Holt Call to Freedom Chapter 5: Life in the English Colonies 1630-1770

Holt Call to Holt Call to FreedomFreedom

Chapter 5:Chapter 5:Life in the English ColoniesLife in the English Colonies

1630-17701630-1770

5.1 Forms of Government5.1 Forms of Government

Objectives:Objectives: Describe how representative government Describe how representative government

developed in the colonies.developed in the colonies. Explain how the colonists influenced the Explain how the colonists influenced the

rulings of colonial courts.rulings of colonial courts. Evaluate how the dominion of New England Evaluate how the dominion of New England

affected the New England colonies.affected the New England colonies. Analyze how the English Bill of Rights Analyze how the English Bill of Rights

influenced colonists.influenced colonists.

© Holt Call to Freedom Lecture Notes 2

I. Colonial GovernmentsI. Colonial Governments


A. Rule from EnglandA. Rule from England

1.1. Three types of colonial charters – Three types of colonial charters – proprietary, company and royalproprietary, company and royal

2.2. English monarch owned all colonies English monarch owned all colonies and granted all charters.and granted all charters.

3.3. Royal advisers called the Royal advisers called the Privy Privy CouncilCouncil set English policies in the set English policies in the colonies.colonies.


B. Rule in the ColoniesB. Rule in the Colonies

1.1. Privy Council allowed most colonies Privy Council allowed most colonies to run their own affairs.to run their own affairs.

2.2. Governors served as head of Governors served as head of government and had significant government and had significant powers.powers.

3.3. Most governors were assisted by an Most governors were assisted by an advisory council.advisory council.


II. Colonial AssembliesII. Colonial Assemblies


A. Parliament as a ModelA. Parliament as a Model

1.1. Colonies modeled their assemblies on Colonies modeled their assemblies on Parliament,Parliament, England’s national England’s national legislature.legislature.

2.2. A A bicameral legislaturebicameral legislature is made up of is made up of two houses, or groups.two houses, or groups.

3.3. Colonial assemblies had the power to Colonial assemblies had the power to raise taxes, write laws, and organize raise taxes, write laws, and organize local governments, and shared local governments, and shared military power with the governor.military power with the governor.


House of LordsHouse of LordsHer Majesty opening the Session of ParliamentHer Majesty opening the Session of Parliament

London: Published for the Proprietor by J. Mead, 11, London: Published for the Proprietor by J. Mead, 11, Bouverie Street, Fleet StreetBouverie Street, Fleet Street


http://www.londonancestor.com/interior/house-lords.htm

A. Parliament as a ModelA. Parliament as a Model

4.4. Privy Council approved all colonial Privy Council approved all colonial laws.laws.


B. Governing the ColoniesB. Governing the Colonies

1.1. The Virginia assembly’s lower house The Virginia assembly’s lower house was called the House of Burgesses, was called the House of Burgesses, which served as a model for the which served as a model for the House of Representatives.House of Representatives.

2.2. Colonists in New England used the Colonists in New England used the town meetingtown meeting to make decisions to make decisions about local issues.about local issues.


III. Colonial CourtsIII. Colonial Courts


III. Colonial CourtsIII. Colonial Courts

A.A. Colonists tried to use the courts to Colonists tried to use the courts to control local affairs.control local affairs.


B. Individual FreedomsB. Individual Freedoms

1.1. At times, colonial courts protected At times, colonial courts protected individual freedoms.individual freedoms.

2.2. The case of The case of John Peter ZengerJohn Peter Zenger involved freedom of the press.involved freedom of the press.

3.3. Courts found Zenger not guilty of Courts found Zenger not guilty of libel,libel, or printing a false written or printing a false written statement.statement.


Source: http://earlyamerica.com/earlyamerica/bookmarks/zenger/

Zenger’s lawyer stands up for Freedom of the Press

Picture courtesy Chronicle of America

IV. The Dominion of New EnglandIV. The Dominion of New England



A.A. King James II wanted more control King James II wanted more control over the colonies.over the colonies.


Source: http://www.royal.gov.uk/output/Page97.asp

James II by Sir Peter Lely

(1618-1690)The Royal Collection © 2005, Her Majesty

Queen Elizabeth II

http://www.royal.gov.uk/output/page97.asp


B.B. Created the Dominion of New Created the Dominion of New England, a united government over England, a united government over several northern colonies, in 1686several northern colonies, in 1686


Source: http://history.sandiego.edu/gen/maps/1600s/1624newengland.jpg

C. Governing the ColonistsC. Governing the Colonists

1.1. Sir Sir Edmund AndrosEdmund Andros was appointed was appointed royal governor of the Dominionroyal governor of the Dominion

2.2. Used his powers to limit town Used his powers to limit town meetingsmeetings


Source: http://www.usgennet.org/usa/ma/county/plymouth/books/bay/set2/chap11.htm

V. The Glorious RevolutionV. The Glorious Revolution


V. The Glorious RevolutionV. The Glorious Revolution

A.A. The English overthrew James II in the The English overthrew James II in the Glorious Revolution.Glorious Revolution.


Source: http://www.pbase.com/isse/lake_havasu

In 1962, it was discovered that the London Bridge (in London, Great Britain) was "falling In 1962, it was discovered that the London Bridge (in London, Great Britain) was "falling down," sinking into the Thames because it was not adequate for the increase in traffic. The down," sinking into the Thames because it was not adequate for the increase in traffic. The City of London decided to put the 130-year old bridge up for auction, and construct a new City of London decided to put the 130-year old bridge up for auction, and construct a new one in its place. Robert P. McCulloch, founder of Lake Havasu City, AZ, submitted the one in its place. Robert P. McCulloch, founder of Lake Havasu City, AZ, submitted the winning bid for $2,460,000 in 1968. McCulloch spent another $7 million to move the London winning bid for $2,460,000 in 1968. McCulloch spent another $7 million to move the London Bridge to Lake Havasu City which took a total of three years. The reconstructed London Bridge to Lake Havasu City which took a total of three years. The reconstructed London Bridge was dedicated in Lake Havasu City on October 10, 1971 with many British and Bridge was dedicated in Lake Havasu City on October 10, 1971 with many British and Arizona officials participating in this event that drew 50,000 spectators.Arizona officials participating in this event that drew 50,000 spectators.

http://www.pbase.com/isse/lake_havasu

B. Colonial ResponseB. Colonial Response

1.1. Colonists learned of the revolution in Colonists learned of the revolution in 1689 and removed Andros from office.1689 and removed Andros from office.

2.2. English crown issued new colonial English crown issued new colonial charters that let all men with property charters that let all men with property vote.vote.


C. Protecting RightsC. Protecting Rights

1.1. Parliament passed the English Bill of Parliament passed the English Bill of Rights in 1689.Rights in 1689.

2.2. Bill of Rights shifted some power Bill of Rights shifted some power from the monarch to the Parliament.from the monarch to the Parliament.


5.2 The Growth of Trade5.2 The Growth of Trade

Objectives:Objectives: Evaluate the effects the Navigation Evaluate the effects the Navigation

Acts had on colonial economies.Acts had on colonial economies. Describe the types of trade that took Describe the types of trade that took

place in the colonies during the 1700s.place in the colonies during the 1700s. Analyze why the colonies participated Analyze why the colonies participated

in the slave trade.in the slave trade.


I. English Trade LawsI. English Trade Laws


A. DefinitionsA. Definitions

1.1. MercantilismMercantilism – nations create and – nations create and maintain wealth by controlling trademaintain wealth by controlling trade

2.2. Good Good balance of tradebalance of trade – nation’s total – nation’s total exports are greater than its importsexports are greater than its imports

3.3. Imports Imports – goods bought from other – goods bought from other countriescountries

4.4. ExportsExports – goods sold to other – goods sold to other countriescountries

5.5. Power=Money (Gold)Power=Money (Gold)


B. England and the ColoniesB. England and the Colonies

1.1. Between 1650 and 1696 Parliament Between 1650 and 1696 Parliament passed the passed the Navigation ActsNavigation Acts – laws – laws that required colonies to do most of that required colonies to do most of their trading with England.their trading with England.

2.2. Acts also set Acts also set duties,duties, or import taxes, or import taxes, on some trade products.on some trade products.


C. Effects of Trade LawsC. Effects of Trade Laws

1.1. England claimed colonies benefited England claimed colonies benefited from trade acts because they created from trade acts because they created a steady market for colonial goods.a steady market for colonial goods.

2.2. Some colonists wanted more freedom Some colonists wanted more freedom to buy and sell.to buy and sell.

3.3. Within the colonies, many colonial Within the colonies, many colonial merchants practiced merchants practiced free enterprisefree enterprise – – economic competition with little economic competition with little government regulation.government regulation.


C. Effects of Trade LawsC. Effects of Trade Laws

4.4. Because of trade laws, colonies could Because of trade laws, colonies could not trade much with other foreign not trade much with other foreign countries.countries.

5.5. As a result, colonies had poor balance As a result, colonies had poor balance of trade.of trade.


II. Colonial TradeII. Colonial Trade


A. Illegal TradeA. Illegal Trade

1.1. In 1733 Parliament passed the In 1733 Parliament passed the Molasses Act, placing duties on Molasses Act, placing duties on sugar, molasses and rum.sugar, molasses and rum.

2.2. Some colonists smuggled, or brought Some colonists smuggled, or brought in illegally, these goods.in illegally, these goods.

3.3. British officials rarely punished British officials rarely punished smugglers.smugglers.


Sugar Cane Field in Maryborough (Australia)

Source: http://dkd.net/maryboro/sugar.html

B. Trade Across the AtlanticB. Trade Across the Atlantic

1.1. Some merchants took part in Some merchants took part in triangular trade, following several triangular trade, following several trade routes across the Atlantic.trade routes across the Atlantic.

2.2. Colonies sold goods to plantation Colonies sold goods to plantation owners in the West Indies in return for owners in the West Indies in return for sugar and molasses.sugar and molasses.

3.3. Some of these goods were in turn Some of these goods were in turn shipped to Britain.shipped to Britain.


4.3 – The Atlantic Slave Trade

II. A Forced Journey

Source: http://www.socialstudiesforkids.com/graphics/triangulartrade.jpg

III. The Middle PassageIII. The Middle Passage


Source: http://www.waywelivednc.com/maps/historical/middle-passage.htm

A. The Slave TradeA. The Slave Trade

1.1. Became one version of triangular Became one version of triangular tradetrade

2.2. Resulted in some 10 million Africans Resulted in some 10 million Africans being forced to leave Africabeing forced to leave Africa


B. Crossing the AtlanticB. Crossing the Atlantic

1.1. Africans’ voyage across the Atlantic Africans’ voyage across the Atlantic was known as the was known as the Middle Passage.Middle Passage.

2.2. Shipboard conditions were terrible.Shipboard conditions were terrible.

3.3. Olaudah Equiano,Olaudah Equiano, who was sold into who was sold into slavery, described the horrors of the slavery, described the horrors of the voyage.voyage.


Source: http://www.brycchancarey.com/equiano/

Interior of a Slave Ship

Source: www.pbs.org/wgbh/aia.

B. Crossing the AtlanticB. Crossing the Atlantic

4.4. Thousands of captives died on the Thousands of captives died on the slave trips.slave trips.

5.5. Some colonists protested, but too Some colonists protested, but too many used slaves for labor or profited many used slaves for labor or profited from the slave trade.from the slave trade.


The Slave Ship

Shown here is a slave ship that made the voyage to Africa to pick up captured human cargo and brought them back to the western hemisphere to toil on Sugar or Cotton Plantations for the Europeans.

5.3 The Colonial Economy5.3 The Colonial Economy

Objectives:Objectives: Explain why enslaved Africans were the main Explain why enslaved Africans were the main

workforce in the southern colonies.workforce in the southern colonies. Identify how New England’s economic Identify how New England’s economic

activities were different from those of the activities were different from those of the southern colonies.southern colonies.

Describe how the middle colonies combined Describe how the middle colonies combined economic aspects of the southern and New economic aspects of the southern and New England colonies.England colonies.


I. Agriculture in the Southern I. Agriculture in the Southern ColoniesColonies


A. CropsA. Crops

1.1. Cash crops,Cash crops, or crops sold for a profit, or crops sold for a profit, included tobacco and rice.included tobacco and rice.

2.2. Eliza Lucas PinckneyEliza Lucas Pinckney introduced introduced indigo – a cash crop used to make indigo – a cash crop used to make blue dye – to South Carolina.blue dye – to South Carolina.


Source: http://xinsheng.net/xs/articles/gb/2004/2/24/25875.htm

Source: http://www.spacefem.com/feministoftheday/viewfem.php?id=160

B. LaborB. Labor

1.1. By the 1700s slaves had replaced By the 1700s slaves had replaced most indentured servants.most indentured servants.

2.2. Some slaves could do their own work Some slaves could do their own work when their jobs were finished, when their jobs were finished, allowing a few to earn money to buy allowing a few to earn money to buy their freedom.their freedom.

3.3. Most southern colonies passed Most southern colonies passed slave slave codes,codes, or laws to control slaves. or laws to control slaves.


Source: http://www.history.org/Almanack/people/african/aaintro.cfm

Historical interpreters shoulder their tools and head for a day of labor in the fields as slaves would have done in colonial times.

Source: http://www.history.org/Almanack/people/african/aaintro.cfm

In an interpretation of domestic slave life, a mother and daughter prepare a meal for the family.

II. Industry and Trade in New II. Industry and Trade in New EnglandEngland


A. Agriculture in New EnglandA. Agriculture in New England

1.1. Harsh climate and rocky soil limited Harsh climate and rocky soil limited growth of cash crops.growth of cash crops.

2.2. Little demand for farm labor meant Little demand for farm labor meant few slaves in New England.few slaves in New England.


B. Leading IndustriesB. Leading Industries

1.1. New Englanders traded locally, with New Englanders traded locally, with other colonies, and overseas.other colonies, and overseas.

2.2. Industries included fishing, which Industries included fishing, which provided dried fish for export.provided dried fish for export.

3.3. Shipbuilding, which was made Shipbuilding, which was made possible by area forests and the possible by area forests and the demand for ships, was another demand for ships, was another leading industry.leading industry.


II. Industry and Trade in New II. Industry and Trade in New EnglandEngland

C.C. Young boys learning a skilled trade Young boys learning a skilled trade were known as were known as apprentices.apprentices.


III. The Middle ColoniesIII. The Middle Colonies


A. AgricultureA. Agriculture

1.1. Middle colonies included Delaware, Middle colonies included Delaware, Pennsylvania, New Jersey, and New Pennsylvania, New Jersey, and New York.York.

2.2. Possessed rich land and good Possessed rich land and good growing seasongrowing season

3.3. Produced Produced staple cropsstaple crops – crops that – crops that are always needed – such as wheat, are always needed – such as wheat, barley, and oatsbarley, and oats


Source: http://www.grainsnaturally.com/graphics/photoarchive/grains/oats.jpg

Source: http://www.lbencze.com/Farming/Frm01.htm

B. LaborB. Labor

1.1. Slaves worked as skilled laborers, Slaves worked as skilled laborers, dock workers, and farmhands.dock workers, and farmhands.

2.2. Indentured servants also filled labor Indentured servants also filled labor needs.needs.


III. The Middle ColoniesIII. The Middle Colonies

C.C. Trade and free enterprise were valued Trade and free enterprise were valued in the region.in the region.


IV. Women and the EconomyIV. Women and the Economy



A.A. Women ran farms and businesses in Women ran farms and businesses in the colonies.the colonies.


Source: http://www.new-enlightenment.com/farmsc2.jpg

B. Colonial LawsB. Colonial Laws

1.1. Married women needed their Married women needed their husband’s permission to work outside husband’s permission to work outside the home.the home.

2.2. A husband had the right to keep the A husband had the right to keep the money his wife earned.money his wife earned.



C.C. Most colonial women worked in the Most colonial women worked in the home.home.


Source: http://encarta.msn.com/media_461543510_1741500823_-1_1/Women_in_Colonial_America.html

The household was the central institution of colonial society. This scene shows colonial women gathered for a quilting bee. Prints and Photographs Division, Library of Congress

5.4 The Great Awakening5.4 The Great Awakening

Objectives:Objectives: Analyze the message of the Great Analyze the message of the Great

Awakening.Awakening. Describe how the Great Awakening Describe how the Great Awakening

changed colonial religious changed colonial religious organizations and leaders.organizations and leaders.

Explain how the Great Awakening Explain how the Great Awakening changed colonial society.changed colonial society.


I. Words of the Great AwakeningI. Words of the Great Awakening


A. The Issue of Religious FaithA. The Issue of Religious Faith

1.1. In the 1700s some church leaders In the 1700s some church leaders worried about a decline in colonists’ worried about a decline in colonists’ religious faith.religious faith.

2.2. To increase interest in religion, they To increase interest in religion, they held held revivals,revivals, emotional gatherings emotional gatherings where people came together to hear where people came together to hear sermons and declare their faith.sermons and declare their faith.


A. The Issue of Religious FaithA. The Issue of Religious Faith

3.3. Ministers’ work led to the Ministers’ work led to the Great Great Awakening,Awakening, a widespread Christian a widespread Christian movement of the 1730s and 1740s that movement of the 1730s and 1740s that involved revivals and emphasized involved revivals and emphasized faith in God.faith in God.


B. MinistersB. Ministers

1.1. Jonathan EdwardsJonathan Edwards preached dramatic preached dramatic sermons in Massachusetts.sermons in Massachusetts.

2.2. George Whitefield,George Whitefield, a British minister, a British minister, made seven trips to America.made seven trips to America.


C. The MessageC. The Message

1.1. All people were born sinners who All people were born sinners who could only be saved by God’s will.could only be saved by God’s will.

2.2. Rich and poor alike could be saved.Rich and poor alike could be saved.

3.3. Some ministers used a threatening Some ministers used a threatening tone to convey their message.tone to convey their message.


II. Old and New LightsII. Old and New Lights


A. DisagreementsA. Disagreements

1.1. Some colonists disagreed with the Some colonists disagreed with the message of the Great Awakening.message of the Great Awakening.

2.2. Some churches split over the issue.Some churches split over the issue.


B. New EnglandB. New England

1.1. ””New Lights” supported the new New Lights” supported the new religious ideas.religious ideas.

2.2. ““Old Lights” argued that the new Old Lights” argued that the new movement was too emotional.movement was too emotional.


C. Presbyterians and the Great C. Presbyterians and the Great AwakeningAwakening

1.1. Minister Minister Gilbert TennentGilbert Tennent supported supported the new ideas and attacked the new ideas and attacked traditionalists.traditionalists.

2.2. Church split into “Old Side” and “New Church split into “Old Side” and “New Side”.Side”.


D. Other EffectsD. Other Effects

1.1. Increased church membership in Increased church membership in middle and southern colonies, middle and southern colonies, especially Virginiaespecially Virginia

2.2. Reached the frontier through traveling Reached the frontier through traveling ministers.ministers.


III. The Great Awakening and III. The Great Awakening and SocietySociety


A. WomenA. Women

1.1. Attracted to the Great AwakeningAttracted to the Great Awakening

2.2. Sought spiritual renewal at time of Sought spiritual renewal at time of childbirth, which was dangerouschildbirth, which was dangerous


B. RaceB. Race

1.1. Free and enslaved African Americans Free and enslaved African Americans participated in revivals.participated in revivals.

2.2. Despite a message of equality, some Despite a message of equality, some revivals were separated by race.revivals were separated by race.



C.C. Great Awakening promoted Great Awakening promoted communication between colonies.communication between colonies.



D.D. Led some colonists to question Led some colonists to question authority of existing institutions, such authority of existing institutions, such as slavery.as slavery.


5.5 American Culture5.5 American Culture

Objectives:Objectives: Explain how both the Scientific Revolution Explain how both the Scientific Revolution

and the Enlightenment reflected new ways of and the Enlightenment reflected new ways of thinking.thinking.

Describe education during colonial times.Describe education during colonial times. Identify Benjamin Franklin’s key Identify Benjamin Franklin’s key

achievements.achievements. Analyze contributions that were made to Analyze contributions that were made to

American culture in the 1700s.American culture in the 1700s.


I. New Ideas in EuropeI. New Ideas in Europe


A. The Scientific RevolutionA. The Scientific Revolution

1.1. During the 1600s, western Europeans During the 1600s, western Europeans began to understand the basic laws began to understand the basic laws that govern nature.that govern nature.

2.2. New ideas began the New ideas began the Scientific Scientific Revolution.Revolution.


B. DiscoveriesB. Discoveries

1.1. Galileo Galilei,Galileo Galilei, a leading figure in the a leading figure in the Scientific Revolution, demonstrated that Scientific Revolution, demonstrated that planets revolve around the Sun.planets revolve around the Sun.

2.2. Isaac NewtonIsaac Newton described the movements of described the movements of objects on Earth and in space.objects on Earth and in space.

3.3. These men used the These men used the scientific method,scientific method, which requires that scientists carefully which requires that scientists carefully study natural events and form theories study natural events and form theories based on their observations.based on their observations.


Source: http://en.wikipedia.org/wiki/Galileo_Galilei

•Galileo’s Telescope

http://inventors.about.com/gi/dynamic/offsite.htm?site=http://es.rice.edu/ES/humsoc/Galileo/Things/telescope.html

Source: http://www-groups.dcs.st-and.ac.uk/~history/PictDisplay/Newton.html

From a portrait by John Vanderbank in 1725

C. The EnlightenmentC. The Enlightenment

1.1. Age when philosophers used reason Age when philosophers used reason and logic to study human nature and and logic to study human nature and suggest ways to improve the worldsuggest ways to improve the world

2.2. Included new ideas about the Included new ideas about the relationships between society and relationships between society and governmentgovernment

3.3. Influenced the colonists, as did the Influenced the colonists, as did the Scientific RevolutionScientific Revolution


II. Colonial EducationII. Colonial Education


A. Regional DifferencesA. Regional Differences

1.1. New England colonists valued New England colonists valued education and paid for town schools.education and paid for town schools.

2.2. Students in middle and southern Students in middle and southern colonies relied upon parents or colonies relied upon parents or private tutors.private tutors.


Basic Facts about the Colonial Dame School:1) Opened to women who were usually not allowed in grammar schools2) First private elementary schools and taught by women in their home3) No desks, maps, blackboards; perhaps only a hornbook4) Essentially day care for the colonial world5) Not widely thought of as important, but it is the main school for women6) It is used extensively for the first century of colonial development

A New England Dame school in old colonial times, 1713. Engraving. (Bettman Archive)

Source: http://alumni.cc.gettysburg.edu/~s330558/schooling.html

B. Higher EducationB. Higher Education

1.1. Nine universities were established in Nine universities were established in the colonies.the colonies.

2.2. Some colonists studied science or Some colonists studied science or law at European universities.law at European universities.


III. Colonial ScientistsIII. Colonial Scientists



A.A. David RittenhouseDavid Rittenhouse designed designed mathematical and astronomical mathematical and astronomical instruments.instruments.


Source: http://www.rootsweb.com/~usgenweb/pa/montgomery/1picts/1davidrit.jpg


B.B. Benjamin Banneker,Benjamin Banneker, a free African a free African American, predicted a solar eclipse.American, predicted a solar eclipse.


Source: http://www.africawithin.com/bios/ben_banneker.htm

IV. Benjamin FranklinIV. Benjamin Franklin


A. BiographyA. Biography

1.1. Most famous colonial scientist; was Most famous colonial scientist; was born in Boston in 1706born in Boston in 1706

2.2. Moved to Philadelphia in 1723 and Moved to Philadelphia in 1723 and started a successful newspaperstarted a successful newspaper


Source: http://www.soul.org/Ben%20Franklin.html

B. AchievementsB. Achievements

1.1. Invented lightning rod, Franklin stove, Invented lightning rod, Franklin stove, and bifocal glassesand bifocal glasses

2.2. Used kite to prove lightning is a form Used kite to prove lightning is a form of electricityof electricity


V. Colonial Artist and WritersV. Colonial Artist and Writers


V. Colonial Artists and WritersV. Colonial Artists and Writers

A.A. New England poet New England poet Anne BradstreetAnne Bradstreet wrote about family and faith.wrote about family and faith.



B.B. Phillis WheatleyPhillis Wheatley wrote poetry about wrote poetry about her religious faith.her religious faith.



C.C. Fine arts, architecture, and furniture Fine arts, architecture, and furniture building flourished in the colonies.building flourished in the colonies.


Documents

Holt Call to Freedom Chapter 5: Life in the English Colonies 1630-1770