CHAPTER 3 • SECTION 3
S
1
Plan & Prepare
Objectives
• Explain why Lord Baltimore founded the
colony of Maryland
• Explain how the economy and social
structure of the Carolinas were
intertwined
• Describe how Georgia evolved into a
plantation society
• Analyze the common features shared by
the Southern colonies
CTIO
3
N
E
Reading for Understanding
Key Ideas
BEFORE, YOU LEARNED
NOW YOU WILL LEARN
The first permanent English colony in
North America was founded in Virginia.
New Southern colonies were settled
by fortune-seekers, religious refugees,
enslaved Africans, and the poor.
Vocabulary
TERMS & NAMES
Lord Baltimore Catholic owner of the colony
of Maryland
Margaret Brent attorney of the governor of
Maryland
Act of Toleration Maryland law that forbade
religious persecution
Visual Vocabulary
Huguenots French Protestants
statue of James
Oglethorpe
James Oglethorpe the founder of Georgia
Read for the Essential Question
Help students read for a purpose by reminding
them of the Essential Question: “How did the
experience of the early colonists shape America’s
political and social ideals?”
Vocabulary
Best Practices Toolkit
Use the Best Practices Toolkit to model
strategies for vocabulary notetaking. Vary
strategies throughout the year. Choose
from: Knowledge Rating, Predicting ABC’s,
Definition Mapping, Word Sort, Word Wheel,
Frayer Model (Word Squares), Magnet
Words, and Student VOC.
BACKGROUND VOCABULARY
proprietary colony colony governed by a
single owner, or proprietor
diversity variety
region distinct area of land
elite highest-ranking social group
Tidewater flat land along the coast
Reading Strategy
Re-create the diagram shown at
right. As you read and respond
to the KEY QUESTIONS, use the
boxes to show how each colony
was founded because of social or
political problems in England.
IDENTIFY PROBLEMS
AND SOLUTIONS
PROBLEMS
AND SOLUTIONS
Problems in
England
Colonial Solution
Catholics not
tolerated
Maryland founded
See Skillbuilder Handbook, page R9.
GRAPHIC ORGANIZERS
Go to Interactive Review @ ClassZone.com
Vocabulary Strategies, TT9–TT16
Reading Strategy
76 Chapter 3
PRETEACHING VOCABULARY
Best Practices Toolkit
Display the Sequence Chain transparency.
• Have students brainstorm words that
signal problems, such as conflict and
struggle.
• Then have students list words that signal
solutions, such as toleration and fresh
start.
• As a class, begin listing problems and
solutions from the section.
Sequence Chain, TT31
76 • Chapter 3
English Learners
Inclusion
Pronounce and Preview
Complete the Definitions
Pronounce each term for students.
Review the meanings of words within
definitions, such as attorney, forbade,
and distinct.
Have students read the terms and names
and their definitions aloud. Discuss each
one. Then play a completing game by
reading aloud each term or name and
part of its definition. Ask volunteers to
complete the definition.
• To modify vocabulary learning, have
students complete worksheets as they
read, instead of afterward.
Unit 2 Resource Book
• Building Background Vocabulary,
p. 34
• Vocabulary Practice, p. 33
S
TIO
3
CHAPTER 3 • SECTION 3
N
EC
2
The Southern Colonies
3-Minute Warm-Up
Write on the board or display the transparency:
• What present-day states made up the
Southern colonies? (Virginia, Maryland, North
Carolina, South Carolina, and Georgia)
One American’s Story
In the 1640s fear and confusion spread through Maryland. A
Puritan rebellion had been followed by the governor’s death.
Soldiers demanded their pay, but there was no money to
pay them. No one had time to wait for instructions from
Baltimore who lived in England. So
the colony’s owner, Lord Baltimore,
Margaret Brent
Brent, the governor’s attorney, took action. First she
rose before the Assembly to demand the right to vote. Because
she was a woman, her request was denied. However, as the
governor’s attorney, she still had power. So to raise money
to pay the troops, she sold Lord Baltimore’s cattle. When
Baltimore heard of this sale he was furious. The Assembly
defended Brent’s actions:
Unit 2 Transparency Book
•3-Minute Warm-Ups, TT1
One American’s Story
More About . . .
Margaret Brent
Although the Maryland Assembly defended
Brent’s decision to sell Lord Baltimore’s
cattle, Baltimore never forgave her. In the
early 1650s, Brent moved to Virginia, where
she remained until her death in 1671.
Margaret Brent demands
the right to vote.
PRIMARY SOURCE
“
Focus & Motivate
It was better for [the] colony’s safety at that time in her hands than in any
man’s else in the province. She rather deserved favor and thanks from
your Honor.
”
—letter to Lord Baltimore from the Maryland Assembly
3 Teach
Lord Baltimore Founds
Maryland
Margaret Brent acted decisively at a time when few women had political power or many legal rights. But the colonies were a new world, where
unusual circumstances often led colonists to play unfamiliar roles.
Lord Baltimore Founds Maryland
Reader, Recorder, Reporter
KEY QUESTION What kind of society was planned for Maryland?
In 1634, the second Southern colony, Maryland, was settled on the Chesapeake Bay. Maryland was also intended to be a new kind of society, free from
the religious conflicts of Europe.
.
The Act of Toleration When Maryland was founded, Catholics and Protestants in Europe had been fighting each other for a century. In England
many Anglicans, including King Charles I, sympathized with the Catholics.
Charles supported the Catholic Lord Baltimore’s plan for a colony where
The English Establish 13 Colonies 77
• Why might some Catholics in England have
wanted to settle in the colony of Maryland?
(Possible Answer: They were tired of fighting
about religion and wanted to live in peace.)
• Problems and Solutions How did tobacco
growers try to solve the following problem:
Every three or four years the tobacco crop
used up the nutrients in the soil. (They planted
tobacco in newly cleared fields.)
SECTION 3 PROGRAM RESOURCES
ON LEVEL
Unit 2 Resource Book
• Reading Study Guide, p. 5
• Section Quiz, p. 53
STRUGGLING READERS
Unit 2 Resource Book
• RSG with Additional Support, p. 13
• Building Background Vocabulary,
p. 34
• Section Quiz, p. 53
• Reteaching Activity, p. 57
eEdition with Audio DVD-ROM
ENGLISH LEARNERS
Pupil Edition in Spanish
eEdition with Audio DVD-ROM
eEdition in Spanish DVD-ROM
Unit 2 Resource Book
• Reading Study Guide (Spanish),
p. 21
• RSG with Additional Support
(Spanish), p. 29
Multi-Language Glossary
Test Generator
• Section Quiz in Spanish
INCLUSION
Unit 2 Resource Book
• RSG with Additional Support, p. 13
• Section Quiz, p. 53
• Reteaching Activity, p. 57
GIFTED & TALENTED
Unit 2 Resource Book
• Section Quiz, p. 53
PRE-AP
Unit 2 Resource Book
• Primary and Secondary Sources,
p. 46
• Section Quiz, p. 53
TECHNOLOGY
Unit 2 Transparency Book
• 3-Minute Warm-Ups, TT1
• Fine Art, TT2
• Geography, TT3
• Cause-and-Effect Chapter Summary,
TT4
• Essential Question Graphic, TT5
Daily Test Practice Transparencies
• Chapter 3, Section 3, TT10
Power Presentations
ClassZone.com
American History Video Series
Teacher’s Edition • 77