CHAPTER 4
Building the First Colonies
By: ______4-___
Table of Contents
1. Cover Page
2. Table of Contents
3. Lesson 1 – The Spanish Colonies
4. Lesson 1 – The Spanish Colonies
5. Lesson 1 – The Spanish Colonies
6. Lesson 2 – The Virginia Colony
7. Lesson 2 – The Virginia Colony
8. Primary Sources and Secondary Sources
9. Primary Sources and Secondary Sources
10. Lesson 3 – The Plymouth Colony
11. Lesson 3 – The Plymouth Colony
12. Lesson 3 – The Plymouth Colony and Mayflower Compact Activity
13. Lesson 4 – The French and the Dutch
14. Lesson 4 – The French and the Dutch
15. Lesson 4 – The French and the Dutch
16. Vocabulary
17. Vocabulary
18. Important People
19. Important People
Lesson 1 – The Spanish Colonies
Quick Summary: This lesson describes life in New Spain – the lands in North America claimed and ruled by Spain. It also explains why Spain sent soldiers, settlers, and missionaries into the borderlands of New Spain, and how those people interacted with the Native Americans who already lived there.
Remember: What advantages and disadvantages did Native Americans have when battling European forces? Fill out several in the chart below.
Native American Advantages / Native American DisadvantagesRemember: The Spanish had already claimed much of the land in North America. Can you recall the place in present-day Mexico that the Spanish leaders governed? ______
Illustration: Spanish settlers built forts similar to the illustration on pages 148-149 for protection. Why do you think these Spanish settlers needed protection? ______
Economics: For what economic reasons did colonists in New Spain and Brazil practice slavery?
a. To gain crews for long voyages back to Spain
b. To have workers for farms and mines
Pages 148-152 in your textbook
Lesson 1 – The Spanish Colonies
Civics and Government: In 1502, Bartolome de Las Casas settled on the island of Hispaniola, where he became a plantation owner. Later, he came to believe that the enslavement of Native Americans was wrong. What evidence supports the idea that Las Casas changed his ideas about slavery overtime?
a. At first, he owned enslaved workers and later he freed them
b. He never changed his mind about slavery and always wanted forced labor for all Native Americans
Map Skills: Locate New Spain on the map on page 151. Compare this map to the present-day map on pages I-20 and I-21 in the front of your book. Which present-day states were parts of New Spain? ______
History: Spain had reasons for wanting to colonize its borderlands.
1. ______
2. ______
What views did the Spanish likely hold about Native American beliefs?
a. They respected Native American beliefs and wanted them to keep practicing their current religion
b. They wanted to convert the Native Americans because they believed Christianity was a better way of life
What do you think the Spanish learned from Native Americans? ______
Pages 148-152 in your textbook
Lesson 1 – The Spanish Colonies
Review: Use pages 148-152 to answer the following questions:
1. Why did Spain set up colonies in North America? ______
______
2. Write a sentence using the terms hacienda and mission to describe life on the borderlands. ______
______
3. What role did religion play in Spanish settlements?
a. England sent magicians like David Copperfield to convert Native Americans
b. Spain sent missionaries to convert Native Americans
4. Why would it be important to Spain to build different kinds of settlements in the borderlands? Be sure to list the different types of settlements in your answer. ______
______
Pages 148-152 in your textbook
Lesson 2 – The Virginia Colony
Quick Summary: This lesson describes the founding of the Virginia Colony. It explains what life was like in Virginia, including the colony’s early economy and government, as well as conflicts with neighboring Native Americans.
How would you feel? In 1587, English ships landed on Roanoke Island (part of present-day North Carolina; not Roanoke Virginia) and left their people in this unfamiliar land. How would you feel if you were one of the people left in 1587? ______
Geography: Jamestown was the first permanent settlement in the Americas. The settlement was on the James River, not far from the Chesapeake Bay and the Atlantic Ocean. What were some advantages and disadvantages of Jamestown’s relative location?
Advantages / DisadvantagesEconomics: Jamestown prospered by growing ______as a cash crop. Enslaved Africans and indentured servants worked on plantations to grow this important crop for Jamestown. How did tobacco affect the colonists?
a. Tobacco gave the colonists a reason to go back to England
b. Tobacco created profits for colonists and brought in more slaves to work.
History: Why do you think people agreed to be indentured servants? ______
Pages 154 – 158 in your textbook
Lesson 2 – The Virginia Colony
What to know: Why did English settlers come to North America, and where did they settle first?
a. They wanted to look for shelter, and settled first in Mexico
b. They wanted to find gold, and settled first in the region called Virginia
c. Huh?
Vocabulary: Use the term royal colony in a sentence about Virginia. (Don’t write “Virginia was a Royal Colony.”) ______
Government: What was the job of the House of Burgesses?
a. Planting Tobacco with indentured servants and slaves
b. To Make laws for the Virginia Colony
Critical Thinking: How did enslaved workers help the Virginia Colony succeed? ______
Construct a Timeline: Make a timeline below showing the important events in Jamestown’s history and how they are related.
1580 1590 1600 1610 1620 1630
______
Pages 154 – 158 in your textbook
Compare Primary and Secondary Sources
Primary Sources are ______
A secondary source is ______
Practice: Use pages 160-161 to answer the practice questions to see if you know the difference in the two types of sources and artifacts.
1. How are items C and E alike and different?
Alike / Different2. What kind of information might be found in Item A but not in Item F?
______
3. How might secondary sources such as D and F also be primary sources? ______
Pages 160-161 in your textbook
4. Apply what you’ve learned: Look through your textbook for examples of primary and secondary sources. Explain below what makes each source a primary source or a secondary source. (Give at least 2 examples for each)
Primary Source Examples:
Page Number / Item / Describe why item is a Primary SourceSecondary Source Examples:
Page Number / Item / Describe why item is a Primary SourcePages 160-161 in your textbook
Lesson 3 – The Plymouth Colony
Quick Summary: The lesson describes the founding of Plymouth Colony, the first permanent English Settlement in New England. It describes the colony’s form of government and the role religion played in the colony’s founding. It also describes the early cooperation and later lack of cooperation between the colonists and Native American groups.
Remember: Where in America did the English settle in the early 1600s? ______
While you are reading: Think about your feelings about the conditions on the ship.
History: Why do you think the Virginia Company agreed to pay for the Pilgrims’ passage? ______
Civics and Government: How is the Mayflower Compact an example of self-government?
a. The compact followed the laws of the Natives
b. The Pilgrims designed the laws themselves and agreed to follow them
Geography: Before settling, the Pilgrims searched carefully for a site. They chose land on a harbor. What were some advantages of this location? ______
______
History and Economics: Native Americans already knew how to survive in New England before the Pilgrims arrived. For this reason, the colonists were more dependent on the local peoples than the other way around. Why did the Plymouth colonists want to buy furs from the Native Americans? ______
What did the colonists trade for furs? ______
Visual Literacy: Describe the picture on page 166. Is it…
a. War-like
b. Peaceful
“All good things must come to an end…”: What changes in New England caused the peaceful relations to end? ______
______
Pages 162-167 in your textbook
Lesson 3 – The Plymouth Colony
1. What to Know: Why did the English settle in New England?
a. Religion
b. Money
c. Both a & b.
2. Vocabulary: Write a sentence about the Plymouth Colony using the terms compact and self-government. ______
3. Critical Thinking: Do you think the ideas of the Mayflower Compact are still important to people today? Why or why not? ______
Solve a Problem: Use pages 168-169 in your textbook. The Pilgrims were far from home, in a new land with no government. There was no one to make laws or keep order.
1. What problem did the Pilgrims have? ______
2. How might this problem have affected them?
______
3. What were some possible solutions to their problem? ______
4. How did the Pilgrims solve their problems? ______
5. How well did their solution work? What advantages do you think self-government had over a distant ruler in making laws? ______
6. Identify a problem in your community. Use the steps shown on page 168 to write a plan for solving the problem. What solution did you choose? Why do you think that your solution will help solve that problem? ______
Lesson 4 – The French and the Dutch
Background: This lesson explains where, how, and why the French and Dutch started colonies in North America. It also describes how those colonies grew over time, and the important role the fur trade played in that growth and in relations with Native Americans.
History: Why did the king of France want fur merchants to set up colonies?
a. He wanted to be warm and cozy
b. He wanted wealth and power from the fur trade
Use the Map: On the map on page 171, what river did Champlain travel in 1603?
______
History and Culture: Many Europeans named their American settlements after places in their home-lands. Often, they simply added New to a place name, such as New Spain, New England, New France, New Netherland, New Amsterdam, and New Sweden. Why do you think settlers named their settlements this way? ______
History and Economics: The Dutch “bought” Manhattan Island from the Native Americans with trade goods such as beads and pots and pans. Native Americans thought these goods were given for the use of the land. What did Native Americans think about buying and selling land?
a. Buying and selling land was great because they were paid in cash money
b. Buying and selling land was not part of their economy and culture
c. They believed the land was for everyone to use and not to be owned by individuals or groups.
d. Both b & c
e. None of the above
Pages 170-177 in your textbook
Illustration: The illustration of New Amsterdam on pages 172 and 173 show the Hudson River at the top and the East River on the bottom. Both waterways led to the Atlantic Ocean. How does the location of New Amsterdam help trade and transportation? How does the location harm trade and transportation? ______
Link Geography and Culture: Thousands of Algonquian and Iroquois lived in New Netherland and the surrounding areas at this time. Why were such a small number of colonists able to nearly wipe out the Native Americans in New Netherlands? ______
History and Economics: Why did the French still hope to find the Northwest Passage?
a. They wanted to brag to other European countries
b. They still wanted a quick water route to Asia and wealth/power that the route would provide
Visual Literacy Map: Use the map on page 175. Which explorer traveled the farthest down the Mississippi River? ______
What waterways did the explorers travel through? ______
______
French traders followed Marquette and Joliet’s route into the Mississippi River valley, where they built trading posts. Over time, some of these posts grew into major cities, such as Des Moines, IA; St. Louis, MO; and Louisville, KY. Why do you think French settlers built trading posts along the Mississippi River? ______
Summary:
· The Dutch started the colony of New Amsterdam from Manhattan Island.
· The French started their colony in Canada and extended its territory to include the Mississippi River Valley
Use pages 170 – 177
Vocabulary
Lesson 1 – The Spanish Colonies
Colony (149)
______
Plantation (150) ______
Slavery (150)
______
Borderlands (151)
______
Presidio (151)
______
Mission (151) ______
Hacienda (152)
______
Lesson 2 – The Virginia Colony
Raw material (155)
______
Stock (155)
______
Cash crop (157)
______
Profit (157)
______
Indentured servant (157)
______
Legislature (157)
______
Represent (158)
______
Royal colony (158)
______
Lesson 3 – The Plymouth Colony
Pilgrim(163) ______
Compact (164) ______
Self-government (164) ______
Majority rule (164) ______
Lesson 4 – The French and the Dutch
Demand (172) ______
Supply (172) ______
Ally (174) ______
Proprietary colony (176) ______
Important People
Lesson 1 – The Spanish Colonies
Bartolome de Las Casas
______
Pedro Menendez d Aviles
______
Lesson 2 – The Virginia Colony
Queen Elizabeth I
______
Walter Raleigh
______
John White
______
John Smith
______
Pocahontas
______
John Rolfe
______
Lesson 3 – The Plymouth Colony
King Henry VIII ______
William Bradford ______
Samoset ______
Tisquantum (Squanto) ______
Lesson 4 – The French and the Dutch
Samuel de Champlain ______
Peter Minuit ______
Jacques Marquette ______
Louis Joliet ______
Sieurde la Salle ______
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