Chapter 5: Life in the English Colonies

Name: Chapter 5: Life in the English Colonies
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Description: Chapter 5: Life in the English Colonies

Chapter 5: Life in the English Colonies 1630-1770
Holt Call to Freedom Chapter 5: Life in the English Colonies

© Holt Call to Freedom Lecture Notes
5.1 Forms of Government Objectives: Describe how representative government developed in the colonies. Explain how the colonists influenced the rulings of colonial courts. Evaluate how the dominion of New England affected the New England colonies. Analyze how the English Bill of Rights influenced colonists. © Holt Call to Freedom Lecture Notes 2

I. Colonial Governments
© Holt Call to Freedom Lecture Notes 3

A. Rule from England Three types of colonial charters – proprietary, company and royal English monarch owned all colonies and granted all charters. Royal advisers called the Privy Council set English policies in the colonies. © Holt Call to Freedom Lecture Notes 4

B. Rule in the Colonies Privy Council allowed most colonies to run their own affairs. Governors served as head of government and had significant powers. Most governors were assisted by an advisory council. © Holt Call to Freedom Lecture Notes 5

II. Colonial Assemblies

A. Parliament as a Model Colonies modeled their assemblies on Parliament, England’s national legislature. A bicameral legislature is made up of two houses, or groups. Colonial assemblies had the power to raise taxes, write laws, and organize local governments, and shared military power with the governor. © Holt Call to Freedom Lecture Notes 7

House of Lords Her Majesty opening the Session of Parliament London: Published for the Proprietor by J. Mead, 11, Bouverie Street, Fleet Street © Holt Call to Freedom Lecture Notes 8

A. Parliament as a Model Privy Council approved all colonial laws. © Holt Call to Freedom Lecture Notes 9

B. Governing the Colonies
The Virginia assembly’s lower house was called the House of Burgesses, which served as a model for the House of Representatives. Colonists in New England used the town meeting to make decisions about local issues. © Holt Call to Freedom Lecture Notes 10

III. Colonial Courts © Holt Call to Freedom Lecture Notes 11

III. Colonial Courts Colonists tried to use the courts to control local affairs. © Holt Call to Freedom Lecture Notes 12

B. Individual Freedoms At times, colonial courts protected individual freedoms. The case of John Peter Zenger involved freedom of the press. Courts found Zenger not guilty of libel, or printing a false written statement. © Holt Call to Freedom Lecture Notes 13

Zenger’s lawyer stands up for Freedom of the Press
Picture courtesy Chronicle of America Source:

IV. The Dominion of New England

King James II wanted more control over the colonies. © Holt Call to Freedom Lecture Notes 16

Created the Dominion of New England, a united government over several northern colonies, in 1686 © Holt Call to Freedom Lecture Notes 18

Source: http://history.sandiego.edu/gen/maps/1600s/1624newengland.jpg

C. Governing the Colonists
Sir Edmund Andros was appointed royal governor of the Dominion Used his powers to limit town meetings © Holt Call to Freedom Lecture Notes 20

Source: http://www. usgennet

V. The Glorious Revolution

V. The Glorious Revolution
The English overthrew James II in the Glorious Revolution. © Holt Call to Freedom Lecture Notes 23

Source: http://www.pbase.com/isse/lake_havasu
In 1962, it was discovered that the London Bridge (in London, Great Britain) was "falling down," sinking into the Thames because it was not adequate for the increase in traffic. The City of London decided to put the 130-year old bridge up for auction, and construct a new one in its place. Robert P. McCulloch, founder of Lake Havasu City, AZ, submitted the winning bid for $2,460,000 in McCulloch spent another $7 million to move the London Bridge to Lake Havasu City which took a total of three years. The reconstructed London Bridge was dedicated in Lake Havasu City on October 10, 1971 with many British and Arizona officials participating in this event that drew 50,000 spectators. Source:

B. Colonial Response Colonists learned of the revolution in 1689 and removed Andros from office. English crown issued new colonial charters that let all men with property vote. © Holt Call to Freedom Lecture Notes 25

C. Protecting Rights Parliament passed the English Bill of Rights in 1689. Bill of Rights shifted some power from the monarch to the Parliament. © Holt Call to Freedom Lecture Notes 26

5.2 The Growth of Trade Objectives: Evaluate the effects the Navigation Acts had on colonial economies. Describe the types of trade that took place in the colonies during the 1700s. Analyze why the colonies participated in the slave trade. © Holt Call to Freedom Lecture Notes 27

I. English Trade Laws © Holt Call to Freedom Lecture Notes 28

A. Definitions Mercantilism – nations create and maintain wealth by controlling trade Good balance of trade – nation’s total exports are greater than its imports Imports – goods bought from other countries Exports – goods sold to other countries Power=Money (Gold) © Holt Call to Freedom Lecture Notes 29

B. England and the Colonies
Between 1650 and 1696 Parliament passed the Navigation Acts – laws that required colonies to do most of their trading with England. Acts also set duties, or import taxes, on some trade products. © Holt Call to Freedom Lecture Notes 30

C. Effects of Trade Laws England claimed colonies benefited from trade acts because they created a steady market for colonial goods. Some colonists wanted more freedom to buy and sell. Within the colonies, many colonial merchants practiced free enterprise – economic competition with little government regulation. © Holt Call to Freedom Lecture Notes 31

C. Effects of Trade Laws Because of trade laws, colonies could not trade much with other foreign countries. As a result, colonies had poor balance of trade. © Holt Call to Freedom Lecture Notes 32

II. Colonial Trade © Holt Call to Freedom Lecture Notes 33

A. Illegal Trade In 1733 Parliament passed the Molasses Act, placing duties on sugar, molasses and rum. Some colonists smuggled, or brought in illegally, these goods. British officials rarely punished smugglers. © Holt Call to Freedom Lecture Notes 34

Sugar Cane Field in Maryborough (Australia)
Source:

B. Trade Across the Atlantic
Some merchants took part in triangular trade, following several trade routes across the Atlantic. Colonies sold goods to plantation owners in the West Indies in return for sugar and molasses. Some of these goods were in turn shipped to Britain. © Holt Call to Freedom Lecture Notes 36

II. A Forced Journey 4.3 – The Atlantic Slave Trade
Source:

III. The Middle Passage © Holt Call to Freedom Lecture Notes 38

Source: http://www.waywelivednc.com/maps/historical/middle-passage.htm

A. The Slave Trade Became one version of triangular trade Resulted in some 10 million Africans being forced to leave Africa © Holt Call to Freedom Lecture Notes 40

B. Crossing the Atlantic
Africans’ voyage across the Atlantic was known as the Middle Passage. Shipboard conditions were terrible. Olaudah Equiano, who was sold into slavery, described the horrors of the voyage. © Holt Call to Freedom Lecture Notes 41

Olaudah Equiano Source:

Interior of a Slave Ship
Source:

B. Crossing the Atlantic
Thousands of captives died on the slave trips. Some colonists protested, but too many used slaves for labor or profited from the slave trade. © Holt Call to Freedom Lecture Notes 44

Shown here is a slave ship that made the voyage to Africa to pick up captured human cargo and brought them back to the western hemisphere to toil on Sugar or Cotton Plantations for the Europeans. The Slave Ship

5.3 The Colonial Economy Objectives: Explain why enslaved Africans were the main workforce in the southern colonies. Identify how New England’s economic activities were different from those of the southern colonies. Describe how the middle colonies combined economic aspects of the southern and New England colonies. © Holt Call to Freedom Lecture Notes 46

I. Agriculture in the Southern Colonies

A. Crops Cash crops, or crops sold for a profit, included tobacco and rice. Eliza Lucas Pinckney introduced indigo – a cash crop used to make blue dye – to South Carolina. © Holt Call to Freedom Lecture Notes 48

RICE FIELD Source:

Eliza Lucas Pinckney Source:

B. Labor By the 1700s slaves had replaced most indentured servants. Some slaves could do their own work when their jobs were finished, allowing a few to earn money to buy their freedom. Most southern colonies passed slave codes, or laws to control slaves. © Holt Call to Freedom Lecture Notes 51

Historical interpreters shoulder their tools and head for a day of labor in the fields as slaves would have done in colonial times. Source:

In an interpretation of domestic slave life, a mother and daughter prepare a meal for the family.
Source:

II. Industry and Trade in New England

A. Agriculture in New England
Harsh climate and rocky soil limited growth of cash crops. Little demand for farm labor meant few slaves in New England. © Holt Call to Freedom Lecture Notes 55

B. Leading Industries New Englanders traded locally, with other colonies, and overseas. Industries included fishing, which provided dried fish for export. Shipbuilding, which was made possible by area forests and the demand for ships, was another leading industry. © Holt Call to Freedom Lecture Notes 56

II. Industry and Trade in New England
Young boys learning a skilled trade were known as apprentices. © Holt Call to Freedom Lecture Notes 57

III. The Middle Colonies

A. Agriculture Middle colonies included Delaware, Pennsylvania, New Jersey, and New York. Possessed rich land and good growing season Produced staple crops – crops that are always needed – such as wheat, barley, and oats © Holt Call to Freedom Lecture Notes 59

OATS Source:

Barley Field Source:

B. Labor Slaves worked as skilled laborers, dock workers, and farmhands. Indentured servants also filled labor needs. © Holt Call to Freedom Lecture Notes 62

III. The Middle Colonies
Trade and free enterprise were valued in the region. © Holt Call to Freedom Lecture Notes 63

IV. Women and the Economy

Women ran farms and businesses in the colonies. Source: © Holt Call to Freedom Lecture Notes 65

B. Colonial Laws Married women needed their husband’s permission to work outside the home. A husband had the right to keep the money his wife earned. © Holt Call to Freedom Lecture Notes 66

Most colonial women worked in the home. © Holt Call to Freedom Lecture Notes 67

The household was the central institution of colonial society
The household was the central institution of colonial society. This scene shows colonial women gathered for a quilting bee. Prints and Photographs Division, Library of Congress Source:

5.4 The Great Awakening Objectives: Analyze the message of the Great Awakening. Describe how the Great Awakening changed colonial religious organizations and leaders. Explain how the Great Awakening changed colonial society. © Holt Call to Freedom Lecture Notes 69

I. Words of the Great Awakening

A. The Issue of Religious Faith
In the 1700s some church leaders worried about a decline in colonists’ religious faith. To increase interest in religion, they held revivals, emotional gatherings where people came together to hear sermons and declare their faith. © Holt Call to Freedom Lecture Notes 71

A. The Issue of Religious Faith
Ministers’ work led to the Great Awakening, a widespread Christian movement of the 1730s and 1740s that involved revivals and emphasized faith in God. © Holt Call to Freedom Lecture Notes 72

B. Ministers Jonathan Edwards preached dramatic sermons in Massachusetts. George Whitefield, a British minister, made seven trips to America. © Holt Call to Freedom Lecture Notes 73

C. The Message All people were born sinners who could only be saved by God’s will. Rich and poor alike could be saved. Some ministers used a threatening tone to convey their message. © Holt Call to Freedom Lecture Notes 74

II. Old and New Lights © Holt Call to Freedom Lecture Notes 75

A. Disagreements Some colonists disagreed with the message of the Great Awakening. Some churches split over the issue. © Holt Call to Freedom Lecture Notes 76

B. New England ”New Lights” supported the new religious ideas. “Old Lights” argued that the new movement was too emotional. © Holt Call to Freedom Lecture Notes 77

C. Presbyterians and the Great Awakening
Minister Gilbert Tennent supported the new ideas and attacked traditionalists. Church split into “Old Side” and “New Side”. © Holt Call to Freedom Lecture Notes 78

D. Other Effects Increased church membership in middle and southern colonies, especially Virginia Reached the frontier through traveling ministers. © Holt Call to Freedom Lecture Notes 79

III. The Great Awakening and Society

A. Women Attracted to the Great Awakening Sought spiritual renewal at time of childbirth, which was dangerous © Holt Call to Freedom Lecture Notes 81

B. Race Free and enslaved African Americans participated in revivals. Despite a message of equality, some revivals were separated by race. © Holt Call to Freedom Lecture Notes 82

Led some colonists to question authority of existing institutions, such as slavery. © Holt Call to Freedom Lecture Notes 84

5.5 American Culture Objectives: Explain how both the Scientific Revolution and the Enlightenment reflected new ways of thinking. Describe education during colonial times. Identify Benjamin Franklin’s key achievements. Analyze contributions that were made to American culture in the 1700s. © Holt Call to Freedom Lecture Notes 85

A. The Scientific Revolution
During the 1600s, western Europeans began to understand the basic laws that govern nature. New ideas began the Scientific Revolution. © Holt Call to Freedom Lecture Notes 87

B. Discoveries Galileo Galilei, a leading figure in the Scientific Revolution, demonstrated that planets revolve around the Sun. Isaac Newton described the movements of objects on Earth and in space. These men used the scientific method, which requires that scientists carefully study natural events and form theories based on their observations. © Holt Call to Freedom Lecture Notes 88

Galileo Galilei Source:

Galileo’s Telescope

Isaac Newton From a portrait by John Vanderbank in 1725
Source:

C. The Enlightenment Age when philosophers used reason and logic to study human nature and suggest ways to improve the world Included new ideas about the relationships between society and government Influenced the colonists, as did the Scientific Revolution © Holt Call to Freedom Lecture Notes 92

A. Regional Differences
New England colonists valued education and paid for town schools. Students in middle and southern colonies relied upon parents or private tutors. © Holt Call to Freedom Lecture Notes 94

A New England Dame school in old colonial times, 1713. Engraving
A New England Dame school in old colonial times, 1713. Engraving. (Bettman Archive) Dame School Basic Facts about the Colonial Dame School: 1) Opened to women who were usually not allowed in grammar schools 2) First private elementary schools and taught by women in their home 3) No desks, maps, blackboards; perhaps only a hornbook 4) Essentially day care for the colonial world 5) Not widely thought of as important, but it is the main school for women 6) It is used extensively for the first century of colonial development Source:

B. Higher Education Nine universities were established in the colonies. Some colonists studied science or law at European universities. © Holt Call to Freedom Lecture Notes 96

III. Colonial Scientists

David Rittenhouse Source:

Benjamin Banneker Source:

A. Biography Most famous colonial scientist; was born in Boston in 1706 Moved to Philadelphia in 1723 and started a successful newspaper © Holt Call to Freedom Lecture Notes 103

Benjamin Franklin Source:

B. Achievements Invented lightning rod, Franklin stove, and bifocal glasses Used kite to prove lightning is a form of electricity © Holt Call to Freedom Lecture Notes 105

V. Colonial Artist and Writers

V. Colonial Artists and Writers
New England poet Anne Bradstreet wrote about family and faith. © Holt Call to Freedom Lecture Notes 107

Chapter 5: Life in the English Colonies

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