____________________________________7th Grade Social Studies

U.S. History from Colonization to ReconstructionClass 18—Southern Colonies

September 16, 2019

Focus: Why were slaves in such high demand in the Southern Colonies? What were slave owners biggest fear? How did slave owners attempt to control the slave population?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Student Objectives:1. I will complete a map of the 13 Colonies.2. I will analyze the Southern American Colonies belonging to Great Britain.3. I will define bias and analyze how it applies to different sources.

Homework:-Read Take Notes on Chapter 3, Section 2 pgs. 78-84 (due 9/17)-Read and Take Notes on Chapter 3, Section 4 pgs. pgs. 94-96 only-Start with Great Awakening and Enlightenment (due 9/19)-Read Take Notes on Chapter 3, Section 5 pgs. 98-100 (due 9/23)-Read Take Notes on Chapter 3, Section 5 pgs. 101-103 (due 9/24)-13 Colonies Map Quiz Thursday 9/26-Chapter 3 Test Friday 9/27

Handouts:-13 Colonies Map-2 Articles about Pocahontas

I. Virginia and Jamestown A. Pocahontas

1. Compare/ContrastII. MarylandIII. Carolinas & GeorgiaIV. Slavery

Key terms/ideas/ people/places:Virginia Jamestown John Rolfe John Smith PocahontasMaryland Toleration Act of 1649 Carolinas Georgia indentured servants

By the end of class today, I will be able to answer the following:What distinguishes the colonies of the South?How does religion affect the colonies?Why is tobacco so important?

The 13 ColoniesVirginiaPennsylvaniaNew YorkNew HampshireGeorgiaSouth CarolinaNorth Carolina MarylandMassachusettsConnecticutRhode IslandNew JerseyDelawareBostonNew YorkTrentonSaratoga Delaware RiverPhiladelphiaYorktownAppalachian MountainsChesapeake Bay

Pocahontas Never Saved the Life of John Smith

The children of the Powhatan were very closely watched and cared for by all members of the tribe. Since Pocahontas was living with her father, Chief Powhatan Wahunsenaca, at Werowocomoco, and because she was the daughter of a chief, she was likely held to even stricter standards and provided with more structure and cultural training.

When she was a child, John Smith and English colonists stayed near the Powhatan on the nearby Jamestown Island, but later began to explore outlying areas. Smith was feared by many Native people because he was known to enter villages and put guns to heads of chiefs demanding food and supplies.

In the winter of 1607, the colonists and Smith met with Powhatan warriors and Smith was captured by the chief’s younger brother.

Because the English and Powhatan feared the actions of the Spanish, they formed an alliance. Eventually and according to oral history and contemporary written accounts by the Mattaponi, Wahunsenaca grew to like Smith, eventually offering him the position of ‘werowance’ or leader of the colonists as recognized by the Powhatan as well as a much more livable area for his people with great access to game and seafood.

Years later, Smith alleged that Pocahontas saved his life in the four-day process of becoming a werowance. But according to Mattaponi oral and contemporary written accounts, there would be no reason to kill a man designated to receive an honor by the chief.Additionally, children were not allowed to attend any sort of religious ritual similar to the werowance ceremony.

She could not have thrown herself in front of John Smith to beg for his life for two reasons: Smith was being honored, and she would not have been allowed to be there.

Pocahontas Never Defied Her Father to Bring Food to John Smith or Jamestown

Some historical accounts claim Pocahontas defied her father to bring food to the colonists of Jamestown. According to the history of the Mattaponi tribe as well as simple facts, these claims could not be true.

Jamestown was 12 miles from Werowocomoco and the likelihood that a 10-year-old daughter would travel alone are inconsistent with Powhatan culture. She as well as other tribal members did travel to Jamestown, but as a gesture of peace.  

Additionally, travel to Jamestown required crossing large bodies of water and the use of 400-pound dugout canoes. It took a team of strong people to lift them into the water.It is likely Pocahontas served as a symbol of peace by simply being present as a child among her people to show no ill intentions when her people met with the Jamestown settlers.

Pocahontas Did Not Sneak Into Jamestown to Warn John Smith About a Death Plot

In 1608 and 1609, John Smith’s role as the werowance (chief) of the colonists had taken an ugly turn. The colonists made inadequate attempts to plant crops to harvest, and Smith violently demanded supplies from surrounding villages after once again holding a gun to the heads of village leaders.  

Accounts from Mattaponi histories tell of one tribal woman proclaiming to Smith, “You call yourself a Christian, yet you leave us with no food for the winter.”

Pocahontas’ father, who had befriended Smith, once said to him, “I have not treated any of my werowances as well as you, yet you are the worst werowance I have!”

Smith claimed Wahunsenaca wanted to kill him, and asserted he knew of the plot because Pocahontas had come to warn him.

Pocahontas

Pocahontas’s contributions to Jamestown date from her early acquaintance with Capt. John Smith after his capture by Powhatan’s men in 1607. Her legendary rescue of the English captain on the verge of his execution was probably part of a traditional Indian adoption ceremony (misinterpreted or misunderstood by Smith), though it is possible that without her intercession he would have been killed. In any event, relations between Powhatan and the fledgling colony improved, and Pocahontas, then about twelve years old, became a frequent visitor at Jamestown and an important supplier of food for the colonists. She also became an informer for the colony, warning Smith of her father’s belligerent plans.

The Virginia Company of London quickly recognized Pocahontas’s enormous propaganda value as an example of Anglo-Indian harmony, of missionary success among the natives, and of the prospect that Indians could be persuaded to adopt English ways. To attract new settlers and fresh investments, the company in 1616 brought the Rolfes, their son, Thomas (b. 1615), and an entourage of a dozen or so Indians to England. She met many of the era’s major figures, was presented at court, and had her portrait painted. She also took ill, probably from diseases that had no American counterpart. Pocahontas died in March 1617, after boarding ship for a return to Virginia, and was buried in Gravesend, England. With the death of Pocahontas and, soon after, of Powhatan, the fragile peace between colonists and Indians eroded. Ironically, the Indians’ major grievance was the colonists’ insatiable demand for land, triggered principally by windfall profits from the tobacco species introduced by John Rolfe.

In the public mind, Pocahontas is linked especially, and often romantically, with Smith. The rescue episode did not appear in Smith’s accounts of Virginia published in 1608 and 1612 but surfaced in his Generall Historie of Virginia, New England, and the Summer Isles (1624). Doubts have been cast ever since on its authenticity and, if true, its meaning. Ethnographers and historians now generally agree that the event could well have taken place and that Smith’s reasons for suppressing the story until 1624 had more to do with Pocahontas’s early obscurity than with literary invention.

NotesClass 18—Southern Colonies

September 16, 2019

Bias-prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair

Virginia Jamestown-the first permanent English Settlement in North America John Rolfe-Tobacco, marries Pocahontas John Smith-Helped the colony succeed Pocahontas

Maryland Religious Freedom Toleration Act of 1649-made it a crime to restrict the religious freedom of Christians

Carolinas Splits into 2 colonies Slavery introduced

Georgia Debtors prisoners Slavery

Slavery and indentured servants Labor shortage Slave codes

____________________________________7th Grade Social Studies

U.S. History from Colonization to ReconstructionClass 19—New England and Middle Colonies

September 17, 2019

Focus: USE YOUR NOTES to answer the following questions:

1. What was the first permanent English settlement?

2. What was the name of the lost settlement?

3. Who married Pocahontas?

4. What colony allowed religious freedom?

5. What colony was used to by England to send its prisoners?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Student Objectives:1. I will analyze the New England Colonies and Middle Colonies.

Homework:-Read and Take Notes on Chapter 3, Section 4 pgs. pgs. 94-96 only-Start with Great Awakening and Enlightenment (due 9/19)-Read Take Notes on Chapter 3, Section 5 pgs. 98-100 (due 9/23)-Read Take Notes on Chapter 3, Section 5 pgs. 101-103 (due 9/24)-13 Colonies Map Quiz Thursday 9/26-Chapter 3 Test Friday 9/27

Handouts:-Salem Witch Trials

I. Pilgrims II. Massachusetts Bay ColonyIII. EconomyIV. Middle Colonies

Key terms/ideas/ people/places:Puritans Pilgrims The Mayflower Mayflower Compact Plymouth RockSamoset Squanto Massachusetts Bay Colony John Winthrop ConnecticutThomas Hooker Rhode Island Anne Hutchinson Salem Witch TrialsCompetence Harvard New Amsterdam Dutch William Penn QuakerNew York City

By the end of class today, I will be able to answer the following:What does the city upon a hill mean?How is religion and education in Massachusetts different than the southern colonies?Why did Massachusetts get caught up in the hysteria of the witch trials?

A Brief History of the Salem Witch TrialsOne town’s strange journey from paranoia to pardon

The Salem witch trials occurred in colonial Massachusetts between 1692 and 1693. More than 200 people were accused of practicing witchcraft—the Devil's magic—and 20 were executed. Eventually, the colony admitted the trials were a mistake and compensated the families of those convicted. Since then, the story of the trials has become synonymous with paranoia and injustice, and it continues to beguile the popular imagination more than 300 years later.

Salem StrugglingSeveral centuries ago, many practicing Christians, and those of other religions, had a strong belief that the Devil could give certain people known as witches the power to harm others in return for their loyalty. A "witchcraft craze" rippled through Europe from the 1300s to the end of the 1600s. Tens of thousands of supposed witches—mostly women—were executed. Though the Salem trials came on just as the European craze was winding down, local circumstances explain their onset.

In 1689, English rulers William and Mary started a war with France in the American colonies. Known as King William's War to colonists, it ravaged regions of upstate New York, Nova Scotia and Quebec, sending refugees into the county of Essex and, specifically, Salem Village in the Massachusetts Bay Colony. (Salem Village is present-day Danvers, Massachusetts; colonial Salem Town became what's now Salem.)

The displaced people created a strain on Salem's resources. This aggravated the existing rivalry between families with ties to the wealth of the port of Salem and those who still depended on agriculture. Controversy also brewed over Reverend Samuel Parris, who became Salem Village's first ordained minister in 1689, and was disliked because of his rigid ways and greedy nature. The Puritan villagers believed all the quarreling was the work of the Devil.

Witch HuntAll three women were brought before the local magistrates and interrogated for several days, starting on March 1, 1692. Osborne claimed innocence, as did Good. But Tituba confessed, "The Devil came to me and bid me serve him." She described elaborate images of black dogs, red cats, yellow birds and a "black man" who wanted her to sign his book. She admitted that she signed the book and said there were several other witches looking to destroy the Puritans. All three women were put in jail.

With the seed of paranoia planted, a stream of accusations followed for the next few months. Charges against Martha Corey, a loyal member of the Church in Salem Village, greatly concerned the community; if she could be a witch, then anyone could. Magistrates even questioned Sarah Good's 4-year-old daughter, Dorothy, and her timid answers were construed as a confession. The questioning got more serious in April when Deputy Governor Thomas Danforth and his assistants attended the hearings. Dozens of people from Salem and other Massachusetts villages were brought in for questioning.

On May 27, 1692, Governor William Phipps ordered the establishment of a Special Court of Oyer (to hear) and Terminer (to decide) for Suffolk, Essex and Middlesex counties. The first case brought to the special court was Bridget Bishop, an older woman known for her gossipy habits and promiscuity. When asked if she committed witchcraft, Bishop responded, "I am as innocent as the child unborn." The defense must not have been convincing, because she was found guilty and, on June 10, became the first person hanged on what was later called Gallows Hill.

Five days later, respected minister Cotton Mather wrote a letter imploring the court not to allow spectral evidence—testimony about dreams and visions. The court largely ignored this request and five people were sentenced and hanged in July, five more in August and eight in September. On October 3, following in his son's footsteps, Increase Mather, then president of Harvard, denounced the use of spectral evidence: "It were better that ten suspected witches should escape than one innocent person be condemned."

Governor Phipps, in response to Mather's plea and his own wife being questioned for witchcraft, prohibited further arrests, released many accused witches and dissolved the Court of Oyer and Terminer on October 29. Phipps replaced it with a Superior Court of Judicature, which disallowed spectral evidence and only condemned 3 out of 56 defendants. Phipps eventually pardoned all who were in prison on witchcraft charges by May 1693. But the damage had been done: 19 were hanged on Gallows Hill, a 71-year-old man was pressed to death with heavy stones, several people died in jail and nearly 200 people, overall, had been accused of practicing "the Devil's magic."

Restoring Good NamesFollowing the trials and executions, many involved, like judge Samuel Sewall, publicly confessed error and guilt. On January 14, 1697, the General Court ordered a day of fasting and soul-searching for the tragedy of Salem. In 1702, the court declared the trials unlawful. And in 1711, the colony passed a bill restoring the rights and good names of those accused and granted £600 restitution to their heirs. However, it was not until 1957—more than 250 years later—that Massachusetts formally apologized for the events of 1692.

In the 20th century, artists and scientists alike continued to be fascinated by the Salem witch trials. Playwright Arthur Miller resurrected the tale with his 1953 play The Crucible, using the trials as an allegory for the McCarthyism paranoia in the 1950s. Additionally, numerous hypotheses have been devised to explain the strange behavior that occurred in Salem in 1692. One of the most concrete studies, published in Science in 1976 by psychologist Linnda Caporael, blamed the abnormal habits of the accused on the fungus ergot, which can be found in rye, wheat and other cereal grasses. Toxicologists say that eating ergot-contaminated foods can lead to muscle spasms, vomiting, delusions and hallucinations. Also, the fungus thrives in warm and damp climates—not too unlike the swampy meadows in Salem Village, where rye was the staple grain during the spring and summer months.

In August 1992, to mark the 300th anniversary of the trials, Nobel Laureate Elie Wiesel dedicated the Witch Trials Memorial in Salem. Also in Salem, the Peabody Essex Museum houses the original court documents, and the town's most-visited attraction, the Salem Witch Museum, attests to the public's enthrallment with the 1692 hysteria.

NotesClass 19—New England and Middle Colonies

September 17, 2019The Pilgrims

Puritans-wanted to Purify the Anglican Church Pilgrims-separatist group that left England to escape persecution

o The Mayflower September 16, 1620 Mayflower Compact

Legal contract-laws One of the 1st attempts at colonial self-government

o Plymouth Rock Samoset Squanto Thanksgiving

o Education, family orientated, and women’s rights

Massachusetts Bay Colony Great Migration

o John Winthrop "We shall be as a city upon a hill, the eyes of all people are upon us."

Boston area

Connecticut Thomas Hooker

Rhode Island Anne Hutchinson

Salem Witch Trials

Economy-competence-independence Fishing Farming Shipbuilding Craftsman

Education Public Education Harvard

Middle Colonies:

English take New Amsterdam, NYC, in 1664 from the Dutch

William Penn Land grant is actually given to his father Quaker-Society of Friends, equality of men and women, non-violence Pennsylvania

o Philadelphia

Economy

Mix of southern colonies and NE Staple crops Slavery Indentured servants Trade

____________________________________7th Grade Social Studies

U.S. History from Colonization to ReconstructionClass 20—Colonial Society

September 18, 2019

Focus: USE YOUR NOTES to answer the following questions:

1. Finish the quote: “We shall be…

2. Who said the above quote?

3. What was one of the first attempts at colonial self-government?

4. What was the first permanent English colony?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Student Objectives:1. I will describe the social classes of early American society.

Homework:-Read and Take Notes on Chapter 3, Section 4 pgs. pgs. 94-96 only-Start with Great Awakening and Enlightenment (due 9/19)-Read Take Notes on Chapter 3, Section 5 pgs. 98-100 (due 9/23)-Read Take Notes on Chapter 3, Section 5 pgs. 101-103 (due 9/24)-13 Colonies Map Quiz Thursday 9/26-Chapter 3 Test Friday 9/27

Handouts:None

I. Class vs. occupationII. Who is in politics?

Key terms/ideas/ people/places:Occupation Gentry Planters Gentlemen Middle ClassLower Middle Class Lowest Class

By the end of class today, I will be able to answer the following:What is a gentlemen?Why do you need to be unoccupied in order to serve in politics?Why is colonial society based more on what you do?

NotesClass 20—Colonial Society

September 18, 2019

3. Colonial Society: Distinguished more by work than class (Lower class-what you did; upper class-who you are)

o Occupation-everyone except gentlemen was designated-meant being occupied and having no leisure for public service

Connected vertically rather than horizontallyo Social relationships will change-the way people were connected one to another; a society where event

the lowliest servant counted for something No real conception of class

o Gentlemen of first ranko Middling circumstanceso Meaner sort

Distinguished from everyone above them by lack of property-land, goods for trading, or skill Ordinary people were made only “to be born and eat and sleep and die, and be forgotten” “Everyone but an idiot knows that the lower classes must be kept poor or they will never be

industrious.” –Arthur Young (writer) ½ of colonial society was unfree

The four social classes of colonial society. Highest class: The gentry – church officials, wealthy landowners and planters (we call them planters, not

farmers, as in Mr. Peanut of Planter’s Peanuts)), and successful merchants. Gentry-independent, literate, leisure-men are “unequal”

Distinctive because independent in a world full of dependents, learned in a world partially literate, and leisured in a world full of labor

1/3 of merchants failed Planters-only 1/50

Protectors, creditors, and counselors “friends” of lesser farmers

Lent money Found jobs

In VA, 7.9% of planters controlled 1/3 of the land Closest thing to free and independent gentlemen Planters live on edge of bankruptcy

Gentlemen-those who “live upon their own revenue in plenty, without engagement either to the tilling of their lands or other work for their livelihood”…a gentlemen’s activity was supposed to be with his mind

Middle Class: Skilled artisans (craftsmen like silversmiths, coopers, glassworkers, cartwrights, and furniture makers), shop keepers, doctors and lawyers.

Clergymen, doctors, lawyers were not yet considered modern professionals, working long hours for a living like a common artisan

Being occupied meant no time for public service Merchants/manual labor-public office was virtually impossible while remained in their inferior status

Lower Middle Class: Poor farmers, free servants, and unskilled laborers. 19/20 colonists were farmers

Lowest Class: Indentured servants and slaves.

Lack property-land/goods/skill Indentured Servants

Bought/sold Rented Pay debt Bequeathed Need permission to leave No marriage

America-“best poor man’s country in the world.” Women

Legally like children No sue/be sued No drafting wills No contracts In public, referred to as wife/daughter of… Before marriage-legally belonged to father, after marriage legally to husband

Children Manuals advocated physical punishment

____________________________________7th Grade Social Studies

U.S. History from Colonization to ReconstructionClass 21—Great Awakening & Enlightenment

September 19, 2019

Focus: USE YOUR NOTES to answer the following questions:

1. What social class was not “occupied?”

2. Women were legally like what other group?

3. What woman was responsible for founding Rhode Island?

4. What was the name of the lost colony?

5. Who married Pocahontas?

6. What was Virginia’s major cash crop?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Student Objectives:1. I will explain the impact of the Great Awakening.2. I will identify the contributions of the Enlightenment on American political thought.3. I will identify the triangle trade.

Homework:-Read Take Notes on Chapter 3, Section 5 pgs. 98-100 (due 9/23)-Read Take Notes on Chapter 3, Section 5 pgs. 101-103 (due 9/24)-13 Colonies Map Quiz Thursday 9/26-Chapter 3 Test Friday 9/27

Handouts:None

I. Great AwakeningII. EnlightenmentIII. Triangle Trade

Key terms/ideas/ people/places:The Great Awakening George Whitefield Jonathon Edwards EnlightenmentJohn Locke Sir Isaac Newton Benjamin Franklin

By the end of class today, I will be able to answer the following:How is the Enlightenment different from the Great Awakening? How do both contribute to the revolutionary spirit in America?

NotesClass 21—Great Awakening & Enlightenment

September 19, 2019

The Great Awakening: People came to colonies for religious freedom A renewed interest in religion is called a revival People’s views of religion, themselves, and society changed People of all four social classes stood next to one another during the revival meetings People began to think to themselves, “All men are created equal” Leaders

o George Whitefieldo Jonathon Edwards

Enlightenment: “Reason” takes precedence over faith Science People of the Enlightenment

o John Locke- states that the purpose of government is to protect people’s natural rights – life, liberty, and ownership of property

o Galileoo Sir Isaac Newtono Benjamin Franklin

Fire department post office, public libraries lightning rods Daylight Savings Time bifocal glasses city hospitals University of Pennsylvania Franklin stove Poor Richard’s Almanac

Triangle Trade-see the map on pg. 92

____________________________________7th Grade Social Studies

U.S. History from Colonization to ReconstructionClass 22—French and Indian War

September 20, 2019

Focus: USE YOUR NOTES to answer the following questions:

1. Who were the leaders of the Great Awakening?

2. According to John Locke, what 3 things does government exist to protect?

3. List three occupations that would have belonged in the colonial middle class.

4. What was the one of the first attempts at colonial self-government?

5. Who found Pennsylvania? Who was it named after?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Student Objectives:1. I will identify some of the key battles of the French and Indian War.

Homework:-Read Take Notes on Chapter 3, Section 5 pgs. 98-100 (due 9/23)-Read Take Notes on Chapter 3, Section 5 pgs. 101-103 (due 9/24)-13 Colonies Map Quiz Thursday 9/26-Chapter 3 Test Friday 9/27

Handouts:None

I. Fort Necessity II. Braddock’s retreatIII. Battle of Quebec

Key terms/ideas/ people/places:France Great Britain Fort Necessity George Washington General BraddockBattle of Quebec General Montcalm General Wolfe Plains of AbrahamOhio River Valley Fort Duquesne/Pitt

By the end of class today, I will be able to answer the following:How is the Enlightenment different from the Great Awakening? How do both contribute to the revolutionary spirit in America?

NotesClass 22—French and Indian War

September 20, 2019

Most colonial leaders in the mid-18th thought of themselves as Britons, not Americans

George Washington-surrenders at Fort Necessity-accidentally admits to assassinating the French officer

General Braddock-Killed in an attempt to take Fort Duquesne-buried in the road

1759-Battle of Quebec General Wolfe (G.B.) vs. General Montcalm (France)

Meet on The Plains of Abraham Wolfe sneaks up side of the mountain Wolfe killed during battle Montcalm wounded and dies a few hours later

Brings end to French and Indian War-British took capital of New France What were the results of the British victory?

o Britain gained all of Canada and all the French lands east of the Mississippi River.

o Britain issues the Proclamation of 1763 stopping British subjects from settling in the Indian frontier.

o No English colonists may settle west of the Appalachian Mountains