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TRANSCRIPT
Chapter 4:
Life in the Colonies
Life in the
New England, Middle, and Southern
Colonies
Pictures from: www.the-innside-scoop.com/articles/nichcrk.htm ; http://orchard.sbschools.net/library/links/colonies.gif
Section 1:
Governing The Colonies
How did English ideas about government
and trade affect the colonies?
Picutres from: historymedren.about.com/.../blpxkingjohn.htm ; www.kipar.org/.../galleries_1680e.html
English Government
• Magna Carta
• Parliament
• English Bill of Rights
Pictures from: www.nationalarchives.gov.uk/pathways/citizens... :
Question #1:
What was the Magna Carta? Describe what
role it played in the English government?
The Magna Carta was a document that
King John was forced to sign in 1215. It
was the 1st document to place restrictions
on an English King. It limited the
monarchs right to levy taxes w/out
consulting the nobles. It also protected
the right to own private property.
Question #3:What was the English Bill of Rights? Who
helped get them passed, who signed them into action? What did it boost?
In 1698 Mary & William ruled and signed into
law the English Bill of Rights. It was a written
list of Freedoms such as Parliament needed to
be consulted before the King or Queen could
use govt. money, freedom of speech, can not
have or raise an army in time of peace w/out
consent of Parliament. Govt. promises to
protect certain freedoms.
Question #5:
How was the power of the English monarchs
limited?
The monarch needed Parliament’s
permission to raise taxes or an army.
Parliament was allowed to meet regularly.
The Right To Vote
Which groups of people were permitted to
vote in colonial elections? Which were not
permitted to vote?
White males, over the age of 21 who
owned property
Women, N-As, A-As, and children
Colonial Self Government
• Colonists saw how a limited monarchy and
representative government worked in
Europe and wanted it for the colonies.
• House of Burgesses (VA)
• General Court (MA)
• General Assembly (PA)
John Peter Zenger
• Publisher of New York Weekly Journal
• Printed Articles criticizing the governor
of NY
• Arrested for libel
• Zenger found not guilty of libel
• WHY?
The Trial
• Burning Order
• Key People in the Case
• The Front Page
• Play of John Peter Zenger Trial
Pictures from: http://www.s9.com/images/portraits/33280_Zenger-John-Peter.jpg and
http://www.courts.state.ny.us/history/Zenger_illustration.htm
The Navigation Acts
• Regulated Trade
• Mercantilism
• 1651 Parliament passes 1st Navigation Act
• These promoted the concept of
mercantilism
Navigation Act Stated:
• Shipments from Europe to English
colonies had to go through England first
• Any imports to England from the
colonies had to come from ships built and
owned by British subjects
• The colonies could sell key products such
as tobacco, and sugar only to ENGLAND
Advantages of the Navigation Acts
• Created jobs for English workers
• Benefited the colonies because traders had a
sure market for their goods
• Shipping industry in New England
increased
Negative Affects
• Laws Favored English merchants
• Felt they could make more money if they
had authority to trade with other countries
• Smuggling grew
Section 2:
Colonial Society
What were the characteristics of
colonial society?
Pictures from: http://www.davistownmuseum.org/BioPics/MEmadeEdgeTools.jpg and http://www.tinlighting.com/Images/tools.jpg
The Family in Colonial Times
• Families played an important role
• Extended Family
• Family members planted, harvested, took
care of animals, tended the farm, chopped
wood, and much morePictures from: dc.about.com/.../09-FamilyLife.htm
Extended Family: is a family that includes, in
addition to the parents and their children, other
members such as grandparents, aunts, uncles,
and cousins
Question # 14:
Members of a large family could perform
some of the many tasks that had to be done
on a large farm.
Colonial Men
• Men controlled the property
• Men controlled the family income
• Men voted
• Could hold public office
Pictures from: http://memory.loc.gov/ammem/collections/continental/images/broadsides_home.jpg
http://www.rileysfarm.com/images/farm_j20060709b.jpg
Colonial Children
• At 7 years old children would go to work
• If poor could become Indentured Servants
at age 7
• Boys worked the fields with their fathers
• Girls worked with their mothers
• Boys usually learned a trade
Pictures from: http://www.ushistory.org/washingtoncrossing/images/games_3.jpg
Question #16
How did the jobs of boys and girls differ?
Boys tended to do work in the field
with men, girls usually did house
work alongside the women. Boys
sometimes lived away from home and
worked as apprentices. Girls
sometimes became servants in
wealthy households.
Games
Usually small children were allowed to play
games. They were usually homemade.
Pictures from: http://www.ushistory.org/washingtoncrossing/images/games_3.jpg http://www.historylives.com/toysandgames.htm
Cup and BallWhiriligigs or Buzzers
Colonial Women
• Women married men their parents chose for them
• Could NOT vote
• Could NOT own property
• No public life
Picture from: http://www.sandomenico.org/uploaded/photos/Library/WQ1-003.jpg http://www.charlestongrpservices.com/colonial_women.jpg
Question 15What roles did women play in colonial
society? What rights did they have or not
have?
They cooked, cleaned, did laundry, fed
the chickens, kept the garden, millked
the cows, took care of the children,
and sometimes had to work in the
fields.
Women could not vote, hold office,
own property, or keep any money they
earned.
Gentry
• Wealthy merchants, plantation owners,
ministers, royal officials, lawyers
• Controlled government especially in the
South
Middle Class
• Small Farmers, artisans
• Could Vote
• Sometimes held office
Indentured Servants
• Signed a contract to work from 4-10 years
for anyone who paid for his/her passage to
the Americas
• They aspired to become part of the Middle
class once their indenture was over
• Ireland and Germany 1700’s
Social Classes
• Gentry
• Middle Class
• Indentured Servants
• Free A-As, N-A, Slaves
Section 3:
Slavery in the Colonies
How did slavery develop in the colonies and
affect colonial life?
Pictures from: http://hitchcock.itc.virginia.edu/SlaveTrade/collection/large/E027.JPG and
The Atlantic Slave Trade
• More than 10 million transported between
1500’s and 1800’s
• Dutch brought the first Africans to America
Pictures from: http://www.qub.ac.uk/schools/SchoolofEnglish/imperial/key-concepts/images/slave-caravans-on-the-road.jpg
The Atlantic Slave Trade Cont.
• The Portuguese and Spanish claimed their
mark on the West coast of Africa
• England later claims a stake in the slave
trade
• The Portuguese, Spanish, and English fight
for territory on the West Coast especially
Ghana
Africans Part in the Slave Trade
• Slavery existed in Africa before the Europeans arrived
• Slavery and fighting increased among different tribes
in Africa
• They begin capturing Africans from other tribes and
selling their captors to the Europeans
• In return they get guns, ammunition, and rum
The Middle Passage
• The journey from Africa to the
Americas
• Brutally treated
• beaten
• starved
• whipped
• slept on wood with only inches from the other person
• naked
• hot humid conditions
Pictures from http://www.casahistoria.net/slavery.htm http://www.tqnyc.org/NYC063208/slavestofieldscgrove.jpg
Triangular Trade Route
Triangular Trade• 3 Way trade between the colonies, the
islands of the Caribbean, and Africa
• Africa traded slaves to the islands
• The islands sent sugar and molasses to Africa
• NE sent lumber, dried fish, flour to the islands
• Islands sent to NE molasses, sugar and slaves
Racism
• The belief that one race is superior or
inferior to another
• The whites used this as an excuse to
enslave Africans
• Racism can be against any race it is not
exclusive to the African race
Question #28
• The slave codes were designed to restrict
travel and communication among
enslaved people.
• The codes were intended to prevent slave
revolts.
Question #29
• Africans brought language, skill in crafts,
musical styles, clothing, food, and many
other things.
Slave Codes• One law at a time
• Strict laws that restricted the rights & activities of slaves
• Slaves could not:
• Meet in groups of 3 or more
• Could not learn to read or write
• Could not own a gun or other weapons
• Could not marry
• If a master killed a slave he would not be put in prison
• If a slave went to jail they could not speak at their trial
Section 4:
The Spread of New Ideas
How did the ideas about religion and
government influence colonial life?
Pictures from: http://www.sandomenico.org/uploaded/photos/Library/WQ1-003.jpg
http://content.answers.com/main/content/wp/en/e/e3/George_Whitefield_preaching_at_Cambuslang_in_1742.jpg
The Importance of Education
• Found its beginnings in Puritan laws
• Parents required to teach children and
servants to read
• Every town with 50 or more families were
required to have an elementary school
• 100 families or more you were required to
have a grammar school for older children
Public Schools
• MA was the first to enforce and encourage public schooling
• Puritan schools were given both private and public money
• Puritan schools children went to learn to read the bible
• Towns could pay a fine to not set up a school if they had 50 or more families
How were public schools during
Puritan times different from
public schools today?
Pictures from: http://www.jenningsk12.net/WE/peimann/socialstudies/colonialamerica/school.gif
Schooling in the South
• Towns were separated by great distances
• Wealthy children were tutored on
plantations
• Poorer children did not go to school but
worked on the farm
• Most girls did not receive a formal
education
African Americans and
Education
• Most colonial schools in the north were
strictly for whites only
• Anglican church in NY did run a school for
free A-A but they were ridiculed and the
church was burnt down
• In the South it was against the law to teach
A-A to learn to read or write
Beyond Grammar School
• Boys were almost always the only ones
during early colonial times to attend
colleges
• Harvard College in MA opened in 1638
• 1693 William and Mary College in VA
Question # 35
How did education differ for boys and girls?
Boys received more education than girls
and studied many more subjects
American Literature
• Poetry
• Newspapers
• Books
• Almanacs
Pictures from: http://content.answers.com/main/content/wp/en-commons/thumb/3/35/180px-Benjamin_Franklin_by_Jean-
Baptiste_Greuze.jpg http://famouspoetsandpoems.com/pictures/middle/anne_bradstreet.jpg
http://www.monroeucc.org/images/UCCFirsts/t_wheatly.jpg
Poetry
• Anne Bradstreet From MA here works were
not published in the colonies until after her
death
• Phillis Wheatley from Boston African Born
Benjamin Franklin
• Pennsylvania Gazette
• Poor Richard’s Almanac
• He was a great businessman and writer
• He also was a great inventor
The Great Awakening
• Period of Religious Revival
• 1730’s & 1740’s
• Began as a reaction against the decline of
religious importance in the colonies
• Tolerance of different religions increased
Jonathan Edwards
• Called on people to examine their lives
• Commit themselves to God
• Warned sinners of what would happen to
them after they dies if they did not
change their ways
Pictures From: http://upload.wikimedia.org/wikipedia/commons/c/c1/Jonathan_Edwards.jpg
George Whitefield
• Helped stir and bring about the Great Awakening
• Traveled from place to place preaching
Impact of the Great Awakening
• Led to the rise of many new churches
• Methodists and Baptists
• Presbyterian, Dutch Reformed, and
Congregationalist split
• Led to more tolerance of religious
differences
The Enlightenment
• European thinkers
• Believed all problems could be solved by
human reasoning
• Looked for “natural laws” that governed
politics, society, and economics
Pictures From: http://cgfa.sunsite.dk/k/kneller3.jpg and http://cache.eb.com/eb/image?id=25283&rendTypeId=4
Baron de Montesquieu
• French thinker
• Idea of separation of powers
• Government should be divided into 3
branches, legislative, judicial, and
executive
John Locke
• Locked believed people have certain “natural rights”
• Life, liberty and property
• These rights are inalienable they can not be taken
away
• Challenged the idea of divine right
• Argued that “natural rights” came from God not the
monarchy
Question #40
Natural rights were rights that belong to
every human being from birth LIFE,
LIBERTY, PROPERTY John Locke
believed in this
Question #41
Divine Rights: the belief that monarchs get their authority to rule directly from God
Question #42
Montesquieu believed that there
should be division of power in
government into separate branches so
that no one branch becomes too
powerful