03IDs

=**Chapter 3 - Society and Culture in Provincial America **=

**Main Ideas:**

 * 1) The growth and diversification of the colonial population
 * 2) The expansion and diversification of the colonial economy to meet the needs of this rapidly growing population.
 * 3) The rise of slavery as the labor system of choice in British North America.
 * 4) The social and political life of English colonists in the various colonies.
 * 5) The emergence of a particularly American "mind and spirit" in literature, philosophy, science, education, and law.

1. Why and when did inequality among humans emerge? With what consequences? 3. How do increasing globalization and accelerating technological change affect us? 4. From what sources do we derive our values and beliefs? 5. What have we gained, or lost, through progress? 6. How has regional geography and culture influenced the course of United States history? 7. How have foreign influences and specific events influenced the structures of our government? 8. How do changes in population effect regional differences, gender roles, class conflict, and perceptions of race and ethnicity?
 * Essential Questions:**


 * Textbook Resources:**

**Homework/Handouts:**
03 Colonial Life Critical Thinking Quiz - [] Late 17th C and Early 18th C life MC Quiz **-** []


 * DBQs:**

How and why did transportation developments spark economic growth during hte period from 1860 to 1900 in the United States? (2001 FRQ4)
 * FRQs:**

In-class CFL worksheet activity - Three Colonial Sections - One Society or Three? Begin **"Points for Discussion"** below
 * Day 13 (Monday 9/21): "Were the three colonial sections three distinct societies?"**
 * Homework due: Brinkley Ch3 65-82 cornell notes**

- Continue "Distinct Societies" points for discussion Finish "Points for Discussion" below
 * Day 14 (Tues): "Is Geography Destiny?"**
 * Practice FRQ -** "Assess the Validity/Evaluate this Statement" Lesson - "In the 1600s, the major issues of U.S. colonial history revolved around theological issues. In the 1700s the major issues revolved around political issues. Assess the validity of this statement" (Barrons AP Prep p44-48)
 * Homework due: Amsco Ch3 42-53 cornell notes

Day 15 & 16 (Block) - "How to prepare a DBQ response" AND "Were the Chesapeake and New England two distinct societies?" Homework due:** Download the following DBQ. [|1993 APUSH DBQ] Read the question carefully. Set up a chart to collect and sort information from the documents. Bring your completed chart to class, as well as all of your cornell notes. We are going to go over the documents and your charts in the first half of class. For the remaining 45 minutes you will be writing your first DBQ! This will be graded on the AP scale of 1-9, and counted as a test grade. In the near future you will be given a simulation of the multiple choice section of the AP exam, with questions pertaining to the information found in this unit.

Homework due:** Download and read the Journal of Southern History - Women, gender, families, and households in the southern colonies, 8/1/2007. Create no more than a single page front and back study guide. Come prepared for class discussion.
 * We will be focusing on the first two steps of Barron's Seven Steps in Essay Writing:**
 * 1) **Analyze the Question** - make sure that you understand the words used, the evidence needed, and the question asked. In their haste, students often misunderstand a question, do not pay attention to a specified date range, and miss an entire aspect of the question that may be buried. This is //so important// that many people say the **AP** in AP US History stands for __**A**ddress the **P**rompt__!"
 * 2) **Collect and sort information -** there are several ways to organize your information:
 * two columns: "outside information" & "document information"
 * sketch the events you know that took place during the time period to use as outside information, and then analyze the document information on the packet or on a separate piece of paper
 * Determine whether the question be broken down into parts and then turned into columns? - this can be __highly__ effective
 * Writing notes/comments in the margins of documents, paying particular attention to identifying the perspective of the document (documents are usually presented in a balanced way, with several supporting one view, an equal number supporting the opposing view, and one or two that can support both).
 * Day 17 (Friday) - "Women, gender, families, and households in the southern colonies"

What really happened in Salem in 1665? Homework:** Create a 1-2 page study guide for the Salem Witch Trials Use the following practice DBQ: [|http://www.historyteacher.net/AHAP/Research_Links/HOH-SalemWitchTrials.pdf](Over 1 MB so give it time to load) Pick out the most important information from the 17 documents.
 * Day 18: (Monday) - The Salem Witch Trials


 * Suggested online sources:**


 * || [|Salem Witch Trials Documentary Archive and Transcription Project]: [][|Salem Witch Museum]: [] ||
 * || [|The Salem Witchcraft Trials (1692)]: [] ||


 * In class reference: [|2003 Form B Q2] - "Compare the ways in which TWO of the following reflected tensions in colonial society"**
 * Bacon's Rebellion (1676)
 * Pueblo Revolt (1680)
 * Salem witch trials (1692)
 * Stono Rebellion (1739)


 * Day 19: (Tuesday)** - "the meaning of the Enlightenment for ordinary Americans in the eighteenth century"

In class: -CFL-based worksheet exercise -5 Enlightment Exercises from JAH: []
 * Homework:** Finish Brinkley Ch 3 (p.83-96)

**Background:** The Great Awakening stemmed the tide of Enlightenment rationalism among a great many people in the colonies. - As some members supported the revival and others rejected it, the Great Awakening lead to division within denominations - The revival stimulated the growth of several educational institutions, including Princeton, Brown, and Rutgers universities and Dartmouth College. - The increase of dissent from the established church during this period led to a broader toleration of religious diversity - The democratization of the religious experience fed the fervour that resulted in the American Revolution. []
 * Day 20 & 21 (Block): The Great Awakening Revival**
 * Impact:**

of 10 Use of primary sources (lectures, journals, paintings, etc) of 10 Came prepared to mingle - have resources you need to be in character/or an expert architect of 10 Knowledgeable interaction with other characters. Stays in character. Applies their character's view to other historical figures/art. No study guide is necessary this time. of 10 Produce your own -2 page study guide DURING CLASS from your interactions with the other characters.
 * Homework:** In preparation for our role play on the Block, you will be assigned an American from this time period, that may relate to **Puritanism**, **the Enlightment**, or **the Great Awakening**.

- Cotton Mather **(Asplund, Bosley, Stover)** - also was a leader in the fight for inoculation against smallpox, incurring popular disapproval. - Jonathan Edwards **(Sexton, Coburn, Kane)** - initiated the Great Awakening with a series of sermons, notably one called "Sinners in the Hands of an Angry God" (1741) - George Whitefield **(Placey, Lafond)** - probably the most famous religious figure of the eighteenth century.

- Charles Chauncey **(Jones, Cain)** [] Chauncey was an explicit theological enemy of Jonathan Edward's "Great Awakening." Contrary to what you might have heard, arguably it was **ANTI-Great Awakening thought** that __theologically drove the American Revolution__. You can read/excerpt one of Chauncy's most notable pro-revolutionary sermons here: []

- Georgian style of London (only found on or near the eastern seaboard) On the frontier, a one-room log cabin was the common shelter John Bartram - botonist
 * "Colonial Cultural Exposition" (Sylvia, JT)** - georgian, frontier, & Bartram)
 * Architecture**


 * Painting (Branch, Vaillancourt)** - West & Copley

- Benjamin West - John Copley

- Phillis Wheatley **(Steeves, Steeves, Daigle)** - []

John Peter Zenger **(Johnson, O'Toole)**
 * liberal case - []

- Benjamin Franklin **(Brennick)** - Scientist, Author, Political Scientist, Diplomat - electricity, bifocal glasses, the Franklin stove, //Poor Richard's Almanack//

Population Growth The Structure of Colonial Society The Economy of Colonial Society Cultural Life Education Politics
 * Themes from the textbook:**


 * Day 22 (Friday) "The meaning of the Enlightenment for ordinary Americans in the eighteenth century"**

- Download the following Journal of Amerian History article Activity: - Read the introductory excerpt of the Article.
 * Homework due:**
 * -** Do the 5 exercise, placing your answer to the **16 questions** in the activity (and any necessary notes) in a 1-2 page study guide.

Homework due:** - Read, take 1-2 pages of notes for your study guide on **__pages 51-56__** of the following OAH magazine: - Refer to AP Amsco p19, Document D, A Spanish Missionary in Hispaniola by Bartolome de Las Casas (in defense of the Indian) - Review **Loewen's** discussion of Native American and African slavery, Chapter 3 (should be in your summer project). - Review **Brinkley Chapter 3**
 * Day 23 (Monday): The Origins of Slavery in Colonial Society

AP Vocabulary words from the reading: ** **aborigines** - "The aborigines of Australia" [or the Americas]; one of the original or earliest known inhabitants of a country or region.
 * Discussion Questions for class: (and your 1-2 page study guide)**
 * 1) What were the key antecedents to North American slavery?
 * 2) What are the continuities in slavery throughout history?
 * 3) What significant changes occurred in slavery over time?
 * 4) What product(s)/motive(s) drove the slave trade throughout history?
 * 5) What is revealed from the etymology of the word slave (the Latin term //sclavus//, which replaced //servus//)?
 * 6) Why did Europe turn to African slavery?
 * 7) What was distinctive or unusual about North American slavery?
 * 8) How did the trans-Saharan slave trade compare to the Atlantic slave trade?
 * 9) What transformation eventually kept Europeans from enslaving themselves? Related- Why could Africans to enslave other Africans?
 * 10) What were the problems with using Indians as slaves that eventually led to seeking an alternative?
 * 11) Did anti-black racism or proto-racism point particularly to African slaves to supply the immense labor demands of the New World? Or did racism intensify only after long-term interaction with black slaves had occurred? Was racism there from the beginning or was it a consequence?
 * 12) How is the North American plantation system notable?
 * 13) How is the North American slave population most notable?
 * 14) What three variations over time and space exist within New World slavery?
 * mired ** - "revealed a past mired in slavery"; 1. soiled and embroiled 2. A disadvantageous or difficult condition or situation: //the mire of poverty.//
 * omission ** - "perhaps the omission has more to do with the paucity of evidence"; something left out, not done, or neglected.
 * paucity ** - "perhaps the omission has more to do with the paucity of evidence"; smallness of quantity; scarcity; scantiness. You may want to say: "There is a paucity of evidence..."
 * dehumanizing ** - "the dehumanizing device of addressing male slaves of any age as 'boy'"; depriving of human qualities or attributes; divesting of individuality.
 * ethnicities ** - "Ancient slavery was fundamentally different from modern slavery in being an equal opportunity condition - all ethnicities could be slaves"; Identity with or membership in a particular racial, national, or cultural group and observance of that group's customs, beliefs, and language.
 * epidemiological ** - "Accustomed to tropical climates, inured to agricultural labor, and reared in a harsh epidemiological environment, sub-Saharan Africans made productive slaves"; dealing with the presence or absence of disease or pathogens.
 * paradox ** - "it is an astonishing paradox that the first nations in the world to be free themselves of chattel slavery - such nations as England, France, Holland, and even the Scandinavian states - became leaders during the seventeenth and eighteenth centuries in supporting plantation colonies based on African slave labor" 1. a statement or proposition that seems self-contradictory or absurd but in reality expresses a possible truth. 2. a self-contradictory and false proposition. 3. any person, thing, or situation exhibiting an apparently contradictory nature. 4. an opinion or statement contrary to commonly accepted opinion.
 * prelude ** - "The Spanish and Portuguese enslavement of the Berber-like Canary Islanders is a prelude to the later fate of Caribbean, Mexican, Central American, and Brazilian Indians"; a preliminary to an action, event, condition, or work of broader scope and higher importance;
 * forerunners **- "The Atlantic islands of Madeira and Sao Tome became forerunners for the spread of racial slavery and sugar plantations in the New World"; 1. predecessor; ancestor; forebear; precursor; 2. an omen, sign, or indication of something to follow; portent; 3. a person who goes or is sent in advance to announce the coming of someone or something that follows; herald; harbinger.
 * prototype ** - "[Madeira's sugar plantation model] would be the one later followed by Brazilians... Particularly in the universality of slave labor, Sao Tome was the nearest approximation to an American prototype"; 1. the original or model on which something is based or formed 2. someone or something that serves to illustrate the typical qualities of a class; model; exemplar: // She is the prototype of a student activist. //3. something analogous to another thing of a later period: // a Renaissance prototype of our modern public housing. //
 * illuminates **- to enlighten, as with knowledge. To make lucid or clear; throw light on a subject.
 * expedient ** - "Europeans faced a huge labor shortage [in the New World]. Some dreamers talked of enslaving the poor, or other marginal groups, but the practical and principled problems of reviving European slavery were considerable... Another ** expedient ** was the transportation of convicts [as laborers], but their numbers were never sufficient. Temporary bondage - indentured servitude - was the most obvious and most widely used other option. 1. tending to promote some proposed or desired object; fit or suitable for the purpose; proper under the circumstances: conducive to advantage or interest, as opposed to right. It is expedient that you go. 2.
 * pejorative ** - "In various settings - in medieval Europe where peasants were often depicted as "black" because of working in the sun and in close proximity to dirt, or in modern Russia were noblemen even claimed that Russian serfs had black bones - blackness and debasement had a long connection. In western culture the color black evokes a highly negative symbolism, conjuring up images of death and sin. While these ** pejorative ** associations existed, European ambivalence toward sub-Saharan Africans seemed the dominant response" 1. having a disparaging, derogatory, or belittling effect or force
 * apogee ** - "While plantations... existed outside the New World... they reached their apogee there"; the highest or most distant point; climax.
 * demography ** - "once again demography - particularly the ratio of white men to white women..."; the science of vital and social statistics, as of the births, deaths, diseases, marriages, etc., of populations.
 * Pale ** - "the English had created a Pale in their settlement in Ireland"; Catherine the Great created a 'Pale of Settlement' in Russia in 1791. This was a western border region of the country in which Jews were allowed to live. The motivation behind this was to restrict trade between Jews and native Russians. Some Jews were allowed to live, as a concession, beyond the pale.
 * denoting ** - "Only in North America did the extremely arbitrary concept of "Negro" - denoting anyone with allegedly visible African ancestry - assume such a marked stigma"; to be a name or designation for
 * stigma ** - "Only in North America did the extremely arbitrary concept of "Negro" - denoting anyone with allegedly visible African ancestry - assume such a marked stigma"; a mark of disgrace or infamy; a stain or reproach, as on one's reputation.
 * debasement - **"The debasement of slaves liberated others to take control of their destiny and to dream of liberty and equality"; 1. to reduce in quality or value; adulterate 2. to lower in rank, dignity, or significance: // He wouldn't debase himself by doing manual labor. //
 * watershed **- "Unlike other previous forms of slavery, the New World version did not decline over a long period, but came to a rather abrupt end. The age of emancipation lasted a little over one hundred years; beginning in 1776 with the first antislavery society in Philadelphia, through the monumental Haitian Revolution of 1792, and ending with the Brazilian emancipation in 1888. An institution that had been accepted for thousands of years disappeared in about a century. One last watershed [of New World slavery], therefore, is the unprecedented novelty and speed of the abolitionist movement" 1. an important point of division or transition between two phases, conditions, etc.: // The treaty to ban war in space may prove to be one of history's great watersheds. //

=Day 23 & 24 (Tuesday Block -state testing): Multiple Choice test for Unit 1= 1) Study your notes** from the textbooks, especially **vocabulary terms. 2) 12th Edition:** []
 * Brinkley's American History** (your textbook) multiple choice questions (each edition has a different set of 25 questions):
 * How to prepare for the multiple choice section of my tests/the AP Exam:
 * 3) 11th Edition:** (your edition) []
 * 4)** the **American Pageant** (your Honors text) multiple choice questions online. The first dozen questions are core concepts asked in a true/false. Then the multiple choice questions are probably the highest quality of the three resources I have given you. Make sure to work this into your self-quizzing regular routine! []
 * 5)** Your AMSCO has questions at the end of each chapter...
 * 6)** Review any study packets (i've given) or AP Review books you own with practice multiple choice questions

For the test, you will have 80 multiple choice questions covering the unit. There will be NO AP penalty assessed for this test. We will calculate the AP penalty for the gradebook, and discuss the statistics of the AP Penalty (see the Chapter 3 of Princeton Review- Cracking the MC test MC practice)


 * In class activity: Understanding the AP Penalty.**

Madaras & SoRelle, Taking Sides; Clashing Views in United States History, Vol. 1, McGraw-Hill, 2008. ISBN: 978-0-07-352723-9 - Issue 3: Was Colonial Culture Uniquely American?
 * Further Reading:**

Gary Nash argues that colonial American culture emerged from a convergence of three broad cultural traditions – European, Native American, and African – which produced a unique tri-racial society in the Americas. David Hackett Fischer contends that the cultural traditions of colonial America and the United States were derived from English folkways transported by migrants from four different regions in the British Isles.

- Issue 5: Did Colonial New England Women Enjoy Significant Economic Autonomy? Gloria Main notes that New England Women were highly valued for their labor and relative scarcity in the early colonial period and that their economic autonomy increased in the years during and following the Seven Years War as more women entered the paid labor force and received higher wages for their work. Lyle Koehler contends that Puritan attitudes toward rights of inheritance, as well as the division of labor that separated work into make and female spheres, discouraged productive, independent activity on the part of New England women.

//Worlds of Wonder, Days of Judgment//, 1989 - //Capitalism and Slavery// - //Atlantic History in Global Perspective//
 * The Atlantic Slave Trade: Racism or Profit**

Notes/IDs: **__Medicine__** -Easy for men and women to enter medical field. Little to no knowledge known about infections, sterilization, and bacteria. -Many women became Midwives. Assisted women in childbirth and gave advice. -Physicians, who were typically men, felt threatened by midwives popularity with neighbors and friends. Male doctors tried to drive midwives out of field. Little progress. -Theories based on **__“humoralism__**” by physician **Galen**. Argued that human body governed by “humors” lodged in four bodily fluids- yellow, black bile, blood, and phlegm. Imbalance would cause one fluid to be in excess and removed. -Medical techniques of 17th century based on purging, expulsion, and bleeding. -Male doctors typically used most dangerous technique of bleeding whereas midwives used laxatives and “pukes”.
 * The Colonial Population: Women and Families in New England**

-In the Chesapeake, at least 75% of the immigrants in the 17th century arrived as indentured servants. -**Young men and women** bound themselves to masters for a fixed term-usually four or five years. They would receive passage to America, food, and shelter and benefits like clothing and tools. However, many left service without anything to begin living in America. -1/4 of indentured servants were women in Chesapeake. Men outnumbered women and were expected to marry women. -Beginning in 1617 the English government dumped shiploads of **convicts** in America to be sold into servitude. The English also sent prisoners from battles with the **Scot and Irish** in the 1650s. **Orphans, vagrants, paupers, and other undesirable groups** were sent to America. --Indentured servants were one of the largest elements in the population. -Many men were left unemployed and without family and roamed the land aimlessly-particularly in the Chesapeake.
 * Point for Discussion: What were the sources of colonial labor?** __Indentured Servants__

-In the 1670s indentured servitude declined sharply because the English birth rate decreased. English prosperity increased which relieved the pressures on men and women who might have considered emigrating. -Those who did seek the colonies sought the mid-Atlantic colonies such as Penn and NY which offered more opportunities. -African slavery in the southern agricultural economy was preferred from indentured servants because it posed problems of instability. -**__REPRODUCTION__**=population increase -NE population quadrupled in second half of 17th century. This was caused by **__longevity__** rather than unusual fertility. -Life expectancy of New Englanders ten years higher than in England and 20 years higher than South. -Contributing factors=cool climate, disease-free environment, clean water, and absence of large population to breed epidemics. -In the South the life expectancy for white men was about 40 and women was less than 40. -1/4 died in infancy and ½ died before 20. -**__Death rate__** high because of disease and salt-contaminated water. -Immunity eventually caused life expectancy to increase. Pop growth substantial-immigration. -**__Sex ratio__** caused steady increase in population.
 * Point for Discussion: How did patterns of birth and death influence and reflect the cultural development in the colonies?**


 * Point for Discussion #6: Who were the Americans? Describe the diverse population that settled the British American colonies in the sixteenth and seventeenth centuries, and assess its growth during this period.**

-The bulk of the population of early New England (the religious dissenters) were men and women of modest means who arranged for their own passages. -At the end of the 17th century, the non-Indian population in America grew to a quarter million-25% were Africans. --Widows, widowers, and orphans made up a large part of population in Chesapeake. -In early settlement of Chesapeake, ¾ of white population men. NE had 60% white men.


 * Point for Discussion #7: What factors contributed to a steadily increasing colonial population in America? Discuss the regional differences in longevity, women's roles, family structures, labor requirements, and sources of immigration.**

-**__Women__** helped increase birth rates. By late 17th ratio of men and women almost balanced. -Women expected a life consumed with childbearing in Chesapeake. -Average wife became pregnant every 2 years. Bore average of 8 children apiece. A maximum of five children died in infancy or early childhood. -Women in South had more freedom than in other areas in 17th century. -Women had considerable latitude in choosing husbands because women were scarce. -By early 18th century Chesapeake population changed. Indentured servitude declined, life expectancy increased. Sex ratio equal. -This caused by an easier and less perilous life in South. Male authority rose giving women less power. -NE population quadrupled in second half of 17th century. This was caused by **__longevity__** rather than unusual fertility. -**__Family structure__** more stable and traditional in NE than Chesapeake. -Northern children more likely to survive and families stay intact. -**__Puritan church__** powerful in NE. Churches in South very week. -Puritanism placed a high family value on family. -Women crucially important to NE agricultural economy. Continuously engaged in functioning of farm such as **__raising poultry, cleaning, cooking, weaving, spinning, washing, and gardening.__**

Notes/IDs:

 * demand for black servants grew with **Tobacco**
 * most slaves would make their way to the labor intensive Carribean and South America where they would be put to work in sugar plantations
 * first slave traders were Portuguese followed by the Dutch and French, only when British slave traders got involved did substantial numbers come to the colonies
 * late 17th century, many black workers in North America
 * as slave trade grew, conditions for slaves became worse
 * "victims were packed into the dark, filthy holds of ships for the horrors of the "**middle passage**" - the journey to America"
 * slaves were packed like sardines into the holds of the ships, sometimes so close that they could not stand
 * hundreds of slaves died on the voyage but so many were being brought over that it didnt matter
 * Women were abused and raped, the dead were simply thrown overboard
 * after 1620, english began getting more involved in slave trade and numbers of Africans in Americas increased
 * the **Royal African Company of England**, had a monopoly on slave trade until mid 1690s.
 * After the monopoly was broken, prices fell and number of slaves rose
 * at turn of the century, there were only about **25,000 Africans** in America but they were heavily populated in some areas that they outnumbered the whites
 * in the Cheasapeake area, by 1700 more slaves were being born than were being imported from africa
 * between **1700 and 1760**, the number of **Africans in colonies** increased tenfold to about a **quarter of a million**. most of these lived in the **South**
 * African slaves were at first treated the same as white indentured servants
 * in many places, the work was hard and blacks and whites lived in relative equality
 * by **18th century**, this had changed and there was a **rigid distinction** between blacks and whites
 * people realized there was no obligation to free black workers and kept them indefinately
 * These slaves had kids, creating **self-perpetuating labor force**
 * assumptions about the **inferiority of people of color** helped rise of slavery
 * these assumptions came easily to english settlers who already considered themselves above the native americans
 * early 18th century, communities began passing "**slave codes**" which limited their rights and gave absolute authority to their White masters

-many historians disagree over how and why white Americans created a system of slave labor in the seventeenth century-and how and why they determined that people of African descent and no others should populate it -most historians agree that rascism did not cause slavery but rascism was used as the excuse for slavery -some historians say that blacks and whites were equal until whites got lazy and began forcing blacks to do their work thus slavery was less a result of rascism than of the desire for white landowners to find a reliable and stable labor force
 * by early 18th century, amount of immigrants from england was diminishing
 * as english immigration declined, countries such as France, Germany, Switzerland, Ireland, Wales and Scotland picked up the slack
 * **French Huguenots** began leaving France in **1685** when the government revoked an edict that allowed them to become a state within a state of the church
 * many of these religiously persecuted Huguenots fled to the colonies
 * **German protestants** also fled Germany and came to America around 1708-09
 * most Germans settled in Pennsylvania and became known as the **Pennsylvania Dutch**
 * Many **Germans** also went to **North Carolina** where, along with the **Swiss** they founded the city of **New Bern** in **1710**
 * Many Scottish/Irish Presbyterians also emmigrated to the colonies to escape religious persecution
 * Many of them settled on the fringes of english settlements around 1710
 * Many **scots** came and swelled numbers in **New Jersey** and **Pennsylvania**
 * during 18th century there was a rapid population growth
 * in **1700,** the non-indian population was **250,000**. by **1775**, it was over **two million**
 * Point for Discussion: What is The disagreement among historians concerning the origins of slavery ("Where Historians Disagree: The Origins of Slavery")?**

Point for Discussion #2: What reasons did the colonists give for keeping slaves? On what grounds did some colonists oppose slave holding?
-colonists kept slaves to do much of the hard, back breaking labor for them -this happened mostly in the south where there were large cotton, rice, and tobacco plantations -many whites feared that without slavery, the large black work force would be unruly and difficult to control so they promoted slavery -some colonists opposed slavery as they saw it as inhumane

Point for Discussion: What were the immigration patterns of the time period, and what was their effect on colonial development?
-in the early days of the colonies, the immigrants were mostly british settlers but by the 18th century, these were diminishing -british immigrants gave way to other European nationalities -these new immigrants brought over with them many different religions -they helped to boost the work force in states such as Pennsylvania and New Jersey

__The Colonial Economies – The Rise of Consumerism (p77-83)__

Notes/IDs: -Trade was developed between the British, French, Spanish, and Natives -Became an important part of the Atlantic economy -Farming became dominant in the English colonies, and cash crops became an important export and a means for inter-colonial trade
 * Main theme: How did the colonial economy expand to meet the needs of the rapidly growing population?**

-Tobacco became the basis of the Southern economy, and was often over-produced, thus leading to a decline in its value (boom & bust) -Wealthy planters hired slaves to work their fields, which were often vast. This was a factor in the birth to the plantation system -Rice was the “staple of the economies of South Carolina and Georgia” -Rice growing was incredibly difficult, as it was done in swamps -White landowners generally refused to work in the swamps, which meant they needed slaves to work for them -African slaves had a resistance to malaria, and many had grown rice before capture. Also, they were used to the harshness of the climate -Indigo became important both because of its demand in Europe and the fact that it was grown in different areas and harvested at different times from rice -Due to the South’s cash crops, it did not have a well-developed commercial/industrial economy -The rise of plantations in the South to work fields meant that few cities were developed -The South became dependent on Northern and European merchants, who found markets for their goods
 * Point for Discussion: Explain the emergence of the plantation system and its impact on Southern society.**

-The soil in the South was much more fertile than that in the North- especially New England -Northern soil tended to be rocky, and this limited the extent to which agriculture could support the North -The South had a longer growing season than the North, and this, combined with its fertile soil, made it naturally the prime location for growing cash crops in the colonies -The crown couldn’t dictate production, because production formed around what grew best where. For example: South Carolina was best suited to growing rice, as it was swampy. For this reason, rice became its primary export. The crown could not tell South Carolinian planters what to grow, because they naturally grew the crops that complemented rice. -Similarly, the crown could tell the Northern colonies to grow a variety of crops, but the soil would not permit such growth, and so either other crops would be grown, or other industry would form.
 * Point for Discussion: Explain the ways in which factors of soil and climate determined the commercial and agricultural development of the colonies, despite the crown's attempts to influence production.**

-Both economies were primarily agricultural -The North had a more-diverse agriculture than the South, without a dependence on cash crops -The North developed large cities and towns- centers of industry- due to the fact that the Northern soil was poorer than that of the South -No large-scale commercial farming operations in North -NY, PA, and the Connecticut River Valley grew most of the wheat that supported New England, but they also developed cities and industry -The North essentially supported itself with its agriculture, but did not have a large surplus of crops for export or trade -Because the North could not effectively export crops, it had to develop other industry, such as the ironworks created in Saugus, Mass. In the 1640s -Because there were many cities and towns in the North, jobs for cobblers, blacksmiths, gunsmiths, lawyers, merchants, and many others were all available
 * Point for Discussion #3: Compare and contrast the economy of the Northern colonies with that of the Southern colonies. What made the two regions develop as they did? How did these economic systems reflect social systems emerging at the same time?**

-In some ways, a mercantile system did emerge in the colonies: The North and the South became interdependent and could, for the most part, support each other. However, both the North and South were dependent on European manufactured goods, so they could not be totally isolated (i.e. not truly mercantilist) -Because England was responsible for many of the manufactured goods going to North America, the crown could largely control what the colonies paid for them. This led to hostilities prior to the Revolutionary War -Furthermore, because the North and South were for the most part self-sufficient, it was easier for them to separate from England
 * Point for Discussion #10: By violating the Navigation Acts and developing their own trading patterns, were the North American colonies also creating their own mercantile system? What implications did this have for future relations with England?**

= =

__Patterns of Society – Cities (p83-89)__
= = ==Point for Discussion #4: How did the New England witchcraft episode reflect tensions in Puritan society? What were local officials trying to accomplish in bringing "witches" to trial? (Refer to “Where Historians Disagree” for this question).== There was a gap in the Puritan society structure which caused the witchcraft episode during the 1680s and 1690s. There was an increasingly diverse group of individuals in the united community which did not put the masses at ease. The people who were typically accused did not fit in with the tightly knit society structure. They were usually middle aged woman of low social position who had been widowed and had few or no children. Many were accused of domestic conflicts and had been in trouble with the law. There was also a different type of woman who was accused. Women who were independent, came into possession of substantial land and defied social norms were also accused of witchcraft. Puritan society was not tolerant of those who were unique to the community and felt threatened by their presence. By bringing these women on trial, local officials were maintaining there religious and structured community. Puritans were not fond of things that were out of the norm and familiarized it with Satan.

Point for Discussion: How was the New England witchcraft episode a reflection of the Puritan society?
 New England witchcraft episode reflected the rigidness of Puritan society. This was probably due to the fact that Puritan towns and cities had a theocratic government. There was no separation between church and state. What seemed immoral or strange to the church also seemed this way to the government.

__**Awakenings and Enlightenments – (p89-96)**__

 * 1700’s two theories/forces, 1740’s is the beginning
 * Traditional- 1 God, involved in peoples lives (Great Awakening)
 * Enlightenments- Science will bring progress
 * __Great Awakening__
 * Religious tolerance because there were so many religions in America
 * Most colonies officially Church of England—few followed rules
 * Protestants feared Catholics although their numbers were to small to hurt anyone—most in MD, persecuted for religion
 * Jews in NYC
 * Church worried about people deserting their faith with the coming of the Enlightenment
 * Appealing to women, and sons who were not born first, least likely to own land
 * Believed that every person has the opportunity to achieve the wealth they want
 * Jonathan Edwards—preached to scare people of hell (Methodist)
 * Made book learning and education illegal
 * __Enlightenment__
 * Reason, not only faith could create progress
 * Believed science and further information would support religion
 * Looked to themselves to live daily lives, not to God
 * Emphasis put on education, politics, government progress
 * Ideas came from Europe—John Locke & Francis Bacon
 * Americans Benjamin Franklin, Thomas Jefferson, Thomas Paine, James Madison
 * Kids, including girls taught at home how to read and write
 * 1647- MA law required towns to support public edu
 * Quakers held church schools
 * Dame schools held for unmarried women
 * By Revolution ½ of all white male Americans could read (lower results for women, but still above that of Europeans)
 * African Americans had no access to education.
 * Slave holders feared that letting slaves read would bring about progressive ideas and try to leave slave owners
 * White missionaries provided schools for Indians, although they preferred to educate themselves
 * 6 colleges in 1763- 4 founded by religious groups for the training of priests
 * Colleges also taught logic, ethics, physics, geometry, astronomy, rhetoric, Latin, Hebrew, and Greek
 * Harvard “Advance learning and perpetuate it to posterity.”
 * Science progressed away from colleges through amateurs and societies – Royal Society of London included Benjamin Franklin (electricity)
 * Daring experiments such as vaccinations started taking place where people are injected with virus to stop it- Cotton Mather a puritan
 * No English lawyers were present in the colonies to enforce laws
 * America kept trial by jury and other “ancient rights”
 * Less capital punishment (whipping post, branding iron, stocks, ducking stool)
 * John Peter Zenger ( NY publisher)- first example of free speech for the press. Argued against the gov, the court found that the accusations were true. 1734-1735
 * Law not considered power of an earthly sovereign, but a reflection of divine will or natural order.
 * Had a large amount of self government because England was so far away
 * Gave powers to delegates who met in assemblies—similar to parliament
 * Governors- not sure of time of term, not familiar with colony, could lose favor with those in England—so colonies took government into their own hands and acted independently.
 * 1763- Britain finally decided to start exercising some control on the colonies leading to a conflict where those who had been governing themselves lost power


 * What were the reasons for the revival movement known as the Great Awakening?**

One chief cause for the Great Awakening was that people feared that religious beliefs were declining both in Europe and in America. It caused Americans to become more involved in religion and fear progressive movements. It was a straight out opposite of the Enlightenment although the enlightenment was more rational and was meant to help support religion. Colonists responded by worshiping more than ever because one of the ways the Great Awakening was brought on was by terrifying the church goers and emphasize how bad hell was. It was much like Calvinism. This led to the division of congregations as people had to chose between the new light and science, very liberal, or stay the same way, and fight harder than ever to stay religious, and make progress through god, live their lives based on their passage to heaven, conservative.

Religion played a very large role in the advancement of education. For starters all colleges up to 1763 except for 3 were established by religious groups to train ministers. However the colleges also taught liberal subjects which they hoped would advance civilization. For younger students, some of the only options for school were church schools set up so people could read the bible. With the addition of public schools in America, literacy flourished to the point where we were more literate than many countries in Europe. ½ of white males could read in America. Although opportunities were scarce for women, their literacy rate was also much greater in America as they were taught at home, at church, or “dame schools.” Although American science was greatly tied in with that of the British, large advancements such as electricity and vaccinations were researched by the likes of Ben Franklin and Cotton Mather. Being a country with many people who were literate, we were able to become a great world producer in almanacs. Our new ways of politics and law which included free speech were also different from the British which we adopted while the British were not exercising great control over the colonies. Our laws also lessened the punishments given to criminals which would later become the 8th amendment which outlaws cruel and unusual punishment.

===Point for Discussion #5: What were the reasons for the revival movement known as the Great Awakening? What doctrines were preached by the ministers involved? How did colonists respond? What was the revival's impact on colonial life?===

Point for Discussion #8: What role did religion play in the advance of education in America? In what way did religion also hinder education?
===Point for Discussion #9: After assessing the relationships in question number 8, show the extent to which the fruits of education (reading, writing, science, and law) flourished in America. At the same time, discuss how these helped form a character that was "American" – how was colonial literature, education, science, law, and justice diverging from their English antecedents.===

The Virginia Slave Codes: http://www.historyteacher.net/AHAP/Readings/DOC-VA_LawsForBlacks.pdf
· If an Englishman and an African American woman have a child, whether the child is free or a slave depends on the condition of the mother · If any Christian has sexual relations with an African American man or woman, they must pay a fine · No slave may arm himself with any club, staff, gun, sword, or other weapon · May not leave master’s grounds unless in possession of a certificate from the master, mistress, or overseer · Permission should not be given to leave grounds except on particular and necessary occasions · Twenty lashes from the constable will be given to any slave who disobeys the rule · If any slave raises his hand in opposition against any Christian, he will receive thirty lashes for each offense · If a slave resists being punished by his master and his master kills him during punishment, the master will not be charged for any felony and will be acquitted of all punishment or accusation, “as if such accident had never happened” · If anyone who is not a Christian (including Native Americans) raises their hand in opposition to any white Christian, they will receive thirty lashes · The baptism of slaves does not exempt them from being a slave and whether a child is free or a slave depends on the condition of the mother
 * 1662:**
 * 1680:**
 * 1705:**