Colonies Miss Timberlake 4 th Grade Learning Objective
Colonies Miss Timberlake 4 th Grade
Learning Objective – By the end of this lesson, you will be able to summarize the cause-and-effect relationship of the Columbian Exchange
Lesson 1: The Columbian Exchange – The Columbian Exchange was a result of Christopher Columbus’ exploration – It was an exchange of (1) plants, (2) animals, and (3) diseases between the Eastern and Western hemispheres
Positive Effects of the Columbian Exchange – Europeans introduced – Wheat – Rice – Coffee – Horses – Pigs – Cows – Chickens
Positive Effects of the Columbian Exchange – Native Americans taught Europeans how to grow corn, potatoes, peanuts, tomatoes, and squash. – They didn’t speak the same language so they observed each other – When Europeans learned how to grow that food, they took it back to Europe – This improved the diet of Europeans Thanks, Native Americans!
Positive Effects of the Columbian Exchange – Europeans introduced horses to some Native Americans – This helped their way of life because they could move around easier and hunt buffalo easier
Negative Effects of the Columbian Exchange – Food wasn’t the only thing that was shared… – Diseases were accidentally carried by explorers and settlers. Large numbers of Native Americans died from these diseases. – The diseases are: – Diptheria – Measles – Small Pox – Malaria
Negative Effects of the Columbian Exchange – When a large number of Native Americans died in New Spain, settlers needed new slaves. – As a result, the need for African slaves increased.
Notebook Activity Pros of Columbian Exchange Cons of Columbian Exchange In your notebook, summarize the cause and effect relationships of the Columbian Exchange.
Different European Settlements in North America
Learning Objective – By the end of the lesson you will be able to compare the various European settlements in North America in terms of economic activities, religious emphasis, government, and lifestyles.
Lesson 2: Spanish Settlers – Spanish settlers settled in what is now known as Florida and Southwestern parts of North America – They were in search of gold – The group of colonies was known as “New Spain”
Spanish Settlers: Economic Activities – New Spain colonies produced cash crops in order to make money
Spanish Settlers: Religious Emphasis – Spanish missionaries converted the native people to Roman Catholicism
Spanish Settlers: Government – Spain had kings and queens (a monarchy), so their colonies were not really allowed to govern themselves
Spanish Settlers: Lifestyle – The Spanish established missions, fort, and ranches for their major lifestyle and were very self sufficient.
Learning Objective – By the end of the lesson you will be able to compare the various European settlements in North America in terms of economic activities, religious emphasis, government, and lifestyles.
Lesson 3: English Settlers Settled along the Atlantic Coast of North America They migrated because of religious freedom or economic equality
Jamestown – The Englishmen who settled in Jamestown, Virginia were motivated by economics ($) – They thought they would find gold… they were wrong! – They planted cash crops instead… like tobacco!
Tobacco? ! How is tobacco a “cash crop”? ! – http: //www. history. com/topics/thirteen-colonies/videos/the-value-of-tobacco
English Settlers: Economics – English colonies were broken up into three major groups, but all of them exported CASH CROPS in order to make money – Check out the different economics of each group here: – https: //www. msu. edu/~sniegow 2/Thirteen%20 Colonies%20 STAIR. pps
English Settlers: Religious Activities Protestants Quakers Southern Colonies • Wanted to create a “model” religious community • Everyone had to believe what they believed • They settled in New England • Settled in Pennsylvania • They thought people should practice the religion that they wanted • This is called “tolerance” • Established churches in their communities • More focused on making money than religion
English Settlers: Government – The English allowed their settlers to create legislatures. – They largely shared the responsibility of government with governors and administrators – The King and Queen of England picked the governors and administrators!
English Settlers: Lifestyle – Most of the men and women in the Middle and Southern colonies worked on family farms alongside indentured servants or slaves
People in English Colonies Women Men § Responsible for daily chores like – Men worked as store owners or cooking, cleaning and sewing artisans in the Middle and New England colonies Children • Received enough education to learn to read and write, but that was it! • Young boys would learn trades from their fathers • They liked to play hopscotch, jump rope, tag, and swimming
Notebook Activity
13 Colonies Video – http: //safeshare. tv/w/Yjis. Wl. Sr. Ad
Convince Me to Join Your Colony!
Learning Objective – By the end of the lesson you will be able to compare the various European settlements in North America in terms of economic activities, religious emphasis, government, and lifestyles.
Lesson 4: French and Dutch Colonies – As we know, the Dutch created the colony of “New Netherland” – The English forced them out – The English took over and New Netherland became the English colonies of New York and New Jersey
French Colonies – The French settled Quebec (in Canada) and along the Mississippi River – They established a fur trade with Native Americans – They would sell the furs back to Europeans and make money
French Colonies Economy – The French economy was based on fur trade – Video: http: //www. history. com/shows/mankind-the-story-of-all-ofus/videos/fur-trade
French Colonies Religion – The French government did not allow nonreligious people to settle in their colonies.
French Lifestyles – Settlers were welcomed by the Native Americans – They developed fur trade
Slavery and Indentured Servitude
Learning Objective – You will be able to explain the impact of the triangular trade, indentured servitude, and the enslaved and free Africans on the developing culture and economy of North America
Lesson 5: How and Why Slavery was Introduced – Large farms and plantations were established in Virginia – So, farmers and plantation owners needed labor (workers) – At first English settlers tried to enslave Native Americans… that didn’t work because they knew the land so well that they could easily escape!
Indentured Servitude – Indentured servants were brought to North America from England – Settlers needed workers to help on their farms – So, poor people from England needed work so they came to North America – Others just wanted a better life in a different place
How does “indentured servitude” work? – Indentured servants signed a contract for a few years – They worked in exchange for food, clothing, and shelter – They also got to be in the New World
Sounds good… BUT… – Land owners did not always honor the contracts – Some land owners abused or mistreated their servants
Life after Indentured Servitude – Once the servants were free many moved to the back country of colonies in order to claim their land live freely
Learning Objective – You will be able to explain the impact of the triangular trade, indentured servitude, and the enslaved and free Africans on the developing culture and economy of North America
Lesson 6: Slavery – Slavery started because there were not enough indentured servants to fill all of the jobs needed to work on farms – Colonists turned to using slave labor from Africa
Triangular Trade
A Slave’s Journey http: //www. eduplace. com/kids/socsci/books/applications/imaps/g 5 s_u 3/in dex. html 1. Africans were kidnapped by other Africans and taken to West Africa 2. The slaves were put in the cargo hold of ships 3. Their journey on the ship was called the “Middle Passage” 1. This was the most dangerous part because slaves were packed into the cargo hold 2. They got very little food and exercise 3. Many died during the “Middle Passage”
Slavery Video (Play 1 st 3 min. )
Indentured Servitude vs. Slavery (Show first 5 min. )
Compare and Contrast (Notebook Activity) Indentured Servitude Slavery
Learning Objective – You will be able to explain the impact of the triangular trade, indentured servitude, and the enslaved and free Africans on the developing culture and economy of North America
Lesson 8: African’s Impact on Southern Economies – Africans brought their own culture, skills, and labor – They were good at raising cattle and farming techniques – This made the rice plantations of South Carolina profitable (meaning SC made money) – Without Africans, SC would not have been able to develop cash crops
African’s Impact on Southern Economies – Africans impacted the cooking styles of the South – They added greens and other vegetables to the plantation owners’ meat and starch diets – This improved the slave owners’ health
African’s Impact on Southern Economies – Africans spoke no English! – What’s more, they came from different tribes so they didn’t all speak the same language. – They created the dialect “Gullah” – Gullah was a spoken language that came from the Sea Islands of SC and Georgia
Gullah
Africans in the North – Some slaves in the North were able to get a job outside of slavery and then purchase their freedom.
Notebook Activity – Draw a picture the size of your notebook page that shows all of the impacts Africans had on North America
Cooperation and Conflict
Learning Objective – Summarize the relationship among the Native Americans, Europeans, and Africans including the French and Indian War, slave revolts, and conduct of trade
Lesson 9: Native American Cooperation – At first, Native Americans helped the settlers – They helped them by teaching them how to grow tobacco and corn (which would later become cash crops)
Native American Conflict – As more and more settlers came to the New World, the Native Americans started to resist – Many wars broke out between colonists and Native Americans – The French and English started to fight over land, and (remember the Native Americans and French got along because of fur trades) the Native Americans sided with the French
The French and Indian War – Most Native American tribes sided with the French – The British had a few Native American tribes on their side, so the British ended up winning and forced the French to give up their land – The Native Americans were disrupted because they lost their trading partners and military allies
Notebook Activity – In your notebook summarize the French and Indian War. Be sure to explain the relationships between the French, British, and Indians.
Learning Objective – Summarize the relationship among the Native Americans, Europeans, and Africans including the French and Indian War, slave revolts, and conduct of trade
Lesson 10: Conflict with Enslaved African Americans – Plantation owners viewed slaves as their property and often times they were sold without warning – Slaves wanted freedom! – Some slave owners were abusive and didn’t give their slaves good living conditions so the salves rebelled
Slave Revolts – South Carolina’s Stono Revolt was the largest slave revolt during colonial times – Revolts were unsuccessful – Some revolts were found out before they were carried out while others were quickly and brutally put down
Slave Codes – Slave codes were used to monitor the behavior of slaves in the colony – Codes limited education, what slaves could buy, and what they could sell. – Slaves were also not allowed to travel without their master’s permission – In order to stay in power, whites used violence and intimidation
Slaves’ Reactions to Slave Codes – Some slaves would slow down their work, pretend to be sick, break tools, or run away in order to avoid work – Some slaves escaped and head north to freedom
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