Objectives - MR. CHUNG U.S. History/Government/ECON€¦ · England’s Economic Relationship with the Colonies: •Navigation Acts: Only English ships with English sailors could

Objectives: • Students will learn and assess

the push factors to the American

colonies.

• Students will learn the

beginnings of the African slave

trade in America and its impact

to the colonies.

• “These all died in faith, not having received the promises, but having seen them afar off, and were persuaded of them, and embraced them, and confessed that they were strangers and pilgrims on the earth. For they that say such things declare plainly that they seek.” Hebrews 11:13-14 a country.

Migration from England • During the 1600s about 90 percent

of migrants to the English colonies came from England.

• Half were indentured servants, poor immigrants who paid for passage to the colonies by agreeing to work for four to seven years.

• Instead of receiving a wage, indentured servants received basic food, clothing, and shelter

Push Factors to the Colonies • Prior to 1600 many English left

their homeland because of

religious and political turmoil.

• High unemployment and low

wages in England added to the

troubles.

Push Factors to the Colonies • After 1660, however the English

economy improved and political and religious conflicts diminished.

• Increasingly, English people chose to stay in England.

• Scotts and Scotts Irish took their place.

• They were generally poorer than the English, the Scots had more reasons to seek their fortune elsewhere and came as merchants.

• Most were Protestant.

Push Factors to the Colonies • Many German Protestants that

felt pushed by war, taxes, and religious persecution also left.

• Germany was divided into small states that warred with each other and ruled by Princes.

• Most princes demanded religious conformity and heavy taxes for princes to build palaces and drafted young men for their armies.

African Slaves come to the Colonies • In the 1600s, in the

Chesapeake region, Immigration and indenture servants declined.

• There was a labor shortage for crops in the colonies.

• African Slaves were brought in to fill the labor shortage.

African Slaves come to the Colonies o In the early 1600s, Colonists often

treated African workers just as they

treated indentured servants, giving

them their freedom after several

years of service.

o Freed blacks could own land, vote,

and even buy enslaved Africans of

their own.

African Slaves come to the Colonies o By the mid-1600 however most

colonies began to pass laws that supported the permanent enslavement of Africans.

o In 1705, Virginia’s General Assembly. “All servant imported … who were not Christians in their native country … shall be accounted and be slaves.”

o Other laws stated that the children of enslaved African Americans were also enslaved.

• Exo_23:9 Also thou shalt not

oppress a stranger: for ye

know the heart of a stranger,

seeing ye were strangers in

the land of Egypt.

• (Rom 13:10) Love worketh no

ill to his neighbour: therefore

love is the fulfilling of the law.

Transatlantic Slave Trade • During the 1700s, the British

colonies imported approximately

1,500,000 enslaved Africans.

• The great majority went to the

West Indies but at least 250,000

came to the 13 colonies to labor

on plantations and in homes.

Transatlantic Slave Trade • Traders purchased slaves from

African merchants and chiefs

in the costal kingdoms of West

Africa.

• Most were kidnapped by armed

non-European men or taken in

wars between kingdoms.

Transatlantic Slave Trade • Enslaved Africans

came to the Americas as part of a three-part voyage called the triangular trade.

• Slave traders sailed from Europe to Africa where they traded manufactured goods for enslaved Africans.

Transatlantic Slave Trade • Then in the Middle

passage, shippers carried the enslaved Africans across the Atlantic to the American colonies.

• After selling the slaves for colonial goods, the traders returned to the mother country.

Transatlantic Slave Trade • Brutality of the middle

passage was extreme.

• Shackled, crammed in lower decks of ship, etc.

• Voyage lasted two months.

• 10 percent died during the voyage

• When arriving to the colonies they were auctioned and families were broken up.

Slavery in the Colonies • In 1750 enslaved African

American slaves were small

minorities in New England

and the Middle Colonies.

• In these two regions, most

enslaved African Americans

labored as farmhands,

dockworkers, sailors, and

house servants.

Slavery in the Colonies • Many more enslaved African Americans

lived in the Southern Colonies, where they raised labor-intensive crops of tobacco, rice, indigo, or sugar.

• In costal South Carolina, enslaved African Americans outnumbered the white population.

• In the Chesapeake, they comprised 40 percent of the population.

• They had minimal food and clothing worked long and hard 12 hours a day, six days a week under the close supervision of white overseers.

Development of New Culture • Blending African cultures,

because many slaves came from different ethnic groups.

• They adopted Christianity of their masters, blending their African religious traditions.

• Modified African instruments crafting banjos, rattles, and drums to create a music that emphasized rhythm and percussion.

• Joh_8:34 Jesus answered them, Verily, verily, I say unto you, Whosoever committeth sin is the servant of sin.

• But God be thanked, that ye were the servants of sin, but ye have obeyed from the heart that form of doctrine which was delivered you. Being then made free from sin, ye became the servants of righteousness. Romans 6:17-18.

Discussion Question:

o When not enough indenture servants and

workers were available to work in the

colonies, what alternative would you come

up with other than slavery?

o Do you think slavery was a necessary evil

for the colonies to survive?

Objectives:

• Students will learn how the English traditions influenced the development of colonial governments.

• Students will learn the economic relationship between England and the colonies.

• Students will study the influence of the enlightenment, the Great Awakening and the 13 colonies.

Pro_16:32 He that is slow to

anger is better than the

mighty; and he that ruleth his

spirit than he that taketh a

city.

The American Colonies and England. • England developed many

disunited colonies that the crown exerted little direct control unlike the Spanish or French.

• The crown granted charters to private companies or lord proprietors, individuals who supported the monarchy.

Traditions of English Self Government

• Unlike the Spanish and French

Kings who had absolute

authority, English Kings were

bound by the Magna Carta.

• The Magna Carta protected

English nobles by limiting the

King’s ability to tax them and

by guaranteeing due process,

or the right to a trial.


• These council of nobles evolved into a law making party called parliament.

• It became a bicameral or two-house legislature.

• Members of the House of Lords were nobles, who inherited their positions, and church leaders.

• Commoners elected members of the House of Commons.

• However, only men with property could vote.

• Although that limited the number of eligible voters. England allowed more people to vote than any other European nation at the time.


Types of Government

• Colonies had a measure of self-rule in America.

• English colonies in America asserted that they were entitled to the same rights as any other English subject.

Types of Government

• New England: the Puritans established republics with elected governors.

• Elsewhere the distant crown or Lord proprietors appointed the governor of a colony.

• But that governor had to share power with the propertied colonists.

• Those colonists refused to pay taxes unless authorized by their own elected representatives in a colonial assembly.

• Colonists also claimed they were protected by English common law.

Glorious Revolution

• In 1685 James II became king of England and tried to rule without parliament.

• An open Catholic, he alarmed the Protestant majority of England.

• The new king also tightened control over the New England colonies by revoking their government charters.

Glorious Revolution

• In 1689 the colonists learned

that James II had been

overthrown in England in a coup

called the Glorious Revolution.

• The plotters replaced him with

two Protestant monarchs, King

William and Queen Mary.

Glorious Revolution

• The new monarch promised to

cooperate with Parliament and to

support the Anglican church.

• William and Mary also agreed to

sign an English Bill of Rights.

• A document guaranteeing a

number of freedoms and

reinstating many of the rights

granted in the Magna Carta.

Glorious Revolution

• These rights included

• Habeas corpus: The idea that

no one could be held in prison

without being charged.

• The English Bill of Rights

stated that monarch could not

keep a standing army in times

of peace without the approval

of parliament.

Glorious Revolution

• Glorious Revolution encouraged England to adopt a colonial policy that historians would later called statuary neglect.

• England allowed its colonies local self-rule.

• In return, the crown expected colonial cooperation with its economic policies and assistance in the empire’s wars against France and Spain


o You are the King or Queen of Great Britain,

how would you govern the American

colonies? Would you let the colonies rule

themselves or would you have direct

control over the colonies?

Freedom of the Press

• In 1734, articles criticizing the governor were published in the New York Weekly Journal, a newspaper printed by John Peter Zenger.

• Although Zenger did not write articles, the governor had Zenger in prison for libel (falsehoods intending to destroy an individual reputation).

• He was in jail for eight months awaiting trial.

• Zenger’s lawyer asserted that the article was not libelous but truthful.

• The jury agreed and Zenger was found not guilty.

• This was an early victory for freedom of the press.

England’s Economic Relationship with the Colonies:

• The policy of mercantilism holds that nation or an empire could build wealth and power by developing its industries and exporting manufactured goods in exchange for gold and silver.

• This policy encouraged monarchs to minimize imports from rival empires and to drive those rivals out of colonial markets.

• By selling more than it purchased, the empire could build wealth in the form of gold and silver.


• Navigation Acts: Only English ships with English sailors could trade with English colonies.

• The acts also specified that especially valuable colonial goods including tobacco and sugar, be shipped only to the mother country.

• Colonial ships were free to take their other products elsewhere.

• For example New England could export fish to Portugal and Spain.


• Finally the colonies had to import all

their European goods via an English

port, where they paid customs

duties.

• For example, if a Virginian wanted a

bottle of French wine, the wine had

to come to America by way of an

English port rather than directly

from France.


• Most colonists lived on farms or plantations.

• There, they produced most of their own food, fuel, and home spun cloth.

• But no farm or plantation could produce everything that a family needed.

• The colonists wanted to purchase expensive imported goods, such as sugar from the West Indies, tea from India, and manufactured goods from Britain.

• To obtain these goods, every colonial farm and plantation needed to produce a surplus of produce that they could export.


• Triangular trade routes: Between England, West Africa and the Colonies.

• First leg British ships loaded manufactured goods and sailed to West Africa.

• These goods such as guns and clothes were traded for slaves.

• Slaves carried to American colonies.

• Slaves then sold in exchange for colonial raw material such as sugar, timber, and tobacco, the traders return to Europe.

New Ideas Affect the Colonies

• Enlightenment: In 1600s to 1700s Europe experience an intellectual movement headed by thinkers who believed that all problems could be solved using human reason.

• This was spawned by the Protestant Reformation.

• The Enlightenment challenged old ways of thinking about science, religion, and government in Europe and the Colonies.


• These thinkers were influenced by the Scientific Revolution.

• During the 1500s, scientists began to use observation and experimentation to learn about the physical world.

• Scientists, such as Sir Isaac Newton, used reason and observation to formulate new ideas about mathematics and physics.

• These ideas challenged the traditional power of religious leaders to explain the physical world.


• Enlightenment thinkers like

Rousseau and Voltaire of

France and John Locke of

Great Britain looked for

natural laws that could be

applied to government,

society, and economics.


• Many enlightenment philosophers focused on government.

• Some like Locke, challenged the unlimited power of monarchs.

• Locke believed that people had natural rights that came from God, and not from monarchs.

• This influenced American political leaders.


• A number of colonists were inspired

by the enlightenment including

Benjamin Franklin.

• Franklin conducted scientific

experiments and invented a number

of devices including the lightning rod

and bio-focal eye glasses.

• Franklin authored almanacs and

books.

Religion In The Colonies

• Many colonists came to America to freely practice their religion but were intolerant of religions other than their own.

• This was especially true in New England.

• Churches filled a key role in social life especially in rural areas.

• Families living on widespread farms and plantations looked to the church as a place to gather with members of their community.

• Churches also served as a public space for reading government proclamations, for posting new laws, and for holding elections.


• During the mid-18th century a

religious movement called the Great

Awakening .

• Where powerful evangelical preachers

such as George Whitfield traveled

from country to city preached the

importance of personal relationship

with God and challenge the

rationalism of the enlightenment.


• They focused on the notion that

individuals can find their own

salvation without relying on the

minister and led to new formation

of churches in the colonies.

• Churches split into new churches.

• Eventually the rise of these new

churches promoted tolerance

and also promoted democracy.


• Many preachers stressed that

formal church rites were not as

important as feeling God’s

spirit.

• Many colonists began to

believe that if they could

choose their method of

worship, they could decide on

their form of government.

Conclusion

• The legal and political traditions of England and the intellectual philosophy of Europe influenced the American political system.

• American Government was influenced by the scientific thinking of the enlightenment.

• The Great awakening resulted in more congregations and religious tolerance.


o Why do you think there are so many

different denominations or churches

within Christianity? Do you think there

should be efforts to unite the different

churches or is it acceptable that there are

many types of Christian churches to

choose from?

Objectives: • Students will compare and

contrast differences in social

structure of the three major

colonial regions.

• Students will discover the

cultural life of the British

colonies.

2Ti_2:15 Study to shew

thyself approved unto God, a

workman that needeth not to

be ashamed, rightly dividing

the word of truth.

Comparing Colonies

• New England compared to the South provided a healthier environment.

• A hilly land with fast-flowing rivers and streams, New England was free of malaria and dysentery that killed so many colonists elsewhere.

• In New England, people who survived childhood expected to live till 70 compared to the Chesapeake region where people lived till they were 45 years old.

Comparing Colonies

• New England worked small farms and exported lumber and fish.

• The Middle Colonies (Pennsylvania and New York) had more prosperous farms because of the climate.

• The Middle Colonies produced wheat.

Comparing Colonies

• The South produced

staples crops of tobacco

and wheat.

• And raised cash crops or

crops grown for sale such

as rice, indigo, and

tobacco.

Comparing Colonies

• Women in Colonies: By law and custom there were few opportunities of women outside the home.

• Most women were legal dependents of men and men held all the power in colonial households.

• Married women could not own property, could not vote, could not hold political office, and could not serve on a jury.

• Women who were widowed could inherit a portion of their husband’s property.

• Women oversaw house hold duties such as cooking, gardening, sewing, and child care.

Comparing Colonies

• New England Colonies granted land to men who banded together to establish a town.

• New England leaders favored compact settlement in towns to support public schools and to sustain a local church.

• As a result, more adults were literate in New England than in the other colonial regions.

Comparing Colonies

• In addition, while New

England had fewer wealthy

families than in the other

regions, there was a greater

degree of economic equality.

• Most men in New England

owned their own farm, shop,

or fishing boat.

Comparing Colonies

• In the South, the plantation

system resulted in only a few

wealthy landowners.

• Population was spread wide so

it was hard to sustain churches

and schools.

• Illiteracy was common.

Education:

• By 1600s, Massachusetts law

required towns to provide

schools where students could

learn the basics of reading and

writing.

• The goal was to enable

students to read the Bible.

• If medical students will study the word of God diligently, they will be far better prepared to understand their other studies; for enlightenment always comes from an earnest study of the word of God. Nothing else will so help to give them a retentive memory as a study of the Scriptures. {MM 69.3}

Education:

• Outside of New England, education was less widely available.

• Many colonists taught reading and math to their own children.

• Wealthier families might hire a tutor to teach their children or send them to England to get an education.

Education:

• Colleges were few, small, and very expensive.

• Most colonies had none.

• Even the oldest and largest colleges—Harvard in Massachusetts, William and Mary in Virginia, and Yale in Connecticut had fewer than 150 students.

• Only young men from prosperous families could attend.

• Most graduates became ministers.

Comparing Colonies

• During the colonial era, rules

and regulations at colleges

were quite strict.

• Students were expected to live

moral and righteous lives,

risking punishment and

expulsion.

Comparing Colonies

• The highly educated minority

were expected to lead the

common people.

• Although most colonists

attended only grammar school,

most were better educated

than their counterparts in

Europe.

Regulations at Yale College, 1745.

• “If any scholar shall be guilty of profane swearing, cursing, vowing, any petty or implicit oath, profane … use of the [name of God], … fighting, striking, quarreling, challenging, turbulent words or behavior, … idleness, lying, defamation, tale bearing, or any other suchlike immoralities, he shall be punished by fine, confession, … or expulsion, as the nature and circumstances of the case may require.

CONCLUSION: • Although not as many wealthy families, New England

had more equality among citizens economically.

• New England engaged in farming and sold natural goods to Europe.

• New England was focused on education and prominent universities were founded in the region.

• The South was a plantation system and focused more on agriculture.

• Most of the South was illiterate because education was not the emphasis.

• Education developed a class of people that thought for themselves and less likely to listen to the king in face value.

Discussion Question: o In comparing the colonies which colony would

you prefer to live in and why? What would be the characteristics of the colony that would lead you to that decision?

o Do you think quality education is only for those who can afford it? Do you think we should pay to be educated or should education be free?

Objectives: • Students will study the French

and Indian War and how it impacted the balance of power between the French and British in North America.

• Students will see the long term of how the French and Indian War led to growing tension between the colonists and the British monarchy.

• Jer_51:20 Thou art my

battle axe and weapons of

war: for with thee will I

break in pieces the nations,

and with thee will I destroy

kingdoms;

Wars of the Empire

• Britain, Spain, France, and

Netherlands locked in a

worldwide struggle for empire.

• In the colonies France and

Britain were the biggest rivals.

France had more land

stretching from Canada to the

Gulf of Mexico but less

colonists than the British.

Wars of the Empire

• They both sought Indian help

each side giving generous gifts

such as weapons to woo

Indians.

• Indians played both sides.

Wars of the Empire

• In 1754, 1,500,000 British

colonists greatly outnumbered

the 70,000 French.

• The increasingly powerful

British often treated the

Indians harshly and did little to

stop settlers from taking Indian

land.

Wars of the Empire

• Compared to the British, the

French were more restrained.

• Needing Indian allies, the French

treated most Native Americans

with respect and generosity.

• The out numbered French worked

with their Indian allies to resist

British expansion and help man

their forts and outposts.

The French and Indian War

• Both France and Great Britain

had claims on the fertile Ohio

River Valley.

• To discourage British colonists

from moving into the area, the

French built Fort Duquesne, in

what is now Western

Pennsylvania.


• The New fort angered the British governor of Virginia, Robert Dinwiddie.

• In 1754, he sent colonial troops to evict the French.

• Dinwiddie entrusted the command to a young ambitious Virginian named George Washington.

• His troops attacked and defeated the small French force.

• However the French counterattacked and Washington had to surrender.


• Washington’s defeat touched off a world war that eventually spread from America to Europe, Asia, Africa, and the West Indies.

• In Europe, the war was called the Seven Years War.

• The British colonists called the conflict the French and Indian War after the French and Their Indian Allies.


• Initially, the French with their Indian allies were winning the war.

• In a battle near Fort Duquesne, French and Indian forces of perhaps 300 ambushed British forces of 1200 which resulted in their commanding officer, General Edward Braddock killed.

• Washington led a skillful retreat that saved half the army.


• But by 1758 to 1759 the British managed to cut off French shipping in the Americas that resulted in many Indians deserting the French in favor of the better-supplied British.

• Fort Duquesne was captured by the British and ultimately Quebec and Montreal fell, and ultimately, the British gained Canada from the French.


• In 1763, the Treaty of Paris ended the war triumphantly for the British who kept Canada, the Great Lakes region, Ohio River valley and Florida.

• They had driven the French out of North America.

• The Mississippi River became the only boundary between British and Spanish in North America.

Pontiacs Rebellion

• Conquest of Canada was dreadful news for the Indians.

• The British military commander Lord Jeffrey Amherst quickly cut off delivery of goods to Indians.

• British settlers flooded onto Indian lands in western Pennsylvania and Virginia.

Pontiacs Rebellion

• Tribes of Indians in the affected regions began to raid and capture most of the British forts in the Ohio River valley along with the Great Lakes.

• They also raided settlements.

• This was called Pontiac’s Rebellion after the Ottawa chief who organized an attack on Detroit.

Pontiacs Rebellion

• The Indians goal was to weaken the British and lure the French back in North America but they failed to capture the three largest and strongest British outposts:

o Detroit

o Niagara

o Fort Pitt (Formerly Fort Duquesne.

• By 1764 Indians ran low on gun powder and guns and the uprising fizzled.

Pontiacs Rebellion

• Amherst was blamed for the

expensive conflict and was

recalled and was replaced by

Thomas Gage.

• Gage recognized that respect

for the Indians would cost less

than military expeditions

against them.

Pontiacs Rebellion

• The various Indian nations made peace in return for British promises to restrain the settlers.

• The British rebuilt their forts and tried to enforce the Proclamation of 1763 where colonists must remain east of the Appalachian Mountains.

• The British troops were too few to restrain the thousands of colonists who want to push westward.

• The colonists were also upset with the British from preventing them from expanding.

Impact Of the French and Indian War and Pontiacs Rebellion

• Tensions grew between the colonists and the British Monarchy.

• After investing so much blood and money to conquer North America, the British wanted greater control over their colonies.

• The British also had a large war debt, plus the expensive job of guarding the vast territories from the French.

• The British thought the colonists should help pay these costs.


• Bickering between the 13

colonies had also complicated

the war effort and had angered

the British.

• With British encouragement,

colonial delegates had met in

1754 to review the Albany Plan

of Union drafted by Ben

Franklin


• The Albany Plan called for the colonies to unite with the British in the event of another war.

• It called for a assembly where each colony would send delegates to have greater unity among the colonies.

• However the colonies rejected the plan because they valued their own autonomy.


• During the 1760s, the British

acted on their own to impose

new taxes and new regulations

on colonial trade.

• This angered the colonists who

wanted to keep the benefits of

being part of the British Empire

with minimal costs.


o If you were the British, what would you do

to create a better relationship with the

Indians?

Documents

Objectives - MR. CHUNG U.S. History/Government/ECON€¦ · England’s Economic Relationship with the Colonies: •Navigation Acts: Only English ships with English sailors could