1. Warm Up #4
Define Racism. 1

2. SSUSH2b The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.
Determine and define vocabulary. Identify key terms within the standard. Define each term.
________________________________________

3. Scaffold understanding of the standard(s) and/or element(s)
Scaffold understanding of the standard(s) and/or element(s). Paraphrase the standard(s) and/or element(s). Rewrite the standard including synonyms or brief definitions in parentheses and in a different color following the key terms found in step 1.
Describe (examine) the Middle Passage, the growth of the African population and their contributions (assistances), including but not limited to architecture, agriculture, and foodways.

4. Class Confession
We the Senior Class of 2019 will complete ALL of our assignments to best of our abilities and behave appropriately in class.
We will respect all faculty, staff, substitutes, classmates, and especially Mr. Wilcox.
We will graduate on time May 2019 and become productive citizens in society.

5. Immigration and Slavery
SSUSH2b
Describe examine the Middle Passage, the growth of the African population and their contributions assistances, including but not limited to architecture, agriculture, and foodways.

6. Objectives
Describe the conditions under which enslaved Africans came to the Americas.
Explain why slavery became part of the colonial economy.
Identify the restrictions placed on enslaved Africans in the colonies.
Describe how African culture influenced American culture.

7. Terms and People
triangular trade – a three-way trade between the colonies, the islands of the Caribbean, and Africa
racism – the belief that one race is superior or inferior to another
slave codes – strict laws that restricted the rights and activities of slaves

8. How did slavery develop in the colonies and affect colonial life?
Spanish and Portuguese settlers were the first to bring enslaved Africans to the Americas.
Slavery spread to the colonies of other European countries, where it became a regular part of trade and provided cheap (free) labor to Southern plantations.

9. The British, Dutch, and French entered the slave trade.
In time, English colonists—especially from New England—were actively shipping enslaved Africans across the Atlantic.

10. More than 10 million enslaved Africans were transported to the Americas between the 1500s and the 1800s.
Slave traders set up posts along the African coast.
Africans who lived on the coast made raids into the interior, seeking captives to sell to the Europeans.

12. Half of the captives died on forced marches to the coast, some of which were as long as 300 miles.
Once they arrived at the coasts, captives were traded for guns and other goods.
Then they were sent across the Atlantic Ocean on a brutal voyage known as the Middle Passage.

13. To increase their profits, some slave-ship captains crammed the maximum number of captives on board.
As a result of the foul conditions, 15 to 20 percent of enslaved Africans died or committed suicide during the Middle Passage.

15. In the Americas, healthy enslaved Africans were auctioned off, and families often were separated.
About 500,000 enslaved Africans ended up in British North America.

16. By about 1700, slave traders in the British colonies had developed a regular routine, known as the triangular trade.

17. Triangular Trade First Leg
New England traders sailed to the Caribbean islands, where they traded fish and lumber for sugar and molasses.
The ships then sailed back to New England, where colonists used the sugar and molasses to make rum.
Second Leg
New England traders sailed to West Africa, where they traded rum and guns for slaves.
Third Leg
New England traders then sailed to the Caribbean islands, where they traded slaves for more molasses.

18. $ $ $
Although the triangular trade was illegal under the Navigation Acts, many New England merchants violated the rules because it made them wealthy. $ $ $ $

19. The first enslaved Africans in the colonies may have been treated as servants, and some eventually were freed.
But as the need for cheap labor grew, colonies made slavery permanent.
Some colonies tried to ban slavery, but it eventually became legal in all the colonies.

20. Why did slavery take root in the colonies?
The plantation system led the southern economy to depend on slavery.
Planters preferred slaves because while indentured servants were freed after their terms were over, slaves were slaves for life.

21. Not every African in America was a slave, but slavery came to be restricted to people of African descent, and slavery was thus linked to racism.
Most English colonists thought they were superior to Africans.
They thought it was their duty to convert Africans to Christianity and European ways.

22. Colonial authorities wrote slave codes that said enslaved people could not:
meet in large numbers or own weapons.
leave a plantation without permission.
learn to read and write.
Slave codes also said that masters who killed slaves could not be tried for murder.

23. Lives of Enslaved Africans
In the North
Only 10 percent of the enslaved population lived north of Maryland.
Northern slaves worked as blacksmiths, house servants, or farm laborers.
Over time, they might buy their freedom.
In the South
On rice plantations in South Carolina, slaves kept the customs of West Africa.
They made African grass baskets and spoke Gullah, a dialect that blended English and several African languages.

25. ♪ ♫ African culture influenced American culture:
Craftsworkers in cities used African styles of quilts, furniture, and other objects.
African drums and banjos became part of American music.
African folk tales became part of American culture. ♪ ♫

26. Do you believe in life after death why or why not?
Warm Up #5
Do you believe in life after death why or why not? 26

27. SSUSH2d Explain the role of the Great Awakening in creating unity in the colonies and challenging traditional authority.
Determine and define vocabulary. Identify key terms within the standard. Define each term.
________________________________________

28. Scaffold understanding of the standard(s) and/or element(s)
Scaffold understanding of the standard(s) and/or element(s). Paraphrase the standard(s) and/or element(s). Rewrite the standard including synonyms or brief definitions in parentheses and in a different color following the key terms found in step 1.
Explain (clarify) the role of the Great Awakening in creating unity (harmony) in the colonies and challenging traditional authority.

29. Class Confession
We the Senior Class of 2019 will complete ALL of our assignments to best of our abilities and behave appropriately in class.
We will respect all faculty, staff, substitutes, classmates, and especially Mr. Wilcox.
We will graduate on time May 2019 and become productive citizens in society.

30. The Great Awakening SSUSH2d
Explain the role of the Great Awakening in creating unity in the colonies and challenging traditional authority.

31. What is the Great Awakening?
The Great Awakening was a movement rooted in spiritual growth which brought a national identity to Colonial America
Certain Christians began to disassociate themselves with the established/institutional approach to worship
People began to go to large gatherings for up to days at a time and worship and pray

32. When was the Great Awakening?
First Great Awakening took place during the 1730’s- 1740’s in colonial America

33. Reasons for The Great Awakening
People felt that religion was dry, dull and distant
Preachers felt that people needed to be concerned with inner emotions as opposed to outward religious behavior
People in the New England area could now read and interpret the Bible for themselves (individualism rather than institutionalism)

34. Key People From the Great Awakening
George Whitfield: Big name preacher in London who made many trips to America to preach
Was called a “giant” in the pulpit because of his booming voice and authority shown in the pulpit
He became an itinerant evangelist
Given credit for beginning the Great Awakening

35. Key People From the Great Awakening
Jonathan Edwards: Famous for his sermon “Sinners in the Hands of an Angry God”
When Edwards preached his focus was more Hell based and intended to scare sinners to salvation
Quote from his famous sermon: “The god that holds you over the pit of Hell, much as one holds a spider or other loathsome insect over the fire abhors you…his wrath toward you burns like a fire; he looks upon you as worthy of nothing else but to be cast into the fire”

36. The Great Awakening Who- Jonathan Edwards-
preacher that is thought to start the revivals in Massachusetts and set the stage for other preachers to follow in the other colonies
George Whitefield-
a traveling preacher from London that spurred the causes of the Great Awakening in the southern colonies

37. Outcomes of the Great Awakening
Birth of deep religious convictions in the colonies
Colonists could be bold when confronting religious authority, and break away if they were not meeting expectations
Just as with religion, political power did not reside with English Monarchs, but with colonists self-governance

38. UNIT #1 TEST Tomorrow
Standards 1 & 2
30 Questions