Colonial America: The Southern Colonies Vanessa Cobb Stephanie Lofton Jessica Tillman Jessica Vincent
Essential Question Suppose your family was setting off for the new world. What would your colonial life be like? How were the colonial people like me?
Now that you know about Colonial Life…. • Gather all of your completed activities an bind them together to form your personal Colonial Life Journal. • You keep this journal for study and reference. Colonial Life Journal
The Way of Life During Colonial Times In the Southern Colonies
Table of Contents: • Standards • Essential Question • Timeline of the Southern Colonies? • Who was here? • Large Landowners • Farmers • Artisans • Women • Indentured Servants • Slaves • Native Americans • Activity • Reference Page
Standards • SS4H3: The student will explain the factors that shaped British Colonial America • b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans. • Table of Contents
Just Imagine… • Imagine you were taken back in time. No more cars, no more computers, TVs, radio, or even an iPod! All you have is the wide open land! What are you going to do? How are you going to survive? How or what are you going to eat? Come along and join me on this travel back in time to see how the different economic groups made it during the early days of America! • Table of Contents
Timeline of the Southern Colonies • Virginia ~ 1607 • Maryland ~ 1634 • North Carolina ~ 1663 • South Carolina ~ 1663 • Georgia ~ 1732 Table of Contents Click on horse to watch video
Who Was Here? Table of Contents
Large Landowners Owned HUGE plantations. Owners of the plantation lived in the Planters house. Their children had private teachers, and they learned to read, write, and dance. Boys were also taught classical languages, science, geography, history, and etiquette. In later years, the boys were taught how to manage the large plantation because it was handed down to them. Table of contents
Girls were usually taught by a governess. They were taught enough reading, writing, and math to run a household Girls were also taught social skills in order to attract a husband. Grew tobacco, indigo, cotton, and rice. Had many buildings and workers (slaves).
Farmers • Most colonist lived on small farms in the backcountry. • Farmers grew much of the same things as did Landowners: wheat, barley, corn, tobacco, rice, and indigo. • Did not live near schools or towns.. • Farmers children learned to read and write ONLY if their parents were able to teach them. • Table of Contents
Artisans • Carpenters • Wheelwrights • Blacksmiths • Shoemakers • Tailors Table of Contents
Women • Women’s full time job was homemaking. • cook meals • make clothing • doctor their family • Cleaning • making household goods to use and sell • taking care of their animals • maintaining a fire Higher Level Math.pptx Table of Contents To find out about one of the recipes from colonial time, click on the underlined site.
Indentured Servants • This is a person who would sign a contract with a wealthy landowner. • They would agree to work for this person typically 3 – 7 years in exchange for their transportation to the colonies, food, clothing, and a place to live. • Once their contract was up, they were free to leave the plantation, but often times they would stay, and continue to work for the Planter. Table of Contents
Slaves • Most lived in Southern Colonies. • Were treated as property, not people. • Worked on Plantations. • They formed close communities among themselves. Table of Contents
NATIVE AMERICANS • In this area there were the Creek and Cherokee Indians. • The Cherokee called Georgia "the Enchanted Land." • Indians taught colonist how to grow crops on the land. • Taught how to survive. Table of Contents
Activity • Each student will be given a piece of a quilt. On one side of the quilt, the student will design how the quilt should look as a representation of their life if they were from one of the following groups: a farmer, large landowner, artisans, indentured servant, slave, Native American, or a woman living during the colonial times. On the back side of the quilt, students will write in narrative form about a person from the group he chose to illustrate. The student will write the reasons he would have wanted to be in that particular economic group. Students will compare/contrast their person with a group they would not have wanted to be a part of. Table of Contents
Reference Page • http://www.socialstudiesforkids.com/articles/ushistory/13coloniespark.htm • http://www.history.org/Almanack/life/trades/tradebla.cfm • www.watertown.k12.ma.us/cunniff/.../A_Southern_Pla.html • http://www.angelfire.com/ca/HistoryGals/Chloe.html • http://streaming.discoveryeducation.com/ Table of Contents
Watch this! You Wouldn’t Want to be an American Colonist… Vocabulary Voyage!
Table of Contents • Title Page • Statistics • Task & Roles • Passages • Extra Quest • Standard 1634 1607 1663 1732
Task & Roles • Ahoy, matey! We’re going on a Vocabulary Voyage! We’re seeking hidden treasures in our text… just like the colonists found treasures in uncharted territories, we’re looking for words unknown! As a group, read your passage of the text and locate and creatively define unfamiliar or interesting words. • It’s time to test your sea legs! Click on each icon below to discover your role in the treasure hunt.
Vocabulary Enricher • Your job is to record the interesting or unfamiliar words that the group identifies while reading the passage. Write down the word and the sentence it’s used in. Write down at least 3. Example:
Literary Luminary • Your job is to relate the new words back to the content in the passage, and provide definitions from dictionaries or other sources.
Connector • Your job is to use what you already know about the words to make a connection between the meaning of the words and your life. • For example: Look at this short paragraph and the word unpredictable. The weather is unpredictable. Sometimes it’s hot and humid, with sudden violent winds and thunderstorms. Other times, it’s freezing! • How can you connect that with your life? The weather in Georgia changes often, so it’s hard to figure out what to wear to school.
Discussion Director • Your job is to lead a discussion with your group about the unknown words. • Some questions that you may ask are: What are some synonyms of this word? What are some antonyms of this word? How can we use this word in a new sentence?
Summarizer • Your job is to record the important details about your group’s unknown words and report them to the whole class.
STOP Stop here! STOP • Click on your group’s assigned passage and begin your treasure hunt. • After your groups is finished with the tasks, click here. Passage 1 Passage 2 Passage 3 Passage 4 Passage 5
Congratulations! • Your treasure hunt is complete! You’ve found unknown words and made them treasures of your own. Put your group’s work together to use as a map for the next time you come across these words.
Ready for Another Quest? • Test your survival skills here:
Standard • ELAR3: The student understands and acquires new vocabulary and uses it correctly in reading and writing.
Farming with mATH in colonial times (The Southern Colonies)
Table of Contents What do you need to know? Southern Crops Exploring Area Time to Think Design Your Own Fields 1634 1607 1663 1732
Did farmers and plantation owners in the Southern Colonies ever use math? Of course they did! Let’s think about that for a minute… How did farmers use multiplication in their daily lives? Why was area important to farmers and plantation owners?
Indigo Tobacco The Southern Colonies’ Main Crops Click to watch video Cotton Sugar Cane
Farmers and plantation owners during colonial times needed to know exactly how much land they had to grow crops on. To do so, they had to find the area of their fields.
What is Area? Is the area represented by the black line that outlines the figure or the blue part inside it?