Taking Notes

Use your chart totake notes about the backcountry.

NEW ENGLAND MIDDLECOLONIES

Climate

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126 CHAPTER 4

Geography of the BackcountryJust as Spotswood predicted, settlers soon began to move into theBackcountry. This was a region of dense forests and rushing streams inor near the Appalachian Mountains. The Appalachians stretch fromeastern Canada south to Alabama.

In the South, the Backcountry began at the fall line. The fall line iswhere waterfalls prevent large boats from moving farther upriver.Beyond the fall line is the piedmont. Piedmont means “foot of themountains.” It is the broad plateau that leads to the Blue RidgeMountains of the Appalachian range.

The Backcountry’s resources made it relatively easy for a family to starta small farm. The region’s many springs and streams provided water, andforests furnished wood that settlers could use for log cabins and fences.

44

The Backcountry

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

Settlers moved to the Backcountry

because land was cheap and

plentiful.

Backcountry settlers established a

rural way of life that still exists in

certain parts of the country.

AppalachianMountains

fall line

piedmont

clan

ONE AMERICAN’S STORYAlexander Spotswood governed Virginia from

1710 to 1722. He led a month-long expedition

over the Blue Ridge Mountains in August

1716. During the 400-mile journey,

adventurers braved dense thickets, muddy

streams, and rattlesnakes. John Fontaine,

who accompanied Spotswood, kept a diary

of the trip.

A VOICE FROM THE PAST

We had a rugged way; we passed over a greatmany small runs of water, some of which werevery deep, and others very miry. Several of ourcompany were dismounted, some were downwith their horses, others under their horses,and some thrown off.

John Fontaine, quoted in Colonial Virginia

Spotswood’s journey is considered a

symbol of Virginia’s westward expansion.

Alexander Spotswood meetsNative Americans in the BlueRidge Mountains—a segmentof the Appalachians Mountains.

CALIFORNIA STANDARDS

CST3 Students use a variety of mapsand documents to identify physicaland cultural features of neighbor-hoods, cities, states, and countriesand to explain the historical migra-tion of people, expansion and dis-integration of empires, and thegrowth of economic systems.

REP4 Students assess the credibilityof primary and secondary sourcesand draw sound conclusions fromthem.

Backcountry SettlersThe first Europeans in the Back-country made a living by trading withthe Native Americans. Backcountrysettlers paid for goods with deerskins.A unit of value was one buckskin or,for short, a “buck.”

Farmers soon followed the tradersinto the region, but they had to becautious. As the number of settle-ments grew, the farmers often clashedwith the Native Americans whoseland they were taking.

Farmers sheltered their families inlog cabins. They filled holes betweenthe logs with mud, moss, and clay.Then they sawed out doors and win-dows. Lacking glass, settlers usedpaper smeared with animal fat tocover their windows.

William Byrd—on his expeditionto establish the southern border ofVirginia—described a long night thathe spent in one such cabin. He complained that he and at least ten otherpeople were “forct to pig together in a Room . . . troubled with theSqualling of peevish, dirty children into the Bargain.”

Backcountry life may have been harsh, but by the late 1600s manyfamilies had chosen to move there. Some of them went to escape theplantation system, which had crowded out many small farmers closer tothe seacoast. Then, in the 1700s, a new group of emigrants—the Scots-Irish—began to move into the Backcountry.

The Scots-IrishThe Scots-Irish came from the borderland between Scotland andEngland. Most of them had lived for a time in northern Ireland. In1707, England and Scotland merged and formed Great Britain. Themerger caused many hardships for the Scots-Irish. Poverty and crop fail-ures made this bad situation even worse.

As a result, Scots-Irish headed to America by the thousands. After theyarrived, they quickly moved into the Backcountry. The Scots-Irishbrought their clan system with them to the Backcountry. Clans are largegroups of families—sometimes in the thousands—that claim a commonancestor. Clan members were suspicious of outsiders and bandedtogether when danger threatened. These clans helped families to dealwith the dangers and problems of the Backcountry.

The Colonies Develop 127

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Backcountry, 1750

GEOGRAPHY SKILLBUILDER Interpreting MapsRegion What geographical feature did the northernand southern areas of the Backcountry have in common?

This log cabin is typical of thedwellings in the Backcountry.

Vocabularybuck: an adultmale deer; theadult female iscalled a doe

A. AnalyzingPoints of ViewWhat wasWilliam Byrd’sattitude towardBackcountrysettlers?A. PossibleResponse Byrd’smembership inthe planter classmay have madehim prejudicedagainst thelifestyle of Back-country settlers.

Vocabularyclan: comes froman Old Irish wordthat means off-spring, ordescendants

Skillbuilder AnswerThey were in or near theAppalachianMountains.

Backcountry LifeLife in the Backcountry was very different from life alongthe seaboard. Settlers along the coast carried on a livelytrade with England. But in the Backcountry, rough roadsand rivers made it almost impossible to move goods.

As a result, Backcountry farmers learned quickly todepend on themselves. They built log cabins and fur-nished them with cornhusk mattresses and homemadebenches and tables. They fed their families with thehogs and cattle they raised and with the fish and gamethey killed. They grew yellow corn to feed their live-stock and white corn to eat. Popcorn was probablytheir only snack food. To protect their precious cornfrom pests, daytime patrols of women, children, andthe elderly served as human scarecrows.

Women in the Backcountry worked in the cabin andfields, but they also learned to use guns and axes. Anexplorer who traveled in the region described one ofthese hardy Backcountry women.

A VOICE FROM THE PAST

She is a very civil woman and shows nothing of ruggednessor Immodesty in her carriage, yett she will carry a gunn inthe woods and kill deer, turkeys, etc., shoot doun wildcattle, catch and tye hoggs, knock down [cattle] with an axand perform the most manfull Exercises.

A visitor to the Backcountry, quoted in A History ofAmerican Life

Settlers in the Backcountry often acted as if therewere no other people in the region, but this was not so.In the woods and meadows that surrounded their cab-ins, settlers often encountered Native Americans andother groups that had made America their home.

Other Peoples in North AmericaThe Backcountry settlers started a westward movement that would playa critical role in American history. Most settlers’ motivation to movewest was simple—the desire for land.

Yet the push to the west brought settlers into contact with other peo-ples of North America. Native Americans had made their homes therefor thousands of years. In addition, France and Spain claimed consider-able territory in North America.

Sometimes this contact led to changes in people’s cultures. Forinstance, North America had no horses until the Spanish colonistsbrought them into Mexico in the 1500s. Horses migrated north, andNative Americans caught them and made them an important part oftheir culture.

128 CHAPTER 4

B. MakingInferences Howwould youdescribe the waypeople in theBackcountrylived?B. PossibleResponseBecause of therough conditionsin the Back-country, settlersdeveloped arugged lifestyle.

C. SummarizingAs England’scoloniesexpanded west-ward, whatgroups did theyencounter?C. PossibleResponses NativeAmericans,Spanish, andFrench.

BACKCOUNTRY SPORTS TODAY

Three centuries ago, crowds inthe Backcountry were thrilled bysome of the same games thatare now part of track and fieldcompetitions.

One of these games is thehammer throw. In this event, anathlete swings around a 16-pound metal ball on a wire-ropehandle. After whirling aroundseveral times, the athlete lets goof the hammer, hoping it willtravel the farthest distance.

The Scots-Irish brought othergames to America, including theshotput, high jump,and long jump.

Contact also led toconflict. As English set-tlers pushed into theBackcountry, they putpressure on Native Ameri-can tribes. Some tribesreacted by raiding isolatedhomesteads and smallsettlements. White set-tlers struck back, leadingto more bloodshed.

The English colonists also came into conflict with the French. TheFrench had colonized eastern Canada and had moved into the territo-ries, rich with fur, along the Mississippi River. French fur traders wantedto prevent English settlers from moving west and taking away part of thetrade. One Native American told an Englishman, “You and the Frenchare like two edges of a pair of shears, and we are the cloth that is cut topieces between them.”

Spain also controlled large areas of North America—including ter-ritories that today form part or all of the states of Arizona, California,Colorado, Florida, Nevada, New Mexico, Texas, Utah, and Wyoming.Spanish settlers were farmers, ranchers, and priests. Priests, who estab-lished missions to convert Native Americans, built forts near the mis-sions for protection. In 1718, Spaniards built Fort San Antonio deBexar to guard the mission of San Antonio de Valero, later renamedthe Alamo.

These different groups continued to compete—and sometimes fight—with one another. Frequently, England’s colonies had to unite againstthese other groups. As a result, a common American identity began totake shape, as you will read in Chapter 5.

The Colonies Develop 129

2. Using GraphicsUse a chart like the oneshown to list some of thegeographic characteristics ofthe Backcountry. (CST3)

3. Main Ideasa. Which settlers migrated tothe Backcountry? (HI1)

b. How did clans help theScots-Irish survive? (HI1)

c. What economic activitiesdid women carry out in theregion? (HI1)

4. Critical ThinkingIdentifying Problems AsEngland’s colonies expandedfarther west, what problemswould they face? (HI1)

THINK ABOUT• other inhabitants of the

Americas• the resources desired by

the colonists

1. Terms & NamesExplain the

significance of:• Appalachian

Mountains• fall line• piedmont• clan

Section Assessment

ACTIVITY OPTIONS

LANGUAGE ARTSART

Read an account of the Backcountry written in the 1700s. Write a newspaperarticle or draw a series of cartoons that describe what you have read. (REP4)

4

This painting showsNative Americanscatching wild horses.Many would later usethe horses to huntbuffalo on the GreatPlains.

Backcountry Geography

1.

2.

3.

4.

Vocabularyshears: scissors

130 CHAPTER 4

TERMS & NAMESBriefly explain the significance ofthe following.

1. Backcountry

2. subsistence farming

3. triangular trade

4. Navigation Acts

5. cash crop

6. gristmill

7. Conestoga wagon

8. overseer

9. Stono Rebellion

10. Appalachian Mountains

REVIEW QUESTIONSNew England: Commerce andReligion (pages 109–113)

1. How would you describe thelife of a New England farmer?(HI1)

2. In what ways did settlers in theregion take advantage of theAtlantic Ocean? (HI1)

3. How were New England townssettled? (HI1)

The Middle Colonies: Farms andCities (pages 114–118)

4. How were farms in the MiddleColonies different from those inNew England? (CST3)

5. What characterized thepopulation of the MiddleColonies? (HI1)

The Southern Colonies:Plantations and Slavery (pages 119–125)

6. Why did Southern plantersinfrequently travel to towns tosell their crops or to buy foodand supplies? (HI2)

7. Why did planters turn toenslaved Africans for labor? (HI2)

8. In what ways did slaves resist?(HI1)

The Backcountry (pages 126–129)

9. Where was the Backcountrylocated in the 1700s? (HI1)

10. How was life in the Back-country different from that along the coast? (HI1)

CRITICAL THINKING1. USING YOUR NOTES:ANALYZING CAUSES ANDEFFECTS

Using your completed chart,answer the questions below. (CST1)

a. How was the Middle Colonies’climate different from theBackcountry’s?

b. How did the South’s labor systemdiffer from the North’s?

c. How did the resources of NewEngland affect its economy?

2. ANALYZING LEADERSHIP

How did the South’s plantationeconomy influence who becameleaders in the region? (HI2)

3. THEME: ECONOMICS INHISTORY

What factors influenced the eco-nomic development of each of thefour colonial regions? (HI1)

4. APPLYING CITIZENSHIP SKILLS

How did the Quaker influence inthe Middle Colonies contribute tothe behavior of citizens of theregion? (HI2)

5. SEQUENCING EVENTS

What changes took place in thepopulation and treatment ofAfrican Americans between 1650and 1750? (HI1)

How would the choice that youmade at the beginning of the chap-ter have varied according to theregion in which you lived? Wouldyou still make the same choice?

VISUAL

SUMMARY

4Chapter ASSESSMENT

The ColoniesDevelop (CST3)

New England: Commerceand Religion

New England was distinguishedby its small farming towns andprofitable fishing and trade.

The Middle Colonies:Farms and Cities

The Middle Colonies’ farmsproduced large cash crops thatfueled trade in its coastal cities.

The Southern Colonies:Plantations and Slavery

The South’s plantation economyand large number of enslavedAfricans made it different fromthe other regions.

The BackcountryThe Backcountry was distantfrom the denser coastalpopulations, so settlers theredeveloped an independent andrugged way of life.

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NEW ENGLAND COLONIES MIDDLE COLONIES SOUTHERN COLONIES BACKCOUNTRY

Climate

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Interact with History

The Colonies Develop 131

TEST PRACTICECLASSZONE .COM

Use the map and your knowledge of U.S. history toanswer questions 1 and 2.

Additional Test Practice, pp. S1–S33.

1. Which of the groups shown inhabited the largestarea of North America? (8.1)

A. English

B. Native American

C. Russian

D. Spanish

2. Which European group claimed the northernmostterritory? (8.1)

A. English

B. French

C. Russian

D. Spanish

This quotation from Edward Kimber is about slaves inthe United States. Use the quotation and your knowl-edge of U.S. history to answer question 3.

PRIMARY SOURCE

You would really be surpriz’d at their Perseverance;let an hundred Men shew him how to hoe, or drive awheelbarrow, he’ll still take the one by the Bottom,and the other by the Wheel; and they often diebefore they can be conquer’d.

Edward Kimber, quoted in White over Black

3. The speaker uses the word Perseverance to empha-size which of the following? (8.7.2)

A. the slave’s belief in working hard at his or her tasks

B. the slave’s determination to resist enslavement

C. the slave’s confusion about what is expected ofhim or her

D. the slave’s submission to the condition ofslavery

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CLASSZONE .COMINTERNET ACTIVITY

ALTERNATIVE ASSESSMENT1. WRITING ABOUT HISTORY

Imagine that you are a Quaker living in colonialAmerica. Write a diary entry about your typical day.(REP4)

• You can learn more about Quaker life in colonialtimes by reading primary sources found in the library.

• Before you begin to write, make a list of the ways inwhich you might spend a typical day as a Quaker. Useyour notes to write your diary entry.

2. COOPERATIVE LEARNING

Work with a few of your classmates to design and con-struct a model of a log cabin. Group members canshare the responsibilities for researching the history oflog cabins, recording details about the location of yourlog cabin, and designing and building the cabin. (HI1)

INTEGRATED TECHNOLOGYDOING INTERNET RESEARCH

You can learn about different aspects of colonial farmlife from primary sources. Use the Internet or libraryresources to begin your research. (REP4)

• Use the Internet to find primary sources such asdiaries, journal entries, or letters.

• Another source of information might be historicalor living history museums.

• Use your research to create a chart listing the differ-ences between your family’s lifestyle and a colonialfamily’s.

For more about colonial farming . . .

STANDARDS-BASED ASSESSMENT