Bell Work 9-9-2016

Have your notes out, too.

Bell Work: Your name, stapled and in the folder, please.

· Quakers

· Catholics

· religious tolerance

· flexible social structure

All of these terms are associated with what colonial North

American region?

A) West Indies

B) Canadian Provinces

C) New England Colonies

D) Middle Colonies

The terms “Quakers”, “Catholics”,

“religious tolerance” and “flexible social

structure” are associated with

_________

Why did the cowboy want a

dachshund?

Triangle Trade

8-1.4 Explain the significance of enslaved and free Africans in developing the culture and economy of the South and

South Carolina, including the growth of the slave trade and resulting population imbalance between Africans and

European settlers; African contributions to agricultural development; and resistance to slavery, including the Stono

Rebellion and subsequent laws to control slaves

Global Trade?

•Think about an object in the room or on you

right now.

–How do you think it got here?

–Where did t come from ?

–Who made it?

– Why was it made there?

Bell Work 9-14-151. The first English settlers

to be successful in

establishing a settlement

in South Carolina

included experienced

settlers from where?

A. Virginia

B. Barbados

C. Georgia

D. Ireland

2.When were the first African

slaves brought to the

colony of South Carolina?

A. when the colony was

founded

B. when South Carolina

became a royal colony

C. during the French and

Indian War

D. after the Revolutionary

War

Role of Africans in SC

•Africans played a significant role in the development of

SC

•Brought knowledge of tending

cattle and cultivating rice

• Economy largely based on the plantation system

•By the time SC was settled fewer workers were willing

to become indentured servants (Why?)

Who’s Going to Work the Plantations?

•Cash crops and the plantation system created an increase in

the slave trade—they need workers!

•First, Carolina planters

attempted to use natives

•Carolina settlers brought slaves from Barbados with them

•Additional slaves were brought from Africa through the Triangle

Trade

The Triangle Trade

•First Leg: manufactured goods (pots, pans, guns) are

taken from Europe to Africa to trade for slaves

•Second Leg: called the Middle Passage—slaves are

taken from Africa to the Americas

•Third Leg: raw materials

are taken from the Americas to Europe (tobacco,

sugar, molasses)

Words to

describe?

No-Look-Feely-Bag-Walkabout

Olaudah Equiano1. Listen to the excerpt from Equiano’s autobiography

2. With your group, answer the following questions:

A. According to Equiano, what were three

conditions aboard the ship that he felt would decrease

his chance of survival?

B. What happened to Equiano when he refused to

eat?

C. What did he think was going to happen to him? Why did he feel this way?

Lift a Line:

•Find a line/sentence that sticks with you (stands out to

you)

•Why did you pick this particular line?

•What does it make you think about/feel?

“On the Water” Questions

•What surprised you?•What challenged, changed, or confirmed what I already know?

•What did the author think you already knew?

Exit Questions-Choose 3 to Answer

1. Where did the Carolina colonists get slaves from

prior to Africa?

2. Why did the settlers need/want slaves?

3. Define Middle Passage.

4. Describe the three parts of the Triangle Trade.

5. Why you think On The Water is effective in

describing the slave trade?

6. Do you think that slavery came about due to

racism, or that racism came about as a result of

slavery?

Review Questions:

IN COMPLETE SENTENCES

1) Explain two examples of early settlements that failed in South

Carolina, including the name and a detailed description about why it

failed.

2) What are two examples of successful English colonies? Where

were they located?

3) What is an indentured servant and how did they benefit from

coming to the New World?

4) Explain how each of the following- New England, Middle Colonies

and Southern Colonies- made money/boosted their economy.

5) What is the main reason behind the economic differences of the

Middle, Southern and New England colonies?

6) What continents were involved in “Triangle Trade” and what goods,

specifically, were moved from each continent to another? (Explain the

process)

7) Who ran the Carolina Colony under the Proprietary government

and what benefits did they receive?

Bell Work 9-15-15

1. After the experimental crop

of rice planted at Albemarle

Point had grown poorly, who

provided the knowledge that

would make “Carolina Gold”

rice a successful staple crop

in South Carolina?

A the British

B the colonists

C the Native Americans

D the Africans

2. The route of forced

transport on slave ships

across the Atlantic Ocean

from Africa to the Americas

was known as the:

A. Middle Passage

B. Route of terror

C. Triangular Trade

D. Columbian Exchange

Bell Work 9-12-2016Grab a handout from the front, too.

1) Which of the following goods would MOST LIKELY go from North

America to England ( in Triangle Trade)? Why?

A) Wool shirt B) Guns C) Slaves D) Fur & Whale Oil

2) What are two skills that slaves brought to North America with them,

which made them valuable for landowners?

3rd/6th periods:

Have your flashcards out…or your agenda to

the R-Card page to be signed.

Culture in America today:

What are some examples of culture in the United

States that have been influenced by other

countries/ethnicities/practices?

African Slave Culture in SC

African Slave Culture:

• Art: Music and dancing, wood carving, made folk medicine, and Sweet Grass Baskets.

– Music: Slaves would use call and response songs to sustain their work and spirit.

– Drums would be used to keep the beat and to communicate with slaves on other plantations as well.

•Education: Taught lessons/values through stories.

– Slaves were not allowed to be taught to read.

•Religion: Most believed in many Gods relating to nature. Others were Muslim or Christians.

•Intelligence: Knew many languages, made tools, weapons, carpentry, and were successful farmers.

Gullah

• Definition: slave language which combined English words and African grammar (Creole).

• Developed in the Sea Islands off coasts of SC + GA (called Geechee there)

• Allowed slaves to communicate, vent frustrations, and talk about their masters.

Article Questions:

On a piece of notebook paper (yes, compete sentences)

1)What is the main idea of the article? Sum it up in SIX

words

2)What are two words that were unfamiliar? Try to

explain/define

3)What, to you, are two major facts from the article?

4)What is something that you found surprising?

5) From today’s notes: In what ways did

slaves maintain their cultural

heritage in the South?

Objective:

In what

ways did

slaves

maintain

their

cultural

heritage in

the South?

6th Period:

1)What is the main idea of the article? Sum it up

in SIX words

2)What are two words that were unfamiliar? Try to

explain/define

3)What, to you, are two major facts from the

article?

4)What is something that you found surprising?

5) From today’s notes: In what ways

did slaves maintain their

cultural heritage in the

South?

On your desk is the article that we had yesterday.Get started right away with the four questions…if you need more time it can be homework.

Bell Work

9-13-2016

Have your notes out, too.

The Gullah people in South Carolina and Georgia are

MOST known for

A)

serving in the Continental

Army in the American

Revolution.

B)

volunteering to serve in the

Confederate Army in the

Civil War.

C)

their African roots and

language that has survived

since the 18th century.

D)

their resistance to slavery by

starting numerous and

successful rebellions.

** In a complete

sentence**

Thoughts?

What things/beliefs would you stand up for that might put

your safety at risk?

Why do people rebel?

Comparison of population of Europeans and enslaved Africans, South Carolina 1700–1790.

• Overall, what does this chart

show?

• What are some possible effects of

this? WHY?

Black Majority in SC: Recipe for Rebellion!

Population increase in SC:• Early on in Colonial SC, Europeans largely outnumbered

slaves. (4,500 to 3,000 in 1708)

• Increase in shipments of the slave trade overturned the balance by 1710.

• The Assembly didn’t want to limit the number of slaves

• In 1730, 27,000 slaves were brought to the SC and the white/slave ratio was dangerously imbalanced.

• They became more concerned with controlling slaves

Forms of Rebellion

1. Speaking Gullah—can talk about master without him knowing

2. Acting stupid or working as slow as possible.

3. Breaking tools and burning plantation facilities to slow down work.

4. Poisoning food

5. Running away into wilderness or to Spanish Fla.

6. Organizing violent revolts

Population Graph/Exit Questions

• Create your graph—you may work with your table

•Answer the exit questions using your graph and

your notes

Bell Work 9-16-15

1. How did the slaves manage to keep their African

culture alive once they were in the colonies?

2. What is Gullah?

Use complete sentences please.

The Stono Rebellion: Sunday September 9, 1739

• Rebellion—A deliberate and sometimes organized attempt to resist authority

• Led by a slave named Jemmy. About 20 slaves met near the Stono River, 20 miles south of Charles Town.

• At Stono Bridge they broke into Hutchinson’s Store, stole several weapons and powder, and killed the storekeepers.

• Stopped at other plantations to urge slaves to join them. Burned houses and killed whites on way to Spanish Florida. (The Spanish offered freedom to any slave who made it there)

Why & Why not?

The Stono Rebellion:

Stono Rebellion Ends• Around 4 pm, over 100 slaves met at Jacksonborough on

the Edisto River to rest and attract more slaves to join.

• Lt. Governor Bull stumbled upon the rebellion at the river, fled to gather a militia to attack in order to stop the slaves.

• Militia—an army of private citizens

• In the following weeks sixty slaves were executed. Many of the leaders were even hung in public as a warning to other slaves to stop future rebellion.

• A total of 75 slaves and whites were killed in the incident and laws were changed to prevent future attacks.

Video (2:59)

Summary Questions

1)What factor(s) led to the Stono

Rebellion?

2)Would you consider the Stono

Rebellion a success or failure?

Support your opinion using evidence.

Stono Rebellion Creative Writing: Two

paragraphs

1) Choose one perspective to write from:

A) A white settler living near Charleston and the Stono Rebellion has just begun. (what do you see or hear? What thoughts are going through your head? What worries do you have? Will you run or fight? Etc.)

OR

B) A slave that may/may not join the Stono Rebellion ( What feelings are you experiencing? What motivates your actions? What do you hope to achieve? How was your experience shaped what you are doing now? Do you remain neutral or fight? What are you risking or stand to gain? Do you target ALL whites or just some? Why? Etc.)

2) THEN choose a format:

• Diary

• Conversation between two people

• A letter to future slaves

End of the Stono Rebellion

Bell Work 9-14-2016

TURN THIS INTO A STATEMENT!

HAVE YOUR NOTES OUT, TOO.

Which issue was the greatest concern regarding slavery in

South Carolina in the 1700's and early 1800's?

A) Slaves brought their culture from West Africa, including language,

dance, music, folklore, and crafts.

B) There were not enough slaves available for plantation owners to

import, and the shortage of slaves led to many plantations going

bankrupt.

C) Slaves were used to harvest naval stores and lumber from the forests

of South Carolina, which contributed to a thriving trade in the

Carribbean.

D) Slaves outnumbered whites by large numbers in many areas of South

Carolina and this fact raised concerns about controlling the slave

population.

The fact that slaves outnumbered whites was the greatest

concern regarding slavery in the 1700/ early 1800s.

Results of the Stono Rebellion: The Negro Act of 1740

Slave Codes:

• Passed by the House of Commons in SC in response to the Stono rebellion.

1. Slaves forbidden to travel without papers of documentation and permission from their master.

2. Could not raise own food or make money for benefit.

3. Could not meet in large groups without white supervision

4. Were not allowed to be taught how to read or write.

**This did not limit slave trade, though.

Two Perspectives on the Stono

Rebellion

•You will get a copy of one perspective (white or slave) on the

rebellion. Read your document .

•Fill in your History Frame worksheet after you’ve read your

document (using YOUR document)

•On the back of the History Frame there is a chart. Complete

this using notes and your document about the Stono

Rebellion.

•For the chart: Include conflict; two events for rising action;

climax; two events for falling action; resolution (short

and long term).

•We will compare your summaries and explore both sides of

the rebellion

Exit Questions1. Which statement BEST describes the effects of the Stono Rebellion of 1739?

A)South Carolina banned the importation of slaves.

B)South Carolina banned the importation of weapons.

C)slaves faced tougher laws restricting their movement.

D)slaves got greater freedoms to keep them from rebelling.

2. Where were the slaves trying to escape to? Why?

3. What types of laws were passed as a result of the Stono Rebellion?

Report from William Bull re. Stono Rebellion My Lords,

I beg leave to lay before your Lordships an account of our Affairs, first in regard to the Desertion of our Negroes. . . . On the 9th of September last at Night a great Number of Negroes Arose in Rebellion, broke open a Store where they got arms, killed twenty one White Persons, and were marching the next morning in a Daring manner out of the Province, killing all they met and burning several Houses as they passed along the Road. I was returning from Granville County with four Gentlemen and met these Rebels at eleven o'clock in the forenoon and fortunately deserned the approaching danger time enough to avoid it, and to give notice to the Militia who on the Occasion behaved with so much expedition and bravery, as by four a'Clock the same day to come up with them and killed and took so many as put a stop to any further mischief at that time, forty four of them have been killed and Executed; some few yet remain concealed in the Woods expecting the same fate, seem desperate. . . .

It was the Opinion of His Majesty's Council with several other Gentlemen that one of the most effectual means that could be used at present to prevent such desertion of our Negroes is to encourage some Indians by a suitable reward to pursue and if possible to bring back the Deserters, and while the Indians are thus employed they would be in the way ready to intercept others that might attempt to follow and I have sent for the Chiefs of the Chickasaws living at New Windsor and the Catawbaw Indians for that purpose. . . .

My Lords, Your Lordships Most Obedient and Most Humble Servant Wm Bull

CO 5/388UK Crown copyright: Public Record Office

Bell Work 9-17-15

Constitution Day1. What is the Constitution?

2. How many branches of government do we have?

3. Do you know what document the Constitution replaced?

Bring textbooks tomorrow!!

Bring Progress Reports back signed on Monday!

The US Constitution

•Highest law in the United States

•Lists the rights guaranteed to every US citizen—Bill

of Rights

•Explains what powers each branch of government

has

•Changes to the Constitution are called Amendments

•Lists the rights of the states and the federal

government

Scavenger Hunt

•Go to www.constitutionfacts.com to

answer questions about the

Constitution.

1. www.constitutionfacts.com

2. When was the Constitution signed?

3. How many individuals signed the Constitution?

4. How many amendments are there to the Constitution?

5. Which amendment ended slavery in 1865?

6. What is the only amendment to be repealed?

7. What is the most recent amendment to be passed?

8. How many “Articles” are there to the Constitution?

9. What are the 3 branches of government?

10.What powers does each branch of gov’t. have?

11.List the four powers of the President as outlined in Article II.

12.The U.S, has a bicameral (two house) legislature. Name the

two ‘houses’ of government.

13.Go to http://www.pbs.org/tpt/constitution-usa-peter-

sagal/constitution-games/ to play games about the

Constitution.

Bell Work 9-21-151. Which statement BEST describes the effects of the Stono Rebellion of 1739?

A)South Carolina banned the importation of slaves.

B)South Carolina banned the importation of weapons.

C)slaves faced tougher laws restricting their movement.

D)slaves got greater freedoms to keep them from rebelling.

2. Which of the following was the most significant factor that led to slave rebellions?

A.Extra freedom given to slaves that allowed them to meet and plan attacks.

B.Increased slave populations that doubled the white population by 1740.

C.Poor treatment by masters against slaves.

D.Assistance from Native Americans to free slaves and lead rebellions.

8-1.5 Explain how South Carolinians used their

natural, human, and political resources uniquely

to gain economic prosperity, including

settlement by and trade with the people of

Barbados, rice, and indigo planting, and the

practice of Mercantilism

Bell Work

9-13-2016

Have your notes out, too. The Gullah people in South Carolina and Georgia are MOST known for

A)serving in the Continental Army in the American

Revolution.

B)volunteering to serve in the Confederate Army in the

Civil War.

C)their African roots and language that has survived

since the 18th century.

D)their resistance to slavery by starting numerous and

successful rebellions.

Bell Work

9-15-2016

Grab a handout near the front, too.

Complete sentences!

1) What is a significant effect of the Stono Rebellion? Give an example:

2) What three continents were involved with Triangle Trade?

South

Carolina

Cash Crops

Status Symbols?

How do people today “tell” others-without even

saying a word- that they belong to a certain

social class or group?

Cash Crops:●Rice- Nicknamed Carolina Gold for all the $ it brought

to the colony. Was grown next to the ocean with the help of knowledge from Africans.

●Cotton- Used to make clothing and other cloth items. Grown mostly in the Lowcountry on plantations.

●Indigo- Plant that produced a blue dye

to color clothing. Luxury item

grown by Eliza Lucas Pinckney.

Upcountry

Lowcountry

●Tobacco- Grown in the Upcountry. Mostly grown in

VA. Used for smoking and chewing, a big business!

●Naval Stores- Pitch and Tar was used to make ships

watertight. Pine trees also used to build ships.

●Cattle- sent to the Caribbean in exchange for Sugar

and Molasses.

Eliza Lucas Pinckney

What were the likely expectations of colonial

women? (What role did they play in society?)

“Let your Dress, your Conversation and the whole Business of your life be to please your husband and make him happy.”

Two short articles: Pinckney & The experience of living on

an indigo plantation

• Please don’t write on these… they are a

class set.

• There are two sets of questions that follow

the article; these can go on a piece of

notebook paper.

• When you are done: Start

studying/reviewing for tomorrow’s quiz

• Grab a laptop if you do not have a phone

Exit Slip—Take out a ½ sheet of paper;

choose 3 questions to answer

1. What is indigo?

2. What were the results of the Stono Rebellion?

3. What is salutary neglect? Why would this be

beneficial to the colonies?

4. Why was Eliza Lucas Pinckney important?

5. Describe the 4 principles of mercantilism.

Bell Work 9-22-15

1. What is mercantilism?

2. Why was Eliza Lucas Pinckney important?

3. What is salutary neglect?

Answer in complete sentences.

Bell Work 9-19-16

Have your notes out, too.

1. What is indigo, why was it important and whose

efforts led to its widespread cultivation?

2. In what ways does England have “power” over

(or “use”) the Carolina colony? (Think Triangle

Trade)

- The colonies are there for a purpose: to

supply the “mother country” (England) with raw

materials

Answers need to be complete sentences.

Mercantilism:

Export

Import

Mercantilism

1. Mother country builds up a supply

of bullion (gold and silver)

More bullion=more power

1. Economic System where the mother country (England)

controlled trade by exporting MORE goods than it imported.

– Balance of trade (don’t spend more than you sell)

2. Build colonies! Colonies supply raw materials to England

(they make finished products from them)

3. Keep foreign goods out—put high tariffs (taxes) on them

*Luckily for SC, England did not enforce this on

Carolina Gold.

The British gov’t. was lax in its enforcement of

Mercantilism—this is called salutary neglect

This basically meant the colonies were free to

develop their economies without much interference

from Britain

Rules for “Game of Mercantilism”

• Five Teams, each country representing one “mother country”

(Portugal, Spain, France, England, The Netherlands (Dutch))

• Each group SECRETLY choose ONE product for each round (slips

of paper)

• Write the colony you wish to trade with as well as the product (one

round at a time)

• If the other groups DO NOT choose your product, that is a

successful trade relationship and you get those points (that are in

parentheses). The product cannot be chosen again!

• If another group picks the same product and colony : No points are

given out and the product can be chosen again later

• Your group will receive two copies of the game paper. PLEASE

ONLY WRITE ON ONE, I WILL TAKE THE OTHER ONE BACK

LATER.

6th Exit Ticket:

1) Looking back (in your notes) at the

characteristics of mercantilism, how were these

ideas present in the Game of Mercantilism?

–Ideas: mother counties, profit, raw materials,

exclusive trade relationships.

Debrief

1) Looking back (in your notes) at the

characteristics of mercantilism, how were these

ideas present in the Game of Mercantilism?

8-1.6 Compare the development of representative government in

South Carolina to representative government in other colonial

regions, including the proprietary regime, the period of royal

government, and South Carolina’s Regulator Movement

Bell Work 9-20-16

Have your notes out, too.

1) Using the following terms ( mother

country, colonies, profit,

exports/exported , raw materials ),

create a sentence that describes what

mercantilism is:

Mercantilism is an economic system that

creates profit for the mother country

by having colonies that provide raw

materials, which are made into goods

that are exported for profit.

SC Gov’t. in the Colonial Period

•Became more democratic

•Began as a proprietary colony

•Developed a political elite—largest plantation owners

had great wealth and political power

•Other colonies also developed

a political elite based on

economic status

Proprietary Colony

• Proprietors were far away in England

• Appointed deputies to govern for them

• Deputies were members of the Grand Council—

could make laws and served as the court

• Grand Council + elected representatives=parliament

• Less representation in the Upcountry (Backcountry)

What do colonists think

of Proprietors if they

are 3,000 miles away?

Royal Colony

•King appoints a royal governor—oversaw trade &

approves laws made by the legislature

•Bicameral legislature—2 houses (upper & lower)

•Royal Council (Upper House)—advised governor,

renewed and approved bills, & served as the court

•Bill—proposed law

•Commons House (Lower House)—elected by voters,

controlled the colony’s finances, & made laws

**What can a royal colony provide that a

proprietary colony cannot**?

→

Proprietary to Royal Colony

Read the article on pages 32-33 in the blue SC

book

•Answer the question (in your notes) to: “Why did SC

change from a proprietary to a royal government”?

•Create a short comic strip ( 5 sections/boxes ) on

notebook paper that shows how SC changed from a

Proprietary to Royal government and WHY.

•Done? Cards are due Thursday!

3rd/6th : Work on vocabulary flashcards

•Due Thursday!

•Done? Look over ALL of your notes

(everything) and create three

questions for material that you’re not

sure about

4th/7th

Create a theory from specific details to create a general statement.

We saw one example of governmental

change today.

Let’s put those brain to use.

I want you, with the person next to you,

to try to develop a theory that describes

why you think governmental change

occurs across many examples!

This should be short and aim to be true

for nearly any form of governmental

change ( revolution, war, election-based,

change over time etc.) Why does this

occur?

Example of inductive reasoning and theory (from specific to general):

Forming a theory

•There is usually a leak present under my car where I

park.

•There was also a strong burning smell coming from my

car.

•Sometimes my car would shift strangely while driving.

–A theory that could be true:

•The transmission on my car had a leak that

smelled when heated up. The leak led to a low

level of fluid, which also affected the shifting of the

car.

Why Change From Proprietary to

Royal Colony?

•Proprietors—far away!

–Making money on the colony, but never set foot in

Carolina

•Poor protection from enemies—Spanish and Native

American attacks

•Had 22 governors—no stability

•Colonists fighting with each other—ignoring rules

•The Proprietors voluntarily sold the colony to the

king in 1729

•The colony later split in to North and South Carolina

(NC was poorer and cultural differences)

Royal Colony

KING

Royal

Governor

Royal

Council—

Upper House

Commons

House—Lower

House

Proprietary Vs. Royal

Draw a picture of how the

Proprietary colony worked

Write one sentence

describing your picture

Draw a picture of how the

Royal colony worked

Write one sentence

describing your picture

Exit Questions

1. What is salutary neglect? Why would it be

beneficial to the colonies?

2. Describe the four principles of mercantilism.

3. Why did SC become a Royal Colony?

Bell Work 9-24-15

1. Why did the colonists ask the king to become

a Royal Colony?

2. Do you think becoming a Royal Colony will

give the Backcountry more representation?

Complete sentences, please.

Bell Work

9-21-2016

Have your notes out, too.

In complete sentences:

1)A) The Carolina colony was founded as a ______________government, but was later changed to a _________________government? B) Why?

2) Which of the following was NOT part of the Slave Codes that were passed after the Stono Rebellion?

A)Slaves could not assemble without white supervision

B)Slaves were permitted to read and write

C)Slaves forbidden to travel without written permission

D)Slaves were allowed to own plantations

South Carolina Divided:Upcountry v. Lowcountry

Lowcountry:

• Located below the fall line south of Columbia.

• Known for Plantation System and wealthy citizens who thought they were better than the Upcountry.

• Located near the coast and included almost all major cities in South Carolina.

Upcountry (aka: Backcountry)• Included all land to the Northwest of the Fall Line.

• Very few large cities.

• Subsistence farms

• Actually included more (⅔ of SC) territory than the Lowcountry, but had very little say in the Government.

– Because of the larger number of slaves in the Lowcountry, the Upcountry had less representation in the Assembly.

• Less educated.

– The Lowcountry elite viewed Upcountry settlers as uncivilized.

Education and Social Standing Today:

upcountry

(Backcountry)

Upcountry or Lowcountry?

Upcountry or Lowcountry?

Upcountry or Lowcountry?

Movie/TV Skit:• To highlight the differences (education, money, social standing, homes, size

of farms, etc.) between the Upcountry and Lowcountry you will create a

short skit

• First, you will need a name/title for your TV show or movie

• Second, you need to make a short scene, which should include a

conversation or argument that highlights the differences between the

regions!

• Include:

• Title of your TV show/Movie

• Location & year

• Setting ( horse carriage, town hall, church, etc.)

• Characters

• Issue/Topic and your skit/conversation. (About two minutes long)

• All people do not have to perform, but all must contribute to your writing.

Short example:

• All people do not have to perform, but all must contribute to your writing.

–Example: Location (Charleston, SC 1730 )

–Setting: Restaurant

–Characters: Billy (Upcountry); Gavin (Lowcountry)

–Issue/Topic: Billy is trying to get his cousin, Gavin, to take care of his

daughter in order for her to receive an education and a chance in life.

•Billy: Aint nothing’ to it, Gavin…the girl aint but seven years old and

moves as slow as molasses on that consarnit farm. If you would be

willin’ to take her in I’ll guarantee her learnin’ will be put to good use.

•Gavin: I simply cannot, my dear Billy. Consider the issue of time. I

have meetings, engagements, dinner parties. How am I to watch

over a child whilst sipping tea on horseback?

My example (not a full example)

–Example: Location (Charleston, SC 1730 )

–Setting: Restaurant

–Characters: Billy (Upcountry); Gavin (Lowcountry)

–Issue/Topic: Billy is trying to get his cousin, Gavin, to take care of his daughter in order for her to receive an education and a chance in life.

•Billy: Aint nothing’ to it, Gavin…the girl aint but seven years old and moves as slow as molasses on that consarnit farm.

•Gavin: I simply cannot, my dear Billy. Consider the issue of time. I have meetings, engagements, dinner parties. How am I to watch over a child whilst sipping tea on horseback?

•Billy:

Robert Johnson Township Plan of 1730:• Created by England to attract new settlers to the

Upcountry and provided defense for SC. – Gave away FREE land—each was 20,000 acres and 6 square miles.

• Made Upcountry safer—balance population & increase militia

• brought more wealth to SC colony

• Even with townships, living was dangerous and difficult in the Backcountry region.– Upcountry was susceptible to Native American attack + all

official business took place in Charles Town, miles away.

Trouble in the Backcountry:

• One major difference between the Up and Lowcountry was law and order in the regions.

• They paid taxes, but the Upcountry got very little in return from the Colonial government.

• Only 3 of the 48 seats in the Assembly were assigned to the Backcountry—less representation

• This didn’t change with the population increase—the King thought colonial assemblies had too much power

• With very few settlers in the Upcountry, there was

not much need for police or a court system.

• By the mid 1700s, the Upcountry population had

increased quickly. Most were honest but others

were squatters, outlaws, and horse thieves.

• Squatter—someone who lives on land or property

they do not own

• With no sheriff or law enforcement, outlaws attacked

honest citizens without fear of being arrested.

Exit Questions

1. What part of SC is the Lowcountry located?

2. What part of SC is the Upcountry (Backcountry)

located?

3. Which group was more educated?

4. Why didn’t the number of representatives

increase when the population increased in the

Backcountry?

5. What do you predict will happen as a result of the

lack of law and order in the Backcountry?

Bell Work 9-25-15

1. What did the Robert Johnson Township Plan do?

2. What problems did settlers in the Upcountry face?

The Regulator Movement:

Regulators to the Rescue!• Upcountry citizens asked the General Assembly for help but no

assistance arrived.

• By 1716, citizens were fed up & took the law into their own hands.

• Regulators:

– Vigilantes- A citizen providing justice without official legal right.

– Captured thieves, burglars, and murders, and carried out their own strict form of justice on lawbreakers.

– Criminals were given no lawyers or court and were often beaten or hanged when caught.

– Upcountry was susceptible to Native American attack + all official business took place in Charles Town, miles away.

REGULATORS: VIGILANTE JUSTICE!

Problem with the Regulators:

• Abused their privileges and went too far. The rights of suspects were taken away before real justice could be carried out in court.

• Some were actually criminals themselves and went after rival gangs and crooks.

• The Movement was out of control, hurt the innocent, and needed to be fixed.

Circuit Court Act of 1769:

– Setup 7 courthouses in the colony with a Sheriff

and Jail.

– Judges and lawyers rode the circuit from court to

court, dispensing justice wherever a trial was held.

– Finally brought Law and Order to the Upcountry.

– Regulators were cleared of all wrongdoing and

guilt.

Regulator Trading Card

Design a Character Card that includes the following:

1. Name/Title of your Character and a Picture

(Regulator or Villain/Thief)

2. 3 Sentences explaining your life during the Regulator

Movement. (What did you do before laws were enforced?)

3. 2 Sentences explaining your life after the Circuit Court Act of

1769 enforced law and order in the Upcountry.

Bellringer 11-3-14

1.What is the Middle Passage?

(Don’t describe the entire Triangle Trade; just the Middle Passage)

Bellringer 11-5-141.Take out a sheet of paper; number it 1-25

2. Take out your study guide

3. Look over your study guide; you have the ENTIRE test in your hands right now

4. You DO NOT need to talk to do any of the above!

Test Taking Expectations

1. There is NO TALKING during a test!

2. If you are talking I will take your test and you will receive a ZERO (Not a 60%--A ZERO)

3. When finished, turn your paper over on your desk. You do not need tell me you are finished.

4. READ a book or go into ECHO and finish your Regulator Trading Card.

5. Re-submit any work I commented for you re-do and anything you haven’t done yet.

The slaves who took part in the Stono Rebellion of 1739 had the ultimate goal of reaching St. Augustine, Florida. Why was Florida their intended destination?

A. The Seminole Indians of Florida had offered to help the slaves reach freedom in Mexico.

B. French missionaries offered them the protection of their monasteries and missions there.

C. Spanish leaders had offered freedom to any slaves who managed to escape from the British colonies.

D. They hoped to secure passage back to Africa from Portuguese pirates who were stationed in St. Augustine.

Because of the restrictions placed on African slaves in early colonial North America, much of what we know about their culture comes from

A. slave owners.B. slave diaries.C. oral tradition.D. American Indians.

Why were the enslaved Africans so important to building South Carolina’s economy?

A.They knew how to grow rice.

B.They knew how to build ships.

C.They knew how to trade goods.

D.They knew how to read and write English

Which of the following was the most significant factorthat led to slave rebellions?

A.Extra freedom given to slaves that allowed them to meet and plan attacks.

B.Increased slave populations that doubled the white population by 1740.

C.Poor treatment by masters against slaves.

D.Assistance from Native Americans to free slaves and lead rebellions.

Year White Population Black Populaion

1700 3,800 3,000

1705 3,800 3,800

1710 4,080 4,100

1715 5,000 8,000

1720 6,525 11,828

1725 8,000 16,000

1730 12,000 21,000

1735 15,000 29,000

1740 20,000 39,155

Population of Whites and Blacks from 1700-1740 in South Carolina

1. What year did the Black population over take the White population?

1. What caused this population imbalance?

1. Why may this have caused problems for the whites in South Carolina?

Which of the following was not a form of rebellion?

A. Running away.

B. Working as slow as possible.

C. Breaking tools and equipment.

D. Completing your work as fast as possible.