Class Expectations
E.Q: How did colonization by the English (North Carolina) impact the New World?
E.U: A nation may choose to colonize other regions of the world to expand its
economic, political, and social power.
Be Respectful
1. Follow teacher directions.
2. Listen and learn from others.
3. Use appropriate language.
Be Responsible
Be Safe
1. Have supplies and materials out.
(SEAT NUMBER = COMPUTER NUMBER)
2. Arrive on time.
3. Remain on task.
(POINTS DEDUCTED = OFF TASK BEHAVIOR)
1. Stay seated unless given permission to stand.
2. Clean up your space.
3. Keep hands, feet, and objects to yourself.
(ACTIONS = CONSEQUENCES)
U.S. History I (Mr. McCarrison) – (02 – 02 - 15)
Bellringer: (5 MINUTES) – (2 PTS / EACH) -> Read the questions below and answer all questions in complete sentences.
1.
Why do people move from one place to another (think of personal and community issues)? (list two reasons total)
2.
Due to exploration, how many pounds (thousands) was the average citizen making in England–New World by 1626?
3.
Using the chart below (left), list two diseases spread from Europe into the Americas (New World) by the English.
4.
Describe three regional goods provided to Europeans from the Americas due to English exploration in the New World.
Film Clip Reflection (5 MINUTES): How did the foundation of North Carolina as an English colony impact the New World?
Title: Colony of North Carolina
SECTION NOTES (CREATE AN OUTLINE IN YOUR NOTES USING BOLD ITEMS)
(YOU WILL LOSE FIVE POINTS FOR DISRUPTIONS!) – (5 MINUTES)
English Colonization Interests (Why does England want to establish American colonies?
1.
Wanted a supply base for ships from which they could attack Spanish ships (Northwest Passage),
2.
English merchants wanted new markets (rising production of wool cloth), and . . . .
3.
English families wanted a good place for housing and work besides England (population growth).
“The Difficulty”
1.
Establishing colonies involved work; settlers had to clear land, construct homes, plant and tend crops.
2.
Demand for workers, especially in the south on the large plantations; led to an increase in the slave trade.
(1663): King Charles II created a large colony south of Virginia known as “Carolina.”
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King’s men created large estates and hoped to make money by selling and renting land to colonists (1670).
(1680): Charles Town was created by the king; (Charleston). - - - -> (More Difficulty?)
1.
Carolina did not develop as originally planned because of the type of settlers;
2.
Northern Carolinians were farmers from Virginia’s backcountry growing tobacco and sold wood.
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Because they did not have a natural port, they relied on the Virginian government.
3.
By the 1700s, these settlers demanded a greater role in the local N.C. colony.
4.
In 1719, settlers in the southern area seized control, and in 1729, Carolina split into two different colonies (N & S)
SECTION NOTES (CREATE AN OUTLINE IN YOUR NOTES USING BOLD ITEMS)
(YOU WILL LOSE FIVE POINTS FOR DISRUPTIONS!) – (5 MINUTES)
The English and Algonquians Colony at Roanoke Island (“The Lost Colony”)
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Founded by Sir Walter Raleigh in 1585, this colony was located in Outer Banks, N.C.
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Goal: FIND WEALTH from furs, gold, silver, or agriculture.
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Europeans thought they could use Indians as laborers; conflicts occur; causes its leaders to return to England.
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Three years later, they returned to find the colony destroyed, abandoned, and no trace of the colonists.
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ONE IDEA: Colonists may have left and created the first mixed community in North America.
Fish and Furs (John Cabot)
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Abundant fish in Grand Banks of Atlantic led Europeans to explore coastal waters and trade with natives.
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English and French were first to explore eastern North America and established lands in eastern regions.
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Disease and wars over land reduced Indian populations as Indians became dependent on European goods.
European Exploration of the Americas
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In the century after Columbus’s discovery, Europeans had explored Atlantic (S.E.) and Pacific (S.W.) coasts.
SECTION NOTES (CREATE AN OUTLINE IN YOUR NOTES USING BOLD ITEMS)
(YOU WILL LOSE FIVE POINTS FOR DISRUPTIONS!) – (5 MINUTES)
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“Spain Challenges England” (Spanish Armada)
Due to increased English colonization, the Spanish got concerned. So, in 1588, King Philip sends a Spanish
Armada of 130 ships, 30,000 men, and 2,400 artillery to crush England on the high seas in the “New World.”
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OVERCONVIDENT!
After a two week battle, the English will actually destroy the Spanish fleet; called a “Protestant Wind.”
Early Carolina Society
Due to increased English colonization, our colony becomes “ethnically diverse” and “religiously spirited.”
By 1720 with the increase in slavery (18,000), Africans will outnumbered Europeans (English).
Disease continues to hurt population growth, but our colony begins developing a mixed economy of . . . . . . .
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livestock, tobacco, and food production and shipping.
SECTION NOTES (CREATE AN OUTLINE IN YOUR NOTES USING BOLD ITEMS)
(YOU WILL LOSE FIVE POINTS FOR DISRUPTIONS!) – (5 MINUTES)
“Piracy in North Carolina” -> “Conflict!”
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Piracy became a problem along the Atlantic coast. -> pirates begin attacking merchant ships.
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S.C. and V.A. started working with N.C. to capture them; reduction of piracy = peace and growth.
“Blackbeard the Pirate” (1680) – Queen Anne’s War
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Born in Bristol, England and known as “Teach” as a pirate, Blackbeard used his beard as a “weapon of fear.”
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Known for attacking ships in the Caribbean, he captures a French ship; names it the Queen Anne's Revenge.
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North Carolina's coast offered several hideouts for his four ships and over 300 men; Ocracoke Island.
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November 22nd, 1718: After several sea attacks by Blackbeard which angered the local colonies, the English
government led by Lt. Robert Maynard went after the Queen Anne’s Revenge off Ocracoke Island.
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According to legend, after a lengthy sea battle, Blackbeard fought on even after being shot, stabbed, and
slashed across the throat, until he died while holding a pistol aimed at Maynard's English ship.
The Southern Economy – “Social Order in the South”
= Wealthy Gentry
Plant
er
Elite
Backcountry
Farmers
Landless Tenant
Farmers
Servants and Enslaved Africans
= Yeomen
1.
Daily Quiz Questions (5 MINUTES & 2 PTS. EACH)
Using your notes, answer the following questions in complete sentences on your activity paper.
Describe one of the major goals and changes that occurred in England that caused many of its citizens to leave
and become colonists in the “New World” (North Carolina).
2.
In your own words, how was a “Protestant Wind” (England) able to destroy the Spanish Armada?
3.
How were the English settlers able to create a stable local economy from the land’s regional resources?
4.
Describe the early struggles (war vs. peace) between Quarker settlers, the English King / government, and the
Native American tribes of North Carolina.
5.
How does “piracy” become a major conflict in the early North Carolina colony?
The English Age of Exploration Gallery Walk (20 MINS and 20 PTS TOTAL)
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As a group, you will analyze different material related to the English Age of Exploration throughout the classroom.
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As a group, you will answer one question in each station in complete sentences on your activity paper.
1.
Why did the English become interested in exploration from the early exploration events of the Spanish?
2.
How was the Columbian Exchange an integral part of the East India Trading Company under English rule?
3.
List one negative outcome of English trade, how did this outcome impact local or global surroundings and its people?
4.
Describe the Triangular Trade route that English ships took globally; why did English use African labor in the New World?
5.
How would you describe the early contact between natives and the English?; what did each group offer in New World?
6.
How were early government & education systems structured in the New World?; describe the English influence.
7.
What did early English explorers encounter in the New World with native culture such as housing and food preparation?
----------------------------------------------------------------------------------------------------------------------------------When extensive trade developed from English - European contact, what did each group offer each other in the New World?
European Contact: Some encouraged cooperation with the European newcomers.
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According to traditions, natives had been foretold of the coming of “white people.”
Extensive trade developed; what did each offer?
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Natives could supply fish, furs, and forest products.
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English Europeans could offer clothing, metal tools, and beads.
There were several factors that led to the end of early Native American culture.
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French – Indian War vs. Increasing Numbers of Europeans.
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Land Ownership Differences vs. Dependence On Goods vs. Diseases.
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#1: Why did the English become interested in exploration from the early exploration events of the Spanish?
Conquistadors: Spanish Fortune Hunters (Early Pirates). -> They explored southern lands in U.S. and Mexico.
Hernando Cortes (1519) reached the Aztec Empire in Mexico.
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The emperor, Montezuma, thought Cortes was a god, and welcomed him.
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Montezuma’s mistake from superior Spanish technology (horses, guns, and steel) allowed Cortes to
destroy the capital city, slaughter people, and steal wealth.
Francisco Pizarro (1532) landed in Peru to seize the treasures of the Incan Empire.
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After the brutal killings, the Spaniards soon ruled a vast empire and forced the Native Americans into slave
labor. When the Native Americans died from overwork or European diseases, the Spaniards enslaved
Africans to replace them as laborers; population of Mexico fell from 25 million to one million in 1519.
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Spanish priests came and built missions to help Native Americans and convert them.
Full Exploration of the Pacific Ocean (Increased English Interest)
By exploring Mexico, the Spanish begin creating more trade routes in the Pacific.
Other countries became interested in this trade exploration like the English.
They started looking for the Northwest Passage to Asia; but most of route was ice.
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Sir Frances Drake started exploring the west coast of North America.
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James Cook started exploring the southern Pacific islands.
#2: How was the Columbian Exchange an integral part of the East India Trading Company under English rule?
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Establishment of Trading - Post Empires
By the 16th century, the Portuguese and Spanish were the first to set up fifty trade posts with tax restrictions.
English and Dutch Trading Posts
Rival trading began on the seas as countries focus on different parts of the world.
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English: East India Trading Company (1600) / Dutch: United East India Company (1602)
Both used privately owned ships with support from their kings and queens.
With the right to trade, build posts, and fight in wars; this became very profitable.
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More missionary work continues as more items like spices become more popular.
The Columbian Exchange
Named for Christopher Columbus, it increased the “global diffusion of goods.”
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Crops, animals, human populations, and diseases. = MOVEMENT
“Provides a common link between geography and the natural environment on Earth.”
Crops and Animals = Increased the world food supply.
Introduction to European animals to Americas. (Horses, Cattle, Pigs, and Chickens.)
Introduction of American foods to Europeans. (Corn, Potatoes, and Beans.)
Human Population Movements
Enslaved Africans : Shipped to South America, North America, and the Caribbean.
Some called captures, “European Pioneers.”
#3: List one negative outcome of English trade, how did this outcome impact local or global surroundings and its people?
Negative Effects of the Columbian Exchange = Epidemic Diseases = Population Decline
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Trading led to an increase of world diseases as disease spread from ship to ship.
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Port to Port = Smallpox, measles, and the flu.
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Before exploration, there was NO prior exposure to any of these world diseases; no immunity.
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By 1519, smallpox swept through the Aztec Empire (Mexico): 90% Died = 16 Million
Positive and Negative Outcomes of English Trade
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Positive: Transoceanic Trade in the Atlantic Ocean allowed for . . . . .
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Increased manufactured goods from Europe. (Imports)
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Raw goods from Americas. (Exports)
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Negative: Also, there were environmental effects from trading.
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Fur - bearing animals were hunted to extinction or near-extinction (Industrial Uses).
Sadly, trade increased from the “human exploitation of the natural environment.”
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Number #1 Human Exploitation = Early African Slavery
The Middle Passage = “The Capture” (1600s to 1850s)
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To increase slavery, Europeans built sixty forts along the west coast of Africa.
1.
Coastal Africans would capture Interior Africans and force them to walk to the forts.
2.
Europeans would then select and brand them; only one half would survive the walks.
3.
Finally, Africans would be placed in cages until they boarded “New World” ships.
#4: Describe Triangular Trade route that English ships took globally; why did the English use African labor in the New World?
Why was Africa vulnerable to the slave trade?
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Lack of Political Unity, Direct Sailing Routes, Availability of People, & Tribal Skills.
Who participated in the early slave trade?
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England , France, Portugal, Spain, and the Dutch.
“Triangular Trade”: A three part voyage that began and ended in Europe which carried cargo.
WHAT WAS THE SHIP’S MAIN ROUTE?
1.
Landing on Africa’s eastern coast from Europe, they exchanged goods for Africans.
2.
After reaching the Americas, slaves were exchanged for sugar, tobacco, and molasses.
3.
After trading, they brought the ship back to Europe.
Why did the English use African labor for the New World?
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Labor supply was poor due to diseases that reduced the native population by 90%.
Was their racism within European culture?
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Racism was a consequence of increased slavery in the “New World.”
Why not use Native Americans in the Americas?
1.
Disease (Smallpox), knowledge of the vast American landscape, and . . .
2.
Native American women worked! (This allowed women to fight back against slavery.)
Did Africans Resist Slavery?: Passive and Active Resistance
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Breaking tools, faking illness, staging slowdowns, arson, sabotage, and running away.
Was there profit in slavery? -> In the 1600s – 1700s = One Slave = $150
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Once slave trading was declared illegal by 1807, prices went much higher.
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In the 1850s = One Slave = $1500 (about $20,000 today).
#5: How would you describe the early contact between natives and the English?; what did each group offer in the New World?
Native to European – English Contact Issues
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Some encouraged cooperation with the European newcomers.
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According to traditions, natives had been foretold of the “coming of different people.”
Extensive trade developed; what did each offer?
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Natives could supply fish, furs, and forest products.
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Europeans - English could offer clothing, metal tools, and beads.
There were several factors that led to the end of early Native American culture.
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French – Indian War vs. Increasing Numbers of Europeans.
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Land Ownership Differences vs. Dependence On Goods vs. Diseases.
--------------------------------------------------------------------Clothing: Native tribes wore different belts called “wampum.”
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They made polished beads out of shells and wore beaver, deer, and wolf skin.
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They also traded with the Europeans for different kinds of clothing.
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Men wore a shirt of tanned deerskin, leggings, and a loin cloth.
Cherokee and Catawba Native American Leagues
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These leagues were formed to create peace between all tribesmen and tribeswomen.
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Every tribe served on this council and each member had one vote. Women from each tribe chose their council members.
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All had to agree before any work began on anything in the community.
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Thirty eight rows of members were part of this council as an emblem of tribe unity.
#6: How were early government & education systems structured in the New World?; describe the English influence.
Before Europeans, men would educate their children by telling stories.
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After Europeans, explorers tried to convince natives to let them open schools; GOAL = SPREAD RELIGIOUS BELIEFS
Education: By 1801, the natives agreed to schools because they wanted their children to have the knowledge of tools and
weapons; (NOT ACADEMICS AT FIRST!). The first schools though taught reading, writing, and math; English and
geography skills. Children were taught useful skills such as how to make clothes and cook food.
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Children learned English until a man named Sequoyah invented a native alphabet.
Government: Leaders, called chiefs, governed the villages which were part of a large confederation.
Religion: The shamans, or priests, led ceremonies for the community.
“United We Stand Divided We Fall”: ability to be united under one; how natives were able to win many battles against others.
Law of the Land: tribes were only required to maintain peace with one another. The primary law of the land was called the
“Kainerekowa” which stated . . . . . . “SHOULD NOT KILL ONE ANOTHER!”
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While their way of life may have been doomed by Europeans, these tribes were not; many still live among us today, and
more live in Canada; where many emigrated in the 1700s.
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Many Native Americans are working to preserve their knowledge such as splitting ash.
#7: What did early English explorers encounter in the New World with native culture such as housing and food preparation?
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Shelters: The forest resources yielded tree bark and saplings for both temporary wigwams and more permanent
dome-shaped wigwams for smaller families of ten or less.
Larger families preferred to build longhouses especially for large council meetings.
Longhouses:
Made from evergreen trees; a totem pole would stand at the entrance.
When couples married, husband moved into wife’s family longhouse and her family became part of his clan.
Longhouses could be over 200 feet in length and could house as many as 30 people.
Inside the longhouse, they kept all of the necessities for their clan including food.
These villages were very stable, unless interrupted and moved for defense purposes.
Food Preparation:
Women carved bowls from stone and clay.
Mortars and pestles, made of wood or stone were used to grind nuts and grains.
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Examples: Corn, beans, squash, fruits, berries, and wild rice. (Fields)
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Examples: Turtle, bear, wolf, beaver, deer, and hawk. (Forests)
Women created baskets to show distinctive native design and use of natural resources like birch bark and
porcupine quills; this helped store the essentials for life.
Transportation: Waterways were like highways.
They made birch bark canoes for rivers and streams and dugout canoes for lake travel.
Film Clip Reflection (5 MINUTES): How have historians be able to link the disappearance of the colonists to human – environmental issues?
Title: Disappearance of the Roanoke Colonists
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2.
The Age of Exploration Homework Assignment (3 MINS and 4 PTS TOTAL)
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Read the two questions below and answer each question in complete sentences on your activity paper.
Using the map below, list four crops that were discovered during the Age of Exploration by the English.
Where were these four crops discovered and how could they impact the average English citizen living in England?