The Colonial Period. I.Settlers and Native Americans A.New England Native Americans at first...

The Colonial PeriodThe Colonial Period

I. Settlers and Native AmericansA. New England Native Americans at first provided assistance with crops and were valuable trading partnersB. 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.

I. Settlers and Native AmericansA. New England Native Americans at first provided assistance with crops and were valuable trading partnersB. 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.

D. Pequot War: 1637, fought over trade with the Dutch and friction over landE. King Phillip’s War: 1675, fought over land and colonial attempts to enforce English laws on the natives

II. Colonial GovernmentA. Types of Colonies

1. royal2. company3. proprietary

B. each colony independent of the othersC. Privy Council: royal advisors who set up policy for the colonies

II. Colonial GovernmentA. Types of Colonies

1. royal2. company3. proprietary

B. each colony independent of the othersC. Privy Council: royal advisors who set up policy for the colonies

D. Colonial assemblies1. modeled after Parliament with

a bicameral legislature2. submitted legislation to the

colonial governor for approval3. had the power to raise taxes,

organize local governments, and control the military

4. also paid the governor’s salary

D. Colonial assemblies1. modeled after Parliament with

a bicameral legislature2. submitted legislation to the

colonial governor for approval3. had the power to raise taxes,

organize local governments, and control the military

4. also paid the governor’s salary

E. Town meetings1. New England2. selected officials to make

the town’s decisions

E. Town meetings1. New England2. selected officials to make

the town’s decisions

F. Colonial courts1. usually based on English

common law2. John Peter Zenger:

freedom of the press to report something harmful if it could be proven

F. Colonial courts1. usually based on English

common law2. John Peter Zenger:

freedom of the press to report something harmful if it could be proven

III. Mercantilism: creating and maintaining wealth by carefully controlling tradeA. balance of trade: having fewer imports than exportsB. Colonies would supply raw materials and provide a market for England’s manufactured goods

C. Benefits of mercantilism:1. protected market for

colonial goods2. provided finished products

to coloniesD. Problems of mercantilism:

1. supply and demand2. smugglers:

C. Benefits of mercantilism:1. protected market for

colonial goods2. provided finished products

to coloniesD. Problems of mercantilism:

1. supply and demand2. smugglers:

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

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

F. Navigation Acts: 1650s1. 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 ships3. 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

F. Navigation Acts: 1650s1. 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 ships3. 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

IV. Increasing Crown ControlA. Charles II stripped Massachusetts of its

authority over New Hampshire and created another colonyB. The Dominion of New England:

1. James II combined several of the upper and middle colonies as a single

government2. eliminated colonial assemblies3. Sir Edmund Andros: appointed

governor

IV. Increasing Crown ControlA. Charles II stripped Massachusetts of its

authority over New Hampshire and created another colonyB. The Dominion of New England:

1. James II combined several of the upper and middle colonies as a single

government2. eliminated colonial assemblies3. Sir Edmund Andros: appointed

governor

C. James’ heirs:1. Mary, Anne, Catholic son

D. The Glorious Revolution1. Parliament invited William

and Mary to assume the throne together

2. colonies revived their representative assemblies

C. James’ heirs:1. Mary, Anne, Catholic son

D. The Glorious Revolution1. Parliament invited William

and Mary to assume the throne together

2. colonies revived their representative assemblies

V. The Colonial EconomyA. The Southern Economy

1. exported raw materials for building ships overseas

and to the northern colonies2. sold naval stores such as

pitch, turpentine, and tar

V. The Colonial EconomyA. The Southern Economy

1. exported raw materials for building ships overseas

and to the northern colonies2. sold naval stores such as

pitch, turpentine, and tar

3. agriculturea. cash crops such as

tobacco, rice, and indigob. difficult work required a

large labor forcec. 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

3. agriculturea. cash crops such as

tobacco, rice, and indigob. difficult work required a

large labor forcec. 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

4. early dependence on large- scale cash crops led to little commercial of industrial growth

5. few cities developed

4. early dependence on large- scale cash crops led to little commercial of industrial growth

5. few cities developed

B. The New England Economy1. harsh climate, rocky soil,

and few navigatable rivers were unsuitable for cash crops

2. fishing: food3. whaling: oil for lighting,

food4. shipbuilding: fishing and

merchant vessels

B. The New England Economy1. harsh climate, rocky soil,

and few navigatable rivers were unsuitable for cash crops

2. fishing: food3. whaling: oil for lighting,

food4. shipbuilding: fishing and

merchant vessels

5. trading: pickled beef, pork, fur

6. skilled craftsmana. blacksmiths, weavers,

shipwrights, printersb. apprentices: learned

under a master craftsman7. slaves were held, but not

an important part of the economy

5. trading: pickled beef, pork, fur

6. skilled craftsmana. blacksmiths, weavers,

shipwrights, printersb. apprentices: learned

under a master craftsman7. slaves were held, but not

an important part of the economy

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

16992. the Hat Act of 17323. the Iron Act of 1750

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

16992. the Hat Act of 17323. the Iron Act of 1750

C. The Middle Economy1. combined both New

England and southern characteristics

2. commerce 3. agriculture, staple crops:

wheat, barley, oats

C. The Middle Economy1. combined both New

England and southern characteristics

2. commerce 3. agriculture, staple crops:

wheat, barley, oats

4. slaverya. needed for farm laborb. also worked in cities as

skilled craftsmen5. mainly indentured

servants filled the labor needs which led to a rapidly expanding population

4. slaverya. needed for farm laborb. also worked in cities as

skilled craftsmen5. mainly indentured

servants filled the labor needs which led to a rapidly expanding population

D. The Rise of Colonial Commerce

1. obstacles:a. no medium of exchangeb. uncertainty that goods would

be produced in sufficient quantityc. uncertain in the market for the

goodsd. little exchange of information

2. elaborate coastal and transatlantic trade: see triangular trade route

3. SEE MERCANTILISM

D. The Rise of Colonial Commerce

1. obstacles:a. no medium of exchangeb. uncertainty that goods would

be produced in sufficient quantityc. uncertain in the market for the

goodsd. little exchange of information

2. elaborate coastal and transatlantic trade: see triangular trade route

3. SEE MERCANTILISM

E. Women and labor1. filled a variety of roles

a. managing farmsb. keeping shopsc. practicing medicine

2. colonial laws restricted women

a. a married woman had to have husband’s permission

b. husband had a right to the wife’s wages

E. Women and labor1. filled a variety of roles

a. managing farmsb. keeping shopsc. practicing medicine

2. colonial laws restricted women

a. a married woman had to have husband’s permission

b. husband had a right to the wife’s wages

3. most worked in the home4. indentured servants and

slaves worked both inside and outside of the home

3. most worked in the home4. indentured servants and

slaves worked both inside and outside of the home

VI. Colonial CultureA. The Scientific Revolution

1. began in mathematics and astronomy

2. affected all areas of natural science

3. Galileo Galilei: confirmed Copernicus’s theory that planets revolve around the

VI. Colonial CultureA. The Scientific Revolution

1. began in mathematics and astronomy

2. affected all areas of natural science

3. Galileo Galilei: confirmed Copernicus’s theory that planets revolve around the

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

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

6. Colonial Scientistsa. Philadelphia the

center for the study of scienceb. the American

Philosophical Society: 1743, to study science and to maintain communication between colonial scientists

6. Colonial Scientistsa. Philadelphia the

center for the study of scienceb. the American

Philosophical Society: 1743, to study science and to maintain communication between colonial scientists

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 eclipse3. a free African

American

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 eclipse3. a free African

American

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

f. Benjamin Franklin1. born in Boston

2. apprenticed to his brother

3. moved to Philadelphia at 17

4. the Pennsylvania Gazette

5. published Poor Richard’s Almanack

6. founded the first circulating library in the colonies

f. Benjamin Franklin1. born in Boston

2. apprenticed to his brother

3. moved to Philadelphia at 17

4. the Pennsylvania Gazette

5. published Poor Richard’s Almanack

6. founded the first circulating library in the colonies

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

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

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

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

d. sometimes attacked organized religions (“Crush the infamous

thing! -- Voltaire)e. at its height during the 18th

century

d. sometimes attacked organized religions (“Crush the infamous

thing! -- Voltaire)e. at its height during the 18th

century

2. Great Thinkersa. Thomas Hobbs, English:

1. influenced by English Civil War of the 1640s

2. Great Thinkersa. Thomas Hobbs, English:

1. influenced by English Civil War of the 1640s

2. published Leviathana. 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)

2. published Leviathana. 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)

b. John Locke, English:1. believed that people had

rights to equality and liberty2. social contract: people

voluntarily obeyed their rulers only when the state fulfilled its responsibility to protect people’s life, liberty, and property

3. influenced Thomas Jefferson

b. John Locke, English:1. believed that people had

rights to equality and liberty2. social contract: people

voluntarily obeyed their rulers only when the state fulfilled its responsibility to protect people’s life, liberty, and property

3. influenced Thomas Jefferson

c. Voltaire1. a deist2. distrusted

democracy

c. Voltaire1. a deist2. distrusted

democracy

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

government—executive, legislative, and judicial—

was best3. influenced James Madison

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

government—executive, legislative, and judicial—

was best3. influenced James Madison

e. Jean-Jacques Rousseau, French:1. “foresaw” the

American and the French Revolutions

2. most radical—others interested in

moderation; supported democracy

3. influenced Thomas Paine and Patrick Henry

e. Jean-Jacques Rousseau, French:1. “foresaw” the

American and the French Revolutions

2. most radical—others interested in

moderation; supported democracy

3. influenced Thomas Paine and Patrick Henry

3. The Enlightenment in Americaa. Thomas Jefferson:

1. the Jefferson Bible which removed the miracles from religion

2. believed Jesus to be history’s 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

3. The Enlightenment in Americaa. Thomas Jefferson:

1. the Jefferson Bible which removed the miracles from religion

2. believed Jesus to be history’s 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

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

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

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.

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.

d. Democracy or Republicanism1. 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

d. Democracy or Republicanism1. 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

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

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

3. the northern colonies more religious than the

southern colonies4. movement began in New

England in 1734

3. the northern colonies more religious than the

southern colonies4. movement began in New

England in 1734

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

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

7. ministers preached a. everyone is a born sinner b. that salvation could only

be gained through the acceptance of God’s 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

7. ministers preached a. everyone is a born sinner b. that salvation could only

be gained through the acceptance of God’s 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

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

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

D. Colonial Writers and Artists1. prose: religious writings by

Jonathan Edwards, John Cotton, Cotton Mather

2. nonfiction: Robert Beverley the History of the Present State of Virginia

D. Colonial Writers and Artists1. prose: religious writings by

Jonathan Edwards, John Cotton, Cotton Mather

2. nonfiction: Robert Beverley the History of the Present State of Virginia

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

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

4. painters:a. John Smibert: held the first art

exhibition in Bostonb. Robert Feke: student of Smibertc. most were portrait painters

5. architecture: wealthier colonists constructed homes of brick in

elaborate British styles6. furniture: reflected the increase in

the standard of living of colonists

4. painters:a. John Smibert: held the first art

exhibition in Bostonb. Robert Feke: student of Smibertc. most were portrait painters

5. architecture: wealthier colonists constructed homes of brick in

elaborate British styles6. furniture: reflected the increase in

the standard of living of colonists

VII. The Colonial PopulationA. 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 reasons3. mainly English laborers who came

for religious of commercial reasons

VII. The Colonial PopulationA. 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 reasons3. mainly English laborers who came

for religious of commercial reasons

4. indentured servants: 1600s to 1670s though continued into the 1700s

a. temporary servitudeb. four or five yearsc. received passage to America,

food, and shelterd. most were voluntarye. did include some shiploads of

convicts, prisoners of war, victims of kidnapping, and “undesirables” (orphans, vagrants, paupers)

4. indentured servants: 1600s to 1670s though continued into the 1700s

a. temporary servitudeb. four or five yearsc. received passage to America,

food, and shelterd. most were voluntarye. did include some shiploads of

convicts, prisoners of war, victims of kidnapping, and “undesirables” (orphans, vagrants, paupers)

5. enslaved Africans6. Europeans and Africans became the

dominate population group along the Atlantic coast by the late 1600s

5. enslaved Africans6. Europeans and Africans became the

dominate population group along the Atlantic coast by the late 1600s

B. Birth and Death1. earliest arrivals could anticipate inadequate food, frequent epidemics, early death2. immigration the earliest form of increase

3. in the Chesapeake region:a. men immigrated firstb. increase mainly by immigrationc. high mortality rates

1. 1 in 4 children in infancy2. ½ before the age of twenty3. average life expectancy: forty

4. in New England:a. families immigratedb. natural increase became most

important source of growth by 1650sc. average life expectancy: seventy

3. in the Chesapeake region:a. men immigrated firstb. increase mainly by immigrationc. high mortality rates

1. 1 in 4 children in infancy2. ½ before the age of twenty3. average life expectancy: forty

4. in New England:a. families immigratedb. natural increase became most

important source of growth by 1650sc. average life expectancy: seventy

C. Women and Families1. In the Chesapeake:

a. high male to female rationb. women married around twentyc. high mortality rate led to an

undermining of male authority

C. Women and Families1. In the Chesapeake:

a. high male to female rationb. women married around twentyc. high mortality rate led to an

undermining of male authority

d. sex:1. indentured servants

a.could not marryb. 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

d. sex:1. indentured servants

a.could not marryb. 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

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

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

j. By the early 1700s1. life expectancy increasing2. indentured servitude

decreasing3. sex ratio more equal4. life less dangerous5. families more stable and the

patriarchal family revived

j. By the early 1700s1. life expectancy increasing2. indentured servitude

decreasing3. sex ratio more equal4. life less dangerous5. families more stable and the

patriarchal family revived

2. In New England:a. Family structure more stableb. the female role basically the samec. lower infant mortalityd. few children could choose spouses

entirely independent of their parents

e. men needed land/ women needed dowries

f. premarital pregnancy twenty percent

2. In New England:a. Family structure more stableb. the female role basically the samec. lower infant mortalityd. few children could choose spouses

entirely independent of their parents

e. men needed land/ women needed dowries

f. premarital pregnancy twenty percent

g. powerful church defined roles:1. women respected for their

roles within the families2. expected to serve the needs of

her husband and household3. duties included child-rearing,

gardening, raising poultry, tending cattle, spinning, weaving, cooking, cleaning, washing

4. popular names were Prudence, Patience, Chastity, Comfort

g. powerful church defined roles:1. women respected for their

roles within the families2. expected to serve the needs of

her husband and household3. duties included child-rearing,

gardening, raising poultry, tending cattle, spinning, weaving, cooking, cleaning, washing

4. popular names were Prudence, Patience, Chastity, Comfort

D. Changing Sources of European Immigration1. mainly English and Africans until the early 1700s

a. better economic conditionsb. restrictions on emigration because

of depopulation2. French Huguenots for religious freedom

D. Changing Sources of European Immigration1. mainly English and Africans until the early 1700s

a. better economic conditionsb. restrictions on emigration because

of depopulation2. French Huguenots for religious freedom

3. Germansa. religious freedomb. wars with Francec. precarious economyd. settled in New York, Pennsylvania,

North Carolina

3. Germansa. religious freedomb. wars with Francec. precarious economyd. settled in New York, Pennsylvania,

North Carolina

4. Scotch-Irisha. Ulster: settled by Scottish

Presbyterians in the early 1600sb. England outlawed exports of wool

and the Presbyterian religiousc. leases on land expired and rent

tripled.d. settled on the outer edges of the

colonies5. in 1700 non-Indian population was 250,000; by 1775 it was 2 million

4. Scotch-Irisha. Ulster: settled by Scottish

Presbyterians in the early 1600sb. England outlawed exports of wool

and the Presbyterian religiousc. leases on land expired and rent

tripled.d. settled on the outer edges of the

colonies5. in 1700 non-Indian population was 250,000; by 1775 it was 2 million

E. The Beginnings of Slavery in North America1. the process

a. native African chieftains captured members of enemy tribes

b. tied them in cofflesc. sold them in slave marts on the

African coastd. Middle Passage: conditions varied

E. The Beginnings of Slavery in North America1. the process

a. native African chieftains captured members of enemy tribes

b. tied them in cofflesc. sold them in slave marts on the

African coastd. Middle Passage: conditions varied

2. Portuguese traders mainly served colonies in the Caribbean and South America during the 1600s3. trade developed between the colonies and the Caribbean first4. Royal African Company of England: kept prices high and supplies low until the mid- 1690s5. by 1763, 16000 in New England; 29,000 in the middle colonies; 250,000 in the South

6. early treatmenta. laborers worked with whites in

relative equalityb. some were freedc. some became

landowners/slaveowners themselves7. by the early 1700s, the assumption spread to make African bondage permanent8. from the early to the late 1700s, African immigrants outnumbered European

immigrants

6. early treatmenta. laborers worked with whites in

relative equalityb. some were freedc. some became

landowners/slaveowners themselves7. by the early 1700s, the assumption spread to make African bondage permanent8. from the early to the late 1700s, African immigrants outnumbered European

immigrants

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

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

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

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

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

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

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

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

Works CitedWorks 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.

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.

The Colonial Period. I.Settlers and Native Americans A.New England Native Americans at first...

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