8th Grade Ch. 2 European Colonization of North America PDF

8th Grade Ch. 2: European Colonization of North America Ms. Jean 202425 SPPS  Ch. 2.1: Spanish Colonization and New Spain  Today’s Agenda Ch. 2.1 Guided Notes: Lecture + Discussion Bartolome de las Casas primary source text r...

8th Grade Ch. 2: European Colonization of North America Ms. Jean 202425 SPPS  Ch. 2.1: Spanish Colonization and New Spain  Today’s Agenda Ch. 2.1 Guided Notes: Lecture + Discussion Bartolome de las Casas primary source text reading/analysis Ch. 2.1 Review Questions Ch. 2.1 Kahoot Game  Today’s Goals Explain how Spanish conquistadors were able to defeat two Native American empires Aztec + Inca). Identify the names and accomplishments of various conquistadors Hernando Cortés, Francisco Pizarro, Juan Ponce de León, Pánfilo de Narváez, Álvar Núñez Cabeza de Vaca, Hernando de Soto, Francisco Coronado).  Ch. 2.1A: Spanish Colonization Who Were the Conquistadors? Conquistador: a 16th century Spanish conqueror of the Americas Causes of American exploration: ○ Serve their god and spread their religion (Catholicism) ○ Get rich ○ Glorify their nation (make it more powerful) Effects of American exploration: ○ Made Spain one of the richest nations in Europe ○ Created a vast new Spanish empire in the Americas  The First Conquistadors Spanish rulers gave conquistadors permission to establish settlements (new communities established by foreigners). In return, conquistadors agreed to give Spain 20% of any gold or treasure they obtained.  Conquistadors vs. Aztec Hernando Cortés: a conquistador who went to Mexico in 1519 in search of gold Moctezuma: Aztec emperor who ruled over much of Mexico at the time Cortes came to conquer the Aztecs Aztec sacred writings had predicted the coming of a powerful white-skinned god from the east to rule the Aztec! November 8, 1519: Cortés and his men arrived in the Aztec capital of Tenochtitlán (present-day Mexico City) on horses. ○ Thousands of Aztec people came out to see the newcomers. ○ Moctezuma welcomed them as guests. Cortés Meets Moctezuma  Conquistadors vs. Aztec At first, Cortés was friendly to Moctezuma and kneeled before him respectfully upon their first meeting. Just 8 days later, however, Cortés imprisoned Moctezuma! A few months later, the Aztec succeeded in driving out the Spanish, but the Spanish soon returned and recaptured the city of Tenochtitlán. June 1520: The Spanish killed Moctezuma. By the summer of 1521, the Spanish had destroyed the city of Tenochtitlán. This marked the end of the Aztec empire 13251521.  Conquistadors vs. Inca Francisco Pizarro: a Spanish conquistador who conquered the Inca empire in South America ○ 1526: Sailed down the Pacific coast (west side) of South America with 200 Spanish soldiers ○ 1532: captured the Inca emperor Atahualpa and later killed him ○ Without the emperorʼs leadership, the Incaʼs resistance collapsed. ○ By 1535: Pizarro controlled most of the Inca empire. Pizarro Meets Atahualpa  How the Spanish Won The Spanish were outnumbered by the Aztec. ○ 500 Spanish soldiers vs. 200,000300,000 Aztec living in Tenochtitlán at the time ○ The entire Aztec empire held 5 million residents! ○ The entire Inca empire held 16 million residents! Many Native Americans living under Aztec rule resented (felt bitterness and a sense of injustice towards) the Aztec because they forced conquered peoples to pay tributes, perform labor, and change their religion, under military rule. ○ Therefore, many Aztec 200,000 people) allied with and aided the Spanish in capturing the capital city!  How the Spanish Won Malintzin (today popularly called “La Malincheˮ) and named Doña Marina by the Spanish: ○ Native American woman who could speak both the Aztec language Náhuatl) and the Mayan language Chontal) ○ Enslaved by the Spanish in 1519, so she learned Spanish, too ○ Served Cortés as an interpreter (translator), advisor, and negotiator ○ Gave the Spanish valuable information about the Aztec  How the Spanish Won The Spanish had superior military equipment and weapons compared to the Native Americans. ○ Spain: firearms (guns), steel swords, steel armor, horses ○ Aztec & Inca: obsidian-bladed swords, clubs, spears, bows and arrows The Aztec hesitated to attack at first because they thought the Spanish might be gods. The Inca were weakened from fighting amongst themselves Atahualpa and his brother) over control of the government. Many Native Americans died from European diseases EX smallpox, measles, influenza). Conquistadors in the North Other Spanish conquistadors explored north of the Aztec and Inca empires. Juan Ponce de León: conquistador who traveled through parts of Florida in 1513, looking for a legendary fountain of youth (from a Taino myth), but never found it ○ Explored and settled Puerto Rico (a Caribbean island), founding a Spanish colony there ○ First European to reach Florida 1513 Ponce De León’s Expeditions Conquistadors in the North Pánfilo de Narváez: conquistador who set out with 600 men in 1527 to explore and colonize new territories in the Gulf of Mexico and Caribbean regions ○ But in 1528, a storm struck, damaging his ships. The survivors from the shipwreck wandered around present-day Florida and surrounding areas, encountering many hardships. ○ In 1530, he died, as well as most of his men 400, due to starvation, disease, or conflicts with Native Americans. Conquistadors in the North Álvar Núñez Cabeza de Vaca: a member of Narváezʼs crew who assumed leadership after the 1528 disaster ○ He and 3 other Spanish explorers were captured by Native Americans for 2 years. ○ They escaped and traveled on foot until they reached a Spanish settlement in Mexico in 1536. ○ He wrote the first accounts of the American Southwest, informing Europeans of the cultures and geography of this area. ○ He became an advocate for indigenous peoplesʼ rights! Conquistadors in the North Hernando de Soto: From 1539 to 1542, this Spanish conquistador explored Florida and other parts of southeast North America, searching for gold. ○ He reached as far west and north as the Mississippi River, so he is known as the first European to cross the Mississippi River. ○ He died along the riverbank before finding any gold, but was able to write detailed accounts of his travels and the indigenous people he met and traded with on the way. Conquistadors in the North Francisco Coronado: In 1540, this conquistador heard legends about “seven cities of gold,ˮ so he led an expedition into the southwestern borderlands (between Spanish settlements and Native American ones to the north). ○ He reached the present-day states of Arizona and New Mexico by 1542, but found no golden cities, only Pueblo and Zuni villages! North American Resistance Spanish explorations in the borderlands met with little success because North American natives strongly resisted their conquest! Thus, Spain focused instead on bringing order to its new empire in the south.  Text Analysis Activity Independently complete the worksheet by analyzing three primary sources. Read the texts carefully and then answer the “analysis questionsˮ at the end of each section.  Today’s Goals Explain the reasons why New Spain colonized America by setting up settlements there. Analyze the causes and effects of the transatlantic slave trade.  Ch. 2.1B: New Spain  Colonizing New Spain Conquistadors set up colonies in many parts of America. ○ colonization: the act or process of setting up colonies (settlements) in foreign, conquered lands The main reason for Spanish colonization of the Americas was to search for more wealth! ○ Colonies provide good bases to search for gold/wealth. ○ Colonies could also create wealth themselves through farming and trade.  Colonizing New Spain Another reason for Spanish colonization was to spread Christianity. ○ They converted many Native peoples to the religion. A third reason was for colonists to satisfy their thirst for adventure/exploration by finding new opportunities in the colonies. ○ Thousands of Spanish people moved to the Americas, especially to become a farmer there. New Spain’s Government At first, Spain let the conquistadors govern (rule) the colonies. However, they proved to be poor rulers, so the Spanish king took away their authority. In 1535, the Spanish king Charles I divided his American colonies into “New Spainˮ (central America + the northern borderlands in North America) and “Peruˮ (South America). Each region was ruled by a viceroy selected by the king. ○ Viceroys were different from governors because they ruled over larger regions, had broader powers, and ruled in the name of the king (not the whole country or central government). The Spanish Empire (1580) New Spain’s Laws The Spanish King and his government created a new set of laws to organize and rule their colonies, called “Law of the Indies.ˮ This set of laws created three types of settlements in New Spain: pueblos, presidios, and missions. ○ But some colonies included all three types. ○ Each type followed a similar pattern.  New Spain: Pueblos pueblo: a town (an urban area that is larger than a village but smaller than a city) ○ Center of farming, trade, and religion ○ In the middle was a plaza (public square), where townspeople and farmers do business, trade, or worship at church. ○ Shops and homes lined the 4 sides of the plaza. ○ Sometimes the Spanish would take over Native American pueblos to build their towns (like in present-day Santa Fe, New Mexico).  New Spain: Presidios presidio: a fort where Spanish soldiers lived ○ Had high, thick walls ○ Inside were shops, horse stables, and food storehouses ○ First presidio built in 1565 at St. Augustine, Florida Later, it would become the 1st permanent European settlement in the U.S.! Its founding marked the beginning of European colonization of what would become the United States.  New Spain: Missions mission: a type of settlement run by Catholic priests and friars (who are like monks) ○ Their goal: to convert Native Americans to Christianity ○ They often forced Native Americans to live and work on missions.  Spanish Missions Spanish missions gradually spread across the Spanish borderlands throughout the 17th and 18th centuries, in what is now California, Texas, Arizona, and New Mexico (the Southwest and West of the U.S.). In the Spanish colony of New Mexico in the northern borderlands, the Spanish tried to completely wipe out Native American religious practices and subjected them to harsh punishments. ○ This resulted in the Pueblo Revolt of 1680, where Pueblo Indians killed 400 Spaniards and drove the others out of the region. ○ But the Spanish recaptured the region in the mid-1690s.  New Spain: Upper Class Society The Laws of the Indies also set up a strict social system, with 4 social classes (in order from top to bottom): ○ Peninsulares: people originally born in Spain who held the highest jobs in government and the Catholic Church; owned large pieces of land or gold/silver mines ○ Creoles: people born in the Americas to parents of Spanish origin; often wealthy and well-educated; often owned farms or ranches, taught at universities, or practiced law, but could not do the jobs reserved for the peninsulares  New Spain: Lower Class Society Mestizos: people of mixed Spanish and Indian ethnicity, who worked on farms or ranches or in the cities with skilled jobs EX carpenters, shoemakers, tailors, bakers) ○ Over time, this became the largest class by population in New Spain! Indians: Native Americans, the lowest class in New Spain; treated like conquered peoples; kept in poverty for hundreds of years ○ At first, the largest social class, then later outnumbered by mestizos New Spain: Blending Cultures Spanish colonization created a blend of Spanish and Native American cultures EX: language, law, religion, education). ○ EX The Spanish founded the University of Mexico in 1551! ○ EX The Spanish adopted Native American foods EX corn, tomatoes, potatoes, squash), materials EX adobe bricks to construct buildings), and artwork EX Native American-style paintings inside church walls). New Spain: Encomiendas Colonists needed workers for their ranches, farms, and mines. So the Spanish government gave them encomiendas (a system of land grants (rights) that included the right to demand labor or taxes from Native Americans.) Forced Native American labor on mines especially, in Mexico, Peru, and other parts of the Americas, made New Spain rich. ○ Spanish ships regularly traded thousands of tons of gold and silver across the Atlantic Ocean. ○ Many Native Americans died working in the mines (perhaps tens of thousands over the centuries of Spanish rule).  Primary Sources: Bartolome de Las Casas Bartolome de Las Casas witnessed Native American treatment: “The Indians were totally deprived of their freedom. Even beasts [animals] enjoy more freedom when they are allowed to graze in the field.ˮ (from his 1542, book, Tears of the Indians) Las Casas journeyed to Europe to ask the King of Spain to protect the Indiansʼ civil rights (rights that protect citizens against the government).  New Laws, But Hardly Enforced In 1540, the Spanish government passed new laws protecting Native Americans. ○ One prohibited (banning) the enslavement of Native Americans. ○ Another allowed them to own cattle and grow crops! However, very few of New Spainʼs government officials actually enforced (acted on, made effective, or carried out) the new laws or treated Natives humanely. The Transatlantic Slave Trade Many Native Americans died working for the Spanish colonists, so they turned to a new source of labor across the Atlantic Ocean: Africans. Bartolome de Las Casas made an unfortunate suggestion to the Spanish crown that encouraged the translatlantic slave trade… Trying to protect Native Americans, he suggested bringing in Africans to do the colonial labor instead of forced Native laborers! Why? He argued that… ○ Africans were less likely to die from diseases. ○ Africans were already accustomed to doing hard farm work in their homelands. The Transatlantic Slave Trade Translatlantic slave trade: trading of African slaves across the Atlantic Ocean from Africa to the Americas Slavery had already existed for centuries in many parts of Africa. ○ Slaves were usually war prisoners and sometimes their children. ○ Later, after America was colonized, some Africans began to capture and enslave other Africans to sell to European traders for profit. ○ The enslaved people were then shipped to the Americas. ○ So most African Americans settled their by force, not by choice. The Transatlantic Slave Trade Las Casas came to regret his suggestion to use African slaves, but it was too late! The damage was done. Slavery had become a key part of the colonial economy. As a result, the slave trade grew as the demand for African labor (by colonial profit-seekers) grew, especially in the Caribbean Islands. ○ 41% of African slaves were shipped to non-Spanish- owned Caribbean Islands. ○ 37% were shipped to Brazil. ○ 15% were shipped to Spanish colonies in America.  Results of the Slave Trade At first, enslaved Africans especially worked on sugar plantations (large farms) in Brazil (a Portuguese colony) and the Caribbean Islands, because sugar required lots of land and labor. ○ Europeans grew extremely wealthy from the sugar trade. Enslaved Africans especially grew tobacco in what is now the southeast U.S. during the 17th and 18th centuries. Europeans transported and sold more than 10 million enslaved Africans to the Americas between the 1500s and 1800s, mostly from West Africa.  End Notes!  (8-1) 10/10/24: Next HW Complete the review questions on the Ch. 2.1 Guided Notes worksheet. Finish the textbook Chapter 2.1 reading/ annotations/reading checks, due by next class!  Ch. 2.2: The First French, Dutch, & English Colonies  Ch. 2.2A: European Rivalries & New France  Today’s Goals Explain why Western European nations began competing to explore and colonize North America. Explain the causes and effects of the Protestant Reformation, especially as it relates to European colonization of the Americas. Explain the significance of the northwest passage. Describe the location, economy, government, and society of New France. Start Notes The Protestant Reformation Begins Until the 1500s, the Roman Catholic Church was the only church in Western Europe. But then a major religious reform (improvement) movement sharply divided Christians. This reform movement, known as the Protestant Reformation, began in 1517 when a German monk (person who devotes their life to their religion) named Martin Luther publicly challenged many of the practices of the Catholic Church he found harmful. ○ On the of door a church in Germany, he posted his “Ninety-five Thesesˮ (a list of 95 points challenging the Catholic Church), in order to start a scholarly debate and discussion. Challenges to the Catholic Church Luther especially criticized the Catholic Churchʼs practice of selling indulgences (reducing Godʼs punishment in the afterlife against you for your sins, by giving money to the Church). ○ He said salvation (being saved by God) comes only through faith in God, not by giving money or participating in certain church rituals EX: baptism) or doing good works. ○ He also believed that the Bible should be the ultimate authority (the final say) about religious matters, not the clergy (popes)! ○ This meant that the clergy should not be the only people who could properly interpret (make sense of) the Bible, and that regular individuals should have direct access to the Bible. Consequences of the Reformation Luther's ideas spread rapidly across Europe, thanks in part to the printing press, which allowed for wide distribution of his writings. As a result, many people began questioning the Churchʼs authority. The Protestant Reformation resulted in the formation of the new branch (split) of Christianity called “Protestantismˮ in addition to even more branches within Protestantism EX Methodists, Baptists). ○ The term "Protestant" came to describe all those who rejected certain Catholic teachings and sought reform within the Church. The Reformation also led to a series of European rivalries and conflicts, both religious and political, that would last for centuries. Religion Fuels European Rivalries By the late 1500s, religion divided the states (nations) of Western Europe. ○ Roman Catholic monarchs ruled Spain and France. ○ Protestant monarchs ruled England and the Netherlands. Religious differences contributed to rivalries between those nations. ○ EX Queen Elizabeth I of England encouraged English explorers to raid (steal from) Spanish colonies and capture Spanish treasure fleets (ships). ○ EX Protestant England competed with Catholic France for lands in North America.  The Northwest Passage Not all rivalries were based on religious differences. ○ Both the Netherlands and England were Protestant, but they competed for control of land in North America and for economic markets in other places in the world, like Asia. After Columbus reached America in 1492 and Magellan found a western route to Asia in 1520, Europeans wanted to discover an even shorter northwest passage (waterway through or around North America) to Asia by going through the Arctic Circle.  The Northwest Passage John Cabot was an Italian explorer who was funded by England and sent to look for this northwest passage. He mistakenly thought he found a northwest passage to Asia, but he really just landed on an island off the east coast of Canada! He called the new land “newfoundland,ˮ and the name stuck even until today.  French Exploration The rulers of France also sent explorers like Giovanni da Verrazzano and Jacques Cartier west to America in search of a northwest passage. These two explorers also mistakenly believed they found it, but failed to find the northwest passage to Asia! However, they did explore and map out many parts of North America. This encouraged the rulers of France and other Western European nations to think about colonizing the Americas to exploit (use unfairly for your own gain) its rich resources and profit through trade.  Settling New France A French explorer named Samuel de Champlain founded Port Royal (in present-day Canada), the first permanent French settlement in North America, in 1605. 3 years later, he led another group of settlers along the route that Cartier had pioneered (started) and created a trading post to the north of the St. Lawrence River called Quebec. In New France Franceʼs colony America), the French colonists profited from fishing, trapping animals for fur, and trading with Natives. ○ There was little gold or silver in this area.  Settling New France Catholic missionaries often traveled with fur traders in New France to spread their religion to Native Americans. ○ They reached as far as the Great Lakes and the Mississippi River. ○ They also helped Franceʼs colonizing mission by mapping and writing about the land they explored to the west. One French explorer and fur trader (Robert de La Salle) reached as far south as the Gulf of Mexico by 1682. ○ He named this southern region bordering the Gulf of Mexico “Louisiana,ˮ and claimed it as a colony for France. To keep Spain and England out of Louisiana, the French built forts in the north along the Great Lakes (to prevent them from going south) as well as along the southern end of the Mississippi River.  New France  Settling New Orleans One important fort that they built in Louisiana was at the mouth (southern end) of the Mississippi River and called New Orleans. It grew into a very busy trading center. Thus, France was able to control the network of waterways at the heart of North America, giving them a strategic advantage over other nations. French colonists imported thousands of Africans to work as slaves on plantations (large farms) around New Orleans. ○ Some slaves received their freedom after supporting the French in a revolt against them by the Natchez Indians in 1729. So in Louisiana, free and enslaved Africans made up the majority of the French colonial population.  New France Society Some French colonists lived and worked in Native American lands beyond French settlements. The French traded practical materials like knives, kettles, cloth to the Natives in exchange for beaver skins and other furs, which sold for high prices in Europe. They had friendly relations with the Native Americans, did not set up farms on Native lands, and did not attempt to conquer them (unlike the Spanish colonists)! ○ Native Americans taught trapping and survival skills EX how to make canoes or snowshoes) to French colonists. ○ Many colonists even married Native women!  New France Government The colony of New France in America was governed much like New Spain: ○ The French king (Louis XIV - ruled 72 years from 1643 to 1715 controlled the government directly. ○ He appointed a council (group of rulers) to make colonial decisions. ○ The other colonists had little freedom. King Louis XIV encouraged French people to move to New France, but the population grew slowly. ○ Harsh winters, difficult to farm there The Council of New France  Ch. 2.2B: New Netherland & The First British Settlements  Today’s Goals Explain how and why the Netherlands started colonizing North America. Describe the location, economy, government, and society of New Netherland. Explain how the lives of Native Americans originally living in the Eastern Woodlands changed after European settlement. Explain how and why England settled Roanoke colony and what ultimately happened to it. Explain how and why England settled Jamestown colony.  European Settlement of North America by 1660  The Dutch Explore America The Dutch (people who live in the Netherlands) also wanted to profit from American colonization in the 17th century. In 1615, Dutch colonists first settled in Manhattan Island (in present-day New York City), as well as the region near the top of the Hudson River (in present-day New York State). In 1626, a Dutch explorer named Peter Minuit led a group of Dutch settlers to the mouth (southern/ocean end) of the Hudson River.  Settling New Netherland Minuit bought the island of Manhattan from the local Native Americans for some traded goods, including food, pottery, animal fur, tools, weapons, and beads. Minuit called his settlement on the southern tip of Manhattan “New Amsterdam,ˮ but the entire Dutch colony in America was called New Netherland. ○ The name was later changed to “New Yorkˮ in 1664 by the English! Settling New Netherland was funded (paid for) by a private company called the Dutch West India Company. Many Dutch colonists immigrated to New Netherland hoping to profit from the regionʼs active fur trade.  New Amsterdam Society At first having only 30 houses, the settlement of New Amsterdam grew into a busy port (city by the sea with harbors (resting places) for boats). The Dutch welcomed people of many different nations, ethnic groups, and religions to their colony. The Dutch built trading posts along the nearby Hudson River, where many Dutch became skilled merchants. In 1655, the Dutch took over the colony of New Sweden (established 15 years earlier by Sweden along the Delaware River, in present-day New Jersey and Pennsylvania), making New Netherland even bigger.  New Netherland Trade Dutch traders sent American furs to the Netherlands. ○ Including skins of beavers, otter, mink, cat lynx, and rats. The Dutch and French became rivals in the fur trade and engaged in violent battles in America for years. They both tried to make alliances with Native Americans. ○ alliance: agreement between nations to support and protect each other militarily ○ EX The Dutch made an alliance with the Iroquois. ○ EX The French made an alliance with the Huron. Changes to Native American Life Dutch and French settlement of the east coast of America brought major changes to Native Americansʼ lives and environments. Examples: ○ European diseases killed thousands of Natives. ○ European missionaries tried to convert Natives to Christianity. ○ Rivalry over the fur trade led to fighting between some Eastern Woodlands Native tribes, as well as between the Dutch and Natives. EX Kieft's War, fought 16431645 between Dutch and Lenape Indians over land and trade disputes; the Dutch destroyed Lenape villages and killed 1,500 Lenape ○ The fur trade also led to overtrapping, making the beaver population on Iroquois lands almost go extinct by 1640! Changes to Native American Life Native Americans adopted some materials they got from trading with Europeans EX: copper kettles, knives, muskets (type of guns), gunpowder, alcohol). ○ This led to major changes in their lifestyles and cultures (both positive and negative). Eventually, Europeans forced Natives off their lands and made them move west. ○ This often led to violent clashes between the Natives who were forced to move and the Natives who had already been living on the western lands. ○ This conflict between Native Americans and Europeans over land rights in America would continue for many years (even to the present-day). The English Explore America England looked on with envy as other European countries gained riches from their American colonies. So several ambitious English gentlemen (upper class) proposed that England also settle the Americas. Sir Walter Raleigh got permission from Queen Elizabeth I to raise money to establish an English colony in North America. In 1585, with enough money raised, 100 English men set sail across the Atlantic and arrived in what they called Roanoke (an island off the coast of present-day North Carolina in the Southeast of the United States). English Colonies in North America  Settling Roanoke Colony After just one year in Roanoke, the English colonists ran out of food and were fighting with the neighboring Native Americans. ○ So, in 1586, these colonists returned to England by ship. In 1587, Sir Walter Raleigh sent one of the original settlers – John White – back to Roanoke with a new group of 100+ settlers (including women and children) to try again. Again, running out of supplies, in August of that year, White returned to England to get more supplies for the colonists. ○ He planned on returning to Roanoke in just a few months, but it actually took him 3 years to return to Roanoke (due to preparations for war with Spain).  The Lost Colony When he returned to Roanoke, John White found that the colonists that stayed behind had all mysteriously vanished! The only clue left behind was a carving on a tree: “CROATOAN.ˮ Roanoke to this day is known as the “Lost Colonyˮ because of the mysterious evacuation of the colony. Historians donʼt know exactly what happened to the 117 English colonists left behind at Roanoke, but the leading theory today is this: ○ The colonists meant to leave behind a message to John White saying that they had moved along with Croatoan Indians to live on nearby Croatoan Island. The English Try Another Settlement After the failure to settle Roanoke, the English tried to establish another colony in North America nearly 20 years later. In 1606, a private company called the Virginia Company of London was looking to profit off of colonizing North America. So the company received a charter (legal contract that gives certain rights to a person or company) from King James I of England. The charter gave two specific rights to the Virginia Company: ○ To settle along the east coast of North America in a place they called “Virginiaˮ (named after Queen Elizabeth I, the “Virgin Queenˮ) ○ To give English colonists in Virginia the same rights as English citizens back in England  The Virginia Company The Virginia Company was a joint-stock company. ○ This means that wealthy London gentlemen pooled their money together to buy shares (portions or parts) of the company. ○ So shareholders each owned a part of the company (unlike a traditional company that is owned by an individual or family). This gave them a large amount of money to start and supply Jamestown colony. The shareholders hoped to see a return on their investment by bringing back to England profitable materials to sell or trade. If the colony was successful, the Virginia Company could share the profits from colonization and trade in Jamestown, and be paid back for their investments.  Settling Jamestown Colony In the spring of 1607 a group of 105 English colonists sailed to the new colony of “Jamestownˮ (named after the King of England), located in the larger English settlement in America called Virginia. The settlers of Jamestown were motivated by 3 things: ○ Pursuit of profit (by finding gold or other riches) ○ Pursuit of a shorter water route to Asia ○ Claiming land for England The colonists set up houses along what they called the James River. Jamestown is notable for becoming the first permanent English settlement in North America. End Notes  Ch. 2.2C: Jamestown Colony  Today’s Goals Describe how Jamestown colony was governed. Explain why starvation was a constant threat in Jamestown. Analyze the significance of Jamestown colony in American history. Start Notes The Early Years of Jamestown At first, the Virginia Company chose a council of 13 men to govern (rule) Jamestown. ○ But the council members often fought with each other and did little to plan for the colonyʼs future. The colonistsʼ biggest problem was the threat of starvation. ○ They were not used to living in the wilderness, and did not know how to find food, even though there were plenty of resources there. ○ They also did not plant enough crops, and spent most of their time looking for gold instead. But one council member named John Smith helped to save the colony by setting up strict rules that forced colonists to work if they wished to eat. The Early Years of Jamestown John Smith returned to England two years later in 1609, however, so the Jamestown colonists faced starvation again. Desperate Jamestown colonists cooked dogs, cats, snakes, and mushrooms to survive. To keep warm in the harsh winters, they broke up houses to burn as firewood. But over time, the colonists gradually learned to use the resources available in their environment to survive.  Growing Tobacco In 1612, especially, Jamestownʼs economy improved markedly with the introduction of the tobacco crop. ○ Native Americans had taught Europeans how to grow tobacco. King James of England thought that smoking tobacco in pipes was a vile (evil) custom, but it became a popular trend. ○ By 1620, England imported more than 30,000 pounds of tobacco per year from America, mostly from Virginia. The colonists cut down many forests to plant tobacco crops for trade and profit. At last, Jamestown colonists found a way to make their colony succeed.  A New Type of Government While John Smith was away, rule in Jamestown became very strict. ○ Harsh laws imposed the death penalty even for small offenses, like stealing an ear of corn. ○ This kept new colonists from moving to Jamestown. So to attract more settlers, the Virginia Company established a new system of government in Jamestown in 1619. ○ The Virginia Company appointed (chose) a new governor and 6 other council members to rule Jamestown, with orders to consult (discuss) with the other settlers on all important matters. ○ But male colonists were also allowed to elect other representatives, called burgesses, to help make decisions for Jamestown.  Representative Government The elected burgesses met in an assembly (large group meeting) called the House of Burgesses. Together with the governor and his council, the House of Burgesses worked together to make laws for Jamestown colony. ○ EX A law setting the minimum price for the sale of tobacco The House of Burgesses is significant in history for being the first representative government (where voters elect a few others to make laws for them) in the English colonies. At first, all free male colonists could vote for the House of Burgesses without owning any property, unlike men back in England. But in 1670, Virginia began restricting the right to vote to free, white male property owners. The House of Burgesses Borrowing Ideas from England The idea of representative government had already been established in England by 1215, when English nobles (upper class men) forced King John to sign a document called the Magna Carta. ○ It said that the king could not raise taxes without first consulting a “Great Councilˮ of nobles + church leaders. The Great Council of England eventually turned into a lawmaking group called Parliament, which the House of Burgesses was directly modeled upon. ○ Parliament in England was divided into two “housesˮ – an upper house of noble men selected by the King and a lower house of elected men voted on by only the rich men of England.  Women in Jamestown At first, only a few women settled in Jamestown because of the harsh journey getting there. In 1619, the Virginia Company sent 100 women to Jamestown to make the men feel happy and settled there. These women quickly found husbands. Marriage helped the Virginia Company make money because it charged 150 pounds of tobacco for each marriage. Life in Jamestown for women was a daily struggle, however. ○ Women had to make everything from scratch (from the beginning) – food, clothing, medicine. ○ Many women died young from childbirth. In 1624, there were 1,000+ men but less than 300 women in Jamestown.  Africans in Jamestown In 1619, the first Africans arrived in Jamestown to work as slaves in Virginia colony. The Dutch sold these Africans to Virginians who needed laborers to grow tobacco. The Dutch valued Africans for already possessing agricultural skills. But for these Africans, this was a journey into a brutal life of forced labor. Some Africans became slaves for life. But others worked just temporarily as indentured servants – people who signed a contract to work for a master for a certain length of time 7 years) until they paid off the cost of their voyage to America.  Freed Africans in Jamestown Indentured servants could even own their own farms after their labor contract ended. These freed Africans sometimes became owners of large plantations. ○ EX Anthony Johnson, a freed indentured servant, went on to own 250 acres of land and have 5 servants to work on it. For a time, free Africans in Virginia even had the right to vote. As most people in Jamestown started looking to make profit by farming, they got into violent conflicts with Native Americans, whose lands colonists tried to take over.  Bacon’s Rebellion The governors of Virginia colony refused to get involved or take action against the Native Americans who fought with colonists over land. So in 1676, a planter (farmer) named Nathaniel Bacon, organized a group of angry men and women, both black and white, on the frontier (border between the colony and Native American land) to retaliate (take revenge) against Native Americans. ○ Baconʼs group raided (stole from) Native American villages, even if they had been friendly to colonists, and then burned the capital of Jamestown! This event, known as Baconʼs Rebellion, ended when Bacon died suddenly. 23 followers were executed (killed) by hanging. Consequences of Bacon’s Rebellion The Governor of Virginia and other wealthy Virginians were alarmed (very surprised and scared) that black and white indentured servants had joined together in rebellion. In response, Virginiaʼs government set up a system of laws replacing indentured servitude for Africans (but not for white colonists) with a condition of lifelong slavery that would even be passed on their children! As slavery grew in Virginia, free African Americans also lost their rights, including the right to vote by the early 1700s.  End Notes! Supplemental Text Group Reading  Group Reading Instructions Roles: Instructions: 1. The Predictor & Summarizer: Before First, the predictor predicts. reading, explain what you think the section Read the text aloud or silently. will be about. After reading, summarize the Your group decides.) section (main idea + important supporting After each section, go around details). your group sharing out your 2. The Word Wizard: Find and explain the summary, questions/answers, definition of 3 words from the section that and words/definitions. are difficult, important, or interesting. Swap roles for next section. 3. The Question Master: Ask at least one Answer the questions in the open-ended question that is relevant to the boxes independently, but make topic. Share your predicted answer then sure everyone understands and have your group also share their answers. can answer them accurately.  (8-2) 11/1/24 - Today’s Goals Prepare for a Socratic seminar to develop your communication and critical thinking skills. Explore the relationship between slavery and racism in the United States by examining their historical development.  Socratic Seminar Question: Which came first in the United States: racism or slavery? What is racism exactly? What are the different categories of race? Who made these categories? How did racism start and develop in North America? How can we stop racism in the United States? What is a Socratic Seminar? A Socratic seminar is a formal discussion based upon text(s), in which students ask and try to answer one or more open-ended questions. To do this, students explore ideas and arguments while listening to each other respectfully and thoughtfully. The most important characteristics of participants in a Socratic Seminar are 1) curiosity and 2) critical thinking!  Why is it called a “Socratic Seminar”? A “seminarˮ is a meeting or a small group of people who engage in thoughtful and informed discussion. The word “Socraticˮ comes from the name Socrates, a famous 4th century Greek philosopher. The “Socratic methodˮ is a form of dialogue that uses Socratesʼ idea of asking and answering questions. ○ Socratesʼ goal was to 1) stimulate critical thinking, 2) draw out interesting or new ideas, and 3) discover and challenge underlying assumptions that people may hold without evidence.  How is a Socratic Seminar different from a debate? Debate Socratic Seminar Goal: WIN! Defeat the other side! Goal: Everyone’s a winner! Learn from each other, and get to a deeper understanding of the topic/text Strategies: Use logic, evidence, Strategies: Show you are truly listening to and persuasion, including others; always build upon other’s ideas; use/ask emotional appeals for evidence; clarify, question, challenge, and dig deeper into what people are saying or thinking Structure: Speak only when it’s Structure: Speak freely when there is a silence your turn and if you have something to add to the conversation, without monopolizing (dominating or overpowering) the discussion  Sentence Starters In a Socratic seminar, your words should always support an open discussion between students. Remember the goal is to build upon each otherʼs ideas and use evidence to learn something new. So review the sentence starters handout to make sure your words are always doing these things.  Final Note You (students) are responsible for the success of the discussion! So come prepared with evidence and curiosity.  8-1 Socratic Seminar Groups: 1st Day Inner Circle 7 speakers): ○ Gina, Mina, May, Hyunjin, Chaney, Lauren, Kiha 2nd Day Inner Circle 8 speakers): ○ Bryan, Jungyeon, Alice, Dowan, Chloe Kim, Emily, Isaac, Erin Grading Partners: Gina + Bryan, Mina + Jungyeon, May + Alice, Hyunjin + Dowan, Chaney + Chloe, Lauren + Emily, Kiha & Ms. Jean) + Erin & Isaac  8-2 Socratic Seminar Groups: 1st Day Inner Circle 6 speakers): ○ Alex, Amy, Hokeun, Chloe Jung, William, David 2nd Day Inner Circle 8 speakers): ○ Chloe Kwon, Brian, Hanson, Jiwon, Jessica, Rachel, Michelle, Matthew Grading Partners: Alex + Chloe Kwon, Amy Brian, Hokeun + Hanson, Chloe Jung + Michelle/Jessica, David + Rachel, William + Jiwon, Ms. Jean + Matthew  Next HW On the Google Doc in Google Classroom: Write at least 8 questions related to the Socratic seminar questions that show your curiosity about the topic. Write your detailed answers to each Socratic seminar question, with plenty of supporting evidence and analysis. Do NOT search the Internet for answers to the Socratic seminar questions - that is PLAGIARISM! ○ If necessary, you may only research scientific or historical facts that support ideas you ALREADY came up with yourself! Do not research other peopleʼs arguments, opinions, or ideas – again, this is PLAGIARISM. ○ If you research anything outside of class materials already provided to you, you should use only reliable sources and you must cite the sources clearly, by including 1 links, 2 names of the authors/organizations that produced those facts, and 3 why you consider these authors to be reliable sources. Socratic Seminar Day 1! Socratic Seminar Day 2!  Today’s Goals Explore the relationship between slavery and racism in the United States by examining their historical development. Connect historical events to present-day American society. Practice clear communication, critical thinking, and in-depth text analysis by participating actively in a Socratic seminar.  Which came first in the United States: racism or slavery? What is racism exactly? What are the different categories of race? Who made these categories? How did racism start and develop in North America? How can we stop racism in the United States?  8-1 Socratic Seminar Groups: 1st Day Inner Circle 7 speakers): ○ Gina, Mina, May, Hyunjin, Chaney, Lauren, Kiha 2nd Day Inner Circle 8 speakers): ○ Bryan, Jungyeon, Alice, Dowan, Chloe Kim, Emily, Isaac, Erin Grading Partners: Gina + Bryan, Mina + Jungyeon, May + Alice, Hyunjin + Dowan, Chaney + Chloe, Lauren + Emily, Kiha & Ms. Jean) + Erin & Isaac  8-2 Socratic Seminar Groups: 1st Day Inner Circle 6 speakers): ○ Alex, Amy, Hokeun, Chloe Jung, William, David 2nd Day Inner Circle 8 speakers): ○ Chloe Kwon, Brian, Hanson, Jiwon, Jessica, Rachel, Michelle, Matthew Grading Partners: Alex + Chloe Kwon, Amy + Brian, Hokeun + Hanson, Chloe Jung + Michelle/Jessica, David + Rachel, William + Jiwon, Ms. Jean + Matthew  11/6/24 - Next HW Todayʼs inner circle speakers only: ○ Fill out the Socratic seminar reflection form in Google Classroom thoroughly and thoughtfully. ○ Your detailed answers and synthesis (combining in new and creative ways) of all the things talked about today will be part of your final project grade! ○ So please take your time to show your curiosity and thoughtfulness about this topic with long, detailed answers using lots of evidence. Todayʼs outer circle graders only: ○ NO HOMEWORK!  Ch. 2.3: The New England Colonies  Ch. 2.3A: The Pilgrims of New England  Today’s Goals Explain why, how, and when the Pilgrims settled in Plymouth colony in New England. Analyze the significance of the Mayflower Compact. Explain the historical roots of the Thanksgiving holiday. Start Notes  Religion in Europe It was not easy for people to practice religion freely in Europe during the 1500s and 1600s. Why? ○ The Protestant Reformation (starting in 1517) led to fierce and deadly religious wars between Protestants and Catholics. ○ Most European rulers forced their subjects to his/her religion, which became the established church of the state. EX In England, the established church was the Anglican Church, AKA “Church of England.ˮ ○ Europeans who did not follow the established religion of their state were often persecuted (mistreated or punished because of their identity or beliefs) EX: imprisoned or executed by being burned at the stake).  Seeking Religious Freedom One religious group in England that faced persecution were the Separatists, now known as the “Pilgrimsˮ (people who make a long journey). ○ They were called “Separatistsˮ because they wanted to separate from the Church of England because, although they were also Protestant, they believed that the Church of England still had too many Catholic influences, like rituals, rules, and hierarchies. In the early 1600s some Separatists moved to Leyden, a city in the Netherlands, where they were allowed to worship freely. However, they missed their English way of life and worried that their children were growing up more Dutch than English.  Pilgrims Journey to America So some of these Separatists in Leyden decided to leave the Netherlands and set up a new English colony in the northern part of Virginia, along with some other English people (not Separatists). ○ The Virginia Company of London received a charter from King James I of England, hoping to earn a profit from the colony. These “Pilgrimsˮ 100+ men, women, and children) sailed to America in September 1620 on the ship named the Mayflower. The voyage was dangerous and long. During the two-month journey, most of the passengers suffered and got sick. The Pilgrims originally had intended to go to Virginia colony, but were forced to land in the Cape Cod area (in present-day Massachusetts) due to low supplies.  Plymouth Colony These Pilgrims were too exhausted to keep going south to Virginia, so they settled there and called their new colony Plymouth (named after the port in England they left from). Before landing, however, they realized that the charter granted to them would no longer apply to them, because they were not going to settle in Virginia, where the Virginia Company would set the rules. So, while still aboard the Mayflower ship, the Pilgrims decided to create a new form of government to rule their new colony. ○ It had to be acceptable to both the Pilgrims and the 3040 non-Pilgrims aboard the Mayflower. So on November 11, 1620, the 41 adult male passengers of the Mayflower signed an agreement called the Mayflower Compact. Plymouth Colony Maps  The Mayflower Compact “We… having undertaken, for the glory of God, and advancement of the Christian faith, and the honour of our King and country, a voyage to plant the first colony in the northern parts of Virginia, do…solemnly [seriously] and mutually [equally]… covenant [make a promise] and combine ourselves together into a civil body politic [government organization made for the citizens] for our better ordering and preservation and furtherance of the ends aforesaid [mentioned before]... to enact, constitute, and frame such just and equal laws… as shall be thought most meet [fitting] and convenient [simple, comfortable, and efficient] for the general good of the colony unto which we promise all due… obedience.”  The Mayflower Compact The Mayflower Compact is very significant in history because it established the tradition of self-government. The Pilgrims set up a government in which adult male colonists elected representatives – a governor and a council – to set the rules. The Pilgrims chose this kind of representative government over monarchy because they thought it would best protect their religious freedom. The representatives of Plymouth were expected to 1 show the religious virtues (morally good behaviors) that the Pilgrims valued EX faith and devotion to their religion), and 2 represent the common good (benefit all members of the community).  Hardships in Plymouth The Pilgrims built their settlement on an abandoned Native American village (due to disease, likely smallpox). They even found baskets filled with corn left behind that they could still eat. However, the corn was not enough to get the Pilgrims through their first winter, as they had failed to bring enough food with them, and it was too late in the season to plant new crops. The Pilgrims also did not have enough time to build proper shelters, so many slept on the Mayflower. By the spring of 1621, half the settlers had died of disease or starvation!  Native Americans Help the Pilgrims: Samoset In the spring of 1621, the Pilgrims cleared land for farming and planted crops. They also received a great deal of help from neighboring Native Americans, especially… ○ 1 Samoset: a Pemaquid Indian who was the first Native American that the Pilgrims met He had learned English from earlier English explorers in America and helped translate for the Pilgrims. He also introduced the Pilgrims to the Wampanoag Indians, who were extremely helpful.  Native Americans Help the Pilgrims: Squanto 2 Squanto: a Wampanoag Indian who helped the Pilgrims the most ○ He could speak English after being taken to England as a slave, so he served as an interpreter for the Pilgrims and the Wampanoag chief. ○ He also taught Pilgrims survival skills, like how to catch fish or eels from rivers, and how to gather nuts and berries in the forests.  Native Americans Help the Pilgrims: Massasoit 3 Massasoit: the Wampanoag Indiansʼ chief who also helped the Pilgrims in numerous ways: ○ He formed an alliance with Pilgrims, protecting them from other Native American tribes who were hostile to settlers. ○ He and the Wampanoag provided Pilgrims with food EX: corn, beans, squash, deer meat). ○ He and the Wampanoag taught Pilgrims hunting and farming skills EX: using fish to fertilize corn crops).  Thanksgiving Holiday This cooperation between Massasoit and the Pilgrims became known as the "First Thanksgiving" in the fall of 1621. ○ At this event, the Pilgrims and Wampanoag celebrated their first harvest and the success of their cooperation. The first Thanksgiving holiday was celebrated in 1863, in the middle of the Civil War, when President Abraham Lincoln proclaimed it as a national day of unity and gratitude. In 1941, Congress (the group of lawmakers for the U.S.) made Thanksgiving a national holiday to be celebrated on the last Thursday of November. “The First Thanksgiving At Plymouth” Painted by Jean Leon Gerome Ferris (American Artist), 1912 End Notes!  Let’s watch a video to recap the Pilgrims and the first Thanksgiving.  Activities 1. Analyze the Mayflower Compact text excerpt. 2. Watch and discuss the First Thanksgiving video. Compare what was said in the video to what is shown in the 1912 American painting. 3. Complete the crossword puzzle to review the key vocabulary from this lesson. 4. Answer the review questions at the end of the Ch. 2.3A guided notes.  11/11/24 - Next HW 1. Answer the review questions at the end of the Ch. 2.3A guided notes, with all the important details and vocabulary words from todayʼs lesson!  Ch. 2.3B: Massachusetts Bay Colony  Today’s Goals Describe the climate and natural resources of the New England region. Explain how, why, and when Massachusetts Bay colony was settled. Explain the Puritan coloniesʼ government, religion, and values. Describe the major conflicts New England colonists had with Native Americans of the region. Start Notes  The Puritans Another group of English people, led by a religious group called the Puritans, settled in the New England region of America in the 1630s (near present-day Massachusetts), starting a decade after the Pilgrims settled Plymouth. Some Puritans were small farmers, but most were well-educated and successful merchants or landowners. The Puritans, like the Separatists, disagreed with the Church of England, but did not want to separate entirely from it. ○ They wanted to simplify forms of worship, eliminating what they believed to be unnecessary practices EX: playing organ music, decorating churches ornately, or having priests wear special clothing).  Massachusetts Bay Company Charles I, who became the King of England in 1625, disapproved of the Puritans and their ideas, so he canceled Puritan business charters (contracts) and even had a few of them jailed! By 1629, some Puritan leaders were convinced that they would not thrive in England, so they persuaded royal officials to grant them a charter to form a new company called the Massachusetts Bay Company. This companyʼs goal was to set up a new colony in America based on biblical laws and teachings, the way Puritans interpreted them. ○ Puritan leaders like John Winthrop envisioned their new colony as a “shining city upon a hillˮ that would set a great example to the whole world.  Massachusetts Bay Colony Some settlers joined the Puritans in settling Massachusetts Bay for economic, not religious, reasons. ○ Younger sons of wealthy English families could not inherit their fatherʼs estate (land or property), which would go to the eldest son, so they sought opportunities elsewhere. ○ Massachusetts Bay Colony attracted them because it offered cheap land and a chance to start a new business. Starting in 1629, 1,000+ mostly Puritan settlers moved to Massachusetts Bay Colony. John Winthrop was chosen as the colonyʼs first governor. King Charles I & John Winthrop  John Winthrop Winthrop not only helped govern the colony, but also worked hard to build a home, clear land, and plant crops. However, there was some discontent (unhappiness) among the colonists, as, according to their charter, only stockholders who had invested in the Massachusetts Bay Colony were allowed to vote. Most colonists did NOT hold stocks, so they resented the taxes and laws that the new colonial government passed, without their consent or voice. Therefore, the colony granted the right to vote for governor to ALL men, as long as they were Puritan church members. Later, they were also able to elect other representatives who made laws for them in an assembly called the General Court.  Thomas Hooker & Hartford/Connecticut Colony Over time, many non-Puritan and Puritan colonists alike left Massachusetts Bay colony to settle in other areas of New England, as they either were not allowed to govern or disagreed with the practices of the Puritans. ○ One Puritan minister (church leader) named Thomas Hooker led a group of settlers out of Massachusetts Bay in 1636. ○ They formed a new colony called Hartford near the Connecticut River (which became part of the larger Connecticut colony). This group created a new plan of government where all male property owners, even non-Puritans, could vote.  Challenges From Roger Williams Another Puritan minister who challenged the leaders of Massachusetts Bay was Roger Williams. He believed the Puritan church had too much power, especially over business, so he advocated for the “separation of church and stateˮ (not allowing religion to influence government), for several reasons: ○ He thought church influence would lead to corruption in both institutions (church and government). ○ He thought the role of the state was only to maintain order and peace, not to support a particular religion or church. ○ He thought the Puritan government leaders had no right to force colonists to attend religious services. Religious Tolerance in Rhode Island Therefore, Roger Williams sought to establish a new colony that would practice religious tolerance (letting others practice their beliefs freely), unlike Massachusetts Bay Colony. Puritan leaders viewed him as a dangerous troublemaker, so the General Court ordered Williams to leave Massachusetts Bay in 1635. In the spring of 1636, Williams set up the new colony of Rhode Island on land sold to him by Native Americans. Here, Williams put into practice his ideas about tolerance, allowing complete freedom of religion for all Protestants, Catholics, and Jews. ○ He did not set up an established state church and did not require settlers to attend church services. ○ He also gave all white men the right to vote.  Anne Hutchinson Among those settlers from Massachusetts who fled to Rhode Island was a devout Puritan woman named Anne Hutchinson. She regularly attended church services but often questioned some of the ministerʼs teachings at meetings held at her home to discuss the ministerʼs sermons (religious lectures). She was very persuasive in convincing her neighbors that the ministerʼs sermons were flawed. But of course her teachings and her popularity angered the Puritan leaders, who believed her teachings were full of errors and that a woman did not have the right to explain Godʼs law.  The Trial of Anne Hutchinson In 1637, the Puritan government ordered Hutchinson to appear before the Massachusetts General Court for a trial. At first, the Court could not prove she had broken any Puritan laws or had disobeyed any of there religious teachings. But after two long days of hostile questioning, Hutchinson made the mistake of saying that the God spoke directly to her, which went against Puritan belief. They thought God could only speak through the Bible.) The Court banished (exiled, forced out) her from the colony. So in 1638, Hutchinson moved to Rhode Island colony with her family and some friends. Hutchinson became a symbol of the struggle for religious freedom in America. Key New England Colonists Thomas Hooker (founder of Connecticut) Roger Williams (founder of Rhode Island) Conflicts with Native Americans Throughout the 1600s, English settlers spread out to settle across the New England region, setting up trading and fishing villages along the coast above the city of Boston. ○ This built up the areaʼs economy and led to the creation of a new colony called New Hampshire in 1680. However, violent conflicts between Native Americans and English settlers plagued the region as they battled over land rights. ○ By 1670, nearly 45,000 English settlers lived in New England. The largest conflict was in 1675 called King Philipʼs War, which ended up being the deadliest conflict in colonial history. ○ King Philip was the English name for the Wampanoag Indian chief, Metacom.  King Philip’s War King Philip watched for years as English settlers built towns on Wampanoag lands, and finally in 1675 he and his people attacked villages throughout New England. He got the support of other Native American groups in the region, forming alliances to drive settlers off their land. King Philip and his allies ended up destroying 12 towns and killing 600 English settlers. After more than a year of fighting, however, the English settlers captured and killed King Philip. They also sold his family and 1,000 Native Americans into slavery in the West Indies Caribbean Islands), and kicked out other Native Americans from their homeland. 17th Century Puritan New England Life Throughout New Englandʼs colonies, English settlers lived in tightly-knit (close) communities mostly informed by Puritan beliefs. Puritans worshipped and held town meetings in the same meetinghouse in town. ○ At the meetinghouses, they would put in practice democratic ideals like self-government, freedom of speech, and communal discussion. Puritans took their holy day of rest and religious observance on Sundays, called the Sabbath, very seriously. ○ They passed laws banning playing games or visiting taverns (bars that serve alcohol) and requiring all citizens to attend Sunday church services, which would last all day!  Puritan Values The Puritans left a lasting legacy in America and in American values. Puritans are known for valuing the following virtues: ○ Hard work ○ Education ○ Democratic discussion and decision-making ○ Thrift (saving and not wasting money or resources) ○ Strict adherence to moral rules EX: not drinking too much or swearing)  The Salem Witch Trials Puritans laws tended to be very strict. ○ EX About 15 crimes carried the death penalty, including witchcraft, murder, homosexuality, blasphemy (speaking badly about God), and adultery (cheating on your spouse)! ○ Fun Fact: Today we use the word “puritanicalˮ to describe people who strictly follow a moral code and are serious and unsmiling. In 1692, Puritans in a village called Salem (in present-day Massachusetts) executed 20 innocent men and women after hundreds of residents were accused, tried in court, and convicted of being witches! The Salem Witch Trials Let’s watch a short video about the Salem Witch Trials!  New England Climate New England had short mild, warm summers, but long harsh, cold, snowy winters. New England had land that was difficult to farm because the soil was rocky or sandy by the coast and required much labor to turn it into fertile land. After some time, however, Native Americans taught New Englanders how to grow some crops like corn, beans, squash, and pumpkins. Other English settlers moved to other colonies to take advantage of better farming lands. ○ EX One place called Windsor in Connecticut had lush green pastures suitable for cattle and dairy farming.  New England Resources One great resource found in the New England region was abundant forests full of wild animals and trees. ○ So English settlers cut down trees to use as a resource and hunted forest animals like turkey and deer. Another great resource found in New England was the miles of coastline – being located right by the sea. ○ So many New England towns located by the coast grew into major shipbuilding centers, using trees to build ships, and transporting or trading with them via the sea and their many port cities. End of Notes!  Let’s do a crossword puzzle to review this lesson!  Ch. 2.4: The Middle Colonies  Today’s Goals Describe the climate and natural resources of the Middle Colonies region. Describe the population and jobs of the Middle Colonies. Explain how the Dutch colony of New Amsterdam became English. Explain how New Jersey, Pennsylvania, and Delaware formed as English colonies. Identify the Quakers and describe their values. Start Notes  The Middle Colonies Overview By 1700, England added four new colonies just south of the New England region. ○ New York ○ New Jersey ○ Pennsylvania ○ Delaware They became known as the “Middle Coloniesˮ because they were located between the other English colonies at the time: the New England colonies EX Massachusetts) and the Southern colonies EX Virginia).  Natural Resources: Fur Remember that Dutch settlers had set up the colony of New Netherland along the Hudson River. It included the smaller colony of New Amsterdam in the southern part of Manhattan island, which became known as New York in 1664. The Dutch developed the fur trade with Native Americans and other Europeans in heavily forested areas where fur-bearing animals EX: beaver, otter, mink) were abundant. The fur trade turned New Amsterdam into a busy and successful port city – a center of trade and commerce (business) with safe harbors for ships to dock.  Natural Resources: Farmland In addition, New Amsterdam had fertile farmland to grow crops, as the soil was rich with nutrients and mineral deposits from the nearby rivers. This region also had a moderate climate suitable for farming: ○ High precipitation (rainfall) ○ Hot and humid summers ○ Cold winters (but milder than in New England) Dutch officials in New Amsterdam promoted agriculture by granting huge pieces of land to a few rich families (called “patroonsˮ). ○ In return for the land, each patroon promised to settle at least 50 European families on their land to do the farm work. ○ Patroons had great power and could charge whatever rent they wanted to the farmers.  New Amsterdam’s Population By 1664, New Amsterdam had a population of 1,500 people. These residents were not only Dutch, but came from all over Europe. Most of them came seeking economic opportunities, but some came for religious freedom. Most of them ended up working as merchants, farmers, or skilled artisans. In the early years, over 25% of the population were African slaves, who were essential to New Amsterdamʼs economy, as they did more than just farm work, growing crops to sustain the colony and for trade. ○ They also worked in construction EX: public buildings, roads, and defensive walls), skilled trades EX: carpentry, masonry, blacksmithing), and domestic (household) labor for rich families.  Religion in New Amsterdam Dutch colonists in New Amsterdam were mainly Protestant Christians, but they allowed members of other religions and ethnic groups – Roman Catholics, French Protestants, and Jews – to buy land in their colony. Peter Stuyvesant, the governor of New Netherland from 1647 to 1664, tried to limit religious freedom at first, even trying to expel Jews from the colony. But then the Dutch West India Company ordered Stuyvesant not to interfere with other religions, as long as they did not disturb the peace or restrict commerce (trade). New Amsterdam Become English In the 1600s, the English and Dutch became rivals for control of the land and trade of this region of America. In August of 1664, English warships entered New Amsterdamʼs harbor, planning to take over the colony. Governor Stuyvesant swore to defend the city, but had few weapons and little gunpowder. He also made himself very unpopular with the colonists due to his heavy taxes and harsh rules. In the end, the colonists refused to help Stuyvesant, and he ended up surrendering control of the colony to the English after just a few days! King Charles II of England then gave New Netherland to his brother, the Duke of York, and renamed the colony to “New York.ˮ The Dutch vs. English  New Jersey Becomes a Colony The Duke of York decided that the colony of New York was too large to govern easily, so he gave some of the land to two friends in 1664. ○ They called it the colony of “New Jersey.ˮ It was unique in that it was set up as a proprietary colony, which means that the owners must make payments every year to the king. ○ The colonyʼs owners (“proprietorsˮ) were free to divide the land and rent it to others. ○ The proprietors had the power to make new local laws for the colony, but they could not go against English laws. ○ Proprietary colonies thus gave just a few proprietors (a few men loyal to the monarch) vast amounts of land and power, compared to the stock companies who had to answer to many investors.  Life in New Jersey Colony Thousands of European people immigrated to New Jersey as a safe haven from war and poverty back in Europe. ○ EX Finland, Ireland, Scotland, Germany, Sweden ○ They were attracted by New Jerseyʼs fertile farmland and other resources. Some Dutch and English settlers moved there from New York or New England, hoping to find better farmland or economic opportunities. The proprietors of New Jersey encouraged the free enterprise system, meaning the government played a limited role in the economy (like in capitalism). ○ This system benefited colonists by allowing them to run farms or businesses without much local government intervention.  Proprietary → Royal Colony In 1702, New Jersey became a royal colony when the proprietors returned the colony back to the King of England. ○ They were facing financial difficulties and political conflicts managing the colony. In a royal colony, the colonists are under the direct control of the English monarch (king or queen). ○ The King tended to be harsh towards colonists. ○ However, the colonyʼs royal charter protected religious freedom and the right of an assembly to vote on local matters. ○ Allowing the colonists local rule on some matters moved the colony towards democracy. Pennsylvania Becomes a Colony In 1681, An English settler named William Penn founded a new colony to the west of New Jersey, which was called Pennsylvania (“Pennʼs woodsˮ). William Penn came from a wealthy English family and was a personal friend of King Charles II. At age 22, Penn shocked his family and friends by joining the Quakers, one of the most hated religious groups in England! He formed the new colony by getting together with some other people to buy parts of New Jersey from their proprietors. Then they received a charter from the King naming Penn as the proprietor.  The Quakers The Quakers were Protestant reformers like the Pilgrims and Puritans, but their reforms were more extreme than other groups. Quakers believed that everyone was equal under God, regardless of gender or class. ○ EX They allowed women to preach in public. ○ EX They refused to bow or remove their hats in the presence of nobles (like other English people did). ○ EX They spoke out against all war and refused to serve in the army. ○ EX They were the first colonists to call for an end to slavery in 1688. But to others, Quaker beliefs seemed wicked (evil). In both England and New England, Quakers were arrested, fined or even hanged for their ideas.  Government in Pennsylvania Penn aided in the development of self-government in Pennsylvania by proposing a new constitution (plan of government) and a General Assembly (group of lawmakers) to be the foundation of local rule. Penn thought of his colony as a “holy experiment,ˮ so he tried to make it a model of religious freedom, peace, and Christian values. Many people – Protestants, Catholics, and Jews – moved to Pennsylvania to escape persecution. (But later, royal English officials forced him to turn away Catholic and Jewish settlers.) Penn also spoke out for fair treatment of Native Americans, believing that the land in North America belonged to the Natives. So he insisted that settlers pay for the land that they settled on. ○ As a result, Pennsylvania colonists enjoyed many years of peace with their Native American neighbors.  Pennsylvania’s Population Penn advertised his colony by distributing pamphlets all over Europe. Soon, settlers from England, Scotland, Wales, the Netherlands, France, and Germany began to settle in Pennsylvania. One group of settlers were German-speaking Protestants who became known as the Pennsylvania Dutch (because people could not pronounce “Deutsch,ˮ which means German in their language). ○ Many of these settlers, including two devout religious groups called the Amish and Mennonites, had faced religious persecution in Europe. ○ They moved to Pennsylvania for religious freedom, forming distinct, tight-knit communities there. Enslaved Africans also made up ⅓ of the colonyʼs immigrants between 1730 and 1750, and were brought in to do labor in manufacturing and shipbuilding. The Pennsylvania “Dutch”: Amish & Mennonites  Delaware Colony Forms in 1704 Part of Pennsylvania was a place originally called the Lower Counties. It had a diverse mix of people like Quakers, Dutch, and Swedish settlers. They developed different views on how to govern the colony. So eventually, in 1704, this region broke away from Pennsylvania to become its own colony called “Delaware.ˮ  Jobs in the Middle Colonies The Middle Colonies had a great diversity of people in terms of national origin, religion, and class. The majority of its residents made their living by farming, especially grains like wheat, barley, and rye. ○ The Middle Colonies exported so much grain that they became known as the “Breadbasketˮ Colonies! Farmers also raised herds of cattle and pigs, exporting beef, pork, and butter to the nearby ports, where they would be shipped to other regions of America or other parts of the world West Indies, England, Europe). Other residents were skilled artisans. ○ Over time, the Middle Colonies became a center of manufacturing and crafts EX: clocks, watches, guns, glass, stoneware, locks, paper). End of Notes!  Let’s do a crossword puzzle to review this lesson!  Ch. 2.5: The Southern Colonies  Today’s Goals Describe the climate, natural resources, and economic system of the Southern Colonies region. Explain how slavery became widespread in the Southern Colonies. Differentiate between the tidewater and backcountry colonies of the Southern Colonies region. Explain how the following Southern colonies (besides Virginia) formed: a) Maryland b) North and South Carolina c) Georgia. Start Notes The Southern Colonies Overview After settling Virginia Colony by the early 1600s (including Roanoke and Jamestown), England had a total of five colonies just south of the Middle Colonies region: ○ Virginia ○ Maryland ○ North Carolina ○ South Carolina ○ Georgia These colonies collectively became known as the “Southern Coloniesˮ because they were located in the southernmost region of the English colonies in America.  Maryland Colony Forms In 1632, a noble named Sir George Calvert persuaded King Charles I to grant him land to form a new colony in the Americas where Roman Catholics like himself could practice their religion freely. Calvert named this colony Maryland, in honor of the Queen of England Henrietta Maria). Calvert died before the colony could get started, so his son, Cecil (“Lord Baltimoreˮ) became the new proprietor (owner) of Maryland colony. So in 1634, 200 colonists moved to Maryland to settle there, above Virginia colony bordered by the Chesapeake Bay and Potomac River to the south. Maryland Colony  Proprietor Lord Baltimore As proprietor of the colony, Lord Baltimore did many things to set it up: ○ Used his personal money to fund the colony ○ Appointed a governor and council of advisors to rule the colony ○ Gave other colonists a role in government by creating an elected assembly of lawmakers At first, settlers had to pay rent to Baltimore, but few settlers came to Maryland because they wanted to own, not rent, land in America. Eager to attract more settlers, Lord Baltimore gave generous land grants (free land) to anyone who brought over servants, women, and children. ○ Later, he offered small farms or large estates to attract even more settlers.  Religion in Maryland Colony At first, to make sure Maryland continued to grow in population, Lord Baltimore welcomed Protestants as well as Catholics to the colony. Later, Lord Baltimore came to fear that Protestants might try to deprive (take away from) Catholics of their right to worship freely (as they were persecuted back in England). So in 1649, Baltimore asked Marylandʼs assembly to pass a new law called The Act of Toleration. ○ This law provided religious freedom for all Christians (but not Jews or other religious groups).  The Carolinas In 1663, English colonists started settling a region below Virginia that they called the Carolinas, when a group of 8 English nobles received a land grant from King Charles II. Settlement took place in two separate areas: one in the north called North Carolina, and the other in the south called South Carolina. The Carolinas developed differently because the settlers and the climate of these two regions were very different. North Carolinaʼs settlers: Mostly poor tobacco farmers with small farms who came from Virginia colony South Carolinaʼs settlers: Mostly English settlers from the Caribbean island colony of Barbados, but later a diverse group of European immigrants (from different countries and religions)  The Carolinas’ Economy In 1685, a few planters (farmers of large agricultural estates) discovered that rice grew very well in the swampy lowlands along the coast. However, they were unable to grow rich crops until enslaved Africans were brought to the colony from rice-growing areas of Africa, where they had experience farming. Soon, Carolina rice became a profitable cash crop (crop grown for profit from trade, not to eat yourself) traded around the world. Later, settlers further inland in South Carolina also learned to raise indigo – a plant used to make a valuable dark blue dye.  Georgia Colony Forms Later, in 1732, the last of the southern colonies – Georgia – was formed by a group of proprietors, including an English soldier and social reformer named James Oglethorpe. ○ One reason they formed this new colony was to protect the colonies to the north from Spanish Florida (in the south). But most of all, Georgiaʼs proprietors wanted it to be a place where debtors (people who owe money) could find refuge and make a fresh start. ○ Under English law, the government could imprison debtors until they paid back what they owed. ○ Even after getting out of prison, they often had no money or a place to live! Oglethorpe thus offered to pay for debtors and other poor people to travel to Georgia to settle. Georgia Colony  Growth of Georgia Colony The first settlement in Georgia was built in 1733 and named Savannah, as it was located by the Savannah River. Oglethorpe set strict rules for the colony. ○ EX Farms could be no bigger than 500 acres. ○ EX Slavery was banned. At first, Georgia grew slowly, but after Oglethorpe changed the rules to allow large plantations and slave labor (in 1751), the colonyʼs population grew quickly.  The Headright System → Slavery The plantation system of running huge farms developed in the Southern colonies, especially South Carolina, because of the “headrightˮ system. ○ In this system, a grant of large, fertile, coastal farmland was given to any new settler to the colony or someone who paid others to settle there. These planters who received headrights (free land to settle) in the Southern colonies turned to Africa for slave labor to work their rice paddies (fields) to make a profit. Each time a planter bought an enslaved African, they gained more land! This system thus led to the expansion of slavery across the South. So by 1700, most people coming to South Carolina were enslaved African men and women.  The Tidewater Region The Southern Colonies enjoyed a warmer climate and a longer growing season than the colonies to the north. The physical environment also contained flat lands and fertile soils. The parts along the coast became major tobacco-growing areas. Setters also raised rice, indigo, and cotton. The areas near the coast became known as the Tidewater region because the water in the nearby rivers and creeks rose and fell with the ocean tides. Large Tidewater plantations consisted of a huge mansion for the owners (“The Great Houseˮ) and quarters (living and sleeping areas) for their slaves (anywhere from 20100 slaves).  The Backcountry Region West of the Tidewater region, in the “Backcountryˮ region inland (not on the coast), life and the economy were very different. Here there were rolling hills and thick forests covering the land at the base of a long chain of mountains called the Appalachians. Among the settlers in the Backcountry were many Scotch-Irish and Germans who often escaped famine or harsh treatment under English rule. Life here was more democratic, and settlers treated each other more like equals. The hardships of living in the backcountry brought settlers closer together, so there was a stronger sense of community and small town life. Their distance from the coast made trading difficult, so large plantations with a lot of slaves did not develop here. End of Notes!  Let’s play Skribbl to review this lesson!  Skribbl Game Instructions 1. Click the game link in the teacher's new Google Classroom post. 2. Change the name to your real first name where it says "Enter Name." You may also change your avatar picture if you wish. Click "PLAY" to enter the game. 3. When it is your turn to draw, choose 1 out of 3 possible vocabulary words from Ch. 2 to draw. You only have 90 seconds! 4. When it is NOT your turn to draw, write the vocabulary word you think the drawing represents in the chat box on the bottom right of the screen. You must spell it correctly! You can make as many guesses as you want! 5. If time is running out and nobody has guessed the correct word, a maximum of 2 hints will be given (filling in some of the letters). 6. Points are awarded based on how many people guess the word correctly. The artist will also gets points only if someone guesses their word correctly. At the end of the game, the five students with the most points will receive a candy prize!  Ch. 2.5 Skribbl Word Bank Virginia, Georgia, Maryland, North Carolina, South Carolina, Southern Colonies, Middle Colonies, New England Colonies, Spanish Florida, Catholic, Protestant, governor, assembly, council, proprietor, plantation, planter, indigo, rice, tobacco, cotton, Lord Baltimore, Sir George Calvert, Chesapeake, Act of Toleration, slave, cash crop, debtor, James Oglethorpe, headright system, tidewater, backcountry, quarters, mansion, Appalachian Mountains 3 Regions of the 13 English Colonies in America  Today’s Goals Differentiate between the three major regions New England, Middle, Southern) of the 13 English colonies in America by comparing and contrasting their physical geography, economy, population, government, and religion. Identify the specific colonies in each of these three regions. 13 Colonies Review Video Letʼs watch a fun video to review the 3 different regions of the 13 English colonies in America!  13 Colonies Map Activity Follow instructions carefully on the worksheet to complete the map of all 13 colonies and contrast the 3 major regions of English- controlled America. Colony Advertisement Activity Imagine you are living in one of the 13 English colonies in America during the 1700s. You want new settlers to move to your colony. They can be from other colonies, England, and/or Europe.) Work with partner(s) to create a colorful and informative advertisement to attract new settlers to your colony. This counts for a quiz grade 3x a classwork grade)!  Advertisement Requirements Colorful drawings + neat writing on A3 paper No pencil! 8+ accurate and important details showing what is unique about your colony, covering all of the following topics: 1. History (when, how, & why the colony started and who founded it) 2. Population (What kinds of people live here? Religion, class, gender, race, nationality,…) 3. Physical geography/climate What physical features, climate features, and natural resources would be attractive or helpful to people living there? 4. Government/laws Who rules? Who can vote? What kinds of laws are there? 5. Economic opportunities/jobs What jobs are available here? How can people get the resources they need to survive or be successful? 6. Religion What religions are mostly practiced or allowed here? Is there religious freedom or restrictions? 7. Cultural values What other beliefs, values, or customs are shared by most colonists here? EX: education, community life, gender roles, racism,…) 8. Fun facts Anything else interesting or important about your colony?  Advertisement Grading Information (includes at least 8 correct, relevant, and important facts about the required topics): 8 points Creativity (design & wording & overall strategy): 3 points Appearance (easy to read, neat, colorful, contains both pictures and words): 4 points Total = 15 points Lateness = 10% points off  Advertisement Tips Use your textbook and guided notes from Ch. 2.22.7 to find most information, but you can also research additional information on the Internet (reliable sources only). Of course, do not copy from the Internet! Your ad can contain GENERAL info about the REGION that your colony is from if you canʼt find specific information about your assigned colony. Your audience is people living in the 1700s (before 1776 when the colonies turned into the independent country of the United States), so your ad should look like it came from colonial times. Your ad should talk directly to the audience and try to convince them. Be creative in how you show information in your ad. Do NOT simply make a list of facts about your colony. Twist the facts in a positive way to make people want to move to that colony instead of other colonies!  Advertisement Example EX How can we turn this fact – “bad environment for farmingˮ – into a positive or attractive point about your colony? ○ Donʼt say: “We have rocky soil that canʼt grow crops well.ˮ ○ Say instead something like: “Plenty of jobs here for people who donʼt like farming!ˮ  8-1 Groups Maryland: Isaac + Bryan Southern) Virginia: Lauren + Chaney Southern) Georgia: Gina + Mina Southern) New York: Erin + Chloe Kim Middle Pennsylvania: Jungyeon Middle Connecticut: May + Hyunjin + Alice New England) Massachusetts: Kiha + Dowan New England) New Jersey: Emily Middle  8-2 Groups Amy + Jiwon: Connecticut New England) Michelle + Rachel: Massachusetts New England) Alex + William: New York Middle Hanson + Hokeun: New Jersey Middle Chloe Kwon + Jessica: Virginia Southern) Brian + Chloe Jung: Georgia Southern) Matthew + Minkyul: Maryland Southern)  Ch. 2.6: Colonial Life  Today’s Goals Explain the social class system of colonial America. Describe life in the cities vs. rural areas of the English colonies in America. Describe the major art forms found in colonial America (including fine art, music, and literature). Describe the education system in colonial America. Explain how the Enlightenment influenced American colonists. Analyze the causes and effects of the religious revival movement of The Great Awakening on colonial society. Colonial Character Diary Instructions This activity is independent and will count as a quiz grade. Imagine you live in colonial America sometime before 1776. ○ Choose your characterʼs identity/characteristics (gender, age, race, social class, job, location: colony & region). This is historical fiction. Read the textbook Ch. 2.6 lesson carefully. ○ You may also need to read/refer back to other lessons in Ch. 2 to find more details. Take notes and make a plan about how you will write your diary entry. ○ Do NOT research on the Internet or ChatGPT anything unless you get permission from the teacher for specific questions or details that are missing from the textbook or our class lessons! Start drafting your diary entry on a new Google Doc. ○ Choose font, writing style, names, information, etc. creatively in order to vividly and realistically capture your characterʼs life in colonial America! Volunteers can read out their diary entry to the whole class on our next class day for an MS sticker and a nureungji candy! Colonial Character Diary Requirements Include in your diary vivid, detailed, and accurate descriptions of your: 1. Identity Be clear what your gender, age, race, social class, job(s), and location (colony + region) are! 2. Job(s)/Work Life How do you earn money or get resources? What is your daily work life like? 3. Home Life What kind of home/house do you live in? Any specific inventions/technology that you use to help you around the house? What is life like there? Whom do you live with? 4. Education/Schooling (past, present, and future opportunities – private or public education? Tutoring? College? What subjects or trades do/did you study? 5. Cultural Experiences Music? Art? Literature? Reading books or newspapers? Did the Enlightenment ideas affect you? How? 6. Religion What kind of religion do you practice? How does religion affect your life? Did the Great Awakening affect you? How/Why? Colonial Character Diary Grading 12 points: Content a. 2 points x 6 required topics from the previous slide b. Contains factual, detailed information showing that you thoroughly read and understood the lesson about "colonial society" Ch. 2.6 4 points: Creativity a. Realistic characterization, including emotions about your day/life b. Vivid imagery c. Engaging (fun/interesting) diary writing (style/content choices) d. Realistic details and writing style for that time period and place Total = 16 points Lateness = 10 percentage points off your final grade  Ch. 2.6: Colonial Life  Today’s Goals Explain the social class system of colonial America. Describe life in the cities vs. rural areas of the English colonies in America. Describe the major art forms found in colonial America (including fine art, music, and literature). Describe the education system in colonial America. Explain how the Enlightenment influenced American colonists. Analyze the causes and effects of the religious revival movement of The Great Awakening on colonial society. Start Notes Colonial Social Classes: Upper Generally, English colonists in America enjoyed more social equality than people back in England, where social class and economic opportunities were largely determined at birth (by oneʼs family circumstances). Still, class differences existed in American colonies. The upper class was made up of the “gentryˮ (wealthy planters, merchants, religious ministers, successful lawyers, and royal officials chosen by the King to govern a colony). ○ Clothing was a clear indicator of social class. ○ The gentry dressed in the latest fashions from London and wore more luxurious materials, ornate (