1st+Qtr+Notes+&+Materials

Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12
 * Chapters 1-12 **




 * //Here are the notes & Assignments for //Ch 1 **


 * New World Beginnings, 33,000 B.C.–A.D. 1769 **


 * Essential Questions**
 * 1) Discuss the first Spanish attempts to plant a permanent settlements in the Americas
 * 2) Defend the following statement: “Europeans wanted to extract profits from the New World by exploiting its natural resources, including plants, animals, and peoples alike.”

After mastering this chapter, you should be able to: 1. Describe the geological and geographical conditions that set the stage for North American history. 2. Describe the origin and development of the major Indian cultures of the Americas. 3. Explain the developments in Europe and Africa that led to Columbus’s voyage to America. 4. Explain the changes and conflicts that occurred when the diverse worlds and peoples of Europe, Africa, and the Americas collided after 1492. 5. Describe the Spanish conquest of Mexico and South America, and of the later Spanish colonial expansion into North America. 6. Describe the major features of Spain’s New World Empire, including relations with the native Indian populations.
 * Checklist of Learning Objectives**


 * CHAPTER 1 SUMMARY New World Beginnings, 33,000 B.C.–A.D. 1769**

Millions of years ago, the two American continents separated from the Eastern Hemisphere land masses where our human ancestors later evolved. The first people to enter the Americas came across a temporary land bridge from Siberia about 35,000 years ago. Spreading across the two continents, they developed thousands of societies based mostly on agriculture and hunting. In North America, some ancient Indian peoples like the Pueblos **[****pweb****-loh]**, the Anasazi **[****ah-n//uh//-sah-zee]**, and the Mississippian **[****mis-//uh//-sip-ee-//uh//****n]** culture developed complex settlements. But generally, there were fewer North American Indian societies, with fewer cities than those in Central and South America, though their culture and social organization was equally diverse.

Old World exploration began because Europeans wanted new trade routes to the East, the Renaissance had changed the closed mindset of the Middle Ages, and powerful new monarchs wanted colonies. Beginning with the Portuguese and Spanish explorers, European encounters with America and Africa changed the entire world. These transformations included biological change, disease, population loss, conquest, African slavery, cultural change, and economic expansion.

After they conquered—and intermarried with— South American and Mexican Indians, Spanish //conquistadores// **[****kŏn-kwĭs'tə-dôr-ēz]** expanded into the northern border territories of Florida, New Mexico, and California. Their small but permanent settlements competed with the French and English explorers who also were settling North America.

 //Ch 1 PowerPoint Notes//

//Ch 1 Study Guide//

//Ch 1 Graphic Organizer//

//Ch 1 Matching Key Terms, People and Places//


 * [|Ch 1 Flashcards]**


 * [|Ch 1 Chronology Exercise]**


 * [|American Pageant Ch 1 Quizlet Flashcards]**


 * []**

__** The Colombian Exchange **__

__**Primary Sources**__ **Cahokia**

This drawing shows the physical organization of the Cahokia civilization. //Painting by Lloyd K. Townsend. Photo by Art Grossman.//

**European Explorations in America**

This map shows the routes of early European explorers. //Norton, et al., A People and a Nation, fifth edition (Boston: Houghton Mifflin Company) 1998.//

**Ch 1 Internet Resources ** Early Migrations to the Americas (@http://www.ucalgary.ca/applied_history/tutor/migrations/) This University of Calgary tutorial website explores the motives and migrations of the earliest Americans. Index of Native American Resources (@http://www.hanksville.org/NAresources/) This is a good gateway website for links to information on Native Americans. Exploring the Early Americas (@http://www.loc.gov/exhibits/earlyamericas/) This Library of Congress online exhibit includes artifact images, books, documents, paintings, and maps. The Vikings //(//@http://www.pbs.org/wgbh/nova/vikings///)// The website was designed to accompany a NOVA episode and includes a video exploring Viking villages and a clickable map of the Viking Diaspora. Vikings: The North Atlantic Saga (@http://www.mnh.si.edu/vikings/) Originally designed to accompany a Smithsonian exhibit, this website includes images and descriptions of major artifacts and documents. European Voyages of Exploration (@http://www.ucalgary.ca/applied_history/tutor/eurvoya/) Created by the University of Calgary Department of History, this tutorial guides students to a better understanding of Spain’s and Portugal’s interest in the “New World.” Age of Exploration (@http://www.mariner.org/educationalad/ageofex/) While intended as a curriculum guide for teachers, this website by The Mariners’ Museum includes several resources students will find helpful such as biographies, a timeline, and related vocabulary. Discovery and Exploration (@http://memory.loc.gov/ammem/gmdhtml/dsxphome.html) Part of the American Memory Project, this website examines the period of Discovery and Exploration using both early maps and manuscripts. 1492: An Ongoing Voyage (@http://www.ibiblio.org/expo/1492.exhibit/Intro.html) This is a good example of an online exhibit about Columbus’s voyage. Columbus and the Age of Discovery (http://www.millersville.edu/~columbus/) This website includes more than 1100 text articles from various magazines, journals, newspapers, speeches, official calendars, and other sources about the encounter. The Columbus Navigation Homepage (@http://www.columbusnavigation.com/) This award-winning website by Keith Pickering explores Columbus’ navigation techniques, his life, and related special topics. Aztec Account of the Conquest of Mexico (@http://www.fordham.edu/halsall/mod/aztecs1.html) The Modern History Sourcebook provides a brief text overview from Aztec accounts of the Spanish conquest of this portion of the New World. Windows to the Unknown: Cabeza de Vaca's Journey to the Southwest (@http://147.26.134.39/css/Vacaindex.HTML) A joint effort by The Center for the Study of the Southwest at Southwest Texas State University and the Witte Museum in San Antonio, this website explores the importance of Cabeza de Vaca; including multi-disciplinary information about the different interpretations of his writings//.// Cabez de Vaca's La relación online (http://alkek.library.txstate.edu/swwc/cdv/) Shipwrecked in 1528, the Spanish conquistador Cabeza de Vaca lived among the natives for the next eight years and was the first European to explore what is now Texas and the Southwest. This website provides an English translation of his amazing adventure story.
 * American Conquest** (@http://www.floridahistory.com/inset44.html) This colorful website offers information about Hernando de Soto and his conquests.

=The Invisible Nation= media type="custom" key="23545218" The Algonquin [|once lived in harmony] with the vast territory they occupied. This balance was upset when the Europeans arrived in the 16th century. Gradually, their [|Aboriginal traditions] were undermined and their natural resources plundered. Today, barely 9,000 Algonquin are left. They live in about 10 communities, often enduring abject poverty and human rights abuses. These Aboriginal people are suffering the threat to their very existence in silence. Richard Desjardins and Robert Monderie have decided to sound the alarm before it’s too late. They challenge perceptions by spotlighting the sad reality of the Algonquin of Quebec and bringing the history of this people to the screen for the first time.

**America before Columbus** media type="custom" key="23545364" History books traditionally depict the pre-Columbus Americas as a pristine wilderness where small native villages lived in harmony with nature. But scientific evidence tells a very different story: When Columbus stepped ashore in 1492, millions of people were already living there. America wasn’t exactly a //New World//, but a very old one whose inhabitants had built a vast infrastructure of cities, orchards, canals and causeways. The English brought honeybees to the Americas for honey, but the bees pollinated orchards along the East Coast. Thanks to the feral honeybees, many of the plants the Europeans brought, like apples and peaches, proliferated. Some 12,000 years ago, North American mammoths, ancient horses, and other large mammals vanished. The first horses in America since the Pleistocene era arrived with Columbus in 1493. Settlers in the Americas told of rivers that had more fish than water. The South American potato helped spark a population explosion in Europe. In 1491, the Americas had few domesticated animals, and used the llama as their beast of burden. In 1491, more people lived in the Americas than in Europe. The first conquistadors were sailors and adventurers. In 1492, the Americas were not a pristine wilderness but a crowded and managed landscape. The now barren Chaco Canyon was once covered with vegetation. Along with crops like wheat, weeds like dandelion were brought to America by Europeans. It’s believed that the domestication of the turkey began in pre-Columbian Mexico, and did not exist in Europe in 1491. By 1500, European settlers and their plants and animals had altered much of the Americas’ landscape. While beans, potatoes, and maize from the Americas became major crops in continental Europe.




 * //Here are the notes & Assignments for //Ch 2 **


 * The Planting of English America, 1500–1733 **


 * Essential Questions**
 * 1) Discuss the first English attempt to plant a permanent settlement in North America, and explain why that attempt failed.
 * 2) Defend the following statement: “Europeans wanted to extract profits from the New World by exploiting its natural resources, including plants, animals, and peoples alike.”
 * 3) Examine the forces present in English society in the 16th and early 17th centuries that led to English colonization of the New World.
 * 4) Identify the characteristics of most of the indentured servants who immigrated to the Chesapeake in the early 17th century, and explain the type of life that waited them.

After mastering this chapter, you should be able to: 1. Explain why England was slow to enter the colonization race and what factors finally led it to launch colonies in the early seventeenth century. 2. Describe the development of the Jamestown colony from its disastrous beginnings to its later prosperity. 3. Describe the cultural and social interaction and exchange between English settlers and Indians in Virginia and the effects of the Virginians’ policy of warfare and forced removal on Indians and whites. 4. Compare the tobacco-based economic development of Virginia and Maryland with South Carolina’s reliance on large-plantation rice-growing and African slavery based on West Indian models. 5. Identify the major similarities and differences among the southern colonies of Virginia, Maryland, North Carolina, South Carolina, and Georgia.
 * Checklist of Learning Objectives**

The defeat of the Spanish Armada and rising Elizabethan nationalism brought England into the race to colonize America. The first permanent English colony at Jamestown, Virginia faced harsh conditions and hostile Indians, but cultivating tobacco brought wealth and greater population. It also guaranteed colonists the same rights as Englishmen and led to an early form of representative self-government.
 * CHAPTER 2 SUMMARY The Planting of English America, 1500–1733**

English settlers’ interactions with the Powhatans **[****pou****-//uh//-tans****]** in Virginia began many of patterns of later Indian-white relations in North America. Indian societies changed substantially because of warfare, disease, trade, and the mingling and migration of Atlantic coast Indians to inland areas.

Colonies were also established in Maryland and the Carolinas. South Carolina thrived on close ties with British sugar colonies in the West Indies. It also borrowed from the West Indies slave codes and large plantation agriculture. North Carolina had fewer slaves and more white colonists who owned small farms, while Georgia served as a buffer against the Spanish and a haven for debtors.

Despite some differences, all the southern colonies depended on staple plantation agriculture, indentured servitude and African slavery. They developed relatively weak religious and social institutions and hierarchical economic and social orders because of their widely scattered rural settlements.

//Ch 2 PowerPoint Notes//

//Ch 2 Study Guide//

//Ch 2 Graphic Organizer//

//Ch 2 Matching Key Terms, People and Places//


 * [|Starving Settlers in Jamestown Colony Resorted to Cannibalism] **

media type="custom" key="23186018"


 * __Ch 2 Primary Resources__**



This drawing depicts a trade encounter between the Indians and the English. //Library of Congress.// **Ch 2 Internet Resources ** This University of Calgary website explores the patterns, nature, and impact of the European migrations to North America. This website allows monitoring of recent archaeological excavations at Jamestown and provides general historical information. This is a superb website developed by National Geographic for the 400th anniversary of the founding of Jamestown that examines life in Jamestown both for the colonists and the Powhatan. This website includes links to numerous primary source documents relevant to the colonists. This PBS website explores evidence that the Jamestown settlers actually died of arsenic poisoning and the plague. This interactive website, maintained by Maryland Public Television, explores Maryland’s early history.
 * 13 Originals: Founding the American Colonies** (@http://www.timepage.org/spl/13colony.html) Organized by colony, this website provides an overview of the founding of each colony and supplies links for more information on each. **Religion and the Founding of the American Republic** (@http://www.loc.gov/exhibits/religion/) This Library of Congress exhibition features primary source documents relating to "America as a Religious Refuge" and similar topics.
 * European Migrations to North America** (@http://www.ucalgary.ca/appllied_history/tutor/migrations/)
 * Common-Place** (@http://www.common-place.org/) Billing itself as "The Interactive Journal of Early American Life," this website includes an automated electronic discussion of its contents.
 * Archiving Early America: Historic Documents** (@http://www.earlyamerica.com/) Presented in their original format, documents from the nation's earliest periods illustrate to students what the early leaders were thinking. This website includes privately held documents, an email discussion group, and "How to Read a 200 Year-old Document."
 * Virtual Jamestown** (@http://www.virtualjamestown.org/) The highlights of this website include QTVR Panorama views, timelines, primary sources, and related materials about Jamestown.
 * History of Jamestown** (@http://www.apva.org/history/)
 * America** **in 1607: Jamestown and the Powhatan** (@http://ngm.nationalgeographic.com/ngm/jamestown/)
 * American Colonist's Library** (@http://home.wi.rr.com/rickgardiner/primarysources.htm)
 * Secrets of the Dead: Death at Jamestown** (@http://www.pbs.org/wnet/secrets/case_jamestown/index.html)
 * Exploring Maryland's Roots** (@http://mdroots.thinkport.org/)




 * //Here are the notes & Assignments for //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Ch 3 **


 * Settling the Northern Colonies, 1619–1700 **


 * Essential Questions**
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Examine the similarities and differences between the lifestyle of the Chesapeake colonists and that of the New England colonists around 1640. What accounts for the differences that emerged?
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Discuss the case of Roger Williams and Anne Hutchinson. Why were Williams and Hutchinson perceived as threats by the Puritan authorities?

After mastering this chapter, you should be able to: 1. Describe the Puritans and their beliefs, and explain why they left England for the New World. 2. Explain how the Puritans’ theology shaped the government and society of the Massachusetts Bay Colony. 3. Explain how Massachusetts Bay’s conflict with religious dissenters, as well as new economic opportunities, led to the expansion of New England into Rhode Island, Connecticut, and elsewhere. 4. Describe the conflict between colonists and Indians in New England and the effects of King Philip’s War. 5. Summarize early New England attempts at intercolonial unity and the consequences of England’s Glorious Revolution in America. 6. Describe the founding of New York and Pennsylvania, and explain why these two settlements as well as the other middle colonies became so ethnically, religiously, and politically diverse. 7. Describe the central features of the middle colonies, and explain how they differed from New England and the southern colonies.
 * Checklist of Learning Objectives**

The New England colonies were founded by English Puritans **[****pyŏŏr'ĭ-tnz]**. Most Puritans sought to purify the Church of England from within instead of breaking away from it, but a small group of Separatists (Pilgrims) founded the Plymouth **[****plim****-//uh//****th]** Colony in New England. Led by John Winthrop, a larger group of non-separating Puritans founded the Massachusetts / **[****mas-//uh//-choo-sits****]** Bay Colony as part of the great migration of Puritans fleeing English persecution in the 1630s.
 * CHAPTER 3 SUMMARY Settling the Northern Colonies, 1619–1700**

A strong sense of common purpose among the first settlers shaped the Massachusetts Bay Colony. Because religion and politics were closely aligned, those like Anne Hutchinson and Roger Williams who challenged religious orthodoxy were driven out of Massachusetts for sedition. Williams founded Rhode Island, by far the most religiously and politically tolerant of the colonies. Massachusetts Bay inspired other New England settlements in Connecticut/ **[****k//uh//-net-i-k//uh//****t****]**, Maine, and New Hampshire. Although they shared a common way of life, the New England colonies developed considerable independence.

The middle colonies developed differently. New York was founded as New Netherland by the Dutch and later conquered by England. It was diverse economically and ethnically, but socially hierarchical and politically divisive. William Penn founded Pennsylvania as a Quaker haven. It attracted an economically ambitious, politically troublesome and ethnically diverse population.

The middle colonies were the most typically American of England’s thirteen Atlantic seaboard colonies because of their economic variety, ethnic diversity, and political factionalism.

[|Ch 3 Audio Summary]

//Ch 3 PowerPoint Notes//



//Ch 3 Study Guide//

//Ch 3 Graphic Organizer//

//Ch 3 Matching Key Terms, People and Places//

__**Ch 3 Primary Resources**__

** Excerpts from an Early Advice Book: How Puritans. . ** 1641  The Body of Liberties of 1641
 * The Liberties of the Massachusets Collonie in **** New England ****, 1641 **


 * Liberties of Women **

79. If any man at his death shall not leave his wife a competent portion of his estate, upon just complaint made to the Generall  Court she shall be relieved.

80. Everie marryed woeman shall be free from bodilie correction or stripes by her husband, unlesse it be in his owne defence upon her assalt. If there be any just cause of correction complaint shall be made to Authoritie assembled in some Court, from which onely she shall receive it.


 * Liberties of Children **

81. When parents dye intestate, the Elder sonne shall have a doble portion of his whole estate reall and personall, unlesse the General Court upon just cause alleadged shall judge otherwise.

82. When parents dye intestate haveing noe heires males of their bodies their Daughters shall inherit as Copartners, unles the Generall  Court upon just reason shall judge otherwise.

83. If any parents shall wilfullie and unreasonably deny any childe timely or convenient mariage, or shall exercise any unnaturall severitie towards them, such childeren shall have free libertie to complaine to Authoritie for redresse. . ..


 * 94. Capitall Laws **

Deut. 13. 6, 10. Deut. 17. 2, 6. Ex. 22. 20.

1. If any man after legall conviction shall have or worship any other god, but the lord god, he shall be put to death.

Ex. 22. 18. Lev. 20. 27. Dut. 18. 10.

2. If any man or woeman be a witch, (that is hath or consulteth with a familiar spirit,) They shall be put to death. . ..

Lev. 20. 15, 16.

7. If any man or woeman shall lye with any beaste or bruite creature by Carnall Copulation, They shall surely be put to death. And the beast shall be slaine, and buried and not eaten.

Lev. 20. 13.

8. If any man lyeth with mankinde as he lyeth with a woeman, both of them have committed abhomination , they both shall surely be put to death.

Lev. 20. 19 and 18. 20. Dut. 22. 23, 24.

9. If any person committeth Adultery with a maried or espoused wife, the Adulterer and Adulteresse shall surely be put to death.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 80%; text-align: right;">Credits: The Body of Liberties of 1641, in Edwin Powers, Crime and Punishment in Early Massachusetts, 1620-1692 (Boston: Beacon Press, 1966), Appendix A.

<span style="display: block; font-family: Garamond,Palatino,Century,Serif; text-align: center;">**The Great Puritan Migration**

This map shows the areas to which many of the Puritans immigrated from England. //T. Bailey, D. Kennedy, and L. Cohen, The American Pageant, eleventh edition (Boston: Houghton Mifflin Company) 1998.//

** Conclusions of the **** Massachusetts Bay **** Elders, The ** Mather, Increase 1695 The elders and messengers of the churches--met in council at Salem Village, April 3, 1695, to consider and determine what is to be done for the composure of the present unhappy differences in that place,--after solemn invocation of God in Christ for his direction, do unanimously declare and advise as followeth :--

I. We judge that, albeit in the late and the dark time of the confusions, wherein Satan had obtained a more than ordinary liberty to be sifting of this plantation, there were sundry unwarrantable and uncomfortable steps taken by Mr. Samuel Parris, the pastor of the Church in Salem Village, then under the hurrying distractions of amazing afflictions; yet the said Mr. Parris, by the good hand of God brought unto a better sense of things, hath so fully expressed it, that a Christian charity may and should receive satisfaction therewith.

II. Inasmuch as divers Christian brethren in the church of Salem Village have been offended at Mr. Parris for his conduct in the time of the difficulties and calamities which have distressed them, we now advise them charitably to accept the satisfaction which he hath tendered in his Christian acknowledgments of the errors therein committed; yea, to endeavor, as far as 'tis possible, the fullest reconciliation of their minds unto communion with him, in the whole exercise of his ministry, and with the rest of the church (Matt. vi. 12-14; Luke xvii. 3; James v. 16). . ..

V. Having observed that there is in Salem Village a spirit full of contentions and animosities, too sadly verifying the blemish which hath heretofore lain upon them, and that some complaints brought against Mr. Parris have been either causeless and groundless, or unduly aggravated, we do, in the name and fear of the Lord, solemnly warn them to consider, whether, if they continue to devour one another, it will not be bitterness in the latter end; and beware lest the Lord be provoked thereby utterly to deprive them of those which they should account their precious and pleasant things, and abandon them to all the desolations of a people that sin away the mercies of the gospel (James iii. 16; Gal. v. 15; 2 Sam ii. 26; Isa . v. 4, 5, 6; Matt. xxi. 43).

VI. If the distempers in Salem Village should be (which God forbid!) so incurable, that Mr. Parris, after all, find that he cannot, with any comfort and service, continue in his present station, his removal from thence will not expose him unto any hard character with us, nor, we hope, with the rest of the people of God among whom we live (Matt. x. 14; Acts xxii. 18).

All which advice we follow with our prayers that the God of peace would bruise Satan under our feet. Now, the Lord of peace himself give you peace always by all means.

Increase Mather, Moderator.

Joseph Bridgham.

Samuel Checkley.

William Torrey.

Joseph Boynton.

Richard Middlecot.

John Walley.

Jer : Dummer.

Nehemiah Jewet.

Ephraim Hunt.

Nathll. Williams.

Samuel Phillips.

James Allen.

Samuel Torrey.

Samuel Willard.

Edward Payson.

Cotton Mather. The Conclusions of the Massachusetts Bay Elders, 1695

** Narragansett Leader Complains of English Encroachment, A ** 1642 . . . [O] ur fathers had plenty of deer and skins, our plains were full of deer, as also our woods, and of turkies, and our coves full of fish and fowl. But these English having gotten our land, they with scythes cut down the grass, and with axes fell the trees; their cows and horses eat the grass, and their hogs spoil our clam banks, and we shall all be starved. . ..

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 80%; text-align: right;">Credits: 1642. Leift Lion Gardner His Relation of the Pequot Wars, Massachusetts Historical Society Collections, 1st Ser., Vol. 3 (1833), pp. 154-155.

= The Quakers, the Dutch, and the Ladies: Crash Course US History #4 = media type="custom" key="23545326" In which John Green teaches you about some of the colonies that were not in Virginia or Massachussetts. Old New York was once New Amsterdam. Why they changed it, I can say; ENGLISH people just liked it better that way, and when the English took New Amsterdam in 1643, that's just what they did. Before the English got there though, the colony was full of Dutch people who treated women pretty fairly, and allowed free black people to hold jobs. John also discusses Penn's Woods, also known as Pennsylvania. Pennsylvania was (briefly) a haven of religious freedom, and William Penn dealt relatively fairly with the natives his colony displaced. Of course, as soon as Penn died, the colonist started abusing the natives immediately. We venture as far south as the Carolina colonies, where the slave labor economy was taking shape. John also takes on the idea of the classless society in America, and the beginning of the idea of the American dream. It turns out that in spite of the lofty dream that everyone had an equal shot in the new world, there were elites in the colonies. And these elites tended to be in charge. And then their kids tended to take over when they died. So yeah, not quite an egalitarian paradise. In addition to all this, we get into the Salem Witch Trials, the treatment of women in the colonies, and colonial economics. Oh yeah, one more thing, before you comment about how he says we're talking about the American Revolution next week, but the end screen says Seven Years War, consider that perhaps the Seven Years War laid the groundwork for the revolution to happen.
 * Published on Feb 21, 2013 **

Also, turn on the subtitles by clicking the CC button. You'll like them.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">


 * //<span style="font-family: Arial,Helvetica,sans-serif;">Here are the notes & Assignments for // ** **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: 1.5;">Ch 4 **


 * American Life in the Seventeenth Century, 1607–1692 **

After mastering this chapter, you should be able to: 1. Describe the basic economy, demographics, and social structure and life of the seventeenth-century colonies. 2. Compare and contrast the different forms of society and ways of life of the southern colonies and New England. 3. Explain how the practice of indentured servitude failed to solve the colonial labor problem and why colonists then turned to African slavery. 4. Describe the character of slavery in the early English colonies and explain how a distinctive African American identity and culture emerged from the mingling of numerous African ethnic groups. 5. Summarize the unique New England way of life centered on family, town, and church, and describe the problems that afflicted this comfortable social order in the late seventeenth century. 6. Describe family life and the roles of women in both the southern and New England colonies, and indicate how these changed over the course of the seventeenth century.
 * Checklist of Learning Objectives**


 * CHAPTER 4 SUMMARY American Life in the Seventeenth Century, 1607–1692**

Life was hard in the seventeenth-century southern colonies. Disease shortened life spans in the Chesapeake **/****[****ches****-//uh//-peek****]**, even for the young single men who made up the majority of settlers. Families were few and fragile. Men greatly outnumbered women, who seldom remained single for long.

The tobacco economy relied initially on white indentured servants, who hoped to become landowners and perhaps even wealthy. But this hope was increasingly frustrated by the late seventeenth century, resulting in Bacon’s Rebellion.

Slavery began to replace an increasingly troublesome white labor supply. Once a rarity, slaves were imported from West Africa by the tens of thousands in the 1680s, transforming the colonial economy. Slaves in the Deep South died rapidly of disease and overwork, but those in the Chesapeake tobacco region survived longer. Natural reproduction increased their numbers, and they developed a distinctive lifestyle that combined African elements with features developed in America.

By contrast with the South, New England’s clean water and cool air contributed to a healthy way of life, which added ten years to the average life span. New England life centered on strong families and tightly knit towns and churches, which were relatively democratic by seventeenth-century standards. Late seventeenth century, social and religious tensions, however, resulted in conflict like the Salem witch hysteria **[****hi-ster-ee-//uh//****]**.

Rocky soil turned many New Englanders to fishing and merchant shipping. Difficult lives and stern religion made New Englanders tough, idealistic, purposeful, and resourceful—values they later spread across much of American society.

Seventeenth-century American society was simple and agrarian **/****[****//uh//****-grair-ee-//uh//****n****]**, and would-be aristocrats who tried to recreate the social hierarchies / **[****hahy****-//uh//-rahr-keez****]** of Europe were generally frustrated.

//Ch 4 PowerPoint Notes//

//Ch 4 Study Guide//

//Ch 4 Graphic Organizer//

//Ch 4 Matching Key Terms, People and Places//

__**Ch 4 Primary Resources**__ ** Indentured Servant's Confession ** 1684
 * A Declaration or Confession of [Roger] Court Crotosse one of Col. John Wests Servants of some misdemeanors Comitted or done by him or other Servants belonging to the said Col. West. **

1st. Saith that about a year since he went from mary branch to his masters mill [with] John Fisher a Servant to his master alsoe (being miller) to fetch some meale the miller not being within[,] this declarant Saith he went into the mill and there lookinge for meale found in a Caske amongst Some woole and yarne a turkey warme and the feathers pluckt of[f] and the neck twisted about which Turkey this declarant drest and with a negro of his masters Eat it, And about two nights after this declarant goeing from mary branch to Chequonessex with one Sandy Coloured turkey and one black turkey under his armes John Fisher then had this declarant to say nothing but come to the mill at night and he should eate parte of them which this declarant did and eate parte of one of them but did not See the other

2nd. That at the last Springe the aforesaid John Fisher perswaded this declarant and Thomas Hartly (another of Col. Wests Servants) to kill a Lamb and lent us his knife to kill it which accordingly we did and carried into the Swamp and [word illegible] drest it some of it wee then Eat and next morning he went with us and he Eat what he would and Said it was well done

3rd. That about August last the said John Fisher perswaded this declarant and a negro Tony to carry a Sheep from Chequonessex to mary branch and there kill it but if it were not fatt then lett it loose amongst rhe Sheep there att mary branch And there take one of the best of those Sheep and kill it accordingly wee carry away a Sheep upon the horse Tyger from Chequonessex and killed it att mary branch house but did not Exchange it as he ordered: The next day John Fisher came and Eat Some of it and Carryed some of it with him.

4th. That about the last of August last this declarant and the aforesaid John Fisher and the aforesaid Thomas Hartley (by Fishers perswasions) killed a Sow att Chequonessex house and by the said John Fishers order fleade [i.e., flayed] her and tyed up her gutts in the skin and Stones with them and threw them into the pond afterwards wee tooke a Pott and the Sowe and carryed them into the Swamp and there drest halfe of it and the rest wee Eat at the Indian towne.

5th. That about the seaventh day of october last this declarant beinge att breakfast att Chequonessex house heard mr Francis Chambers bid the aforesaid John Fisher Catch two piggs and bring them in afterwards this declarant beigne at plow the said Fisher bad[e] him goe along with him to help him and take his gun with him which he accordingly did And short one pigg and would have carried that into the house but the said John Fisher would not but had him goe kill another for one would not doe but this declarant could not[.] there upon the said Fisher said he would roast that and gott a Spitt for the purpose and asked this declarant if he Could gett fire who answered he could not thereupon the said Fisher Stopt the touchhole of the Gunn and gott fire and there roasted it and Eat it[.] In the time the pigg was roasting old mr Johnson Came to the fire but the said Fisher seeing him come ran away with the spitt and kept out of sight untill the old man went away

6th. That abought a fortnight or three weeks since this declarant and the aforesaid John Fisher Thomas Hartley and Jack A negro at two severall times killed four piggs one of them being marked with my masters marke carryed them away and Eate them.

[7th.] That on Tuesday last was a fortnight att night to this declarant and the said Thomas Hartley sitting by the fire in the middle roome the said John Fisher came to us and bad[e] us goe along with him (which we did) then he went out with us to the henhouse and said Jonny Negro had hid a bag of potatoes there and that he would steale them whereupon he put downe a board by the doore and then unlockt the doore And tooke the Potatoes presently after the same night this declarant and Thomas Hartley went to the henhouse againe and tooke a Turkey and a hen and carryed them into the shoomakers shop loft and there pluckt them and boyled them in the shop

8th. That about a week since my master Calling this declarant the said Fisher and Hartley to question for our misdemeanors Afterwards the said Fisher said to us that if he was brought to any damage he would begone and if he could gett there he would send his master a very Loveing Letter that his sheep his hoggs and turkeys were very fat etc.

9[th.] That what is above written and declared is very true And that this Declarant can depose to the same when Called Dated this 6th day of November anno Domini 1684

10[th.] allso this declarant farther saith that there was another sheep killed by him and John Fisher which he did not remember when he was examined before Col. [Daniel] Jenifer.

The marke of

Roger X Court Crotosse <span style="font-family: Arial,Helvetica,sans-serif; font-size: 80%;">Credits: From "The Old Dominion in the Seventeenth Century: A Documentary History of Virginia 1606-1689," edited by Warren M. Billings. Published for the Institute of Early American History and Culture. Copyright (c) 1975 by the University of North Carolina Press. Used by permission of the publisher.

<span style="font-family: Garamond,Palatino,Century,Serif;"> **Mortality at Plymouth Plantation** A table illustrating the mortality rate in Plymouth Plantation. //George Willson, Saints and Strangers: Being the Lives of the Pilgrim Fathers and Their Families (New York: Reynal and Hitchcock, 1945).//

** Puritan Prescription for Marital **** Concord ****, A ** 1712 Christians should endeavor to please and glorify God, in whatever capacity or relation they sustain.

Under this doctrine, my design is (by God's help) to say something about relative duties, particularly in families. I shall therefore endeavor to speak as briefly and plainly as I can about: (1) family prayer; (2) the duties of husbands and wives; (3) the duties of parents and children; (4) the duties of masters and servants. . ..

About the Duties of Husbands and Wives

Concerning the duties of this relation we may assert a few things. It is their duty to dwell together with one another. Surely they should dwell together; if one house cannot hold them, surely they are not affected to each other as they should be. They should have a very great and tender love and affection to one another. This is plainly commanded by God. This duty of love is mutual; it should be performed by each, to each of them. When, therefore, they quarrel or disagree, then they do the Devil's work; he is pleased at it, glad of it. But such contention provokes God; it dishonors Him; it is a vile example before inferiors in the family; it tends to prevent family prayer.

As to outward things. If the one is sick, troubled, or distressed, the other should manifest care, tenderness, pity, and compassion, and afford all possible relief and succor. They should likewise unite their prudent counsels and endeavors, comfortably to maintain themselves and the family under their joint care.

Husband and wife should be patient one toward another. If both are truly pious, yet neither of them is perfectly holy, in such cases a patient, forgiving, forbearing spirit is very needful. . ..

The husband's government ought to be gentle and easy, and the wife's obedience ready and cheerful. The husband is called the head of the woman. It belongs to the head to rule and govern. Wives are part of the house and family, and ought to be under the husband's government. Yet his government should not be with rigor, haughtiness, harshness, severity, but with the greatest love, gentleness, kindness, tenderness that may be. Though he governs her, he must not treat her as a servant, but as his own flesh; he must love her as himself.

Those husbands are much to blame who do not carry it lovingly and kindly to their wives. O man, if your wife is not so young, beautiful, healthy, well-tempered, and qualified as you would wish; if she did not bring a large estate to you, or cannot do so much for you, as some other women have done for their husbands; yet she is your wife, and the great God commands you to love her, not be bitter, but kind to her. What can be more plain and expressive than that?

Those wives are much to blame who do not carry it lovingly and obediently to their own husbands. O woman, if your husband is not as young, beautiful, healthy, so well-tempered, and qualified as you could wish; if he has not such abilities, riches, honors, as some others have; yet he is your husband, and the great God commands you to love, honor, and obey him. Yea, though possibly you have greater abilities of mind than he has, was of some high birth, and he of a more common birth, or did bring more estate, yet since he is your husband, God has made him your head, and set him above you, and made it your duty to love and revere him.

Parents should act wisely and prudently in the matching of their children. They should endeavor that they may marry someone who is most proper for them, most likely to bring blessings to them.

Credits: Enduring Voices; Benjamin Wadsworth, A Well-Ordered Family (Boston, 1712), 2d ed., pp. 22-59.

** Ann Putnam's Confession ** Putnam, Ann 1706 "I desire to be humbled before God for that sad and humbling providence that befell my father's family in the year about '92; that I, then being in my childhood, should, by such a providence of God, be made an instrument for the accusing of several persons of a grievous crime, whereby their lives were taken away from them, whom now I have just grounds and good reason to believe they were innocent persons; and that it was a great delusion of Satan that deceived me in that sad time, whereby I justly fear I have been instrumental, with others, though ignorantly and unwittingly, to bring upon myself and this land the guilt of innocent blood; though what was said or done by me against any person I can truly and uprightly say, before God and man, I did it not out of any anger, malice, or ill-will to any person, for I had no such thing against one of them; but what I did was ignorantly, being deluded by Satan. And particularly, as I was a chief instrument of accusing of Goodwife Nurse and her two sisters, I desire to lie in the dust, and to be humbled for it, in that I was a cause, with others, of so sad a calamity to them and their families; for which cause I desire to lie in the dust, and earnestly beg forgiveness of God, and from all those unto whom I have given just cause of sorrow and offence, whose relations were taken away or accused.

[Signed]

"This confession was read before the congregation, together with her relation, Aug. 25, 1706; and she acknowledged it."

"J. Green, Pastor."

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 80%; text-align: right;">Credits: The Confession of Ann Putnam, when she was received to Communion," August 25, 1706, in Charles W. Upham, Salem Witchcraft: With an Account of Salem Village and a History of Opinions on Witchcraft and Kindred Subjects (Boston, 1867; rep. Williamstown: Corner House, 1971) Vol. 2, p. 510.



__**Ch 4 Internet Resources**__
 * European Migrations to North America** (@http://www.ucalgary.ca/applied_history/tutor/migrations/) This University of Calgary website explores the patterns, nature, and impact of the European migrations to North America.


 * 13 Originals: Founding the American Colonies** (@http://www.timepage.org/spl/13colony.html) Organized by colony, this website provides an overview of the founding of each colony and supplies links for more information on each. **Religion and the Founding of the American Republic** (@http://www.loc.gov/exhibits/religion/) This Library of Congress exhibition features primary source documents relating to "America as a Religious Refuge", "Religion and the Federal Government," and similar topics.


 * Divining America: Religion and the National Culture - 17th and 18th Centuries** (@http://nationalhumanitiescenter.org/tserve/divam.htm) While developed for teachers, this website includes scholarly essays that student researchers will find helpful.


 * American Centuries: View from New England** (@http://www.americancenturies.mass.edu/) Memorial Hall Museum’s website allows students to examine primary source documents and images of artifacts.


 * Common-Place** (@http://www.common-place.org/) Billing itself as "The Interactive Journal of Early American Life," this website includes an automated electronic discussion of its contents. **Colonial North America, 1492–1763** (@http://hist.ucalgary.ca/tutor/index.html) Developed by the University of Calgary Department of History, this website unveils the interaction between Europeans, Africans, and indigenous Americans in colonial North America. **Archiving Early America: Historic Documents** (@http://www.earlyamerica.com/) Presented in their original format, documents from the nation's earliest periods illustrate to students what the early leaders were thinking. Includes privately held documents and an email discussion group.


 * American Colonist’s Library** (@http://home.wi.rr.com/rickgardiner/primarysources.htm) This website provides a searchable index of important primary sources relevant to the development of the colonies arranged chronologically.


 * H-OIEAHC** (http://www.h-net.org/~ieahcweb/) This is a resource website of the discussion list for the Institute of Early American History and Culture, including bibliographies.


 * The Salem Witch Museum** (@http://www.salemwitchmuseum.com/) This is a good example of a museum that has put some of its resources on the web. **Salem** **Witch Trials: Documentary Archive and Transcription Project** (@http://etext.lib.virginia.edu/salem/witchcraft/) This University or Virginia website provides an electronic collection of documents related to the 1692 Salem Witch Trials and a new transcription of the court records.


 * Famous American Trials: Salem Witch Trials** (@http://www.law.umkc.edu/faculty/projects/ftrials/salem/salem.htm) This website includes numerous primary sources and other related materials to allow students to explore this issue for themselves.


 * Colonial Albany Project** (@http://www.nysm.nysed.gov/albany/) The pictures and descriptions of colonial Albany in New York, found on this website, provide a good introduction to the topic, including relevant links.


 * Colonial Connecticut Records, 1636–1776** (@http://www.colonialct.uconn.edu/) This website provides a searchable index of important primary sources about the colony's history; includes "guided pathways" for researchers.


 * The Atlantic Slave Trade and Slave Life in the Americas: A Visual Record (**@http://hitchcock.itc.virginia.edu/Slavery/) This searchable collection of a thousand images provides a glimpse into pre-colonial Africa and the experiences of enslaved Africans in the Americas.


 * Africans in America; The Terrible Transformation, 1450-1750** (@http://www.pbs.org/wgbh/aia/part1/narrative.html) This superb website was developed to accompany a PBS series and includes numerous primary documents, images, and commentary by historians.


 * Slaves and the Courts, 1740-1860 (Library of Congress)** (@http://lcweb2.loc.gov/ammem/sthtml/) Part of the American Memory Historical Collections of the Library of Congress, this website includes numerous primary source documents relating to the topic.


 * Scientific American Frontiers: Unearthing Secret America** (@http://www.pbs.org/saf/1301/features/lives.htm) Using historical texts and images, this website uses archaeological evidence to learn more about the daily lives of slaves.

=Puritans vs. Pilgrims= (3 min) tv-g media type="custom" key="23545286" How did the differences between Pilgrims and Puritans help shape the states of New England?

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">


 * //<span style="font-family: Arial,Helvetica,sans-serif;">Here are the notes & Assignments for // ** **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: 1.5;">Ch 5 **


 * Colonial Society on the Eve of Revolution, 1700–1775 **

After mastering this chapter, you should be able to: 1. Describe the demographic, ethnic, and social character of Britain’s colonies in the eighteenth century, and indicate how colonial society had changed since the seventeenth century. 2. Explain how the economic development of the colonies altered the patterns of social prestige and wealth, and brought growing class distinctions and class conflict to British North America. 3. Identify the major religious denominations of the eighteenth-century colonies, and indicate their role in early American society. 4. Explain the causes of the Great Awakening, and describe its effects on American religion, education, and politics. 5. Describe the origins and development of education, culture, and journalism in the colonies. 6. Describe the basic features of colonial politics, including the role of various official and informal political institutions. 7. Indicate the key qualities of daily existence in eighteenth-century colonial America, including forms of socialization and recreation.
 * Checklist of Learning Objectives**


 * CHAPTER 5 SUMMARY Colonial Society on the Eve of Revolution, 1700–1775**
 * By 1775 the thirteen American colonies east of the Appalachians **[āp'ə-lā'chē-ənz]** were inhabited by two million whites and half a million blacks. The white population was increasingly a melting pot of diverse ethnic groups including Germans and the Scots-Irish.
 * America provided more equality and opportunity (for whites) than Europe, but there was a rising economic hierarchy and increasing social complexity.
 * Ninety percent of Americans practiced agriculture. Wealthy planters and merchants dominated the social pyramid, in contrast with slaves and jayle birds from England, who formed a visible lower class.
 * By the early eighteenth century, the New England Congregational church was losing religious fervor. Sparked by fiery preachers like Jonathan Edwards and George Whitefield, the Great Awakening spread a new, emotional style of worship that revived religious zeal.
 * Colonial education and culture were less distinguished than science and journalism. Politics was universally important, as representative colonial assemblies battled politically appointed English governors.

//Ch 5 PowerPoint Notes//

//Ch 5 Study Guide//

//Ch 5 Graphic Organizer//

//Ch 5 Matching Key Terms, People and Places//

//Ch 5 Primary Resources//

** Slave Perspective on Family Ties, A ** 1800 . . . Once  Massa  goes to Baton Rouge and brung back a yaller gal dressed in fine style. She was a seamster nigger. He builds her a house 'way from the quarters, and she done fine sewing for the whites. Us niggers knowed the doctor took a black woman quick as he did a white and took any on his place he wanted, and he took them often. But mostly the children born on the place looked like niggers. Aunt Cheyney always says four of hers was Massa's , but he didn't give them no mind. But this yaller gal breeds so fast and gits a mess of white young- uns. She larnt them fine manners and combs out they hair. Oncet two of them goes down the hill to the dollhouse, where the Missy's children am playing. They wants to go in the dollhouse and one the Missy's boys say, "That's for white children." They say, "We ain't no niggers, 'cause we got the same daddy you has, and he comes to see us near every day and fotches us clothes and things from town." They is fussing, and Missy is listening out her chamber window. She heard them white niggers say, "He is our daddy and we call him daddy when he comes to our house to see our mama." When Massa come home that evening, his wife hardly say nothing to him, and he ask her what the matter, and she tells him, "Since you asks me, I'm studying in my mind 'bout them white young- uns of that yaller nigger wench from Baton Rouge." He say, "Now, honey, I fotches that gal just for you, 'cause she a fine seamster ." She say, "It look kind of funny they got the same kind of hair and eyes as my children, and they got a nose look like yours." He say, "Honey, you just paying ' tention to talk of little children that ain't got no mind to what they say." She say, "Over in Mississippi I got a home and plenty with my daddy, and I got that in my mind." Well, she didn't never leave, and Massa  bought her a fine, new span of surrey hosses. But she don't never have no more children, and she ain't so cordial with the Massa. That yaller gal has more white young- uns, but they don't never go down the hill no more to the big house. . ..

Credits: 1800. "Mary Reynolds/A Narrative," from B. A. Botkin, ed., Lay My Burden Down: A Folk History of Slavery (Chicago: University of Chicago Press, 1945), pp. 122-123.

** Runaway Slave Advertisements ** various 1767-1839 1. Run Away from the subscriber in Norfolk, about the 20th of October last, two young Negro fellows, viz. Will, about 5 feet 8 inches high, middling black, well made, is an outlandish fellow, and when he is surprised the white of his eye turns red; I bought him of Mr. Moss, about 8 miles below York, and imagine he is gone that way, or some where between York and Williamsburg. Peter, about 5 feet 9 inches high, a very black slim fellow, has a wife at Little Town, and a father at Mr. Philip Burt's quarter, near the half-way house between Williamsburg and York, he formerly belonged to Parson Fontaine and I bought him of Doctor James Carter. They are both outlawed; and Ten Pounds a piece offered to any person that will kill the said Negroes, and bring me their heads, or Thirty Shillings for each if brought home alive. John Brown // Virginia Gazette // (Williamsburg), April 23, 1767. 2. Taken up on the 26th of July last, and now in Newbern gaol, North Carolina, Two New Negro Men, the one named Joe, about 45 years of age, about 5 feet 6 inches high, much wrinkled in the face, and speaks bad English. The other is a young fellow, about 5 feet 10 inches high, speaks English better than Joe, who he says is his father, has a large scar on the fleshy part of his left arm, and says they belong to Joseph Morse, but can give no account where he lives. They have nothing with them but an old Negro cloth jacket, and an old blue sailors jacket without sleeves. Also on the 21st of September was committed to the said gaol a Negro man named Jack, about 23 years of age, about 5 foot 4 inches high, of a thin visage, blear eyed, his teeth and mouth stand very much out, has six rings of his country marks round his neck, his ears full of holes, and cannot tell his master's name. And on the 27th of September two other Negro men, one named Sampson, about 5 feet 10 inches high, about 25 years of age, well made, very black, and is much marked on his body and arms with his country marks. The other named Will, about 5 feet 4 inches high, about 22 years of age and marked on the chin with his country marks; they speak bad English, and cannot tell their masters names. Whoever own the said Negroes are desired to come and pay the fees and take them away. Richard Blackledge, Sheriff. // Virginia Gazette, // November 5, 1767. 3. Run away from the Neabsco Furnace. on the 16th of last Month, a light coloured Mulatto Man named Billy or Will, the Property of the Honorable John Taylor. Esquire. When I tell the Publick that he is the same Boy who, for many Years, used to wait on me in my Travels through this and the neighbouring province, and, by his Pertness, or rather Impudence, was well known to almost all my Acquaintances, there is the less Occasion for a particular Description of him. However, as he is now grown to the Size of a Man, and has not attended me for some Time past, I think it is not amiss to say that he is a very likely young Fellow, about twenty Years old, five feet nine Inches high, stout and strong made, has a remarkable Swing in his Walk, but is much more so by a surprising Knack he has of gaining the good Graces of almost every Body who will listen to his bewitching and deceitful Tongue, which seldom or ever speaks the Truth; has a small Scar on the right Side of his Forehead, and the little Finger of his right Hand is quite straight by a Hurt he got when a Child. He had on when he went away a blue Fearnaught and an under Jacket of green Baize, Cotton Breeches, Osnabrug Shirt, a mixed Blue Pair of Stockings, a pair of Country made Shoes, and yellow Buckles. From his ingenuity, he is capable of doing almost any Sort of Business, and for some Years past has been chiefly employed as a Founder, a Stone Mason, and a Miller, as Occasion required; one of which Trades, I imagine, he will in the character of a Freeman, profess. I have some Reason to suspect his travelling towards James River, under the Pretense of being sent by me on Business. Whoever apprehends the said Mulatto Slave, and brings him to me, or his Master, the Honourable John Taylor of Mount Airy, or secures him so as to be had again, shall have double what the Law allows, and all reasonable Charges paid by Thomas Lawson. // Virginia Gazette, // April 21, 1774. 4. Runaway from the subscriber living in Jackson county, on the Oconce river near Clarkesborough, on Sunday night the 13th of November last a mulatto man of the name of Joe. He is a very bright mulatto, almost white, about six feet high, tolerably well made, yellow gray eyes and yellow hair. He is branded on each check with the letter R. one of his upper fore teeth out, and, on examining under one of his arms there will be found a scar. He carried off with him clothes of different kinds, among them is a blue regimental coat turned up with red. He likewise took away with him a smooth bored gun. I suspect he will attempt to pass for a free man, and no doubt will aim northwardly or for the Indian Nation. Any person who will apprehend the above described negro, deliver him to me or confine him in jail shall be handsomely compensated. Richard Thurmond. // Georgia Express // (Athens), December 17, 1808. 5. STOP THE RUNAWAY. FIFTY DOLLARS REWARD. Eloped from the subscriber, living near Nashville on the 25th of June last, a Mulatto Man Slave, about thirty years old, five feet and an inch high, stout made and active, talks sensible, stoops in his walk, and has a remarkably large foot, broad across the root of the toes--will pass for a free man, as I am informed he has obtained by some means, certificates as such--took with him a drab great-coat, dark mixed body coat, a ruffled shirt, cotton home spun shirts and overalls. He will make for Detroit, through the states of Kentucky and Ohio, or the upper part of Louisiana. The above reward will be given any person that will take him and deliver him to me or secure him in jail so that I can get him. If taken out of the state, the above reward, and all reasonable expenses paid--and ten dollars extra for every hundred lashes any person will give him to the amount of three hundred. Andrew Jackson, near Nashville, State of Tennessee. // Tennessee //// Gazette // (Nashville), November 7, 1804. 6. Runaway --my negro man, Frederick, about 20 years of age. He is no doubt near the plantation of G.W. Corprew, Esq. of Noxubbe county, Mississippi, as his wife belongs to that gentleman, and he followed her from my residence. The above reward will be paid to any one who will confine him in jail and inform me of it at Athens, Ala. Kerkman Lewis. // Southern Argus, // October 31, 1837. 7. $10 Reward for a negro woman, named Sally, 40 years old. We have just reason to believe the said negro to be now lurking on the James River Canal, or in the Green Spring neighborhood, where we are informed, her husband resides. The above reward will be given to any person securing her. Polly C. Shields. // Richmond //// Enquirer, // February 20, 1838. 8. $50 Reward. --Ran away from the subscriber, his negro man Pauladore, commonly called Paul. I understand GEN. R.Y. HAYNE has purchased his wife and children. from H.L. PINCKNEY, ESQ. and has them now on his plantation at Goosecreek, where, no doubt, the fellow is frequently lurking. T. Davis. // Richmond //// Enquirer, // February 20, 1838. 9. The subscriber will give $20 for the apprehension of his negro woman, Maria, who ran away about twelve months since. She is known to be lurking in or about Chuckatuch, in the county of Nansemond  , where she has a husband, and formerly belonged. Peter O'Neill. // Norfolk //// Beacon, // March 31, 1838. 10. Ranaway from the subscriber, two negroes, Davis, a man about 45 year old; also Peggy, his wife, near the same age. Said negroes will probably make their way to Columbia county, as they have children, living in that county. I will liberally reward any person who may deliver them to me. Nehemiah King. // Macon Messenger, // January 16, 1839.
 * VARIOUS NEWSPAPERS **

Credits: 1767-1839. various.

** Cotton Mather on the Education of His Children ** Mather, Cotton 1706 I. I pour out continual Prayers and Cries to the God of all Grace for them, that He will be a Father to my Children, and bestow His Christ and His Grace upon them, and guide them with His Councils, and bring them to His Glory. And in this Action, I mention them distinctly, every one by Name unto the Lord. II. I begin betimes to entertain them with delightful Stories, especially scriptural ones. And still conclude with some Lesson of Piety; bidding them to learn that Lesson from the Story. And thus, every Day at the Table, I have used myself to tell a Story before I rise; and make the Story useful to the Olive Plants about the Table. III. When the Children at any time accidentally come in my way, it is my custome to lett fall some Sentence or other, that may be monitory and profitable to them. This Matter proves to me, a Matter of some Study, and Labour, and Contrivance. But who can tell, what may be the Effect of a continual Dropping? IV. I essay betimes, to engage the Children, in Exercises of Piety; and especially secret [silent] Prayer, for which I give them very plain and brief Directions, and suggest unto them the Petitions, which I would have them to make before the Lord, and which I therefore explain to their Apprehension and Capacity. And I often call upon them; Child, Don't you forgett every Day, to go alone, and pray as I have directed you! V. Betimes I try to form in the Children a Temper of Benignity. I put them upon doing of Services and Kindnesses for one another, and for other Children. I applaud them, when I see them Delight in it. I upbraid all Aversion to it. I caution them exquisitely against all Revenges of Injuries. I instruct them, to return good Offices for evil Ones. I show them, how they will by this Goodness become like to the Good GOD, and His Glorious CHRIST. I lett them discern, that I am not satisfied, except when they have a Sweetness of Temper shining in them. VI. As soon as tis possible, I make the Children learn to write. And when they can write, I employ them in Writing out the most agreeable and profitable Things, that I can invent for them. In this way, I propose to fraight their minds with excellent Things, and have a deep Impression made upon their Minds by such Things. VII. I mightily endeavour it, that the Children may betimes, be acted by Principles of Reason and Honour. I first begett in them an high Opinion of their Father's Love to them, and of his being best able to judge, what shall be good for them. Then I make them sensible, tis a Folly for them to pretend unto any Witt and Will of their own; they must resign all to me, who will be sure to do what is best; my word must be their Law. I cause them to understand, that it is an hurtful and a shameful thing to do amiss. I aggravate this, on all Occasions; and lett them see how amiable they will render themselves by well doing. The first Chastisement, which I inflict for an ordinary Fault, is, to lett the Child see and hear me in an Astonishment, and hardly able to beleeve that the Child could do so base a Thing, but beleeving that they will never do it again. I would never come, to give a child a Blow; except in Case of Obstinacy; or some gross Enormity. To be chased for a while out of my Presence, I would make to be look'd upon, as the sorest Punishment in the Family. I would by all possible Insinuations gain this Point upon them, that for them to learn all the brave Things in the world, is the bravest Thing in the world. I am not fond of proposing Play to them, as a Reward of any diligent application to learn what is good; lest they should think Diversion to be a better and a nobler Thing than Diligence. I would have them come to propound and expect, at this rate, I have done well, and now I will go to my Father; He will teach me some curious Thing for it. I must have them count it a Priviledge, to be taught; and I sometimes manage the Matter so, that my Refusing to teach them Something, is their Punishment. The slavish way of Education, carried on with raving and kicking and scourging (in Schools as well as Families,) tis abominable; and a dreadful Judgment of God upon the World. VIII. Tho ' I find it a marvellous Advantage to have the Children strongly biased by Principles of Reason and Honour, (which, I find, Children will feel sooner than is commonly thought for: ) yett I would neglect no Endeavours , to have higher Principles infused into them. I therefore betimes awe them with the Eye of God upon them. I show them, how they must love JESUS CHRIST; and show it, by doing what their Parents require of them. I often tell them of the good Angels, who love them, and help them, and guard them; and who take Notice of them: and therefore must not be disobliged. Heaven and Hell, I sett before them, as the Consequences of their Behaviour here. IX. When the Children are capable of it, I take them alone, one by one; and after my Charges unto them, to fear God, and serve Christ, and shun Sin, I pray with them in my Study and make them the Witnesses of the Agonies, with which I address the Throne of Grace on their behalf. X. I find much Benefit, by a particular Method, as of Catechising the Children, so of carrying the Repetition of the public Sermons unto them. The Answers of the Catechism I still explain with abundance of brief Quaestions, which make them to take in the Meaning of it, and I see, that they do so. And when the Sermons are to be Repeated, I chuse to putt every Trust, into a Quaestion, to be answered still, with Yes, or, No. In this way I awaken their Attention, as well as enlighten their Understanding. And in this way I have an Opportunity, to ask, Do you desire such, or such a Grace of God? and the like. Yea, I have an Opportunity to demand, and perhaps, to obtain their Consent unto the glorious Articles of the New Covenant. The Spirit of Grace may fall upon them in this Action; and they may be seiz'd by Him, and Held as His Temples, thro' eternal Ages.
 * Some Special Points, relating to the Education of my Children **

Credits: Worthington Chauncy Ford, ed., Diary of Cotton Mather, 1681-1724, Collections of the Massachusetts Historical Society, Seventh Series (Boston, 1911-1912), vol. 1, pp. 534-537.



<span style="display: block; font-family: Garamond,Palatino,Century,Serif; text-align: center;">These pages come from a children's alphabet book.

<span style="display: block; font-family: Garamond,Palatino,Century,Serif; text-align: right;">//Library of Congress.//

__** Ch 5 Internet Resources **__

European Migrations to North America (@http://www.ucalgary.ca/applied_history/tutor/migrations/) This University of Calgary website explores the patterns, nature, and impact of the European migrations to North America. 13 Originals: Founding the American Colonies (@http://www.timepage.org/spl/13colony.html) Organized by colony, this website provides an overview of the founding of each colony and supplies links for more information on each. Religion and the Founding of the American Republic (@http://www.loc.gov/exhibits/religion/) This Library of Congress exhibition features primary source documents relating to "America as a Religious Refuge", "Religion and the Federal Government," and similar topics. Divining America: Religion and the National Culture - 17th and 18th Centuries (@http://nationalhumanitiescenter.org/tserve/divam.htm) While developed for teachers, this website includes scholarly essays that student researchers will find helpful. American Centuries: View from New England (@http://www.americancenturies.mass.edu/) Memorial Hall Museum’s website allows students to examine primary source documents and images of artifacts. Common-Place (@http://www.common-place.org/) Billing itself as "The Interactive Journal of Early American Life," this website includes an automated electronic discussion of its contents. Colonial North America, 1492–1763 (@http://hist.ucalgary.ca/tutor/index.html) Developed by the University of Calgary Department of History, this website unveils the interaction between Europeans, Africans, and indigenous Americans in colonial North America. Archiving Early America: Historic Documents (@http://www.earlyamerica.com/) Presented in their original format, documents from the nation's earliest periods illustrate to students what the early leaders were thinking. Includes privately held documents and an email discussion group. American Colonist’s Library (@http://home.wi.rr.com/rickgardiner/primarysources.htm) This website provides a searchable index of important primary sources relevant to the development of the colonies arranged chronologically. H-OIEAHC (http://www.h-net.org/~ieahcweb/) This is a resource website of the discussion list for the Institute of Early American History and Culture, including bibliographies. Do History: Martha Ballard (@http://dohistory.org/) This website includes an electronic version of the colonial midwife Martha Ballard’s diary and related documents. Colonial Williamsburg Foundation (@http://www.history.org/) While much of this wehsite is aimed at tourists, it also includes some excellent historical articles and information about recent archaeological excavations. Ben Franklin: Glimpses of the Man (@http://sln.fi.edu/franklin/) This website looks at Franklin’s numerous roles and includes excerpts from his writings plus resource materials. Benjamin Franklin: A Documentary History (@http://www.english.udel.edu/lemay/franklin/) Arranged chronologically, this website has an easy-to-use search engine to navigate to specific information about Franklin. The Leslie Brock Center for the Study of Colonial Currency (@http://etext.lib.virginia.edu/users/brock/) Developed at Notre Dame University, this website includes primary source materials, especially period pamphlets, as well as links to scholarly articles. History Buff.com: Colonial Newspapers (@http://www.historybuff.com/library/refseventeen.html) This website includes a series of brief articles regarding colonial newspapers and the John Peter Zenger case. Early American and Colonial Literature to 1700 (http://falcon.jmu.edu/~ramseyil/amlitcol.htm) This website includes literary analysis along with electronic versions of some colonial literature. Fire and Ice: History & Biography (@http://www.puritansermons.com/index.htm) While not limited to Colonial America, this website on Puritan and Reformed religious thought includes numerous sermons by American Puritans and articles about their religious influence. George Washington's Mount Vernon (@http://www.mountvernon.org/index.cfm) Highlighted by Quicktime VR and Real Audio slide shows, this website illustrates Washington's life as a farmer and serves as an excellent tool for students to explore the nation's early farming practices.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">


 * //<span style="font-family: Arial,Helvetica,sans-serif;">Here are the notes & Assignments for // ** **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: 1.5;">Ch 6 **


 * The Duel for North America, 1608–1763 **

After mastering this chapter, you should be able to: 1. Explain what caused the great contest for North America between Britain and France, and why Britain won. 2. Describe France’s colonial settlements and their expansion, and compare New France with Britain’s colonies in North America. 3. Explain how Britain’s colonists became embroiled in the home country’s wars with France. 4. Describe the colonists’ role in the Seven Years’ War (French and Indian War), and indicate the consequences of the French defeat for Americans. 5. Indicate how and why the British victory in the Seven Years’ War (French and Indian War) became one of the causes of the American Revolution.
 * Checklist of Learning Objectives**


 * CHAPTER 6 SUMMARY The Duel for North America, 1608–1763**


 * Like Britain, France entered the American colonial race late. Its extensive but thinly settled empire was based on the fur trade. Britain and France struggled for power struggle throughout the seventeenth and eighteenth centuries, often resulting in worldwide wars. In North America these wars were fought for imperial control of the continent.
 * The struggle came to a head when George Washington’s troops ventured into the sharply contested Ohio country. After early failures, the British under William Pitt defeated the French in the Seven Years’ War (French and Indian War), with a decisive victory at Quebec **[****kwi-bek****]**. The French were forced from North America.
 * American colonists were crucial to Britain’s imperial wars with France, resulting in greater colonial self-confidence. With the French and Spanish threat gone, tensions increased between the colonists and Britain. The Ottawa **[****ot****-//uh//-w//uh//****]** chief Pontiac’s **[****pon****-tee-ak****]** unsuccessful uprising in 1763 convinced the British they needed a permanent troop presence in America. But with foreign threats gone, colonists resisted British taxes for protection, and resented continued British authority.

//Ch 6 PowerPoint Notes//

//Ch 6 Study Guide//

//Ch 6 Resources//

A Profile of Chief Pontiac


 * [|Ch 6 Flashcards]**


 * [|Ch 6 Chronology Exercise]**

//Ch 6 Primary Resources// <span style="display: block; font-family: Garamond,Palatino,Century,Serif; text-align: center;">**Self-Portrait**

This portrait is of a colonial gentleman.

//1689. Worcester Art Museum.//

**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Joseph Brandt **

This is a portrait of a Native American chief.

//N.Y. S. Historical Association, Cooperstown, NY.//

<span style="display: block; font-family: Garamond,Palatino,Century,Serif; text-align: center;">**The Death of General Wolfe**

This painting commemorates James Wolfe, the English general who died at the Siege of Quebec in 1759 during the French and Indian War.

//National Gallery of Canada, Ottawa.//

__**Chapter 6 Internet Resources**__


 * European Migrations to North America** (@http://www.ucalgary.ca/applied_history/tutor/migrations/) This University of Calgary website explores the patterns, nature, and impact of the European migrations to North America.


 * American Centuries: View from New England** (@http://www.americancenturies.mass.edu/) Memorial Hall Museum’s website allows students to examine primary source documents and images of artifacts.


 * Common-Place** (@http://www.common-place.org/) Billing itself as "The Interactive Journal of Early American Life," this website includes an automated electronic discussion of its contents. **Colonial North America, 1492–1763** (@http://hist.ucalgary.ca/tutor/index.html) Developed by the University of Calgary Department of History, this website unveils the interaction between Europeans, Africans, and indigenous Americans in colonial North America. **Archiving Early America: Historic Documents** (@http://www.earlyamerica.com/) Presented in their original format, documents from the nation's earliest periods illustrate to students what the early leaders were thinking. Includes privately held documents and an email discussion group.


 * American Colonist’s Library** (@http://home.wi.rr.com/rickgardiner/primarysources.htm) This website provides a searchable index of important primary sources relevant to the development of the colonies arranged chronologically.


 * H-OIEAHC** (http://www.h-net.org/~ieahcweb/) This is a resource website of the discussion list for the Institute of Early American History and Culture, including bibliographies.


 * Raid on Deerfield: The Many Stories of 1704** (@http://www.1704.deerfield.history.museum/) Sponsored by the Pocumtuck Valley Memorial Association/Memorial Hall Museum in Deerfield, Massachusetts, this website examines the 1704 raid on Deerfield, Massachusetts from the perspective of multiple cultural groups.


 * 1755: French and Indian War Homepage** (http://web.syr.edu/~laroux/index.html) This website includes information about participants in the war, documents, links, and references.


 * The Seven Years War Website** (@http://www.militaryheritage.com/7yrswar.htm)

This Military Heritage website includes articles, links to primary source documents, and sound clips of eighteenth-century music.


 * The War that Made America** (http://www.thewarthatmadeamerica.org/)

Created as a companion website to the PBS series, this website includes a brief look at the major players in the war, an interactive timeline, historical notes, and maps.


 * French and Indian War Primary Sources** (@http://www.hsp.org/default.aspx?id=639)

Offered by The Historical Society of Pennsylvania, this website includes several manuscripts, maps, and other diagrams.


 * Fort** **Necessity** **National Battlefield Site** (@http://www.nps.gov/fone/index.htm)

Intended for visitors to the Fort Necessity National Battlefield, this website includes historical information relevant to the French and Indian War.


 * Fort** **Ticonderoga** **National Historic Landmark** (@http://www.fort-ticonderoga.org/)

This website includes numerous historical documents, images of artifacts, and other French and Indian War information.


 * The Ohio Valley-Great Lakes Ethnohistory Archives: The Miami Collection** (@http://www.gbl.indiana.edu/archives/menu.html)

This extensive online archive includes numerous documents concerning relations between the British, French, and Indians during the mid-eighteenth century.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">


 * //<span style="font-family: Arial,Helvetica,sans-serif;">Here are the notes & Assignments for // ** **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: 1.5;">Ch 7 **


 * The Road to Revolution, 1763–1775 **

After mastering this chapter, you should be able to: 1. Explain the ideas of republicanism and radical Whiggery that Britain’s American colonists had adopted by the eighteenth century. 2. Describe the theory and practice of mercantilism, and explain why Americans resented it. 3. Explain why Britain adopted policies of tighter political control and higher taxation of Americans after 1763 and how these policies sparked fierce colonial resentment. 4. Describe the first major new British taxes on the colonies and how colonial resistance forced repeal of all taxes, except the tax on tea, by 1770. 5. Explain how colonial agitators kept resistance alive from 1770–1773. 6. Indicate why the forcible importation of taxable British tea sparked the Boston Tea Party, the Intolerable Acts, and the outbreak of conflict between Britain and the colonists. 7. Assess the balance of forces between the British and the American rebels as the two sides prepared for war.
 * Checklist of Learning Objectives**


 * CHAPTER 7 SUMMARY The Road to Revolution, 1763–1775**


 * The American War of Independence was a military conflict fought from 1775 to 1783. The American //Revolution// transformed both thought and loyalty, beginning with the first settlements and culminating in political separation from Britain.
 * Long-term conflict resulted from the tension between the colonists’ freedom and self-government at home and their participation in the British mercantile **[****mur****-k//uh//****n-tahyl]** system. While British mercantilism **[****mur****-k//uh//****n-ti-liz-//uh//m]** provided both economic benefits and liabilities, Americans resented its limits on freedom and patronizing goal of keeping America perpetually dependent.
 * The short-term roots of Independence lay in higher British taxes and tighter imperial controls after the French and Indian War. These were reasonable measures to the British, as the colonists would simply bear a fair share of the empire’s costs. To the colonists, however, the measures constituted attacks on fundamental rights.
 * Colonists used well-orchestrated agitation and boycotts to force repeal of both the Stamp Act of 1765 and the subsequent Townshend Acts, except for the symbolic tax on tea. The Massachusetts governor’s attempt to enforce that law broke a temporary lull in conflict between 1770 and 1773, causing Boston agitators to conduct the Boston Tea Party.
 * Britain’s response to the Tea Party was the harsh Intolerable Acts, coincidentally passed along with the Quebec Act. Ferocious resistance inflamed the colonies, resulting in the First Continental Congress and the battles of Lexington and Concord.* As the two sides prepared for war, British advantages included a larger population, a professional army, and much greater economic strength. Americans’ greatest asset was the Patriots’ deep commitment to sacrifice for their rights


 * God in America: A New Eden ****//Watch the embedded videos below about the struggle for religious freedom during the early years of our nation.//** Once the first chapter concludes click next chapter.

//**Video**// media type="custom" key="23860856"

media type="custom" key="20712926"

This website includes numerous primary source documents from the Revolutionary period with explanatory notes. This commercial website includes links to numerous documents relevant to the period. While designed for visitors to the park, this website also includes articles on the history and culture of Lexington and Concord. In addition to the Library of Congress’ huge collection of Washington’s papers, this website includes articles about Washington and a timeline.
 * The World of Benjamin Franklin** (@http://sln.fi.edu/franklin/rotten.html) Including a Quicktime movie, this website explores Franklin's roles as a scientist, an inventor, a statesman, a printer, a philosopher, a musician, and an economist. It also includes a family tree, enrichment activities, and resource materials. **Thomas Jefferson: A Film by Ken Burns** (@http://www.pbs.org/jefferson/) PBS does an excellent job of providing resources about Jefferson, including discussions of his legacy. **Spy Letters of the American Revolution** (@http://www.si.umich.edu/spies/) This website includes a timeline, letters, travel routes, methods, and techniques. **Archiving Early America** (@http://www.earlyamerica.com/)
 * Liberty****!-The American Revolution** (@http://www.pbs.org/ktca/liberty/) Developed to accompany a PBS program, this website places the Revolution within the greater context of global events. Besides including a chronology of events and links to relevant sites, the website also examines life for the military and the impact of the Revolution on daily life.
 * Religion and the American Revolution** (@http://www.loc.gov/exhibits/religion/rel03.html) This Library of Congress website uses primary sources to explore the role of religion in the American Revolution.
 * Africans in America: Revolution, 1750–1805** (@http://www.pbs.org/wgbh/aia/part2/title.html) This superb website, developed by PBS to accompany the series //Africans in America//, includes numerous primary source documents, images, and commentary by historians.
 * Common-Place, an Uncommon Voice** (@http://www.common-place.org/) This online journal provides in-depth articles on a number of topics relevant to the Revolution era.
 * The History Place: American Revolution** (@http://www.historyplace.com/unitedstates/revolution/index.html) This website contains timelines from the Revolutionary period.
 * Paul Revere's True Account of the Midnight Ride** (@http://www.historynet.com/paul-reveres-true-account-of-the-midnight-ride.htm) In this 1798 letter, Paul Revere described his actual adventures during his "Midnight Ride" of April 18–19, 1775.
 * The American Revolution** (@http://www.americanrevolution.com/)
 * Minute** **Man National Historical Park** (@http://www.nps.gov/mima/index.htm)
 * George Washington Papers at the Library of Congress** (@http://memory.loc.gov/ammem/gwhtml/gwhome.html)


 * //Ch 7 PowerPoint Notes//**




 * //Ch 7 Study Guide//**




 * //Ch 7 Resources//**



<span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">


 * //<span style="font-family: Arial,Helvetica,sans-serif;">Here are the notes & Assignments for // ** **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: 1.5;">Ch 8 **


 * America Secedes from the Empire, 1775–1783 **

After mastering this chapter, you should be able to: 1. Explain how American colonists could continue to proclaim their loyalty to the British crown even while they engaged in major military hostilities with Britain after April 1775. 2. Explain why Thomas Paine’s //Common Sense// finally inspired Americans to declare their independence in the summer of 1776, and outline the principal ideas of republicanism that Paine and other American revolutionary leaders promoted. 3. Explain both the specific political grievances and the universal ideals and principles that Jefferson’s Declaration of Independence used to justify America’s separation from Britain. 4. Show why the American Revolution should be understood as a civil war between Americans as well as a war with Britain, and describe the motivations and treatment of the Loyalists. 5. Describe how Britain’s original strategic plan to crush the Revolution was foiled, especially by the Battle of Saratoga. 6. Describe the fundamental military strategy that Washington and his generals, especially Nathanael Greene, adopted, and why it proved successful. 7. Describe the key role of the French alliance in winning American independence, including the final victory at Yorktown. 8. Describe the terms of the Treaty of Paris, and explain why America was able to achieve a diplomatic victory that far exceeded its military and economic strength.
 * Checklist of Learning Objectives**


 * CHAPTER 8 SUMMARY America Secedes from the Empire, 1775–1783**
 * Even after Lexington and Concord, the Second Continental Congress did not initially pursue independence. Its most important action was selecting George Washington as military commander.
 * Further armed clashes led George III to formally proclaim the colonists in rebellion, and Thomas Paine’s //Common Sense// finally persuaded Americans to fight for independence as well as liberty. Though Paine promoted the Revolution as an opportunity for popular self-government, more conservative republicans wanted political hierarchy without monarchy. Jefferson’s Declaration of Independence highlighted the struggle’s roots in self-evident and universal human rights.
 * Only a minority of the population, Patriots had to fight both Loyalist Americans and the British. Loyalists were strongest among conservatives, city-dwellers, and Anglicans (except in Virginia), while Patriots were strongest in New England and among Presbyterians and Congregationalists.
 * Washington initially stalemated the British, whose hope to crush the rebellion quickly died at Saratoga. When the French and others then aided the Americans, the Revolutionary War became a world war.
 * Americans fared badly in 1780–1781, but the colonial army held on in the South until Cornwallis / **[****kawrn-wol-is****]** lost at Yorktown. Lord North’s British ministry, and achieved the Whigs made an extremely generous settlement with American negotiators.

//Ch 8 PowerPoint Notes//

//Ch 8 Study Guide//



//Ch 8 Graphic Organizer & Assignments//
 * The Declaration of Independence**



//Ch 8 Notes//

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">


 * //<span style="font-family: Arial,Helvetica,sans-serif;">Here are the notes & Assignments for // ** **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: 1.5;">Ch 9 **


 * The Confederation and the Constitution, 1776–1790 **

After mastering this chapter, you should be able to: 1. Explain the broad movement toward social and political equality that flourished after the Revolution and indicate why certain social and racial inequalities remained in place. 2. Describe the government of the Articles of Confederation and summarize its achievements and failures. 3. Explain the crucial role of Shays’s Rebellion in sparking the movement for a new Constitution. 4. Describe the basic ideas and goals of the Founding Fathers in the Philadelphia Constitutional Convention and how they incorporated their fundamental principles into the Constitution. 5. Understand the central concerns that motivated the antifederalists, and indicate their social, economic, and political differences with the federalists. 6. Describe the issues at stake in the political fight over ratification of the Constitution between federalists and antifederalists, and explain why the federalists won. 7. Explain how the new government, set up by the Constitution, represented a conservative reaction to the American Revolution, yet at the same time, institutionalized the Revolution’s central radical principles of popular government and individual liberty.
 * Checklist of Learning Objectives**

//Ch 9 PowerPoint Notes//



//Ch 9 Study Guide//

//Ch 9 Graphic Organizer & Resources//





media type="custom" key="23541610" align="left"

media type="custom" key="23979854"

The Framers and Slavery
In this clip, Stanford University professor and historian Jack Rakove discusses how the framers of the Constitution could have allowed slavery to remain a part of the country, even as they wrote about the merits of liberty.
 * Aired: 05/07/2013
 * 02:47
 * Rating: NR

<span style="font-family: Arial,Helvetica,sans-serif;">


 * //<span style="font-family: Arial,Helvetica,sans-serif;">Here are the notes & Assignments for //** **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Ch 10 **


 * Launching the New Ship of State, 1789–1800 **

After mastering this chapter, you should be able to: 1. State why George Washington was pivotal to inaugurating the new federal government. 2. Describe the methods and policies Alexander Hamilton used to put the federal government on a sound financial footing. 3. Explain how the conflict between Hamilton and Jefferson led to the emergence of the first political parties. 4. Describe the polarizing effects of the French Revolution on American foreign and domestic policy and politics from 1790 to 1800. 5. Explain the rationale for Washington’s neutrality policies, including the conciliatory Jay’s Treaty and why the treaty provoked Jeffersonian outrage. 6. Describe the causes of the undeclared war with France, and explain Adams’s decision to seek peace rather than declare war. 7. Describe the poisonous political atmosphere that produced the Alien and Sedition Acts and the Kentucky and Virginia resolutions. 8. Describe the contrasting membership and principles of the Hamiltonian Federalists and the Jeffersonian Republicans, and how they laid the foundations of the American political party system.
 * Checklist of Learning Objectives**

//Ch 10 PowerPoint Notes//



//Ch 10 Study Guide//



//Ch 10 Resources//

Episode: The Battle Over the Establishment of a National Bank
media type="custom" key="23543424" Perhaps one of Hamilton's most farsighted contributions to the new U.S. economy was the creation of a central bank.






 * Chapter 11 The Triumphs and Travails of Jeffersonian Republic, 1800–1812 **


 * Summary**
 * The bitter election of 1800 between Adams and Jefferson culminated the early Republic’s ideological conflicts. Fierce campaign rhetoric aside, the Revolution of 1800 demonstrated that power could transfer peacefully from one party to another. The conservative Federalist Party declined because it was unable to adjust to the democratic future of American politics.
 * The political theorist Jefferson was determined to restore his vision of the original American revolutionary ideals through Republican principles of limited government, strict construction, and antimilitarist foreign policy. But Jefferson pragmatically compromised many of these goals, thus moderating the Republican-Federalist ideological conflict.
 * Political conflict turned to the judiciary, where John Marshall enshrined the principles of judicial review and a strong federal government. Jefferson reversed course, enhancing federal power in the Barbary pirate war, and by purchasing Louisiana **[****/[****loo-ee-zee-an-//uh//****]** from Napoleon. The Louisiana Purchase was Jefferson’s greatest success, increasing national unity and initiating America’s Western future, but its short term consequences included Aaron Burr’s secessionist plot.
 * Jefferson became entangled in the Napoleonic/ **[****n//uh//-poh-lee-on-ik****]**wars, as both France and Britain obstructed American trade and violated freedom of the seas. Jefferson tried to avoid war, but his embargo/ **[****em-bahr-goh****]** policy damaged America’s economy and stirred bitter opposition in New England.
 * Jeffersonian James Madison fell into Napoleon’s diplomatic trap when western War Hawks—who hoped to acquire Canada—pushed the Unites States into the War of 1812 against Britain. The nation was totally unprepared, bitterly divided, and devoid of any coherent strategy.


 * Checklist of Learning Objectives**

After mastering this chapter, you should be able to: 1. Explain how Jefferson’s idealistic Revolution of 1800 proved to be more moderate and practical once he began exercising presidential power. 2. Describe the conflicts between Federalists and Republicans over the judiciary and how John Marshall turned the Supreme Court into a bastion of conservative, federalist power to balance the rise of Jeffersonian democracy 3. Describe Jefferson’s basic foreign-policy goals and how he attempted to achieve them. 4. Analyze the causes and effects of the Louisiana Purchase. 5. Describe how America was gradually drawn into the turbulent international crisis of the Napoleonic Wars. 6. Describe the original goal of Jefferson’s embargo, and explain why it failed. 7. Explain why President Madison became convinced that a new war with Britain was necessary to maintain America’s experiment in republican government.

Ch 11 Notes

Ch 11 Study Guide

Ch 11 Resources

Episode: Campaign of 1800
media type="custom" key="23542944"

By 1800, political parties had established themselves in American politics and were in full operation during the election between John Adams and Thomas Jefferson. The brutality of the campaign severed the once-strong relationship between the two patriots.

<span style="font-family: Arial,Helvetica,sans-serif;">
 * //<span style="font-family: Arial,Helvetica,sans-serif;">Here are the notes & Assignments for //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Ch 12 **


 * <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">The Second War for Independence and the Upsurge of Nationalism, 1812–1824 **


 * Summary**
 * Americans began the War of 1812 with high hopes of conquering Canada. But flawed strategy and efforts threw the United States on the defensive against British and Canadian forces. Americans fared better in naval warfare, but by 1814 the British had burned Washington and were threatening New Orleans. The Treaty of Ghent **[****gent****]** ended the war in a stalemate, but solved none of the original issues. But Americans counted the war a success and turned increasingly toward isolationism **[****ahy-s//uh//-ley-sh//uh//-niz-//uh//****m****]**.
 * Despite New Englanders’ secessionist talk at the Hartford Convention, the divisive war’s ironic outcome was surging American nationalism and unity. Political conflict virtually disappeared during President Monroe’s Era of Good Feelings. Fervent new nationalism suffused culture, economics and foreign policy.
 * The Era of Good Feelings waned when excessive land speculation and unstable banks caused the Panic of 1819. More serious was the first major sectional dispute over slavery, postponed but not really resolved by the Missouri Compromise of 1820.
 * Chief Justice John Marshall enhanced the Supreme Court’s power, promoting a strong national government and conservative defense of property rights. Marshall’s rulings partially checked the general movement toward states’ rights and popular democracy.
 * Nationalism also led to a more assertive American foreign policy. Andrew Jackson’s victories in Spanish Florida led to its acquisition by the U.S. American fears of European intervention in Latin America encouraged Monroe and J. Q. Adams to articulate the Monroe Doctrine.

After mastering this chapter, you should be able to: 1. Explain why the War of 1812 was so politically divisive and poorly fought by the United States. 2. Describe the crucial military developments of the War of 1812, and explain why Americans experienced more success on water than on land. 3. Identify the terms of the Treaty of Ghent, and outline the short-term and long-term results of the War of 1812. 4. Describe and explain the burst of American nationalism that followed the War of 1812. 5. Describe the major political and economic developments of the period, including the death of the Federalist Party, the so-called Era of Good Feelings, and the economic depression that followed the Panic of 1819. 6. Describe the furious conflict over slavery that arose in 1819, and indicate how the Missouri Compromise at least temporarily resolved it. 7. Indicate how John Marshall’s Supreme Court promoted the spirit of nationalism through its rulings in favor of federal power. 8. Describe the Monroe Doctrine and explain its real and symbolic significance for American foreign policy and for relations with the new Latin American republics.
 * Checklist of Learning Objectives**

Ch 12 Notes

Ch 12 Study Guide

Ch 12 Resources

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