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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
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
true
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
true
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
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
sun
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
sun
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
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
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
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
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
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.
