1
02 APUSH (02-05) (1607–1754) Assignment (Checklist)
I.
II.
III.
IV.
Answer these (Day 1)
A.
Use a computer, research and describe the 17 th century colonial goals of the Spanish. Write at least
one paragraph. (Write/Share)
B.
Use a computer, research and describe the 17 th century colonial goals of the French. Write at least
one paragraph. (Write/Share)
C.
Use a computer, research and describe the 17 th century colonial goals of the Dutch. Write at least
one paragraph. (Write/Share)
D.
Use a computer, research and describe the 17 th century colonial goals of the British. Write at least
one paragraph. (Write/Share)
Define (Day 2)
A.
Act of Toleration
B.
Anne Hutchinson
C.
antinomianism
D.
Bacon’s Rebellion
E.
Barbados slave codes
F.
Captain Myles Standish
G.
Chesapeake region
H.
Chief Massasoit
I.
Chief Powhatan
J.
Church of England (Anglican Church).
K.
Congregational Church
L.
covenant
M.
Deganawidah
N.
Hiawatha
O.
Dominion of New England
P.
Use a computer, research and describe the 17th century British system of slavery. Write at least one
paragraph. (Write/Share) (Day 3)
(Define)
A.
Dutch East India Company
B.
Dutch West India Company
C.
enclosure movement
D.
First Anglo-Powhatan War
E.
franchise
F.
Francis Drake
G.
Freedom dues
H.
Freemen
I.
Fundamental Orders of Connecticut
Use a computer, research and describe the regional differences between the New England, MidAtlantic, and Southern English colonies.. Write at least one paragraph. (Write/Share) (Day 4)
(Define)
A.
George Percy
B.
George Whitefield
C.
Georgia
D.
Germans
E.
Glorious Revolution
F.
Great Awakening.
G.
Half-Way Covenant
H.
Handsome Lake
I.
Headright system
J.
Henry Hudson
2
02 APUSH (02-05) (1607–1754) Assignment (Checklist)
V.
VI.
VII.
K.
House of Burgesses
L.
Humphrey Gilbert
M.
indentured servitude
N.
Irish problem
O.
Iroquois Confederation
Define (Day 5) Quakers
A.
James Oglethorpe
B.
Jamestown
C.
Jayle birds
D.
Jeremiads
E.
John Calvin
F.
John Cotton
G.
John Peter Zenger
H.
John Rolfe
I.
John Singleton Copley
J.
John Smith
K.
John Trumbull
L.
John Wesley
M.
Jonathan Edwards
Use a computer, research & write a timeline of British acts that led to the Rev. War. (Day 6)
Define
A.
King Charles I
B.
King Charles II
C.
King Charles II
D.
King Gustavus Adolphus
E.
King Henry VIII
F.
King James I
G.
King James II
H.
King Philip (Metacom)
I.
King Philip II
J.
King Philip’s War
K.
Law of primogeniture
L.
Leisler's Rebellion
M.
longhouses
N.
Lord Baltimore
O.
Lord De La Warr
Use a computer, research and write a detailed description (at least one paragraph) of what Praying
Towns were. (Day 7)
Define
A.
Martin Luther
B.
Maryland
C.
Massachusetts’ charter
D.
Matthew Hopkins
E.
Mayflower Compact
F.
The Mayflower
G.
Michael Wigglesworth
H.
Middle Colonies
I.
Molasses Act
J.
Nathaniel Bacon
K.
Naval stores
L.
Navigation Acts l
M.
New Amsterdam
3
02 APUSH (02-05) (1607–1754) Assignment (Checklist)
VIII.
IX.
X.
N.
New England Confederation
O.
New England Primers
Use a computer, research and write a detailed description (at least one paragraph) of European
Enlightenment. (Day 8)
Define
A.
New Lights
B.
New Sweden
C.
New York City Slave Revolt
D.
Old Lights
E.
Oliver Cromwell
F.
patroonships
G.
Pequot War
H.
Peter Stuyvesant
I.
Phillis Wheatley
J.
Pilgrims
K.
Plymouth
L.
Pocahontas
M.
predestination
N.
Regulator movements
O.
Rhode Island
P.
Rice
Use a computer, research and write a detailed description (at least one paragraph) of the Spanish
Encomienda System. (Day 9)
Define
A. Richard Hakluyt
B. Roanoke Island
C. Roger Williams
D. Salutary Neglect
E. Scots-Irish
F. Second Anglo-Powhatan War
G. Sir Edmund Andros
H. Sir Walter Raleigh
I. Spanish Armada
J. Squanto
K. squatters
L. starving time
M. Stono River Revolt
N. Sugar
O. Sumptuary laws
P. Taverns
Use a computer, research and explain (in at least one paragraph) the effect the Dominion of New
England and the Navigation Acts had on British and colonial relations. (Day 10)
Define
A.
The “Paxton Boys”
B.
The Restoration
C.
Thomas Hooker
D.
three D’s
E.
tidewater region
F.
tobacco.
G.
Triangular Trade
H.
Tuscarora Indians
4
02 APUSH (02-05) (1607–1754) Assignment (Checklist)
I.
visible saints
J.
West Indies
K.
William and Mary
L.
William Berkeley
M.
William Laud
N.
William Penn
O.
Witch Hunting
P.
Yankee ingenuity
Q.
Yarrow Mamout
R.
Yeoman
Bailey Outline
(02) The Planting of English America
I.
England’s Imperial Stirrings
A.
By the year 1607, Central and South America was largely controlled by Spain or
Portugal, but North America was mostly unclaimed.
1.
In North America, there were few Europeans.
a.
Spain had established Santa Fe.
b.
France had established Quebec.
c.
Britain had just established Jamestown, and it was struggling.
B.
In the 1500s, Britain had made only feeble efforts to colonize America. There was a rash
of problems hinging on a mix of religion and politics…
1.
King Henry VIII had broken with the Roman Catholic Church in the 1530s,
bringing the Protestant Reformation to England and thus creating religious
division.
2.
When Elizabeth I became queen, England moved decidedly in the Protestant
direction. This also meant Catholic Spain was an immediate rival.
3.
And there was the “Irish problem.” Catholic Ireland sought Spain’s help in
ousting Protestant England’s control over the “Emerald” island of Ireland.
4.
The end result of these events was a great deal of hatred between England and
the Catholic nations.
II.
Elizabeth Energizes England
A.
Elizabeth I was a fiery red-headed queen with loads of ambition, gall, and the political
shrewdness to get what she wanted.
B.
Francis Drake was a “sea dog” who pirated Spanish ships for gold. On one occasion, he
stole the gold, circumnavigated the earth, and then was rewarded by Elizabeth I knighting
him on his ship. This brazen reward by the English queen infuriated the Spanish.
C.
First attempts by the British to colonize the American coast failed miserably.
1.
Sir Humphrey Gilbert died at sea.
2.
Sir Walter Raleigh established the Roanoke Island Colony, later to become
known as The Lost Colony. Raleigh returned to England and the colony
vanished mysteriously.
D.
Spain plotted revenge on England and in 1588 their Spanish Armada attacked England
only to get themselves defeated. The turning point in history was a large one…
1.
This stunning victory opened the door for Britain to cross the Atlantic and
finally establish colonies.
2.
England’s victory also emboldened Britain and launched her golden age
including…
a.
For the next 300 years, the British navy would dominate the seas.
(Around 1900, the U.S. would surpass British naval power.)
b.
England enjoyed a strong government and a popular monarch
c.
There was a greater deal of unity, both religiously and through a sense
of national pride and purpose.
d.
The golden age of literature ushered in thanks to William
Shakespeare.
3.
Britain and Spain signed a peace treaty in 1604.
5
02 APUSH (02-05) (1607–1754) Assignment (Checklist)
III.
IV.
V.
England on the Eve of the Empire
A.
By the mid 1500s, Britain’s population was mushrooming.
B.
Europe was going through the process know as enclosure (fencing in the land) for
farming.
1.
Enclosure meant there was less land or no land for the poor.
2.
No land or no hopes for land, in turn, meant the poor wanted to leave and go to
America.
C.
The woolen districts of southern England fell upon hard times economically. This meant
the workers lost jobs, and in turn, wanted to leave and go to America.
D.
A tradition of “primogeniture” existed where the firstborn son inherits ALL of the
father’s land. Therefore, younger sons who were landless, wanted to leave and go to
America.
E.
By the 1600s, the joint-stock company was perfected. In this type of company, people
invest money with hopes and expectations the company will do well. Thus the investor
will make money as a share-owner.
1.
The benefit of the joint-stock company is that they can generate large amounts
of start-up money to get a company going.
2.
The joint-stock company is the forerunner of today’s corporation.
England Plants the Jamestown Seedling This content copyright © 2010 by
WikiNotes.wikidot.com
A.
In 1606, King James I gave the Virginia Company a charter to establish a colony in
America.
1.
It was a joint-stock company, intended to make a quick profit during a short life
span.
2.
Joint-stock companies were built for the short term. The goal was to turn a quick
profit to investors who’d sell out after a year or two.
3.
The charter also guaranteed colonists the same rights as Englishmen. Ironically,
it would later be this guarantee that would help fuel America’s independence
movement.
B.
In May of 1607, about 100 English men established Jamestown, Virginia.
1.
Troubles for the colony came early and often…
a.
Forty would-be settlers died on the boat ride over.
b.
Problems then emerged including (a) the swampy site of Jamestown
meant poor drinking water and mosquitoes causing malaria and yellow
fever, (b) “gentlemen” wasted time looking for gold rather than doing
useful tasks (digging wells, building shelter, planting crops), and (c)
there were zero women on the initial ship.
2.
A supply ship bound for Jamestown in 1609 wrecked in the Bahamas.
C.
Their fortune began to change in 1608 when Captain John Smith took control and
instituted a strong measure of much-needed discipline.
1.
According to legend, Smith was once kidnapped by local Chief Powhatan and
then his life spared at the last moment thanks to his daughter Pocahontas.
2.
This act may well have been staged, but was intended by Powhatan to show
good intentions between Indian and the whites.
3.
John Smith’s main contribution was that he gave order and discipline,
highlighted by his “no work, no food” policy.
4.
Still, the Jamestown settlers died in droves, and resorted to eating “dogges,
Catts, rats, and Myce.” One fellow wrote of eating “powdered wife.”
5.
Understandably, this was known as the “starving time” in Virginia.
6.
The colonists’ next stroke of good fortune came when Lord De La
Warr intercepted a ship of settlers who were abandoning the colony. He forced
them to return, brought more discipline, and brought much-needed supplies.
D.
By 1625, only 1,200 out of nearly 8,000 settlers had survived.
Cultural Clash in the Chesapeake
6
02 APUSH (02-05) (1607–1754) Assignment (Checklist)
A.
VI.
VII.
VIII.
The whites and Powhatan held a Jekyll and Hyde relationship—they waffled between
good relations and bad relations. They raided one another, traded with one another, and
fought one another.
B.
The First Anglo-Powhatan War ended in 1614. It was sealed by the marriage of
Pocahontas to colonist John Rolfe.
1.
Together, Pocahontas and Rolfe would develop a sweet tobacco. This would
become the cash crop that would save Jamestown.
2.
In 1622, the Indians struck again, killing 347 whites, included Rolfe ironically.
C.
The Second Anglo-Powhatan War (1644-1646) saw the Indians defeated soundly. The
results were…
1.
The Indians were effectively banished from the Chesapeake.
2.
The notion was born that Indians and whites cannot live together peaceably—
the beginnings of the reservations system were brewing.
D.
The Indians fell due to the “three D’s”: disease (smallpox was the
worst), disorganization (since they were not united, the whites could fight one tribe at a
time), and disposability (since the whites had no use for Indians, they were simply pushed
out).
The Indians’ New World
A.
The Europeans’ arrival in the New World shocked Native American and induced
unprecedented changes.
1.
Horses altered Indian lifestyles, especially the Sioux who used the horse
expertly on buffalo hunts.
2.
Disease was by far the greatest change.
a.
Indian blood, since they’d never been exposed to such bacteria, lacked
any natural resistence to the white’s diseases.
b.
Tribes were devastated. The Catawba of piedmont Carolina, for
example, was formed out of remnants of several other tribes.
3.
Native Americans wanted firearms, eventually got them, and thus heightened
tensions with other tribes and with whites.
B.
Indians tried to engage in the trans-Atlantic economy, but had little to no success.
C.
Indians along the Atlantic coast were effectively pushed out by war and disease. Those
further inland, traded space for time.
Virginia: Child of Tobacco
A.
Jamestown’s salvation was found in the form of tobacco.
1.
John Rolfe’s sweet tobacco was sought as a cash crop by Europe. Jamestown
had finally found its gold.
2.
Tobacco also had negative effects…
a.
Its success caused settlers to scramble for more land to cultivate. It also
encouraged “land butchery”—farmers would cultivate the land ‘til it
gave out, then just move on.
b.
It boosted the plantation economy and created a demand for cheap
labor. At first this labor was filled mostly by white indentured servants,
and then as the 1600s turned into the 1700s, by black slaves.
c.
It built Virginia’s economy on a single item, tobacco. Their economy
was thus susceptible to the whims of having “all their eggs in one
basket.”
B.
Three major things happened in 1619…
1.
Representative self-government came to America when Virginians created
the House of Burgesses, a basic legislature to work out local issues. This set
America on a pathway self-rule.
2.
The first blacks were brought to America. It’s unclear if they were slaves or
indentured servants at this time.
3.
A shipload of women arrived. They were young and came with the sole purpose
of marrying. This brought Virginia stability and a sense of permanence.
Maryland: Catholic Haven
A.
Religious freedom was the initial motivation for Maryland.
7
02 APUSH (02-05) (1607–1754) Assignment (Checklist)
1.
2.
IX.
X.
Lord Baltimore founded Maryland in 1634.
Maryland was founded as a haven (safe place) for Catholics to avoid persecution
from Protestants in Europe or in America.
3.
Growth…
a.
Lord Baltimore awarded huge estates to his wealthy, Catholic personal
friends.
b.
Others that settled were poor and usually Protestant. Tension ensued.
B.
However, the sale of tobacco still caused Maryland to flourish.
C.
Indentured servants bore most of the work load.
1.
Black slaves began to replace white indentures as the 1600s turned into the
1700s. Notably, this trend was common in the South and especially in the
Chesapeake.
2.
The reasons for the switch from white-to-black…
a.
The main reason boils down to the desire for a stable work force by
plantation whites.
b.
White indentures lusted for, and eventually got, land of their own to the
west.
c.
Black slaves were permanent workers, not seven year workers.
d.
Due to Protestant—Catholic friction, Maryland passed the Act of
Toleration, guaranteed religious toleration to all Christians, Protestant
or Catholic.
3.
Still, the death penalty was deemed for anyone denying the divinity of Jesus,
namely Jews and atheists.
4.
In sum, despite the fact above and Protestant—Catholic issues, Maryland was
more religiously tolerant than intolerant.
The West Indies: Way Station to Mainland America
A.
The West Indies (Caribbean Islands) had early-on been colonized by Spain, Portugal.
France and England followed
1.
Now with the decline of Spain and Portugal, the British sought to beef up their
foothold in the islands.
2.
England had several islands their, especially Jamaica by 1655.
B.
Sugar was grown on the Caribbean plantations.
1.
This was exactly what the Spanish and Portuguese had done.
2.
These sugar plantations were brutal…
a.
Sugar is a labor-intensive crop.
b.
It was very hot and humid and unhealthy work.
c.
The usual thing was to work a slave until death, then get another one.
C.
The initial plan was to use Indian labor. That plan failed when disease killed an estimated
90% of Indians. Slavery then turned to Africans.
D.
Since so many slaves were needed and brought in, the white—black ratio tilted more
toward blacks than anywhere in the New World. This frightened the whites!
1.
Due to fear, whites instituted strict “slave codes” or rules designed to keep
slaves in control. Notable was the Barbados slave code of 1661 which saw its
ideas channel up to South Carolina.
2.
Also, punishment could be as cruel as anywhere on these plantations to keep
order.
a.
Typically, Africans were first brought to the West Indies to “be
seasoned.” This meant that any ideas of revolt from possible “troublemakers” were beaten out of them.
b.
From there, slaves either stayed in the West Indies or were distributed
to South or North America.
Colonizing the Carolinas
A.
England in the 1600s was a political rollercoaster ride.
1.
King Charles I was beheaded. Oliver Cromwell ruled as a religious dictator for
10 years, then Charles II was placed on the throne in “The Restoration”—the
kingdom was restored to England.
8
02 APUSH (02-05) (1607–1754) Assignment (Checklist)
2.
XI.
XII.
Simply put, after all the turmoil of a Civil War to oust a king, the Brits ironically
just went back to a king.
a.
Much of the chaos interrupted colonization, but with the restoration and
stability again, Charles II was determined to return to the colonies with
vigor.
b.
Carolina was formally begun in 1670 and named after Charles II.
B.
Carolina began to prosper due to ties to the West Indies, mainly due to the great natural
harbor at Charleston.
1.
The Barbados slave codes (strict rules to regulate slaves) were imported to
Carolina.
2.
The slave trade prospered as well.
a.
Africans were shipped in from the West Indies.
b.
Despite protests, Indians were shipped out to the West Indies and also
to Rhode Island. For example, a Rhode Island town had 200 Indian
slaves in 1730.
C.
Tobacco could not be grown in Carolina, but rice could. Rice became the main crop
there.
1.
African slaves were sought to work the rice plantations, due to (a) their
resistance to malaria and just as importantly, (b) their knowledge of and
experience with rice.
D.
Charleston flourished and quickly took on an aristocratic air. Prosperity brought
something of a pompous flavor. This is one reason that the northern section of Carolina
eventually split—they were much more down-to-the-earth folks.
E.
Carolina had occasional trouble with nearby Florida. Florida was foreign land and held
Indians and Spaniards—both enemies to the English. Still, Carolina held on.
The Emergence of North Carolina
A.
As tobacco land in the Chesapeake (Virginia) began to run out, people just walked down
into Carolina.
1.
These farmers were “squatters”—they just took up the land and started farming
it.
B.
These North Carolinians began to develop their own sense of who they were…
1.
They were independent-minded. This was typical of a small farmer who
scratched his own living out of the soil. This was due to…
a.
They were geographically isolated and on their own.
b.
It’s as though they asked, “Why would I want someone telling me how
to run my life, I’m making my own life right out of the ground?!”
c.
They resented the more established political figures along the East
coast making rules and regulations for them. This is an important trend
in the vein of Bacon’s Rebellion and Shays’ Rebellion.
C.
Thus, two “flavors” of Carolinians developed: (a) the aristocratic and wealthier down
south around Charleston and rice & indigo plantations, and (b) the strong-willed and
independent-minded up north on small tobacco farms.
D.
So in 1712, North and South Carolina were separated officially.
E.
Indian—white troubles…
1.
The Tuscarora Indians attacked in 1711.
a.
The Carolinians successfully defended themselves.
b.
The Indians were sold into slavery.
c.
Others traveled north and eventually became the 6th nation of
the Iroquois Confederacy.
2.
By 1720, the Indians had been “cleared out” along the Atlantic seaboard.
a.
A sad trend was clear by this time—as the frontier moved westward,
the American Indians would continually be defeated, killed by disease,
and/or dislodged from their homes.
b.
The foothills and Appalachian Mountains would be the next Indian vs.
white battlefield.
Late-Coming Georgia: The Buffer Colony
9
02 APUSH (02-05) (1607–1754) Assignment (Checklist)
A.
XIII.
XIV.
XV.
XVI.
Georgia was established with the purpose that it would be a buffer zone or cushion
between Spanish Florida and the British coloniesalong the Atlantic coast.
1.
Florida was considered a wild, unpredictable, and dangerous land with
Spaniards, runaway slaves, and Indians, all hostile to the American colonies.
B.
James Oglethorpe founded Georgia in 1733 and named after King George II.
1.
As well as being a buffer zone, Georgia held the goal of being a place where
debtors could get a second chance.
2.
It was also a dumping ground for English criminals.
3.
Oglethorpe fended off Spanish attacks and saved the “Charity Colony.”
C.
Any Christian, except for Catholics, were permitted in Georgia.
1.
Missionaries tried to convert the Indians to Christianity.
2.
John Wesley, the founder of Methodism, was the best known of these
missionaries.
D.
Georgia began humbly, and grew slowly, but it did survive.
The Plantation Colonies
A.
Slavery took place in all of the plantation colonies down South.
B.
Forests frequently stunted the growth of cities.
C.
Schools and churches, and even towns, were often stunted since Southerners were so
spread out.
D.
Crops were grown as such:
1.
Tobacco – in the Chesapeake region (Virginia, Maryland, North Carolina)
2.
Rice and indigo – in the tidewater region of South Carolina and Georgia
E.
As a general rule, the plantation South permitted a good deal of religious freedom.
Southerners were more interested in making money and growing crops than worrying
over church doctrine.
F.
White vs. Indian conflicts were frequent.
Makers of America: The Iroquois
A.
The Iroquois consisted of five tribes: the Mohawk, Oneida, Onandaga, Cayuga, and the
Seneca. The tribes united into the "Iroquois Confederation" under the legendary leader
Hiawatha.
1.
The confederation was very strong and was a force when threatened by the
whites.
2.
Eventually, the whites' disease, whiskey, and weapons threatened the Iroquois'
survival.
B.
The Iroquois lived in "longhouses." The women held an unusually high rank—a man's
prominence was linked to his mother's family.
C.
The war's of colonial America ripped the Iroquois lifestyle apart. Many fled to Canada
and others went to lives on reservations.
1.
Like many Indians, reservation life was a pitiful mix of depression, alcoholism,
poverty, and feuding.
2.
A prophet named Handsome Lake had a vision. He then convinced his people to
change their ways. His influence still lives in the "Longhouse" religion.
(03) Settling the Northern Colonies
The Protestant Reformation Produces Puritanism
A.
1517, Martin Luther started the Protestant Reformation when he nailed his “95 Theses”
on the door of the Wittenberg Cathedral. Luther had several challenges to the Roman
church. The most basic of Luther’s ideas were …
1.
The Bible or scripture alone was the source of God’s word (not the Bible and the
church or pope).
2.
People are saved by grace alone from God (salvation comes as an undeserved
gift from God, not by earning it or deciding to be saved).
3.
People are saved simply by faith in Christ alone (not by any “good works” the
person might’ve done).
10
02 APUSH (02-05) (1607–1754) Assignment (Checklist)
John Calvin preached Calvinism that stressed “predestination” (those going to Heaven
or hell has already been determined by God).
1.
Basic Christian doctrine was outlined in a 1536 document “Institutes of the
Christian Religion.”
a.
It said people were sinful.
b.
It said only the predestined would go to Heaven.
2.
A Calvinist expected to see signs of predestination in a person’s life. The person
was to have an outward conversion, recognized by others who’d been saved.
3.
An odd irony was created: predestination was very clear about Heaven and hell.
But, it created a question as to who’s on what side?
a.
The reasoning went: if a person lives a sinful life, then obviously he’s
predestined to hell. If he lives a pious life, then he’s predestined to
Heaven.
b.
Calvinists are famous for working hard, dusk to dawn, to “prove” their
worthiness.
c.
The impact of Calvinism has been vividly stamped on the psyche of
Americans, and been called the “Protestant Work Ethic.”
C.
For personal reasons, King Henry VIII broke with the Catholic Church in the 1530s. He
started the Protestant Church of England.
D.
The Puritans vs. the Pilgrims
1.
A group of English called Puritans were moved to reform (“purify”) the Church
of England. This is the point that separates Puritans from Pilgrims.
2.
Believed that only “visible saints” should be admitted to church membership.
3.
By contrast, the Pilgrims were Separatists. They vowed to break away from the
Church of England (AKA the Anglican Church) because the “saints” would
have to sit with the “damned.”
a.
King James I harassed the Separatists out of England. His reasoning
was that if this group of people were willing to defy him as their
spiritual leader, they might also defy him as their political leader.
b.
King James I is the king for whom the King James Bible is named.
c.
There’s irony here in that the Separatists claimed King James’ Church
of England had strayed from the Bible, and they likely had. Yet the
“King James Bible” quickly became accepted as being a very accurate
translation, and still is considered so.
The Pilgrims End Their Pilgrimage at Plymouth
A.
The Pilgrims, as Separatists, wanted to completely break away from the Church of
England.
1.
They first moved to Holland with intentions of simply living there.
2.
Then they decided they’d have to move since their children were growing up
Dutch. This was understandable, of course, but they wanted their kids to grow
up English.
3.
They sought a location with English traditions where they’d be free to worship
in their own way—America was the logical place.
B.
They struck a deal with the Virginia Company and set sail from Holland aboard the
Mayflower.
1.
One person was born on the trip and one died.
2.
They were supposed to head to Virginia, but arrived off of the coast of New
England in 1620.
3.
Wisely, the Pilgrims carefully surveyed for possible sites. Plymouth was chosen.
4.
Leadership and security against Indians would come to be provided by Captain
Myles Standish, known as “Captain Shrimp.”
C.
Since they were in a land where they had no legal right to settle, steps had to be taken.
1.
Before leaving the ship, the Pilgrims signed the Mayflower Compact, where
they agreed to make and live by new rules.
2.
This was the first form of self-government in New England and laid the
foundation that America would be run by Americans.
B.
XVII.
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
D.
The winter of 1620-21 was brutal to the Pilgrims. By spring, only 44 out of the 102 were
still alive.
E.
Unlike the Jamestown settlers, who had a similar first winter and wanted to return to
England in the spring, the Pilgrims were determined to stay.
1.
They worked and prayed diligently the following year, gained some help and
seeds from friendly Massasoit Indians, and grew a bountiful harvest—the first
Thanksgiving.
2.
William Bradford, was selected as governor of the Plymouth colony 30 times
in annual elections.
F.
Plymouth began humbly, but survived.
1.
Its economy was based on fur trapping, fishing, and lumber.
2.
Plymouth never grew large, and in 1691, it merged with the much larger
Massachusetts Bay Colony.
XVIII. The Bay Colony Bible Commonwealth
A.
A group of Puritans were given a royal charter in 1629. This would become the
Massachusetts Bay Colony.
1.
The charter was brought to America and used it like a constitution.
2.
This was another first step toward self-government made in Massachusetts.
B.
The Puritans came in much larger numbers than the Pilgrims—about 11,000 Puritans.
1.
The Puritans were well-equipped and industrious people.
C.
Similar to Plymouth, the Bay Colony enjoyed good leadership, stability, and growth.
1.
There governor, John Winthrop, was elected for 19 years.
2.
The colony thrived and grew with an economy based on fur trading, fishing, and
shipbuilding.
XIX.
Building the Bay Colony
A.
The Bay Colony was a “Bible Commonwealth”—a democracy run on Biblical principles.
1.
The franchise (right to vote) was quickly given to all “freemen.” Freemen were
adult men who were members of the congregation (later called
the Congregational Church).
2.
Non-church member men, and all women, were excluding from voting.
a.
There was the belief that the common man was incapable of voting
wisely. Governor Winthrop called democracy the “meanest and worst”
form of government.
b.
Puritans also wanted to retain government control in the hands of the
church—hence the rule of church membership. Gaining church
membership, by the way, only occurred when the church members
voted you in.
3.
All told, this meant that roughly 40% of adult men could vote. This number may
seem low by today’s standards (only 40% of men and 0% of women), but it still
was larger than percentages back in Europe.
B.
The most noteworthy Puritan preacher was John Cotton. He’d been educated at
Cambridge, criticized the Church of England, and then emigrated to Massachusetts.
C.
The Bible Commonwealth had its ways…
1.
Sermons, like those by John Cotton, were stern but moving, and clearly drew the
line of right and wrong, Heaven and hell, saints and sinners.
2.
Local congregations could hire or fire their local pastor as they chose, (this is
why they’re called “Congregational).”
3.
There was a strict moral code to uphold right and wrong. For example, one
couple was fined 20 shillings for kissing in public.
4.
The devil, sin, and hell were very real, very serious, easily fallen into, and had to
be constantly guarded against.
a.
Michael Wigglessorth wrote “Day of Doom” and sold one copy for
every 20 people.
XX.
Trouble in the Bible Commonwealth This content copyright © 2010 by WikiNotes.wikidot.com
A.
In such a tightly strung society, tension quickly came to Massachusetts.
B.
Quakers challenged Puritan authority and were given fines, floggings, or banishment.
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
C.
Anne Hutchinson was an outspoken woman who challenged predestination.
1.
Her theory, called antinomianism, argued that if there was predestination, then
a person’s actions were immaterial (because the saints and sinners were already
determined). This was heresy.
2.
This struck hard at the Puritans because…
a.
This challenged political control—Why follow government rules/laws
if it doesn’t matter?
b.
This challenged religious control—Why follow church rules/laws if it
doesn’t matter?
c.
Women were not supposed to question authority and certainly not to
speak out.
3.
She was put on trial in 1638, and claimed to have received these revelations
from God—even higher heresy.
4.
Hutchinson was banished and moved to startup Rhode Island where religious
freedom was new and favorable.
5.
Hutchinson was eventually killed by Indians in New York. John Winthrop said
that “God’s hand” was involved in her death.
D.
Roger Williams was a young, outspoken preacher who sought a clean break with the
Church of England. His ideas quickly got him into trouble, including…
1.
Questioning the Bay Colony charter’s legality.
2.
Questioning dealings with the Indians.
3.
Questioning whether the church could run people’s lives and the government.
He had to go.
4.
In 1635, he was banished for “newe & dangerous opinions.”
XXI.
The Rhode Island “Sewer”
A.
Roger Williams’ differing religious views got him into trouble in Massachusetts. So,
he started Rhode Island.
B.
“Little Rhody” grew attractive to the “otherwise minded.” That is, anyone that didn’t fit
into Massachusetts’ tight-laced religious society.
C.
Rhode Island thus attracted a variety of people with nothing in common except a desire
for independence. This strain of independence became their point of unity.
D.
The colony was officially chartered in 1644.
XXII. New England Spreads Out
A.
A new colony was founded in Hartford, Connecticut in 1635.
1.
Reverend Thomas Hooker quickly led a group into Connecticut. This group
was attracted as much by the Connecticut River’s good farmland than by
religious reasons.
2.
In 1639, Connecticut settlers drew up the “Fundamental Orders,” America’s
first written constitution.
a.
This document later became a model for the U.S. Constitution.
3.
In 1638, the colony of New Haven was established. It later joined Connecticut.
B.
In 1623, Maine was annexed by Massachusetts.
1.
Maine remained part of Massachusetts for nearly 150 years.
C.
In 1641, New Hampshire was annexed by Massachusetts.
1.
New Hampshire remained part of Massachusetts until 1679 when the king
separated it.
XXIII. Puritans Versus Indians
A.
White diseases had made their mark even before the Pilgrims’ arrival in 1620. Disease
had then struck the Indians, killing an estimated ¾ of the population.
B.
Initial relations with the natives were friendly.
1.
A Wampanoag named Squanto befriended and helped the struggling settlers.
2.
A white—Wampanoag peace agreement was signed.
3.
This treaty, along with the first Thanksgiving, became the standard symbolic of
good white—Indian relations and gave hope for good relations in the future.
C.
In 1637, relations deteriorated when the Pequot War erupted.
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
1.
Incidents began to ripple through New England as more and more English
settlers moved in.
2.
The war raged when whites wiped out a Pequot village on the Mystic River in
Connecticut.
3.
All told, the Pequots were nearly wiped out as a tribe. White—Indians relations
had turned for the worse and would largely stay that way.
a.
After criticism of the attack, Puritans attempted to convert Indians to
Christianity.
D.
Aside from disease, disunity was the Indians top weakness.
1.
In 1675, Massasoit’s son Metacom (known as King Philip by the
English) attempted to unite local Indian tribes.
2.
Metacom and his warriors attacked English villages, usually on the frontier.
a.
The so-called King Philip’s War lasted two years and was very bloody
and destructive.
b.
His wife and son were sold into slavery.
c.
He finally suffered a complete defeat when his village was surrounded
and destroyed. He was beheaded and drawn-and-quartered. His head
rested on a pike in Plymouth, on display for years.
XXIV. Seeds of Colonial Unity and Independence
A.
In 1643, the New England Confederation was set up.
1.
It consisted of 4 colonies and held the main goal of defense.
2.
The colonies were Puritan only (Bay Colony, Plymouth, New Haven, and
scattered Connecticut settlements).
3.
The confederation was weak but noteworthy in that it was a large step toward
American unity.
B.
The colonies were basically allowed to be semi-autonomous commonwealths.
C.
Charles II, after being restored to the British throne, intended to tighten his control over
the colonies.
1.
He was surprised to find how deeply independence had begun to run in the
American colonies, especially in Massachusetts.
2.
As a slap-in-the-face to Massachusetts, the king gave Connecticut a sea-to-sea
charter in 1662; then also charted lowly Rhode Island in 1663.
3.
Even more embarrassingly, Massachusetts’ charter was revoked in 1684.
XXV. Andros Promotes the First American Revolution
A.
In 1686, the Dominion of New England was created as an arm of the king. It’s goals
were to (a) to strengthen colonial defenseagainst the Indians and, more importantly, (b)
to regain control by England over America by enforcing the Navigation Acts.
1.
The Navigation Acts limited American trade to within the British Empire
exclusively.
2.
Resultant, smuggling flourished.
3.
Sir Edmund Andros headed the Dominion.
a.
He established headquarters in the “trouble-area” of Boston.
b.
He was openly associated with the Church of England—much despised
by the Puritans.
c.
His soldiers spoke profanities and drank heavily. Puritanical Boston
was nonplussed.
4.
Andros was quick to lay the law: he curbed town meetings, placed restrictions
on courts the press, and schools. He revoked land titles. He rid the local
assemblies and taxed the people without any representation.
5.
At this time, William and Mary were handed the British throne in the Glorious
Revolution.
a.
This effectively pulled the rug out from underneath Andros and the
Dominion.
b.
The Dominion of New England fell apart.
c.
Andros dressed like a woman and tried to sneak away, but his boots
betrayed him beneath his dress.
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
B.
Changed did come, though not as the Puritans had hoped.
1.
Massachusetts gained a new charter, but their pride had been stung.
2.
With the new charter, all male property owners could vote, not church members
exclusively, as it had been. This was a step for democracy, but a step backward
for the “Bible Commonwealth.”
XXVI. Old Netherlanders at New Netherland
A.
In the late 1500s, the Netherlands rebelled and, with British help, won her independence
from Spain.
B.
The 1600s were the Golden Age for the Dutch. They set out to make themselves a world
power, not military so much as economically.
C.
They set up the Dutch East India Company to trade with the world and rival the British.
1.
For protection, the company built army of 10,000 men and a fleet of 190 ships.
40 of these ships were men-of-war.
2.
The East India Company did most of its business in the Spice Islands of
Indonesia (the East Indies).
D.
The Dutch West India Company operated in the Caribbean (the West Indies).
1.
The West India Company was much smaller and weaker.
2.
They found it easier and profitable to do as much raiding as trading.
E.
Explorer Henry Hudson sought new areas. He sailed into Delaware Bay and then New
York Bay, then up the Hudson River. Heclaimed the area for the Dutch. New
Netherland was born.
1.
The Dutch West India Company bought the island of Manhattan from local
Indians in exchange for a few trinkets.
2.
New Amsterdam was set up as a company town—a trading post at the mouth of
the Hudson River. It’s goal was to trade, turn a profit, and benefit stockholders.
F.
To encourage settlement, patroonships (large tracts of land) were awarded to promoters
who’d settle 50 people in the colony.
1.
As a result of these large patroonships, New Amsterdam developed an
aristocratic flavor.
G.
New Amsterdam attracted a mix of people (unlike Massachusetts).
1.
A French Jesuit missionary recorded 18 different languages being spoken in the
city.
XXVII. Friction with English and Swedish Neighbors
A.
The Dutch were cruel to the Indians and the Indians fought back.
1.
A wall was built across the northern edge of the post to fend off Indians. The
street along the wall became Wall Street.
B.
New England also didn’t like the Dutch settlers, considering them trespassers.
C.
The Dutch, in turn, considered the Swedes trespassers when New Sweden was
established on the Delaware River. It never amounted to much.
1.
The Dutch sent Peter Stuyvesant down to get rid of the Swedes. The onelegged Stuyvesant’s took the main Swedish fort without bloodshed. New
Sweden had ended barely after it’d begun.
2.
New Sweden left its mark in the form of place names, the log cabin, and a mix
of some Swedish blood.
XXVIII. Dutch Residues in New York
A.
In 1664, the Duke of York, Charles II’s brother, was granted the area New Netherland
area.
1.
To solidify the claim, a British fleet appeared off of New Amsterdam and Peter
Stuyvesant was forced to surrender without a shot.
2.
New Netherland was over.
B.
New York was the new name for New Amsterdam.
C.
The Dutch left their mark in the forms of…
1.
The aristocratic flavor of New Netherland/New York.
2.
Place names such as Harlem (Haarlem), Brooklyn (Breuckelen), and Hell Gate
(Hellegat).
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
3.
'Gambrel' architecture (a barn shaped roof, modeled after the gambrel or back
leg of a horse).
4.
And also, the Dutch left the traditions of Easter eggs, Santa Claus, waffles,
sauerkraut, bowling, sleighing, skating, and golf (kolf).
XXIX. Penn’s Holy Experiment in Pennsylvania
A.
The Quakers
1.
They’re called “Quakers” because they shook or quaked when moved by
religious emotion.
2.
They clashed with religious and civil rule because they refused to pay taxes that
would go to the Church of England.
3.
They met in simple meeting houses without a formal preacher, and simply spoke
up when so moved.
4.
They called one another as “thee” or “thou,” like the King James Bible.
a.
They’d take no oaths since Jesus instructed, “Swear not at all.” This
posed problems since people were supposed to swear to “test oaths”
that they weren’t Roman Catholic.
5.
They were peaceful people who despised war and would “turn the other cheek”
to violence.
6.
To some they appeared stubborn; perhaps they were, but they were devoted to
their faith.
B.
William Penn was a well-born Englishman attracted to the Quaker faith..
1.
In 1681, he was awarded a large tract of land by the king.
2.
The tract would come to be “Pennsylvania” meaning “Penn’s woodland.” Being
modest, he disliked this name, but it stuck.
3.
Pennsylvania was the best-advertised colony. It attracted many people and
prospered.
XXX. Quaker Pennsylvania and Its Neighbors
A.
The colony officially began in 1681, but there were already thousands of squatters on the
land.
B.
Philadelphia, the “city of brotherly love,” was carefully planned out, which was unusual.
It enjoyed wide boulevards and planned streets.
C.
Penn tried to deal justly with the Indians. He bought large tracts from Chief Tammany,
patron saint of the later Tammany Hall.
1.
Penn’s Indian relations were so good that Quakers could walk unarmed through
Indian territory.
2.
But, Quaker good-will would be taken advantage of. Less-idealistic folks treated
the Indians as savages, most notably, the rough Scots-Irish.
D.
There were good reasons for the appeal of Pennsylvania…
1.
Freedom of religion was allowed to all except Jews and Catholics.
2.
The death penalty was allowed only for murder or treason.
3.
The Quakers didn’t like slavery. They were the first group to formally take a
stand against slavery.
4.
Immigration was unrestricted and naturalization was easy.
a.
Combined with good land, a friendly attitude, free religion, etc.,
Pennsylvania was very attractive to a wide variety of people.
b.
Virginia was the only colony with more people and more money by
1700.
E.
Penn himself was not much appreciated in Pennsylvania.
1.
His friendliness toward the deposed Catholic king James II made him unpopular
with Americans.
2.
He was at times jailed for treason or debt.
3.
He suffered a stroke and died a paralytic, full of sorrow.
F.
Next-door neighbors New Jersey and Delaware also prospered.
XXXI. The Middle Way in the Middle Colonies
A.
The Middle Colonies consisted of New York, New Jersey, Delaware, and Pennsylvania.
B.
They all held fertile soil and large tracts of land.
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
They all, excepting Delaware, exported grain and thus were known as the “bread
colonies.”
D.
Useful rivers tapped into the heart of the colonies…the Susquehanna, Delaware, and
Hudson reached into fur lands.
E.
The Middle Colonies held a mix of New England and Southern colonies.
1.
They were, of course, geographically in the middle.
2.
Landholdings were of the midsize range—smaller than the South but bigger than
New England.
3.
They were more ethnically mixed than other colonies—more mixed than the
South and much more than New England.
4.
They had a mixed economy—agriculture like the South, and the beginnings of
industry and trade as in the North.
F.
Benjamin Franklin, became the premier child of Philadelphia, and America. He’d come
to Philly at 17, immediately felt at home, and through hard work and diligence, began to
work his way up.
1.
Franklin’s story of rags-to-riches became symbolic of America.
2.
Americans began to realize they weren’t just surviving, but thriving.
XXXII. Makers of America: The English
A.
The population of England was mushrooming in the 1600s. People had to move
somewhere.
B.
¾ of the English came as indentured servants. Mostly young men from the “middling
classes.” They largely came to the Chesapeake to work on the plantations.
1.
Some came due to the decline in the wool trade.
2.
Some came after being forced out by “enclosure” of the land.
C.
An estimated 40% died before the end of their servitude—unhealthy conditions being the
culprit
D.
By the late 1600s, a switch began from white indentured servant labor to black slave
labor. The idea was that slave labor, being permanent, was more economically sound.
E.
Late in the 17th century, as the supply of indentured servants slowly ran out, the
southerners resolved to employ black slaves.
F.
In New England, mostly during the 1630s, Puritans swarmed to the Massachusetts Bay
Colony.
1.
The Puritans came as family units, not so much as single men.
2.
They brought with them the traditions or varied the flavor of their local
communities, which could vary substantially.
a.
For instance, Marblehead, MA became an exclusive fishing village.
b.
Rowley, MA became a textile town (as had been their village back in
England).
c.
Ipswich, MA saw leaders rule with an iron hand whereas Newbury,
MA saw leaders rarely win a reelection.
C.
XXXIII. (04) American Life in the Seventeenth Century
XXXIV. The Unhealthy Chesapeake
A.
Life in America was brutal, especially in the Chesapeake (Virginia/Maryland).
1.
The work there was hard and the climate was muggy.
2.
Diseases such as malaria, dysentery, and typhoid took their deadly toll.
3.
Thus, life spans in the Chesapeake were only to 40 or 50.
B.
Family-life suffered.
1.
Men outnumbered women and had to compete to win a woman’s heart. The ratio
was 6:1(men-to-women) in 1650.
2.
Grandparents were unknown since lives were often cut short.
3.
1/3 of new brides in one Maryland county were pregnant on their wedding day.
C.
Still, Virginia persisted and grew to be the most populous colony with 59,000 people.
XXXV. The Tobacco Economy
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
A.
Though hard on people, the Chesapeake was ideal for cultivation of tobacco.
1.
Exports rose from 1.5 million pounds of tobacco annually in the 1630s to 40
million pounds in 1700.
2.
Increased production/supply meant prices fell. The solution was to simply plant
and grow, even more tobacco.
B.
The “headright system” encouraged growth of the Chesapeake. Under this system, if an
aristocrat sponsored an indentured servant’s passage to America, the aristocrat earned the
right to purchase 50 acres land, undoubtedly at a cheap price. This meant land was being
gobbled by the rich, and running out for the poor.
C.
Initially, indentured servitude provided the labor for the tobacco.
1.
Life for an indentured servant was tough, but they had had of freedom and their
own land when their seven years of service were done.
2.
As time wore on and labor became a premium, masters became intent on
extending contracts or less willing to award a servant a plot of land. This would
be the beginnings of race-based slavery—as indentured servants decreased,
slavery went on the rise.
XXXVI. Frustrated Freemen and Bacon’s Rebellion
A.
By the late 17th century (1600s), the Chesapeake had grown a generation of angry young
men.
1.
These men were young, white, landless, jobless, womanless and frustrated.
2.
Essentially, their goal was to get land and get married.
B.
Nathaniel Bacon typified these men in what came to be called Bacon’s Rebellion.
1.
In 1676, Bacon led about 1,000 men in a revolt.
2.
Many of these men had settled on the frontier where Indian attacks were
frequent.
3.
Their ambition was to get Gov. William Berkeley to crack down on the Indians
rather than continue his Indian-friendly fur trading. The poor men wanted land
from the Indians.
4.
After some riotous success, Bacon suddenly died of disease. With the leader
gone, Berkeley struck back and crushed the rebellion.
5.
Bacon’s legacy was to leave a lingering fear of revolt and lawlessness in the
minds of the upper class.
XXXVII.
Colonial Slavery
A.
In 3 centuries following Columbus’ landing, 10,000 million African slaves were brought
to America. Only 400,000 were brought to North America.
B.
Things were changing in the late 1600s however, as indentured servitude was being
replaced by black slaves.
1.
In 1670, black slaves made up on 7% of the Southern population.
2.
By 1680, the circumstances reached the tipping point.
a.
Wages in England went up, so fewer young men came to America.
b.
Americans were fearful of another Bacon-like revolt.
c.
In the mid-1680s, black slaves coming to America outnumbered white
immigrants for the first time.
d.
Simply put, in the 1680s, the African slave trade quickened
considerably.
3.
By 1750, black slaves made up almost ½ the population of Virginia.
4.
Most slaves came from the coast of West Africa.
a.
They were usually captured by African tribes, shipped over on
crammed boats on the grisly “Middle Passage” from Africa to the
West Indies. Death rates have been estimated at 20%. There they were
“seasoned” there in the islands.
b.
Lastly, they were distributed to North, Central, and South America or
the islands. In the modern day U.S., Charleston, SC and Newport, RI
were large slave import cities.
c.
A few of he earliest slaves gained freedom, some even owned slaves
themselves. Eventually, the chances of freedom dwindled.
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
d.
As time wore, questions of slave ownership arose. So, it was decided
that slaves and their children would be made property (or “chattels”) to
their owners for life.
e.
Some colonies made it a crime to teach slaves to read (for fear of an
organized revolt or of reading liberating ideas).
f.
Conversion to Christianity didn’t qualify a slave for freedom either.
XXXVIII.
Africans in America
A.
Life for a slave in the Deep South was harsh. Health conditions and labor drained life.
1.
Rice and indigo plantations, such as in South Carolina, were even more brutal
than tobacco.
B.
Despite hardship, a unique African-American culture emerged as a mix of African-andwhite cultures.
1.
Blacks evolved their languages, for example Gullah (a variation of Angola).
Certain words joined English: goober (peanut), gumbo (okra), and voodoo
(witchcraft).
2.
Music was unique too with rhythmic beats, the banjo, and bongo drums. These
were the ancestors of jazz.
C.
Some slaves became exceptionally skilled in their trade such as carpentry, bricklaying, or
tanning leather. Most slaves were simply hard laborers in the fields though.
D.
Desiring freedom, blacks rose in revolt on occasion.
1.
In New York City, 1712, a slave revolt killed a dozen whites. 21 blacks were
executed.
2.
In 1739, along the Stono River in South Carolina, 50 blacks rose up and tried to
escape slavery by walking to Spanish Florida. But, they were intercepted by the
militia.
3.
Overall, these revolts were rather small, scattered, and controlled. They were
certainly smaller than Bacon’s Rebellion with 1,000 men.
XXXIX. Southern Society
A.
As time wore on, a rich—poor gap emerged and was widening in the South.
B.
A social hierarchy had developed in the South.
1.
Virginia was being run by a “planter aristocracy” or families of the privileged,
like the Fitzhughs, Lees, and Washingtons.
a.
Such families owned huge tracts of land and dominated politics in the
House of Burgesses.
b.
They were known as the “FFVs” or “First Families of Virginia.”
c.
They were aristocratic, but they were also hard-working businessmen.
Running a plantation had endless problems and issues to deal with on a
daily basis.
2.
Beneath the FFVs were the small farmers (AKA "yeomen" farmers).
a.
They were the largest social group in number.
b.
They held small plots of land and, maybe if they had a bit of money, 1
or 2 slaves.
3.
Next on the social scale were the landless whites.
a.
These hapless folks were often freed indentured servants. Their
numbers were dwindling.
4.
At the bottom of the social scale were the slaves. They had no rights and no
hope of gaining any.
C.
Cities were few and far between in the South. Schools and churches were also rare. This
was mainly due to the plantations and farms being so spread out.
XL.
The New England Family This content copyright © 2010 by WikiNotes.wikidot.com
A.
The climate and conditions in New England were much healthier than in the South.
Water was clean and temperatures cooler.
B.
Life expectancies there reached to over 70 years old. It’s said New Englanders “invented”
grandparents.
C.
Families immigrated to New England (unlike single people in the Chesapeake). This
made for stability.
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
D.
XLI.
XLII.
Women married in their early twenties, then gave birth about every 2 years until
menopause.
1.
An average woman would give birth to 10 children and expect to raise 8 of
them; the other 2 would die at birth or infancy.
E.
Women wielded little power outside of the home.
1.
In the South, women often had it a bit better because (a) the male—female ratio
favored the ladies, and (b) men often died young and the woman could inherit
the money.
2.
New England women were dominated by the men.
a.
A widow did not inherit her husband’s land or money (this might
undercut the stability of family, so she was expected to remarry).
b.
Women could not participate in the church as leaders or voters in the
congregation (the Bible instructs that men run the church, not both
genders).
3.
Life in New England’s “Bible Commonwealth” was stern.
a.
The top priority was to protect the institutions of marriage and the
family.
b.
This was illustrated in Nathaniel Hawthorne’s The Scarlet
Letter where the heroine is forced to wear a bright red “A” on her
bosom to announce her sin of adultery.
Life in the New England Towns
A.
In keeping with the Puritan ways toward order, town life was very structured.
1.
A new town was first formally chartered by authorities (rather than just plopping
into existence).
2.
Towns were laid out in and orderly manner—a town square (or common or
“village green”) in the middle surrounded by homes, shops, and the church.
B.
Education was valued by New Englanders.
1.
Towns of at least 50 families built primary schools. Towns of 100 families built
secondary schools.
2.
Harvard College was established in 1636, the nation’s first. It’s motivation was
to train men for the ministry.
a.
Notably, Virginia’s first college was William and Mary, est. 1693.
3.
Puritan churches were run by the local congregation (hence the later name of
“Congregational Church”).
4.
The self-ruling church found it easy to become a self-ruling democratic
government.
The Half-Way Covenant and the Salem Witch Trials
A.
Puritan leaders grew worried that their religious passion was dying down. So, they
stepped up the preaching and “jeremiads” boomed from the pulpit.
1.
A jeremiad was a stern, old-fashioned scolding, like the sermons that the prophet
Jeremiah preached to the Israelites.
2.
The ambition was to corral straying souls and return them to the “straight-andnarrow.”
B.
Paradoxically, church leaders also eased the qualifications for joining the church with
what was called the “Half-Way Covenant.”
1.
In this covenant, some people could receive a sort of "half-status" in the church.
2.
This meant that the “elect” or the “visible saints” had to mix with the “halfwayers,” which was not always smooth.
C.
In 17th century New England, all aspects of life were seen through religious eyes.
The Salem Witch Trials is an example.
1.
In 1692, a few girls claimed to have been bewitched by a Caribbean woman
practicing voodoo.
2.
Names were named, rumors spread, and innocent people were accused of being
witches. Hysteria took hold and twenty people were executed.
3.
By 1693, the Salem residents saw the recklessness for what it was and called it
off.
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
4.
Notably, this type of witch-hunting had been done on a much larger scale back
in Europe.
XLIII. The New England Way of Life
A.
The New England soil was thin and rocky, so they turned less to agriculture and more
toward trade.
1.
The agriculture that was present was small-scale and diverse (it
was not plantation agriculture like the South).
2.
Slavery was tried, but since it wasn't really needed, it fizzled out.
3.
As a result, New England was less ethnically diverse than the Southern or
Middle Colonies.
B.
Rivers ran short and fast in New England. This would later prove useful to industry to
power water mills.
C.
White New Englanders felt they were destined to use the land to their benefit. Whereas
the Indians lived off the land, New Englanders wished to clear and farm the land.
D.
Fishing became a major industry. New England is said to have been founded on "God
and cod."
XLIV. The Early Settlers’ Days and Ways
A.
Colonial farmers worked from sunup to sundown, from “dusk ‘til dawn.”
1.
Having only fire as light, little was down beyond sundown unless it was “worth
the candle.”
B.
Most people who’d emigrated Europe for America were from the middle or lower-middle
class and came looking for a better life.
1.
They found life in America to be simple and practical.
2.
Despite having to work hard for a simple life, their lives were still likely better
than in Europe.
XLV. Makers of America: From African to African-American
A.
Africans brought much of their culture across the ocean—language, music, food.
B.
Africans worked in the rice fields of South Carolina due to (a) their knowledge of the
crop and (b) their resistance to disease (as compared to Indians).
C.
Early African slaves to America were men and sometimes gained their freedom (similar
to indentured servants).
D.
By the 1740s, slavery had been institutionalized and freedom was uncommon.
1.
Men worked in the fields.
2.
Women also worked in the fields, as well as domestic jobs like weaving,
spinning, sewing, and cooking.
E.
Slaves usually became Christian, but mixed parts of their native African religion in.
F.
African-American culture influenced the arts.
1.
The 1920s popular dance has African-American roots.
2.
Christian songs with themes of liberation were especially popular. They could
sometimes be a code to mark the arrival of a guide to freedom.
3.
The best example of African-American influence of music is seen in jazz.
XLVI. (05) Colonial Society on the Eve of Revolution
XLVII. Conquest by the Cradle
A.
In 1775, there were 32 British colonies in North America.
1.
Only 13 of these colonies revolted in the “American Revolution.”
2.
Canada and Jamaica were wealthier than the “original 13.”
3.
All of the colonies were growing like weeds.
B.
In 1775, there were 2.5 million people in the 13 colonies.
C.
Their average age was about 16 (due mainly to having several children).
D.
The vast majority (95%) of the Americans were crammed east of the Allegheny
Mountains. By 1775, a few had settled in Tennessee and Kentucky.
E.
90% of the Americans lived in rural areas and were therefore mostly farmers.
XLVIII. A Mingling of the Races
A.
Colonial America was mostly English by origin, but other ethnicities were also present.
B.
Germans made up 6% of the population (150,000 in number by 1775).
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
1.
2.
The Germans were mostly Protestant (usually Lutheran).
They were called “Pennsylvania Dutch”…a perversion of “Deutsch” or
“German.”
C.
Scots-Irish made up 7% of the population (175,000 in number).
1.
Back across the ocean, these strong-willed folks had been transplanted into
Northern Ireland. But, they banged heads with the Catholic Irish there and never
felt at home. So, they emigrated to America.
2.
They typically moved inland in America up to the Appalachian foothills. They
squatted on the land and bickered with Indians and whites over ownership.
3.
The “Paxton Boys” led a march/revolt in 1764. Like Nathaniel Bacon of 100
years prior, they were frustrated over not being able to get land.
4.
The Scots-Irish were a hot-headed, but hardy people.
5.
When the War for Independence began, many became revolutionaries.
D.
5% were from various European ethnicities: French Huguenots, Welsh, Dutch, Swedes,
Jews, Irish, the Swiss, or Scots-Highlanders.
1.
Even early on, the Americans were taking on a mosaic of races and ethnicities.
Therefore, other nations had a hard time pinning down exactly what it meant to
be “an American.”
XLIX. The Structure of the Colonial Society
A.
Unlike Europe, where the classes were locked, America was a land of opportunity.
1.
Hard work might see anyone rise from “rags to riches.”
2.
Despite opportunity in America, class differences did emerge with wealthy
planter-farmers, clergymen, government officials, and merchants wielding most
of the authority.
B.
Wars brought more riches to merchants.
1.
As well as creating riches, these wars created widows and orphans who
eventually turned to charity for support.
C.
In the South, a firm social pyramid emerged containing…
1.
The immensely rich plantation owners (“planters”) had many slaves (though
these were few).
2.
“Yeoman” farmers, or small farmers, owned their land and, maybe, a few slaves.
3.
Landless whites who owned no land and either worked for a landowner or
rented land to farm.
4.
Indentured servants of America were the paupers and the criminals sent to the
New World. Some of them were actually unfortunate victims of Britain’s unfair
laws and did become respectable citizens. This group was dwindling though by
the 1700s, thanks to Bacon’s Rebellion and the move away from indentured
servant labor and toward slavery.
5.
Black slaves were at the bottom of the social ladder with no rights or hopes up
moving up or even gaining freedom. Slavery became a divisive issue because
some colonies didn’t want slaves while others needed them, and therefore
vetoed any bill banning the importation of slaves.
L.
Clerics, Physicians, and Jurists
A.
The clergy (or priests) were the most respected group in colonial days. They had less
power in 1775 than in earlier days, but still held high esteem.
B.
Physicians (or doctors) were usually not looked upon with much respect. Many were little
more than “witch-doctors” as the science of the day was little or nothing.
1.
A favorite treatment was bleeding—thought to let out the “bad blood.”
2.
Plagues were common and deadly.
a.
Smallpox struck 1 in 5 people (including George Washington) even
though a basic inoculation had been formed in 1721.
b.
The clergy and doctors sometimes chose to not intervene with smallpox
treatment—to do so would be to intervene in God’s will.
C.
Lawyers were looked upon with scorn—as being hucksters or scoundrels.
1.
Criminals often would represent themselves in court rather than get a lawyer.
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
2.
LI.
LII.
LIII.
As the revolution neared, the usefulness of lawyers to get things done started to
become apparent.
Workaday America This content copyright © 2010 by WikiNotes.wikidot.com
A.
Agriculture was the dominant industry, by far, in colonial America.
1.
In the Chesapeake of Maryland and Virginia, tobacco was the staple.
2.
In the Middle Colonies (“bread colonies”), wheat was the staple. New York
exported 80,000 barrels of flour annually.
B.
Fishing (and whaling) was prosperous, especially in New England. The Grand Banks off
Newfoundland had immense numbers of cod.
C.
Trade began to flourish.
1.
Yankee merchants were active and known as hard dealers.
2.
The “Triangular Trade” was in operation. In it, a ship would depart (1) New
England with rum and go to the (2) west coast of Africa and trade the rum for
African slaves. Then, it would go to (3) the West Indies and exchange the slaves
for molasses (for rum), which it’d sell to New England once it returned there.
D.
Manufacturing was not as important. There were a wide variety of small enterprises
though.
1.
Good laborers were hard to find and prized once they were found.
2.
Lumbering was probably the top manufacturing industry.
3.
Naval stores, (or turpentine, pine tar, and pitch) were used to build and repair
the British navy. The British crown sometimes reserved the best American trees
to be used as British masts—even though there were countless other trees, this
bothered the Americans.
E.
The Molasses Act, 1733, a tax on West Indies molasses was a shock to Americans. This
would’ve undercut the prosperity of the Triangular Trade (rum being made from
molasses).
1.
Americans turned to bribes smuggling to work around the act. So, the Molasses
Act wasn’t a big problem after all.
F.
However, it did foreshadow more taxes and more troubles to come, later in the 1760s.
Horsepower and Sailpower
A.
Roads were scarce and pitifully poor. Until the 1700s, they didn’t even connect major
cities. Thus, travel was sluggish.
1.
Roads were dust bowls in the summer and mud bogs in the winter.
2.
For example, it took Ben Franklin 9 days to go from Boston to Philadelphia
while traveling by sailboat, rowboat, and foot.
B.
Travel by water, either along the coast or via rivers, was common and useful.
C.
Taverns sprang up along roadways and any intersections. They served multiple uses: inns
for a night’s sleep, places to hear news/gossip from out-of-town, and a place to get a
refreshing beverage, of course.
D.
A crude mail system emerged. The mail traveled slowly, and sometimes was read by
bored or curious letter carriers.
Dominant Denominations
A.
In 1775, there were 2 “established churches” or churches that received tax money: the
Anglican and the Congregational. Surprisingly, a large portion of Americans didn’t
worship in a church, however.
B.
The Anglican Church (the Church of England) became the official faith in Georgia, the
Carolinas, Virginia, Maryland, and part of New York.
1.
The Anglican brand of religion was more worldly than Puritanical New
England.
2.
Sermons were shorter and hellfire was less hot.
3.
The College of William and Mary was founded to train clergy in 1693.
4.
Anglicans did not have an American bishop to ordain the American clergymen.
The idea of starting an American bishopric was violently opposed by nonAnglicans as the Revolution drew close.
C.
The Congregational Church grew out of the Puritan church. It was established in each
New England colony except Rhode Island.
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
1.
LIV.
LV.
LVI.
Presbyterianism, a kin of Congregationalism, was common but never an
official religion.
2.
Religion, which used to be the burning issue in New England, was beginning to
take a backseat to politics.
The Great Awakening
A.
As religious passion began to decline and new, liberal ideas began to water down “old
time religion,” many felt it was time for a revival—the Great Awakening. This was
America’s 1st big religious movement. It tried to bring the people back to fundamental
Christianity and save souls.
B.
Jonathan Edwards was a leading preacher.
1.
He said salvation comes not through good works, but through God’s grace (what
you don’t earn).
2.
He painted vivid pictures of hell. His most famous sermon was “Sinners in the
Hands of an Angry God” and preached that hell was “paved with the skulls of
unbaptized children.”
C.
George Whitefield was another great preacher during the Awakening.
1.
Whitefield was an amazing speaker—he brought people to tears, cheers,
convulsions, and to the offering plates.
2.
His style of preaching was to strike the emotions, to “hit ‘em in the heart, rather
than in the head” so to speak.
3.
His goal was to strike at sinners, have them repent (ask forgiveness), and turn
their faith to Christ.
D.
These preachers were called the “New Lights.” The “Old Lights” (Anglicans, and
traditional Congregationalists and Presbyterians) didn’t like the drama in this style.
1.
The Baptist faith grew in numbers, however, as they embraced the New Light
style of preaching.
2.
New Light universities sprang up: Princeton, Brown, Rutgers, and Dartmouth.
3.
New Lights encouraged a new wave of missionary work amongst the Indians.
E.
The Great Awakening was America’s first mass movement. It brought Americans
together largely without regard to class and united them with a common history and
experience.
Schools and Colleges
A.
New England placed the most value on education. This was the case since colleges
trained the clergymen.
1.
In the other colonies, time was spent farming and working, not wasted on
schooling.
2.
Still, there were fairly good elementary and secondary schools in all of the
colonies. These schools were for the rich, and mostly for boys.
B.
The topics of study: the classics (Greek and Latin) and religion. Reason was out, dogma
was in.
C.
The mood at school was serious and somber. Discipline was fast and harsh.
D.
The influences of the church was considerable, but waning…
1.
In New England, the top priority of colleges was still to train men for the
ministry.
2.
By 1750, there was a movement from “dead” to “live” languages.
3.
Ben Franklin helped start the University of Pennsylvania, the first nondenominational university.
Provincial Culture
A.
Work and worry (farming and fear of Indians) left little time for recreation. What little
time was leftover, was spent on religion, not wasted on arts and literature.
B.
Painting was looked upon as a waste of time.
1.
John Trumbull was discouraged in painting by his father. He still went to
Europe to be trained in art.
2.
Charles Willson Peale became best-known for portraits of George Washington.
He also was curator of a museum, a taxidermist of birds, and a dentist.
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
3.
LVII.
LVIII.
LIX.
Benjamin West and John Singleton Copley traveled to Europe where artists
were respected and could make a living (unlike in America).
C.
Architecture in America was (a) transplanted from Europe and (b) focused on the
practical rather than stylish.
1.
The log cabin (from Sweden) was simple, frontier-friendly, cheap, and cozy.
2.
The Georgian style began around 1720 and became popular in towns with its red
bricks—solid and well insulated.
D.
Colonial literature was sparse. Americans wasted little time writing and focused on
working.
1.
Phillis Wheatley’s poetry was notable. She was a slave girl with no formal
education. But, she did travel to England and get a book of poetry published.
These accomplishments were amazing considering her many obstacles.
2.
Ben Franklin's Poor Richard’s Almanack was immensely popular—read more
than anything except the Bible. It tells something about Americans—they
frowned on literature but loved the practical sayings and advice of an almanac.
a.
Franklin’s exploits with experiments (like the kite flying incident) and
his acute observations helped further the budding sciences.
Pioneer Presses
A.
Reading wasn’t common in colonial America—books were too expensive, thus, libraries
were scarce.
B.
Pamphlets were more common. As the revolution drew near, printers hand-cranked
pamphlets. These were popular ways to keep on top of current events.
C.
John Peter Zenger was a printer in New York.
1.
He printed unflattering things about the governor of New York. Zenger was
arrested for seditious libel.
2.
But, his lawyer Andrew Hamilton argued, what he’d printed was true, and
therefore, not libel.
3.
Zenger won, but more importantly, it was a landmark case for the freedom of the
press.
The Great Game of Politics
A.
By 1775, eight colonies had royal governors who’d been appointed by the king. Three
colonies had governors selected by proprietors.
B.
Nearly each colony had a two-house legislature.
1.
The upper house was chosen by either royal officials or by the colony’s
proprietor.
2.
The lower house was filled by election by the people.
C.
Most governors were effective.
1.
A few were corrupt. One Lord Cornbury, Queen Anne’s cousin, was named the
New York and New Jersey governor. He was a drunkard, spendthrift, grafter,
embezzler, religious bigot, and cross-dressing fool.
D.
The right to vote was expanding.
1.
It was still limited to white males only, but to more white males.
2.
But, the land requirement was gone. Land was so plentiful that it didn’t really
limit voters anyway.
Colonial Folkways
A.
Life for most Americans was tough, with few comforts.
1.
Churches had no heat (no fireplace).
2.
Homes didn’t have running water or indoor plumbing (wells and outhouses were
used).
3.
There was no garbage disposal system.
B.
Still, Americans weren’t without amusements.
1.
Work and play mixed during house or barn-raisings, quilting bees, husking bees,
flaxing bees, apple parings, and the like.
2.
Southerners enjoyed stage plays, card playing, horse racing, cockfighting, and
fox hunting.
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
3.
LX.
Lotteries were accepted, even by the clergy, because they were used to raise
money for the church or colleges.
4.
Holidays were celebrated across the colonies. New Englanders frowned on
Christmas, however, as being too aligned with the Pope.
Makers of America: The Scots-Irish
A.
The Scots had a hard time back in Britain. They were poor but heavily taxed by the
English. This added to a long list of reasons the Scots disliked the English.
B.
Fed up, the Scots moved to Ulster, in Ireland. But, the Irish didn’t want the Scots there
either. So, the Scots packed up and moved to America.
C.
As if they wanted to distance themselves from Britain as far as possible, the Scots moved
into and spread along the Appalachian piedmont region.
1.
Pennsylvania was a hot spot since tolerance was high there.
D.
The Scots-Irish were tough, independent, ruddy people—perfect for frontier life, blazing
new lands, and building America out of the forests.
E.
Though independent-minded, religion tied the Scots-Irish together. They were Protestant,
usually of the Presbyterian denomination.
F.
Their disdain for England also bonded them. This fact became of great use when the
Revolution broke out. The Scots-Irish were passionately against England and for
independence.
02 Framework
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.
I.
Spanish, French, Dutch, and British colonizers had different economic and imperial goals
involving land and labor that shaped the social and political development of their colonies as well
as their relationships with native populations.
A.
Spanish efforts to extract wealth from the land led them to develop institutions based on
subjugating native populations, converting them to Christianity, and incorporating them,
along with enslaved and free Africans, into the Spanish colonial society.
1.
New Spain
a.
Spain’s territories in the New World
b.
Comprised Mexico, Central America, much of the Southwestern and
Central United States, the Spanish West Indies, Spanish Florida
2.
Conquistadores
a.
Spanish explorers who conquered Native America in the 16th century.
1.
Cortez
a.
Conquistador that conquered the Aztec Empire
2.
Pizarro
a.
Conquistador that conquered Inca Empire
3.
Mission System
a.
Series of 21 religious outposts
b.
Established by Catholic priests (1769-1833)
c.
Purpose: to expand Christianity among the Native Americans
4.
Encomienda System
a.
Created by the Spanish to control and regulate American Indian labor
and behavior during the colonization of the Americas.
b.
Natives were given to Spaniards as slaves, who attempted to
christianize them,
5.
Santa Fe (1610) establishment
a.
Don Juan de Onate became the first Governor-General of New Mexico
b.
Established as the capital of New Spain (1598)
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
B.
II.
French and Dutch colonial efforts involved relatively few Europeans and relied on trade
alliances and intermarriage with American Indians to build economic and diplomatic
relationships and acquires furs and other products for export to Europe.
1.
Samuel de Champlain
a.
"The Father of New France"- Founded New France and Quebec City
(1608)
2.
Coureurs de bois
a.
French ‘runners of the woods’
b.
Fur trappers who allied with the native
c.
Mostly single men.
3.
Jesuit missionaries
a.
Organization of Roman Catholics, founded Ignatius Loyola in 1534
b.
Sought to spread Catholicism to the new world by force
c.
Helped institute and spread the Encomienda System
4.
French alliance with Huron Indians
a.
Both founded the city of Quebec in order to trade of valuable furs
b.
The alliance was started by Samuel de Champlain,
5.
New Netherland
a.
The Dutch presence in the New World
b.
Center of trade
c.
In 1664 the British conquered it and renamed its capital, New
Amsterdam… New York.
C.
English colonization efforts attracted a comparatively large number of male and female
British migrants, as well as other European migrants, all of whom sought social mobility,
economic prosperity, religious freedom, and improved living conditions. These colonists
focused on agriculture and settled on land taken from Native Americans, from whom they
lived separately.
1.
Jamestown (1607)
a.
The first settlement of the British in the New World.
b.
Shortly after its founding, John Smith took command
c.
“Motivated the settlers” of Jamestown to buy Direct TV :)
d.
Captured by the Powhatan who held a staged execution which was
symbolically stopped by chief Powhatans daughter Pocahontas.
2.
“Starving Time”
a.
The first winter in Jamestown in which 66% of the colonists died.
3.
Headright System
a.
In England 50 acres of land in the new world was given to any man
who would pay for the passage of others into the new world.
b.
Led to the excess of unemployed indentured servants & caused Bacon's
rebellion.
4.
John Rolfe
a.
Cross bred tobacco with wild plants
b.
Created a sweet commercially viable tobacco.
c.
Married Pocahontas to create peace with the Powhatans,
In the 17th century, early British colonies developed along the Atlantic coast, with regional
differences that reflected various environmental, economic, cultural, and demographic factors.
A.
The Chesapeake and North Carolina colonies grew prosperous exporting tobacco — a
labor-intensive product initially cultivated by white, mostly male indentured servants and
later by enslaved Africans.
1.
Chesapeake colonies
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
a.
b.
c.
d.
B.
Region of Virginia and Maryland
Distinguished by indentured servants, cash crops, and African slavery.
Known for tobacco growing.
Diseases such as malaria, dysentery, and typhoid took its toll and
lowered the life spans there to 40 or 50.
2.
Indentured servants
a.
Mostly young single men, who agreed to be slaves for a limited amount
of time in exchange for passage into the New World.
3.
Bacon’s Rebellion (1676)
a.
Farmers in Virginia who resented Governor William Berkeley’s
friendly policy with the Native Americans were angered by the attacks
on their farms by the nearby tribes.
b.
An aristocrat named Nathaniel Bacon led a rebellion of frontier
farmers, many of who were indentured servants.
c.
Burned Jamestown
d.
Caused Royal governor Berkeley to flee back to England
e.
Bacon’s death ended the rebellion but led to colonial thoughts of
Independence.
4.
Middle Passage
a.
Middle Segment of the forced journey of African slaves to America
b.
Part of the Triangular Trade (1600’s) led to many deaths of the slaves.
5.
racial hierarchy
a.
English established a strict racial hierarchy unlike the French and
Spanish who traded with and sometimes married the natives.
The New England colonies, initially settled by Puritans, developed around small towns
with family farms and achieved a thriving mixed economy of agriculture and commerce.
1.
Puritan work ethic
a.
2.
Town meetings
a.
Held in New England colonies, this was a way to govern in very small
rural areas.
3.
Expanded life expectancy in New England
a.
They had a life expectancy of about 70 years.
4.
Social hierarchy
a.
Aristocrats- Top of social ladder
b.
Land-owning males
c.
Manual workers or tradesmen
d.
Indentured servants
e.
Jailbirds and slaves.
5.
Blue Laws
a.
Known as Sumptuary Laws
1.
Strict codes of morality.
2.
Passed particularly in Puritan New England and Quaker
Pennsylvania.
6.
Subsistence farming
a.
Farming in New England was not adequate
1.
New England had thin and rocky soil, turned to trade.
2.
Lacked an agrarian economy, so slavery did not evolve.
7.
John Winthrop’s “City upon a Hill”
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
a.
C.
Governor John Winthrop wanted the Massachusetts Bay Colony to be
a Puritan Model Society based on Christian Principles trying to live
perfect lives..
8.
Salem Witch Trials
a.
In 1692, a few girls were claimed to have been bewitched by a woman
practicing voodoo. Rumors were spread and innocent people were
convicted of being witches and 20 people were executed.
1.
Led to a drastic decline in church membership.
9.
Trial of Anne Hutchinson
a.
Put on trial in 1638 for her belief in antinomianism,argued that if there
was predestination, a person’s actions were immaterial.
b.
She testified she received messages from god and she was banished
from the colony and moved to Rhode Island
10.
Banishment of Roger Williams
a.
Roger Williams was a young preacher who wanted a break the Puritan
Church
1.
He questioned the Massachusetts Bay Colony charter’s
legality, the dealings with the Indians, and whether the church
could run people’s lives.
2.
He was banished in 1635 for “new and dangerous opinions.”
11.
Establishment of Harvard College (1636)
a.
Primary intention of training clergymen for the “church in the
wilderness”
The middle colonies supported a flourishing export economy based on cereal crops and
attracted a broad range of European migrants, leading to societies with greater cultural,
ethnic, and religious diversity and tolerance.
1.
William Penn
a.
Founder of Pennsylvania when in 1681
b.
Received a land grant from King Charles II
c.
Formed the colony as a safe haven for Quakers.
2.
Quakers
a.
Refused to pay taxes to the Church of England.
b.
Peaceful people who despised war.
c.
Believed in religious freedom, no preachers, and segregated
congregations
3.
Religious toleration
a.
People allow other people to practice other religions and beliefs.
b.
The Maryland Toleration Act in 1649 protected the Catholics religion
from Protestants.
4.
“Middle Way”
a.
The Middle Colonies had fertile soil and large tracts of land with rivers
flowing into the heart of the colonies.
1.
More ethnically diverse
2.
Mixed economy
3.
Essentially a mix of the New England and Southern colonies.
5.
Ethnic diversity
a.
Due to the economy of the middle colonies, many new peoples were
able to settle there, leading to more diversity than any other colonies.
6.
“Bread-basket colonies”
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
III.
a.
Referred mostly to the Middle Colonies
b.
Wheat production.
D.
The colonies of the southernmost Atlantic coast and the British West Indies used long
growing seasons to develop plantation economies based on exporting staple crops. They
depended on the labor of enslaved Africans, who often constituted the majority of the
population in these areas and developed their own forms of cultural and religious
autonomy.
1.
Rice as cash crop in Georgia and the Carolinas
a.
2.
Sugar as cash crop in Barbados
a.
Sugar was a cash crop due to climate and availability of slaves
b.
This Plantation economy spread to the southern colonies
3.
slave codes
a.
The rules regarding the owning, treatment, and reclamation of slaves
originating in Barbados.
4.
Gullah
a.
A unique African-American language.
1.
Mix of African, spanish, French and English
b.
Variation of Angola
c.
Used so the slave owners would not understand.
5.
Ring-shout
a.
A prayer circle in which the participants would stomp their feet and
clap their hands while moving in a circular fashion.
6.
Spirituals
a.
Songs sung by the slaves as a form of worship, or even simply as a
work song to lighten their mood and get them through the day.
E.
Distance and Britain’s initially lax attention led to the colonies creating self-governing
institutions that were unusually democratic for the era. The New England colonies based
power in participatory town meetings, which in turn elected members to their colonial
legislatures; in the Southern colonies, elite planters exercised local authority and also
dominated the elected assemblies.
1.
Mayflower Compact (1620)
a.
The Pilgrims signed the first form of self-government in New England
and it laid the foundation that America would be ran by Americans.
2.
Maryland Toleration Act (1649)
a.
Allowed all Christian into Maryland
b.
Protected Catholics from the rage of Protestants but did not show
toleration to other religions.
3.
House of Burgesses
a.
The first democratically elected legislative body in the colonies
b.
Formed in Virginia (1619)
4.
Massachusetts General Court
a.
Competition over resources between European rivals and American Indians encouraged industry
and trade and led to conflict in the Americas.
A.
An Atlantic economy developed in which goods, as well as enslaved Africans and
American Indians, were exchanged between Europe, Africa, and the Americas through
extensive trade networks. European colonial economies focused on acquiring, producing,
and exporting commodities that were valued in Europe and gaining new sources of labor.
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
1.
B.
C.
D.
Triangular trade routes:
a.
Across the Atlantic Ocean
1.
Included the Middle Passage (slaves), rum and sugar
2.
Middle Passage:
a.
Route which brought slaves from Africa to the Caribbeans
Continuing trade with Europeans increased the flow of goods in and out of American
Indian communities, stimulating cultural and economic changes and spreading epidemic
diseases that caused radical demographic shifts.
1.
Praying towns
a.
New England Settlements where Indians from various tribes were
gathered to be Christianized by the settlers (Puritans).
2.
fur trade
a.
Trade of beaver pelts between the French and the Native Americans.
1.
The groups would typically trade in the Great Lakes region.
Interactions between European rivals and American Indian populations fostered both
accommodation and conflict. French, Dutch, British, and Spanish colonies allied with and
armed American Indian groups, who frequently sought alliances with Europeans against
other Indian groups.
1.
Beaver Wars of the mid-1600s:
a.
Fought between the French vs English and Iroquois
1.
Fought to expand their territory and monopolize the fur trade
and the trade between European markets and the tribes of the
western Great Lakes region.
2.
Chickasaw Wars of the mid-1700s:
a.
Foughty between the Chickasaw (allied with the British) and the
Choctaws (allied with the French).
1.
The French fought to secure their communications along the
Mississippi River.
3.
King William’s War (1688-1697):
a.
Fought between the French and British
1.
Between French Coureurs de Bois and British settlers
2.
First of the four wars known as the French and Indian Wars
4.
Queen Anne’s War (1702-1713)
a.
French and British
1.
Rose from the issues not resolved from King William’s War
2.
Part of a larger European conflict known as the War of the
Spanish Succession.
3.
British allied with the Netherland and Defeated the French and
Spanish to gain the territory of Canada and Nova Scotia and
the Hudson Bay.
4.
The Second of the four wars known as the French and Indian
Wars.
5.
King George’s War (1744-1748)
a.
Ultimately led to the capture of Louisbourg by the British.
b.
The treaty of Aix-la-Chappele restored Louisbourg to France
The goals and interests of European leaders and colonists at times diverged, leading to a
growing mistrust on both sides of the Atlantic. Colonists, especially in British North
America, expressed dissatisfaction over issues including territorial settlements, frontier
defense, self-rule, and trade.
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
Bacon’s Rebellion (1676)
a.
Nathaniel Bacon and his group of men rebelled against Royal Governor
William Berkeley
1.
The group marched on Jamestown and the governor fled.
b.
Effectively died out due to Bacon falling ill with dysentery.
2.
Revocation of Massachusetts’ charter
a.
Massachusetts refused to follow the Navigation Acts, and their charter
was revoked by King Charles II
3.
Navigation Acts/smuggling
a.
Navigation Acts: Laws passed by the crown to restrict colonial trade
b.
Smuggling: Attempt by the colonists to ignore the Navigation Acts.
1.
Colonists would sneak goods onto ships or lie about the
amount of good they had on board.
4.
Protests against the Dominion of New England
a.
British conflicts with American Indians over land, resources, and political boundaries led
to military confrontations, such as Metacom’s War (King Philip’s War) in New England.
1.
Anglo-Powhatan Wars (1610-1640s)
a.
Series of three wars fought between Virginia settlers and Indians of the
Powhatan Confederacy.
1.
The First Powhatan War was fought 1609 to 1614.
2.
The Second Powhatan War was fought 1622 to 1632.
3.
The Third Powhatan War was fought 1644–1646.
b.
Colonists gained the land, natural resources including tobacco
2.
Pequot War (1636-1637)
a.
1637 Conflict between an alliance of Massachusetts Bay and Plymouth
colonies, With American Indian allies against the Pequot Indians. WAr
saw the elimination of the Pequot in New England, and is an exemplary
of the Puritan use of genocide towards Native Americans.
3.
King Philip’s War (1675-1676)
American Indian resistance to Spanish colonizing efforts in North America, particularly
after the Pueblo Revolt, led to Spanish accommodation of some aspects of American
Indian culture in the Southwest.
1.
Caste system
a.
The social hierarchy between the Indians.
1.
Spanish or Mexicans are the highest.
2.
Mestizos next.
3.
Then the natives are at the bottom.
2.
Mulattoes
a.
Person of mixed European and African heritage in Spanish colonial
America.
3.
Mestizos
a.
A person of Spanish and Native American heritage.
4.
Pueblo Revolt (1680)
a.
Also called Popes rebellion
b.
The pueblo revolt killed 400 Spanish and drove out the remaining
2,000 settlers.
1.
E.
F.
Key Concept 2.2:
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that
encouraged both stronger bonds with Britain and resistance to Britain’s control.
I.
Transatlantic commercial, religious, philosophical, and political exchanges led residents of the
British colonies to evolve in their political and cultural attitudes as they became increasingly tied
to Britain and one another.
A.
The presence of different European religious and ethnic groups contributed to a
significant degree of pluralism and intellectual exchange, which were later enhanced by
the First Great Awakening and the spread of European Enlightenment ideas.
1.
Great Awakening
a.
The ideals of The Enlightenment spread to the north of the new world
puritan church. This awakened ‘’fire and brimstone preaching ‘’
2.
Jonathan Edwards
a.
Pursued the Great Awakening by preaching and holding revivals to
the’’new lights’’ ideas.
3.
George Whitefield
a.
Preached the new ideal ‘’fire and brimstone’’ sermons in the church
and at revivals.
4.
“New Lights”
a.
The post-Great Awakening members influenced by the Enlightenment
5.
“Old Lights”
a.
The pre-Great Awakening members of the Puritan Church who clung to
original Puritan ideals.
6.
Enlightenment
a.
European intellectual movement of the late 17th and 18th centuries
b.
Emphasizing reason and individualism rather than tradition.
c.
Philosophers such as Descartes, Locke, Newton, Voltaire, Rousseau,
and Adam Smith.
7.
John Locke
a.
Writer of Two Treatises Of Government
1.
‘’Life liberty and property .‘’
B.
The British colonies experienced a gradual Anglicization over time, developing
autonomous political communities based on English models with influence from intercolonial commercial ties, the emergence of a trans-Atlantic print culture, and the spread
of Protestant evangelicalism.
1.
Anglicization
a.
Process in which Americans began to think of themselves as less
American and acted more and more English.
2.
Republicanism
a.
Term later used to describe a government without a king in the 18th c.
Republicanism was one kind of liberty that had a public and social
quality to it.
3.
Salutary Neglect
a.
The British neglecting the colonies all the way up till after the French
and Indian war because the British needed to pay off their war debt.
4.
Trial of John Peter Zenger
a.
Zenger is the first case of a colonist standing up to the royal
government. Zenger won the trial establishing the protection of
freedom of speech against officials in government.
33
02 APUSH (02-05) (1607–1754) Assignment (Checklist)
C.
D.
The British government increasingly attempted to incorporate its North American
colonies into a coherent, hierarchical, and imperial structure in order to pursue
mercantilist economic aims, but conflicts with colonists and American Indians led to
erratic enforcement of imperial policies.
1.
Mercantilism
a.
British economic philosophy which required the colonies to provide
raw materials to the Mother Country
b.
Colonies received manufactured goods in return for gold and silver
2.
Board of Trade
a.
English legislative body that kept the colonies functioning under the
mercantile system until the late 1690's.
3.
Navigation Act of the 1660s
a.
British laws to control colonial trade and enforce Mercantilism
1.
All goods must be shipped in colonial or English ships
2.
Enumerated articles, such as sugar, tobacco, and cotton, can
only be exported to England from the colonies.
3.
All imports to the colonies must go through England.
4.
Woolens Act of 1699
a.
Declared that wool produced in the colonies could only be exported to
England in order to protect the English woolen trade.
5.
Molasses Act of 1733
a.
Taxed sugar, molasses, etc, which the colonies imported from countries
other than England.
Colonists’ resistance to imperial control drew on local experiences of self- government,
evolving ideas of liberty, the political thought of the Enlightenment, greater religious
independence and diversity, and an ideology critical of perceived corruption in the
imperial system.
1.
Widespread smuggling:
a.
The Navigation Acts restricted colonial trade to protect the British
economic system of Mercantilism
b.
Distance and the size of the British Empire worked to colonial
advantage.
1.
Also, prior to 1763, England followed policy of Salutary
Neglect
c.
Bribes, ignoring duties, and transporting goods illegally became
commonplace
2.
Dominion of New England/Edmund Andros:
a.
Administrative union incorporating all of New England, New York,
and East and West Jersey.
b.
Placed under the rule of Sir Edmund Andros
1.
Curbed popular assemblies, taxed residents without their
consent and strictly enforced Navigation Laws.
c.
Its collapse after the Glorious Revolution in England demonstrated
colonial opposition to strict royal control.
3.
First Great Awakening:
a.
Time of religious fervor during the 1730s and 1740s.
b.
Reaction to the rise of skepticism and the waning of religious faith
brought about by the Enlightenment.
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
c.
E.
F.
G.
Protestant revivals were led by Jonathan Edwards and George
Whitefield
4.
John Locke:
a.
Wrote that all human beings have a right to life, liberty, and property
b.
Rejected the theory of the Divine Right of the monarchy
c.
Believed that government was based upon a "social contract"
All the British colonies participated to varying degrees in the Atlantic slave trade due to
the abundance of land and a growing European demand for colonial goods, as well as a
shortage of indentured servants. Small New England farms used relatively few enslaved
laborers, all port cities held significant minorities of enslaved people, and the emerging
plantation systems of the Chesapeake and the southernmost Atlantic coast had large
numbers of enslaved workers, while the great majority of enslaved Africans were sent to
the West Indies.
1.
Triangular trade
a.
Trade routes between the Old World, Africa, spice islands, sugar isles,
Europe and the New World
2.
Middle Passage
a.
Stage/leg of the triangular trade in which millions of Africans were
shipped to the New World as part of the Atlantic slave trade.
3.
Plantation Agriculture
a.
Concentrated in the Southern colonies of Maryland, Virginia, North
Carolina, South Carolina, and Georgia.
b.
Good soil and almost year-round growing seasons, ideal for crops such
as rice and tobacco.
c.
Led to need for chattel slavery
As chattel slavery became the dominant labor system in many southern colonies, new
laws created a strict racial system that prohibited interracial relationships and defined the
descendants of African American mothers as black and enslaved in perpetuity.
1.
Barbados slave code of 1661
a.
Law provided a legal base for slavery in the Caribbean island of
Barbados.
b.
Provided for one set of clothing per year, but it denied slaves even
basic rights guaranteed under English common law
c.
Allowed the slaves' owners to mutilate and burn them alive, without
fear of reprisal.
d.
Led to strict slave codes in the Southern colonies
Africans developed both overt and covert means to resist the dehumanizing aspects of
slavery and maintain their family and gender systems, culture, and religion.
1.
Covert Means
a.
Slowing work, feigning illness, breaking tools, or sabotaging
production
2.
Overt Means
a.
runaway slaves
1.
"Fugitive Slaves" who left their master and traveled without
authorization
2.
Tried to reach states or territories where slavery was banned,
including Canada
b.
NYC slave revolt (1712)
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02 APUSH (02-05) (1607–1754) Assignment (Checklist)
1.
c.
23 enslaved Africans killed nine whites and injured another
six.
2.
70, were arrested and jailed; 21 were convicted and executed.
Stono Rebellion (1739) (South Carolina)
1.
It was the largest slave uprising in the British mainland
colonies, with 42-47 whites and 44 blacks killed.
2.
Was led by Jemmy, a literate slave; referred to as "Cato"
3.
Led 20 slaves in an armed march south from the Stono River;
bound for Spanish Florida.