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Lowcountry on Plantations Why did the cowboy want a dachshund? Bell Work 9-9-2016 Have your notes out, too. Bell Work: Your name, stapled and in the folder, please. · Quakers · Catholics · religious tolerance · flexible social structure All of these terms are associated with what colonial North American region? A) West Indies The terms “Quakers”, “Catholics”, “religious tolerance” and “flexible social B) Canadian Provinces structure” are associated with _________ C) New England Colonies D) Middle Colonies Triangle Trade 8-1.4 Explain the significance of enslaved and free Africans in developing the culture and economy of the South and South Carolina, including the growth of the slave trade and resulting population imbalance between Africans and European settlers; African contributions to agricultural development; and resistance to slavery, including the Stono Rebellion and subsequent laws to control slaves Global Trade? •Think about an object in the room or on you right now. –How do you think it got here? –Where did t come from ? –Who made it? – Why was it made there? Bell Work 9-14-15 1. The first English settlers 2.When were the first African to be successful in slaves brought to the establishing a settlement colony of South Carolina? in South Carolina included experienced A. when the colony was settlers from where? founded B. when South Carolina A. Virginia became a royal colony B. Barbados C. during the French and C. Georgia Indian War D. Ireland D. after the Revolutionary War Role of Africans in SC •Africans played a significant role in the development of SC •Brought knowledge of tending cattle and cultivating rice • Economy largely based on the plantation system •By the time SC was settled fewer workers were willing to become indentured servants (Why?) Who’s Going to Work the Plantations? •Cash crops and the plantation system created an increase in the slave trade—they need workers! •First, Carolina planters attempted to use natives •Carolina settlers brought slaves from Barbados with them •Additional slaves were brought from Africa through the Triangle Trade The Triangle Trade •First Leg: manufactured goods (pots, pans, guns) are taken from Europe to Africa to trade for slaves •Second Leg: called the Middle Passage—slaves are taken from Africa to the Americas Words to describe? •Third Leg: raw materials are taken from the Americas to Europe (tobacco, sugar, molasses) No-Look-Feely-Bag-Walkabout Olaudah Equiano 1. Listen to the excerpt from Equiano’s autobiography 2. With your group, answer the following questions: A. According to Equiano, what were three conditions aboard the ship that he felt would decrease his chance of survival? B. What happened to Equiano when he refused to eat? C. What did he think was going to happen to him? Why did he feel this way? Lift a Line: •Find a line/sentence that sticks with you (stands out to you) •Why did you pick this particular line? •What does it make you think about/feel? “On the Water” Questions •What surprised you? •What challenged, changed, or confirmed what I already know? •What did the author think you already knew? Exit Questions-Choose 3 to Answer 1. Where did the Carolina colonists get slaves from prior to Africa? 2. Why did the settlers need/want slaves? 3. Define Middle Passage. 4. Describe the three parts of the Triangle Trade. 5. Why you think On The Water is effective in describing the slave trade? 6. Do you think that slavery came about due to racism, or that racism came about as a result of slavery? Review Questions: IN COMPLETE SENTENCES 1) Explain two examples of early settlements that failed in South Carolina, including the name and a detailed description about why it failed. 2) What are two examples of successful English colonies? Where were they located? 3) What is an indentured servant and how did they benefit from coming to the New World? 4) Explain how each of the following- New England, Middle Colonies and Southern Colonies- made money/boosted their economy. 5) What is the main reason behind the economic differences of the Middle, Southern and New England colonies? 6) What continents were involved in “Triangle Trade” and what goods, specifically, were moved from each continent to another? (Explain the process) 7) Who ran the Carolina Colony under the Proprietary government and what benefits did they receive? Bell Work 9-15-15 1. After the experimental crop 2. The route of forced of rice planted at Albemarle transport on slave ships Point had grown poorly, who across the Atlantic Ocean provided the knowledge that from Africa to the Americas would make “Carolina Gold” was known as the: rice a successful staple crop in South Carolina? A. Middle Passage B. Route of terror A the British C. Triangular Trade B the colonists D. Columbian Exchange C the Native Americans D the Africans Bell Work 9-12-2016 Grab a handout from the front, too. 1) Which of the following goods would MOST LIKELY go from North America to England ( in Triangle Trade)? Why? A) Wool shirt B) Guns C) Slaves D) Fur & Whale Oil 2) What are two skills that slaves brought to North America with them, which made them valuable for landowners? 3rd/6th periods: Have your flashcards out…or your agenda to the R-Card page to be signed. Culture in America today: What are some examples of culture in the United States that have been influenced by other countries/ethnicities/practices? African Slave Culture in SC African Slave Culture: • Art: Music and dancing, wood carving, made folk medicine, and Sweet Grass Baskets. – Music: Slaves would use call and response songs to sustain their work and spirit. – Drums would be used to keep the beat and to communicate with slaves on other plantations as well. •Education: Taught lessons/values through stories. – Slaves were not allowed to be taught to read. •Religion: Most believed in many Gods relating to nature. Others were Muslim or Christians. •Intelligence: Knew many languages, made tools, weapons, carpentry, and were successful farmers. Gullah • Definition: slave language which combined English words and African grammar (Creole). • Developed in the Sea Islands off coasts of SC + GA (called Geechee there) • Allowed slaves to communicate, vent frustrations, and talk about their masters. Article Questions: On a piece of notebook paper (yes, compete sentences) 1)What is the main idea of the article? Sum it up in SIX words 2)What are two words that were unfamiliar? Try to explain/define 3)What, to you, are two major facts from the article? 4)What is something that you found surprising? 5) From today’s notes: In what ways did slaves maintain their cultural heritage in the South? Objective: In what ways did slaves maintain their cultural heritage in the South? 6th Period: On your desk is the article that we had yesterday. Get started right away with the four questions…if you need more time it can be homework. 1)What is the main idea of the article? Sum it up in SIX words 2)What are two words that were unfamiliar? Try to explain/define 3)What, to you, are two major facts from the article? 4)What is something that you found surprising? 5) From today’s notes: In what ways did slaves maintain their cultural heritage in the South? Bell Work 9-13-2016 Have your notes out, too. The Gullah people in South Carolina and Georgia are MOST known for serving in the Continental A) Army in the American ** In a complete Revolution. sentence** volunteering to serve in the B) Confederate Army in the Civil War. their African roots and C) language that has survived since the 18th century. their resistance to slavery by D) starting numerous and successful rebellions. Thoughts? What things/beliefs would you stand up for that might put your safety at risk? Why do people rebel? Comparison of population of Europeans and enslaved Africans, South Carolina 1700–1790. • Overall, what does this chart show? • What are some possible effects of this? WHY? Black Majority in SC: Recipe for Rebellion! Population increase in SC: • Early on in Colonial SC, Europeans largely outnumbered slaves. (4,500 to 3,000 in 1708) • Increase in shipments of the slave trade overturned the balance by 1710. • The Assembly didn’t want to limit the number of slaves • In 1730, 27,000 slaves were brought to the SC and the white/slave ratio was dangerously imbalanced. • They became more concerned with controlling slaves Forms of Rebellion 1. Speaking Gullah—can talk about master without him knowing 2. Acting stupid or working as slow as possible. 3. Breaking tools and burning plantation facilities to slow down work. 4. Poisoning food 5. Running away into wilderness or to Spanish Fla. 6. Organizing violent revolts Population Graph/Exit Questions • Create your graph—you may work with your table •Answer the exit questions using your graph and your notes Bell Work 9-16-15 1. How did the slaves manage to keep their African culture alive once they were in the colonies? 2. What is Gullah? Use complete sentences please. The Stono Rebellion: Sunday September 9, 1739 • Rebellion—A deliberate and sometimes organized attempt to resist authority • Led by a slave named Jemmy. About 20 slaves met near the Stono River, 20 miles south of Charles Town. • At Stono Bridge they broke into Hutchinson’s Store, stole several weapons and powder, and killed the storekeepers. • Stopped at other plantations to urge slaves to join them. Burned houses and killed whites on way to Spanish Florida. (The Spanish offered freedom to any slave who made it there) Why & Why not? The Stono Rebellion: Stono Rebellion Ends • Around 4 pm, over 100 slaves met at Jacksonborough on the Edisto River to rest and attract more slaves to join.
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