USI.5		The student will demonstrate knowledge of the factors that shaped colonial America by
		a)	describing the religious and economic events and conditions that led to the colonization of America;
		c)	describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, free African Americans, indentured servants, and enslaved African Americans.
		d)	identifying the political and economic relationships between the colonies and Great Britain.

NOTE: The Virginia Board of Education adopted the revised 2008 History and Social Science Standards of Learning at the January 10, 2008, meeting. Full implementation of these documents is scheduled for the 2010-2011 school year, as outlined in Superintendent’s Memorandum Informational Number 49. 

Content

Explain the reason Europeans established the following colonies in North America:                 
•    Roanoke Island (Lost Colony) was established as an economic venture. The first permanent English settlement in North America (1607), Jamestown Settlement, was an economic venture by the Virginia Company.
•    Plymouth Colony was settled by separatists from the Church of England who wanted to avoid religious persecution. Massachusetts Bay Colony was settled by the Puritans for the same reasons.
•    Pennsylvania was settled by the Quakers, who wanted to have freedom to practice their faith without interference.
•    Georgia was settled by people who had been in debtor’s prisons in England. They hoped to experience a new life in the colony and to experience economic freedom in the New World.
•    Indentured servants
      - Consisted of men and women who did not have money for passage to the colonies and who agreed to work without pay for the person who paid for their passage                        
      - Were free at the end of their contract                                                                      
•    Slaves
      - Were captured in their native Africa and sold to slave traders, then were shipped to the colonies where they were sold into slavery                                                               
      - Were owned as property for life with no rights                                                         
      - Were often born into slavery (Children of slaves were born into slavery.)                   

Explain the following economic and political relationships between the colonies and England:
•    Economic relationships
      - England imposed strict control over trade.                                                                
      - England taxed the colonies after the French and Indian War.                                     
      - Colonies traded raw materials for goods.                                                                  
•    Political relationships
      - Colonists had to obey English laws that were enforced by governors.                         
      - Colonial governors were appointed by the king or by the proprietor.                           

Sample Resources

Below is an annotated list of Internet resources for this organizing topic. Copyright restrictions may exist for the material on some Web sites. Please note and abide by any such restrictions.

Africans in America. Public Broadcasting Service. <http://www.pbs.org/wgbh/aia/home.html>. America’s journey through slavery is presented in four parts. For each era, this site presents a Historical Narrative; a Resource Bank of images, documents, stories, biographies, and commentaries; and a Teacher’s Guide for using the content of the Web site and television series in U.S. history courses.

American Memory: Born in Slavery: Slave Narratives from the Federal Writer’s Project, 1936–1938. Library of Congress. <http://memory.loc.gov/ammem/snhtml/snhome.html>. This online collection is a joint presentation of the Manuscript and Prints and Photographs Divisions of the Library of Congress and includes more than 200 photographs from the Prints and Photographs Division.

American Slave Narratives: An Online Anthology. <http://xroads.virginia.edu/~HYPER/wpa/wpahome.html>. From 1936 to 1938, more than 2,300 former slaves from across the South were interviewed by writers and journalists under the aegis of the Works Progress Administration. This Web site provides an opportunity to read a sample of these narratives and to see some of the photographs taken at the time of the interviews. The entire collection of narratives can be found in George P. Rawick, ed., The American Slave: A Composite Autobiography (Westport, Conn.: Greenwood Press) 1972–79.

Colonial Williamsburg. <http://www.history.org/>. This Web site gives much information about the colonial capital.

 “Equiano’s Autobiography: The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, The African.” Chapter 2. <http://www.pbs.org/wgbh/aia/part1/1h320t.html>. This Web site offers an interesting autobiography of an African slave. He tells the story of his youth in an African village, his kidnapping, his being made a slave in Africa, his horrendous voyage on a slave ship, his bondage in the Americas, his conversion to Christianity, the purchase of his freedom, his experiences on a British man of war, his employment on a plantation and on commercial ships, and his contribution to the abolitionist movement.

The Learning Page: Using Oral History. The Library of Congress. <http://memory.loc.gov/ammem/ndlpedu/lessons/oralhist/ohhome.html>. This lesson presents social history content and topics through the voices of ordinary people. It draws on primary sources from the American Memory Collection, American Life Histories, 1936–1940.

The Learning Page: Using Primary Sources in the Classroom, The Library of Congress. <http://memory.loc.gov/learn/lessons/primary.html>. This site offers suggestions for student activities using authentic artifacts, documents, photographs, and manuscripts from the Library of Congress Historical Collections and other sources.

McKissick Museum at the University of South Carolina. The Middle Passage: Drawings by Tom Feelings. <http://www.tfaoi.com/aa/1aa/1aa677.htm>. This site features 52 pen-and-ink and tempera drawings on rice paper, that were used in Feelings’ 1995 book, The Middle Passage: White Ships/Black Cargo, along with three sculptures and one textile scrim.

Virginia Standards of Learning Assessments for the 2001 History and Social Science Standards of Learning. United States History to 1877. Test Blueprint. Virginia Department of Education, 2003/04. <http://www.pen.k12.va.us/VDOE/Assessment/HistoryBlueprints03/2002Blueprint3USI.pdf>. This site provides assessment information for the course in United States History to 1877.

Virtual Jamestown. <http://www.iath.virginia.edu/vcdh/jamestown/page2.html>. This site offers lesson plans related to the Jamestown settlement.