ACOS #5a: Identify major social changes in colonial society ACOS #6: Identify the impact of trade routes on emerging colonies in the Americas ACOS #6a: Trace the result of slave trade in the Americas in relation to the establishment of the Triangular Trade Route ACOS #6b: Locate centers of slave trade in the Western Hemisphere

 An official agreement between groups or nations  A person who owned and controlled all the land in a colony  A person who is chosen to speak and act for others treaty proprietor representative

 A person who does hard physical work  The people, not the government, decide what will be grown or produced, rather than the government  Someone who studies with a master to learn a skill or business  Someone who is skilled at making something by hand laborer free market economy apprentice artisan

 A group of people with the power to make and change laws  A large farm on which crops are raised by workers who live on the land  A person who owes money  A safe place legislature plantation debtor refuge

 A person who watches and directs the work of other people  A plant that can be made into a dark blue dye  An African American religious folk song overseer indigo spiritual

The economy of the Southern Colonies was based on agriculture. Most of the farmers were “Back Country Farmers”. They had a long growing season and a warm, damp climate. This was perfect for growing tobacco, rice, and indigo. The planters used indentured servant and enslaved Africans to work their crops.

 Virginia and Maryland’s cash crop was tobacco. South Carolina and Georgia had 2 main crops-rice, cotton and indigo

 The Southern Colonies had more farms but fewer towns than the other colonies.  Charles Town, South Carolina became a large port city and was a busy center of trade.  Charles Town’s port was used to export tobacco, rice, and indigo.  Ships from Europe and the West Indies brought their goods in through this port.  Charles Town had a diverse population: English, Scots-Irish, French, West Indies, and free and enslaved Africans.

 Were like small villages  Used laborers to do the work, usually enslaved Africans  Children were educated at home usually with hired tutors. Small farms were usually in the backcountry Family members and sometimes 1 or 2 slaves did the work Children learned to read and write only if their parents could teach them.

 At first, indentured servants did most of the work on plantations  As plantations grew, more workers were needed; Southern plantation owners began to rely on slaves.  All 13 colonies had slaves, but more slaves lived in the Southern Colonies.

 Slaves were bought and sold as property.  Families were torn apart; husbands and wives were often separated.  Slaves were either laborers in the field or house servants.  Children were also expected to work.  Overseers watched slaves, whipped and punished them.  Many slaves died from overwork, poor food and shelter, and mistreatment.

 Slaves lived in separate quarters.  Slaves created their own community with strong ties to help each other to survive.  Many slaves adopted Christianity.  They brought their knowledge of rice growing from West Africa. Slaves combined Christianity and African traditions and created spiritual folk songs. The passed their heritage along to younger generations through stories and songs.