1. Mercantilism & The Triangular Trade

2. 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? Warm Up September 3, 2014

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. 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”). Mercantilism

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 1650-1767 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. 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. Exit Ticket What is the significance of the Mayflower Compact in American History? Think about the forms of government that existed prior to this.