CHAPTER 4 • SECTION 2
S
1
Plan & Prepare
Objectives
• Describe the plantation economy in the
South
CTIO
2
N
E
Reading for Understanding
Key Ideas
BEFORE, YOU LEARNED
NOW YOU WILL LEARN
Southern planters grew rich from
exporting tobacco and rice.
In the Southern Colonies, the need for
cheap labor led to a dependence on
slavery.
• Analyze how the search for cheap labor
let to slavery
• Explain ways that African Americans
resisted enslavement
Vocabulary
TERMS AND NAMES
REVIEW
Bacon’s Rebellion 1676 rebellion in Virginia
Tidewater the flat land along the coast
Eliza Lucas introduced indigo as a successful
plantation crop
elite the highest ranking social group
Stono Rebellion 1739 slave rebellion in
South Carolina
2
Focus & Motivate
Read for the Essential Question
Help students read for a purpose by reminding
them of the Essential Question: “What factors
allowed each colonial region to grow and
prosper?”
BACKGROUND VOCABULARY
cash crops crops raised to be sold for money
overseers people who watch over and direct
the work of slaves
indigo plant that produces a deep blue dye
Visual Vocabulary
indigo plant and
dyed yarn
Vocabulary
Best Practices Toolkit
Use the Best Practices Toolkit to model
strategies for vocabulary notetaking. Vary
strategies throughout the year. Choose
from: Knowledge Rating, Predicting ABC’s,
Definition Mapping, Word Sort, Word Wheel,
Frayer Model (Word Squares), Magnet
Words, and Student VOC.
Reading Strategy
Re-create the diagram shown at
right. As you read and respond to
the KEY QUESTIONS, use the chart
to show the difference between the
Tidewater and the western frontier.
COMPARE AND CONTRAST
Tidewater
wealthy planters
Western
Frontier
See Skillbuilder Handbook, page R8.
Vocabulary Strategies, TT9–TT16
GRAPHIC ORGANIZERS
Go to Interactive Review @ ClassZone.com
Reading Strategy
Best Practices Toolkit
102 Chapter 4
PRETEACHING VOCABULARY
Display the T-Chart/Two-Column Chart
transparency.
• Remind students to look for words that
signal comparisons and contrasts as they
read.
• Model filling in details about the
Tidewater. Have students fill in details
about the Backcountry.
• Display the graphic organizer for students
to review.
T-Chart/Two-Column Chart , TT20
English Learners
Inclusion
Pronounce and Preview
Create Audio or Visual
Vocabulary
Pronounce each term for students.
Review the meanings of words within
definitions, such as rebellion, indigo,
and dye.
• To modify vocabulary learning, have
students complete worksheets as they
read, instead of afterward.
Unit 2 Resource Book
• Building Background Vocabulary,
p. 104
• Vocabulary Practice, p. 103
102 • Chapter 4
Have students work in pairs. Students
with strong visual/reading skills can read
the vocabulary terms and definitions
aloud to their partners. Students should
then work together to create either a
visual review of the vocabulary terms,
such as an illustrated glossary, or an
audio review, such as a jingle or rhyming
phrase about each term.
S
TIO
2
CHAPTER 4 • SECTION 2
N
EC
The Southern Colonies:
Plantations and Slavery
Focus & Motivate
3-Minute Warm-Up
Write on the board or display the transparency:
• List three cash crops grown on Southern
plantations. (Possible Answers: tobacco,
cotton, indigo, rice, corn)
Unit 2 Transparency Book
• 3-Minute Warm-Ups, TT6
One American’s Story
George Mason was born to a wealthy Virginia family in 1725.
Mason—who later called the slave trade “disgraceful to
mankind”—described the skills of the enslaved people who
worked on his family’s plantation.
“
One American’s Story
More About . . .
PRIMARY SOURCE
George Mason
My father had among his slaves carpenters, coopers [barrel
makers], sawyers, blacksmiths, tanners, curriers, shoemakers,
spinners, weavers and knitters, and even a distiller.
George Mason wrote the first draft of the
Virginia Declaration of Rights in 1776.
Thomas Jefferson modeled some wording
in the Declaration of Independence on
Mason’s document.
”
—George Mason, quoted in Common Landscape of America
The Masons and other wealthy landowners set up self-sufficient
plantations and had little need for the kind of densely settled towns that
developed in New England. These scattered plantations, and the system of
slavery needed to run them, shaped life in the Southern Colonies: Virginia,
Maryland, the Carolinas, and Georgia.
George Mason
3 Teach
The Plantation Economy
The Plantation Economy
KEY QUESTION What tensions developed between Tidewater and Backcountry?
Reader, Recorder, Reporter
In contrast to the small farms and numerous towns of New England, in the
South large plantations developed. The earliest were built on the shores of
Tidewater—the flat land along the coast.
the Tidewater
• What was the connection between the
planter class and Bacon’s Rebellion? (Wealthy
Tidewater planters received preferential
treatment from the governor. When the
governor refused to help defend the frontier
settlements, Bacon and his followers attacked
Jamestown.)
Geography and Climate The South’s soil and almost year-round growing
season were ideal for plantation crops like rice and tobacco. These valuable
plants required much labor to produce, but with enough workers they could
be grown as cash crops and shipped to foreign markets for great profits. The
Tidewater’s many waterways allowed oceangoing ships to load cargo at the
plantation docks. This allowed the plantations to carry on a lively trade with
other colonies and with England.
The Colonies Develop 103
• Compare and Contrast How did farming in
the South differ from farming in New England?
(New Englanders practiced subsistence
farming, while the South had large plantations.)
SECTION 2 PROGRAM RESOURCES
ON LEVEL
Unit 2 Resource Book
• Reading Study Guide, p. 73
• Section Quiz, p. 122
STRUGGLING READERS
Unit 2 Resource Book
• RSG with Additional Support, p. 81
• Building Background Vocabulary,
p.104
• Section Quiz, p. 122
• Reteaching Activity, p. 126
eEdition with Audio DVD-ROM
ENGLISH LEARNERS
Pupil Edition in Spanish
eEdition with Audio DVD-ROM
eEdition in Spanish DVD-ROM
Unit 2 Resource Book
• Reading Study Guide (Spanish),
p. 89
• RSG with Additional Support
(Spanish), p. 97
Multi-Language Glossary
Test Generator
• Section Quiz in Spanish
INCLUSION
Unit 2 Resource Book
• RSG with Additional Support, p. 81
• Section Quiz, p. 122
• Reteaching Activity, p. 126
GIFTED & TALENTED
Unit 2 Resource Book
• America’s History Makers, p. 107
• Interdisciplinary Projects, p. 109
• American Literature, p. 116
• Section Quiz, p. 122
PRE-AP
Unit 2 Resource Book
• Section Quiz, p. 122
TECHNOLOGY
Unit 2 Transparency Book
• 3-Minute Warm-Ups, TT6
• Fine Art, TT7
• Geography, TT8
• Cause-and-Effect Chapter Summary,
TT9
• Essential Question Graphic, TT10
Daily Test Practice Transparencies
• Chapter 4, Section 2, TT13
Power Presentations
ClassZone.com
American History Video Series
Teacher’s Edition • 103