Colonial North Carolina Chapter 3

1. Colonial North CarolinaChapter 3 Social Studies

2. Chapter 3 Vocabulary • Amnesty • Apprentice • Aristocrat • Botanist • Coverture • Indentured servant • Kiln • Mercantilism • Monarchy • Monopoly • Pacifist • Proprietor • Repeal • Stave • Transaction • Tyranny • Yeoman

3. Chapter 3.1 Essential Questions: •What groups settled in the colonies? •Why did settlers come to America? • How could the Carolina Colony be described?

4. French Spanish Dutch English Where? Canada, Mississippi River area , Louisiana, New Orleans Florida, New Mexico Hudson River, New Netherlands, New Amsterdam Maryland, Connecticut, Massachusetts, Rhode Island, Carolina, Virginia Essential Question #1What groups settled in the colonies?

5. European Settlers in North American Colonies

6. Essential Question #1What groups settled in the colonies? • Specific Example---What happened when the English and the Tuscarora met? • Look at it from the 5 perspectives....what sort of “new world” were they facing together??? • Economics, Geography, Government, Culture, and Technology

7. Essential Question#2Why did settlers come to America? • There were four main reasons • A. They came to earn a living. • B. They came for religion • C. They were forced to come to America. • D. They came for adventure. • BUT—How can we look at all of these reasons for colonization through the 5 perspectives?

8. Why did settlers come to America?Various reasons page 1 • By 1700, tens of thousands of Africans and their descendants lived in North American colonies. • Because proprietors wanted to encourage settlement, they often charged little or nothing for the land. • The first African Americans came as slaves with the Spanish explorers in the 1500s. • The colonies offered a refuge from Europe’s religious disputes. • The first recorded sale of slaves in an English colony took place in 1619, when a Dutch sea captain traded 24 Africans to a Virginian for supplies. • North America was a big continent filled with a variety of plants, animals, landscapes, and people.

9. Why did settlers come to America?Various reasons page 2 • As populations grew, people were squeezed onto smaller and smaller pieces of land. • Those who disagreed with church doctrines could be fined, barred from public offices, thrown in jail, or even executed. • The colonies offered them a chance to establish a whole society based on their ideas. • Those who had no money could come as indentured servants. • Some explorers spent their lifetimes traveling to new places and discovering new things. • A religious movement known as the Protestant Reformation sparked hundreds of new religious groups and created a great deal of conflict in Europe.

10. How could the Carolina Colony be described? • The Carolina economy was based on the profitable growing of tobacco and its lumber from the vast forests. • Charles Town’s deep-water harbor made it a major shipping port and it became Carolina’s largest and wealthiest community. • Most of the colony’s early settlements were near the coast, and the colony had few roads, making transportation by land difficult.

11. How could the Carolina Colony be described? • Pine trees were in plentiful supply in Carolina. • George Durant paid two Yeopin chiefs for a strip of land along the Albemarle Sound. Durant made the first land transaction and the land became known as Albemarle County. • Good farmland was becoming scarce in Virginia, so people moved south to the Carolina colony.

12. Historical Analogies #1 • King Charles I : Carolina a. Queen Elizabeth : Virginia b. King Charles II : South Carolina c. Queen Isabella : Israel d. King John : Jamaica Hint---use your book!

13. Early Towns of the North Carolina Colony

14. Discussion Chapter 3.1 • Carolinians played an important role in the Atlantic shipping industry. Explain. • Describe The Great Wagon Road. • How did the roles of Colonial women and men differ?

15. Indentured Servantsview page 68 in textbook • What is this document? • Can you read the language, sentences, and meaning of the document? • Is this a primary or secondary source? • What does this document teach you about people? • What is an indentured servant? • How does indentured servitude differ from slavery?

16. End of Chapter 3.1

17. Chapter 3.2 Theme 2: Beginnings pp. 78 - 89 • Essential Questions: -How can the beginnings of North Carolina be described? -What effect did Indians have on North Carolina beginnings?

18. How can the beginnings of North Carolina be described?Interesting tidbits: • Life for early Carolina colonists held many challenges. • The Lords Proprietors wanted to use the colonies to make English merchants rich and to strengthen England’s economy. • Tuscarora leaders decided to try to drive the Carolina settlers out.

19. How can the beginnings of North Carolina be described? • Challenges the colonists faced included clearing the land and battling mosquitoes that carried malaria. Men were also involved in dangerous jobs such as logging, hunting, and seafaring, and often faced life-threatening situations. • Colonial women were forced to develop new skills to survive the colony’s wilderness.

20. How can the beginnings of North Carolina be described? • Discuss: • Religion—what was the primary religion of the colony? (Why did they move here again? hmm?) • Women’s rights...did they have any? • Describe the Colonial Government • Who are the Lord Proprietors and why were they “important?”

21. What effect did Indians have on North Carolina beginnings? • Here are more questions to answer that question: • How did the arrival of the Europeans affect the population of Native Americans? • What are two ways that Indians trading with the Europeans changed Indian society? • Name two reasons why tensions rose between the Indians and colonial governments. • Why were the settlers not prepared for the Tuscarora War?

22. Questions? **End of Chapter 3.2**

23. Chapter 3.3 • Theme 3: Progress pp. 90-99 -- Essential Question: How did the North Carolina Colony progress?

24. Questions • Granville District and the Great Wagon Road p. 92 1. Why was the Great Wagon Road important? 2. In what direction did the Great Wagon Road run? 3. Who traveled the Great Wagon road? 4. Who owned the Granville District? 5. What famous person settled in the Granville District?

25. Daniel Boone Activity p. 93 Do you know…. • 1. How would you describe Boone’s life? • 2. What skills did Daniel and Rebecca have? • 1. Read page 93 • “Daniel Boone” • 2. Listen carefully as I read an excerpt from The Kentucky Adventure by T. Campbell

26. Modern Day Connection Tuscarora Pow Wow 2010

27. amnesty apprentice aristocrat botanist coverture indentured servant kiln mercantilism monarchy monopoly pacifist proprietor repeal stave transaction tyranny yeoman Words to Understand Ch. 3 Please review these!

28. Who Owned the Land?1 of 2 • Most European settlers believed they had the right to settle on land occupied by Indians. They also believed they had the right to fight Indians who tried to stop them. They justified their actions in several ways: • Indians relied heavily on hunting for food. To find enough game, hunters needed access to far more land than their families occupied. Much of the land seemed “empty” to Europeans and therefore available for settlement.

29. Who Owned the Land? 2 of 2 • European-style farming produced more food per acre than the Indians’ combination of farming and hunting. Some colonists believed they deserved the land because they used it more productively than Indians did. • Many colonists simply thought Europeans were superior to Indians. They saw Indians as savages who should be killed, enslaved, or driven away when they got in the way.

30. Who was he? • King Tom Blount of the Tuscarora?

31. Who was he? King Tom Blount of the Tuscarora? • Tuscarora leaders were not united in their decision to attack European settlers. • The strongest voice against war came from King Tom Blount, the leader of a Tuscarora town in the northern part of the colony. • Blount dealt often with colonial leaders, and they respected him. He preferred compromise to fighting. • But once war started….what did he have to do?

32. Carolina Divides

33. The Carolina Colony continued to grow…… • But this growth was not spread evenly through the colony. • The Albemarle region of the colony suffered from several geographic disadvantages. It did not have a good, deep-water port. The coastline was especially rocky and treacherous, and shipwrecks were so common that the area off the Outer Banks became known as the Graveyard of the Atlantic. • As the Coastal Plain gave way to the Piedmont region, rivers became too rough to use for water transportation. • The intimidating Appalachian Mountainsslowed growth in the western part of the colony.

34. The Carolina Colony continued to grow…… • Farther south, in contrast, economic opportunities were more plentiful. Charles Town, with its fine harbor, became especially successful. • Eventually, the Lords Proprietors decided that Charles Town and Albemarle were too far apart to be effectively run by a single governor or assembly. • In 1712, they decided to split the colony in two and appoint a separate governor for each part. People had already started to call the northern part of the colony North Carolina. Now the name became official.

35. Some Colonial Crafts and Services Carpenters built wooden frames for houses. Cabinetmakers made fine furniture. Turners made spindles, bowls, and candlesticks. Wheelwrights made wooden wagon wheels. Cartwrights made carts. Ironmasters made iron bars. Blacksmiths heated and hammered iron bars into tools. Pewterers poured melted tin and lead into molds to make utensils. Glassblowers blew bubbles of melted glass and shaped them into glasses and bottles. Potters shaped clay into containers and dishes of all kinds. Weavers wove yarn into fabric. Tailors sewed clothes from fabric. The wealth of eastern towns also created opportunities for a class known as artisans, or tradesmen. These included blacksmiths, wheelwrights, hat makers, and seamstresses. Many of these people earned a good living. They often took on young people as apprentices, teaching them the trade in return for their labor. Occupations in the Colony

36. Granville District and Great Wagon Road

37. The Granville District • By the time the Great Wagon Road was finished, North Carolina no longer belonged to the Lords Proprietors. • In 1729, George II bought the rights to the colony from the Proprietors and turned it back into a royal colony. • One proprietor, however, refused to sell his rights to the king and was given the rights to the colony’s northern half. This area became known as the Granville District, named after the proprietor Lord Granville. • Many Piedmont families bought their land from Granville’s agents.

38. What are yeoman farmers? • Most of the immigrants became small-scale, independent farmers known as yeoman farmers.

39. North Carolina Settlements, 1600s

40. Immigrants • Several groups of European immigrants also came to the Piedmont. • German Lutherans and Scots-Irish Presbyterians soon spread throughout the region. • These groups of settlers had much in common. Most of them were Protestants who had left Europe to get away from religious and political conflict. Like other settlers, they focused on family farming, pursued self-sufficiency, and contributed to North Carolina’s tradition of religious and political independence. • North Carolina’s many migration streams made it an especially diverse colony.

41. Moravian Settlements

42. Modern Day Connection Moravian Culture You Tube Video

43. Africans in the Americas • While European settlers sought to build independent lives in the Piedmont, Africans along the coast were adapting to very different circumstances. • As North Carolina’s economy grew, its slave population expanded. • By 1755, North Carolina had 80,000 enslaved Africans, who lived under a system that sought to control their every action.

44. Building a Culture • Enslaved Africans began to build a culture that blended their traditions with their new circumstances. Africans learned English, but they spoke with African rhythms. • They gave their children African names. The southern banjo was modeled after an African instrument. • Slaves built cabins with high pitched roofs—a traditional African technique for keeping homes as cool as possible. • Slaves brought an African love of spice to cooking, creating a spicy southern cuisine. • Many buried their dead in graves decked with shells and pottery as they had done in Africa. They believed the spirits of the dead would return to Africa.

45. Rebellions Can you identify these three rebellions? How are they different? How are they alike? • Culpeper’s Rebellion • Cary’s Rebellion • Stono Rebellion

46. End of Chapter 3.3

47. The French and Indian War • Colonists were faced with challenges from other groups as well. As colonists pressed westward, they confronted new groups of Indians. • They also came closer to colonies established by the French. Tensions grew when a group of British and Virginia investors obtained a royal grant to settle land in the Ohio River Valley, beyond the Appalachian Mountains. • For many Indians, the British effort to push past the Appalachians was the last straw. Shawnee, Delaware, Huron, and other Indian groups had relocated in the Ohio River Valley after losing their eastern lands. • They did not want English settlers crossing the Appalachians and pushing them out again.

48. The French and Indian War • French authorities also wanted to stop the English advance. • The French especially wanted to protect their Canadian fishing grounds and fur trading routes from English attacks. • They built a series of forts in the Ohio Valley to keep the British out while Indians planned attacks on British settlements along the Appalachians.

49. The French and Indian War • The conflict reached the Upper Yadkin in the summer of 1753. • Small parties of warriors roamed up and down the Appalachians, looking for targets to attack. • A group of Shawnee crossed into North Carolina and destroyed several cabins near Daniel and Rebecca Boone’s home.