US/AZ History

Colonizing America (1491-1754)

Sources: •Eric Foner, Give Me Liberty!• John J. Newman, AMSCO: United States History• John Garraty, A Short History of the American Nation•David M. Kennedy, The American Pageant• James A. Henretta, America: A Concise History•The College Board • I’ve tried to cite sources for images, but have been

unable to do for all. Images are not my creation and are intended only to increase the learning of my students.

Unit Objectives:

•Explain the effects of development of transatlantic voyages from 1491 to 1607.•Compare the effects of the development of colonial society in the various regions of North America.

America Before

Columbus

Bellwork:

•On a piece of paper Set it up like this: •What do you know about the indigenous peoples prior to European contact?

Bellwork

Dates/ Events

Places People/ Groups

Summary

Agenda:

•America Before Columbus•Mapping Activity

Objective

Explain how and why various native populations in the period before European contact interacted with the natural environment in North America.

Today’s Headlines

Settling of the Americas

•Arrival 13,000-8,000 BCE•Paleo Natives 8,000-4,000 BCE

What word to use?

•Indian?•First Nations?•Indigenous peoples?•Amerindians?•Native Americans? •American Indian?

Indian Societies

•Central and South America•Maya•Inca•Aztec

Discuss

•List as many North American tribes as you can.

North America•Mississippi River Valley•Cahokia•Adena-Hopewell

Western Indians

•Hohokam•Anasazi•Pueblo Indians•Hopi•Zuni

Western Indians

•Great Plains•California Intermountain Indians•Northwest Indians

Eastern North America

• Iroquois Confederacy•Seneca, Cayuga, Onondaga, Oneida, Mohawk

•Huron•Southeast:•Cherokee, Chickasaw, Choctaw

Indian Society

•Diversity•Religion•Land and Property•Gender Relations

Social and Political Structures

•Socially similar – Religion•Similar in political organization•Sophisticated culture and society

Crash Course Natives and Spaniards

Practice Questions

1. Social and political organization in the North American tribes was dependent on

• a. conquest.• b. tribute systems.• c. chiefdoms.• d. thanes.• e. shamans.

2. Cahokia was

•a. a Maya city.•b. a Mound Builder city.•c. the center of Four Corners Pueblo peoples.•d. in the Andes.•e. a pyramid in Mexico.

3. The Anasazi lived in these structures

•a. kivas.•b. pueblos.•c. mound houses.•d. cliff dwellings.•e. yurts.

Summary:

•Explain how and why various native populations in the period before European contact interacted with the natural environment in North America.

Draw the USA

-Draw the USA and then use colors to show the distribution of the different tribes!

-Label the tribes

European Colonization

Bellwork:

•Identify 3 different Indian tribes and the region they are located.

Pick up a daily cover page from the shelf!Put your cellphones in the cellphone hotel!

Agenda:

•European Colonization

Objective:

•Explain the causes of the Columbian Exchange and its effect on Europe and the Americas.

Today’s Headlines

European Expansion, 1400-1550

•Motivations•Revival of urban life and trade•Alliance between merchants and rulers in Europe•Struggle with Islamic powers for dominance in Mediterranean •Growing intellectual curiosity about the world

The Voyages of Columbus

•1492: Christopher Columbus •Treaty of Tordesillas

Video: Ted-Ed History

vs. Christopher Columbus

Discuss

•What were the main factors fueling the European age of expansion?

Columbian Exchange

•Columbian Exchange: the exchange of plants, animals, diseases, and technologies between the Americas and the rest of the world following Columbus’s voyages •Food/Plants•Animals•Diseases

The Columbian Exchange

•Demographic Changes•Devastation•Smallpox and measles: 50-80% indigenous populations die

•Destruction of Amerindian Societies

Central Mexico went from 25

million people in 1519 to 2 million people in 1580.

Video: Columbian Exchange

On a piece of paper

Create a visual illustrating the Columbian Exchange on the back of your cover page.•No words!•Represent Old World, New World, Plants, Animals and Diseases being exchanged

Practice Questions

1. What was the most deadly of the epidemics in the Americas?• a. Smallpox•b. Syphilis• c. Influenza•d. Measles• e. Cholera

2. Which of the following Old World foods did settlers introduce to New World agriculture?

• a. Wheat, olives, grapes, and garden vegetables•b. Maize, rice, and bran• c. Manioc, wheat, and amaranth•d. Spelt, manioc, and wheat• e. Spelt, taro, and chinampas

3. Why did the peoples of the New World lack immunity to the diseases of the Europeans?

• a. They had a different DNA structure than Europeans.• b. It was due to their long isolation from other

continents.• c. Significant differences in dietary structure.• d. Disease did not exist in the Americas.• e. None of these.

Summary:

•Explain the causes of the Columbian Exchange and its effect on Europe and the Americas.

Activity

Bellwork:

•Grab a hand out, find your group•No cover page today!•Be ready to share / do not write down: Identify 3 changes in the Americas due to European colonization

Agenda:

•13 Colonies Jigsaw

Objective

•You will be able to pull out the important information from a document.

13 Colonies

Other Colonizers

• Spanish in the South (CA-FL)• French in Canada (And

down Mississippi to New Orleans)•Dutch in New

Amsterdam

Discuss

•What do you already know about the original 13 colonies?

Video

Types of Colonies

•Corporate Colony: operated by a joint-stock company (Jamestown)•Royal Colony: under direct rule of king (Virginia)•Proprietary Colony: under individuals granted a charter

by the king (Pennsylvania)

Crash Course – Colonial America

Get out a piece of paper and copy the table!

•With you group you will read through the information and pull out the important details!•Who founded it? When? Why was it founded?• Society? Religion? Social classes?•Politics? Government structure? Relationship to the

crown?• Economics? •Unique history! People, Events, Conflicts

Bellwork:

•Grab a daily cover page!• Sit in groups based off your NUMBER from yesterday.

(A1 or B2, etc)•What was exchanged in the Columbian Exchange? Be

specific!

Agenda:

•13 Colonies (cont)• Letter and Travel Poster

• Everything due end of class on Friday! 13 Colonies table, Letter and Poster!

Objectives:

• Explain how and why environmental and other factors shaped the development and expansion of English colonies.

13 Colonies Jigsaw• TEACH each other about

your region•When you have done that –

work as a group to complete your Daily Cover Page • Summary Prompt: Explain

how and why environmental and other factors shaped the development and expansion of English colonies.

Share out!

New England Middle Southern

Massachusetts (1620), New Hampshire (1623), Connecticut (1636), Rhode Island (1636)

Delaware (1638), New York (1664), New Jersey (1664), Pennsylvania (1681)

Virginia (1607), Maryland (1632), North Carolina (1663), South Carolina (1663), Georgia (1732)

Sea trade! Ship building, fishing triangle trade

Farming! WheatTrade

Cash crops! Tobacco, Rice, Indigo

Small farms, Urban centers like New York and Philadelphia, some slaves

Plantations and slavery, unequal distribution of wealth

Puritans Religious Diversity Anglicans and Catholics

Terms to know:• Indentured Service: Work for 7 years in exchange for

transport, room, and board• House of Burgess: 1619, First representative gov, in VA• Halfway Covenant - the children of church members, but

who hadn't achieved grace themselves• Corporate Colony: operated by a joint-stock company

(Jamestown)• Royal Colony: under direct rule of king (Virginia)• Proprietary Colony: under individuals granted a charter by

the king (Pennsylvania)

People to know

• John Smith•Roger Williams•Anne Hutchinson•William Penn• James Oglethorpe•Metacom

CHAPTER 2 American Experiments, 1521–1700 67

militiamen, accompanied by Narragansett and Mohe-gan warriors, attacked a Pequot village and massacred some !ve hundred men, women, and children. In the months that followed, the New Englanders drove the surviving Pequots into oblivion and divided their lands.

Believing they were God’s chosen people, Puritans considered their presence to be divinely ordained. Initially, they pondered the morality of acquiring Native American lands. “By what right or warrant can we enter into the land of the Savages?” they asked themselves. Responding to such concerns, John Winthrop detected God’s hand in a recent smallpox epidemic: “If God were not pleased with our inheriting these parts,” he asked, “why doth he still make roome for us by diminishing them as we increase?” Experiences like the Pequot War con!rmed New Englanders’ con!-dence in their enterprise. “God laughed at the Enemies of his People,” one soldier boasted a"er the 1637 mas-sacre, “!lling the Place with Dead Bodies.”

Like Catholic missionaries, Puritans believed that their church should embrace all peoples. However, their strong emphasis on predestination — the idea that God saved only a few chosen people — made it hard for them to accept that Indians could be counted among the elect. “Probably the devil” delivered these “miser-able savages” to America, Cotton Mather suggested, “in hopes that the gospel of the Lord Jesus Christ would never come here.” A few Puritan ministers committed themselves to the e#ort to convert Indians. On Martha’s Vineyard, Jonathan Mayhew helped to create an Indian-led community of Wampanoag Christians. John Eliot translated the Bible into Algonquian and created fourteen Indian praying towns. By 1670, more than 1,000 Indians lived in these settlements, but rela-tively few Native Americans were ever permitted to become full members of Puritan congregations.

Metacom’s War, 1675–1676 By the 1670s, Euro-peans in New England outnumbered Indians by three to one. $e English population had multiplied to 55,000, while native peoples had diminished from an estimated 120,000 in 1570 to barely 16,000. To the Wampanoag leader Metacom (also known as King Philip), the pros-pects for coexistence looked dim. When his people cop-ied English ways by raising hogs and selling pork in Boston, Puritan o%cials accused them of selling at “an under rate” and restricted their trade. When Indians killed wandering hogs that devastated their corn!elds, authorities prosecuted them for violating English prop-erty rights (American Voices, p. 68).

Metacom concluded that the English colonists had to be expelled. In 1675, the Wampanoags’ leader forged

a military alliance with the Narragansetts and Nip-mucks and attacked white settlements throughout New England. Almost every day, settler William Harris fearfully reported, he heard new reports of the Indians’ “burneing houses, take-ing cattell, killing men & women & Children: & carrying others captive.” Bitter !ghting continued into 1676, ending only when the Indian warriors ran short of gun-powder and the Massachusetts Bay government hired Mohegan and Mohawk warriors, who killed Metacom.

Metacom’s War of 1675–1676 (which English set-tlers called King Philip’s War) was a deadly a#air. Indians destroyed one-!"h of the English towns in

Metacom (King Philip), Chief of the WampanoagsThe Indian War of 1675–1676 left an indelible mark on the history of New England. This painting from the 1850s, done on semitransparent cloth and lit from behind for effect, was used by traveling performers to tell the story of King Philip’s War. Notice that Metacom is pictured not as a savage but as a dignified man. No longer in danger of Indian attack, nineteenth-century whites in New England adopted a romanticized version of their region’s often brutal history. © Shelburne Museum, Shelburne, Vermont.

UNDERSTAND POINTS OF VIEW How did New Englanders’ religious ideas influence their relations with neigh-boring Native American peoples?

Events to know

•1607 – Jamestown Founded•1620 – Pilgrims at Plymouth•1622 – Openchancanough’s Uprising (VA)•1636 – Puritan Pequot War•1675 – Bacon’s Rebellion in VA, King Philip (Metacom)’s

war in NE

Letters home AND a Travel Posters• Imagine you are a

colonist living in one of these colonies! Write a letter describing life there! •What is it like?•Where are you? •What is your job?•Who is around you? •What is your religion? • Are you scared? Loyal

to the king? •Write in pen!

• For a DIFFERENT colony, make a travel poster advertising the colony• Needs color, words, and pictures• Should include info about:• Geography• Economy• Religion• Society• Gov

Crash Course –Colonial America

Practice Questions

1. The two groups of Protestant dissenters that colonized New England were• a. Quakers and Shakers.• b. Puritans and Pilgrims.• c. Shakers and Mormons.• d. Questers and Seekers.• e. Congregationalists and Presbyterians.

2. Plantation economies grew all of the following labor intensive crops except • a. tobacco.• b. cotton.• c. rice.• d. sugar.• e. squash.

3. Which of the following is true of the Puritans?

• a. They wished to break from the Church of England.• b. They wanted to establish a hierarchy of bishops and

priests.• c. Their efforts to reform the Church of England were

welcomed.• d. They welcomed Catholic as well as Jewish members.• e. They wanted to purify the Church of England, not

break from it.

Summary

• Explain how and why environmental and other factors shaped the development and expansion of English colonies.

Source Analysis

Bellwork:

•What were the challenges facing Jamestown?

Agenda:

• Source Analysis

Objective

•You will be able to analyze the Mayflower Compact in writing.

Today’s Headlines

Discuss

•What comes to mind when you think of puritans and pilgrims?

The Rise of Puritanism

• Luther 1517, John Calvin•Covenant of grace vs. works• Separatists - Holland

The Pilgrims at Plymouth

•Mayflower Compact•William Bradford • Johnathon Winthrop -

City on a Hill•Puritan Family

Video: Pilgrims

Church and State

•Massachusetts Bay Company – 1630•General Court•Puritan beliefs•Covenant of Grace

• Social Political structure •Congregational Church

Summary

•Compare the Puritans and the New England colony to the other colonies.

HIPPO H• What are the immediate historical events that shaped/ triggered this

document? • What is the environment of ideas, attitudes, and emotions behind the creation

of this document?

I• For whom (specifically, generally, logically) was the document intended? • How does the audience change or influence the document?

P• Who (Specifically, generally, logically) wrote/produced this document?• Is there a reference to the author’s POV (i.e. his/her professional, racial,

gender, social background) in the document bi-line? If not, can you infer it? What details in the document reflect the author’s POV?

P• Why was the document created?• What elements in the document help you to determine its purpose?• How does the author’s point of view shape the document’s purpose AND/OR

how does the format of the document shape its purpose?

O• What do you already know that relates to this? Ideas? Movements? Authors?• How does the document impact/shape/reflect popular arguments on the

subject?• How does the document reflect change or continuity over time?• Why is the document useful? What are its limitations?

The Mayflower CompactIN 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 Honour 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.

Economics and Society

Bellwork:

•Pick you seat today!

•Compare and contrast the New England, Middle and Southern colonies.

Agenda:

• Economics and Society

Objective

• Explain the Great Awakening and its impact.

Today’s Headlines

Four Phases of Empire Building

Era of Benign Abandonment (1607-1650)

•UK not paying attention•Rise of small republics

Era of Militarism 1650-1720

•Mercantilism: European government policies (16-18th

centuries) designed to promote overseas trade by requiring colonies only trade with mother country

The New England Economy

•Merchants – fishing and timber • Subsistence farming

• The Merchant Elite• Serpent of Prosperity• Triangle Trade

Navigation Acts

•designed to bring money into the treasury, to develop the imperial merchant fleet, to channel raw materials to England, to keep foreign goods/vessels out of colonial 1660: EVERYTHING GOES THROUGH THE UK

Geopolitical Issues

•Molasses Act 1733•Navigation Act Paused• Increase in smuggling

Era of Salutary Neglect-1720-1748

•Richard Walpole – Prime Minister• Salutary Neglect – look the

other way when Americans violated the navigation acts• “Corruption”

Era of Empire-1748-1776

• To be Continued…

Discuss

• If you were a British politician, which would you encourage: Salutary Neglect or enforcement of the Navigation Acts?

Discuss

•Do you think humans are intrinsically good or evil?

Discuss

•Does the American mentality view people as intrinsically good or evil?

Are we inherently optimistic or pessimistic?

The Public Sphere

• The Right to Vote• Suffrage more democratic

in colonies between 50-80% white men could vote •Colonial Government• The Rise of Assemblies

• The Colonial Press

The American Enlightenment

•Benjamin Franklin• John Locke

School of Life: John Locke

The Great Awakening

•Religious Revivals - 1740• Jonathan Edwards

“Sinners in the hands of an Angry God”• (Congregationalist minister

– MA) – New England

“The God that holds you over the pit of hell, much as one holds a spider, or some loathsome insect over the fire, abhors you, and is dreadfully provoked: his wrath towards you burns like fire; he looks upon you as worthy of nothing else, but to be cast into the fire; he is of purer eyes than to bear to have you in his sight; you are ten thousand times more abominable in his eyes, than the most hateful venomous serpent is in ours. You have offended him infinitely more than ever a stubborn rebel did his prince; and yet it is nothing but his hand that holds you from falling into the fire every moment. It is to be ascribed to nothing else, that you did not go to hell the last night; that you was suffered to awake again in this world, after you closed your eyes to sleep. And there is no other reason to be given, why you have not dropped into hell since you arose in the morning, but that God's hand has held you up. There is no other reason to be given why you have not gone to hell, since you have sat here in the house of God, provoking his pure eyes by your sinful wicked manner of attending his solemn worship. Yea, there is nothing else that is to be given as a reason why you do not this very moment drop down into hell.”

George Whitefield

• “Need for New Birth”• Salvation is in your

hands.• The just god has

every right to damn you to hell, but will be merciful• You can take god into

your heart or you can reject him

The Awakening’s Impact

•Old Lights. Vs. New Lights•United colonies and

expanded Protestantism•New denominations:

Baptists, Methodists, Presbyterians, etc•Religious freedom – no

church supported by tax

Practice Questions

Source:“In 1739 arrived among us from Ireland the Reverend Mr. [George] Whitefield, who had made himself remarkable there as an itinerant preacher. He was at first permitted to preach in some of our churches; but the clergy, taking a dislike to him, soon refused him their pulpits, and he was obliged to preach in the fields. The multitudes of all sects and denominations that attended his sermons were enormous. . . . It was wonderful to see the change soon made in the manners of our inhabitants. From being thoughtless or indifferent about religion, it seemed as if all the world were growing religious, so that one could not walk thro’ the town in an evening without hearing psalms sung in different families of every street.” • Benjamin Franklin, The Autobiography

1. Whitefield’s open-air preaching contributed most directly to which of the following trends? • (A) The growth of the ideology of republican

motherhood• (B) Greater acceptance, independence, and diversity of

thought among all religious groups• (C) Movement of settlers to the backcountry• (D) The pursuit of social reform

2. The preaching described in the excerpt is an example of which of the following developments in the 1700s?

• (A) The development of an idea of republican self-government• (B) The emergence of calls for the abolition of slavery• (C) The increased influence of the Enlightenment• (D) The expansion of Protestant evangelism

Summary

• Explain the Great Awakening and its impact.

Governance, Indians and

Slaves

Bellwork:

•How has the relationship between colonizers and Native Americans changed over time?

Agenda:

•Governance, Indians and Slaves

Objective

• Explain how the enslaved people responded to slavery.

Today’s Headlines

Interactions with American Indians

Spanish in the Southwest

• Juan de Onate 1580’s – Rio Grande• Santa Fe and the Pueblos•Rise of Po-Pay

Puritans and Indians

• The Pequot War 1636-1638•King Philip’s War

1675-1976•Metacom

Crash Course: English and Natives

Discuss

•Compare and contrast English and Spanish treatment of Native Americans.

The Origins of American Slavery

• Slavery in History•Historic slavery in

West Africa• Slavery in the West

Indies•Brazil and the

Caribbean • Sugar

The Rise of Chesapeake Slavery

•1660 – first explicit slave laws •1662 – VA

slave status followed the mom

Crash Course Black American History

Discuss

• Think about rebellions over time and in the modern age. What conditions have to exist to incite people to rebel?

Bacon’s Rebellion - 1676

• Land and Labor in Virginia•Growing population, desire

to move west• Indentured servants and

conflict with Indians•Governor Berkeley

The End of the Rebellion, and its Consequences• Shift from indentured

servants to slaves• Further destruction of

Indians

Colonial Slavery

• Southern colonies – used slaves on plantations•Northern colonies

participated in the slave trade on some level•Actively traded slaves

(RI)•Bought and processed

goods from plantations

The Crisis of 1739-1741

• Stono’s Rebellion• Take Over South

Carolina for the summer•Ultimately

unsuccessful

Slave Lives

• The Middle Passage: the part of the Atlantic circuit involving the transportation of enslaved African across the Atlantic to the Americas. •1650-1800: 7.5 million

slaves

Discuss

•Analyze the maps!

Plantation Life in the 18th Century

• Technology and Environment•Process of making

Sugar• Environmental

impact

Slaves Lives •Plantation Labor •Great Gang, Second Gang,

Grass gang

American Slave Societies•Hierarchy of Slaves• Saltwater slaves

(African-born)•Creole slaves

(American-born descendants of African slaves)

In Color - Slavery In Brazil, 1869

Slave Families and Mortality • Low natural increase rate

(overwork and poor nutrition) •Because of high mortality,

increased volume of slaves

predominant areas of origin and destinations of African slaves 15-19th centuries

Africans in America

•By 1720 enough female slaves in Chesapeake area to make families possible•Decline in north America

importing slaves•Mixing of African and

American cultures - Gullah

Religion and Rebellions

•African Religion in the Americas•Rebellions •Manumission and

Maroon societies

Video: Life on a Slave

Ship

Video: Inside the Historic Swamp Refuge

Video: Ted-Ed Slavery

Video: Crash Course Slavery

Video: Why Did

Europeans Enslave

Africans?

Video: Sugar and

Slaves

Practice Questions

Source

1. The map above illustrates which of the following?• a. The most frequent destinations

for African emigrants of the twentieth century.• b. Predominant areas of origin and

destinations of African slaves in the fifteenth through nineteenth centuries• c. Proportional flows of African

agricultural commodities during the nineteenth century• d. Winds and water currents that

affected trans-Atlantic and trans-Saharan trade

2. In what ways did more minor routes on the map above differ from more major routes?

• a. The major routes were facilitated almost exclusively by Muslims• b. The trade on minor routes were

carried out in much greater volume than the trade on major routes• c. The minor routes tended to

concentrate on female slaves, whereas the major routes tended to concentrate on male slaves• d. The minor routes were arduous and

dangerous to travel, whereas the major routes were peaceful and relatively easy to travel upon.

3. What accounts for the volume of trade on the major routes above?• a. The volume dwindled rapidly after

the 17th century because the plantation economies of the Americas collapsed• b. The high volume was a necessity

because slaves were mostly men who experienced a high rate of mortality and low life expectancy• c. The shift from plantation economies

to mining economies in which slaves were not utilized rapidly increased the American demand for slaves• d. The volume of the trade decreased as

American economies shifted to manufacturing

4. What was the political result of the phenomena above on the states in Africa?• a. Slaves were traded for firearms

that allowed expanding states to overpower their neighbors, resulting in more slaves• b. Europeans created military

alliances and added their armies to those of their slave-trading allies• c. Europeans weakened the states

of central and western Africa, allowing eastern African states to grow without competition• d. This trade was restricted to the

coasts, leaving interior political units free of European interference

Summary

• Explain the causes and effects of slavery in various British colonial regions.• Explain how the enslaved people responded to slavery.