Unit I: Exploration, Colonization, and
Revolution
1492- 1783
Exploration
Spain was the first of the European powers to
explore and colonize the Americas.
Country
Spain
- Started
settlements in
Mexico, Central
America, come
Caribbean
islands, and
present-day
Florida
Religion/Goals of
Colonization
Responses to Native
Americans
- Catholic
-Western sea route to Asia
- Silver and gold
- New land for their
empire
- Conversion of natives to
Catholicism
-Established missions
(combo of church, school,
and farm)
GOD, GOLD, and
GLORY
-Emphasis on making
Indians useful in
Spanish economic
systems
-Brutal force used
when Indians resisted
Spanish rule
-Indians were
essentially treated like
slaves in conquered
lands
Spain’s success with its American colonies encouraged other
European nations to establish colonies. French explorers led
expeditions along the North Atlantic seaboard during the 1500s.
Country
France
Religion/Goals of
Colonization
Responses to Native
Americans
-Catholic
-Sea route to Asia
- Established trading posts
-Explored interior of
Northern American
continent
-Made some efforts to
convert natives by the
Jesuit priests
-Tried to establish friendly
relations and communications
with Indians
- Indians were trading partners
and sometimes valuable allies
- Set up alliances with friendly
tribes to fight against other
Indians and colonial powers
Neglected by the Spanish and French, the Atlantic coast remained open to
English colonization during the 1580s. England’s first attempt (Roanoke
Island) failed, but in 1607 they succeeded in founding Jamestown.
Country
Religion/Goals of
Colonization
England -Church of England
-Wanted to establish
power in order to
compete with Spain
-Used their strong Navy
-Searching for gold and
glory
-Some desire to
Christianize Indians, but
not many efforts made
Responses to Native
Americans
-In the beginning, relations with
Indians were fairly peaceful.
-Indians (Powhatan) helped
Jamestown settlers during the
Critical Period, giving them
food and agricultural strategies.
-As settlers began to demand
more land, relations got worse
and treatment became harsher.
-Indians were pushed off the
land and essentially removed
from the area by 1700.
Stop and Think!
Why were the Native Americans so
resistant to the Europeans?
Colonization
The Southern Colonies
Jamestown and the British Southern
Colonies
A.
B.
C.
D.
The Virginia Company sent 100
colonists to Virginia and they
started a settlement on the
James River.
The settlement was established
in 1607, and was called
Jamestown, in honor of their
King, James I.
The settlement eventually
became a royal colony
controlled directly by the British
Crown.
The colonists were led by John
Smith a former soldier and
adventurer.
Jamestown Overcomes Hardships
- Unaccustomed to work
- Location was poor. (near
swamps, carried diseases)
- Starvation
- Poor leadership
(http://www.cnn.com/2013/05/01/us/james
town-cannibalism)
Activity
 Take 10 minutes to read excerpts from the “Starving
Time” an account written by John Smith of the
experiences of the Jamestown colonists.
 Take 5 minutes write down 3 examples and share with
a partner the hardships that the Jamestown settlers
encountered upon arriving to the New World.
The Southern Colonist
The English Cavalier
-Economic Status:
 Wealthy landowning nobility
-Ethnic Background:
 English
- Where they Settled:
 Coastal lowlands in the east with
the best land for large plantation
farming.
The Southern Colonist
The Frontier Settler
- Economic Status:
 Poor former indentured
servants
-Ethnic Background
 Scotch-Irish, and poor
English
-Where they settled:
 Small subsistence farms in
the west near the
Appalachians.
The Southern Colonies
 Made up of Virginia,
Maryland, North
Carolina, South
Carolina and Georgia
 The Southern
colonies were
founded for purely
economic reasons.
Early Forms of Government
 The Royal Colonies of the South
were governed by wealthy, landowning aristocrats under the
supervision of the King of England
and Parliament.
 The Virginia House of Burgesses
was the first elected colonial
legislature in the Americas,
established in 1619.
 The Virginia House of Burgesses
still exists today as the Virginia
Assembly, making it the oldest
legislative system in the United
States.
Economy of the South
- Geographic Condition:
 Low coastal plain in the east and foothills and mountains in the
west.
- Cash Crops:
 Tobacco, Rice, and Indigo (NO COTTON YET!)
- Labor Force:
 Indentured servants and later slaves to work large plantations.
- Class Division:
 The wealthy owned plantations, the poor hunted and relied on
subsistence farming and trade with the natives.
The Indentured Servant
 How they arrived: Most
indentured servants came
over via the “headright
system”. (a system in which
anyone who paid their own
way or another’s to the New
World received 50 acres of
land.)
 Length of service: indentured
servants had to labor for 4-7
years before being freed and
gain ownership of their own
land.
 Ethnic Make-up: poor English,
Scot-Irish and African.
African Slavery
 How they Arrived:
Slaves began arriving
in 1619 from Africa via
the “middle passage”
(part of the triangular
trade from Africa to the
Americas).
 Length of Service:
slaves had a life term
 Ethnic Make-Up:
African
Social and Religious
 Social Structure: Dominated
by family status and land
ownership.
 Land Ownership: The wealthy
owned plantations with slaves,
the poor lived on the frontier.
 Political Structure: The
aristocracy (wealthy elites)
controlled the government.
 Religious Affiliation: Anglican
(Church of England)
Berkeley Plantation
Charles City, Virginia
The New England Colonies
(http://www.youtube.com/watch?feature=player_embedded&v=PoXHXbgRJvc) 8:44
The New England Colonies
 Made up of Massachusetts,
New Hampshire, Rhode
Island and Connecticut.
 English religious dissenters
called Pilgrims left Holland
and established the
Plymouth Colony in 1620.
 The Massachusetts Bay
Colony was established in
1629 by English Puritans
seeking religious freedom.
The Puritan Exodus
 “All other Churches of Europe are brought to desolation, and our sins,
for which the Lord begins already to frown upon us and to cut us
short, do threaten evil times to be coming upon us, and who knows,
but that God hath provided this place to be a refuge for many whom
he means to save out of the general calamity, and seeing the Church
hath no place left to fly into but the wilderness, what better work can
there be, than to go and provide tabernacles and food for her when
she be restored.”
–John Winthrop(Governor of the Massachusetts Bay
Colony and leader of the Puritan movement)
A City Upon a Hill
 The Pilgrims were made to sign
the Mayflower Compact, which
granted them religious freedom in
exchange for loyalty to the British
Crown.
 Like the Pilgrims, the Puritans left
England to avoid religious
persecution.
 The Puritans formed a Covenant
Community, or holy society in
accordance to the Mayflower
Compact.
 According to John Winthrop, the
Massachusetts Bay Colony would
be a “City upon a Hill” or a model
for Christianity around the world.
Puritan Society
 Religious Principles
– Intolerant of anyone who did not follow the
Puritan belief system
– Religion dominated all aspects of society,
including the belief in predestination and the
existence of the devil.
 Government
– Governed by religious officials called “the elect”
who believed they were chosen by God to lead.
No division between church and state.
–The community was governed through direct
democracy in a town meeting setting.
 Society
– Male dominated society (women could not own
property) and rigidly divided by social class.
– The community played an integral role in
Puritan society and would become involved in
marital and family disputes.
Puritan Dissenters
 Roger Williams:
- Complaint: believed that the Puritan church
had no right to punish settlers for their
religious beliefs.
- Response: fled the church and founded
Rhode Island
 Anne Hutchinson:
- Complaint: worshippers did not need
church or ministers to interpret the bible.
- Response: banished and later move to New
Netherland (New York) for religious freedom.
 Native Americans:
- Complaint: Puritans took their land and
enforced strict laws on the Natives
- Response: King Phillips War, although the
Indians lost, New Englanders lost a huge
portion of their men of military age.
New England Economy
 Geographic Conditions:
–Rocky coastlines, rolling hills and
mountains made it difficult for farming
but excellent for ports and a
commercial economy.
 Types of farming:
– Small scale corn, wheat, and livestock
due to the poor soil and limited land.
Fishing becomes a major staple.
 Goods produced:
– Ship building, and manufactured
goods such as leather, rum, and other
artisan craft.
 Labor Force:
–Although there were few slaves and
indentured servants, most of the labor
force were professional artisans,
craftsmen, and farmers.
The Middle Colonies
(http://www.youtube.com/watch?v=Gu9dQlQIeFM&feature=player_embedded#!) 3:22
 Made up of New York,




Pennsylvania, New Jersey,
and Delaware.
Henry Hudson (English)
sailed for the Dutch up the
Hudson River in New York.
New Netherlands (New York)
established for economic
reasons (fur trade)
New Amsterdam is the
capital
Based on their proximity to
natural ports, cities such as
Baltimore, New York City and
Philadelphia emerged as
major centers for commerce
and trade.
 The Dutch take over New
Jersey from the Swedes.
- They can’t get enough
settlers so they open it up
to different types of people

Dutch, German, French
Huguenots (Protestants),
Jews, Scandinavians,
Africans (both slave and
free)
 Duke of York (English)
conquers the Dutch colony
and renames it New York in
1664.
Stop and Think!
How did New Netherlands become so diverse?
Pennsylvania
 Quakers- Protestant group
devoted to equality, cooperation,
and religious tolerance
 Services held without ministers, plain
dress and pacifists
 William Penn= founder and
proprietor of PA- the “Holy
Experiment”
 Philadelphia- capital
 All settlers promised 50 acres of land
and the right to vote
 Freedom of Religion
Middle Colonies Economy
 Geography: The geography of
the Middle Colonies had a
mix of the New England and
Southern features but had
fertile soil and land that was
suited to small scale
farming.
 Trade/Exports: It was the big
food producing region that
included corn, wheat and
livestock (including beef and
pork.) Other industries
included the production of
iron ore, lumber, textiles, furs
and shipbuilding.
Activity
 Choose one of the following colonies:
Virginia(Southern), Massachusetts(New England) or
Pennsylvania (Middle) and develop a travel brochure
that contains the following information…
3 economic characteristics, 3 social characteristics,
3 geographic characteristics, 3 graphic depictions, 2
extra pieces of information, 1 cover sheet/colony
slogan.
Complete for HOMEWORK!
The Colonies Take Shape
 In the mid-1700s, the
American colonies
experienced a population
boom and a powerful
revival.
 More immigrants from
England, Ireland, and
Germany were spreading
throughout the colonies,
pushing further west the
Appalachian Mountains and
onto Indian and French
territory.
Great Awakening
 Also, in the early 1700s, many
church leaders believed that the
colonists had fallen away from the
faith of their Puritan ancestors.
 A series of revivals designed to
renew religious enthusiasm and
commitment were held; known as
the Great Awakening.
 This did more than revive people’s
religious convictions, it energized
them to speak for themselves and to
rely less on the traditional authority
of ministers.
 It help lay one of the social
foundations for the American
Revolution.
Revolution
History as a Car Trip!
•You are getting to ready to go on vacation to
Virginia Beach. Come up with a list of things that
will speed up or slow down your car trip. (10
each)
• What factors might make a car go slowly? What
factors might make it go quickly? What might
impact the quality of the trip?
 We are getting ready to discuss the
factors/events that slowed and
quickened the coming of the
Revolutionary War.
The Build-up to Revolution
 Phase I:British Colonial Actions 1608-1754
 Phase II: The French and Indian War 1754-1763
 Phase III: British Colonial Actions 1763-1775
Phase I:British Colonial Actions1608-1754
 Britain like its rivals was
influenced by mercantilism, or
the goal of self-sufficiency and
used their colonies to achieve
this
 When the colonies began to
trade with Britain’s rivals, the
Navigation Acts(1651) were
passed limiting colonial trade to
Britain only.
 In the 1680’s Britain eased its
governing policies and
regulations on the
colonies…Salutary Neglect …
which allowed the colonial
governments to have more selfruling capabilities.
Phase II: The French and Indian War
1754-1763
 Cause: Colonial rivals Britain and
France were in dispute over
control over of the Ohio River
Valley and overall domination of
North America.
 Participants: The British, the
American Colonists and their
Indian allies against the French
and their Indian allies.
 Outcome: After over 7 years of
fighting, the British prevailed and
took control of North America east
of the Mississippi. The Treaty of
Paris in 1763 officially ended the
war.
Phase III: British Colonial Actions 17631775
 Effects of the French and Indian War…
1.New lands were open to settlement creating tension
between colonists and Native Americans.
2.10,000 British troops were stationed in the Americas
to maintain order which angered many colonists.
3.The British had a sizeable debt after the war and
looked to the American Colonies to help relieve it
through taxation.
 Benjamin Franklin drew
this image to encourage
people in the colonies to
unite. (published in 1754)
 The cartoon was inspired
by superstitions that a
sliced snake would revive if
the pieces of the body were
joined before sunset
Proclamation of 1763
 The British announced the land won during the French
and Indian War (west of Appalachian Mountains) would
be reserved for Native Americans- banned settlement of
colonists.
 British Rationale (British Reasoning): to prevent
future wars with Native Americans
 Colonial Rationale (Colonial Reasoning): thought
the British intended to maintain a tighter control over
the colonists
Remember…
 Great Britain wants the colonists to help pay for
the debt of the French and Indian War.
 They justify the laws/taxes by saying it was
needed or to be used for protecting the colonies
from Indian attacks.
 The colonists, believing they should not be taxed
without representation in Parliament, protested
new British laws.
Activity
 Pick a partner and complete the chart on
British Acts and/or events leading up to the
Revolutionary War.
The Rebellion Begins
First Continental Congress
 Purpose:
–Formed in 1774 as an assembly
of delegates from 12 of the 13
colonies (Georgia did not send
any delegates)
–They convened in Philadelphia to
discuss the rights of the colonies.
 Actions:
1. Defended the colonies rights to
run their own affairs
2. Supported the protests in
Massachusetts over the unfair
taxes and acts of the British
3. Supported the colonies right to
defend themselves if attacked by
the British.
Sons of Liberty
 Purpose:
–Founded in Boston 1765 as
an underground group of
radicals resisting British
taxation in the colonies.
–Its original founders included
Sam Adams, John Hancock,
Patrick Henry and John
Adams.
 Actions:
http://www.youtube.com/watch?feature
=player_embedded&v=CwEX_YVyAS4)
1:48
1. Harassment of tax-collectors
and government agents
2. Organized riots, boycotts
and protests
3. Were the perpetrators of the
Boston Tea Party.
First Shots at Lexington and Concord
 In 1775, the British command
ordered troops to seize a
stockpile of weapons near
Concord, MA, as well as arrest
John Adams and John
Hancock.
 Paul Revere, rode to alert the
two men and also to warn the
Massachusetts militia men
stationed in Lexington and
Concord to be ready for the
British advance.
 American “minute-men”
http://www.youtube.com/w
atch?feature=player_embedde
d&v=hiIFRCk1hxY) 12:06
intercept British forces at both
Lexington and Concord and fire
the first shots of the
Revolutionary War.
Minutemen
 Significance:
1. Were civilian soldiers and
first responders who would
usually flee after firing a
shot or two.
2. Made up the colonial
militias that fought the
British before the
Continental Army was
formed.
3. Made up the American
forces at the battles of
Lexington and Concord and
Bunker Hill.
The Second Continental Congress
 Actions of the 2nd Continental
Congress, Philadelphia 1775:
1. Appointed George Washington
commander of the Continental
Army
2. Authorized the printing of
money and organized a
committee for foreign relations.
3. Drafted and signed the
Declaration of Independence
on July 4th, 1776.
Warm-up
 Take out a sheet of paper and write down four
aspects of Marion Senior High School that you feel
are unfair to students.
 Declaration of Independence
http://www.youtube.com/watch?v=6PSUr9rMVtc
Activity
• Once in your group, complete the following information…
• 1.Who is the complaint meant for or to be sent to?
• 2.What do you believe are the general rights of teenagers that makes
your complaint worthwhile?
• 3.What is your statement of beliefs, what do you think the rights of
teenagers should be in this particular aspect?
• 4.Have you made any efforts to change the focus of your complaint,
or do you have any personal grievances (i.e. has it negatively effected
your life)
• 5.Would you be willing to sign your name to a formal complaint? (If
so, sign your name to the final document)
Activity
Once each group is finished, we as a class will combine the
documents into one final document.
–Part I:Who the complaint is made to and what you are asking for.
–Part II: What makes the complaints worthwhile…(the general
rights of teenagers/students)
–Part III: Statement of beliefs
–Part IV: Prior personal grievances
–Part V:What you are declaring
–Part IV: signatures
Debriefing the Activity
 Do you feel your complaints in this document are
legitimate? Why?
 Does having a formal document of complaints make your
argument easier to justify? Why?
 If I were to submit this document to the administration of
our school are any of you worried about repercussions?
Why?
 If your complaints were dismissed, what alternatives
might you have?
The Enlightenment Influence on
the Revolutionary War
The Age of Enlightenment
 An era of history between the
17th and 18th centuries that
led to a rise in science, math
and ideas about man’s
individual rights and their
relationship towards their
rulers.
 These philosophies and were
paramount in the beliefs and
the writings of America’s
Founding Fathers.
Enlightenment Philosophers and Views
 John Locke: English writer/philosopher
who wrote Two Treatises of Government
Views:
1.All people are free to have their natural
rights of life, liberty and the pursuit of
happiness. Absolute monarchy denies
people these rights.
2.All people sign a social contract to form
a government to protect their rights and
in turn follow the laws of the land called
“Ordered Liberty”
3.If a government becomes a threat to
man’s natural rights, the contract is
broken and the people have the right to
overthrow the government.
 Thomas Paine: American
revolutionary who produced a
pamphlet called “Common Sense”
that contributed to the independence
movement.
Views:
1.If Britain was the “mother country” of
America, that made her actions all
the more horrendous, for no mother
would harm her children so brutally.
2.The governing of the colonies should
be done by Americans not the British
who have abused their power.
3.Britain governed the colonies for their
interest only
 Thomas Jefferson authored the
Declaration of Independence
and was greatly influenced by
Locke and Paine.
 It can be divided into four
sections:
1. Preamble or introduction
2. Declaration of Rightsexplained the political ideas on
which the document was based
on.
3. List of complaints against the
King of England (27 total)
4. Resolution of independence
(simply says the colonies
should be free)
Military and Diplomacy
- British Advantages in the
War
1.Strong, well trained
army and navy.
2.Strong, central
government with
available funds
3.Support of Loyalists
and Native Americans
 British Disadvantages in
the War
1.Atlantic Ocean
separating Britain from
the American battlefields
2.Troops unfamiliar with
the terrain of the
Americas
3.Weak military leaders
4.Sympathy of some
British politicians for the
American cause.
- American Advantages in
the War
1.Home-field advantage
2.Leadership of George
Washington and other
officers
3.Inspiring cause of
independence
4.Assistance from France
and other European
nations
http://www.youtube.com/watch?
v=IFpFHj4XfFg
 American Disadvantages
in the War
1.Untrained soldiers
2.Shortage of food,
ammunition and supplies
3.Inferior navy
4.No central government
to enforce wartime
policies.
Loyalists vs. Patriots
 Loyalists (Tories)
 Patriots
–American Colonists who remained
loyal to the British during the war.
–Felt that Britain was justified in
taxing the colonies due to the
protection they received during the
French and Indian War.
–Felt strong social and economic ties
to Britain and believed the British
would ultimately win the war.
–It is estimated that about a third of
the colonists remained loyalists
throughout the war.
–Desired complete and total
independence from England
–Motto based from the quote of
Patrick Henry “Give Me Liberty
or Give Me Death”
–Inspired by Common Sense by
Thomas Paine
–Made up the troops in
Washington’s Continental
Army and a third of the
colonial population.
• Neutrals
–Were undecided on the war.
–Many disagreed with British policies but did not want to declare
independence
–Made up a third of the population.
George Washington
 Kept his army intact during the
war and never allowed a major
loss at the hands of the
British.
 Secured major victories at
Trenton, Monmouth and later
Yorktown.
 Wintered his army at Valley
Forge, providing time for the
Americans to regroup and
train.
 His leadership was one of the
main reasons why the
Americans were victorious in
the war.
Franklin and Jefferson
 Ben Franklin and
Thomas Jefferson in
addition to the their
efforts in the
Continental Congress
made numerous trips to
Europe to gain support
for the American cause
from France and other
nations.
The End of the Revolution
 With French assistance,
Washington and the
Continental Army are able
to trap General Cornwallis
at Yorktown.
 After a month siege, the
British army surrendered.
 The Treaty of Paris 1783
officially ended the war
and gave America its
independence.
 http://www.youtube.com/watch?v=UQ
Q9ySdQ5Qs
Historical Heads Activity
 Fill in the cranial space with the thoughts, ideas,
visions, and motivations of John Locke, Thomas
Paine, George Washington, or Thomas
Jefferson.
 Please use a minimum of five images and be sure
to number them on the back with a
corresponding statement that identifies each
image.
 Use color and imagination to complete this
activity!