As it evolved in the seventeenth century, the region illustrated in the map came to

When the London Company sent out its first expedition to begin colonizing Virginia on December 20, 1606, it was by no means the first European attempt to exploit North America. In 1564, for example, French Protestants (Huguenots) built a colony near what is now Jacksonville, Florida. This intrusion did not go unnoticed by the Spanish, who had previously claimed the region. The next year, the Spanish established a military post at St. Augustine; Spanish troops soon wiped out the French interlopers residing but 40 miles away.

Meanwhile, Basque, English, and French fishing fleets became regular visitors to the coasts from Newfoundland to Cape Cod. Some of these fishing fleets even set up semi-permanent camps on the coasts to dry their catches and to trade with local people, exchanging furs for manufactured goods. For the next two decades, Europeans' presence in North America was limited to these semi-permanent incursions. Then in the 1580s, the English tried to plant a permanent colony on Roanoke Island (on the outer banks of present-day North Carolina), but their effort was short-lived.

As it evolved in the seventeenth century, the region illustrated in the map came to
History of Virginia
Louisiana: European Explorations and the Louisiana Purchase

In the early 1600s, in rapid succession, the English began a colony (Jamestown) in Chesapeake Bay in 1607, the French built Quebec in 1608, and the Dutch began their interest in the region that became present-day New York. Within another generation, the Plymouth Company (1620), the Massachusetts Bay Company (1629), the Company of New France (1627), and the Dutch West India Company (1621) began to send thousands of colonists, including families, to North America. Successful colonization was not inevitable. Rather, interest in North America was a halting, yet global, contest among European powers to exploit these lands.

There is another very important point to keep in mind:  European colonization and settlement of North America (and other areas of the so-called "new world") was an invasion of territory controlled and settled for centuries by Native Americans. To be sure, Native American control and settlement of that land looked different to European eyes. Nonetheless, Native American groups perceived the Europeans' arrival as an encroachment and they pursued any number of avenues to deal with that invasion. That the Native American were unsuccessful in the long run in resisting or in establishing a more favorable accommodation with the Europeans was as much the result of the impact of European diseases as superior force of arms. Moreover, to view the situation from Native American perspectives is essential in understanding the complex interaction of these very different peoples.

Finally, it is also important to keep in mind that yet a third group of people--in this case Africans--played an active role in the European invasion (or colonization) of the western hemisphere. From the very beginning, Europeans' attempts to establish colonies in the western hemisphere foundered on the lack of laborers to do the hard work of colony-building. The Spanish, for example, enslaved the Native American in regions under their control. The English struck upon the idea of indentured servitude to solve the labor problem in Virginia. Virtually all the European powers eventually turned to African slavery to provide labor on their islands in the West Indies. Slavery was eventually transferred to other colonies in both South and North America.

Because of the interactions of these very diverse peoples, the process of European colonization of the western hemisphere was a complex one, indeed. Individual members of each group confronted situations that were most often not of their own making or choosing. These individuals responded with the means available to them. For most, these means were not sufficient to prevail. Yet these people were not simply victims; they were active agents trying to shape their own destinies. That many of them failed should not detract from their efforts.

Part of

  • Primary Source Sets
  • Lesson Plans
  • Presentations

Additional Navigation

  • Teachers Home

    The Library of Congress offers classroom materials and professional development to help teachers effectively use primary sources from the Library's vast digital collections in their teaching.

  • Analysis Tool & Guide

    To help your students analyze these primary sources, get a graphic organizer and guides.

Students will explore the differences among the three colonial regions of New England, Mid-Atlantic / Middle, and the Southern colonies. In small groups for each region, students will observe and note details of pictures, maps, and advertisements in order to describe each region. Students will use historical reading skills to conclude how the geography and natural environment influenced the economic specialization of each region with special attention to the early colonial era. This lesson will prepare the learner for the concept of interdependence of the colonies as a result of specialization.

Historical Background

Colonial America depended on the natural environment to meet basic needs of the people and the colony. The available natural resources provided (or in essence dictated) what each region’s unique specialty would be or become. Specialized economies quickly emerged as a result of human and environmental interaction.

Colonial America also had regional differences among culture or historical reason for establishment as a colony. The Southern Colonies were established as economic ventures and were seeking natural resources to provide material wealth to the mother country and themselves. In contrast, the early New England colonists were primarily religious reformers and separatists. They were seeking a new way of life to glorify God and for the greater good of their spiritual life. The Middle colonies welcomed people from various and diverse lifestyles. The social-political structure included all three varieties: villages, cities, and small farms.

Another difference is clearly noted in the human resources. New England had skilled craftsmen in the industry of shipbuilding. The Mid-Atlantic presented a diverse workforce of farmers, fisherman, and merchants. The Southern Colonies were primarily agricultural with few cities and limited schools. As these regions developed highly specialized economies, each could not supply everything that was needed or at least not as effectively as an interdependent system – they relied on each other for certain items or skills.

New England’s economy at first specialized in nautical or boating equipment, while later the region developed mills and factories. The environment is ideal for water-powered machinery (mills), which allowed for finished products to be crafted, such as woven cloth and metal tools. The middles colonies had rich farmland and a moderate climate. This made it a more suitable place to grow grain and livestock than New England. Their environment was ideal for small to large farms. The coastal lowland and bays provided harbors, thus the middle colonies were able to provide trading opportunities where the three regions meet in market towns and cities. The Southern colonies had fertile farmlands which contributed to the rise of cash crops such as rice, tobacco, and indigo. Plantations developed as nearly subsistent communities. Slavery allowed wealthy aristocrats and large landowners to cultivate huge tracts of land. When strictly examining the geography of New England compared to the South, it is plausible that the vast space of the Southern region influenced the way it remained rural and still today holds that as a sense of pride or shared experience/identity.

Notable differences are found in the way social life was structured among regions. For the people of the South, life emerged as rugged and rural while people of the North are heavily connected to the Church and village community. These cultural differences remained and shaped some of the confrontations that needed to be addressed during the Civil War.

Lesson Objective

How did climate, geographic features, and other available resources distinguish the three colonial regions from each other?

How did people use the natural resources of their region to earn a living or have their basic needs met?

What are the benefits of specialization and trade?
How did political and social life evolve in each of the three regions?

Materials

  • Primary sources printed and divided by colonial region (southern, middle, and New England)
  • Historical Reading Skills: Student Handout

Procedure

  1. Hook: Have you ever thought of living in a place that is totally different from here? like an island or a farm, in a big city or perhaps in the mountains. Take a moment to pick one place that is different from here. Describe the climate and the weather. Name some natural resources in that environment. What kind of job could you/most of your neighbors have?
  2. Model historical thinking skills: An image of the Boston map is projected and students are asked to list objects they see. Students answer the questions from their PSA question sheet (see student worksheet handout) by raising their hands. Teachers record student responses on the smart/white board. Teachers explain that some questions might not be appropriate for their picture, but the idea is to do the best they can and fill in as many details as they can.
  3. Teachers explain that students will be split into “expert groups”.
  4. Each group will have 4-5 pictures from one region.
  5. The students must work together to analyze which region they have and discuss the historical thinking questions.
  6. Students record their observations for each source on a separate chart and label/title the chart as they go.
  7. Students present their region to the class and show all of the images. A script is provided at the bottom of the student handout.

Assessment

Students will demonstrate knowledge of their assigned region by creating a rough draft of a poster or brochure that will describe life in the colonial age. Students will select a region or colony to feature in a letter to a family member urging them to join the student in the new land OR create a poster/brochure that advertises the features of the region. Students will provide details on how people interacted with their environment to produce goods and services. In order to exceed the Standard, student will need to include an example of interdependence among the regional economies. The student creation will be graded on a four-point formative rubric scale.

References

Hyde, Sir Thomas. A Plan of the town of Boston. c. 1777? Map. Washington, D.C. From Library of Congress: Geography and Map Division http://www.loc.gov/teachers/classroommaterials/lessons/tinker/newengland_gallery.html (accessed July 20, 2012) .

Habermann, Franz Xaver. Vue de Boston. illustration. Augsbourg: 177-. From Library of Congress Prints and Photographs Division Washington, D.C. http://hdl.loc.gov/loc.pnp/pp.print (accessed on July 20, 2012).

Image of New England fishermen from a late 19th-century history book. Shows evidence of fishing industry and ruggedness of the environment. http://ushistoryimages.com/colonial-massachusetts.shtm

Tisdale, Elkanah. Town Meeting. engraving. 1795: New York. printed by John Buel, 1795. Rare Book RR Repository: Library of Congress Rare Book Division Washington, D.C. (accessed via http://archive.org/details/poeticalworksofj01trumiala on November 24, 2012)

Carwitham, J. (John). A South East View of Great Town of BOSTON in New England in America. Etching hand colored. 1730-1760? (accessed via LOCpix.app on November 24, 2012)

Hill, John. Hudson. 1792. etching. later painted by Wall, W.G. 1821-1825. New York City. http://hdl.loc.gov/loc.pnp/pp.print (accessed via LOCPix.app on November 24, 2012).

Peale, Charles Willson. The Accident in Lombard Street. 1787. Illustration. Philadelphia: From Library of Congress Prints and Photographs Division. Washington, D.C. http://www.loc.gov/pictures/item/93508047/ (accessed July 20, 2012).

Muchley, Robert. Pennsylvania.
Pennsylvania : WPA Federal Art Project, between 1936 and 1941. Library of Congress Prints and Photographs Division Washington, D.C. (accessed on July 20, 2012).

Hall, John. William Penn’s treaty with the Indians, when he founded the province of Pennsylvania in North America, 1681. painting. 1775 University of North Carolina http://www.learnnc.org/lp/multimedia/6575 Courtesy of the Library of Congress Prints and Photographs Division. (accessed on August 25, 2012).

Kennerly, Samuel, Jr. M.D. Hermitage 26 Acres of Land. advertisement. Staunton Spectator: 1867. From Duke Library Emergence of Advertising in America. http://library.duke.edu/digitalcollections/eaa/ (accessed on July 20, 2012).

The Old Plantation, c. 1790.
Credit: Abby Aldrich Rockefeller Museum, Colonial Williamsburg.
http://tdl.org/txlor-dspace/bitstream/handle/2249.3/679/04_southern_colonies.htm?sequence=5

Stearns, Junius Brutus. Life of George Washington–The farmer. illlustration. Lemercier, Paris: c. 1853. From Library of Congress Prints and Photographs Division Washington D.C. http://www.loc.gov/teachers/classroommaterials/lessons/tinker/preparation.html (accessed on July 20, 2012).

Washington, George. A plan of my farm on Little Huntg. Creek & Potomk. G. W.
1732-1799. Created/published 1766. Library of Congress American Memory Collection. (accessed from LOC.gov on Nov. 24, 2012)

How did the existing Dutch settlements and institutions influence the development of New York?

How did the existing Dutch settlements and institutions influence the development of New York? Large Dutch landowners kept their political and economic power intact. Additionally, New York became very ethnically diverse as many different Europeans and religions were living in New Netherlands.

What explains the increasing political autonomy of the colonies in the 18th century?

102) What explains the increasing political autonomy of the colonies in the eighteenth century? Salutary neglect, a Whig policy of relaxed supervision of the colonies in favor of defense and trade, facilitated the rise of self-government in the colonies.

In what ways did Europeans develop different patterns of colonization?

Key Concept 2.1: Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.

How did immigration and land acquisition lead to conflict in the Middle Colonies in the early to mid 1700s?

How did immigration & land acquisition lead to conflict in the Middle Colonies in the early to mid 1700s? Economic growth resulted in conflicts between proprietors + ordinary settlers. The demand for land kept rising due to the increasing # of settlers in Pennsylvania and New Jersey.