CHAPTER 5 – Beginnings of American Identity 1689-1763Tom Owen

ICCS Middle School

7th Grade American History

Chapter 5 – American Identity As the population in North America grew,

many colonists began to think of themselves more as Americans rather then English. They developed different culture and ways of

doing things in America They developed new ways to govern themselves

since they were so far from England They fought to protect their land and homes from

common enemies

These things began to give them a new sense of identity that they had not had before

Section 1 – Early American Culture

Vocabulary – Apprentice – a person who is learning a trade from a

more experienced craftsman Literacy – the ability to read and write Diversity – variety

People – Benjamin Franklin – American writer publisher, scientist,

inventor and diplomat Jonathan Edwards – a preacher who gave fiery sermons George Whitfield – a preacher who drew large crowds John Locke – English philosopher who argued that people

have natural rights Religion –

Great Awakening – a Christian religious movement Enlightenment – philosophical movement stressing

human reason

A new kind of society – birth of the middle class

Many people that came to America were able to own their own land on everything from small farms to large plantations Since they owned land they were able to

raise crops either to deed themselves or to sell for profit meaning everyone had more money than they might in England

Owning land also meant that many more men could vote than could have in England

This created different classes in society See chart on page 128

Work in the 13 Colonies

Life was hard in the 13 Colonies and everyone worked, including children Men worked outside tending crops or animals Women worked in the home doing things like

sewing, weaving, making candles and butter Women also could not vote or own property

Children worked around the home or in the field from a young age Having more children meant having more

workers Some boys would become apprentices around

age 13 to learn a craft or trade

Reading, Writing and ‘rithmetic Many more children were educated in the

colonies than were in England About 85% of white men in New England could

read and write compared to only 60% in England The Middle Colonies about 65% were and 50% in

Southern Colonies About half as many white women were literate Educated African Americans were rare

Colonists also wrote their own newspapers and book including Poor Richard’s Almanac by Benjamin Franklin They also read the Bible and prayer books

Inspiration for the new American Identity

Colonists took inspiration from two sources as they created their new society The Great Awakening – a Christian religious

movement that stressed the importance of faith and emotion

The Enlightenment Movement – a philosophical movement that stressed the importance of reason and scientific observation

The Great Awakening

What: a Christian religious movement Who: traveling preachers like Jonathan Edwards & George

Whitfield When: 1730s and 1740s Where: in the 13 Colonies How: fiery preachers taught that inner religious emotion

and feeling were more important than outward displays of religious behavior

Why: this challenged traditional feeling about religion. Many people switched churches making churches in the colonies less powerful because there was more diversity. It also helped make it easier form colonists to challenge authority and other social and political traditions

Sinners in the Hands of an Angry God"There is nothing that keeps wicked men at any one moment out of hell, but the mere

pleasure of God."

Most of the sermon's text consists of ten "considerations":

1. God may cast wicked men into hell at any given moment.

2. The Wicked deserve to be cast into hell. Divine justice does not prevent God from destroying the Wicked at any moment.

3. The Wicked, at this moment, suffer under God's condemnation to Hell.

4. The Wicked, on earth - at this very moment - suffer the torments of Hell. The Wicked must not think, simply because they are not physically in Hell, that God (in Whose hand the Wicked now reside) is not - at this very moment - as angry with them as He is with those miserable creatures He is now tormenting in hell, and who - at this very moment - do feel and bear the fierceness of His wrath.

5. At any moment God shall permit him, Satan stands ready to fall upon the Wicked and seize them as his own.

6. If it were not for God's restraints, there are, in the souls of wicked men, hellish principles reigning which, presently, would kindle and flame out into hellfire.

7. Simply because there are not visible means of death before them, at any given moment, the Wicked should not, therefore, feel secure.

8. Simply because it is natural to care for oneself or to think that others may care for them, men should not think themselves safe from God's wrath.

9. All that wicked men may do to save themselves from Hell's pains shall afford them nothing if they continue to reject Christ.

10. God has never promised to save us from Hell, except for those contained in Christ through the covenant of Grace.

The Enlightenment

What: a philosophical movement that started in Europe that stressed the importance of human reason and science as a path to knowledge

Who: philosophers like John Locke When: started in the mid1600s through 1700s Where: started in Europe and spread to the

Americas How: writers like Locke and Franklin in the colonies

began to question the powers of the king and insist on natural rights like life, liberty and property

Why: colonists began to see the king and English government as threats to their right and freedoms

John Lock quotes

All mankind... being all equal and independent, no one ought to harm another in his life, health, liberty or possessions.

All wealth is the product of labor. Every man has a property in his own

person. This nobody has a right to, but himself.

Government has no other end, but the preservation of property.

Homework

Chapter 5 Section 2 vocabulary in notes (or on note cards) on page 136

Section assessment questions 3, 4 & 5 on page 133

Section 2 – Roots of American Democracy Vocabulary –

Parliament – England’s law making body (Congress) Glorious Revolution – a change in the English

monarchy in 1689 from James II to William and Mary

People – Edmund Andros – English governor appointed to

rule over the northern colonies John Peter Zenger – newspaper publisher who was

imprisoned for criticizing the New York governor Politics –

Magna Carta – charter of English political and civil rights signed in 1215

English Bill of Rights – 1689 laws protecting the rights of English citizens and Parliament

Rights of Englishmen

What: certain things that were guaranteed to Englishman to protect their lives, property and freedom

When: beginning with the Magna Carta in 1215 continued through Colonial days

Where: England and ideas were carried to the Colonies

How: These rights included the king not being able to take people’s property, right to a fair trial by jury and allowed people to elect representatives in government. Because of this, they set up elected bodies to help rule the colonies

Why: England was one of the most advanced democracies in the world and the colonists were very protective of their rights as Englishmen

Colonists Rights taken and restored Eventually, King James of England felt the colonists

had too many rights and began to limit them He sent Edmund Andros to New England to rule the

colonies James even limited the rights of people in England

The people in England did not like this and rebelled and got rid of King James They picked King William and Queen Mary to be the new

rulers of England This was called The Glorious Revolution

Since the the English Bill of Rights had been restored, the king and queen had no choice but allow the colonists the same rights

English Rights threatened

King James Edmund Andros

The Glorious Revolution

King William Queen Mary

Colonial power in the 1700s

After the Glorious Revolution in England, all rights of English citizens and or the colonists were restored.

William and Mary did not interfere with the colonies very much Although there were still appointed governors

and laws regulating trade, they were rarely enforced This is called salutary neglect (helpful neglect)

The colonists got used to acting independently of the English king

Homework

Chapter 5 Section 3 vocabulary in notes (or on note cards) on page 142

Section assessment questions on page 141 # 3, 4 & 6

Section 3 – The French & Indian War Vocabulary –

Pact a a formal agreement Smallpox – a highly infectious and often

deadly disease War

French and Indian War Pontiac’s Rebellion Battle of Quebec Treaty of 1763 Proclamation of 1763

Europeans in Native American’s Land England and France were competing for land

in North America The 13 English Colonies were along the Atlantic

ocean and west until the Appalachian Mountains France claimed most of the land west of the

Appalachian Mountains although there were few French people there

The two nations competed for the resources of the land (furs) and for alliances with Native American tribes in the area

Create your own 5Ws

In small groups you will Draft 5Ws for your topic on notebook paper then

show it to me (.5 class) Create a poster for your topic and its 5Ws (1.5

classes) Type your 5Ws into the Power Point (.25 class) Present your topic the class (1 class)

Topics War in the Ohio Valley (p 144) Quebec Falls (p. 146) Pontiac’s Rebellion (p. 147)

War in the Ohio Valley

What: Who: When: Where: Why: How:

Quebec Falls

What: Who: When: Where: Why: How:

Pontiac’s Rebellion

What: Who: When: Where: Why: How:

New Colonial Identity

The French & Indian War gave the colonists their first taste of unity as they fought a common enemy (France)

This unity along with lessons learned from the Great Awakening and the Enlightenment gave the colonists confidence and they become more and more unhappy with English rule

Homework

Study for test

Colonists Rights taken and restored What: English monarchy trying to control the

colonists and not give them too much freedom Who: King James & his governor Edmund Andros

take their rights; King William and Queen Mary give them back

When: late 1680s during the Glorious Revolution Where: In England and in the Colonies How: King James thought the colonists were

disregarding his powers so he sent Andros to govern New England. He also limited rights in England and the people rebelled and made William and Mary king and queen

Why: William and Mary restored the English Bill of Rights to the English and the colonists claimed these rights as well