THE THIRTEEN ENGLISH COLONIESNEW ENGLAND COLONIES Plymouth 1620 Pilgrims Religious freedom Mayflower Compact Massachusetts Bay 1630 Puritans, Massachusetts Bay Company Religious freedom;
Trang 1Contact 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 upmissions 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 acharter 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 notablyPowhatan, the leader
of the Powhatan Confederacy, whose daughter, Pocohantas, in
time married John Rolfe It was Rolfe who was responsible for
establishingtobacco as a major cash crop for the Virginians In
1619, the first Africans were brought to the colony, as were the first white women
Trang 2THE THIRTEEN ENGLISH COLONIES
NEW ENGLAND COLONIES
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 toGeneral 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
Religioustoleration 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
Trang 3MIDDLE COLONIES
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
Trang 4SOUTHERN COLONIES
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 theHouse 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 theVirginia Company and
made Virginia aroyal 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 theMayflower Compact, the first
document in the English colonies establishingself-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 acommonwealth based on the Bible.
Trang 5Test-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 arepresentative form of government—though
limited in scope
Colonial Government
Test-Taking Strategy
Be sure you know what the
phrasepower 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 hadbicameral 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 thepower 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
Trang 6Test-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 theGlorious 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 asindentured 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 theMiddle Passage of the triangular trade route between Europe, Africa, and the colonies They came from
theWest 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
Trang 7for 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 demarcation, 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 theTidewater, that part of the Atlantic Coastal Plain between
New Jersey and Georgia, for thePiedmont, 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
Trang 8FAST FACTS
Social Classes
• With the exception of slaves and free blacks, colonists had an opportunity forsocial 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
Trang 9ECONOMIC DEVELOPMENT IN THE THIRTEEN ENGLISH COLONIES
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
orindentured 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
Majorcash 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 asubsistence 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, havchildbear-ing 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
Trang 10property 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