Chapter 2: the Planting of English America 1500-1733 38

CHAPTER 2

The Planting of English America, 1500–1733

AP® Focus

Focus on Historical Period:

 Period 1 (1491–1607)

 Period 2 (1607–1754)

Focus on Historical Thinking:

 Causation

 Patterns of Continuity and Change over Time

 Interpretation

 Comparison

 Appropriate Use of Relevant Historical Evidence

Focus on Thematic Learning Objectives:

 Environment and Geography (ENV): Students demonstrate understanding of the various ways in which interactions with the natural environment shaped the institutions and values of various groups living on the North American continent. In particular, students can explain how the natural environment contributed to the development of distinct regional group identities, institutions, and conflicts in the precontact period through the independence period (ENV-2).

 Peopling (PEO): Students demonstrate understanding of how changes in migration and population patterns affected American life. In particular, students can explain how free and forced migration to wander within different parts of North America caused regional development, cultural diversity and blending, and political and social conflicts through the nineteenth century (PEO-5). Chapter 2: The Planting of English America 1500-1733 38

 Work, Exchange, and Technology (WXT): Students demonstrate why different labor systems developed in British North America and the United States, and how have they affected U.S. society. In particular, students can explain the development of labor systems such as slavery, indentured servitude, and free labor from the colonial period through the end of the eighteenth century (WXT-4).

 Politics and Power (POL): Students demonstrate understanding of how different political and social groups competed for influence over society and government in what would become the United States. In particular, students can analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period (POL-1).

Focus on Key Concepts:

 Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other (Key Concept 1.1).

 European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic (Key Concept 1.2).

 Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group (Key Concept 1.3).

 Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization (Key Concept 2.1).

 European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples (Key Concept 2.2).

Focus on Essential Historical Details from Concept Outline:

 Patterns of British colonization

 Development of British American system of slavery Chapter 2: The Planting of English America 1500-1733 39

 Chesapeake colonies (Virginia and Maryland)

 British colonies along Southern Atlantic Seaboard (Carolinas and Georgia)

 British colonies in West Indies

CHAPTER SUMMARY

The defeat of the Spanish Armada and the exuberant spirit of Elizabethan nationalism finally drew England into the colonial race. After some early failures, the first permanent English colony was established at Jamestown, Virginia. Initially it faced harsh conditions and Indian hostility, but tobacco cultivation finally brought prosperity and population growth. Its charter also guaranteed colonists the same rights as Englishmen and developed an early form of representative self-government.

The early encounters of English settlers with the Powhatans in Virginia established many of the patterns that characterized later Indian–white relations in North America. Indian societies underwent their own substantial changes as a result of warfare, disease, trade, and the mingling and migration of Indians from the Atlantic coast to inland areas.

Other colonial ties were established in Maryland and the Carolinas. South Carolina flourished by establishing close ties with the British sugar colonies in the West Indies. It also borrowed the West Indian pattern of harsh slave codes and large plantation agriculture. North Carolina developed somewhat differently, with fewer slaves and more white colonists who owned small farms. Latecomer Georgia served initially as a buffer against the Spanish and a haven for debtors.

Despite some differences, all the southern colonies depended on staple plantation agriculture for their survival and on the institutions of indentured servitude and enslaved Africans for their labor. With widely scattered rural settlements, they had relatively weak religious and social institutions and tended to develop hierarchical economic and social orders.

DEVELOPING THE AP® U.S. HISTORY CURRICULUM FRAMEWORK: SUGGESTED ACTIVITIES AND DISCUSSION TOPICS

1. “Is Virginia the Child of Tobacco?” The teacher can use this activity to introduce the historical thinking skill of interpretation and reinforce the skill of appropriate use of Chapter 2: The Planting of English America 1500-1733 40

relevant historical evidence and the theme of Environment and Geography. The teacher will use Document 3: Early Tobacco Advertisement in DBQ 1: The Transformation of Colonial Virginia 1606–1700 to model how to interpret a primary source for the students by emphasizing the following components of the document analysis from the DBQ- scoring rubric: analysis of content, intended audience, purpose, historical context, and author’s point of view. The students will then read “Virginia: Child of Tobacco” (American Pageant, pp. 31–32) and identify whether the relevant historical evidence presented in the chapter supports, modifies, or refutes the imagery presented in the document (Key Concept 2.1.III.B and ENV-2).

2. “Grand Expectations and Harsh Realities: Settling the Chesapeake Colonies.” This activity allows the teacher to introduce the historical thinking skill of continuity and change over time and reinforce the skills of comparison, interpretation, and appropriate use of relevant historical evidence and the themes of Peopling. Students will read Document 1: “Ode to the Virginian Voyage,” 1606 and Document 4: Richard Frethorne’s Letter to Father and Mother, examine the Advertisement for a Voyage to America, 1609 (American Pageant, p. 32), and write a brief summary of the main points of each document. The teacher will lead a class discussion exploring how the expectations for the colonization of Virginia expressed in Document 1 and the advertisement compared with the reality of the experience described in Document 4. The teacher will then have students speculate about what specific events from 1607 to 1623 caused this change over time and identify relevant historical evidence from the chapter to support their answers (Key Concept 2.1.III.B and Learning Objective PEO-5).

3. “One South or Many?” Teachers can use this activity to reinforce the historical thinking skills of comparison and contextualization and the theme of Environment and Geography. Depending on class size, the teacher will divide the class into six small groups. Each group will be assigned one region of the British colonies along the southern Atlantic seaboard or in the Caribbean (i.e., Chesapeake, Carolinas and Georgia, or British West Indies). Each group will prepare a poster exhibit that represents the key environmental and geographic factors that distinguished their region and helped shape British colonial development. Every group will use “The Plantation Colonies” (American Pageant, p. 37) to design a poster that depicts the similarities of the British colonies along the southern Chapter 2: The Planting of English America 1500-1733 41

mainland of the Atlantic coast. The groups will present their posters to the class and the teacher will determine which group(s) designed the best poster in each category (Key Concept 2.1.III.B/C and Learning Objective ENV-2).

4. “Slavery on the British Mainland and in the Islands.” This activity allows the teacher to use primary sources documents to reinforce the historical thinking skill of comparison and the themes Work, Exchange, and Technology and Peopling. The teacher has the students read and analyze the excerpts from the 1661 Barbados slave code (American Pageant, p. 34) and Document 7: Virginia Statutes Pertaining to Slavery Passed by the Virginia Assembly, 1639–1691 (DBQ 1). The teacher will lead a large group discussion comparing the slave laws in Virginia and the British West Indies; the students will identify the similarities and differences in the excerpts and the teacher will write them on the board. The students will then use this information and any relevant examples from the chapter to speculate about the development of the British slave system in the seventeenth century (Key Concept 2.1.III.B/C and WXT-4 and PEO-5).

5. “AP Exam Skill Building: Short Answer Questions.” The teacher can use the following prompt to help students continue to develop strategies to respond to short answer questions. This activity also reinforces how European colonization efforts intensified conflict between the colonizers and native peoples and the historical thinking skill of interpretation. Prior to the administration of the quiz, the teacher shares the prompt with the students and the class develops a three-point scoring rubric. This will help students internalize what they need to do to write a high quality response. The teacher will distribute sheets of lined notebook paper (approximately 7″ × 8″) to the students or utilize the templates of the short answer response boxes from the College Board’s released practice AP U.S. History Exam. The teacher will allow the students to have approximately 12 ½ minutes to respond to the following prompt.

Using Document 3 in DBQ 2: Matthäus Merian, “An Indian Massacre of 1622,” in de Bry’s America, 1628, answer parts a, b, and c. a) Briefly explain the point of view expressed by the artist about ONE of the following:

American Indians Chapter 2: The Planting of English America 1500-1733 42

British Colonists

Colonial Warfare b) Briefly explain ONE development from the period 1492 to 1628 that led to the point of view expressed by the artist. c) Briefly explain ONE way in which the period from 1628 to 1754 challenged or supported the point of view expressed by the artist.

When time expires, the students exchange papers and score them based on the scoring rubric the class created. The students then return the papers to each other and score their own papers as well. The students record both scores at the top of the paper. The teacher collects the papers and also uses the rubric to score them. The following day the teacher returns the papers, leads a class discussion about common errors on the short answer question, and offers constructive criticism about how to improve the short answer responses (Key Concept 2.2.II.B and Learning Objectives POL-1).