Section 4 Step-by-Step Instruction Persons of the Worst Character SECTION SECTION “ These overseers are indeed for the most part persons of the worst character. They pay no Review and Preview regard to . the lodging of the field negroes. Their Students have read about England’s huts, which ought to be well covered, and the New England and Middle Colonies. place dry where they take their little repose, are They will now learn about the chal- often open sheds, built in damp places; so that, lenges faced by colonists in the South. when the poor creatures return tired from the toils of the field, they contract many disorders.” —Olaudah Equiano, The Interesting Narrative of the Life of Olaudah Equiano ᮡ Virginia planters feast as their slaves harvest tobacco. Section Focus Question The Southern Colonies What factors influenced the Objectives Why It Matters The New England and Middle Colonies development of the Southern •Describe the geography and climate of the had much in common. But the two regions also differed Colonies? Southern Colonies. because of local geographic conditions and other factors. Before you begin the lesson for the day, • Describe the early history of Virginia. Section Focus Question: What factors influenced the write the Section Focus Question on the • Explain how Maryland, the Carolinas, and development of the Southern Colonies? board. (Lesson focus: The Southern Colonies Georgia were founded. capitalized upon the area’s fertile soil and long • Identify the factors that produced the Tide- Geography of the Southern Colonies growing season.) water and backcountry ways of life. During the 1760s, Charles Mason and Jeremiah Dixon were hired to settle a boundary dispute between Maryland and Pennsylvania. They conducted a survey—a careful measuring Prepare to Read Reading Skill of an area with scientific instruments using the techniques of Compare and Contrast As you read about mathematics—that took four years to complete. The boundary Build Background the Southern Colonies in this section, think about they drew is known as the Mason-Dixon line. This line on a Knowledge L2 how they are the same and different from one map marked much more than the boundary between two colo- Remind students of the struggles colonists another. What physical features do they share? nies. After the American Revolution, it was the dividing line faced in New England and in the Middle What human features? In what ways are the between the northern states where slavery was abolished and communities and places different? Comparing and the southern states where slavery persisted. Colonies. (Possible answers: poor location contrasting will help you better understand the Five colonies were located south of the Mason-Dixon choices, conflict with the Dutch, conflict among colonies. themselves, conflict with Native Americans) line: Maryland, Virginia, North Carolina, South Carolina, and Georgia. They shared a coastal area called the Tide- Ask students to consider why colonists Key Terms and People settled in the South. Use the Idea Wave water, a flat lowland that includes many swampy areas. On Nathaniel Bacon debtor its west, the Tidewater blends into a region of rolling hills strategy (TE, p. T24) to help students brain- Lord Baltimore plantation called the Piedmont. storm. (Possible answers: The other areas were James Oglethorpe getting crowded, the climate was milder.) The climate of these states is warm and humid. Hot summers provide a long growing season that colonial farmers used to raise crops such as tobacco and rice. Both crops Set a Purpose L2 required many workers in the fields and thus were partly I Read each statement in the Reading responsible for helping to spur the early development of slavery. Readiness Guide aloud. Ask students to mark the statements True or False. What conditions favored the development of a plantation economy? Teaching Resources, Unit 1, Reading Readiness Guide, p. 76 84 Chapter 3 Colonies Take Root I Have students discuss the statements in pairs or groups of four, then mark the Differentiated Instruction worksheets again. Use the Numbered L1 L1 Less Proficient Readers Special Needs Heads participation strategy (TE, p. T24) to call on students to share their group’s Make a Timeline Using the information on the top of the timeline and entries for perspectives. The students will return to on p. 85, have students track changes in settlers on the bottom. Then have students these worksheets later. the Virginia population during the 1600s work in pairs to make two generalizations Answer by filling in a timeline. Students should based on the information in their time- place dated entries for Native Americans lines. The climate provided a long growing season that farmers used to raise tobacco and rice. Both of these crops required many workers in the field. 84 Chapter 3 Virginia Grows Virginia’s population grew gradually during the 1600s. New Teach settlers arriving from Europe made up for the fact that disease and difficult living conditions kept the death rate high. After 1650, the Geography of the death rate fell, and the population increased more quickly. In 1640, about 10,000 settlers lived in Virginia. By 1670, the number had Southern Colonies reached 40,000. The makeup of Virginia’s population also changed. By the 1670s, Virginia Grows there were more children because fewer were dying at a young age. pp. 84–85 The percentage of women in the population rose as well. Instruction L2 Conflicts With Native Americans As Virginia’s white I Vocabulary Builder Before teaching population grew, the Native American population shrank. Disease this lesson, preteach the High-Use and violence took their toll. In 1607, there had been about 8,000 Words proprietor and contrast using Native Americans in Virginia. By 1675, only about 2,000 Native the strategy on TE p. 64. Americans were left. Farmers took over more land to plant tobacco. This led to trouble Key Terms Have students continue fill- with the Native Americans. There were two violent confrontations— ing in the See It–Remember It chart for one in 1622 and the other in 1644. Although the Native Americans the Key Terms in this chapter. killed hundreds of colonists, they were defeated both times. After Bacon’s Rebellion I Read Geography of the Southern Colo- 1644, the Native Americans living near the coast had to accept Nathaniel Bacon (center) is shown nies and Virginia Grows with students English rule. here taking part in the burning of Jamestown during his 1675 using the Oral Cloze strategy (TE, p. Bacon’s Rebellion There was more trouble to come. Beginning rebellion. Critical Thinking: T22) in the 1660s, wealthy Virginia tobacco planters bought most of the Explain Problems How did the interests of frontier settlers differ I Ask: How did Virginia’s population good farmland near the coast. That left no land for poorer colonists from those of colonists in towns change in the 1600s? (New settlers arrived who wanted to start their own farms. Most of these colonists were and on plantations? and the death rate fell.) young men who were forced to work the land for wealthier farmers. The young men also were angry I Ask: What caused trouble between Vir- because without property, they could not vote. ginia’s farmers and Native Americans? Many poor colonists moved inland to find good farm- (Virginia’s farmers took over more land to land. Fighting broke out with Native Americans, and plant tobacco.) people were killed on both sides. Farmers on the frontier demanded that the governor take strong measures against Independent Practice the Native Americans. However, the governor hesitated. Have students begin to fill in the Study He hoped to avoid an all-out war with the Native Ameri- Guide for this section. cans, partly because he benefited from his fur trade with Interactive Reading and them. Notetaking Study Guide, Chapter 3, Nathaniel Bacon became the leader of the frontier settlers. In 1675, he organized a force of 1,000 westerners Section 4 (Adapted Version also available.) and began attacking and killing Native Americans. The governor declared that Bacon and his men were rebels. Monitor Progress Bacon reacted by attacking Jamestown, burning it to the ground, and forcing the governor to run away. As students fill in the Notetaking Study The revolt, known as Bacon’s Rebellion, collapsed Guide, circulate to make sure students when Bacon became sick and died. The governor hanged understand the importance of the unique 23 of Bacon’s followers. Still, he could not stop English geography of the Southern region. Provide settlers from moving onto Native American lands. assistance as needed. What was the main cause of Bacon’s Rebellion? Section 4 The Southern Colonies 85 Use the information below to teach students this section’s high-use words. High-Use Word Definition and Sample Sentence proprietor, p. 86 n. owner of a business or a colony Answers Lord Baltimore was the proprietor of Maryland in colonial times. Explain Problems Establishing farms inland, the frontier settlers needed protec- contrast, p. 89 n. difference shown between things when compared tion from the Native Americans they were The lives of women and men in colonial times displacing. Provided many contrasts. the desire for western land Chapter 3 Section 4 85 The Southern Colonies Religious Toleration in Maryland 40˚ N The long growing seasons KEY PA Philadelphia and warm climate of the p. 86 P S o NJ to Baltimore Southern Colonies provided Cattle Lumber N m I a c Maryland good conditions for raising R A DE Instruction L2 Fish Rice . T crops. N I Grain Rum St. Mary’s Have students read Religious Toleration U (a) Understand a Map Key O Virginia in Maryland. Remind students to look Indigo Tobacco In what regions was M Jame s R.