The Colonial Period

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The Colonial Period
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• Settlers and Native Americans
• A. New England Native Americans at first
  provided assistance with crops and were
  valuable trading partners
• B. The small native population was almost
  extinguished by European epidemics.
• C. Settlers wanted more land, hunted the wild
  animals, and allowed domesticated animals to
  roam freely.

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• D. Pequot War 1637, fought over trade with the
  Dutch and friction over land
• E. King Phillips War 1675, fought over land
  and colonial attempts to enforce English laws on
  the natives

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• II. Colonial Government
• A. Types of Colonies
• 1. royal
• 2. company
• 3. proprietary
• B. each colony independent of the others
• C. Privy Council royal advisors who set up
  policy for the colonies

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• D. Colonial assemblies
• 1. modeled after Parliament with a bicameral
  legislature
• 2. submitted legislation to the colonial
  governor for approval
• 3. had the power to raise taxes, organize
  local governments, and control the military
• 4. also paid the governors salary

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• E. Town meetings
• 1. New England
• 2. selected officials to make the towns
  decisions

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• F. Colonial courts
• 1. usually based on English common law
• 2. John Peter Zenger freedom of the press
  to report something harmful if it could be
  proven true

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• III. Mercantilism creating and maintaining
  wealth by carefully controlling trade
• A. balance of trade having fewer imports than
  exports
• B. Colonies would supply raw materials and
  provide a market for Englands manufactured
  goods

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• C. Benefits of mercantilism
• 1. protected market for colonial goods
• 2. provided finished products to colonies
• D. Problems of mercantilism
• 1. supply and demand
• 2. smugglers

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• E. triangular trade Africa, West Indies,
  Colonies
• 1. West Indies sold sugar, molasses, slaves
  to
• 2. the colonies who sold fish, grain, beef, and
  horses in return. Colonists then exchanged
  rum with
• 3. Africa for slaves.
• 4. Middle Passage three month journey
  across the Atlantic

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• F. Navigation Acts 1650s
• 1. closed the colonies to all trade except
  that carried in English ships
• 2. required the colonists to export certain
  items only to England or English possessions
  aboard English ships
• 3. all goods being shipped from the colonies
  had to pass through England in order to be
  taxes
• 4. imposed duties on the coastal trade among
  the colonies

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• IV. Increasing Crown Control
• A. Charles II stripped Massachusetts of its
  authority over New Hampshire and created
  another colony
• B. The Dominion of New England
• 1. James II combined several of the upper and
  middle colonies as a single government
• 2. eliminated colonial assemblies
• 3. Sir Edmund Andros appointed governor

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• C. James heirs
• 1. Mary, Anne, Catholic son
• D. The Glorious Revolution
• 1. Parliament invited William and Mary to
  assume the throne together
• 2. colonies revived their representative
  assemblies

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• V. The Colonial Economy
• A. The Southern Economy
• 1. exported raw materials for building ships
  overseas and to the northern colonies
• 2. sold naval stores such as pitch,
  turpentine, and tar

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• 3. agriculture
• a. cash crops such as tobacco, rice, and
  indigo
• b. difficult work required a large labor
  force
• c. plantations
• 1. early in the colonies, work was done
  by indentured servants
• 2. by the 1700s, enslaved Africans were
  the main force
• c. Eliza Lucus Pinckney

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• 4. early dependence on large- scale cash
  crops led to little commercial of industrial
  growth
• 5. few cities developed

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• B. The New England Economy
• 1. harsh climate, rocky soil, and few
  navigatable rivers were unsuitable for cash
  crops
• 2. fishing food
• 3. whaling oil for lighting, food
• 4. shipbuilding fishing and merchant
  vessels

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• 5. trading pickled beef, pork, fur
• 6. skilled craftsman
• a. blacksmiths, weavers, shipwrights,
  printers
• b. apprentices learned under a master
  craftsman
• 7. slaves were held, but not an important
  part of the economy

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• 8. industrialization
• a. fairly modestly sized because most
  finished products were imported
• b. included cobbling, blacksmithing,
  printing, ironmaking
• c. restricted by British laws against it
• 1. the Woolen Act of 1699
• 2. the Hat Act of 1732
• 3. the Iron Act of 1750

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• C. The Middle Economy
• 1. combined both New England and southern
  characteristics
• 2. commerce
• 3. agriculture, staple crops wheat,
  barley, oats

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• 4. slavery
• a. needed for farm labor
• b. also worked in cities as skilled
  craftsmen
• 5. mainly indentured servants filled the
  labor needs which led to a rapidly expanding
  population

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• D. The Rise of Colonial Commerce
• 1. obstacles
• a. no medium of exchange
• b. uncertainty that goods would be produced
  in sufficient quantity
• c. uncertain in the market for the goods
• d. little exchange of information
• 2. elaborate coastal and transatlantic trade
  see triangular trade route
• 3. SEE MERCANTILISM

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• E. Women and labor
• 1. filled a variety of roles
• a. managing farms
• b. keeping shops
• c. practicing medicine
• 2. colonial laws restricted women
• a. a married woman had to have husbands
  permission
• b. husband had a right to the wifes wages

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• 3. most worked in the home
• 4. indentured servants and slaves worked both
  inside and outside of the home

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• VI. Colonial Culture
• A. The Scientific Revolution
• 1. began in mathematics and astronomy
• 2. affected all areas of natural science
• 3. Galileo Galilei confirmed Copernicuss
  theory that planets revolve around the sun

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• 4. Sir Isaac Newton
• a. The Mathematical Principles of Natural
  Philosophy, the foundation of physics
• b. motion and gravity theories
• 5. the scientific method observation and
  experimentation with natural events in
  order to form theories that could predict other
  events or behaviors

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• 6. Colonial Scientists
• a. Philadelphia the center for the study of
  science
• b. the American Philosophical Society 1743, to
  study science and to maintain communication
  between colonial scientists

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• c. David Rittenhouse designed a variety of
  mathematical and astronomical instruments
• d. Benjamin Banneker
• 1. wrote a popular annual almanac
• 2. also predicted a solar eclipse
• 3. a free African American

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• e. John Bartram a botanist who traveled widely
  and established the first colonial botanical
  garden

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• f. Benjamin Franklin1. born in Boston
• 2. apprenticed to his brother
• 3. moved to Philadelphia at 17
• 4. the Pennsylvania Gazette
• 5. published Poor Richards Almanack
• 6. founded the first circulating library in
  the colonies

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• 7. founded an academy that later became the
  University of Pennsylvania
• 8. helped for the American Philosophical
  Society
• 9. proved lightening was electricity and
  identified the positive and negative charges of
  electricity
• 10. invented the lightning rod, the
  Franklin stove, bifocals

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• B. the Enlightenment the Age of Reason
• 1. Characteristics of
• a. thinkers applied reason and logic to the
  study of human nature and the improvement of
  society
• b. philosophers developed new theories
  about how government should work to best
  serve the people
• c. affected political and religious thought

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• d. sometimes attacked organized religions
  (Crush the infamous thing! -- Voltaire)
• e. at its height during the 18th century

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• 2. Great Thinkers
• a. Thomas Hobbs, English
• 1. influenced by English Civil War of the
  1640s

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• 2. published Leviathan
• a. outlined his political philosophy of
  natural law (unchanging moral and
  political law in the universe
• b. social contract (from Calvinist
  roots) a contract between the people
  and their government in which the government
  ensures order and the people obey the
  government. (People are obligated to
  obey government no matter how bad public
  policy is because government is better than
  anarchy)

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• b. John Locke, English
• 1. believed that people had rights to
  equality and liberty
• 2. social contract people voluntarily
  obeyed their rulers only when the state
  fulfilled its responsibility to protect
  peoples life, liberty, and property
• 3. influenced Thomas Jefferson

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• c. Voltaire
• 1. a deist
• 2. distrusted democracy

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• d. Baron de Montesquieu, French
• 1. wrote The Spirit of the Laws to
  describe the ideal constitution (similar
  to the moderate constitutional monarchy of
  Britain)
• 2. felt that a separation of powers
  between three branches of governmentexec
  utive, legislative, and judicialwas best
• 3. influenced James Madison

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• e. Jean-Jacques Rousseau, French
• 1. foresaw the American and the French
  Revolutions
• 2. most radicalothers interested in
  moderation supported democracy
• 3. influenced Thomas Paine and Patrick
  Henry

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• 3. The Enlightenment in America a. Thomas
  Jefferson
• 1. the Jefferson Bible which removed the
  miracles from religion
• 2. believed Jesus to be historys
  greatest moral philosopher
• 3. felt that if the government does not
  provide the three basic rights, he argued
  that the people have a right to abolish it

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• b. John Adams Christianity is to be used
  as a moral construct
• c. James Madison
• 1. wrote Memorial and Remonstrance
  Against Moral Assessments against tax for
  religion because he felt is was not good
  for either religion or the state
• 2. believed in separation of church and
  state

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• d. Deism, the natural religion
• 1. Founders were usually deists (belief
  in God based solely on religion)
• 2. God exists based on religious
  observations of the world.

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• d. Democracy or Republicanism
• 1. opposed by many European
  Enlightenment thinkers who felt that
  representative government was rule by the mob
• 2. yet in the colonies, Enlightenment
  thinkers felt representative government
  was a good thing

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• C. The Great Awakening 1730s and 1740s
• 1. reaction against the Enlightenment
• 2. incorporates Enlightenment ideals
• a. emphasis on individuals and their
  relationship with God
• b. institution of church de- emphasized
• c. very different from Orthodox
  Christianity

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• 3. the northern colonies more religious than
  the southern colonies
• 4. movement began in New England in 1734

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• 5. Jonathan Edwards Yale graduate whose
  dramatic sermons emphasized that sinners
  must ask forgiveness for their sins or face
  eternal punishment
• 6. George Whitefield English minister who
  made seven tours of the colonies

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• 7. ministers preached
• a. everyone is a born sinner
• b. that salvation could only be gained
  through the acceptance of Gods grace and the
  confession of sins
• c. everyone has an equal chance to be saved
• 8. revivals public church gatherings often
  held in open fields

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• 9. a widespread movement of evangelical
  Christian sermons and church meetings
• 10. traditionalists felt that the enthusiasm of
  the Great Awakening was inappropriate
• 11. particularly helped with religion on the
  frontier where there were few churches
• 12. attracted people of all classes and races
• 13. led colonists to question traditional
  church practices and to discuss politics and
  social issues

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• D. Colonial Writers and Artists
• 1. prose religious writings by Jonathan
  Edwards, John Cotton, Cotton Mather
• 2. nonfiction Robert Beverley the History of
  the Present State of Virginia

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• 3. poetry
• a. Phyllis Wheatley freed slave who wrote
  elegies using religious language and imagery
• b. Anne Bradstreet The Tenth Muse wrote
  about her love for her family and her
  dedication to her faith

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• 4. painters
• a. John Smibert held the first art
  exhibition in Boston
• b. Robert Feke student of Smibert
• c. most were portrait painters
• 5. architecture wealthier colonists
  constructed homes of brick in elaborate
  British styles
• 6. furniture reflected the increase in the
  standard of living of colonists

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• VII. The Colonial Population
• A. The early population
• 1. a few were members of the upper classes
  (usually younger sons of lesser gentry)
• 2. some members of the emerging middle class
  who moved for religious or commercial reasons
• 3. mainly English laborers who came for
  religious of commercial reasons

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• 4. indentured servants 1600s to 1670s though
  continued into the 1700s
• a. temporary servitude
• b. four or five years
• c. received passage to America, food, and
  shelter
• d. most were voluntary
• e. did include some shiploads of convicts,
  prisoners of war, victims of kidnapping, and
  undesirables (orphans, vagrants, paupers)

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• 5. enslaved Africans
• 6. Europeans and Africans became the dominate
  population group along the Atlantic coast by
  the late 1600s

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• B. Birth and Death
• 1. earliest arrivals could anticipate inadequate
  food, frequent epidemics, early death
• 2. immigration the earliest form of increase

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• 3. in the Chesapeake region
• a. men immigrated first
• b. increase mainly by immigration
• c. high mortality rates
• 1. 1 in 4 children in infancy
• 2. ½ before the age of twenty
• 3. average life expectancy forty
• 4. in New England
• a. families immigrated
• b. natural increase became most important
  source of growth by 1650s
• c. average life expectancy seventy

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• C. Women and Families
• 1. In the Chesapeake
• a. high male to female ration
• b. women married around twenty
• c. high mortality rate led to an undermining
  of male authority

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• d. sex
• 1. indentured servants
• a. could not marry
• b. females could expect heavy fines or
  harsh whippings, extra year or two of
  service, and the loss of their children
• 2. over one third of marriage occurred with
  the bride already pregnant
• 3. average wife became pregnant every two
  years and had an average of eight children
• 4. childbirth a frequent cause of death

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• e. females could frequently choose their own
  husbands
• f. often left widows who then managed the
  farm or plantation
• g. seldom remained unmarried for long
• h. complex households of stepchildren,
  half- siblings
• i. large number of orphans Maryland
  Virginia created special courts and
  institutions to protect them

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• j. By the early 1700s
• 1. life expectancy increasing
• 2. indentured servitude decreasing
• 3. sex ratio more equal
• 4. life less dangerous
• 5. families more stable and the
  patriarchal family revived

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• 2. In New England
• a. Family structure more stable
• b. the female role basically the same
• c. lower infant mortality
• d. few children could choose spouses
  entirely independent of their parents
• e. men needed land/ women needed dowries
• f. premarital pregnancy twenty percent

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• g. powerful church defined roles
• 1. women respected for their roles within
  the families
• 2. expected to serve the needs of her
  husband and household
• 3. duties included child-rearing,
  gardening, raising poultry, tending
  cattle, spinning, weaving, cooking,
  cleaning, washing
• 4. popular names were Prudence, Patience,
  Chastity, Comfort

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• D. Changing Sources of European Immigration
• 1. mainly English and Africans until the early
  1700s
• a. better economic conditions
• b. restrictions on emigration because of
  depopulation
• 2. French Huguenots for religious freedom

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• 3. Germans
• a. religious freedom
• b. wars with France
• c. precarious economy
• d. settled in New York, Pennsylvania, North
  Carolina

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• 4. Scotch-Irish
• a. Ulster settled by Scottish Presbyterians
  in the early 1600s
• b. England outlawed exports of wool and the
  Presbyterian religious
• c. leases on land expired and rent tripled.
• d. settled on the outer edges of the colonies
• 5. in 1700 non-Indian population was 250,000
  by 1775 it was 2 million

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• E. The Beginnings of Slavery in North America
• 1. the process
• a. native African chieftains captured
  members of enemy tribes
• b. tied them in coffles
• c. sold them in slave marts on the African
  coast
• d. Middle Passage conditions varied

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• 2. Portuguese traders mainly served colonies in
  the Caribbean and South America during the
  1600s
• 3. trade developed between the colonies and the
  Caribbean first
• 4. Royal African Company of England kept
  prices high and supplies low until the
  mid- 1690s
• 5. by 1763, 16000 in New England 29,000 in the
  middle colonies 250,000 in the South

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• 6. early treatment
• a. laborers worked with whites in relative
  equality
• b. some were freed
• c. some became landowners/slaveowners
  themselves
• 7. by the early 1700s, the assumption spread to
  make African bondage permanent
• 8. from the early to the late 1700s, African
  immigrants outnumbered European immigrants

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• 9. slave codes limited the rights of blacks in
  law and ensured almost absolute authority to
  white masters

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• 10. the origins of slavery
• a. Oscar and Mary Handlin, Origins of the
  Southern Labor System, 1950 resulted in
  efforts to increase the available labor force
• b. Carl Degler, Slavery and the Genesis of
  American Race Prejudice, 1950 Africans
  were never treated the same as white
  servants slavery the result of racism
• c. Winthrop D. Jordan, White Over Black,
  1968 racism immigrated from Europe and
  shaped the nature of the slave system from the
  beginning

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• d. George Fredrickson racism did not
  precede slavery but actually outlived it and
  grew stronger
• e. Peter Wood, Black Majority, 1974 studied
  South Carolina blacks and white worked
  together early but white labor to do arduous
  work became hard to find landowners had to
  turn to slavery
• f. Edmund Morgan, American Slavery, 1975
  the slave system arose to secure a reliable,
  stable work force and that racism was the means
  to justify slavery

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• g. David Brion Davis, The Problem of Slavery
  in the Age of Revolution, 1975 while
  prejudice had a long history, racism as a
  systematic ideology was crystallized during
  the American Revolution

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• h. Robin Blackburn, The Making of New World
  Slavery, 1996
• 1. flourished in European colonies when it
  was almost dead in Europe
• 2. easier to justify enslaving someone who
  looks different
• 3. a slave-labor system in a
  labor- intensive agriculture world was more
  profitable than a free-labor system
• 4. enriched planters, benefited all of
  colonial society, and provided capital for
  England
• 5. served the interests of planters,
  merchants, governments, industrialists,
  and consumers

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Works Cited

• Brinkley, Alan. American History A Survey.
  Vol 1. Boston McGraw-Hill College, 1999.
• Lemmons, Russ. Jacksonville State University.
  25 April 2002.
• Stuckey, Sterling, and Linda Kerrigan Salvucci.
  Call to Freedom Beginnings to 1914. Austin,
  Texas Holt, Rinhart, and Winston,
• 2000.