begin with a “Wh” word (who, what, when, where, how, why or which) 16 Exploration of the New World- Spain Arrives First

Objective- SWILLBAT list the three “Gs” that brought the Spanish to the New World. SWILLBAT name each Spanish explorer and identify what he claimed for Spain and what made him important Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

Why the Spanish Went to the New World Spain was the first European country to explore America. Spanish explorers went for three major reasons. It is easy to remember the reasons as the three “Gs”. They came for gold, glory and God. Some Spanish wanted gold to make them rich. Some Spanish wanted glory. It would make them and Spain famous. Other Spanish came to spread the word of God to the Native Americans. They wanted to make the Native Americans Christians. People who came to spread Christianity were called missionaries. Essential Question- What were the three major reasons that brought the Spanish to the New World? Assignment: Write 5 questions and answers. Your questions must be information questions. They must begin with a “Wh” word (who, what, when, where, how, why or which) The Spanish Explorers At first the Spanish explored America to discover gold. They heard stories about the seven cities of gold so they tried to find them. The first area they explored was the Southwest in the United States, Mexico, Central America and South America. Many of the Spanish Explorers were conquistadors. Conquistador means conqueror in English. These explorers conquered many of the Native American Indian tribes while exploring and searching for gold. They conquered the tribes and claimed the land for Spain. Hernando Cortes One of the most famous Spanish conquistador explorers was Hernando Cortes. He went to Mexico in search of gold and treasures. Hernando Cortes explored much of Mexico and defeated many of the tribes. He stole both their lands and treasures. He even beat the powerful Aztecs. The Aztecs were the most powerful tribe in Mexico. Cortes and the Spaniards beat them because they had guns and the Aztecs did not. By 1521 he ruled all of Mexico for Spain. Hernando Cortes was important because his defeat of the Aztecs was the beginning of Spanish rule and power in Mexico and Central America. Essential Question- Who was Hernando Cortes and why was he important?

17 Francisco Pizarro and Francisco Coronado Another famous conquistador explorer was Francisco Pizarro. Pizarro explored much of South America. He too went in search of gold. The Incas were the most powerful tribe in what is today Peru. Pizarro found gold with Incas. Like Cortes in Mexico, Pizarro defeated the Incas and took over their empire for Spain. Francisco Coronado also wanted to find the seven cities of gold. He explored the Southwest in the United States. He explored New Mexico, Arizona, Texas and Kansas. He never found the gold but he did claim all these lands for Spain. Essential Question- Who were Francisco Pizarro and Francisco Coronado and why were they important? Hernando Desoto and Ponce De Leon Another explorer in search of gold was Hernando de Soto. He searched for the seven cities of gold in Florida. He never found them either but he did find the Mississippi River. De Soto claimed the southeastern part of what is now the United States for Spain. Desoto was also one of the first Spaniards to reach North Carolina. Ponce de Leon also explored Florida. He not only searched for gold but he also searched for the fountain of youth. The fountain of youth was supposed to be a water fountain that made people young and kept people young. Of course he never found it because there is no such thing. Ponce de Leon is the explorer that gave Florida it name because of all the beautiful flowers (Flores means flower). Essential Question- Who were Hernando Desoto and Ponce De Leon and why were they important?

Assignment: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word (who, what, when, where, how, why or which)

Research Projects- Use Enchanted Learning website. Students pick an explorer to write about. Write 10 facts and put into paragraphs.

Legacy of Spain in America.

Objective- SWILLBAT list three major legacies of Spanish rule in the New World. Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

Spanish explorers and conquistadors claimed much of North America and South America for Spain. Spain had an empire in the Americas in the 1500’s. An empire is when a country rules people and places outside its own borders. Any where a Spanish explorer went, he claimed the land as part of the Spanish empire. The Spanish built plantation farms where they grew crops like sugar cane. These farms needed a lot of workers. There were not enough Spaniards so they often captured Native Americans and made them into slaves to work on the plantations.

18 After most of the Native Americans were gone, millions of African would be made into slaves as well. The Native Americans living throughout South America and North America had lived on the lands for thousands of years. Most Native Americans did not want to give up their lands so easily. Many tribes fought the Spaniards and lost. Even the most powerful tribes lost. The Aztecs of Mexico lost to Cortes and the Inca of South America lost to Pizarro. The Native American tribes lost to the Spanish because of two major reasons. First, the Spanish had better technology. The Spanish had guns, the Native Americans did not. Second, the Spanish and other Europeans brought over diseases. The Native Americans were not immune to European diseases. Thousands and thousands of Native American died from diseases like smallpox. More Native Americans were killed by diseases than in wars. Spanish conquistadors came for gold and glory. The missionaries came for God. The Spanish missionaries came to spread the Catholic religion. They built missions all over South America and North America. The missions were forts with houses and a church inside. They wanted to teach the Native Americans the Catholic religion. The Native Americans already had their own religion so may of them often resisted the missionaries and even killed the missionaries. However, there were some Native Americans who did listen to the missionaries. Essential Question- What was the legacy of Spanish rule in the New World. List three. Assignment: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word (who, what, when, where, how, why or which) Spanish Mission

English and French Exploration of the New World

Objective- SWILLBAT explain how the search for the Northwest Passage led to exploration of the New World. SWILLBAT explain the significance of the voyages of Cabot and Verrazano. Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

Spain was not the only European country to explore the New World. After Columbus’ voyage, both England and France became interested in the New World. Like the Spanish, England and France wanted to get to Asia faster. They began to look for the Northwest Passage. Europeans believed the Northwest Passage was a shortcut to Asia. They just needed to find it. In reality, there was no shortcut to Asia through North America. However, while

19 searching for the Northwest Passage, many European explorers explored North America instead. Both England and France explored areas of the New World north of Spanish explorations. Spain concentrated on the southern part of North America and most of South America. England and France explored mostly North America. Essential Question- How was the search for the Northwest Passage important for exploration? Assignment: Write 3 questions and answers. Your questions must be information questions. They must begin with a “Wh” word. John Cabot for England John Cabot began to look for the Northwest Passage not long after Columbus discovered the New World. He explored for England. Cabot reached the coast of North America in 1497. He sailed north until he reached Newfoundland. Newfoundland is a large island off the coast of Canada. Cabot claimed Newfoundland as part of England. Cabot never did find the Northwest Passage but his voyage was very important. It was important because he claimed Newfoundland for England. Newfoundland was England’s first land claim in the New World. Cabot’s voyage led the way for other English explorers in the New World. Essential Question- Why was Cabot’s voyage important for England? Assignment: Write 3 questions and answers. Your questions must be information questions. They must begin with a “Wh” word. Giovanni da Verrazano for France Like England, France also wanted to find the Northwest Passage. Giovanni da Verrazano was another Italian mapmaker and navigator Verrazano sailed for France in 1524. Verrazano became the first European to explore what is today North Carolina. He saw the Outer Banks, Pamlico Sound, Albemarle Sound and Cape Fear River. Verrazano described the Native Americans as peaceful and he described the land as fertile and beautiful. It would be an excellent place to live and farm. After he left North Carolina Verrazano sailed north where he found two huge bays. He explored the Chesapeake Bay in Virginia and the Delaware Bay in Delaware. He continued north into what is today New York Harbor. He eventually sailed north all the way to Newfoundland. He then returned to France. Even though he did not claim any land for France, Verrazano was very important for France. Verrazano’s voyage led the way for other French explorers to claim land for France in the New World. Essential Question- Why was Verrazano’s voyage important for France? Assignment: Write 3 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

The First English Colony at Roanoke

Objective- SWILLBAT state achievements of the first Roanoke colony Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

20 England first wanted to explore the New World to find the Northwest Passage. Soon England and other European nations realized the New World was important because it had many resources. England, Spain and France soon began to set up colonies. A colony is a settlement far from home but ruled by the home country. Sir Walter Raleigh was an English citizen. He asked Queen Elizabeth for a charter to set up a colony in America. A charter is a piece of paper that gives permission to explore and settle a land. Queen Elizabeth gave Raleigh a charter to set up a colony in present day North Carolina. Raleigh used his own money but before he sent anyone to live in the colony he sent two men explore the area. The two men were Philip Amadas and Arthur Barlowe. Amadas and Barlowe explored the North Carolina Coast and Outer Banks area. They decided that Roanoke Island was a wonderful place with good land. The natives were friendly. They told Raleigh that Roanoke was a good place to put his colony. In 1585, a group of 107 men left England and sailed for America to start their colony on Roanoke Island. After a few months on Roanoke, the colonists began to have problems. The Native Americans did not want them there. They began to run out of food and supplies. The colony was not prepared to live in the wilderness with no help. After ten months all of the colonists except for 15 men sailed back to England. Even though the first colony at Roanoke failed, it did have some achievements. Achievements are good things that happen. The colonists brought back tobacco, corn and potatoes. Tobacco later became an important cash crop. Cash crops are crops grown to make money. The colonists also brought back important maps and notes about the North Carolina region. The maps and notes were helpful for future trips to North Carolina. Essential Question- What were the important achievements of the first colony at Roanoke? Assignment: Write 5 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

The Second English Colony at Roanoke-The Lost Colony

Objective- SWILLBAT list the problems the colonists at Roanoke had. SWILLBAT state the importance of the lost colony at Roanoke. Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

21 After the failure of the first colony at Roanoke, Raleigh decided to try another colony at Roanoke. In 1587, Raleigh sent 117 people including 17 women and 9 boys. The leader and governor of the colony was a man named John White. The colonists immediately had problems. They had to repair the buildings of the original colony. They arrived late in the summer so it was too late to plant any crops. Once again, the colony did not have enough food. The colony would have to depend on supplies coming over on ships from England. This was a big problem because ships often arrived late or got lost at sea; therefore the supplies never came or came too late. The Native Americans did not want to help or share their food. Many of the Native American tribes of the area still did not want the colonists on their land. Without food and supplies the colonists would die. Governor John White decided to return to England to get supplies at the end of the summer of 1587. When White got back to England the country was at war with Spain. All the ships in England were being used in the war against Spain. White was not able to go back to Roanoke until the war was over. White was finally able to go back to the Roanoke colony three years later in 1590. When he arrived at the Roanoke colony everyone was gone. Nobody really knows what happened to the colonists at Roanoke so it is called the lost colony. Some people believe the colonists ran out of food and died. Some people believe the colonists were killed by Native Americans. Some people believe they actually went to live with the Croatoans. The Croatoans were a tribe in the area. White found the word “Croatoan” written on one of the trees. Other people think that maybe the Croatoans killed the colonists. No one really knows what happened to the lost colony. Raleigh never was able to set up a permanent colony at Roanoke. However, the lost colony of Roanoke is still considered very important. It gave England knowledge and experience. The English now knew they needed to bring more supplies. They needed to grow their own food. They needed to be friendlier with the Native Americans to get their help. Their next colony would not fail. Essential Question- Why was the lost colony at Roanoke important for England even though the colony was lost and failed? Assignment: Write 5 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

English Joint-Stock Companies Start Colonies in America

Objective- SWILLBAT explain how joint-stock companies began the colonies in America. Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

Sir Walter Raleigh used his own money to build the Roanoke colony. He lost all the money because the colony failed. After Roanoke, many English people did not want to use their own money to begin a colony. They were afraid they would lose their money also. English businessmen and farmers decided to start joint-stock companies to pay for the colonies. A joint-stock company is a business that is owned by many people not just one person.

22 Joint-stock companies can spend more money than one person can because the joint stock company uses everyone’s money. They don’t rely on only one person. Think of it this way. Let’s say you want to buy a boat. The boat costs too much money for you to buy all by yourself. You ask 10 friends to buy the boat with you. With you and your 10 friends there is enough money to buy the boat without everyone spending all the money they have in the bank. Everyone owns a part of the boat. If you sell the boat in a few years for a higher price, then everyone will make money. The joint–stock companies that started the colonies worked in the same way. The company used everyone’s money to help pay for the colony. It did not cost one person all of his money. The English people who bought stock in the company invested some of their money, not all of it. How did the joint-stock companies work? The company found English people who wanted to go live in a colony. The people who wanted to live in the American colonies were looking for a better life. Most of them were poor and did not own land in England. In America, they were given land and a farm. The company paid for the colonists’ boat rides, food, land and other supplies. In return, the colonists agreed to ship goods back to the company in England. Goods are things people want to buy. The company then sold the goods to English people for a lot of money. For example, tobacco was something many people in England wanted. Some of the colonists grew tobacco for the company to sell. If the colonists did not send their goods to England, then the company did not send supplies to the colony. Without supplies, the colonists would die. Next we will be reading about some of the most important colonies. Essential Questions 1. How did a joint-stock company pay for the colonies? 2. How did the join-stock company work with the colonists? Assignment: Write 7 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

The First Permanent English Colonies in America

Objective- SWILLBAT explain the significance of Jamestown, Plymouth and Mass. Bay.. SWILLBAT compare/contrast how & why each colony was begun. Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

Jamestown > 1607 The Virginia Company was the first joint-stock company to make a successful colony in America. King James gave the Virginia Company a charter to build a colony in Virginia. A charter is a piece of paper that gives permission to settle on a piece of land. The Virginia Company was hoping to find gold in Virginia. They sent the first colonists over to Virginia in 1607. They called the colony Jamestown to honor King James. Jamestown became the first permanent English colony in America in 1607. It was started for economic reasons. It was begun to make money. Jamestown was located on the Chesapeake Bay in Virginia. Life was extremely difficult. There were 144 colonists sent over in 1607. By the end of the first year there were only 38 23 colonists left. Many had died from diseases spread by mosquitoes. Many also died from drinking bad water. They also died because they did not have enough food. The Native American tribes of the area did not want them on their land. Some colonists starved and some were killed by Indians. The colonists came to find gold for the Virginia Company. There was no gold. Most colonists did not know how to farm or hunt. The remaining 38 colonists were on their way to death. Captain John Smith saved the colonists and the Jamestown colony from failing. He made them plant crops and build houses. He taught them how to hunt. Most importantly, John Smith helped the colonists become friendly with the Native Americans and trade with them. Without Native American help, the remaining colonists would have died. Little by little life in Jamestown improved. More colonists came over from England. Remember, a joint-stock company needs to make money. The Virginia Company established Jamestown to find gold. There was no gold. The colony was about to fail like the others until a farmer named John Rolfe had an idea. He discovered that Jamestown was an excellent place to grow tobacco. People chewed tobacco or smoked it in pipes. The Virginia Company could now make money selling tobacco. The colonists grew tobacco for the Virginia Company and the Virginia Company sent more people and supplies to Jamestown. Tobacco was the cash crop of Jamestown. A cash crop is a crop grown to make money. Jamestown began to grow more and more tobacco. By 1619 Jamestown needed more workers. The Virginia Company began to send indentured servants. An indentured servant is a person who agreed to work for a number of years (usually 7) without getting paid. In return, the company paid for the boat ride to the colony. They also paid for food, shelter and clothes. After seven years the servant was free. He also got about 50 acres of his own land to farm. An indentured servant was not a slave. Indentured servants cost a lot of money. In the 1620’s, Jamestown began to use slaves. Africans first came to the colonies as servants but soon they were being used as slaves in the tobacco fields. Slaves were owned and never received their freedom. Jamestown was the beginning of the African slave trade in the colonies. Slavery would last for 250 years in America. At first, Jamestown was ruled by a governor appointed by the king. The governor made all the rules and decisions. As Jamestown grew, the colonists wanted to be part of the government. In 1619 the Virginia Company allowed the colonists to elect their own leaders. Jamestown had the first representative government in America. A representative government allows the people to choose their own leaders called representatives. Jamestown called its government the House of Burgesses. The House of Burgesses eventually was used for all of Virginia. The people of Virginia voted for their leaders called burgesses. The burgesses met to discuss and make laws. The governor was still appointed by the Virginia Company and the King. The governor had to approve of the decisions of the House of Burgesses. Essential Questions 1. What is the significance of Jamestown? Why is Jamestown, Virginia so important in American history? 2. Why did the Virginia Company begin the colony at Jamestown, Virginia? 3. How did Captain John Smith save Jamestown? 24 4. What cash crop saved the Jamestown colony? 5. Why were the first indentured servants and African slaves brought to Jamestown? 6. What was the name of the first representative government in America? Assignment: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

Jamestown Slaves harvesting tobacco

Plymouth > 1621 The colonists at Jamestown went looking for gold. When they found no gold, they grew tobacco for money. Jamestown was begun for economic reasons. The Virginia Company and the people wanted to make money. The next colony was Plymouth. Plymouth was settled by colonists who wanted freedom to practice their own religion and worship God in their own way. Plymouth was founded for religious freedom. In the 1600s England was a Christian country. The king and queen of England said all the people had to follow one church called the Church of England. All Christians believe Jesus was the son of God. However, Christians have often disagreed about the rules a church should have. In the 1600s, there was a group of people who did not want to follow the Church of England. They wanted to separate from the Church of England. The people who wanted to separate from the Church of England were called Separatists. The Separatists were punished and often put in jail for having separate churches. In 1608, a group of Separatists escaped from England and went to the Netherlands. The Netherlands is also called Holland. The Dutch people allowed them to practice their own religion. The Separatists lived in Holland for 12 years but they never felt at home. They wanted to go someplace where they still felt like Englishman and at the same time be allowed to practice their religion. The Separatists decided to go to America. Once again a joint stock company agreed to pay for the Separatists trip and supplies for America. The Virginia Company gave them land but the Merchant Adventures joint stock company provided the money and supplies. In return, the Separatists agreed to send fish, timber (wood) and animal furs back to England. The first group of Separatists to go to America was called Pilgrims. The Pilgrims left in 1620 on a boat named the Mayflower. The Mayflower ran into a storm that made them lose their way to Virginia. Instead of landing in Virginia, The Pilgrims landed in what is today Cap

25 Cod in the state of Massachusetts. The Pilgrims decided to stay and build their colony. They named the colony Plymouth after their home town in England. Before they left the ship, the Pilgrims signed an agreement that set up a government and rules. This agreement was called the Mayflower Compact. It set up the first government in New England. Like the people of Jamestown, the Pilgrims had a difficult time. Many died from disease and poor nutrition. The Pilgrims got help from the Wampanoag Indians. Massasoit was the chief of the Wampanoag. He left one of his people with the Pilgrims to help them. His name was Squanto. Squanto had been captured by a British sea captain and escaped a few years earlier. But while he was captured he learned English. He was able to show the Pilgrims how to plant crops and find plants in the woods. Squanto taught them to hunt and fish. Without Squanto, the Pilgrims might have died. During the autumn (fall) the Pilgrims and Native Americans had a great feast to celebrate the harvest. Today, Thanksgiving is a holiday we celebrate in honor of the Pilgrims. Essential Questions 1. Why was Plymouth founded by the Pilgrims? 2. Why did the Separatists want to go to America? 3. What was the Mayflower Compact? 4. Why was Squanto important to the Pilgrims?

Assignment: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word. The Pilgrims arrive to America

Massachusetts Bay Colony > 1628 The Pilgrims came to Plymouth for religious freedom. A few years later another group of people from England came to America for religious freedom. The Puritans also came to America. The Puritans were different from the Pilgrims. The Pilgrims wanted to separate from the Church of England. The Puritans did not want to separate from The Church of England. The Puritans wanted to fix and purify the Church of England. This meant they wanted to make the church simpler. They wanted to have more control and clean out all the people they thought

26 were bad for the church. Like the Pilgrims, the Puritans were persecuted. Persecuted means treated badly. They were punished and put in jail. The Puritans had more money than the Pilgrims. In 1628, the Puritans were able to make a joint-stock company. They called it the New England Company. King Charles gave them land in Massachusetts next to the Pilgrims. By 1630, over 1,000 Puritans came to America. They called their colony the Massachusetts Bay Colony. There were more Puritans in the Massachusetts Bay Colony than there were Pilgrims in the Plymouth Colony. The Puritans were more prepared than the colonists at Jamestown or the colonists at Plymouth. They brought more supplies and were more prepared to farm and hunt. They even elected a governor before they got to Massachusetts. His name was John Winthrop. Winthrop was a strong leader. Winthrop believed he was building a colony that showed the whole world that the Puritan way of life was the best. Winthrop and the colonists believed that hard work and worshipping God was all they needed to survive and to be the leaders of the world. As the population grew their colony grew larger and larger. Eventually it grew to be the city of Boston. Essential Questions 1. Why did the Puritans establish the Massachusetts Bay Colony 2. How were the Puritans different from the Pilgrims? 3. What was the New England Company? Assignment: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

Significance of the First Permanent English Colonies in America The first three permanent colonies in America were Jamestown (1607), Plymouth (1621) and Massachusetts Bay (1630). They all had difficulties but in the end they all survived and grew. These three colonies were important because they were the first successful colonies. These colonies encouraged other people in England to settle in the colonies. The populations of each colony grew and soon new colonies had begun. By 1645 there were over 20,000 people in Massachusetts. Many new colonies began around Jamestown and Plymouth. By the late 1600s all of the colonies around Jamestown united to form the Virginia colony and all of the colonies around Plymouth and Massachusetts Bay united to form the Massachusetts colony. Each year, the population in the colonies was increasing. Essential Questions 1. Why were Jamestown, Plymouth and Massachusetts Bay significant? Assignment: Write 5 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

The 3 Colonial Regions and the Formation of the 13 Colonies

Objective- SWILLBAT ID the 3 colonial regions and the colonies in each. Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

27 In the 1600’s and 1700’s thousands of people came to America. In the beginning most of the people came from the British Isles. English, Scots, Welsh and Irish moved to America to begin a new life. Later, other Europeans began to come to America from countries like Holland, Germany and Sweden. Some people came because they were hoping to get rich. Some people came because in Europe they could not own land but in America they could get land. They could have their own farms. Some people came to have religious freedom. Some people came to escape wars and famine. Many of the little colonies joined together so by the 1700’s there were 13 individual colonies. The 13 colonies were broken up into 3 major colonial regions. The three major colonial regions were the New England Colonies, the Middle Colonies and the Southern Colonies. In each region the colonies all had something in common. Here is a list of the three regions and the colonies in each.

New England Colonies Middle Colonies Southern Colonies Massachusetts New York Georgia Rhode Island Pennsylvania North Carolina Connecticut Delaware South Carolina New Hampshire New Jersey Virginia Maryland

Essential Questions 1. What were the three colonial regions?

28 Assignment: Write 5 questions and answers. Your questions must be information questions. They must begin with a “Wh” word. Assignment: Draw a tree diagram poster that shows the 3 colonial regions and the colonies in each. Write a short summary that describes the tree diagram

Assignment: Answer the questions using the map. 1. Which colony was farthest north? ______

2. Which colony was farthest south? ______

3. The colonies were blocked by the Appalachian Mountains on the west. What ocean bordered the colonies on the east? ______

4. The oldest colony was Virginia (founded in 1607). Which colony was just south of Virginia? ______

5. What colony bordered Virginia to the northeast? ______

6. The colony of Massachusetts was composed of what are now the states of Massachusetts and Maine. What colony was between the two parts of Massachusetts? ______

7. What colony was located east of Connecticut? ______

8. The colony of New York contained what are now the states of Vermont and New York. What two colonies bordered the colony of New York on the south? ______and ______

29 Assignment- Label each colony.

30 The New England Colonies

31 Objective- SWILLBAT ID the New England Colonies and state why the New England colonies were founded. Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

Beginning with the Massachusetts Bay Colony, the New England colonies were begun by people who wanted religious freedom. During the 1600’s thousands of people went to Massachusetts so they could practice their own religion in peace. The Puritans were also given land for their own farm. The Puritans lived in a village. Church was the center of village life. Religious leaders made decisions about government. Government and religion were not separated. As the population of each village grew, people would move away and start a new village. Sometimes people moved away because they disagreed with the strict Puritan religious way of life. Not everyone was happy with the Puritan way of life. Puritans came to America for religious freedom but they did not want other people to have religious freedom. Roger Williams was a minister but he believed that religion and government should be separated. Puritan leaders in Massachusetts got angry with Williams. In 1636, The Puritans expelled him from Massachusetts. Expelled means to make someone move away. Williams left Massachusetts with some of his followers and went south. He built a new town called Providence. Anne Hutchinson also spoke out against the Puritans. She was also expelled. Hutchinson and her followers started a town named Portsmouth. Soon more people began to move to Providence and Portsmouth. These two towns became a new colony named Rhode Island. Rhode Island allowed people to worship their religion however they wanted to. They did not have to listen to the Puritans. Rhode Island was the second New England colony. The last two New England colonies were Connecticut and New Hampshire. Like Rhode Island, Connecticut and New Hampshire were begun by people who did not want to live like the Puritans. They wanted better farmland and they wanted to participate in their government. They Puritans gave them neither so some of the people left to make new colonies called New Hampshire and Connecticut. By the 1700’s more and more people were moving to the New England colonies. They no longer came only for religious freedom. People came to own land, start businesses and trade. Lumber, furs and fish were brought to England from the colonies. England sent tools, furniture and clothes. Soon many colonists began making these things on their own without having to get everything from England. As trade grew, New England needed all kinds of people who could do different jobs. Towns and cities needed fisherman, hat makers, shoemakers, leatherworkers, blacksmiths, carpenters and farmers. Towns grew into cities. The Puritans were eventually outnumbered. Religion remained important in New England but people had more freedom once the Puritans were outnumbered. New England towns and grew into cities with all kinds of people. Essential Questions 1. Why were the New England colonies founded? 2. How were Connecticut, Rhode Island and New Hampshire founded? 3. Why did the Puritan way of life eventually disappear in New England?

32 Assignment: Write 7 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

The Middle Colonies

Objective- SWILLBAT ID the Middle Colonies and state why the Middle Colonies were founded. Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

Just south of the New England colonies were four colonies called the Middle Colonies. The Middle Colonies were, New York, New Jersey, Delaware and Pennsylvania. The Middle Colonies were a bit different. People settled in these colonies for many different reasons. Some came for religious freedom but many came to America for a better life. In America, they could worship any religion they wanted to. They could own land and own businesses. In Europe, there was no land left. In America, there was land for everyone. New England was originally settled by people from England but the Middle Colonies had other ethnic groups besides the British. The Middle Colonies attracted people from other countries like Germany, Holland, Sweden, Ireland and Scotland. Much of the land in the Middle Colonies was actually part of a Dutch colony called New Netherlands. The Dutch were people from Holland/Netherlands. The English wanted the Dutch colony because it was between New England and the Southern Colonies. In 1664, England captured New Netherlands from the Dutch. They sailed into New Amsterdam and took the city without even fight. New Amsterdam was renamed New York. New York became the first Middle Colony. Other areas of New Netherlands became New Jersey and Pennsylvania. New York was very important as a center of business and trade. It had an excellent harbor for ships to load and unload goods for trading. Plus, New York was right in the center of all the colonies. People were attracted to New Jersey because it promised freedom of religion and it had a lot of cheap land for people to buy. Pennsylvania was different than the other Middle Colonies. It was similar to the New England colonies because it was also begun for religious freedom. Pennsylvania was named after William Penn. William Penn was a Quaker. Like the Puritans, The Quakers were a religious group that wanted to practice their religion separate from the Church of England. Like the Puritans, the Quakers were also persecuted in England. However, the Quakers were actually much different than the Puritans. Quakers believed every person communicated with God in his own way. They believed everyone equal. Women, other races and rulers like kings were equal. King Charles no longer wanted the Quakers in England so in 1681 he gave William Penn and his Quakers land in America. They called it Pennsylvania. Soon not only Quakers were going to Pennsylvania, but also people from all over Europe because Pennsylvania offered freedom for all people and religions. Protestants, Catholics, Jews and Quakers all lived together. Philadelphia became the largest city.

Essential Questions 33 1. What were the Middle Colonies why were the Middle Colonies founded? 2. Why did England take the Dutch colony of New Netherlands? 3. How were the Quakers different from the Puritans? Assignment: Write 7 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

The Southern Colonies

Objective- SWILLBAT ID the Southern Colonies and state why the Southern Colonies were founded. Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period. The first colony of the southern colonies began at Jamestown in 1607. Colonies continued to grow in the South throughout the 1600’s. The southern colonies grew to include Virginia, Maryland, Georgia, North Carolina and South Carolina. Maryland began as colony set up for religious freedom. Catholics could not worship in England. Lord Baltimore was a Catholic who asked Queen Mary of England for land in the New World. He wanted a place where he and other Catholics could practice their religion. Baltimore became the name of the new city and the colony was named Maryland to honor Queen Mary. Georgia was begun by a man named James Oglethorpe. Georgia began as a place where debtors could go and begin a new life. Debtors were people who could not pay their bills. In England, they were put in jail. In America, they began a new life. For the most part, the southern colonies wanted to make money. This included the Carolinas. The southern colonies were mostly agricultural. They grew cash crops to make money. Cash crops are crops grown to sell and make money. Tobacco, cotton, rice and indigo were the most important. Large farms were called plantations. The cash crops were labor intensive. Labor intensive means it took a lot of hard work to plant the crops, take care of the crops and pick the crops. The plantation owners owned slaves from Africa to do all the work. The northern and middle colonies did have some slaves at first but not nearly as many as did the southern colonies. The northern and middle colonies eventually got rid of slavery but the southern colonies did not. The southern colonies became very different from the northern and middle colonies (which we will study about later). Eventually this would lead to the American Civil War. Essential Questions 1. What were the southern colonies? 2. For the most part, why were the southern colonies founded? 3. What were then important cash crops grown in the southern colonies? Assignment: Write 7 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

Assignment: Write a summary of the three colonial regions that explains: 1. Why people settled in each (motivation). 2. How people of each region survived (economy).

34 3. The names of the colonies in each region. Your summary should include: a. Pre-writing > charts and diagrams (teacher modeled) b. Summary c. Art work  Use our readings and internet sites provided to help you. The Triangular Trade and Slavery

Objective- SWILLBAT diagram and summarize the triangular trade. SWILLBAT explain why slaves were brought to the New World. Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

The Triangular Trade Route

The slave trade began soon after Columbus discovered America. In the 1500’s, the Spanish used Native Americans to work the plantations and gold mines. However, most of the Native Americans died from disease and warfare. To replace the Native Americans, the Spaniards began using the first Africans as slaves. Soon slavery began to spread to the American colonies as well. By the time the slave trade ended in the 19th century, over 12 million Africans had been brought to the New World as slaves. Why was there a great need for so many slaves? Europeans from Spain and England were going to America. They needed many people to work on their plantations. Plantations are large farms. There were not enough people to work on plantations and it was too expensive to pay people. Instead they turned to slavery. Tobacco, sugar, cotton, indigo and coffee were important crops that required a lot of labor. By the 1530’s the first Africans were brought 35 over to the New World. This was the beginning of the African slave trade. By the early 1600’s, thousands of Africans had been brought over to the New World. The greatest need for slaves was in the West Indies and the southern colonies. Slaves were needed on the plantations. The need for slaves led to the triangular trade. It was called the triangular trade because the trade routes made a triangle. This is how the triangular trade worked. Slave traders from Europe and the New World went to West African tribes and encouraged the tribes to fight wars with each other and to take prisoners. The slave traders would then buy the prisoners from the tribe who won. The slave traders paid for their prisoners with goods Africans did have and could not make by themselves. Slave traders brought knives, tools, guns, alcohol, horses, pots and pans. Now the African prisoners were taken to the American West Indies and made into slaves. The slave traders sold the prisoners to plantation owners. The plantation owner paid for the slaves with rum, sugar, tobacco or coffee (it depended on what the plantation grew). Rum is liquor made from sugar and molasses. The slave traders then took the rum, tobacco, coffee or sugar to New England in America or European countries and sold it for cash. The slave traders then went back to Africa and started the triangular trade over again. This slave trade went on for over 200 years. It did not end until the middle of the 1800’s. It is estimated that between 12 million and 15 million slaves were brought over from Africa.

The triangular trade took slave traders first to the coast of Africa. Simple manufactured goods from England were exchanged for slaves. The slaves were then transported the West Indies, where they were traded for rum and molasses. The rum and molasses were sold at home for cash.

Essential Questions 1. Why were slaves brought over from Africa to the New World? 2. What was the triangular trade? Assignment: Write 7 questions and answers. Your questions must be information questions. They must begin with a “Wh” word. Assignment: Draw a diagram that explains the triangular trade and then write a summary paragraph.

Colonial History of the Carolinas

Objective- SWILLBAT explain who the Lord Proprietors were. SWILLBAT list the problems the Proprietors had. Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

The first English permanent people to live in North Carolina moved south from Virginia. They moved into the Albemarle Sound area around 1650. Remember, the colonists at Roanoke 36 were lost. No one really knows what happened to them. So the Virginians who moved down became the first permanent people to live in what is today North Carolina. The Albemarle Region was the first area settled in Carolina but the Charleston area in what is today South Carolina soon followed. Charleston became important because it was on the Atlantic Ocean and it had an excellent harbor. It became an important place where ships came to load and unload goods. At about the same time people were moving down from Virginia to North Carolina, England had a civil war. King Charles I of England was beheaded. Beheaded means he had his head cut off. The war did not end until 1661. King Charles II became the new king. There were eight men who helped Charles II end the war and become king. King Charles II rewarded these eight men by giving them control of land in America. They called the land Carolina in honor of the King Charles I who had been beheaded. These eight original leaders of Carolina were called the Eight Lord Proprietors. The eight Lord Proprietors had great powers to set up the colonies in Carolina. They built forts. They built towns. They collected taxes. They divided Carolina into counties. Each county had its own county government. Carolina colonists were part of an Assembly that helped make laws for their county. From the beginning, the proprietors had many difficulties in the Carolina colonies. First, there were arguments with Virginia about the border. Second, there were wars with Indian tribes like the Tuscarora and Yamassee. The Indians felt the colonists were stealing their lands. Third, Pirates at sea were constantly stealing cargo from ships off the North Carolina coast. Blackbeard was the one famous pirates of the time. Fourth, the government in the colonies was often very bad. Many of the governors the proprietors chose were bad. They were dishonest or they were not good leaders. John Jenkins, Seth Sothel and Thomas Miller were all governors accused of crimes. Fifth, many colonies did not make money so the colonists left. Sixth, the colonists often had religious differences. Anglicans, Presbyterians and Quakers did not get along well together. They were constantly fighting for control of the government so they could force others to join their church or force other religions out of their colony. By 1712, the proprietors were totally unhappy with the problems and confusion in the Carolina colonies and settlements. They decided to divide Carolina into North Carolina and South Carolina. Each had a separate governor to rule over all the towns and counties in their area. Edward Hyde became the first governor of North Carolina on May 9. 1712. The Native Americans, especially the Yamassee continued to attack colonists because the colonists kept taking their lands. The Proprietors could not protect the colonists so they eventually sold back the colonies to the Crown of England. First was South Carolina in 1719 and next was North Carolina in 1729. North Carolina and South Carolina were now royal colonies. They belonged to the king.

37 Essential Questions 1. Who were the Lord Proprietors? 2. What were the 6 major problems for the eight Lord Proprietors? 3. Why did they split Carolina? Assignment: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

Life in Early North Carolina

Objective- SWILLBAT identify reasons people moved into North Carolina. SWILLBAT identify the sectional difference that developed in North Carolina. Competency Goal 1- The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

The original people to move into North Carolina were people from other American colonies. By the 1700s more people from Europe began to come to North Carolina. People from Scotland, Ireland and Germany began moving into the southern colonies. They came for cheap land, religious freedom and political freedom. They came to be free. They were farmers, businessmen, mill workers, craftsmen and traders. Unfortunately for many Africans, this also meant more slaves were brought to North Carolina to work the plantations. As the population grew in North Carolina different groups of people developed in eastern North Carolina and western North Carolina. In eastern North Carolina, there were the “gentlefolk” called the gentry. The gentry (gentle folk) were people who had a good deal of money. Many were rich. Most of the gentry lived in the eastern part of the state. The gentry were often successful businessmen, lawyers, doctors and planters. The planters were landowners that had plantations with slaves. They grew cash crops. The most important cash crop in North Carolina was tobacco. Some plantations were small with about 20 slaves and others were very large with over 100 slaves. Of course, not everyone in eastern North Carolina was rich. There were plenty of laborers and small farmers as well but the gentry had the most power. The people of western North Carolina were different from gentry of the east. The gentry called them “folks of the lesser sort”. Most of them were small farmers, servants and laborers. Most did not have enough money to own slaves. Many were in the militia and fought the Native Americans. They kept pushing North Carolina settlements west into Indian lands. North Carolina people became loyal to their region. This is called sectionalism. Sectionalism is being loyal to the region or area a person is from. The “folks of a lesser sort” in western North Carolina often had differences with the gentry in the eastern part of North Carolina. Many westerners felt the gentry had too much power because they had more people in the Assembly. All the laws, money and decisions favored the easterners. Sectionalism also developed because of ethnic differences. People coming to North Carolina from different countries like Germany often settled together. Very often they did want people from different countries living near them

38 Essential Questions 1. Why did people come to North Carolina? 2. What is sectionalism? Explain the sectionalism that developed in western North Carolina and eastern North Carolina Assignment: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

The Revolutionary Period and Forming the United States of America Introduction Competency Goal 2- The learner will trace the causes and effects of the Revolutionary War, and assess the impact of major events, problems, and personalities during the Constitutional Period in North Carolina and the new nation. The colonies continued to grow throughout the early 1700s. For the most part, England left the colonies alone. As long as England continued to make money from the colonies, the King left them alone. At other times, England simply did not enforce its own laws. For example, the Navigation Acts of 1660 and 1663 said the colonists could only use ships made in England with English captains and crews. The American colonists ignored the Navigation Acts and the British Kings and parliament didn’t really enforce it. The colonists had a lot of freedom. The colonies had colonial assemblies. The colonists elected people to speak for them. The assemblies made laws and made recommendations to the governors of their colony who had been appointed by the King. These laws and recommendations still had to be approved by the governor and the King but in the beginning everyone got along pretty well. By the 1750s things began to change. Remember, the first colonists came over from England so they were Englishmen. They often told stories to their children. However, as generations past and colonists were born in America, they no longer felt like Englishmen. They were born and raised in America. They had become American. By the 1750’s the colonists were beginning to want more freedom. They no longer wanted their governors and leaders appointed by the King. They wanted their own leaders and they wanted to have total control over their own affairs. At the same time, the King wanted to have more control. The situation became a ticking time bomb. It eventually had to explode. It did finally did explode in 1775 when the American Revolution began.

The War for Empire- The French and Indian War Objective- SWILLBAT ID the cause and effects of the French and Indian War. SWILLBAT define the Proclamation of 1763. Competency Goal 2- The learner will trace the causes and effects of the Revolutionary War, and assess the impact of major events, problems, and personalities during the Constitutional Period in North Carolina and the new nation. England was not the only country with colonies and territories in North America. France also had interests in North America. France had colonies and territories in Canada. They also controlled lands west near the Ohio River. France and England had been enemies in Europe for many years. This hatred carried across the Atlantic Ocean to the colonies.

39 The situation between France and England got worse in North America during the 1750’s. Both France and England wanted the land west of the Appalachian Mountains. This land was called the Ohio Valley (It was near what is today the states of western Pennsylvania and Ohio). Disputes over the Ohio Valley led to the French and Indian War in 1754. Disputes are arguments. During the French and Indian War the French and Indians fought against the colonists and the British army. The Indians chose the fight for the French because they felt the French would leave more land to them. The colonists always took away their lands. Sometimes the French and Indian War is called the War for Empire because England and France were fighting for control over North America. The French and Indian War lasted until 1763. In the end, the British won. As a result, France lost all of its land in the New World including most of Canada. All of the land went to England, including the Ohio Valley. England won the war and the land but it was at a high price. One of the biggest effects of the French and Indian War was the expense. Following the war, England issued the Proclamation of 1763. The Proclamation of 1763 stopped the colonists from moving west of the Appalachian Mountains into the Ohio Valley. It would cost too much money to protect the colonists. England wanted to make the Indians happy. The King and Parliament did not want any more trouble from the Indians. The colonists got angry and often settled west anyway. They felt they won the war so it should be theirs. England also tried to get the colonists to pay for the war. Parliament attempted to get the colonies to pay taxes. In 1765 Parliament passed the Stamp Act on the colonists. The Stamp Act was a tax on all printed documents. The colonists hated the tax. Many colonists refused to buy British goods and even attacked British tax collectors. Parliament repealed (took away) the Stamp Act. Instead, Parliament passed a new law called the Declaratory Act. This said England had the right to tax the colonists. These tax issues would become the cause of an even greater conflict 10 years later - The American Revolution. In summary, the French and Indian War was caused by both France and England claiming the Ohio River Valley. England won the war but as a result England had many debts. The war was expensive. Therefore, England passed the Proclamation of 1763 and tried to get the colonies to help pay for the war. They taxed the colonies with the stamp tax and other taxes. Eventually this made the colonies so angry that it led to the American Revolution. Essential Questions 1. Who fought in the French and Indian War? 40 2. What were the causes and effects of the French and Indian War? 3. What was the Proclamation of 1763? Assignment: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word. Assignment: Draw a cause and effect flow map to summarize the causes and effects of the French and Indian War.

The Causes of the American Revolution Objective- SWILLBAT ID the causes of the American Revolution. SWILLBAT ID key figures on the Revolution and explain the roles they played. Competency Goal 2- The learner will trace the causes and effects of the Revolutionary War, and assess the impact of major events, problems, and personalities during the Constitutional Period in North Carolina and the new nation Introduction Objective- SWILLBAT explain taxation without representation. SWILLBAT ID the groups of colonists and state what each believed. Indirectly, the French and Indian War led to the American Revolution. The British made new policies and new laws after the French and Indian War. England began a New Colonial Policy. The New Colonial Policy meant England kept an army in America and began to tax the colonists. Parliament passed new tax laws that said the American colonists had to pay money. The money would help England get back the money it spent during the French and Indian War. The colonists did not like the taxes. The colonists also did not like that they could not participate in the Parliament. The Parliament was the part of the British government that made the laws. The colonists felt that they should have people from the colonies in the Parliament also. They wanted some of their own people from the colonies to represent them in Parliament. The colonists were not allowed to have anyone in Parliament represent them. The colonists called this taxation without representation. The Proclamation of 1763 was the first policy that angered the colonists. However, in reality, not all of the colonists were unhappy. The colonists could be divided into three equal groups. Patriots were colonists who were unhappy with England and wanted to fight England. Loyalists or Tories were colonists who agreed with England and wanted to fight with England. Neutralists were colonists who did not care either way. They just wanted to be left out of the fighting. The English Parliament continued to make unpopular policies and laws after the Proclamation of 1763. These policies angered the Patriots. At first the Patriots just wanted to have an equal say. But when no one in England listed to them, many of the Patriots wanted to fight for their rights. Next, we will look at some of the policies that angered the Patriots. They became the major causes of the American Revolution. The Revolutionary War started as a war to gain more rights but it soon turned into a war for independence from England. Essential Questions 1. What was taxation without representation? 2. Who were the three groups colonists and did they believe?

41 Assignment: Write 7 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

The Sugar Act and the Quartering Act Objective- SWILLBAT define the Sugar and Quartering Acts and explain why they angered the colonists. In 1764, the British passed the Sugar Act. An act is another word for law. The Sugar Act made the colonists pay a tax on sugar and molasses. In reality, the tax on sugar and molasses was already there. The British just never really enforced it. With the Sugar Act, the British were going to enforce the tax and make sure they got the tax money. Colonists often tried to smuggle sugar and molasses into the country. Molasses was important to make rum. Smuggle means to bring goods into a country illegally without paying taxes. British tax collectors often tried to find smugglers and make them pay fines and taxes. The colonists were angered because for many years they did not pay the tax. Now all of a sudden the British were trying to get money from sugar. The Quartering Act was passed in 1765 by the British Parliament. The Quartering Act said that colonists had to feed British soldiers and give British Soldiers shelter. It required the colonists to open their homes to British soldiers. In reality, most British soldiers found quarters (homes) of their own in port cities. However, it angered the colonists that Parliament passed a law that made them use their own money to give food and shelter to British soldiers. It was like a tax. Colonists felt they did not help make the law so it was taxation without representation. Essential Questions 1. What was Sugar Act and why did anger the colonists? 2. What was the Quartering Act and why did it anger the colonists? Assignment: Write 5 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

Stamp Act, the Stamp Act Congress & the Sons of Liberty Objective- SWILLBAT define the Stamp Act and explain how it led to the formation of both the Stamp Act Congress and the Sons of Liberty. The Stamp Act of 1765 said American colonists had to pay a tax on things made of paper like newspapers, licenses and books. A stamp was put on the paper item to prove the tax was paid. People in England had been paying this kind of tax for many years. King George and Parliament did not understand why the colonists were so upset. Colonists burned stamps and papers. They often refused to pay. Colonists did not like the law because they did not help make the law. Colonists felt it was taxation without representation. The Stamp Act made the colonists so angry that they formed the Stamp Act Congress. In June of 1765, nine colonies sent delegates to New York to discuss what they could do about the Stamp Act. Delegates are people chosen to speak for a group of people. Patrick Henry was a delegate from Virginia who led the arguments against the Stamp Act. The Stamp Act Congress was important because the colonies said they would not pay taxes and they would not follow laws unless they could be represented in Parliament. The Stamp Act Congress was also important

42 because it was the first time the colonies ever acted together. Before this, they always saw themselves as separate. Now for the first time they saw themselves together against the British. The Stamp Act unified the colonies. It was a major step toward the Revolution. William Pitt was the Prime Minister of England and the leader of Parliament. He agreed with the colonists. Pitt convinced Parliament to repeal the Stamp Act. Repeal means to take away. However, Parliament did not agree with Prime Minister Pitt and they would not listen to the Stamp Act Congress. Parliament still did not allow the colonists to be a part of Parliament. Parliament made new laws and taxes for colonies without allowing them representation in Parliament. Parliament misunderstood the colonies. It wasn’t just the tax that angered the colonies but it was also the fact that Parliament was doing things to the colonies without letting the colonists be a part of the government. The Sons of Liberty was a secret organization begun in all the colonies from North Carolina to New Hampshire. The organization began during the Stamp Act in 1765 and lasted until 1783. The Boston and New York groups of the Sons of Liberty were the most vocal and most active. Some of the things they did were like some of the things terrorists do today. The Boston chapter of the Sons of Liberty was led by Samuel Adams. The Sons of Liberty held meetings encouraging other colonists not to pay British taxes and not to follow British laws. They encouraged other colonists to use violence against the British. The Sons of Liberty often captured British tax collectors and tarred and feathered them. The Sons of Liberty caused a lot of trouble for England. The British army often tried to capture the leaders. Samuel Adams and other leaders of the Sons of Liberty argued for independence from England.

Colonists Tar and feathering a tax collector Essential Questions 1. What were Stamp Act, Stamp Act Congress and the Sons of Liberty? 2. How did the Stamp Act lead to the formation of both the Stamp Act Congress and the Sons of Liberty? 3. Why were the Stamp Act Congress and the Sons of Liberty important? Assignment: Write 7 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

The Townshend Acts & The Boston Massacre Objective- SWILLBAT define the Townshend Acts. SWILLBAT effects of the Townshend Acts and the Boston Massacre. The leader of the British Parliament was called the Prime Minister. William Pitt was the Prime Minister who took away the Stamp Tax. Pitt agreed with the colonists. Pitt thought the

43 stamp tax was unfair and Pitt also felt the colonists should have people to represent them in Parliament. The colonists liked Pitt. However, William Pitt got sick so King George had to replace him with another Prime Minister. His name was Charles Townshend. He was the opposite of Pitt. He wanted to take way colonists rights. He didn’t believe the colonists had a right to representation. Townshend convinced Parliament to pass even more taxes on the colonists. The Townshend Acts put a tax on tea, paper, glass, paint and lead. The colonists hated Townshend Acts. The Sons of Liberty and other colonists responded to the Townshend Acts by boycotting. A boycott is when you refuse to buy something or do something. The colonists protested by not buying tea, glass, paper, paint and lead. After about a year the colonies importation of these items dropped in half. This hurt British business and industry. Now remember, not all the colonists were Patriots. The Sons of Liberty often threatened colonists, British colonial officials and merchants who wanted to buy these goods. Sometimes they would burn down a store. Sometimes they would tar and feather a person trying to buy or sell British goods. By 1768, King George had had enough of the attacks by Samuel Adams and his Sons of Liberty in Boston. King George sent in an army of about 4,000 men to Boston. England hoped that the army could stop the violence and make the colonists pay the taxes. In reality, the army made things worse. The army did not get along with the colonists and the colonists get even angrier. In March of 1770 the British soldiers and colonists clashed in a deadly confrontation. British soldiers were guarding the Customs House. A young boy came up and started harassing him. After a while one British soldier got so angry that he hit the boy with his musket (gun). The young boy ran away and brought back more colonists. The colonists were an angry mob. They started throwing snowballs and rocks at the soldiers. When the mob of colonists refused to stop throwing things at the soldiers, one of the British soldiers fired his gun. Soon other soldiers began to fire their guns and killed the colonists. Some historians believe Samuel Adams of the Sons of Liberty was in the crowd and yelled fire, causing the British soldiers to fire into the crowd. He did this so the colonists would get angrier at Britain. It has never been proven that Samuel Adams but it is true that the Sons of Liberty were tired of British rule. They wanted the colonists to fight against Britain so that they could be free of their rule. In the end eleven colonists were shot and five were killed. It became known as the Boston Massacre of 1770. The Boston Massacre got even more colonists angry. The Patriots used the Boston Massacre to argue that they would have to fight the British. It became one of the causes of the Revolutionary War. It was the first time the British actually killed the colonists.

44 Boston Massacre- 1770

Essential Questions 1. Who was Charles Townshend and what were the Townshend Acts? 2. How did the Sons of Liberty and colonists react to the Townshend Acts? 3. How did King George and Parliament respond to the boycott and colonist violence? 4. What was the Boston Massacre and why was it important? Assignment: Write 10 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

The Townshend Acts Repealed, The Tea Act and the Boston Tea Party Objective- SWILLBAT explain how the tea act led to the Boston Tea Party. After the Boston Massacre, Parliament repealed the Townshend Acts. The boycott worked and the violence of the Boston Massacre turned more colonists against England. However, Parliament did not want to look weak to the American colonists. They did not want the Sons of Liberty and the colonists to think they could get whatever they wanted by causing more problems. Parliament refused to repeal the tax on tea. The Tea Act of 1773 kept the tax on tea and it also gave the East India Tea Company a monopoly on the tea sales in America. 1 This made the price of tea very expensive. Once again, the Sons of Liberty led a boycott in Boston. The people of Boston refused to drink and buy tea. Remember, not all the colonists were Patriots. Even if the Loyalists wanted tea, they couldn’t get it. Too many colonists were afraid of the Sons of Liberty. The British governor of Massachusetts was Thomas Hutchinson. Hutchinson did not care about the boycott from Sons of Liberty and other colonists. He insisted that the tea on the ships in Boston Harbor be unloaded and put into warehouses so merchants could sell it.

1 A monopoly is when one company has total control over trade or sales. Since there is no one else, there is no competition. With no competition, a company can make prices very high. They can charge whatever they want. 45 Once again the Sons of Liberty responded. They did not like the Tea Acts and they did not like Governor Hutchinson. On the evening of December 16 1773, thousands of Bostonians and farmers met to hear the leader of the Sons of Liberty Samuel Adams. Adams accused Governor Hutchinson of abusing their rights. Hutchinson refused to let the ships leave until they unloaded their tea. After Adams speech, the crowd headed for the waterfront at Boston Harbor. About 50 members of the Sons of Liberty and other angry colonists disguised themselves by dressing like Indians. They went on three boats loaded with tea. They then threw 90,000 pounds of tea overboard into Boston Harbor. This was known as the Boston Tea Party.

Essential Questions 1. What was the Tea Act of 1773? 2. Why did Parliament pass the Tea Act? 3. How did the Tea Act and the actions of Governor Hutchinson lead to the Boston Tea Party? Assignment: Write 7 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

The Intolerable Acts of 1774 (The Coercive Acts) Objective- SWILLBAT define the Intolerable Acts and summarize their effect on the colonists. The Boston Tea Party made King George and Parliament very angry. King George decided to punish the colonists of Boston. The first thing he did was close the port of Boston. No ships could come in or get out. King George said the port of Boston would be closed until the colonists paid for all the tea they dumped into the harbor. King George sent even more soldiers into Boston and the rest of Massachusetts. Parliament was also angry. They responded by passing some very strict laws called the Coercive Acts. In America, the coercive Acts were called the Intolerable Acts. The word intolerable means cannot be tolerated. In other words, it is something you simply cannot live 46 with. To the colonists, the Coercive Acts were extremely bad. They would not live them and they would not tolerate them. The Intolerable Acts included five major laws. Here are the five major laws: 1. Massachusetts Bay Regulating Act- No more town meetings unless the governor approved. 2. Impartial Administration of Justice Act- Colonists could be brought to England for a trial if the governor felt the colonist jury would not judge it fairly. 3. Boston Port Act- Closed the port of Boston. 4. Quartering Act- Enforce the Quartering Act which made colonists provide food and housing for British soldiers. 5. Quebec Act- The Quebec Act allowed colonists in Quebec religious freedom but colonists living in America still could not have religious freedom.

These Acts were the most severe because this time Parliament intended to enforce them. The closing of Boston's port cost the colonies a lot of money. The Regulating Act wanted to stop the colonists from meeting. Parliament wanted to make it difficult for the Sons of liberty to talk about Revolution. The Quartering Act angered colonists who didn't want soldiers in their houses. The Quebec Act was a direct attack on American colonists. American colonists had been denied the same religious freedom given to Quebec residents.

In the end, King George and Parliament underestimated the American colonists. Rather than keep the colonists down, the Intolerable Acts made the colonists crazy with anger and hatred. A revolution was on its way. It was like trying to stop an avalanche.

Essential Questions 1. How did King George and Parliament respond to the Boston Tea Party? 2. What were the Intolerable Acts? 3. What effect did the Intolerable Acts have on the colonists? Assignment: Write 7 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

The First Continental Congress Objective- SWILLBAT define the purpose of the first Continental Congress. SWILBAT explain its significance.

Most of the Intolerable acts were directed at the Massachusetts colony. However, all the colonies were upset because they felt the same things could happen to them. If the King closed the port in Boston, Massachusetts, the King could also close the port in Wilmington, North Carolina. The colonists felt they were victims of British tyranny. Tyranny is when a government uses its power unfairly against its own people. The colonists responded to the Intolerable Acts and tyranny by forming the First Continental Congress.

47 On September 4, 1774, Colonial Leaders decided to get together to discuss the problems they were having with England. This was called the First Continental Congress. Georgia was the only colony that did not send anyone. All of the other colonies sent representatives to a place called Carpenter’s Hall in the city of Philadelphia, Pennsylvania. The First Continental Congress did not want independence. They wanted to complain to the King and Parliament. They wanted to demand representation. There were 55 delegates. Delegates were the people the colony sent to represent them. Some of the most important colonists who were delegates were George Washington, John Adams, Samuel Adams, John Jay and Richard Henry Lee.

The First Continental Congress was important because it was the first time the colonies gathered together to discuss the future of America. It represented the first time American colonists agreed to do everything together. For example the Congress agreed to continue to boycott British goods. The Congress agreed to meet again in May. The Congress agreed to send a list of complaints to the King. Most importantly, the Congress agreed they did not want to go to war but it warned the colonies that they should prepare for war. Every town began to form a militia. A militia is a citizen army. They were often called the minutemen because they were able get ready to fight at a minute’s notice.

Essential Questions 1. Why did the First Continental Congress meet? 2. What was the significance of the First Continental Congress? Assignment: Write 7 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

Where did North Carolina Fit In? Objective- SWILLBAT explain North Carolinian Patriots role. SWILLBAT explain the significance of the Mecklenburg Declaration and the Halifax Resolves.

North Carolina had many Patriots. Many colonists reacted strongly against the taxes. North Carolinians also wanted representation. The Stamp Act and Townshend Acts led to some North Carolina colonists becoming part of the Sons of Liberty. Just like in Boston, the Sons of Liberty in North Carolina often harassed and terrorized colonial officials, tax collectors or anyone else who supported Great Britain. North Carolina responded to the Tea Act of 1773 by creating and enforcing nonimportation agreements. Nonimportation meant the colonists would not import any goods from England. The Sons of Liberty and other Patriots forced merchants to stop trade with England. When Boston, Massachusetts was punished by Parliament and King

48 George for the Boston Tea Party, some North Carolinians sent food and other supplies to the Massachusetts colony. The governor of North Carolina, Josiah Martin, did not want colonists to participate in the First Continental Congress. However local delegates met at New Bern, North Carolina. They agreed to oppose all taxes passed by Parliament and in direct defiance to Governor Martin they elected delegates to the First Continental Congress. The colonists of Mecklenburg County were one of the first to explain why they wanted independence from England. They did this before the rest of the colonies even thought about independence. They did this by writing the Mecklenburg Declaration. Later in April of 1776 the leaders of the North Carolina colony wrote the Halifax Resolves. They borrowed the ideas written in the Mecklenburg Declaration. They argued for independence from England. Both the Mecklenburg Declaration and the Halifax Resolves argued for independence from England before all of the colonies signed the Declaration of Independence. Essential Questions 1. How did North Carolina chapter of the Sons of Liberty respond to the Stamp Act and Townshend Acts? 2. What was the significance of the Mecklenburg Declaration and Halifax resolves? Assignment: Write 7 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

The War Begins- The Battles of Lexington and Concord and A Summary of Causes Leading up to the Revolution Objective- SWILLBAT explain the significance of the Battles of Lexington and Concord. SWILLBAT summarize the causes of the American Revolution. Very few colonists actually wanted war but in the end, war with Great Britain could not be avoided. War began in Massachusetts. The British wanted to stop the Sons of Liberty. The British ordered the governor of Massachusetts and the British army to arrest the two most important members of the Sons of Liberty. Their names were John Hancock and Samuel Adams. Both of them were in a village named Lexington. The British army was called Redcoats because of the red coats they wore. The Redcoat army was also going to destroy guns and ammunition the colonists had in a town called Concord. However, the Sons of Liberty found out about the plans. Both Hancock and Adams escaped. Three messengers were sent out to warn the people of Lexington and Concord. Paul Revere, William Dawes and Dr. Samuel Prescott rode at night to shout the warning that the British were coming. Prescott was the only one who made it without being captured. The minutemen had time to get ready for the Redcoats. On April 19, 1775 the Redcoats met the colonists on the village green in Lexington. Someone fired their gun but no one really knows who fired first. Eight colonists were killed before the Redcoats marched into Concord. At Concord the fighting got worse. By the end of the day 73 colonist and Redcoat soldiers were dead. The fighting had begun. The Battle at Lexington and Concord was “the shot heard round the world”. There was no turning back now. The Battle of Lexington and Concord symbolized the beginning of the Revolutionary War. Sometimes it is also called the American Revolution. 49 In reality, the Battle of Lexington and Concord did not cause the war. The battle represented the straw that broke the camels back (In other words, the colonists could not tolerate anything else). The causes of the American Revolution began with the French and Indian War and the Proclamation of 1763. Tensions between England and the colonies got worse with the Sugar Act and the Quartering Act. Colonists called it “taxation without representation”. The Stamp Act, the Sons of Liberty, the Townshend Acts, the Boston Massacre, the Tea Act, the Boston Tea Party and the Intolerable Acts led to the war. All of these together caused the American Revolution. Essential Questions 1. What was the significance of the Battles of Lexington and Concord? 2. List the causes of the American Revolution. Assignment: Write 7 questions and answers. Your questions must be information questions. They must begin with a “Wh” word.

Projects, Activities and Assignments 1. Draw and design a poster board that shows the causes of the Revolution. Write a one page paper that defines and summarizes the causes of the Revolution. 2. Draw a cause and effect map that shows the events that led up to the Revolution. Using your map, summarize the causes and effects in a one page paper. 3. Important People of the Revolutionary War Period John Adams Samuel Adams Richard Henry Lee George Washington Benedict Arnold Thomas Jefferson John Paul Jones James Madison Nathaniel Greene James Monroe John Jay Benjamin Franklin Ethan Alan Jon Hancock William Prescott Patrick Henry John Quincy Adams Thomas Paine Henry Knox Paul Revere a. Using the “Enchanted Learning” web site, look up each person and tell how they were important in the Revolutionary era. b. Choose 2 people and write a one page report about each.

50 During the War for Independence, the opposing sides in North Carolina took on the name of English Parliamentary parties. The "Whigs" were the patriot side and the "Tories" were the Loyalists. Tory forces were defeated in the Battle of Moore's Creek Bridge in February 1776, the first military action in North Carolina and the last until near the end of the war.

A provincial assembly met in Halifax in late 1776 and adopted a state constitution and bill of rights, which were notable for the establishment of a strong legislature and weak executive — clearly a reaction to their recent history under royal governors.

Soldiers from North Carolina did see action in neighboring Virginia, South Carolina and Georgia. In March 1781, American forces under General Nathanael Green defeated Lord Cornwallis' forces at Guilford Courthouse, which forced the British to vacate the Carolinas.

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