Early America

1
Early America

• American Civilizations Cultures
• New World Encounters
• European Exploration Settlement

2
North America in 1492

• Long history of people and communities in America
  prior to 1492
• History of the people and land here ignored by
  European explorers and settlers
• 12,000 BCE Paleo-Indians migrate to North America
  from Asia
• Arrival of Europeans altered living conditions,
  interactions among tribes
• Interaction of Native Americans, Europeans and
  Africans created what is known as the New World

3
Columbus

• Did Columbus discover America?
• No it was here for centuries before he ever
  came strong communities and traditions and life
• Yes his voyage sparked the European
  colonization of North America, in effect making
  the land into what it is today

4
From Journal of Columbus, 1492 (from
http//odur.let.rug.nl/usa/D/1400-1500/columbus/e
xtract.htm - University in the Netherlands From
Revolution to Reconstruction digital project)

• 8 October. Steered west-southwest and sailed day
  and night eleven or twelve leagues at times
  during the night, fifteen miles an hour, if the
  account can be depended upon. Found the sea like
  the river at Seville, "thanks to God," says the
  Admiral. The air soft as that of Seville in
  April, and so fragrant that it was delicious to
  breathe it. The weeds appeared very fresh. Many
  land birds, one of which they took, flying
  towards the southwest also grajaos, ducks, and a
  pelican were seen.
• Thursday, 11 October. Steered west-southwest and
  encountered a heavier sea than they had met with
  before in the whole voyage. Saw pardelas and a
  green rush near the vessel. The crew of the Pinta
  saw a cane and a log they also picked up a stick
  which appeared to have been carved with an iron
  tool, a piece of cane, a plant which grows on
  land, and a board. The crew of the Nina saw other
  signs of land, and a stalk loaded with rose
  berries. These signs encouraged them, and they
  all grew cheerful. Sailed this day till sunset,
  twenty-seven leagues.

5
From Journal of Columbus, 1492 (from
http//odur.let.rug.nl/usa/D/1400-1500/columbus/e
xtract.htm - University in the Netherlands From
Revolution to Reconstruction digital project)

• Saturday, 13 October. "At daybreak great
  multitudes of men came to the shore, all young
  and of fine shapes, very handsome their hair not
  curled but straight and coarse like horse-hair,
  and all with foreheads and heads much broader
  than any people I had hitherto seen their eyes
  were large and very beautiful they were
  straight-limbed without exception, and not with
  prominent bellies but handsomely shaped. . .
• I was very attentive to them, and strove to learn
  if they had any gold. Seeing some of them with
  little bits of this metal hanging at their noses,
  I gathered from them by signs that by going
  southward or steering round the island in that
  direction, there would be found a king who
  possessed large vessels of gold, and in great
  quantities. . .
• The natives are an inoffensive people . . .

6
From Journal of Columbus, 1492 (from
http//odur.let.rug.nl/usa/D/1400-1500/columbus/e
xtract.htm - University in the Netherlands From
Revolution to Reconstruction digital project)

• Sunday, 14 October. In the morning, I ordered the
  boats to be got ready, and coasted along the
  island toward the north- northeast to examine
  that part of it, we having landed first at the
  eastern part. Presently we discovered two or
  three villages, and the people all came down to
  the shore, calling out to us, and giving thanks
  to God. Some brought us water, and others
  victuals others seeing that I was not disposed
  to land, plunged into the sea and swam out to us,
  and we perceived that they interrogated us if we
  had come from heaven. An old man came on board my
  boat the others, both men and women cried with
  loud voices--"Come and see the men who have come
  from heavens. Bring them victuals and drink."
  There came many of both sexes, every one bringing
  something, giving thanks to God, prostrating
  themselves on the earth, and lifting up their
  hands to heaven.
• 15 October. A large canoe being near the caravel
  Nina, one of the San Salvador natives leaped
  overboard and swam to her (another had made his
  escape the night before,) the canoe being reached
  by the fugitive, the natives rowed for the land
  too swiftly to be overtaken having landed, some
  of my men went ashore in pursuit of them . .

7
King Ferdinand letter to Arawak Indians, 1500
(from -http//odur.let.rug.nl/usa/D/1400-1500/co
lumbus/letter.htm. University in the Netherlands
From Revolution to Reconstruction digital
project)

• The late Pope gave these islands and mainland of
  the ocean and the contents hereof to the
  above-mentioned King and Queen, as is certified
  in writing and you may see the documents if you
  should so desire. Therefore, Their Highnesses are
  lords and masters of this land they were
  acknowledged as such when this notice was posted,
  and were and are being served willingly and
  without resistance.
• Therefore, we request that you understand this
  text, deliberate on its contents within a
  reasonable time, and recognize the Church and its
  highest priest, the Pope, as rulers of the
  universe, and in their name the King and Queen of
  Spain as rulers of this land, allowing the
  religious fathers to preach our holy Faith to
  you. Should you fail to comply, or delay
  maliciously in so doing, we assure you that with
  the help of God we shall use force against you,
  declaring war upon you from all sides and with
  all possible means, and we shall bind you to the
  yoke of the Church and of Their Highnesses we
  shall enslave your persons, wives and sons, sell
  you or dispose of you as the King sees fit we
  shall seize your possessions and harm you as much
  as we can as disobedient and resisting vassals.
  And we declare you guilty of resulting deaths and
  injuries, exempting Their Highnesses of such
  guilt as well as ourselves and the gentlemen who
  accompany us. We hereby request that legal
  signatures be af fixed to this text and pray
  those present to bear witness for us, etc.

8
Howard Zinns A Peoples History of the United
States 1492-present

• Very popular book bestseller list for years
• Sopranos episode mentioned Zinns book Tony is
  very offended that Zinn portrays Columbus (and in
  Tonys mind, all Italians) negatively
• Zinn brought Columbus controversy to the
  mainstream

9
Zinns argument

• The Arawak Indians that Columbus encountered had
  remarkable hospitality and they were willing to
  share and trade everything they owned
• Columbus wanted gold and other riches and took
  the natives by force and captured prisoners to
  try to get them to show him to gold
• Columbus goal was gold and slaves and he took
  women and children as slaves for sex and labor
• 250,000 Indians on Haiti were dead within 2 years
  from murder, mutilation and suicide
• European invasion of the Indian settlements in
  the Americas is a history of conquest, slavery
  and death.
• Complete genocide

10
Debate on Columbus

• Was he navigator and great explorer?
• Or, was he a vicious murderer who promoted
  genocide?
• Zinn v. traditional school textbooks

11
Columbus revisited

• Reality is much more complicated
• Heroic discoverer v. murderer
• Are both sides correct? Why or why not?
• In showcasing Columbus as a murderer, Zinn falls
  into a trap of describing the Indians as
  mythical, spiritual, other-worldly beings who
  were loving and benign and were solely victims
• New trend in history showing the agency of all
  social groups Indians did not just sit back,
  share their food and get slaughtered
• Unfortunately, given the unfair advantage of
  Europeans in regard to weapons and disease,
  Indian civilizations were slaughtered
• Story is complex
• European view of race and construction of race
  European view of property and wealth and European
  values of the time all determined Columbus
  actions

12
Columbus revisited

• Should we observe Columbus Day?
• Why or why not? Valid arguments on both sides.

13
Exchange Created a New World

• Columbian exchange page 26, Fig. 1-1
• The European discovery and colonization of the
  new world can be viewed as a series of
  exchanges
• Exchange of plants, animals, peoples, cultures,
  food and diseases
• All groups involved in exchange

14
Exchange of Peoples

• North America
• Europe
• Africa
• Three cultures start to merge in colonies in
  America

15
Exchange of Disease

• Disease was the number one cause of death of the
  Native American populations
• The importance of disease in enabling the
  settlers to easy conquer lands from the Indians
  cannot be overstated
• Microorganisms thought to be responsible for the
  death of 90 of the native populations
• Smallpox was greatest killer also, measles,
  typhus, influenza, malaria and other diseases
• Disease from Americans to Europeans Syphilis

16
Important Exchanges

• Sugar
• Horses (Indian tribes of the Great Plains were
  profoundly affected by the introduction of the
  horse transportation, hunting, power)
• Tobacco

17
Groups in Exchange

• Series of exchanges that created the New World
  was series of interactions among Native
  Americans, Europeans, and Africans
• We will look at each society and same general
  characteristics keep in mind, these
  characteristics are general and may differ from
  region to region or from tribe to tribe the
  textbook does a good job of describing the
  differences among cultures within African, Native
  American and European societies

18
Native American cultures

• Native American cultures were extremely diverse
  and we cannot possible begin to skim the surface
  on exploring these cultures in this introductory
  class
• The uniqueness of each tribe is essential to
  understand Native American culture, lifestyle and
  interaction with other tribes as well as with
  Europeans and Africans

19
Native American Cultures

• Culture and lifestyle
• Why such drastic differences among tribes?
• Environment (even today, lifestyles are
  difference in the Northeast compared to the South
  or the midwest)
• Societies adapted to environment
• Agriculture with emergence of agricultural
  techniques, began to live more sedentary
  existence and even more cultural differences
  arose
• Social and political reasons as well
• Indians view of themselves
• Did not view themselves as one race of people
• Each tribe unique (cannot be stressed enough)

20
Native American Cultures

• How did this affect interaction with Europeans?
• Europeans were greatly outnumbered by Native
  American Tribes
• Why didnt the tribes unite to fight the
  Europeans?

21
Native American Cultures

• Indians did not think of themselves as one people
  and thus, did not think to unite against the
  invaders
• Each tribe negotiated and traded on their own
  terms with other tribes and with the Europeans
• Focus on gaining power in respect to other tribes
  in region (not in respect to Europeans)
• Why?
• Powhatan, who extended aid to Jamestown settlers,
  helped settlers because wanted weapons to help
  him gain power over other tribes in region

22
Explore the governmental structures of Native
American v. European societies

• Constitution of the Iroquois Nation, about 1500
• Mayflower Compact, 1620
• Fundamental Orders of Connecticut, 1639

23
Iroquois Confederacy

• Elaborate political hierarchy
• Incorporated villages into nations and nations
  into a confederation
• Council comprising representatives of each nation
  made decisions of war and peace for entire
  confederacy
• Any resemblance to US?

24
Constitution of Iroquois Nation (1500) from
http//odur.let.rug.nl/usa/D/1776-1800/constituti
on/iroq_const.htm

• All the business of the Five Nations Confederate
  Council shall be conducted by the two combined
  bodies of Confederate Lords. First the question
  shall be passed upon by the Mohawk and Seneca
  Lords, then it shall be discussed and passed by
  the Oneida and Cayuga Lords. Their decisions
  shall then be referred to the Onondaga Lords,
  (Fire Keepers) for final judgement.
• The same process shall obtain when a question is
  brought before the council by an individual or a
  War Chief.

25
Mayflower Compact

• IN The Name of God, Amen. We, whose names are
  underwritten, the Loyal Subjects of our dread
  Sovereign Lord King James, by the Grace of God,
  of Great Britain, France, and Ireland, King,
  Defender of the Faith, c. Having undertaken for
  the Glory of God, and Advancement of the
  Christian Faith, and the Honor of our King and
  Country, a Voyage to plant the first colony in
  the northern Parts of Virginia Do by these
  Presents, solemnly and mutually in the Presence
  of God and one another, covenant and combine
  ourselves together into a civil Body Politick,
  for our better Ordering and Preservation, and
  Furtherance of the Ends aforesaid And by Virtue
  hereof do enact, constitute, and frame, such just
  and equal Laws, Ordinances, Acts, Constitutions,
  and Offices, from time to time, as shall be
  thought most meet and convenient for the general
  Good of the Colony unto which we promise all due
  Submission and Obedience. In WITNESS whereof we
  have hereunto subscribed our names at Cape Cod
  the eleventh of November, in the Reign of our
  Sovereign Lord King James of England, France, and
  Ireland, the eighteenth and of Scotland, the
  fifty-fourth. Anno Domini, 1620

26
Fundamental Orders of Connecticut

• It is Ordered, sentenced, and decreed, that the
  election of the aforesaid Magistrates shall be in
  this manner every person present and qualified
  for choice shall bring in (to the person deputed
  to receive them) one single paper with the name
  of him written in it whom he desires to have
  Governor, and that he that hath the greatest
  number of papers shall be Governor for that year.
  And the rest of the Magistrates or public
  officers to be chosen in this manner the
  Secretary for the time being shall first read the
  names of all that are to be put to choice and
  then shall severally nominate them distinctly,
  and every one that would have the person
  nominated to be chosen shall bring in one single
  paper written upon, and he that would not have
  him chosen shall bring in a blank and every one
  that hath more written papers than blanks shall
  be a Magistrate for that year which papers shall
  be received and told by one or more that shall be
  then chosen by the court and sworn to be faithful
  therein but in case there should not be six
  chosen as aforesaid, besides the Governor, out of
  those which are nominated, than he or they which
  have the most writen papers shall be a Magistrate
  or Magistrates for the ensuing year, to make up
  the aforesaid number.
• In which Court the Governor or Moderator shall
  have power to order the Court, to give liberty of
  speech, and silence unseasonable and disorderly
  speakings, to put all things to vote, and in case
  the vote be equal to have the casting voice. But
  none of these Courts shall be adjourned or
  dissolved without the consent of the major part
  of the Court.

27
Principles of Government

• What similarities do you see?
• What differences do you see?
• Why did each culture perceive the other as so
  vastly different and foreign from its own?
• What role did religion play in these societies?
• What role did gender and the concept of proper
  gender roles play?

28
Constitution of Iroquois Nation (1500) from
http//odur.let.rug.nl/usa/D/1776-1800/constituti
on/iroq_const.htm

• The lineal descent of the people of the Five
  Nations shall run in the female line. Women shall
  be considered the progenitors of the Nation. They
  shall own the land and the soil. Men and women
  shall follow the status of the mother.
• The women heirs of the Confederated Lordship
  titles shall be called Royaneh (Noble) for all
  time to come.
• The women of the Forty Eight (now fifty) Royaneh
  families shall be the heirs of the Authorized
  Names for all time to come.

29
Constitution of Iroquois Nation (1500) from
http//odur.let.rug.nl/usa/D/1776-1800/constituti
on/iroq_const.htm

• A bunch of a certain number of shell (wampum)
  strings each two spans in length shall be given
  to each of the female families in which the
  Lordship titles are vested. The right of
  bestowing the title shall be hereditary in the
  family of the females legally possessing the
  bunch of shell strings and the strings shall be
  the token that the females of the family have the
  proprietary right to the Lordship title for all
  time to come, subject to certain restrictions
  hereinafter mentioned.
• If any Confederate Lord neglects or refuses to
  attend the Confederate Council, the other Lords
  of the Nation of which he is a member shall
  require their War Chief to request the female
  sponsors of the Lord so guilty of defection to
  demand his attendance of the Council. If he
  refuses, the women holding the title shall
  immediately select another candidate for the
  title.

30
Constitution of Iroquois Nation (1500) from
http//odur.let.rug.nl/usa/D/1776-1800/constituti
on/iroq_const.htm

• The Royaneh women of the Confederacy heirs of the
  Lordship titles shall elect two women of their
  family as cooks for the Lord when the people
  shall assemble at his house for business or other
  purposes. It is not good nor honorable for a
  Confederate Lord to allow his people whom he has
  called to go hungry.
• When a Lord holds a conference in his home, his
  wife, if she wishes, may prepare the food for the
  Union Lords who assemble with him. This is an
  honorable right which she may exercise and an
  expression of her esteem.
• The Royaneh women, heirs of the Lordship titles,
  shall, should it be necessary, correct and
  admonish the holders of their titles. Those only
  who attend the Council may do this and those who
  do not shall not object to what has been said nor
  strive to undo the action.
• When the Royaneh women, holders of a Lordship
  title, select one of their sons as a candidate,
  they shall select one who is trustworthy, of good
  character, of honest disposition, one who manages
  his own affairs, supports his own family, if any,
  and who has proven a faithful man to his Nation.

31
African societies

• Variety of cultures
• Is it possible to summarize the attributes of
  African society? Vastly different ecological
  environments, religions, traditions, communities,
  economic structure northern regions had traded
  with Europe long before slave trade to America
  began
• Languages differed among regions
• Political and social structures
• Environment environment influenced how they
  made a living and whether they were farmers or
  traders, for example
• Transportation and its effects
• Camel in 5th century made long-distance travel
  possible changed landscape and lifestyles of
  Africans

32
African Societies

• Different tasks for men and women
• Shared agricultural duties
• Men hunted, managed livestock, fished
• Women- childcare, food preparation and clothing,
  prominent local traders
• Dual Sex Principle
• Each sex handles its own affairs
• Male political and religious leaders governed men
  and female leaders governed women
• Complementary gender roles
• Women didnt usually hold formal power over men,
  but complementary
• Differed from Native American and European
  societies

33
European societies

• Sexual division of labor
• Men did most of fieldwork on farms and women
  helped out at harvest time
• Women childcare, household tasks, would assist
  husband in business if husband was an artisan,
  for example (this was how women learned trades in
  Europe at this time)
• Domesticated animals so hunting just a sport for
  male aristocrats
• Did not need to hunt for food one reason why men
  had the time to farm in Europe
• Very important distinction from Native American
  societies

34
Gender Roles in Native Americans, African and
European societies

• Native American matrilineal family line passes
  through mother women are heads of families and
  are given responsibility for leadership and for
  keeping male leaders in line
• African dual sex principle complementary
  gender roles
• European strict sexual division of labor and
  beginnings of private/public separation of men
  and women and proper roles

35
European Societies

• Europe also diverse linguistically, politically
  and economically
• Most European societies were hierarchical and
  social organization was very strict
• Enslavement of non-Christians Serfdom
• Sexual division of labor men dominated all
  areas of public life
• Black Death plague during 1300s
• Hundred Years War England v. France
• New ideas of national identity and hostility to
  foreigners Strong national leaders
• Technology printing press Marco Polos
  Travels had huge impact on Europeans desire to
  travel and explore
• Wanted African and Asian goods spices, silk,
  dyes, perfumes, jewels, sugar, gold

36
Early European Explorations

• Black Death (plague in 1300s)
• Disrupted all aspects of life social, political
  , economic, cultural
• Complete devastation - impact on exploration
• Hundred Years War (1337-1453) between England
  and France
• Both of these led to economic problems and a
  desire to enhance trading options and goods
  available

37
Motives for Explorations 1400s-1500s (15th
16th centuries)

• Multiple motives economic, political,
  religious, political
• Main motive was ECONOMIC needed to recover from
  plague and war wanted access to goods
  Economic reasons on a national level
• Slightly different than reasons for exploration
  in later centuries (16th century economic
  reasons on a personal/family level - settlements,
  colonies)

38
European Exploration

• Strong national leaders who wanted to assert
  their power and dominance
• Sense of national identities
• Economic hardships
• Hierarchical social structure
• Desire for African and Asian goods
• Concern for spreading Christianity

39
Religious and Economic Reasons for Exploration

• Text on page 16 states Fifteenth century
  Europeans saw no necessary conflict between the
  two economic and spiritual goals . . .
  Explorers . . . Honestly sought to convert
  heathen peoples to Christianity.
• Do you see a conflict? Why or why not?
• Why were these two goals intricately linked in
  the fifteenth century?

40
Explorations

• Portuguese trading posts in Africa
• African kingdoms set terms of exchange and
  benefited considerably from their new, easier
  access to Europe
• Portuguese introduced African slaves to Europe
• Lessons learned prior to 1492
• Transport crops and livestock
• Native peoples could be conquered or exploited
• Developed viable method of plantation slavery
• Set the stage for the colonization of America and
  slavery in America

41
Colonization of North America

• First colonies were Spanish colonies
• Characteristics of Spanish colonies
• Crown had tight control over colonies and
  colonies had little autonomy
• Most of colonists from Spain were male
  Spaniards formed relationships with Indian and
  African women and created the diverse, racially
  mixed population found in most of Latin America
  today
• Colonies wealth based on exploitation of native
  population as well as African slaves

42
First English colonies

• Sir Walter Raleigh in Virginia
• Roanoke settlers disappeared between 1587 and
  1590
• Drought may have caused them to flee
• Failure of first colonies Why??
• Lack of food
• Lack of knowledge of how to grow food needed
  more agricultural expertise
• Hostility of native populations
• Inability to deal with new environment
• Unprepared for the conditions in America

43
Colonies established in America

• Social status and conflicts in colonies
• Different from Europe
• Those born of high social status were challenged
  more frequently in the colonies
• Hard work, difficult lives, harsh environment
• Everyone had to work and a greater sense of
  independence and equality of status
• Colonies environment encouraged a sense of
  equality among settlers

44
Colonies

• English attempts at colonies differed from
  Spanish, Dutch and French
• English colonists came with intent to stay
• English came with families
• Different goals and this led to different types
  of settlements and interactions with native
  populations

45
Colonies

• Colonies established in the East along the
  Atlantic Ocean and along major rivers
• Why?
• What role did water play in the development of
  early colonial life?

46
English Colonies

• Why did so many English men and women decide to
  come to America and establish colonies?
• Social and Economic changes
• Population growth English population doubled
  between 1530 and 1680
• Led to many social economic problems
• Increased poverty for the non-land owning class
  in England Colonies offered land
• Reformation beliefs that Church of England
  hierarchy should be abolished Puritans and
  Separatists left the Church of England
• Joint-stock companies financed colonists

47
English settlers

• Why would people decide to make the journey and
  settle in America?
• Economic reasons poor tenant farmers more
  likely to move than wealthy landowners
• Cities were overcrowded and not many jobs
• Social reasons wanted to own land and have a
  voice/control over own life colonies offered
  land
• Religious reasons disagreed with Church of
  England, then more likely to move

48
English settlers Indentured Servants

• Why choose indentured servitude?
• Demand for laborers, particularly in Chesapeake
  region
• Paid journey to America
• Worked for 4-7 years
• After time served, supposed to get freedom dues
  of clothes, tools, livestock, and even land
• Free to pursue own dream and own land
• Did this always happen?

49
Virginia

• Jamestown established in 1607
• By 1608, only 38 of the 104 had survived
• Unaccustomed to working with hands
• Drought
• Resisted hard labor
• Tried to maintain traditional social hierarchies
• John Smith implemented strict military discipline
  on colony and kept it from complete collapse
• Powhatan Confederacy group of 6 Algonquian
  villages
• Indian uprising and fought against English
  control of their land
• Tobacco profits from tobacco made Virginia
  prosperous
• Need for large amounts of land for the tobacco
  plantations
• Headright system

50
Tobacco

• Tobacco cultivation
• Transformed Virginia valuable and profitable
  commodity
• First crop planted in 1611 and by 1640, 1.5
  million pounds were exported
• Tobacco made Virginia prosperous
• Escalating demand in Europe
• Need for large areas of land and need for workers
  (headright system of Virginia Company to attract
  settlers/laborers)
• Did not meet demands for labor turned to
  slavery

51
Chesapeake

• Tobacco dominant in Maryland and Virginia known
  as Chesapeake colonies
• Labor-intensive
• Time-consuming tasks
• Indentured servants from England males between
  ages of 15 24 were 75 of servants
• America seemed to offer chance for social
  economic advancement
• Freedom of religion offered to settlers in
  Maryland
• Diseases seasoning of settlers malaria
• Food shortages and inability to save food for
  winter
• Lack of women in the Chesapeake greater number
  of male immigrants to the area, high mortality
  rates from disease, distinct family life
• Families were small, few and short-lived
• Unusual demographic patterns due to harsh
  conditions

52
New England

• Puritanical beliefs and environmental factors
  resulted in northern settlements differing
  greatly from Chesapeake
• New England settlers
• 40 between ages 25 50
• 40 were women
• Family groups
• Brought more food and livestock with them

53
New England

• Puritans expressed a communal ideal with the good
  of the whole ahead of private concerns Community
  laws based on mutual consent
• Puritans
• Strict codes of moral conduct - against
  premarital sex, idleness, drunkenness, card
  playing
• Lifestyles in New England
• Lived year-round in same location sturdy
  dwellings that lasted
• Healthier than Chesapeake no malaria
• Higher rates of reproduction large families
• Longer lives than in England new concept of
  grandparents
• More parental control over children into their
  adulthood
• Anne Hutchinson challenge to religious
  authority and challenged traditional gender roles
  - banished

54
Next week

• We will examine colonial life and colonial
  cultures
• We will examine and discuss the slave trade and
  the impact of the slave trade from multiple
  perspectives
• Read chapters 1-4 in textbook for next week
• Have a great 4th of July!

55
Questions and Issues from Chapters 1 and 2

• Discuss the importance of agriculture to native
  populations. How did the development of
  agriculture affect their lifestyles and living
  conditions?
• Discuss the political, social and religious
  organization of Americans prior to 1492. Be sure
  to discuss the sexual division of labor and the
  great diversity among tribes.

56
Questions and Issues from Chapters 1 and 2

• Discuss the political, social, economic and
  religious aspects of African societies in the
  fifteenth century?
• Discuss the political, social, economic and
  religious aspects of European societies in the
  fifteenth century? Why did Europeans trade? Why
  was exploration so important to Europeans at this
  time?

57
Questions and Issues from Chapters 1 and 2

• Why did the first attempts to establish English
  colonies in America fail?
• Compare and contrast the colonies of New England
  and the Chesapeake.
• What role did religion play in the establishment
  of colonies?
• Who were the Puritans and what effect did
  Puritanical beliefs have on the development of
  America?