1. Colonial Corruption, the Regulators’ Response, & the Battle of Alamance

2. Learning Target  I can explain how sectionalism led to internal conflicts in North Carolina. Bell Ringer – 3 minutes “Why do people feel loyal to the place where they grew up?”

3.  With your partner, complete the four corner on sectionalism.  You may write on the handout.  Put the following definition into your own words: Excessive regard for sectional or local interests; regional or local spirit, prejudice, etc. Strong loyalty to the region, or section in which one lives You have 12 minutes to complete

4. Today, we are going to be exploring escalating conflicts in colonial Carolina, some of which were attributed to the economic and social differences in the people who were living in the colony.

5.  In the early 1700s, wealthy planters, merchants and lawyers were predominantly located in the eastern (and more developed) parts of North Carolina.  Lower-class citizens, such as working class people, farmers, newly arriving immigrants (i.e. Scots-Irish), etc. lived in the less expensive and less developed “back country” (further inland and what is considered today’s Piedmont region.)

7.  “Life in the Back Country”/“Life in the Colonial Upper Class.”  Take 8 minutes to consider the prompt then write your imaginative response. Remember you should assume the personality of the person pictured on the sheet given to you and write using the pronoun “I.”  Be prepared to share your response.

9.  In your interactive notebook, create a T-Chart with one column for Back Country and one column for Upper Class.  As students come forward to read their response, make note of the differences between the Back Country and the Upper Class.  Examine the images pictured and note additional physical differences.  Post your differences with the sticky notes provided. One difference for each side.

11. Learning Target  I can explain how sectionalism led to internal conflicts in North Carolina. Bell Ringer In your own words, define the following:  Immigration  Great Wagon Road  Sectionalism

12. As you just heard, in 1700s colonial North Carolina, vast sectional differences existed.  Read the handout and answer the following questions in your interactive notebook:  What is sectionalism?  What differences and challenges were at play between the east and the west (back country) of colonial North Carolina?  What types of sectionalism still exist within our state today?  You have 8 minutes to complete.

13.  What is sectionalism?  What differences and challenges were at play between the east and the west (back country) of colonial North Carolina?  What types of sectionalism still exist within our state today?

14.  With your partner, read the scenario and answer the prompt that follows.  Brainstorm what is the best course of action.  Write your response in your notebook.  Be prepared to share your response.  You have 8-10 minutes to complete this activity.

15.  Read with your partner the information on the handout/slide following and answer the question below:  Why do you think colonial citizens began resorting to threats and violent behavior?

16.  By 1764, several thousand people from North Carolina, mainly from Orange, Anson, and Granville counties had grown extremely dissatisfied with the wealthy North Carolina officials, whom they considered corrupt and unjust.  As citizen frustration grew, many appointed officials started to become targets of numerous threats and violence, including sheriffs, tax collectors, registrars, court clerks, and judges.  Royal governor Arthur Dobbs issued a proclamation against the taking of illegal fees, but that directive was ignored. Dissatisfaction grew and unrest spread among the people.

17. A new governor, William Tryon, arrived in 1765-1771.  He was a veteran army colonel.  Tryon became the cause of escalated anger, in part due to "Tryon's Palace," designed as both governor's home and capitol, which he constructed in New Bern at public expense (via a poll tax.)

18. Examine the image on the next slide and answer the following questions with your partner:  What do you see here? How would you describe this structure?  What year do you think this was built? What evidence makes you think this?  Who might live here? What kind of life does the resident have? What types of activities do you think would take place here?  Think about our warm up exercise and how we discussed the differences in the East and the backcountry. What would these two types of people think of this place?  What might this building symbolize?

20.  This building was constructed in New Bern, NC in 1767‐70 for the North Carolina governor of the time, William Tryon.  “Tryon’s Palace” was to be paid for by the people via a poll tax.  Tryon’s poll tax charged each person, rich and poor alike, at the same rate.

21.  Based on what you have learned about life in the back country, how does this home differ from what you would be living in as a farmer?  How do you think back country residents felt when they learned they would be footing the bill for this lavish home?  What do you think of Tryon’s poll tax? Should colonial citizens have been responsible for paying for the governor’s lavish home? Why or why not?

22.  Complete the following prompt on the paper provided:  Today I learned…

23. Learning Target I can explain how sectionalism led to internal conflicts in North Carolina. Bell Ringer Based on yesterday’s activities, predict why a group of individuals will form the Regulators. What do you think will be their cause?

24.  Read “When Fanning First to Orange Came” and answer the questions on page 79.  Enter your responses in your interactive notebook.  Be sure to title your entry.

25.  Complete the before section on the Anticipation Guide for The Regulators.  You may write on the handout.  Do not complete the other two sections.

26.  Now read about The Regulators and complete the During section of your anticipation guide.  Do not do the after section.

27.  Now check using the middle section of the anticipation guide to check your before answers.

28.  As you re-read the secondary source on the Regulators, complete the History Frame.  You may write on the History Frame.

29.  Complete the Somebody Wanted But  Do not write on the handout.

30.  Pick a card and complete the prompt.