Teacher: KG Date: October 2017 Subject: History Class: 7th Period: 60 minutes

Aim(s): SWBAT explain how geographic features in Southern Colonies created a demand for labor that was fulfilled by indentured servitude and the slave
trade

Content Focus: Skill Focus: Text(s):

SWBAT explain how geographic features in Southern
Colonies contributed to a demand for labor that was
fulfilled by indentured servitude and the slave trade.
Assessment(s):
Cite specific textual evidence to support
analysis of primary and secondary sources.
Determine the central ideas or information
of a primary or secondary source.
Determine the meaning of words and
phrases as they are used in a text, including
vocabulary specific to domains related to
history/social studies.
HA! America's Past, chapter 7 (73-75)
See Indentured Servant Contract 1619 and Shift to
Racial Slavery in primary sources list at top; optional
video: Indentured Servitude vs. Slavery (in supp
teacher resources)

How did the geographic factors of the South help create a demand for labor that led to the creation of indentured servants and slavery?

Geographic factors of the South created a demand for labor that led to indentured servitude and slavery. According to document #1, the South had many
geographic factors that would lead to a long growing season such as warm climate, bodies of water, and fertile soil. This lead to the need for labor because
colonists wanted to grow lots of crops to make money. The colonists therefore wanted as many slaves as they could to grow as many crops as possible. In
document #3 it states that The more people you had, the more tobacco you could grow. The more tobacco you sold, the richer you would get. This shows
that without slaves and indentured servants, Southern farmers wouldnt be able to grow the maximum amount of crops and would make less money.

CFS:
Claim
Explain Geographic Factors of the South
How did that lead to an economy based on slavery/indentured servitude?
Mentions at least TWO different documents

Power Standard:
7.4 Geographic Impact on the Colonies: KWBAT evaluate the impact of geography on the diverse development of the three colonial regions.

Unit Essential Question/Scaffolded Essential Question:

How did geographic differences contribute to diverse economies and cultures in the three colonial regions?

Do Now: How can I purposefully and efficiently leverage prior learning to set scholars up for this lesson? 5 Min

1. Looking at the geographic factors available in the Southern colonies and New England colonies, which region of colonies would be the best place for farming? Explain
why.
 2. Spicy Challenge: Make a prediction: How would geographic factors create a demand for slavery in certain regions of North America?

Lesson Framing: What are we learning today, and why is it so important? (Leverage So What? above)

Today were going to be looking at the geography of the Americas, specifically the southeast, to figure out how geographic factors eventually led to indentured servants, and even
the creation of slavery. This institution has had a profound impact in our society and is the reason we see much racial inequality in the world like we have previously discussed.
Were going to look at primary and secondary sources throughout the day to help us figure out that question.
Hook/Activate Prior Knowledge: How can I engage students in the content and/or activate prior knowledge as Student Actions/CFUs:
quickly as possible? 3 Min
Students reading AIM with teacher/rest of class
Read aims and agenda with the class (1 minute) +
Snap if you like scary movies. What movies? Call on one student. (Teacher turns out the lights). Im sorry everyone
but to start class today we are going to be reading a very scary story, were going to read one story about the
English in the colonies. Im sorry if this gives you nightmares.

Text takes about 1:30 to read using Control the Game. After reading the story, depending on time, students can Tracking teacher/tracking paper
stop and jot, or start a discussion around the focus questions for the reading.

In your opinion, explain the primary reason that people were dying in Jamestown. (The people did not want to
farm, but instead spend their time doing other activities, like looking for gold, so they were running out of food).
Share out whole group

Frontload Key Content/Vocabulary: What conceptual/historical material is vital for me to pre-teach? What Student Actions/CFUs:
vocabulary terms are important to directly teach vs. provide quick definitions? How can I teach this with clarity
and efficiency? 3 Min CFU: Indentured Servant or Slave?
1 is working to pay back debt? (indentured servant)
Indentured Servants: A person who works for a period of time to pay off money owed for a debt, such as a 2 forced to work for life (slave)
passage (travel) from Europe or other debts. Servants still had some basic rights. 3 treated as property (slave)
4 had basic rights (indentured servant)
Slavery: A system where people are treated as property, and are forced to work.

Common Misunderstandings: How can I anticipate and prevent confusion? Student Actions/CFUs:

Students may confuse the indentured servants and slavery, specifically the idea that servants still had some basic CFU: Whats the difference between indentured servants and
rights, while slaves were viewed as property and just expected to work. The CFU should tease this difference out. slaves?
Indentured servants still had basic rights, although they had to
work for a certain amount of time to pay off a debt. Slaves
were viewed as property without rights, and forced to work.
Set a Clear Purpose for Reading: How can I make the aims-aligned purpose for reading today explicit and Student Actions/CFUs:
engaging for scholars?
Were going to investigate some primary and secondary source documents to figure out how the geographic
factors of the South led to a demand for labor that created indentured servitude and slavery.
On the top of your page jot downHow did the geographic factors of the South lead to a demand for slavery and
indentured servitude?
CFU: in your own words, what is the reading purpose looking
for us to find? Its looking for us to figure out how did the
geography or land of the south cause the people in the south to
need slaves and indentured servants to survive.

Think Aloud + Standard of Excellence: How am I explicitly modeling the kind of thinking a proficient reader Student Actions/CFUs:
uses when engaging with nonfiction text in a way that is bite-sized, text-appropriate, and at the intersection of
rigorous and accessible to scholars? What graphic organizer/visual anchor/annotation structure most
accurately captures the thinking that I want to happen with the text? How can I ensure scholar accountability but
prevent information overload while I think aloud? All in all, is my think-aloud clear, effective, and instructionally
focused (i.e. not simply procedural)?

Start with Document 1A and 1B model how to answer the questions based on the documents:

Document 1A Document 1B
Students are annotating the map with teacher, I write you
write.

Wow, looking at these maps lets try and figure out the answers to these questions. The first question is asking
me to look for geographic factors I can see in the Southern colonies. I think just based on the title, Document 1A CFU: Why was it so much easier to grow crops in the Southern
will be more helpful. I notice the South is located near water such as the ocean at Chesapeake Bay, I know from colonies, rather than the northern colonies? More fertile soil,
prior knowledge that as you move more south the climate becomes warmer for example the weather in Florida warmer climate (which lead to a longer growing season)
will most likely always be warmer than Brooklyn. It also seems like the South was able to grow a ton of crops,
meaning the soil must be extremely fertile. Lets jot this information in for question #1.
1. What geographic factors are shown in the Southern colonies? As seen in document 1A, the geographic factors
that were mainly in the Southern colonies were Bodies of water, fertile soil, and warm climate.

Now lets think about economy. I know that economy means how a region or group make their money. Looking
at map 1B I can see that the South was able to grow a ton of crops. Im going to circle things that are mostly
evident in the south such as Indigo, rice, and tobacco. This shows me that the South made a lot of their money
from farming. Lets jot this in for question #2.

2. What was the economy like in the South? As seen in document 1B, the economy of the South was based on
farming crops such as indigo, rice and tobacco.

Okay, so now this takes us to our purpose question for the day. How does the information I just found about
geography and economy cause the need for slaves and servants? Well I have a good amount of knowledge of this
from sixth grade. I know that in order for the south to gain wealth, they needed to grow tons and tons of crops to
send back to England (the Old World). A lot of the colonists werent experts in growing, nor could be bothered
doing the tough task of growing. Instead, the colonists were more apt to hire servants to work for them, or bring
over African slaves via the Triangle Trade.
For this question, REALLY activate the students prior
3. How would this information about the geography and economy explain why the South needed slaves and knowledge from sixth grade about the slave trade. We spend
indentured servants? The colonists needed to grow crops to survive. However, the colonists were not the most a ton of time teaching this to them.
knowledgeable with growing these crops. The colonists needed people to work for them to grow the mass
amounts of crops they needed to trade back to the old world for wealth.

Guided Practice: Does the allocated guided practice match the format and rigor of what I modeled? Have I Planned CFUs:
already anticipated places where students might struggle? How will I know when scholars are ready to engage
independently with the text?

Scholars then move on to document 2 (which is pretty straight forward) in partners to answer the following
questions.
CFU: what evidence in the text did you find that discusses the
Text 2: Excerpt from Joy Hakims Making of the Thirteen Colonies, 2005 economy of the South? Farmers/tobacco plants

Tobacco from Jamestown was all the rage in England. But there was a problem. It takes hard
fieldwork to grow tobacco, and Englishmen were not anxious to work in the fields. Besides that, even
the best farmers could tend only a limited number of tobacco plants. So if you wanted to get rich by CFU: Why did Virginians need indentured servants? The more
growing tobacco, you had to have people working for you. The more people you had, the more people you had working the farms the more tobacco you
tobacco you could grow. The more tobacco you sold, the richer you would get. could grow, leading to the more richer you will get!

The colonists were so eager to have workers that they were willing to pay for them.
Sometimes they paid so much money that ships captains would kidnap people from the streets of
London, England.

Many of those who came to Virginia started out as indentured servants, and usually they were
very poor and wanted a new start in Jamestown. Some of them were criminals who were let out of jail
if they would agree to come to the colony. The indentured servants didnt have enough money to pay
their boat fare (cost) to the New World. They had to work for the person who paid the fare. They
worked from four to seven years before they were free. That was their time of indenture.

1. Which country did the indentured servants come from? England

2. What were the terms (work expectations) for indentured servants? Provide evidence from the text to support
your response. The Indentured Servants wanted to come to the colonies, but couldnt afford it. According to
document two, the expectations They had to work for the person who paid the fare until they had paid off their
debt.
3. How did the adaptation of agriculture (farming) create a demand for indentured servants in Jamestown?
Provide evidence from the text to your response. The colonists had a demand for indentured servants in
Jamestown because the more bodies they could get in the fields to get the most amount of crops possible. In the
text it states, The more people you had, the more tobacco you could grow. The more tobacco you sold, the richer
you would get.

Independent Practice: Given the purpose, what is the best format for scholars to independently practice, i.e. Support/Extend Learning for Individual Students:
reading in pairs, independently, taking small breaks to turn and talk or process notes, etc? Given the skills I want
scholars to practice and given the content I want them to acquire, what is the best way for scholars to track their
thinking as they read, i.e. the annotation/notes structure? Is this structure consistent with what I have modeled? Check in with lower-level scholars to provide any support
Which scholars do I need to support the most during this time? needed.

Scholars will then move on independently to answer the questions in document 3.

Text 3: Excerpt from Joy Hakims Making of the Thirteen Colonies, 2005

What about slaves? Were there slaves in Jamestown? Yes, there were. Slavery in the English
colonies began without much thought, which is the way bad things often begin.

In 1619, a Portuguese ship loaded 350 captives in Angola (West Africa). The captain headed
for Brazil to sell the Africans. But two pirate ships one Dutch, one British captured the ship and its
cargo. Within days of each other, both ships sold their captives in Jamestown. Most of those first
African Virginians were treated like indentured servants. Some became free. Soon there were Africans
who had land of their own and servants, too. But some colonists got the idea of making black people
into slaves. That way they wouldnt have to keep buying workers on the docks. It must have seemed a
good idea to people who were desperate for workers. Tobacco agriculture demanded much labor as
well as a lot of land. There was an abundance of land in America, but few people willing to do hard to
work in the fields.

When Indians were enslaved, they ran away. It was difficult for the blacks to run away. Where
would they go? Everything was new and strange to them. Gradually laws were passed to trap black
people in slavery. It was the beginning of a way of life that would bring misery to many, many
innocent African-Americans.

1. How was slavery similar at first to indentured servitude in Jamestown? Provide evidence from the
text to support your response.

2. How did the adaptation of agriculture create a demand for labor that eventually led to slavery?
Provide evidence from the text to support your response.

Briefly Setting/Resetting Expectations: Are they any behavioral reminders, i.e. accountable talk, tracking each other, etc. that I need to remind scholars about and perhaps briefly
model? What instructional reminders, i.e. citation of evidence, using academic language and complete sentences, incorporating statements of others, etc. do I need to make?

Tier 1 Question(s): Aims aligned, lower on Blooms, 100% of scholars Exemplary Student Response:
must be able to answer
Slavery: A system where people are treated as property, and are forced to work.
1. What is a slavery?
2. What is an indentured servant? Indentured Servants: A person who works for a period of time to pay off money owed for a debt, such as a
passage (travel) from Europe or other debts. Servants still had some basic rights.

Tier 2 Question(s): Aims aligned, comprehension/application-based, Exemplary Student Response:

mid-level Blooms, 100% of scholars should be able to answer with
some stretching/practice
A slave is a worker for life, while an indentured servant can earn their freedom from paying off their debts.
3. How is a slave different from an indentured servant?
Colonists became very skilled in farming which boosted the Southern economy.
4. How did the colonists adapt to their geography in the South?

Tier 3 Question(s): Extension/stretch/big connections questions Exemplary Student Response:

extending from the aim but going beyond its rigor
The Southern economy would be destroyed. Growing crops was the main source of money for people in
1. What would happen to the South if they did not have slaves and
indentured servants?
Application of Learning: Does the application directly align to the aim
and provide me with written evidence of what students know and are
able to do? Is it appropriate in terms of rigor and providing sufficient
time to practice apply? What should I do to support struggling
scholars? What can I do to stretch the experience for students who are
ready?
How did the geographic factors of the South help create a demand for
labor that led to the creation of indentured servants and slavery?
CFS:
Claim
Explain Geographic Factors of the South
How did that lead to an economy based on slavery/indentured
servitude?
Mentions at least TWO different documents
the Southif they didnt have workers to grow more and more crops theyd lose out on more and more
money.
Exemplary Student Response:
Geographic factors of the South created a demand for labor that led to indentured servitude and slavery.
According to document #1, the South had many geographic factors that would lead to a long growing
season such as warm climate, bodies of water, and fertile soil. This lead to the need for labor because
colonists wanted to grow lots of crops to make money. The colonists therefore wanted as many slaves as
they could to grow as many crops as possible. In document #3 it states that The more people you had,
the more tobacco you could grow. The more tobacco you sold, the richer you would get. This shows that
without slaves and indentured servants, Southern farmers wouldnt be able to grow the maximum
amount of crops and would miss out on earning tons of money.

Assessment/Exit Ticket:

How did the geographic factors of the South help create a demand for labor that led to the creation of indentured servants and slavery?

Share/Close/Extend: What key points should I drive home? What misconceptions should be addressed? Why does this matter? Where are we going from here?

Have scholars fill in graphic organizer if they finish ET early, or work on it for HW.