CHAPTER 2 • SECTION 4
S
1
Plan & Prepare
CTIO
4
N
E
Reading for Understanding
Key Ideas
Objectives
BEFORE, YOU LEARNED
NOW YOU WILL LEARN
• Define slavery and summarize how it
developed in the Americas
As the Spanish Empire expanded in the
Americas, Native Americans’ lives were
transformed.
Slavery was introduced on a large scale to
provide cheap labor for the colonies.
• Describe the lives of slaves and how
slavery led to racism
Vocabulary
TERMS & NAMES
slavery practice of one person being owned
by another
Read for the Essential Question
Help students read for a purpose by reminding
them of the Essential Question: “How did
Europeans transform life in the Americas?”
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.
Vocabulary Strategies, TT9–TT16
Reading Strategy
Best Practices Toolkit
middle passage middle leg of the triangular
trade route that brought captured Africans to
the Americas to serve as slaves
slave codes law passed to regulate the
treatment of slaves
racism belief that some people are inferior
because of their race
BACKGROUND VOCABULARY
Visual Vocabulary Middle Passage
maroon runaway or fugitive slave
Reading Strategy
Re-create the diagram shown at
right. As you read and respond
to the KEY QUESTIONS, use the
diagram to compare the experiences
of Native Americans and Africans
under slavery.
COMPARE AND CONTRAST
Native
Americans
Both
Africans
See Skillbuilder Handbook, page R8.
Display the Venn Diagram transparency.
• Tell students that comparing and
contrasting involves looking for
similarities and differences between two
or more things.
• Model filling in ways in which enslaved
Native Americans could be compared and
contrasted with enslaved Africans.
GRAPHIC ORGANIZERS
Go to Interactive Review @ ClassZone.com
48 Chapter 2
PRETEACHING VOCABULARY
• Have students suggest entries using
information from the section.
English Learners
Inclusion
• Display the graphic organizer for students
to review.
Pronounce and Preview
Discuss Terms and Names
Pronounce each term for students.
Review the meanings of words within
definitions, such as middle leg, regulate,
and inferior.
Read each term and its definition aloud.
Discuss potentially difficult words in the
definitions, such as practice, trade route,
middle leg, regulate, and fugitive. Have
students find the terms in the section
and write a sentence using each one.
Venn Diagram, TT22
• To modify vocabulary learning, have
students complete worksheets as they
read, instead of afterward.
Unit 1 Resource Book
• Building Background Vocabulary,
p. 92
• Vocabulary Practice, p. 91
48 • Chapter 2
S
TIO
4
CHAPTER 2 • SECTION 4
N
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Beginnings of Slavery
in the Americas
2
Focus & Motivate
3-Minute Warm-Up
Write on the board or display the transparency:
• Do you agree or disagree with the quotation
below? Explain your opinion to a partner.
“Slavery is a weed that grows in every soil.”
—Edmund Burke
One American’s Story
Unit 1 Transparency Book
• 3-Minute Warm-Ups, TT6
In 1546, Diego de Campo was the leader of 7,000 maroons,
or runaway slaves, on the island of Hispaniola. There were
only about 1,000 European men on the island. The Spanish
planters greatly feared de Campo. When the Spanish
attacked the maroons, de Campo and his followers defeated
the Spanish.
Eventually the Spaniards captured de Campo. He offered
to lead the fight against the maroons. The Spanish accepted
the offer. With de Campo’s help, the Spanish defeated the
maroons, and slavery in Hispaniola grew. In this section
you will read how slave labor expanded in the Americas.
One American’s Story
More About . . .
Maroons
Maroons in Venezuela and Panama also
banded together to resist the Spanish. In
Panama, they were so successful they forced
the Spanish viceroy to grant their freedom.
Slavery Takes Hold in the Colonies
KEY QUESTION How did slavery bring wealth to Europeans
but suffering to millions of Africans and Native Americans?
By the 1600s, slavery,
slavery the practice of one person being
owned by another, was firmly established in the Americas.
But slavery was not new. It was a very ancient institution.
Escaping maroons often
joined Native American
groups.
Origins of American Slavery In some societies, slaves were mainly domestic servants in wealthy households. Some labored in mines and fields. People
were enslaved when they were captured in battle or sold to pay off debts.
Some slaves were treated with some respect. Some were allowed to marry
and own property. The children of some slaves were allowed to go free.
Slavery began to change with the rise of sugar plantations. To work these
plantations, Europeans had used slaves in southern Europe since the 1100s.
Then, in the 1400s and 1500s, Portugal and Spain set up sugar plantations
on islands in the eastern Atlantic. To work these plantations, they used
African slaves bought from traders in Africa.
3 Teach
Slavery Takes Hold in the
Colonies
Think, Pair, Share
• Why did the Spanish and Portuguese enslave
Africans more than other people? (immune to
European diseases; no family support; viewed
as a permanent source of labor; knowledgeable
about farming)
European Exploration of the Americas 49
• Compare and Contrast What was slavery
like before the rise of sugar plantations? (Some
slaves were servants in wealthy households;
they were treated with respect; their children
might be set free.)
SECTION 4 PROGRAM RESOURCES
ON LEVEL
Unit 1 Resource Book
• Reading Study Guide, p. 65
• Vocabulary Practice, p. 91
• Section Quiz, p. 112
STRUGGLING READERS
Unit 1 Resource Book
• RSG with Additional Support, p. 73
• Building Background Vocabulary,
p. 92
• Section Quiz, p. 112
• Reteaching Activity, p. 116
eEdition with Audio DVD-ROM
ENGLISH LEARNERS
Pupil Edition in Spanish
eEdition with Audio DVD-ROM
eEdition in Spanish DVD-ROM
Unit 1 Resource Book
• RSG (Spanish), p. 81
• RSG with Additional Support
(Spanish), p. 89
Multi-Language Glossary
Test Generator
• Section Quiz in Spanish
INCLUSION
Unit 1 Resource Book
• RSG with Additional Support, p. 73
• Section Quiz, p. 112
• Reteaching Activity, p. 116
GIFTED & TALENTED
Unit 1 Resource Book
• Section Quiz, p. 112
PRE-AP
Unit 1 Resource Book
• Primary and Secondary Sources,
p. 104
• Section Quiz, p. 112
TECHNOLOGY
Unit 1 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 2, Section 4, TT7
Power Presentations
ClassZone.com
American History Video Series
Teacher’s Edition • 49