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DIFFERENTIATING INSTRUCTION: TIERED ACTIVITIES Expansion of Plantations Brings Resistance CHAPTER 4 • SECTION 2 Expansion of Plantations Brings Resistance KEY QUESTION How did African Americans resist their enslavement? Slavery allowed plantation farming to expand in South Carolina and Georgia. Without slave labor, there probably would have been no rice Teach plantations in the lowcountry—the region’s swampy lowlands. Backbreaking Labor Rice cultivation required great skill. Expansion of Plantations Because West Africans had these skills, planters sought out slaves who came from Africa’s rice-growing regions. Rice Brings Resistance growing involved backbreaking labor. Enslaved workers drained swamps, raked fields, burned stubble, and broke Think, Pair, Share ground before planting. They also had to tend the fields and • Why did planters seek out slaves from West harvest the crop. Africa? (They had the skills and experience On higher ground, planters grew indigo, a plant that pro- duces a deep blue dye used to dye clothes. A young woman needed to successfully grow rice.) named Eliza Lucas had introduced indigo as a successful plan- • How did some African Americans resist tation crop after her father left her to supervise his South enslavement? (They worked slowly, damaged Carolina plantations when she was 17. goods, and pretended not to understand tasks.) The Enslaved Fight Back Although they were kept in • Compare and Contrast Contrast slave laws bondage, people of African origin found ways to resist their before and after the Stono Rebellion. (New enslavement. They sometimes worked slowly, damaged goods, laws were stricter and made the conditions of or deliberately carried out orders the wrong way. A British slavery even more inhumane than before.) traveler in 1746 noted that many slaves pretended not to understand tasks they often had performed in West Africa. Reenactors portray slave labor. PRIMARY SOURCE More About . You would really be surpriz’d at their Perseverance; let an hundred Men “ shew him how to hoe, or drive a wheelbarrow, he’ll still take the one by Eliza Lucas the Bottom, and the other by the Wheel; and they often die before they Lucas was born in the West Indies and can be conquer’d. lived in England and Antigua before —Edward” Kimber, quoted in White over Black coming to Carolina with her family. In In South Carolina, the enslaved vastly outnumbered whites, who lived in Connecting History 1739, Lucas, who was only in her mid- fear of slave rebellions. Their fears came true in the late 1730s when a revolt teens, became responsible for one of her Slavery occurred in South Carolina. family’s plantations. It was at the Wappoo In the next century, South Carolina’s continuing The Stono Rebellion In September 1739, an uprising known as the plantation that she began to experiment dependence on slavery Stono Rebellion took place. The revolt began when about 20 slaves gathered with indigo. would lead the state to at the Stono River just southwest of Charles Town. Wielding weapons, they secede from the Union killed planters and marched south, beating drums and chanting “Liberty!” Unit 2 Resource Book in 1861—the event that They called out for other slaves to join them in their plan to seek freedom • America’s History Makers, pp. 107–108 started the Civil War. See Chapter 15, p. 502. in Spanish-held Florida. Many joined them, and their numbers grew until • Interdisciplinary Projects, pp. 109–110 there were perhaps one hundred in open rebellion. Seven plantations were burned along their route and twenty whites were killed. By late that afternoon, however, a white militia had surrounded the escaping slaves. Connecting History The two sides clashed, and many slaves died in the fighting. Those captured were executed. South Carolina still grows tobacco today, but agriculture overall accounts for only a 106 Chapter 4 small percentage of its economy. DIFFERENTIATING INSTRUCTION: TIERED ACTIVITIES CONNECT to the Essential Question OBJECTIVE Create a flow chart showing the development of the plantation system from the mid-1600s to the mid-1700s. What factors allowed each colonial region to grow and prosper? Basic On Level Challenge Ask students what they have learned so far Have students create a flow Have students create a Have students use reference that can help them answer this question. chart that shows major steps flow chart that shows sources to create a flow Students might mention: and factors (climate and major steps and factors and chart that shows major • Geography and climate in the South were geography of the South, includes explanations of steps and factors, explains favorable to large plantations that grew types of crops, need for how these are related to the the importance of each, cash crops. large labor force, growth of development of plantations. includes statistical details of • Slavery provided the cheap labor needed slavery, slave rebellion). the growth of slavery, and on large plantations. describes the effects of slave rebellions. 106 • Chapter 4 Stono and similar revolts led planters to make The Southern Colonies 1750 CHAPTER 4 • SECTION 2 slave codes even stricter. Slaves were now forbid- den from leaving plantations without written permission. The laws also made it illegal for Major Exports P N slaves to meet with free blacks. Such laws made ot Furs and skins om Baltimore E The Southern Colonies 1750 R ac the conditions of slavery even more inhumane. S iv W Cattle and grain er N MARYLAND S I Economy of the South The Southern Col- Tobacco A T VIRGINIA Connect Geography History onies’ plantation economy and large slave Rice and indigo N U Jamestown ames R population helped create a unique Southern Timber O J iver Norfolk MAKE GENERALIZATIONS Challenge M identity. In northern colonies, with their diverse Naval supplies R oa students to make some generalizations noke Ri economies, wealth was more evenly distributed. ver 75°W about where crops were grown in the 35°N Southern economies were less diverse, based N A NORTH CAROLINA Southern colonies. (Possible Answers: on crops such as tobacco, rice, and indigo. The I H C Tobacco was grown in northern parts of the wealth from these crops was concentrated in the A L A region; rice was grown in the southern part hands of an elite. P P SOUTH ATLANTIC of the region. Corn was grown in the interior The different economic systems of Northern A Sa va CAROLINA OCEAN nn of the region; naval stores were prevalent and Southern Colonies were reflected in the ah R iv landscape: the north had smaller farms and e Charles Town along the coast.) GEORGIA r larger, more numerous towns. The South had 0 100 200 miles m ANSWERS scattered settlements, few towns, and self-suffi- lta aha 0 100 200 kilometers A R. cient plantations. The contrast between northern 80°W 1. Place South Carolina, North Carolina, and southern landscapes, settlement patterns, Connect Geography History and Georgia and economic systems emerged very early in 1. Place Which Southern Colonies grew both rice and indigo? American history. Distinct regionalisms were 2. Draw Conclusions along the coast developing that continue to influence American 2. Draw Conclusions Where would planters have built their plantations if they wanted to keep transportation costs low? culture and politics. 4 SUMMARIZE Describe howAfrican Americans Assess & Reteach resisted their enslavement. Assess Have students complete the Section Answer: They worked slowly, damaged goods, and sometimes launched rebellions. Assessment. ONLINE QUIZ 2 Section Assessment For test practice, go to Unit 2 Resource Book Interactive Review @ ClassZone.com • Section Quiz, p. 122 TERMS & NAMES KEY IDEAS Interactive Review 1. Explain the importance of 3. Where were most of the early plantations located? @ ClassZone.com • Bacon’s Rebellion • Stono Rebellion 4. How did planters meet their labor needs? • Eliza Lucas CRITICAL THINKING Power Presentations USING YOUR READING NOTES 5. Make Inferences Why did South Carolina’s Test Generator 2. Compare and Contrast Complete the diagram colonists live in fear of a slave revolt? you started at the beginning of this section. 6. Summarize How did the House of Burgesses Reteach Write the following terms on the strengthen colonists’ rights after Bacon’s Rebellion? board: geography, climate, crops, labor force. Tidewater Western 7. Writing Research Report Use the internet Frontier Have students work in groups, using the wealthy planters to research the Virginia House of Burgesses. Write a paragraph on the importance of the House of section text and graphics, to list details about Burgesses in the history of American democracy. New England and the Southern colonies that relate to each term. Unit 2 Resource Book The Colonies Develop 107 • Reteaching Activity, p. 126 SECTION 2 ASSESSMENT ANSWERS Terms & Names Critical Thinking 1. Bacon’s Rebellion, p. 104; Eliza Lucas, 5. The enslaved population vastly Writing Rubric p. 106; Stono Rebellion, p. 106 outnumbered whites. Using Your Reading Notes 6. They passed laws limiting the powers Content Research and Accuracy 2. Possible Answers: Tidewater—many of the royal governor. 4 identifies and clearly strong evidence; no errors waterways, lively trade with other 7. Possible Answer: Paragraphs describes importance should meet all required criteria colonies and England, ideal climate 3 identifies and lists shows evidence; few/minor errors (first legislative governing body in for plantation crops; Backcountry— examples of importance poorer freemen, battled Native colonies, 22 members elected from 2 identifies but does not little evidence; several errors Americans for land, paid high taxes 11 settlements, first met in 1619, managed colony’s affairs, initiated explain importance Key Ideas legislation including taxes; model 1 addresses no important no evidence; many errors 3. near the coast in the Tidewater region for representative government), points 4. They turned to slavery. show evidence of research, and be historically accurate. Use the rubric to score students’ paragraphs.
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