Part 3: The Barbados Adventurers - Beyond Barbados: The Carolina Connection

• The teacher will divide the class into working groups of seven students. Each student will be assigned a topic about which they will take notes.
• ​Students within the group will share information discerned and discovered in “real time” using Google Keep. This is a Google application that is part of the Google suite of programs in Google Drive. This is a free application that is an extension of Google Docs and allows students to work collaboratively. It can be accessed through Google Drive, or by going to https://keep.google.com/u/0/.
• ​Beyond Barbados: The Carolina Connection is divided into six individual short modules. The modules show a connection that is chronological and will help students answer a driving question that is connected to the individual modules. Collaborative work on the six modules will lead to overall conclusions that can be made about an overarching essential question.
• ​Each module is a separate lesson with an individual driving question and evaluation.  Each separate module will include a grading rubric for ease of assessment. ​​​Rubric links are found under assessment and in resouces.
• ​The work of each module is meant to be completed within a class period. (45 to 50 min.)
• Each of the driving questions is intended to help students answer the essential question.
• It is important to remember that with both the driving and essential questions, students must analyze and interpret data, which can lead to many conclusions. Students are graded on the process and the validity of their conclusions. Each group may infer data differently and therefore reach different conclusions.
• Students will be asked to use Google Keep so that they can take/share notes within their group.
• Once all notes are taken, each group member will be expected to share a “topic discovery” with the class, as prompted by their teacher. The teacher will create a slide of each topic, listing student observations and notes taken from the video. The teacher will add to the notes if appropriate.  
• The slide presentation will be shared with students for their review and to help answer the driving question.
• Once the teacher is satisfied that students understand expectations, the teacher will show the first module to the whole class. Each module will be shared with the groups so that students can review and take notes based on their individual topics. Notes taken by students will be shared within their group and with the teacher.
• Modules are designed to be shown chronologically.
• Notes taken for each topic, from each group, will be shared with the class.
• The groups will be asked to answer the driving question based on the total information, from each topic which has been shared with the class. Each group will post their answer on a slide, which can be added to the class presentation of topic notes.

When grouping, it is not always possible to have equal groups of seven students to cover each topic. To help teachers make pertinent decisions concerning topics and group composition, we have provided bullet points about each topic which is intended for teacher use. This information is a teaching tool to help you, the teacher, decide how groups should be arranged and how topics can be divided among students and/or groups. The answers provided are suggestions, teachers can add to, or take away from, the bullets provided. All information can be changed to fit teacher and student needs.

Barbados Economy

• Economy was booming
• One of the wealthiest colonies in the New World
• Barbadians were considered some of the richest people in the world
• Many prominent families from England and Europe came to Barbados seeking fortunes through plantations
• Planters lived an opulent lifestyle and liked to live to excess within a tropical setting
• Rum was a byproduct of sugarcane that added income and further enhanced their lavish lifestyle
• Barbados was very overcrowded and there wasn’t enough land for planters to give their children or for newcomers
• Barbados built their entire economy on sugar production
• Barbados had severe shortages of lumber, fuel sources, and food

Barbados Geography

• One of the most densely populated countries on Earth
• Every inch of the land area of Barbados was occupied and used in agricultural production
• Island was deforested within 25 years of colonization
• Most of the land mass was used in sugarcane production
• Clear-cutting of forest and the extinction of many life/landforms on the island was the world’s first recorded ecological disaster
• The deforestation of the island completely changed the ecology of Barbados

Barbados Adventurers

• Large plantation owners with names like Cooper, Middleton, Drayton, and Colleton sought to find answers to Barbados economic problems by organizing and financing exploratory endeavors
• Captain William Hilton led the expedition to explore new territories
• Hilton landed in Port Royal near Beaufort and sent a scouting expedition to the Charleston area
• Native American tribe named the Kiawah met the expedition and tried to establish a relationship with the expedition
• They directed Hilton and his men to an area where two rivers came together
• Hilton landed in the area, claimed it for the King of England, and called it Charles Towne

Middleton

• Two Middleton brothers came to Barbados in 1670’s
• By the time of their arrival, sugar was the primary commodity
• They were unable to establish a sugar plantation so Arthur Middleton became involved in the illegal slave trade to Barbados
• The chance to establish a plantation and continue the slave trade enhanced the Middletons interest in the Carolina expansion

Carolina Land Grants

• The men who became proprietors of Carolina were supporters of King Charles and helped to re-establish him as King of England after his exile
• Charles II rewarded the proprietors with the land now called North and South Carolina
• Land was given to 8 Lord Proprietors
• Ashley and Cooper rivers named for one proprietor, Sir Anthony Ashley Cooper
• The initial surge of migration to Carolina came through land grants
• Proprietors granted a settler an initial 100 acres
• Settlers who brought their wife and family received an additional 50 acres
• Settlers were given 100 acres for each enslaved person brought to the colony, giving wealthy slaveholders from Barbados a tremendous advantage
• The Lord Proprietors saw the Carolina colony as an investment

Transference of Culture

• Over half the white population and the enslaved population of Carolina came from Barbados
• The system of slavery was tied to the economy in Barbados and in Carolina
• The Slave Law of Barbados  was transferred to the Carolinas
• Caribbean slaves were seasoned to work in the harsh conditions in Carolina, they had immunity to malaria and yellow fever

Carolina Cultural Changes

• The high death rate of Europeans who came to Carolina and were not seasoned to the environmental change from Europe
• Planters worked the fields with their slaves to make their plantations a success
• More land and greater distances between plantations - plantations more isolated
• Dialect that allowed slaves from different places and English speaking settlers to communicate formed
• Sugar did not grow well in Carolina
• Lowlands of Carolina better suited for rice

An alternative site to Google Slides which students can use to share and post information is Scrumblr.  Scrumblr is a site that provides an online space to create and share sticky notes with a group. Please note, teachers will have to create a separate board for each class with a specific class URL. This allows students to use a common board and share information. A board has been created as an example. The link is in the resources.

Driving Question Rubric: Part 3: The Barbados Adverturers
https://docs.google.com/document/d/1bMZTbR8Q_rufvjpzlwQ5kl4ItKtnVUml56Mw...