Native Americans, Colonization, and the Atlantic World Unit 1: 1491 - 1700 Native Americans, Colonization, and the Atlantic World

Native Americans Each group is to put together a brief PowerPoint presentation on the Native American tribe they researched over the summer. The presentation must include the geography and location, culture and religion, political structure, social structure, and the economy. Where necessary, maps and visuals should be included in the presentation.

Generalizations and Evidence about Native Americans prior to 1607

Causes for European Colonization Spain, France, Britain, and the Netherlands all sought to colonize the Americas in the 16th and 17th centuries. Although each country’s motives varied depending on their situation, in general, God, Gold, and Glory played a role in each. God: Missionary work, Religious freedom, Utopian societies Gold: Mineral and Natural Resources, Mercantilism, employment Glory: Nationalism, Wealth and Power, Political Stability, European Rivalries

First Impressions of Native Americans Share the SOAPSTone for each document with the group and then answer the following questions: 1. Compare and Contrast the reactions of the Spanish, French, and British to the Native Americans they confronted. 2. Anticipate how these reactions will affect the development of colonies.

Colonial Empires Spanish - South America, Florida, Southwest First Wave – Conquistadors – Gold and Silver Second Wave – Mercantilism, Agriculture and Raw Materials, Enconmiendas and Missions, African Slaves, Intermarriage and Social Structure French – Canada, Mississippi Valley, New Orleans Jesuit Missionaries and Fur Traders, trade alliances and intermarriages, series of forts and trading posts British – Atlantic Coast from Georgia to Maine Permanent populated communities, Agriculture/Merchants, Indentured Servants, African Slaves

The Atlantic World European colonization created great changes in both the old world and the new world. As the economy and the politics of both changed a new Atlantic world emerged. Using part II of your summer assignment and your textbook readings, complete the following: 1. Columbian Exchange Map – Identify what things were transported between Europe, Africa, and the New World. Summarize the impact the exchange had on each region. 2. Answer the following questions regarding the relationship between the Native American tribe you researched and the Europeans. a. Which European colonizers did the tribe come in contact with? b. What goods, knowledge, etc. were exchanged between the groups? How did this impact each? c. How did the Europeans handle their contact with the Natives? How did the Natives attempt to maintain their independence and culture?

Impact on Europe: Impact on The Americas: Impact on Africa:

European Native Relationships Spanish French British

Southern Colonies Jamestown (VA) – 1607, Maryland – 1634, Carolinas – 1670, Georgia – 1732 Jamestown - Joint Stock Company – Starving Time (1607 – 120/38, 1609 -600/60, 1617 – 2000/400, 1619 – 3500/700) 1612 – John Rolfe – Tobacco , Women – 1619 – 120 lbs of tobacco, Headright system – 50 acres of land – Indentured Servants Virginia House of Burgesses, Royal - 1624 Southern Colonies Proprietary (Religion and Legislatures) - Royal Agrarian Economy – Tobacco - VA and MD - Carolinas – Rice and Indigo, Headright system - Labor – 1600s- Indentured Servants – 2/3 Population - 1700s – replaced by slave labor - Plantation Society - Cities and Towns – Charleston Anglican Church (Catholics in MD) Disease and Life Expectancy Women and Families Law and Order?, Military?, Education?

Slavery in Colonial America 1619 – 20 Christian Servants in VA, 1700 – 25,000, 1750 – 250,000 ½ of pop in VA, 2:1 in SC, ¾ slaves lived on plantations with more than 10 slaves Causes for the shift in labor force: Geography: Cash Crops, Carolinas and Rice, Tobacco, Availability of Land Availability of indentured servants vs. Slaves – conditions for indentured servants (Carolinas), conditions in Europe, breaking of Royal African Trading Company monopoly Social Unrest: Indentured Servants and western lands, Bacon’s Rebellion Conditions for slaves: Reaction to slavery:

Evaluate the extent to which trans-Atlantic interactions from 1600 to 1763 contributed to maintaining continuity as well as fostering change in labor systems in the British North American colonies.

New England Colonies Plymouth – 1620, Massachusetts Bay – 1629, Rhode Island - 1644 , Connecticut – 1662 (Hartford- 1635, New Haven-1639) , New Hampshire – 1679 All founded by Puritans for religious reasons – Plymouth – separatists, William Bradford -‘advancement of the Christian faith’ - MA – non-separatists - John Winthrop – ‘City upon a hill’ - CT- Thomas Hooker, RI – Roger Williams, NH – followers of Anne Hutchinson Puritan Faith – Visible Saints (Elect) – Predestination - Congregational Church - Pious –thrift and hard work, moral life - Education – Harvard and Yale Government – Charter Colonies - Self-Government - Plymouth – Mayflower Compact – ‘civil body politic’ – William Bradford - Massachusetts – town covenants – ‘commit to unity and harmony’ - CT – Fundamental Orders of Connecticut - Theocracy – Blue Laws, Taxes, Church Membership - lack of tolerance Economy – Geography - Fishing, Lumber, Furs, Shipbuilding, Ironworks, Merchants - Towns and Cities – Centers of Barter and Trade - Slavery = <5% Family Life – Male: Female, Life Expectancy - Patriarchal Society - Primogeniture

Compare the ways in which two of the following reflected tensions in colonial society. Bacon’s Rebellion Pueblo Revolt Salem Witch Trials Stono Rebellion