Presentation is loading. Please wait.

Presentation is loading. Please wait.

1 Discussion Can you answer the Essential Question now? (H2b) Can you answer the Essential Question now? (H2b) Production, Distribution, and Consumption.

Similar presentations


Presentation on theme: "1 Discussion Can you answer the Essential Question now? (H2b) Can you answer the Essential Question now? (H2b) Production, Distribution, and Consumption."— Presentation transcript:

1 1 Discussion Can you answer the Essential Question now? (H2b) Can you answer the Essential Question now? (H2b) Production, Distribution, and Consumption Production, Distribution, and Consumption What persons were instrumental in the establishment of the Georgia colony and why? What persons were instrumental in the establishment of the Georgia colony and why? Individuals, Groups, and Institutions Individuals, Groups, and Institutions Which cultural groups impacted the Georgia Colony and what were their contributions? Which cultural groups impacted the Georgia Colony and what were their contributions? Griffith-Georgia Studies: Unit 3

2 2 SS8H2c- Royal Colony SS8H2c: Explain the development of Georgia as a royal colony with regard to land ownership, slavery, government, and the impact of the royal governors. SS8H2c: Explain the development of Georgia as a royal colony with regard to land ownership, slavery, government, and the impact of the royal governors. Explain- to make understandable, to spell out: illustrate, interpret. Griffith-Georgia Studies: Unit 3

3 3 Georgia as a Royal Colony Georgia as a Royal Colony SS8H2c Georgia as a Royal Colony GA under British Royal Rule GA under British Royal Rule Georgia was ruled by three different Royal Governors during this time Georgia was ruled by three different Royal Governors during this time John Reynolds John Reynolds Henry Ellis Henry Ellis James Wright James Wright James Wright Royal Governor (war end 1782) Griffith-Georgia Studies: Unit 3

4 4 Royal Governors: Reynolds SS8H2c Reynolds John Reynolds John Reynolds Career Naval Officer, little political experience Career Naval Officer, little political experience Not very successful Not very successful Replaced with Ellis after complaints Replaced with Ellis after complaints Griffith-Georgia Studies: Unit 3

5 5 Royal Governors: Henry Ellis SS8H2c Henry Ellis Henry Ellis Henry Ellis Henry Ellis Slave trader Slave trader Skilled at dealing with Indians Skilled at dealing with Indians Poor health forced him to have to give up governorship Poor health forced him to have to give up governorship Hated the GA weather Hated the GA weather Griffith-Georgia Studies: Unit 3

6 6

7 7 Royal Governors: Wright SS8H2c Wright James Wright James Wright Remained in GA until end of war (1782) Remained in GA until end of war (1782) Longest term as royal governor Longest term as royal governor Good leader Good leader Helped GA’s population and wealth grow Helped GA’s population and wealth grow Griffith-Georgia Studies: Unit 3

8 8 Land Ownership: Royal Period SS8H2c Rules of Trustee period gone Rules of Trustee period gone Get land 3 ways Get land 3 ways 1. Buy it 1. Buy it 2. Receive as a gift/inheritance 2. Receive as a gift/inheritance 3. Grant from the colonial Government 3. Grant from the colonial Government Headright System: Head of family gets 100 acres and 50 acres for each additional family member Headright System: Head of family gets 100 acres and 50 acres for each additional family member Griffith-Georgia Studies: Unit 3

9 9 Slavery Slavery SS8H2c Slavery Outlawed by Charter of 1732 Outlawed by Charter of 1732 Could not “own” slaves Could not “own” slaves Slavery was present in SC Slavery was present in SC Some slaves were rented Some slaves were rented Some Indentured Servants (contracted worker) Some Indentured Servants (contracted worker) Spanish offered freedom to slaves if they converted to Catholicism Spanish offered freedom to slaves if they converted to Catholicism Florida became an escape destination for slaves Florida became an escape destination for slaves Malcontents wanted slavery Malcontents wanted slavery Difficult work Difficult work Scottish & Salz. opposed slavery Scottish & Salz. opposed slavery Trustees gave in to demands in 1750 Trustees gave in to demands in 1750 G.S. Griffith-Georgia Studies: Unit 3

10 10 Slave Codes SS8H2c Slave codes: rules governing the behavior/treatment of slaves Slave codes: rules governing the behavior/treatment of slaves Could not teach a slave to read/write Could not teach a slave to read/write (20 pounds) (20 pounds) Slaves had Sundays off work Slaves had Sundays off work (10 shilling fine) (10 shilling fine) Slave couldn’t hit white person Slave couldn’t hit white person 1 st offense: Trial 1 st offense: Trial 2 nd offense: Death 2 nd offense: Death Slave could not travel outside of town/plantation w/o ticket Slave could not travel outside of town/plantation w/o ticket 20 lashes to bare back 20 lashes to bare back Offspring of slaves were automatically slaves…and thus property of the owner Offspring of slaves were automatically slaves…and thus property of the owner Griffith-Georgia Studies: Unit 3

11 11 Royal GA Government SS8H2c GA GovernmentGA Government King in charge of Governor King in charge of Governor Governor in charge of the Colony got his instructions from the king Governor in charge of the Colony got his instructions from the king Governor could: Governor could: Control ships Control ships Control money spent/land granted Control money spent/land granted Pardon criminals Pardon criminals Convene/Dismiss Assembly Convene/Dismiss Assembly Griffith-Georgia Studies: Unit 3

12 12 House of Assembly During the Royal Period, GA did get 1 st form of Representative Government: The House of Assembly During the Royal Period, GA did get 1 st form of Representative Government: The House of Assembly Legislature was bicameral Legislature was bicameral Upper House: Governor’s appointees Upper House: Governor’s appointees Lower House: House of Assembly Lower House: House of Assembly Elected in their local settled areas Elected in their local settled areas Assembly could: Assembly could: Vote on laws Vote on laws Write bills pertaining to spending money Write bills pertaining to spending money Griffith-Georgia Studies: Unit 3

13 13 THE BIG IDEA SS8E1: The student will give examples of the kinds of goods and services produced in Georgia in different historical periods Give (same as “state”)- to put into words or express with a systematic statement: say, express Griffith-Georgia Studies: Unit 3

14 14 Goods/Services in Early GA SS8E1 Georgia would become part of Great Britain’s system of Mercantilism Georgia would become part of Great Britain’s system of Mercantilism Most Georgians lived near coast Most Georgians lived near coast At first, many small farms, later large plantations developed At first, many small farms, later large plantations developed Savannah became part of slave trade Savannah became part of slave trade Raw goods from GA Raw goods from GA Naval Stores Naval Stores Rice (wet lands) Rice (wet lands) Indigo (dry lands) Indigo (dry lands) G.S. Griffith-Georgia Studies: Unit 3

15 15 Triangular Trade Route New England rum goes to Africa, sold for newly captured slaves. New England rum goes to Africa, sold for newly captured slaves. Slaves taken to West Indies (Caribbean Islands) and sold to sugarcane planters Slaves taken to West Indies (Caribbean Islands) and sold to sugarcane planters Sugar and molasses is purchased with the money and was sold in New England to make more rum Sugar and molasses is purchased with the money and was sold in New England to make more rum Griffith-Georgia Studies: Unit 3

16 16 New England Colonies SS8E1 Massachusetts, New Hampshire, Connecticut, Rhode Island Massachusetts, New Hampshire, Connecticut, Rhode Island Cold climate: limited agriculture Cold climate: limited agriculture Small, subsistence farms Small, subsistence farms few slaves, some as house servants few slaves, some as house servants Fishing, Shipbuilding Fishing, Shipbuilding Skilled workers Skilled workers blacksmiths, coopers, silversmiths blacksmiths, coopers, silversmiths Small towns, port cities Small towns, port cities Colonies founded for religious reasons Colonies founded for religious reasons Reading Bible/education important Reading Bible/education important Griffith-Georgia Studies: Unit 3

17 17 Middle Atlantic Colonies SS8E1 New York, New Jersey, Delaware, Pennsylvania New York, New Jersey, Delaware, Pennsylvania Large Cities: Philadelphia, New York Large Cities: Philadelphia, New York Iron ore deposits- mining Iron ore deposits- mining Rural farm areas, small towns, large cities Rural farm areas, small towns, large cities Farming: wheat, oats, corn Farming: wheat, oats, corn Schooling: mostly by private tutors Schooling: mostly by private tutors Griffith-Georgia Studies: Unit 3

18 18 Southern Colonies SS8E1 Warm Climate Warm Climate Few schools, no edu. requirements Few schools, no edu. requirements Large Plantations Large Plantations Plantations- Large farm est. for the purpose of producing crops for sale Plantations- Large farm est. for the purpose of producing crops for sale Tobacco, Indigo Rice Tobacco, Indigo Rice Plantations needed cheap labor: slaves Plantations needed cheap labor: slaves Griffith-Georgia Studies: Unit 3

19 19 Discussion Can you answer the Essential Question now? (H2c) Can you answer the Essential Question now? (H2c) Production, Distribution, and Consumption Production, Distribution, and Consumption How did Georgia become a Royal colony and what effect did this event have on the colonists? How did Georgia become a Royal colony and what effect did this event have on the colonists? What goods/services did the early colony of Georgia attempt to produce? (H2c, E1) What goods/services did the early colony of Georgia attempt to produce? (H2c, E1) Griffith-Georgia Studies: Unit 3

20 20 The Colonial Period SS8H2 In your notebook: Analyze the colonial period of GA’s history. From this period, pick a person or group and discuss how they were instrumental in the shaping of the new colony. Justify your answer with details. Analyze- to divide a complex idea into parts or elements: dissect, break down Griffith-Georgia Studies: Unit 3

21 21 Analyze the Colonial Period in Georgia’s History Charity Economics Defense King George II Diverse Immigrants Trustee Rule Royal RuleMalcontents Geographic Challenges Tomochichi John/Mary Musgrove In your notebook: Write an essay that analyzes the colonial period of GA’s history. From this period, pick a person or group and discuss how they were instrumental in the shaping of the new colony. Justify your answer with details. Analyze- to divide a complex idea into parts or elements: dissect, break down Griffith-Georgia Studies: Unit 3

22 22 Discussion Can you answer the Essential Question now? (G1d) Can you answer the Essential Question now? (G1d) Location Location Why did the English King and Georgia Trustees feel that the Georgia colony could provide certain goods and materials for England? Why did the English King and Georgia Trustees feel that the Georgia colony could provide certain goods and materials for England? Were they able to fulfill these expectations and why or why not? Were they able to fulfill these expectations and why or why not? Griffith-Georgia Studies: Unit 3


Download ppt "1 Discussion Can you answer the Essential Question now? (H2b) Can you answer the Essential Question now? (H2b) Production, Distribution, and Consumption."

Similar presentations


Ads by Google