British North America
Chapter 1
Mrs C Strickland and Ms K Boring
Jog Your Brain!—
Tell Me What You Already Know
Location and Standard
• Standard:
– USHC 1—The student will demonstrate an
understanding of the conflicts between regional and
national interest in the development of democracy
in the United States.
• Indicators:
– USHC 1.1—Summarize the distinct characteristics of each colonial
region in the settlement and development of British North America,
including religious, social, political, and economic differences.
– USHC 1.2—Analyze the early development of representative
government and political rights in the American colonies, including
the influence of the British political system and the rule of law as
written in the Magna Carta and the English Bill of Rights, and the
conflict between the colonial legislatures and the British Parliament
over the right to tax that resulted in the American Revolutionary
War.
•
•
EOC Book Location: pgs. 21-34
Text Book Location: pgs. 42-84
The English Colonies
Different Goals of the European Nations
Most British
wanted to stay
long term.
French and
Spanish wanted
to make money
to bring back to
their country
•British colonists settled for different reasons
Created economic, political, and social diversity in
the English Colonies
The English Colonies
Practice as a Class
• NOT ONLY
do you need
to know the
colonies, but
what region
they are
from as well.
•
Map on pg 67 (text book)
The English Colonies
• Southern Colonies:
– JAMESTOWN (Virginia 1607)
• First successful English settlement
• Established by a joint-stock company->Virginia Company
– JSC = (company owned by group of investors)
– Virginia Company hoped to make profit off of the colony
Video
• VIDEO: The Virginia Company and Reprise
• Virginia Company and Reprise--Pocahontas
The English Colonies
– JAMESTOWN
• First few years—many died by disease, starvation, cold
– Native Americans helped the settlers
• Most people came to the colony to get rich and obtain land
(REMEMBER—”God, Gold, and Glory!”)
Video
• VIDEO:
• Pocahontas--Dig for Virginia
The English Colonies
– JAMESTOWN
• John Rolfe—
discovered tobacco
and saved the colony
• Headright System—
instituted by Virginia
giving 50 acres of land
to anyone who would
settle in the colony
ACTIVITY:
• British North America Questions:
– (Pgs. 21-25 in EOC Book)
• Questions are in your packet.
• 1. What was the first successful English settlement?
• Jamestown
• 2. What cash crop was important in Virginia,
Maryland and North Carolina?
• tobacco
• 3. Where was indigo grown?
• South Carolina and Georgia
• 4. What was produced from the abundant forests in
the Southern colonies?
• Turpentine, tar, pitch
• 5. Staple Crop• Crops that are in large demand and provide the bulk
of a region’s income
• 6. Plantation System• huge farms owned by wealthy landowner who
raised cash crops
• 7. Indentured Servant• People who could not afford to come to North
America on their own and agreed to work for a
landowner for up to seven years in exchange for the
landowner paying for their trip
• 8. Gentry• Wealthy upper class in the South
• 9. Describe the ripple effect brought on by the
South’s reliance on staple crops.
• It led to the need for plantations, which needed
large amounts of labor. This led to the need for
indentured servants and eventually slavery.
• 10. Where did Southern education take place and
how?
Believed that people did not need a
• The home, hiredminister
privateortutors,
them to
churchsent
to interpret
the Bible
Europe
• 11. Why did Roger Williams and Anne Hutchinson
help form Rhode Island?
people
worship
as theirinconscience
• Did notBelieved
agreethe
with
theshould
Puritan
leaders
allowed and shouldn’t be punished for believing
Massachusetts
differently, Native Americans should be treated fairly
• 12. Describe the Salem Witch Trials.
• One of darkest episodes in American History, several
young girls claimed some townspeople were witches,
some were brought and accused at trial, put to death
• 13. Why did the Puritans push for public education and
because of this what two colleges were founded in New
England?
• Wanted everyone to be able to read the Bible, Yale and
Harvard
• 14. Why were the Middle Colonies the most culturally
diverse?
• geographic location, religious tolerance, other settlers
were already there before
• 15. The Middle Colonies were continually pushing
which direction?
• West
The English Colonies
• Southern Colonies:
POLITICS:
1. Males members of upper class = hold position, power,
authority
SOCIETY:
1. Class division (hierarchal social structure): Rich plantation owners /
poor farmers / slaves
2. Education = No public education
3. South settled for economic, NOT religious reasons, so most rich
landowners stayed part of the Anglican Church (Church of England)
4. Poor southerners adopted Baptist or Methodists beliefs
ECONOMY:
1. Staple crops led to plantation systems
2. Manual labor = need for slaves and indentured servants
IN MANY COLONIES SLAVES OUTNUMBERED THE WHITES
South Colonists’ Religion
• Religious toleration = the norm
• Southern colonies founded for economic
reasons and religion did not play a huge role
in the South until the Great Awakening
• Established Church = Anglican Church
The English Colonies
• New England Colonies:
POLITICS:
1. Puritan Church made rules, banished
dissenters, and formed laws
SOCIETY:
1. region founded on religion and strongly
influenced by Puritanism
2. Promoted public education
ECONOMY:
1. Did not raise cash crops
2. Depended on the Atlantic Ocean (shipbuilding, fishing,
trade)
Puritans and Pilgrims
• Fled religious persecution from England
(Anglican/Church of England) but did not grant
religious freedom to other religions in New
England.
• Wanted to establish a community built on “pure
biblical teaching”
• “City on a hill” – example that the English could
look to as a model of godliness
The English Colonies
• Middle Colonies:
POLITICS:
1. Due to a constant westward expansion and
diversity, each region and group of people selected
differing forms of governing bodies
SOCIETY:
1. Religious tolerance
2. Most culturally diverse colonies (Swedes and Dutch before the English)
3. Promoted equality of sexes, pacifism, did not recognize class differences
4. Slaves—not as numerous as S, mostly worked in cities, shops and farms
5. Social Order in Cities: “aristocracy” = Merchants/upper class
middle class = craftsmen, retailers, businessmen
Lower = sailors, unskilled workers, artisans
ECONOMY:
1. Depended on farming and commerce
2. Thriving fur trade
3. Economic relationship with Native Americans
Middle Colonies’ Quakers
and Toleration
• Quakers:
– Pennsylvania, led by
William Penn
– Religious tolerance
• Maryland—Lord
Baltimore
– Act of Toleration:
protected the rights of
the Catholics in the
colony (as well as others)
Video—America the Story of Us
• America, the Story of Us
– QUESTIONS are in your packet.
– CD 1, Ep 1 (Rebels)
– TIME: 1:25-20:12
Colonial Government
• Salutary Neglect—
– English government “forgot” about the colonists and
allowed them to govern themselves with little to no
input from the Crown
• English governmental influence on the colonies:
– Representative Government: people elect their own
officials and have a voice
• Colonial Governors appointed by the King
• Two House Legislatures—one elected by the people, the
other appointed by the Governor (possessed most power)
Colonial Government
• The Mayflower Compact—
– Puritan settlers at Plymouth drafted this onboard the
Mayflower
• Established elected legislature
• Asserted the government derived its power from the people
of the colony
• Implied that some colonists desired to be ruled by a local
government, rather than England
• VIDEO:
– Mayflower Compact
Puritan Tensions Rise
• Puritans believed in
representative government,
BUT believed first in
satisfying God’s will, not the
will of the people.
• Often times, power would rest
in the hands of church leaders
causing tension
• 1636: Thomas Hooker left Massachusetts, established a new colony
in Hartford Connecticut
• Body of laws called Fundamental Orders of Connecticut
• Stated government’s power came from the “free consent of
the people” and set limits on what government could do
•
Provided foundation for the government of the US following the Revolution
Main
responsibility—
bearing and raising
children
Daughters/Wives
ran plantations
while men were
away
Considered second
class citizens
• less power than men
but more freedoms
than women in England
Colonial
Women
Lack of available
labor = women
taking on the role
of men
(shopkeepers, etc.)
Quiz
African Americans and Slavery
in the English Colonies
• First African Americans:
– 1619 Jamestown
– Arrived as indentured servants, NOT SLAVES
– Attained freedom after set number of years
– Later became masters of servants and slaves
SC and GA: slaves
used in the rice fields,
segregated from
white society
economic reasons
racism
rationalizations by white
European settlers
Slavery in
the North
America
VA, NC, MD: served
in expanded
capacities due to
less time to
cultivate tobacco
(compared to rice)
Middle and New
England Colonies:
owners trained slaves
in a craft to work in
shops/cities
Activity—Colonial Match Up
• *My cards for this will need to be picked up
from Westside and laminated
Colonial Economy
• Jog Your Memory: What’s mercantilism?
Colonial Economy
• Mercantilism: monetary wealth of a nation gives
the nation power (mother country = England, used the American
colony to gain wealth)
– Needed a favorable balance of trade
o The Triangle Trade: trade among three ports or regions
o Ex: England to Africa to North America
The Middle Passage
• The stage of the Triangular Trade in which
millions of people from Africa were shipped to
the New World as part of the Atlantic Slave Trade
During Colonial times:
*Slaves were usually
shipped to Barbados,
then to the Carolinas.
Largest
Colonial Ports
Boston,
Massachusetts
New York, NY
Philadelphia,
Pennsylvania
Charleston,
SC
Baltimore,
Maryland
Video Clip
• Amistad
Video Clips - Skip
• Clip #2—Origins of the Middle Passage
– Who was responsible for the beginning of the
slave trade?
– What is the Middle Passage?
Video Clip - Skip
• Clip #4: A Dark Chapter in History
– How were Africans taken?
– What motivations were at the heart of the slave
trade, and who benefited?
• Clip #6: The Slaves’ Stolen Humanity
– How were ships redesigned for the slave trade?
– What were the slaves’ living conditions once
aboard the ships?
Video Clip - Skip
• Clip #10: Business of the Slave Market
– What happened to the slaves once they reached
land?
– Which types of slaves do you think were
considered to be most “valuable?”
REVIEW QUESTIONS:
• Pg 28 in the EOC Book
– Sample review questions for unit test. Write down
on your packet.
1.2
FOUNDATIONS OF
REPRESENTATIVE GOVERNMENT
Colonial Government Foundations
• Foundations:
– Based on principles from England
– Limited Government: government based on the
rule of law
– Rule of Law: government must obey a body of
rules
• Government and citizens are subject to law
• Laws usually come in the form of a written document
– Ex: constitution or charter
Documents of Influence
Documents of Influence
Magna Carta: “Great Charter” (1215)
English Nobles
forced King John I to
sign this.
Granted nobles various legal rights and
prevented the king from imposing taxes
without consent of a council
This led to the birth of the British Parliament
Upper House:
House of the Lords
appointed noblemen
Parliament gained additional power as
a result of the English Bill of Rights
Lower House:
House of Commons
elected officials
Documents of Influence
English Bill of Rights: (1689)
• Monarch could not interfere with
Parliamentary elections
• Taxes cannot be imposed without Parliament’s
consent
• Citizens gained right to a speedy trial
• Forbade cruel and unusual punishment
• Granted citizens the right to petition the
government
EASY CONNECTION!
• CONNECT THE PAST TO THE PRESENT.
• British Parliament
• English Bill of Rights
?
?
US Congress
US Bill of Rights
Common Law
• Established in England during the Middle Ages
• Common Law: basing decisions on tradition or
past court decisions rather than on written
statute.
• Today in the US legal system: Idea of relying
on past legal decisions where no formal
statute (written law) exists
Activity
• Questions!—Included in Your Packet
1. What started in the late 1600s which would later
impact American thoughts on government and
ruling?
The Enlightenment
2. What was the Enlightenment and why were
philosophers’ ideas important to the history of
ideas in philosophy and political thought,
America? Revolutionary
helped form American ideals about gov’t
3. What did Locke challenge and what did he think all
Challenged the view that monarchs possessed a
humans possessed? God-given right to rule/citizens obligated to
obey…”natural rights”
4. Life, liberty, and property are what?
Natural rights
5. Describe the social contract theory. Explain the
term, role of the citizens and role of the
contract between gov’t and citizens. Citizens are
government. Implied
born with freedoms and rights but give up rights and
empower gov’ts to maintain order
6. Locke’s views were used to justify what?
The American Revolution
7. Long Response. (7 sentences or more on an
ATTACHED piece of paper.) Discuss how the
Enlightenment and John Locke were
important to the founding of American
government. Think about how you feel about
rights and thoughts today—explain how
America would be different without Locke’s
or Enlightenment ideas.
• The Main Concept: In the five bullets below, write the
5 main (most important) concepts in this section.
• Most colonists believed in representative government
• Town governments in New England, colonial
legislatures (House of Burgesses) and urban
governments (Boston/New York) were based on
principle that people should have a voice
• England’s salutary neglect made settlers in America
accustomed to sovereignty (power to rule)
• England allowed freedom of self rule due to distance
• Colonists did not need to be forced to comply with
British laws because they were proud to be British
citizens (at first)
• 9. Outlining the Section: Using the outline below, fill in the
important information.
• Colonial Legislatures and Governors
– House of Burgesses:
Self-government, body consisted of two houses: 1
elected by the people, 1 appointed by the royal governor
•
Virginia
• Location:
Limited self-government
• First example of ____________________
– Colonial Governors:
Appointed by the king and possessed most of the power
•
– Colonial Legislatures:
•
Created and passed laws, determined how taxes were
levied, set salaries of officials, consisted of rich
landowners, possessed more influence
– Tension Between and Why?:
Governors appointed to serve king, legislatures concerned for colonial interests
• Legislatures featured:
Powerful personalities and favored independence
• Colonial Governors continued:
Men appointed by king, livelihood depended on
colonies remaining united to England
Little Bits You Need to Remember!
• Common belief:
– All English came to the Americas to seek religious
freedom.
• FALSE! Plymouth and Massachusetts Bay were
settled for religious purposes, but MOST settlers
came to gain land and improve their economic
and social standing.
TRUE OR FALSE?
Little Bits You Need to Remember!
• Common belief:
– Cotton was the main export during the colonial era.
• FALSE! Cotton was not an important crop until
AFTER the cotton gin was invented in 1793.
TRUE OR FALSE?
Questions
• Pg. 31 in the EOC Book
– Write beside your pg 28 questions
• Review on pgs. 32-34
– Multiple Choice Questions ONLY, not key terms