LEARNING ESSENTIAL QUESTIONS HISTORY STANDARD TWO (a): Students will master the basic research skills necessary to conduct an independent investigation of historical phenomena. HISTORY STANDARD TWO (b): Students will examine historical documents, artifacts, and other materials, and analyze them in terms of credibility, as well as the purpose, perspective, or point of view for which they were constructed. LEARNING ESSENTIAL QUESTIONS Is this source credible? How do I know? (2) What questions should I ask before I use this source? After I use it?

Exploration : Three Worlds Meet 1450 to 1620

I. Global Cultural Exchange Columbian Exchange Global exchange of goods and ideas between the Eastern and Western hemispheres * animals – horses, cattle, pigs * diseases – smallpox, measles, influenza (flu) * crops – tobacco, cotton, corn, potatoes, wheat, sugar * peoples – European settlers, enslaved Africans

II. The First English Colonies 1. Roanoke (North Carolina) 1585 Started by Sir Walter Raleigh

II. The First English Colonies (cont) 2. Jamestown 1607 (spring) Named after King James I (England) Problems – swampy area (couldn’t plant/raise crops), mosquitoes (spread malaria), 13 man council (quarreled with one another), starvation, focus was on gold. Solutions – John Smith (organized the government/colony), help from Native Americans (Powhatan/Pocahontas – supplied corn), grow tobacco (improved the economy) Colony succeeded

II . The First English Colonies (cont.) 3. Plymouth (Massachusetts) 1620 (winter) – headed for Virginia; taken off course by a storm Pilgrims (Separatists) – wanted to separate from the Church of England; were persecuted for their beliefs Sailed over on the Mayflower (Mayflower Compact – created a government for the colony) Problems – harsh winter, lack of supplies, not enough time to build proper shelters before the winter, most died from disease or starvation (known as the “Starving Time”) Solutions – help from Native Americans (Squanto – corn, beans, pumpkins; showed the Pilgrims how to plant and harvest)

III. Atlantic Slave Trade Harsh Life for Native Americans. 1. Bartolome de Las Casas Proposed replacing the Native Americans with Africans as slaves IV. Middle Passage passage of slave ships west across the Atlantic Ocean Conditions – slaves were crammed tightly together on shelves and only allowed above deck once or twice a day for fresh air and food; often died of disease and mistreatment during the voyage. Why? – The economic success of the southern colonies depended upon slave labor

Colonization and Settlement 1585-1763

V. Thirteen English Colonies New England Colonies: Massachusetts Rhode Island Connecticut New Hampshire Way of Life - well educated - focused on religion - poor soil for farming due to mountains. - economy relied on fishing and lumber - tight knit community

V. Thirteen English Colonies (cont) B. Middle Colonies: Delaware Pennsylvania New York New Jersey Way of Life - houses spread out - some education - economy relied on farming - religious freedom

V. Thirteen English Colonies (cont) C. Southern Colonies: Maryland Virginia North Carolina South Carolina Georgia Way of Life - large distance between homes - only rich were educated - economy relied on sugar, rice, - tobacco, indigo, and cotton

VI. Triangular Trade Navigation Acts 1. Regulated trade between Britain and its colonies. 2. Who was involved? New England – sent rum/guns/gunpowder/cloth/tools to West Africa and sent livestock/lumber/flour/fish to West Indies West Africa – sent enslaved Africans to West Indies West Indies – sent sugar/molasses to New England

Triangular Trade NEW ENGLAND COLONIES AFRICA WEST INDIES