Transcript CHAPTERS 1 & 2 REVIEW

ANNOUNCEMENTS/REMINDERS
 Extra Credit: Read Pastwatch: The Redemption
of Christopher Columbus by Orson Scott Card.
Take the AR test and bring me the results.
(Available in our library.)
 DUE 9/28/12
 QUIZ – Thursday (CH. 1-3)
 DINNER TABLE CONVERSATION #1 DUE FRIDAY…
Ch. 2 REVIEW
European Models for Colonizing America
A. Spain--colonization with conversion

1. Earliest colonies in America (St. Augustine 1565, Santa Fe
1610), though most outposts were destroyed by Indian
attacks.

2. Spain turned to Franciscan missionaries to control Indians,
placing land grants in the hands of encomenderos. Spanish
rule was cruel, used slavery, and was limited, except for New
Mexico. (California was virtually ignored until the late 1700s.)

3. By 1560, the main goal of Spanish colonial policy was
keeping other Europeans from establishing colonies.
B. France--fur-trading empire
 1. Indian wars developed as tribes fought for the
French fur trade.
 2. French missionaries did not enslave Indians and
attempted to limit trading of alcohol
 3. Though few in number, French settlers brought
diseases that wiped out up to 90% of the Indians
in the Great Lakes region.
C. Netherlands--commerce and farming
 1. Colonization was slow and small-scale, with
only one proprietor (Rensselaer) able to attract
50 tenants
 2. Rejecting representative rule, the Dutch lost
the settlement of New Amsterdam (New York) to
the British in 1664
D. The English model--tobacco and settlers

1. Causes
for English Colonizing in America
ENGLAND,
17 Century
th
 a. Fall of Spanish Armada in 1588 opened North
Atlantic to English expansion
 b. England infused with a spirit of selfconfidence and enthusiasm for adventure.
 c. England could plant, supply, and protect
colonies easily.
 2. Changes in English economy.
 a. Rise of merchant class to provide business
leadership and wealth for colonial investment.
 b. Joint-stock company allowed for pooling of
capital with limited risk.
 c. Surplus population in cities as farmers were
pushed off lands converted to sheep herding
The Colonies Come of Age
1650 - 1765
Chapter 3: BIG Idea
Britain defeats France in North America.
Tensions grow between Britain and her
colonies. Colonial slavery becomes
entrenched, particularly in the South.
Benjamin's West's William Penn's Treaty with the Indians, painted in 1771
Section 1: BIG Idea
England and its largely self-governing colonies prosper
under a mutually beneficial trade relationship.
England And Its Colonies Prosper
Mercantilism
 English settlers export raw materials; import manufactured goods
 Mercantilism – countries must get gold, silver to be selfsufficient
 Favorable balance of trade means more gold coming in than
going out
The Navigation Acts
 Parliament – England’s legislative (law making) body
 England sees colonial sales to other countries as economic threat
 1651, Parliament passes the Navigation Acts: laws that restrict
colonial trade
Tensions Emerge
Crackdown in
Massachusetts
 Some colonists
resent Navigation
Acts; still smuggle
goods abroad
Tensions Emerge – CONT.
The Dominion of the New England
 1685, King James creates the Dominion of
New England
 Land from southern Maine to New Jersey united
into one colony
 Effort to make colony more obedient, Dominion
placed under single ruler
 Governor Sir Edmund Andros antagonizes
Puritans, Merchants
Tensions Emerge – CONT.
The Glorious Revolution
 King James unpopular; he’s
Catholic and disrespects
Parliament
 Glorious Revolution –
Parliament asserts its power
over the monarch, 1689
 Parliament crowns Mary and
William of Orange
 Mass. Colonists arrest Gov.
Andros, royal councilors
 Parliament restores separate
colonial charters
 1691, Mass. Charter has royal
governor, religious toleration
England Loosens the Reins
Salutary Neglect
 Smuggling trials in admiralty (British Navy)
Courts… SO??
 No trial by juries of peers!
 Board of trade has broad powers to monitor
colonial trade
 England’s Salutary Neglect (IMPORTANT
IDEA*) – does not enforce its own laws as
long as it is economically beneficial
The Seeds of Self-Government
 Governor; calls, disbands assembly
(elected colonial legislature);
appoints judges; oversees trade
 Colonial assembly influences governor
because they pay his salary
 Colonists still consider themselves
BRITISH but want self-government…
 WHY??
THE COMMERCIAL NORTH
North
South
• several cash crops
Both
• industry
•Slaves
• Powerful merchants
• many cities
• diverse religions,
ethnic groups, etc.
• Conflict with
natives
• becoming
wealthy
• upset with
England
• one cash crops
• agriculture industry
• Powerful farm
owners
• few cities
• more uniform
population
Commerce Grows in the North
 A Diversified Economy
 Cold winters, rocky soil restrict New Englanders to small
farms
 Middle colonies raise livestock, crops; export surplus
 Diverse commercial economy develops in New England,
middle colonies
 By mid-1700s, merchants are powerful group in North
 Urban Life
 Growth in trade leads to large port
cities like New York, Boston
 Philadelphia second largest city in
British empire; has urban plan
Northern Society Is Diverse
Influx of Immigrants
 1700s, large influx of immigrants: Germans,
Scots-Irish, Dutch, Jews
 Immigrants encounter prejudice, clash with frontier Native Americans
Slavery in the North
 Less slavery in North than in South; prejudice still exists
 Slaves have some legal rights, but highly restricted
 Women in Northern Society
 Women have extensive work responsibilities but few legal
rights
 Only single women, widows can own businesses
 Wives must submit to husbands
 Witchcraft Trials in Salem
 In 1692, false accusations of witchcraft lead to trials, hysteria
 Many accusers poor, brought charges against rich
 Several victims were women considered too independent
Commercial North
• Diversity allows for two great movements
to take root in the North
• The Enlightenment
• The Great Awakening
The Enlightenment
The Great
Awakening
Type of
Intellectual
movement
Religious
Key figures Benjamin Franklin,
Thomas Jefferson
Jonathan
Edwards, Gge.
Whitefield
Ideas
World is governed by
Puritan values,
mathematical laws, indiv. rededicate to God,
have natural rights
need for salvation
What action Experiment, rely on
to take
reason, question
traditional authority
Join a church, found
religious colleges,
read the Bible,
question authority
The Agricultural South
•
Chesapeake area to Georgia = very fertile soil
•
Farmers specialized in single cash crop – agriculture raised
primarily for sale
•
Widespread framing meant that plantation society developed
instead of towns
•
Long rivers allowed farmers to ship/move goods easily
•
South becomes rural and self-sufficient
IMMIGRATION
TO THE SOUTH
•
By 1700s many immigrants
arrived
•
thousands of Germans settled in
Maryland and Virginia
•
Scots-Irish settled in North
Carolina
WEALTH IN THE SOUTH
•
Planters controlled most of
economy and politics
•
Luxury filled lives
•
Tobacco farmers profited
exponentially, especially in
Chesapeake area
WOMEN
 2nd class citizens
 no vote
 no preaching
 educated in domestic tasks
 What affects might this have on the
future? How do you think it got this
way?
The White indentured
servant
• Many poor people – of all races
• ½ to 2/3 of white immigrants were
indentured servants
• What is an indentured servant?
Slavery – another market of
exploitation
“The closeness of the place, and the
heat of the climate, added to the
number in the ship, which was so
crowded that each had scarcely room
to turn himself, almost suffocated us.
This produced copious perspirations,
so that the air soon became unfit for
respiration from a variety of
loathsome smells, and brought on a
sickness among the slaves, of which
many died…”
-Olaudah Equiano , who was 11 when he
was forced to make the passage. He later
bought his freedom.
EXTRA CREDIT #2
 AMISTAD
 http://www.youtube.com/watch?v=KP0hwVVUT
ac
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movie review assignment, watch the film and
complete the assignment…
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for both your username and password.
 DUE 9/11/12
The boom and abuse of
Slavery in the South
•
Slaves seen as property
•
First big boom to West Indies – Jamaica, Barbados –
tens of thousands of African slaves
•
Triangular trade – what to where for what?
•
In South:
 80 – 90 percent worked in fields
 10 – 20 percent were domestic slaves
Culture and Coping
Slaves kept rituals: drums, dance, gourd fiddle
Resistance and revolt
 Stono Rebellion
 In Charleston – 20 slaves killed several planter families,
beat drums down the street to call for other slaves to
flee with them to Spanish Florida
 Rebellion ultimately failed, but scared Southern colonists