SAT II History Episode 1 Part 5 potx

Contact Between Native Americans and Europeans • The Spanish, French, and English handled their relations with Native Americans differently. With the establishment of the encomienda system, the Spanish in the Caribbean used the native peoples for forced labor. Many Native Americans died from smallpox and other European diseases and from brutal treatment. Bartolomé de Las Casas, a former conquistador turned priest, protested to the pope and the Spanish king. In time, the en- comienda system was ended, and enslaved Africans replaced the already dwindling native populations on the Spanish sugar planta- tions of the Caribbean. On the mainland in New Spain, the Spanish, supported by their military, set up missions and forced Native Americans to (1) give up their cultures, (2) wear European-style clothing, (3) learn Spanish, (4) convert to Christianity, and (5) labor for the priests. • Because they had little military support, the French did not establish missions. Unarmed French missionaries went among Native Americans to preach and convert them and were often tortured and killed for their efforts. The English treatment of Native Americans varied from colony to colony but often began with good relations, for example, the Pilgrims and Wampanoags and William Penn and the Delaware, or Lenni Lenape. As more settlers moved to the colonies and encroached on Native American lands, fighting erupted between colonists and Native Americans, with the Native Americans always losing. Jamestown: The First English Colony • The first permanent English settlement was Jamestown, founded in 1607 by Captain John Smith. The Virginia Company had received a charter from James I granting it the right to settle the area from the lost colony of Roanoke, off the coast of what is today North Carolina, to the Potomac River. The charter also granted the colonists the same rights as English citizens. Review Strategy See page 80 for the origins of slavery in the Americas. • In order for the colonists to survive the first years, known as “the starving time,” Smith established work rules and traded for food with nearby Native Americans, most notably Powhatan, the leader of the Powhatan Confederacy, whose daughter, Pocohantas, in time married John Rolfe. It was Rolfe who was responsible for establishing tobacco as a major cash crop for the Virginians. In 1619, the first Africans were brought to the colony, as were the first white women. REVIEWING THE COLONIAL PERIOD TO 1789 75 Peterson’s n SAT II Success: U.S. History www.petersons.com THE THIRTEEN ENGLISH COLONIES NEW ENGLAND COLONIES Colony Date Founded by Reasons Importance Plymouth 1620 Pilgrims Religious freedom Mayflower Compact Massachusetts Bay 1630 Puritans, Massachusetts Bay Company Religious freedom; build “a City on a Hill” Representative government through election to General Court Plymouth and Massachusetts Bay joined 1691 New Hampshire and Maine 1622 John Mason, Sir Ferdinando Gorges Profit from trade and fishing Colonists from Massachusetts move into area; by 1650s under Massachusetts’ control New Hampshire 1679 Royal charter from Charles II Connecticut 1636 Thomas Hooker Expansion of trade, religious, and political freedoms; limited government Fundamental Orders of Connecticut: (1) any man owning property could vote; (2) limited power of governor 1662 Receives charter from king and becomes separate royal colony Rhode Island 1636 Roger Williams buys land from Narragansetts Religious toleration Separates church and state unlike Massachusetts Bay Colony MIDDLE COLONIES New Netherlands 1624 Dutch under Peter Minuit Trade, religious freedom Diverse population New York 1664 Royal charter from Charles II to his brother, James, Duke of York Takes valuable trade and land from rival Delaware 1638 Swedish settlers Trade 1664 Seized by English Take land from rival CHAPTER 2 76 Peterson’s n SAT II Success: U.S. Historywww.petersons.com MIDDLE COLONIES Colony Date Founded by Reasons Importance Delaware 1682 Land grant to William Penn, proprietary colony Known as Lower Counties Provides Pennsylvania with coastline New Jersey 1664 Lord Berkeley, Sir George Carteret, proprietary colony Division of New York because too large to govern; trade and religious and political freedoms Few colonists; remains mostly Native American lands New Jersey 1702 Becomes royal colony Protection of religious freedom and right of assembly to vote on local matters Pennsylvania 1682 William Penn, proprietary colony Religious and political freedoms Quakers’ “Holy Experiment;” attracts diverse population; pays Lenni-Lenape for their land SOUTHERN COLONIES Jamestown 1607 Virginia Company Trade, farming Establishes self- government under the House of Burgesses Virginia 1624 Becomes royal colony under James I Continues House of Burgesses Maryland 1632 Land grant from Charles I to Lord Baltimore; on his death to his son, Cecil, Lord Baltimore; first proprietary colony Religious and political freedoms Roman Catholics; elected assembly; Act of Toleration providing religious freedom to all Christians The Carolinas 1663 Land grant from Charles II to eight proprietors Trade, farming, religious freedom Rice and indigo cultivation; need for large numbers of laborers leads to African enslavement North Carolina 1712 South Carolina 1729 Proprietors sold their rights to the king; became royal colonies Establishes representative assemblies REVIEWING THE COLONIAL PERIOD TO 1789 77 Peterson’s n SAT II Success: U.S. History www.petersons.com SOUTHERN COLONIES Colony Date Founded by Reasons Importance Georgia 1732 James Oglethorpe, proprietary colony Haven for debtors; buffer against Spanish Florida Originally southern part of South Carolina; initially only small farms and no slavery; grows slowly, and Oglethorpe allows slavery and plantations Test-Taking Strategy Remember the significance of the House of Burgesses. • The political significance of the Virginia Colony is in its establish- ment of the House of Burgesses in 1619. This was the first representative government in an English colony. Male colonists elected burgesses, or representatives, to consult with the gover- nor’s council in making laws for the colony. Prior to 1670, colo- nists did not have to own property in order to vote. In that year, the franchise was limited to free, male property owners. In 1624, James I withdrew the charter from the Virginia Company and made Virginia a royal colony but allowed the House of Burgesses to continue. Plymouth Colony Test-Taking Strategy Why are the Mayflower Compact and the Plymouth Colony significant? • The Pilgrims, persecuted for their refusal to conform to the Church of England, received a charter from the London Com- pany for land south of the Hudson River, but their ship was blown off course to the area that is today Cape Cod. Before landing in 1620, they wrote and signed the Mayflower Compact, the first document in the English colonies establishing self-government. • Like the colonists at Jamestown, the Pilgrims relied initially on help from the local Native Americans. In time, the colonists became farmers and timber exporters, but few new colonists joined them, and in 1691, Plymouth Colony joined with the Massachusetts Bay Colony. Massachusetts Bay Colony • Massachusetts Bay Colony was founded in 1629 by the Puritans under a charter from King Charles I. They, too, were seeking religious freedom, but, unlike the Pilgrims, they did not wish to separate from the Church of England. The Puritans wanted to “purify” the church of practices that they believed were too close to those of the Roman Catholic Church. With their charter, they set up the Massachusetts Bay Company and used it to establish a colony that would be a commonwealth based on the Bible. CHAPTER 2 78 Peterson’s n SAT II Success: U.S. Historywww.petersons.com Test-Taking Strategy What is the similarity between Jamestown and Massachusetts Bay? • In the beginning, laws were passed by the General Court, which was made up of freemen, those few male colonists who owned stock in the Massachusetts Bay Company. The other colonists rebelled, and in 1631, the leaders admitted to the General Court any Puritan man in good standing. As the colony continued to grow, the number became unwieldy, and the law was changed so that freemen in each town in the colony elected two representa- tives to the General Court. Like Jamestown, Massachusetts Bay had established a representative for m of government—though limited in scope. Colonial Government Test-Taking Strategy Be sure you know what the phrase power of the purse means. You’ll find it again in the events leading up to the Revolution. • Except for Pennsylvania, which had a unicameral legislature, the colonies had bicameral legislatures modeled on the upper and lower houses of Parliament. The upper chambers were made up of the governor, his advisers, and councillors appointed at the suggestion of the governor by the monarch or proprietor, depend- ing on the type of colony. In Rhode Island and Connecticut, the upper house was elected by the colonists, and in Massachusetts, the upper house was elected by the lower house. The lower houses were elected by the colonists, supposedly every two years, but some governors, such as Berkeley in Virginia, refused to call elections for years. This is why the power of the purse had become important. The legislatures had developed the right to levy taxes and pay the salaries of governors. By threatening to withhold his salary, the legislature could pass laws over a governor’s objec- tions. • Voting requirements changed as the colonies grew. Originally, only Puritans could vote in Massachusetts Bay, and in royal colonies, only Anglicans. Catholics, Jews, Baptists, and Quakers were restricted from voting in certain colonies, and no colony allowed women, Native Americans, or slaves to vote. In all colonies, white males had to own land in order to vote. Over time, this changed so that men could own property other than land or could pay a tax to be eligible to vote. English Events, Colonial Effects • In 1686, following his accession to the throne as James II, the former Duke of York combined New York, New Jersey, and the New England colonies into the Dominion of New England with the intention of ending the region’s illegal trading activities. Appointing Sir Edmund Andros as governor, James abolished the colonial legislatures and allowed Andros to govern with unlimited powers. REVIEWING THE COLONIAL PERIOD TO 1789 79 Peterson’s n SAT II Success: U.S. History www.petersons.com Test-Taking Strategy Think about why the English Bill of Rights was significant to the colonists. • In 1688, the English, angered by James’s policies and his conver- sion to Catholicism, deposed him in the Glorious Revolution. William and Mary of Orange were installed as monarchs. Andros was removed from office, and the charters were returned to the colonies along with their representative governments. An additional event of significance to the colonists was the drafting of an English Bill of Rights guaranteeing certain rights to every citizen, including the right to representative government. The Origins of Slavery in the Americas • The origins of slavery in the Americas began with the Spanish on their sugar islands in the Caribbean. To replace Native Americans, the Spanish and later the English began to import Africans as slaves. In 1619, the first Africans to arrive in the colonies came off a Dutch ship at Jamestown and were treated as indentured ser- vants. As it became more difficult to find the large number of workers needed for tobacco agriculture, the policy changed. • In a court case in Jamestown in 1640, the indenture of an African was changed to servitude for life, durante vita. In 1663, Maryland passed its first slave law. The plan for government for the Carolinas recognized Africans as slaves, and, therefore, as property. Slavery was legalized in Georgia when the colonists came to realize that they would make money only through plantation agriculture. New York and New Jersey began as a single Dutch colony, and Africans were recognized as indentured servants. After the English seized and divided the colony, slavery was legalized. However, the Northern colonies did not farm labor-intensive crops, such as tobacco, rice, and indigo, so there was little need for slaves. In the North, most slaves were household help. • Estimates vary, but it is generally agreed that some 20 million Africans survived the Middle Passage of the triangular trade route between Europe, Africa, and the colonies. They came from the West Coast of Africa, and most were sold into the Caribbean or South America. After being captured by fellow Africans and force-marched to the sea in chains for sale to Europeans, Africans were kept in slave factories until ships were available. These factories had holding pens for the Africans as well as offices, warehouses for trade goods, and living quarters for the European traders. The Africans were then marched on board ship in chains and kept below decks where an average of 13 to 20 percent of the human cargo died during a voyage. On arrival in the colonies, the Africans were sold without regard to keeping families together. Test-Taking Strategy Be sure you understand who indentured servants were, why they were not a satisfac- tory workforce, and what part they played in Bacon’s Rebellion. • The English institutionalized slavery because (1) they needed labor and (2) they viewed Africans with their foreign languages and ways as less than human. The English had found neither Native Ameri- cans—who died from disease or who, as runaways, melted back into the forests—nor white indentured servants—who worked only CHAPTER 2 80 Peterson’s n SAT II Success: U.S. Historywww.petersons.com for a specified time or who, as runaways, could melt into the general population—a satisfactory workforce. KEY PEOPLE Review Strategy See if you can relate these people to their correct context in the “Fast Facts” section. • Nathaniel Bacon, Bacon’s Rebellion, Sir William Berkeley, Virginia • William Bradford, History of Plimouth Plantation • Iroquois League, Five Nations, later Six Nations • Anne Hutchinson, Rhode Island • King Philip’s War or Metacom’s War, New England • Pequot War, southern New England • John Winthrop, Massachusetts Bay KEY TERMS/IDEAS Review Strategy See if you can relate these terms and ideas to their correct context in the “Fast Facts” section. • Chesapeake country, Chesapeake Bay • Columbian Exchange of items and ideas among different cultures • covenant, Massachusetts Bay Colony, congregations, saints or true believers • Great Migration, England to Massachusetts Bay Colony, 1620–1640 • joint-stock company, Virginia Company and Massachusetts Bay Company • New England Confederation; colonies of Connecticut, New Haven, Plymouth, and Massachusetts Bay; first attempt at union • royal colony, proprietary colony • Salem witch trials, 1692, Cotton Mather • Treaty of Tordesillas, line of demar cation, Spain and Portugal in the Americas SECTION 2. COLONIAL SOCIETY AROUND 1750 By 1760, some 2 million people lived in the English colonies, with about half the population in the five Southern Colonies. The original colonists had settled along the coast, but, by the 1700s, settlers were moving inland to the frontier, or backcountry. In the Northern colonies, this meant the forests of Northern New England, New York, and Central Pennsylvania. In the Southern Colonies, settlers were leaving the Tidewater, that part of the Atlantic Coastal Plain between New Jersey and Georgia, for the Piedmont, an area that gradually slopes into the Appalachian Mountains. By the time of the American Revolution, colonists had settled the Piedmont and were moving across the Appalachians. REVIEWING THE COLONIAL PERIOD TO 1789 81 Peterson’s n SAT II Success: U.S. History www.petersons.com FAST FACTS Social Classes • With the exception of slaves and free blacks, colonists had an opportunity for social mobility. SOCIAL STRUCTURE OF THE THIRTEEN ENGLISH COLONIES Gentry/Upper Class Plantation owners (Southern Colonies), merchants, high government officials, clergy Middle Class Owners of small farms, skilled craftworkers, shopkeepers, and professionals, such as doctors and teachers Lower Class Tenant farmers, hired farmhands, servants, unskilled workers, indentured servants, free blacks Slaves Rural and Urban Life • Most of the early colonists lived in villages or small towns and went out each day to farm their lands, especially in New England. Later, as the pattern of settlement grew and people moved to the frontier and the backcountry, a trading town would grow up here and there at an intersection of roads or waterways, but most people lived on their farms, far from one another and from town. Social life meant trips to town for shopping, to church, and to an occasional house-raising or barn dance. On plantations, white women managed the house while their husbands or fathers managed the business of the plantation. A white overseer managed day-to-day operations in the fields where enslaved Africans—men, women, and children—supplied the unpaid labor. Some Africans were trained as skilled workers and as house servants. • Philadelphia was the largest city in the 1750s, with a population of 20,000. New York and Boston ranked second and third. Charles Town, South Carolina, and Baltimore, Maryland, were the only large cities in the Southern Colonies. Although many immigrants stayed in the cities because they offered more opportunities, the cities were as foul and disease-ridden as they were in Europe. Over time, dirt streets were paved with brick or cobblestones, streetlights were installed, laws were passed to keep streets clean and to keep the peace, and parks and libraries were built. CHAPTER 2 82 Peterson’s n SAT II Success: U.S. Historywww.petersons.com ECONOMIC DEVELOPMENT IN THE THIRTEEN ENGLISH COLONIES Colonies Environment Economy Results New England Forested, rocky soil with long, cold winters and short growing seasons Subsistence farming; manufacturing, shipbuilding, fishing; trade Family-farmed land with an occasional hired hand or indentured servant; little use for slavery; trade with England and the West Indies, including triangular trade for slaves Middle Fertile soil; temperate climate with longer growing season Major cash crops: wheat, corn, rye; “breadbasket colonies”; later trade and manufacturing centers Some large estates; family farms large enough to hire farm workers or keep indentured servants; little slavery except for tobacco plantations in Delaware Southern Fertile soil; mild winters with a long growing season; abundant waterways for irrigation and transportation Small farms for vegetables, grain; labor- intensive tobacco, rice, indigo agriculture on plantations; little manufacturing or Southern-owned shipping; few large cities Most farms were small and worked by farm families at a subsistence level; almost self- sufficient plantations with hundreds of slaves were the exception; few free blacks in towns and cities Colonial Families • Colonial families of ten or twelve children were not unusual. Most women married in their early 20s and many died in their childbear- ing years, having had five or six children. In the rural areas, women took care of the children and the household chores: weaving cloth; sewing clothes; making soap, candles, and bread; cooking, clean- ing, and washing; tending a small vegetable and herb garden; and doctoring the sick, often with medicines of their own making. On farms at planting and harvesting times, women and girls worked in the fields. • Men worked in the fields, tended to the farm animals, and were responsible for selling or trading any surplus. Boys worked alongside their fathers as soon as they were big enough. In cities, work was still assigned by gender, but women and girls sometimes helped out in their fathers’ or husbands’ shops, and widows often took over their husbands’ work. • Women could learn trades and skills, such as printing and silver- smithing, but any money a woman earned working outside the home belonged to her husband or, if she was unmarried, to her father. Women could not vote, and married women could not own REVIEWING THE COLONIAL PERIOD TO 1789 83 Peterson’s n SAT II Success: U.S. History www.petersons.com property. Single women, although not married women, could enter into business, sign contracts, and sue in court. Women had little opportunity for education, in part because there was little school- ing available in the early colonies, and later because education was limited to boys. Note, however, that because of their importance to the colonies’ development, women in the colonies had more rights, higher status, and greater economic independence than women in England. The First Great Awakening • By the early 1700s, the influence of Puritanism on the Congrega- tional Church and on New England in general was vastly reduced. A general lessening of interest in religion seemed to be spreading throughout the colonies, and in the 1730s and 1740s, an era of religious revivalism called the First Great Awakening engulfed the colonies. Spurred by charismatic preachers, such as Englishmen John Wesley and George Whitefield and Jonathan Edwards of Massachusetts, thousands repented of their sins and joined Protes- tant churches, many of them new. Test-Taking Strategy The last cause listed here had a significant effect on colonists’ view of their relationship with Great Britain. • The preachers taught that a person did not have to belong to an established church (Puritanism and Anglicanism) to be saved. A person had only to repent of his/her sins, believe in Jesus Christ as savior, and experience the Holy Spirit. The Great Awakening created (1) divisions among congregations and thus the rise of new congregations and sects, (2) a fear of education on the part of some while motivating others to found schools, and (3) a new sense of independence by encouraging people to actively choose their church. New Immigrants • The majority of original colonists was English, but by 1775, just under 50 percent of the colonists were English. While New England remained mostly English, the Middle and Southern Colo- nies gained diverse populations of Protestant Scotch Irish, Scots, and Welsh; Irish Catholics; French Huguenots; Sephardic Jews; and German Protestants joined the Dutch, Swedes, and Finns already living in the Middle Colonies to make up about a third of the total colonial population. Africans made up the remaining 20 percent. New immigrants were motivated by the same push/pull factors as the original colonists: (1) to escape religious persecu- tion, which often also meant (2) escaping curtailed civil rights, and (3) for economic gain. The Growth of Slavery • One reason that colonists used Africans as slaves was that the supply seemed limitless. In Virginia in the 1660s, there were only 300 Africans, but by 1756, there were 120,000 in a population of CHAPTER 2 84 Peterson’s n SAT II Success: U.S. Historywww.petersons.com [...]... ANGLO-FRENCH WARS War in Europe War in North America War of League of Augsburg King William’s War, 16 89 16 97 War of Spanish Succession Queen Anne’s War, 17 02 17 13 War of Austrian Succession King George’s War, 17 42 17 48 Seven Years’ War French and Indian War, 17 54 17 63 Result Peterson’s n SAT II Success: U.S History French loss of Nova Scotia, Newfoundland, and Hudson Bay to Great Britain 87 Loss of remaining... in the “Fast Facts” section Peterson’s n SAT II Success: U.S History • Massachusetts General School Act of 16 47 • Sinners in the Hands of an Angry God, Jonathan Edwards 85 www.petersons.com CHAPTER 2 SECTION 3 THE MOVE TO INDEPENDENCE, 17 54 17 76 The world view of colonists in 17 54 on the brink of the American Revolution was being shaped by a number of factors: (1) the experience of self-government, (2)... the people rested with the House of Commons, but the colonists had no 90 Peterson’s n SAT II Success: U.S History REVIEWING THE COLONIAL PERIOD TO 17 89 • Test-Taking Strategy • The conflict between these two theories was the basis of the conflict with George III and Parliament • • Peterson’s n SAT II Success: U.S History representatives in the House, and, therefore, the House could not levy taxes on... another meeting in 17 75 www.petersons.com 92 Peterson’s n SAT II Success: U.S History REVIEWING THE COLONIAL PERIOD TO 17 89 • Even before the First Continental Congress met, fighting had broken out between colonists and the British army around Boston Learning of arms caches at Concord and several other villages near Boston, General Gage sent soldiers on the night of April 18 , 17 75, to surprise the... salutary neglect or noninterference until 17 64 www.petersons.com 86 Peterson’s n SAT II Success: U.S History REVIEWING THE COLONIAL PERIOD TO 17 89 • Throughout the late 16 90s and into the mid -17 00s, the British government continued to pass laws aimed at controlling trade to and from the colonies MERCANTILE LAWS Woolen Act, 16 99 Colonists could not export raw wool, yarn, or wool cloth to other colonies... Massachusetts militia, with reinforcements from other colonies, effectively hemmed the British in Boston until March 17 76, when General William Howe and his army sailed for Canada, which allowed the Continental Army to enter Boston • The Second Continental Congress met in spring 17 75 Between 17 75 and 17 81, it was to transform itself from an advisory body to the governing body of the new nation Its original charge...REVIEWING THE COLONIAL PERIOD TO 17 89 293,000 About 3,000 were free blacks In the forty years between 17 14 and 17 54 , the number of Africans in the colonies rose from 59 ,000 to almost 300,000 Natural increase accounted for some of this, but most slaves were newly arrived Africans • New England and the... colonies: (1) as sources of raw materials; (2) as markets for English goods; (3) as bases for the Royal Navy because a strong navy was needed to protect English interests much as the Spanish Armada had protected Spanish interests; and (4) as a way to develop a commercial navy • To enforce mercantilism, the English Parliament passed a series of Navigation Acts between 16 51 and 16 73 Among the laws were: (1) ... colonists had gained much from the war: (1) the end of threats from the French and Native Americans and (2) the continued protection of the British army and navy The British government expected the 88 Peterson’s n SAT II Success: U.S History REVIEWING THE COLONIAL PERIOD TO 17 89 BRITISH LEGISLATIVE ACTIONS LEADING TO THE REVOLUTION LAW PROVISIONS CONSEQUENCES Sugar Act, 17 64 Reduced tax on molasses brought... national government to (1) prosecute the war, (2) conduct diplomatic relations with foreign governments, and (3) oversee ratification of the Articles of Confederation • In response to the Second Continental Congress’s actions, George III issued the Proclamation of Rebellion asking his “loyal subjects to oppose rebellion.” He also ordered a naval blockade of Peterson’s n SAT II Success: U.S History 93 www.petersons.com . War, 17 54 17 63 REVIEWING THE COLONIAL PERIOD TO 17 89 87 Peterson’s n SAT II Success: U.S. History www.petersons.com • The Treaty of Paris, 17 63, officially ended the French and Indian War: (1) . limitless. In Virginia in the 16 60s, there were only 300 Africans, but by 17 56 , there were 12 0,000 in a population of CHAPTER 2 84 Peterson’s n SAT II Success: U.S. Historywww.petersons.com 293,000 War, 16 89 16 97 French loss of Nova Scotia, Newfoundland, and Hudson Bay to Great Britain War of Spanish Succession Queen Anne’s War, 17 02 17 13 War of Austrian Succession King George’s War, 17 42 17 48 Loss