Professional Documents
Culture Documents
Ex:
encomienda system
* casta system
* forced assimilation by Catholic priests
* Native American labor replaced by African slavery
English
English colonization efforts attracted a comparatively large number of male and female British migrants, all of whom
sought social mobility, economic prosperity, religious freedom, and improved living conditions. These colonists
focused on agriculture and settled on land taken from Native Americans, from whom they lived separately.
Examples:
Pilgrims and Puritans came to establish their own churches, as well as acquiring substantial amounts of
land for farming [Pilgrims, separatists, William Bradford, Thanksgiving] [Puritans, John Winthrop, City Upon
a Hill/errand into the wilderness, predestination, conversion experience, Roger Wiliams, Anne Hutchinson,
English Civil War, Halfway Covenant, Salem witch trials]
* Jamestown attracted settlers through the profits from tobacco, self-government with the House of
Burgesses, and the headright system, which offered the chance to grow wealthy
* Pennsylvania offered land and religious toleration
* Maryland was a Catholic refuge, although Protestants outnumbered Catholics and rejected Act of
Toleration
* Rhode Island offered religious toleration
Dutch and French
French and Dutch colonial efforts involved relatively few Europeans and relied on trade alliances
and intermarriage with American Indians to build economic and diplomatic relationships and
acquire furs and other products for export to Europe.
Examples:
* Both Dutch and French traded European goods for furs
* French sent in Jesuit missionaries to convert Indians and create working relationships; Jesuits
learned languages and culture
* French fur traders intermarried with Indians to form alliances
* Dutch allied with Iroquois, whom the French opposed
* Dutch took land and wampum trading network from the Algonquians, who then struck back and
almost wiped out Dutch, who then allied with Mohawks to strike back
Key Concept 2.1
● “Seventeenth-century Spanish, French, Dutch, and British colonizers embraced
different social and economic goals, cultural assumptions, and folkways,
resulting in varied models of colonization.” - Page 27 of the Curriculum Framework
● Spain established strict control over colonization and converted
and exploited many natives
● A major goal of Spain was to make $
● All trade must go through a few Spanish controlled ports
● Small amount of Spaniards ruled indigenous population
● Spain sought to convert natives to Christianity, forced many into the
encomienda system, and used as trading partners
● English Colonization:
● Colonies were based on agriculture, large number of immigrants, hostile
relations with Natives
● Tobacco became a large cash crop
● Headright system encouraged immigrants – benefitted the wealthy
● Conflicts with natives – Powhatans, Bacon’s Rebellion, Pequot War, King Philip’s
War
Key Concept 2.1, I
● “Seventeenth-century Spanish, French, Dutch,
and British colonizers embraced different social
and economic goals, cultural assumptions, and
folkways, resulting in varied models of
colonization.” - Page 27 of the Curriculum Framework
● French and Dutch colonization:
● French – intermarried with natives and
built extensive trading partnerships
● Coureurs de bois – French fur traders –
trade beaver furs; would live among
natives; helped lead to an alliance
with the Algonquin Indians
● Dutch – Like the French, the Dutch build
extensive trade routes – mostly in NY
● Encouraged settlement of the New World –
New Netherland
Key Concept 2.1
● “The British-American system of slavery developed out of the economic, demographic, and
geographic characteristics of the British-controlled regions of the New World.” -
● English colonies encouraged immigration of men, women, and families who rarely
intermarried with natives and/or Africans
● Headright system encouraged more immigrants since landowners
would receive additional land
Tract of land given to encourage settlement– especially families.
●
● Big ideas:
● How did the colonists begin to develop an identity during
this time?
● What impact did religion have on the colonies?
Key Concept 2.3
● “‘Atlantic World’ commercial, religious, philosophical, and political
interactions among Europeans, Africans, and American native peoples
stimulated economic growth, expanded social networks, and reshaped
labor systems.” - Page 30 of the Curriculum Framework
● The 17th century Atlantic trade created a labor market and exchange of
goods:
● Growth of slavery in the Americas – began with Spanish and
Portuguese traders in West Africa
● “Middle Passage” – Shipment of Africans in close quartered
ships; would last several weeks or months
● Triangular trade – rum, sugar, molasses, and slaves were
commonly traded on the Triangular Trade
Key Concept 2.3
● What promoted Anglicization in the British colonies? (using more
English norms and customs)
● Representative assemblies were similar to English government
● Trade between the colonies and England increased contact
● Enlightenment ideas from England and Europe traveled to America
● Americans later made similar contributions – Franklin and Jefferson
● Religious toleration in some colonies:
● Quakers in PA, Maryland Acts of Toleration – tolerance for ALL
Christians
● Legal systems and customs:
● Trials by jury
● Evangelism:
st
● The 1 Great Awakening saw George Whitefield from England travel to
the colonies to spread religion
Key Concept 2.3
● “Britain’s desire to maintain a viable North American empire in the face of
growing internal challenges and external competition inspired efforts to
strengthen its imperial control, stimulating increasing resistance from
colonists who had grown accustomed to a large measure of autonomy.” - Page 31
of the Curriculum Framework
● Over time, regional differences in colonies gave way to similarities in:
● Laws: crimes were redefined – John Peter Zenger Trial – could
criticize government officials if it was true
● Institutions: colleges were established in different colonies – helped
promote religion and increase literacy
● Governance within the context of the British imperial system:
● Prior to 1763, colonial governments acted independent of
Parliament
Key Concept 2.3
● Under mercantilism, the goal is for the Mother country (England) to
make as much $ as possible
● England’s goal of creating a unified imperial structure and enforcing
strict mercantilist policies was not always successful:
● Navigation Acts – required colonists to export specific goods only to
England or English colonies – tobacco
● Led to widespread smuggling from colonial merchants
● Dominion of New England – combined Massachusetts with the rest of New
England, and later New Jersey and New York
● Assemblies were eliminated and a new governor was appointed – Sir
Edmund Andros who was very unpopular
● The Dominion was met with resistance and ended with “The Glorious
Revolution” in England
Key Concept 2.3
● For most of the early 18th century, England followed a policy of
salutary neglect
● Colonies were mostly left alone to govern themselves; England took
a hands off approach to governing
● This would end in 1763 with the end of the Seven Years War