1. Mercantilism & The Triangular Trade

2. Warm Up September 3, 2014
Updated seats for some! Please check, and get to your assigned seat. How did the French and English differ in terms of their use of colonial territories?

3. Mercantilism
A nation’s economic strength came from protecting and increasing its home economy by making and keeping strict control over its colonies and keeping a favorable balance of trade with them.

4. Mercantilism
Theory guided England and most European nations during the 17th and 18th centuries.
More gold coming into a nation than going out made a nation powerful.
England saw the American colonies to be an economic resource.
England had to export (sell abroad) more goods than it imported (bought from foreign markets). Favorable balance of trade.
Colonies were created to be a constant source of raw materials and become profitable markets for the manufactured goods to the country that owned them (the “Mother Country”).

5. Turn and Talk
Is mercantilism a good thing for both colonies and colonists? Why or why not?

6. Mercantilism

7. Navigation Acts
To control trade from the colonies, England passed a number of laws between known as the Navigation Acts.
These trade laws were extremely restrictive (one-sided).
Colonists could only conduct business on English or colonial-made ships.
To trade with another country all goods had to be sent to England first so that they could be taxed.
Tobacco, sugar, timber and cotton could only be traded with England.

8. Point of View
If you were a colonist, how would you react to the navigation acts? What would be your reaction to the English colonizers? What do you think could happen as a result of the Navigation Acts?

9. Navigation Acts
Colonies were not allowed to create their own factories so that England could control trade/business.
Trade regulations were not rigidly enforced for decades.
Colonies become a safe haven for smugglers and pirates

10. The Triangular Trade

11. The Triangular Trade
Triangular Trade: a pattern of colonial trade where slaves were purchased on the African Gold Coast with New England rum then sold in the West Indies for molasses or sugar which was then sent back to New England to manufacture rum.

12. The Triangular Trade
Salutary Neglect: term used to describe how the English neglected to enforce the Navigation Acts.
This “neglect” leads the colonies to enjoy a sense of “free trade”.
In 1763 England begins to enforce these laws that will cause the colonies to protest harshly. One of the many conflicts with England that will lead to American independence.

13. Triangular Trade Activity
In groups of 3-4, you will be responsible for researching information about a portion of the triangular trade.
You will be researching who traded with which country, the relationships between trading companies, or the goods exchanged between the countries.
Once you have finished researching your role in the triangular trade, have your group create a poster containing the information you have found on your section, with pictures of the triangular trade to present to the rest of the class.

14. Steps in triangular trade activity
1. Research your given topic. You may use your phone if you can’t find information in the reading.
2. Create a presentation on your groups information. You will be presenting your information to other groups, with the goal of having a completed graphic organizer at the end of the class.

15. Gallery Walk How it works:
One person in your group will stay with your information, and present to the other groups.
The rest of the group (“runners”) will be visiting at other groups, working to fill out their graphic organizer.
After 2-3 minutes, we will rotate. One of the “runners” will come back to their original group to present. The idea is that everyone presents at least once.

16. Exit Ticket
How did mercantilism, the Navigation Acts, and the Triangular Trade impact the relationships between Europeans and Colonists?

17. September 4, 2014 Warm Up
What was the impact of the Navigation Acts and the Triangular Trade on the Colonies?
Seating arrangements have changed. Your assigned seat has not, so please get to it.

18. Life in the Northern, Middle, and Southern Colonies
Take ten minutes to silently read and write about your article about either the Northern, Southern, or Middle Colonies
Write the following:
What is the main idea of this reading
List 3 things you learned from the reading.

19. Examples of Map Keys

20. Life in the Northern, Middle, and Southern Colonies
Step 1- Everyone does
-Label your map with the 13 colonies, or states. You may use any resource you’d like to complete this.
Create a map key, and color code the different regions of the colonies. One color for north, one for middle, one for south.
Google 13 colonies map

21. Website to use for colonies
Google Life in the Southern Colonies
Click on the first link.
Other regions can be pulled up on the bottom.

22. Life in the colonies cont.
Step 2:
You will be expected to create a code for your given topic. Include types of government, religious beliefs, geography, and types of people as your resources that you will code for your map. Resources will be different from region to region

23. Exit Ticket
What factors led to regional differences in the colonies? Provide 3 examples to support your answer.

24. September 5, 2014
Warm Up
What are some resources used in the Northern, Middle, and Southern Colonies? What were they used for?

25. Map Activity cont.
You will have 30 minutes after the Warm up to complete the map activity from yesterday, including the questions in Step 3. This will be turned in for a grade.
Quick recap of steps: 1. Label states, and create a key identifying northern, southern, middle colonies.
Step 2: Add to your key by labeling the resources found in each region. Google Life in the Southern colonies, look at the 3 regions to get an idea of the resources of each region.

26. Life in the colonies part 3
Answer the following questions on the back of your map:
How was government organized in the Northern, Middle, and Southern colonies? Think about who was in charge, how the land was organized, how people were elected, etc.
Which groups of people settled in the Northern, Middle, and Southern Colonies? Why did they decide to settle where they did?
What resources were available in Northern, Southern, and Middle colonies, and what were they used for?
How were things different between the three regions? Which region would you want to live in, and why?

27. Point of View
How do you feel when you are forced to do something you don’t want to do? What is your response?

28. Other reasons to come to America - notes
Pilgrims came over to America after Henry VIII established the Church of England, making it illegal to practice any religion other than Christianity.
Separatists: Groups of people who left the country in order to practice the religion of their choice.

29. Coming to America activity
Together, we will read “Coming to America on the Mayflower”
Once we are done with that, you will be filling out a graphic organizer where you will draw a picture of an event in the story, and select a quotation from the story as a caption. You will do 6 of these.
Ex. You may draw a picture of a ship in a storm and write “storms pounded the little ship” as the caption.

30. Mayflower Compact We will share read this primary source document.
Then, as a class, we will break down the primary source document.
Individually, you will write a summary of the significance of the Mayflower Compact.

31. Sample Summary
The loyal subjects of King James have gone on a voyage for the glory of God and to start a colony in Virginia. They will combine themselves into a government so they can have order and preserve what they set out to do. They will make laws and select officials from time to time that are good for the colony and promise to obey them.”

32. Of the following, which is the most negative thing brought to America?

33. Canassatego – In his own words
Who is he? An indian chief from the Onondaga nation; a diplomat for the Iroquois Confederacy.
Benjamin Franklin published his speeches.

34. What you will be doing with this document
Step 1: Read through the document, using the thinking codes on the board to help you gain a better understanding of the reading.
Step 2: With your assigned partner, brainstorm together the key ideas to be filled in on the graphic organizer that goes along with the reading. Be prepared to discuss your findings, and turn this assignment in afterwards.

35. Discussion Questions
•How do Chief Canassatego and his people feel about the land? Cite specific evidence from the document that helps support your answer.
•According to Chief Canassatego, what happens to the goods they are given for the land they sell? Cite specific evidence from the document that helps support your answer.
•How does this document portray the relationship between the Iroquois people and the colonists? Cite specific evidence from the document that helps support your answer. •

36. Discussion part 2
According to Chief Canassatego, what are the major problems that his people face? Cite specific evidence from the document that helps support your answer.
•How does Canassatego feel about the alliance between the tribes of the Iroquois Confederacy? Cite specific evidence from the document that helps support your answer.
•What advice does Canassatego give to the colonists? Cite specific evidence from the document that helps support your answer.
•Did the colonists eventually follow Chief Canassatego’s advice? Give specific evidence from your knowledge of American history

37. Exit Ticket
What is the significance of the Mayflower Compact in American History? Think about the forms of government that existed prior to this. Use the analysis we did from the primary source to support your answer.

38. September 9, 2014
Warm Up: Please answer the three questions about the French and Indian War reading you were given on your way in. Please pick up a copy of the study guide on the blue chair for your test next Monday.

39. The French and Indian War
Fought between Great Britain and France
Both wanted territory in North America
Began with a dispute along the Alleghany, Monogahela rivers.

40. Significant Battles
Jumonville – Virginia militia, led by George Washington, ambushes the French.
Monongahela: British are poorly managed, and suffer from internal conflicts; French, Indians,Canadians join forces to win the battle.
Results: Native Americans moved off their land for colonists.

41. Outcomes France gives up land East of the Mississippi to Great Britain
Spain gets Louisiana; British get Florida from them.
*Significance: Britain becomes the dominant colonial power in North America.

42. Commercial Activity
In groups of 3, you will now have the opportunity to create a commercial supporting either the French or the British in the French and Indian War.
You will be given 15 minutes to prepare your arguments in your commercial.
This will be graded as a formal grade.

43. 1st block groups Erick, Adriana - British Javeion, Jade - British
Sandra, Eddie - French Brittany, Genesis - French
Keosha, Sharif - British Emily, Tania, Thiel - British
Noah, Niaquan - French
Gabriela, Rodrequez - British
Hydia, Jalen - French
Shaquila, Nakiyah - British
Nick, Madison - French
Roberto, Aaron - British
De’Asia, Jessica - French
Justin, Donavan - British
Kevin, Desmond - French

44. 2nd block groups Eugene, DeNautica - French
Nick, Ashia - British Madison, Jorge - French
Francis, Carlos Diaz - French Shyla, Victor - British
Carlos Dominguez, Leon - British Rondelle, Rashad - F
Airrea, Angela - French Jada, Jason, Tavonne British
Shasta, Quashaun - British Oscar, Rony, Kendy British
JJ, Odafe - French Jesus, Anny - French
Muriel, David- British
J’Son, Dominique - French
David, Jawarris - British

45. Position as a soldier
Envision yourself as a soldier in the French and Indian War; based on the commercials, class notes, and video notes you have taken in class, which side would you rather be on as a soldier during the war, and why?

46. Exit Ticket
In what ways did this war change the United States?

47. September 11, 2014
For today’s Warm Up, we will be watching the second ten minutes of America: The Story of Us, and you will be answering the questions that go along with the video.

48. Steps in the process for this project
Step 1: Research one successful and one failed colony, and give me two paragraphs about why they succeeded, and why they failed.
Step 2: Using the information from step 1, answer the questions on the front side of the handout about how you will set up your colony.
Step 3: Build! Have fun, and be creative.

49. Warm Up – September 12,2014
What elements make your colony successful? What are some concerns you have

50. Agenda for today 1. Finish America The Story of Us
2. Finish building your colonies
3 You will move from group to group gathering information about their colonies, while filling out a graphic organizer.

51. Questions to know the answers to about your colonies
What makes your colony successful, and why?
What could be some potential problems you could face? Why?
Describe how your government has been organized.
*If you did the writing portion of this assignment yesterday, you’ve already done this. Review the info. I will give you your work back.

52. How we’re exploring the colonies
If you did yours on your own
Your job is to leave your information, so students can make a determination about successes, failures, organization, etc.
If you are in a group
Choose 1 person to present the information about your colony. The others in your group travel to the other colonies. Rotate roles every time we move to other colonies.
This happens every 5 minutes. Either way, all should travel to other colonies.

53. Exit Ticket
How did you determine what made a colony successful? What characteristics made the best colony in class the best?
The goal of this project was to get you to think about what has to be considered when founding a colony.
Start studying for your test next Tuesday! We will review Monday.