Colliding Cultures & Colonial Society

UNIT 4 | EARLY MODERN: GLOBAL INTERACTIONS

UNIT 2 COLLIDING CULTURES & COLONIAL SOCIETY 1607–1754

1 UNIT 2 COLLIDING CULTURES & COLONIAL SOCIETY 1607–1754

UNIT 42 | EARLYCOLLIDING MODERN: CULTURE GLOBAL & COLONIAL INTERACTIONS SOCIETY

UNIT 2 | OVERVIEW, UNIT OBJECTIVES, ESSENTIAL QUESTIONS

Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged. Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization. European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples. The increasing political, economic, and cultural exchanges within the “Atlantic World” had a profound impact on the development of colonial societies in North America.

TIMELINE: 1607 - 1754 INSTRUCTIONAL HOURS: 9

Curriculum Note: Additional activities that coincide with these lessons can be found under Unit 4 - Early Modern era of Crash Course World History Curriculum.

2 UNIT 2 COLLIDING CULTURES & COLONIAL SOCIETY 1607–1754

UNIT 42 | EARLYCOLLIDING MODERN: CULTURE GLOBAL & COLONIAL INTERACTIONS SOCIETY

UNIT OBJECTIVES • Explain the causes of migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society. • Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America. • Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity. • Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life. • Explain how geographic and environmental factors shaped the development of various communities, and analyze how competition for and debates over natural resources have affected both interactions among different groups and the development of government policies. • Describe how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time. Explain how ideas about women’s rights and gender roles have affected society and politics.

ESSENTIAL QUESTIONS • What factors contributed to the establishment of different cultural regions (British, Spanish, French, and Dutch) in North America? How did those relationships change over time? • How and why did the practice of slavery shape the culture, practices, economy, and conflict of North America?

3 UNIT 2 COLLIDING CULTURES & COLONIAL SOCIETY 1607–1754

UNIT 2 | COLLIDING CULTURE & COLONIAL SOCIETY

UNIT 2 | CONTENT

4 LESSON 2.1 | COLONIZING AMERICA

LESSON 2.1.0 | OVERVIEW | Colonizing America

Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled. They competed with each other and American Indians for resources. Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.

1 LESSON 2.1 | COLONIZING AMERICA

LESSON 2.1.0 | OVERVIEW | Learning Outcomes, Vocabulary, & Outline

LEARNING OUTCOMES

LESSON ESSENTIAL QUESTIONS • As the colonization of North America began, how did a convergence of European and Native American cultures clash and find common ground?

LESSON OUTLINE

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LESSON 2.1.1 | OPENING | EQ Notebook

PURPOSE Each unit of the Crash Course US History Curriculum gathered throughout the unit. This provides (CCUSH) is guided by what we call an essential students an opportunity to track their learning question. The Essential Question Notebook (EQ and to prepare them for future activities. Notebook) is an informal writing resource for To help students focus on the important ideas, students to track their learning and understanding this activity asks them to look at the big ideas of a concept throughout a unit. Students will through the lens of the Essential Question. At this be given an Essential Question at the beginning point, students won’t have much background of a unit and asked to provide a response based to bring to bear on the issue just yet. This early on prior knowledge and speculation. Students exercise helps to bring to the fore what they will then revisit the notebook in order to answer know coming into the unit. the Essential Question with evidence they have

PROCESS Ask students to think about the essential Students can do this in the context of their questions for Unit 2 and Lesson 2.1, knowledge of US History, or relate it to their respectively. Students should write down own lives. the Essential Questions and record their responses to opening questions in their ATTACHMENT EQ Notebook Worksheets. • The EQ Unit 2 Notebook Worksheet

Example Opening Question: As the colonization of North America began, how did a convergence of European and Native American cultures clash and find common ground?

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UNIT 2 | EQ Notebook Worksheet Answer the Essential Questions in Lesson 2.1.1., then again in Lesson 2.1.7. In your answer, be sure to include ideas such as historical context and how themes through history change over time. Use specific examples to support your claims or ideas.

ESSENTIAL QUESTION 1. As the colonization of North America began, how did a convergence of European and Native American cultures clash and find common ground?

LESSON 2.1.1

LESSON 2.1.7

HOW HAS YOUR THINKING CHANGED?

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LESSON 2.1.2 | READ | Colliding Cultures

PURPOSE This article provides students with content on the settled as Europeans in America and what their main European explorers and settlers in North motivations were for colonization. Some of the America. Students will gain insight as to who first content will be a repeat of topics examined in Unit 1.

PROCESS Provide students with a copy of the attached ATTACHMENT document or have them download it on • Colliding Cultures their own time. Students should read actively by marking up the text and taking notes. Students should be prepared to answer any potential questions regarding the text.

Potential follow-up questions: • In what areas did the different groups • How did religion spread throughout colonize and explore in America? the New World? • What types of trade and commerce • What role did slavery play for did they engage in, both with the different countries colonizing native peoples and for economic America? benefit back in Europe?

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READING | Colliding Cultures — The American Yawp The Columbian Exchange transformed both sides Juan Ponce de Leon arrived in the area named of the Atlantic, but with dramatically disparate “La Florida” in 1513. He found between 150,000 outcomes. New diseases wiped out entire civilizations and 300,000 Native Americans. But after two- in the Americas, while newly imported nutrient-rich and-a-half centuries, contact with European and foodstuffs enabled a European population boom. African peoples–whether through war, slave raids, Spain benefited from the Columbian Exchange most or, most dramatically, foreign disease–decimated immediately as the wealth of the Aztec and Incan Florida’s indigenous population. European explorers, Empires strengthened the Spanish monarchy. Spain had hoped to find great wealth in Florida, but reality used its new riches to gain an advantage over never aligned with their imaginations. other European nations, but this advantage was soon contested. In the first half of the sixteenth century, Spanish colonizers fought frequently with Florida’s native Portugal, France, the Netherlands, and England all peoples as well as with other Europeans. In the 1560s raced to the New World, eager to match the gains of Spain expelled French Protestants, called Huguenots, the Spanish. Native peoples greeted the new visitors from the area near modern-day Jacksonville in north- with responses ranging from welcoming cooperation east Florida. In 1586 English privateer Sir Francis to aggressive violence, but the ravages of disease Drake burned the wooden settlement of St. Augustine. and the possibility of new trading relationships At the dawn of the seventeenth century, Spain’s enabled Europeans to create settlements all along reach in Florida extended from the mouth of the the western rim of the Atlantic world. New empires St. Johns River south to the environs of St. Augustine would emerge from these tenuous beginnings, and —an area of roughly 1,000 square miles. The by the end of the seventeenth century, Spain would Spaniards attempted to duplicate methods for lose its privileged position to its rivals. An age of establishing control used previously in Mexico, colonization had begun and, with it, a great collision the Caribbean, and the Andes. The Crown granted of cultures commenced. missionaries the right to live among Timucua and Guale villagers in the late 1500s and early 1600s Spanish America and encouraged settlement through the encomienda Spain extended its reach in the Americas after system (grants of Indian labor). reaping the benefits of its colonies in Mexico, the Caribbean, and South America. Expeditions In the 1630s, the mission system extended into slowly began combing the continent and bringing the Apalachee district in the Florida panhandle. Europeans into the modern-day United States in The Apalachee, one of the most powerful tribes the hopes of establishing religious and economic in Florida at the time of contact, claimed the dominance in a new territory. territory from the modern Florida-Georgia border

6 CRASH COURSE | US HISTORY to the Gulf of Mexico. Apalachee farmers grew an religious order, provided Spain with an advance abundance of corn and other crops. Indian traders guard in North America. Catholicism had always carried surplus products east along the Camino Real, justified Spanish conquest, and colonization the royal road that connected the western anchor always carried religious imperatives. By the early of the mission system with St. Augustine. Spanish seventeenth century, Spanish friars established settlers drove cattle eastward across the St. dozens of missions along the Rio Grande, in New Johns River and established ranches as far west as Mexico, and in California. Apalachee. Still, Spain held Florida tenuously. Spain’s Rivals Emerge Further west, Juan de Oñate led 400 settlers, While Spain plundered the New World, unrest soldiers, and missionaries from Mexico into New plagued Europe. The Reformation threw England Mexico in 1598. The Spanish Southwest had and France, the two European powers capable of brutal beginnings. When Oñate sacked the Pueblo contesting Spain, into turmoil. Long and expensive city of Acoma, the “sky city,” the Spaniards conflicts drained time, resources, and lives. Millions slaughtered nearly half of its roughly 1,500 inhabitants, died from religious violence in France alone. As the including women and children. Oñate ordered one violence diminished in Europe, however, religious foot cut off of every surviving male over 15 and he and political rivalries continued in the New World. enslaved the remaining women and children. The Spanish exploitation of New Spain’s riches Santa Fe, the first permanent European settlement inspired European monarchs to invest in exploration in the Southwest, was established in 1610. Few and conquest. Reports of Spanish atrocities spread Spaniards relocated to the southwest due to the throughout Europe and provided a humanitarian distance from Mexico City and the dry and hostile justification for European colonization. An English environment. Thus, the Spanish never achieved reprint of the writings of Bartolomé de las Casas a commanding presence in the region. By 1680, bore the sensational title: “Popery Truly Display’d only about 3,000 colonists called Spanish New in its Bloody Colours: Or, a Faithful Narrative of the Mexico home. There, they traded with and Horrid and Unexampled Massacres, Butcheries, exploited the local Puebloan peoples. The region’s and all manners of Cruelties that Hell and Malice Puebloan population had plummeted from as could invent, committed by the Popish Spanish.” many as 60,000 in 1600 to about 17,000 in 1680. An English writer explained that the Indians “were simple and plain men, and lived without great Spain shifted strategies after the military expeditions labour,” but in their lust for gold the Spaniards wove their way through the southern and western “forced the people (that were not used to labour) half of North America. Missions became the engine to stand all the daie in the hot sun gathering gold of colonization in North America. Missionaries, in the sand of the rivers. By this means a great most of whom were members of the Franciscan

7 CRASH COURSE | US HISTORY number of them (not used to such pains) died, and French colonization developed through investment a great number of them (seeing themselves brought from private trading companies. Traders established from so quiet a life to such misery and slavery) of Port-Royal in Acadia (Nova Scotia) in 1603 and desperation killed themselves. And many would not launched trading expeditions that stretched down marry, because they would not have their children the Atlantic coast as far as Cape Cod. The needs slaves to the Spaniards.” The Spanish accused their of the fur trade set the future pattern of French critics of fostering a “Black Legend.” The Black colonization. Founded in 1608 under the leadership Legend drew on religious differences and political of Samuel de Champlain, Quebec provided the rivalries. Spain had successful conquests in foothold for what would become New France. French France, Italy, Germany, and the Netherlands and fur traders placed a higher value on cooperating left many in those nations yearning to break with the Indians than on establishing a successful free from Spanish influence. English writers argued French colonial footprint. Asserting dominance in that Spanish barbarities were foiling a tremendous the region could have been to their own detriment, opportunity for the expansion of Christianity across as it might have compromised their access to the globe and that a benevolent conquest of the skilled Indian trappers, and therefore wealth. Few New World by non-Spanish monarchies offered the Frenchmen traveled to the New World to settle surest salvation of the New World’s pagan masses. permanently. In fact, few traveled at all. Many With these religious justifications, and with obvious persecuted French Protestants (Huguenots) sought economic motives, Spain’s rivals arrived in the to emigrate after France criminalized Protestantism New World. in 1685, but all non-Catholics were forbidden in New France. The French The French crown subsidized exploration in the The French preference for trade over permanent early sixteenth century. Early French explorers settlement fostered more cooperative and mutually sought a fabled Northwest Passage, a mythical beneficial relationships with Native Americans waterway passing through the North American than was typical among the Spanish and English. continent to Asia. Despite the wealth of the New Perhaps eager to debunk the anti-Catholic elements World, Asia’s riches still beckoned to Europeans. of the Black Legend, the French worked to cultivate Canada’s Saint Lawrence River at first glance cooperation with Indians. Jesuit missionaries, for appeared to be such a passage, stretching deep instance, adopted different conversion strategies into the continent and into the Great Lakes. French than the Spanish Franciscans. Spanish missionaries colonial possessions centered on these bodies of brought Indians into enclosed missions, whereas water (and, later, down the Mississippi River to the Jesuits more often lived with or alongside Indian port of New Orleans). groups. Many French fur traders married Indian women. The offspring of Indian women and French men were so common in New France that

8 CRASH COURSE | US HISTORY the French developed a word for these children, maintained separate legal identities from their Métis(sage). The Huron people developed husbands and could therefore hold property and a particularly close relationship with the French inherit full estates. and many converted to Christianity and engaged in the fur trade. But close relationships with the Ravaged by the turmoil of the Reformation, the French would come at a high cost. The Huron, Dutch embraced greater religious tolerance and for instance, were decimated by the ravages of freedom of the press than other European nations. European disease, and entanglements in French Radical Protestants, Catholics, and Jews flocked to and Dutch conflicts proved disastrous. Despite the Netherlands. The English Pilgrims, for instance, this, some native peoples maintained distant fled first to the Netherlands before sailing to the alliances with the French. New World years later. The Netherlands built its colonial empire through the work of experienced Pressure from the powerful Iroquois in the east merchants and skilled sailors. The Dutch were the pushed many Algonquian-speaking peoples toward most advanced capitalists in the modern world French territory in the mid-seventeenth century and marshaled extensive financial resources by and together they crafted what historians have creating innovative financial organizations such as called a “middle ground,” a kind of cross-cultural the Amsterdam Stock Exchange and the East India space that allowed for native and European interaction, Company. Although the Dutch offered liberties, negotiation, and accommodation. French traders they offered very little democracy—power remained adopted–sometimes clumsily–the gift-giving and in the hands of only a few. And even Dutch liberties mediation strategies expected of native leaders, had their limits. The Dutch advanced the slave trade and natives engaged the impersonal European market and brought African slaves with them to the New and submitted–often haphazardly–to European World. Slavery was an essential part of Dutch laws. The Great Lakes “middle ground” experienced capitalist triumphs. tumultuous success throughout the late-seventeenth and early-eighteenth centuries until English colonial Sharing the European hunger for access to Asia, officials and American settlers swarmed the region. in 1609 the Dutch commissioned the Englishman The pressures of European expansion strained even Henry Hudson to discover the fabled Northwest the closest bonds. Passage through North America. He failed, of course, but nevertheless found the Hudson The Dutch River and claimed modern-day New York for The Netherlands, a small maritime nation with great the Dutch. There they established New Netherland, wealth, achieved considerable colonial success. an essential part of the Netherlands’ New World In 1581, the Netherlands had officially broken away empire. The Netherlands chartered the Dutch West from the Hapsburgs and won a reputation as the India Company in 1621 and established colonies freest of the new European nations. Dutch women in Africa, the Caribbean, and North America. The

9 CRASH COURSE | US HISTORY island of Manhattan provided a launching pad from In addition to developing these trading networks, which to support its Caribbean colonies and attack the Dutch also established farms, settlements, and Spanish trade. lumber camps. The West India Company directors implemented the patroon system to encourage Spiteful of the Spanish and mindful of the “Black colonization. The patroon system granted large Legend,” the Dutch were determined not to repeat estates to wealthy landlords, who subsequently Spanish atrocities. They fashioned guidelines for paid passage for the tenants to work their land. New Netherlands that conformed to the ideas of Expanding Dutch settlements correlated with Hugo Grotius, a legal philosopher who believed deteriorating relations with local Indians. In the native peoples possessed the same natural rights interior of the continent the Dutch retained as Europeans. Colony leaders insisted that land valuable alliances with the Iroquois to maintain be purchased; in 1626 Peter Minuit therefore “bought” Beverwijck, modern-day Albany, as a hub for Manhattan from Munsee Indians. Despite the the fur trade. In the places where the Dutch built honorable intentions, it is very likely that the Dutch permanent settlements, the ideals of peaceful paid the wrong Indians for the land (either colonization succumbed to the settlers’ increasing intentionally or unintentionally) or that the Munsee demand for land. Armed conflicts erupted as and the Dutch understood the transaction in very colonial settlements encroached on Native villages different terms. Transactions like these illustrated and hunting lands. Profit and peace, it seemed, both the Dutch attempt to find a more peaceful could not coexist. process of colonization and the inconsistency between European and Native American Labor shortages, meanwhile, crippled Dutch understandings of property. colonization. The patroon system failed to bring enough tenants and the colony could not attract Like the French, the Dutch sought to profit, not a sufficient number of indentured servants to satisfy to conquer. Trade with Native peoples became the colony’s backers. In response, the colony New Netherland’s central economic activity. Dutch imported 11 company-owned slaves in 1626, the traders carried wampum along pre-existing Native same year that Minuit purchased Manhattan. trade routes and exchanged it for beaver pelts. Slaves were tasked with building New Amsterdam Wampum consisted of shell beads fashioned (modern-day New York City), including a defensive by Algonquian Indians on the southern New England wall along the northern edge of the colony (the coast, and were valued as a ceremonial and site of modern-day Wall Street). They created diplomatic commodity among the Iroquois. Wampum its roads and maintained its all-important port. became a currency that could buy anything from Fears of racial mixing led the Dutch to import a loaf of bread to a plot of land. enslaved women, enabling the formation of African Dutch families. The colony’s first African marriage occurred in 1641, and by 1650 there were at least

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500 African slaves in the colony. By 1660 New Treaty of Tordesillas in 1494. Land east of the Amsterdam had the largest urban slave population Tordesillas Meridian, an imaginary line dividing on the continent. South America, would be given to Portugal, whereas land west of the line was reserved for As was typical of the practice of African slavery Spanish conquest. In return for the license to in much of the early seventeenth century, conquer, both Portugal and Spain were instructed Dutch slavery in New Amsterdam was less to treat the natives with Christian compassion and comprehensively exploitative than later systems to bring them under the protection of the Church. of American slavery. Some enslaved Africans, for instance, successfully sued for back wages. Lucrative colonies in Africa and India initially When several company-owned slaves fought preoccupied Portugal, but by 1530 the Portuguese for the colony against the Munsee Indians, they turned their attention to the land that would petitioned for their freedom and won a kind of become Brazil, driving out French traders and “half freedom” that allowed them to work their establishing permanent settlements. Gold and own land in return for paying a large tithe, or tax, silver mines dotted the interior of the colony, but to their masters. However, the children of these two industries powered early colonial Brazil: “half-free” laborers were held in bondage by the sugar and the slave trade. In fact, over the entire West India Company. The Dutch, who so proudly history of the Atlantic slave trade, more Africans touted their liberties, grappled with the reality were enslaved in Brazil than any other colony of African slavery, and some New Netherlanders in the Atlantic World. Gold mines emerged in protested the enslavement of Christianized Africans. greater number throughout the eighteenth century, The economic goals of the colony slowly crowded but still never rivaled the profitability of sugar out these cultural and religious objections, and the or slave-trading. much boasted liberties of the Dutch came to exist alongside increasingly brutal systems of slavery. Jesuit missionaries succeeded in bringing Christianity to Brazil, but strong elements of African and native The Portuguese spirituality mixed with orthodox Catholicism to create The Portuguese had been leaders in Atlantic a unique religious culture. This culture resulted from navigation well ahead of Columbus’s voyage. But the demographics of Brazilian slavery. High mortality the incredible wealth flowing from New Spain rates on sugar plantations required a steady piqued the rivalry between the two Iberian influx of new slaves, thus perpetuating the cultural countries and accelerated Portuguese colonization connection between Brazil and Africa. The reliance efforts. This rivalry created a crisis within the on new imports of slaves increased the likelihood of Catholic world as Spain and Portugal squared resistance, however, and escaped slaves managed off in a battle for colonial supremacy. The Pope to create several free settlements, called quilombos. intervened and divided the New World with the These settlements drew from both African and

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Native slaves, and despite frequent attacks, several endured throughout the long history of Brazilian slavery.

Despite the arrival of these new Europeans, Spain continued to dominate the New World. The wealth flowing from the exploitation of the Aztec and Incan Empires greatly eclipsed the profits of other European nations. But this dominance would not last long. By the end of the sixteenth century, the powerful Spanish Armada would be destroyed, and the English would begin to rule the waves.

Source: Erin Bonuso et al, “Colliding Cultures,” Ben Wright and Joseph L. Locke, eds. The American Yawp, Joseph L. Locke and Ben Wright, ads., last modified August 1, 2016, http://www.AmericanYawp.com.

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LESSON 2.1.3 | WATCH | Crash Course US History #2 Colonizing America

PREVIEW In which John Green teaches you about the (English) success. Before long though, the colonists started colonies in what is now the United States. He covers cultivating tobacco, which was a win for everyone the first permanent English colony at Jamestown, involved (if you ignore the lung cancer angle). Virginia, the various theocracies in Massachusetts, the feudal kingdom in Maryland, and even a bit PURPOSE about the spooky lost colony at Roanoke Island. In this video, students learn about early English What were the English doing in America, anyway? colonies in the New World by examining the Lots of stuff. In Virginia, the colonists were largely hardships faced and the colonists relationships there to make money. In Maryland, the idea was with native peoples. The video will also discuss to create a colony for Catholics who wanted to be serfs the reasons for settling in these areas and why of the Lords Baltimore. In Massachusetts, the colonists felt called (or brought) to do so. Pilgrims and Puritans came to America to find a place where they could freely persecute those who didn’t share their beliefs. Profits were thin at first, and so were the colonists. Trouble growing food and trouble with the natives kept the early colonies from

PROCESS As with all of the videos in the course, ask founded. What early inequalities are present students to watch the video before class. at the time of colonizing the continent that Remind students of John’s fast-talking and might carry over to present day inequalities? play the video with captions. Pause and rewind when necessary. Before students LINK watch the video, instruct them to begin • Crash Course US History #2 – to consider the hardships faced of those Colonizing America who struck out for economic opportunity in the New World and to also consider the Video questions for students to answer during perpetuated myth of why America was their viewing.

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LESSON 2.1.3 | WATCH | Key Ideas – Factual Use these questions and prompts at the appropriate stopping points to check in with students and ensure they are getting the key concepts covered in the video.

1. (1:15) Where and when was the first successful SAMPLE ANSWER: The first successful English English colony in North America? colony in North America was Jamestown in 1607 - two previous attempts were epic failures.

2. (1:40) Why did early settlement projects SAMPLE ANSWER: The Virginia Company hoped by the Virginia Company struggle to establish to find gold in the New World, so they sent over and flourish? a disproportionate number of goldsmiths and jewelers - not farmers. Many early settlers died due to lack of food and harsh winters.

3. (2:20) What was the Virginia Company’s SAMPLE ANSWER: They developed a recruiting solution to dwindling populations in early strategy called the Headright System, which settlements? offered fifty acres of land for each person that a settler paid to bring over. This enabled the creation of large estates which were populated by indentured servants.

4. (2:35) Who were indentured servants? SAMPLE ANSWER: Indentured servitude was a kind of temporary slavery where individuals could be bought or sold and had to perform what their masters commanded. After a period of time, indentured servants were paid freedom dues to purchase their own land.

5. (3:10) What product(s) helped Jamestown SAMPLE ANSWER: Simply: slavery and tobacco. succeed as a colony?

6. (4:00) How was 17th Century Virginia SAMPLE ANSWER: Virginia had a small class much like England? of wealthy landowners with a great population of servants - mostly males who worked in tobacco fields. This mirrored life in England.

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7. (5:00) What are two other examples SAMPLE ANSWER: Other examples of early colonies of early colonies in North America? in the New World include Maryland Colony, which was welcoming of Catholics, and Massachusetts Bay Colony, which was home to Puritans and Pilgrims.

8. (7:30) How did Massachusetts Bay colony SAMPLE ANSWER: Massachusetts Bay had a greater differ from Virginia? degree of autonomy and self-government. The Puritan’s religious mission meant that greater good was put above the needs or rights of individuals.

9. (9:30) How is the “City Upon a Hill” SAMPLE ANSWER: The idea that as Americans metaphor a basis of American exceptionalism? we are so special and godly that we will be a model for other nations.

10. (11:30) Why is the story of America being SAMPLE ANSWER: This is a myth because it’s only founded by pioneers of religious freedom who partially true: The Puritans and their ideas weren’t sought liberty from the oppressive English particularly equitable or representative, and a myth? America was also founded by indigenous peoples and the Spanish, and early English colonies were about making money, not religious freedom.

LESSON 2.1.3 | WATCH | Conceptual Thinking Have students answer the following question in order for them to make connections across different concepts and think more critically about the information presented in the video.

1. At the end of the video, John discusses inequality in the colonies and quotes two passages, stating:

As John Winthrop declared, “Some must be rich and some poor, some high and eminent in power and dignity, others mean and in subjection.” Or as historian Eric Foner put it, “Inequality was considered an expression of God’s will and while some liberties applied to all inhabitants, there were separate lists of rights for freeman, women, children, and servants.”

Examine these quotes with regard to life in America as you know it today.

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LESSON 2.1.4 | READ | English Colonization

PURPOSE This article provides students with context for English colonization, which came at a time of rising English fortunes among the wealthy, a tense Spanish rivalry, and mounting internal social unrest.

PROCESS Provide students with a copy of the attached • What roles did John Smith play document or have them download it on in Jamestown? How did he navigate their own time. Students should read actively the relationship with the Powhatans? by marking up the text and taking notes. How did the English benefit from that Students should be prepared to answer any relationship? potential questions regarding the text. • How did the English colonists fair in Jamestown? What eventually saved Potential follow-up questions: the colony? • What factors contributed to • How would you describe the Puritans? England’s commitment to colonize How was their lives different than other North America? English colonies? • What is privateering? How did England incorporate privateering LINK into their expansion? • English Colonization

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READING | English Colonization — The American Yawp Spain had a one-hundred year head start on New and mere national self-interest. They claimed to be World colonization and a jealous England eyed doing God’s work. the enormous wealth that Spain gleaned. The Protestant Reformation had shaken England Many cited spiritual concerns and argued that but Elizabeth I assumed the English crown in 1558 colonization would glorify God, England, and and oversaw the expansion of trade and Protestantism by Christianizing the New World’s exploration–and the literary achievements of pagan peoples. Advocates such as Richard Shakespeare and Marlowe–during England’s Hakluyt the Younger and John Dee, drew upon so-called “golden age.” English mercantilism, The History of the Kings of Britain, written by a state-assisted manufacturing and trading the twelfth century monk Geoffrey of Monmouth, system, created and maintained markets, ensured and its mythical account of King Arthur’s conquest a steady supply of consumers and laborers, and Christianization of pagan lands to justify stimulated economic expansion, and increased American conquest. Moreover, promoters promised English wealth. that the conversion of New World Indians would satisfy God and glorify England’s “Virgin Queen”, However, wrenching social and economic changes Elizabeth I, who was verging on a near-divine unsettled the English population. The island’s image among the English. The English—and population increased from fewer than three million other European Protestant colonizers—imagined in 1500 to over five million by the middle of the themselves superior to the Spanish, who still seventeenth century. The skyrocketing cost of land bore the Black Legend of inhuman cruelty. English coincided with plummeting farming income. Rents colonization, supporters argued, would prove and prices rose but wages stagnated. Moreover, that superiority. movements to enclose public land–sparked by the transition of English landholders from agriculture In his 1584 “Discourse on Western Planting,” to livestock-raising–evicted tenants from the land Richard Hakluyt amassed the supposed religious, and created hordes of landless, jobless peasants moral, and exceptional economic benefits of that haunted the cities and countryside. One- colonization. He repeated the “Black Legend” of quarter to one-half of the population lived in Spanish New World terrorism and attacked extreme poverty. the sins of Catholic Spain. He promised that English colonization could strike a blow against Spanish New World colonization won support in England heresy and bring Protestant religion to the New amid a time of rising English fortunes among World. English interference, Hakluyt suggested, may the wealthy, a tense Spanish rivalry, and mounting provide the only salvation from Catholic rule in the internal social unrest. But English colonization New World. The New World, too, he said, offered supporters always touted more than economic gains obvious economic advantages. Trade and

17 CRASH COURSE | US HISTORY resource extraction would enrich the English privateering. Queen Elizabeth sponsored sailors, treasury. England, for instance, could find plentiful or “Sea Dogges,” like John Hawkins and Francis materials to outfit a world-class navy. Moreover, Drake, to plunder Spanish ships and towns in the he said, the New World could provide an escape Americas. Privateers earned a substantial profit for England’s vast armies of landless “vagabonds.” both for themselves and for the English crown. Expanded trade, he argued, would not only bring England practiced piracy on a scale, one historian profit, but also provide work for England’s jobless wrote, “that transforms crime into politics.” poor. A Christian enterprise, a blow against Spain, Francis Drake harried Spanish ships throughout an economic stimulus, and a social safety valve the Western Hemisphere and raided Spanish all beckoned the English toward a commitment to caravans as far away as the coast of Peru on the colonization. Pacific Ocean. In 1580 Elizabeth rewarded her skilled pirate with knighthood. But Elizabeth walked This noble rhetoric veiled the coarse economic a fine line. With Protestant-Catholic tensions motives that brought England to the New World. already running high, English privateering provoked New economic structures and a new merchant Spain. Tensions worsened after the execution class paved the way for colonization. England’s of Mary, Queen of Scots, a Catholic. In 1588, King merchants lacked estates but they had new Philip II of Spain unleashed the fabled Armada. plans to build wealth. By collaborating with new With 130 Ships, 8,000 sailors, and 18,000 soldiers, government-sponsored trading monopolies Spain launched the largest invasion in history and employing financial innovations such as joint- to destroy the British navy and depose Elizabeth. stock companies, England’s merchants sought An island nation, England depended upon a to improve on the Dutch economic system. Spain robust navy for trade and territorial expansion. was extracting enormous material wealth from England had fewer ships than Spain but they the New World; why shouldn’t England? Joint- were smaller and swifter. They successfully stock companies, the ancestors of the modern harassed the Armada, forcing it to retreat to the corporations, became the initial instruments of Netherlands for reinforcements. A fluke storm, colonization. With government monopolies, celebrated in England as the “divine wind,” shared profits, and managed risks, these money- annihilated the remainder of the fleet. The making ventures could attract and manage the destruction of the Armada changed the course vast capital needed for colonization. In 1606 James of world history. It not only saved England and I approved the formation of the Virginia Company secured English Protestantism, but it also opened (named after Elizabeth, the “Virgin Queen”). the seas to English expansion and paved the way for England’s colonial future. By 1600, England Rather than formal colonization, however, the most stood ready to embark upon its dominance over successful early English ventures in the New World North America. were a form of state-sponsored piracy known as

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English colonization would look very different from The Virginia Company, established in 1606, drew Spanish or French colonization, as was indicated inspiration from Cortes and the Spanish conquests. by early experiences with the Irish. England had It hoped to find gold and silver as well as other used a model of forced segregation with the Irish valuable trading commodities in the New World: that would mirror their future relationships with glass, iron, furs, pitch, tar, and anything else Native Americans. Rather than integrating the country could supply. The Company planned with the Irish and trying to convert them to to identify a navigable river with a deep harbor, Protestantism, England more often simply seized away from the eyes of the Spanish. There they land through violence and pushed out the former would find an Indian trading network and extract inhabitants, leaving them to move elsewhere or to die. a fortune from the New World.

English colonization, however, began haltingly. Jamestown Sir Humphrey Gilbert labored throughout the late- In April 1607 Englishmen aboard three ships— sixteenth century to establish a colony in New the Susan Constant, Godspeed, and Discovery— Foundland but failed. In 1587, with a predominantly sailed forty miles up the James River (named male cohort of 150 English colonizers, John for the English king) in present-day Virginia (named White reestablished an abandoned settlement for Elizabeth I, the “Virgin Queen”) and settled on North Carolina’s Roanoke Island. Supply upon just such a place. The uninhabited peninsula shortages prompted White to return to England they selected was upriver and out of sight of for additional support but the Spanish Armada Spanish patrols. It offered easy defense against and the mobilization of British naval efforts stranded ground assaults and was uninhabited but still him in Britain for several years. When he finally located close enough to many Indian villages and returned to Roanoke, he found the colony abandoned. their potentially lucrative trade networks. But What befell the failed colony? White found the the location was a disaster. Indians ignored the word “Croatan,” the name of a nearby island and peninsula because of its terrible soil and its Indian people, carved into a tree or a post in the brackish tidal water that led to debilitating disease. abandoned colony. Historians presume the colonists, Despite these setbacks, the English built short of food, may have fled for the nearby island Jamestown, the first permanent English colony and its settled native population. Others offer violence in the present-day United States. as an explanation. Regardless, the English colonists were never heard from again. When Queen Elizabeth The English had not entered a wilderness but had died in 1603, no Englishmen had yet established arrived amid a people they called the Powhatan a permanent North American colony. Confederacy. Powhatan, or Wahunsenacawh, as he called himself, led nearly 10,000 Algonquian- After King James made peace with Spain in 1604, speaking Indians in the Chesapeake. They burned privateering no longer held out the promise of vast acreage to clear brush and create sprawling cheap wealth. Colonization assumed a new urgency. artificial park-like grasslands so that they could

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easily hunt deer, elk, and bison. The Powhatan dying Englishmen. raised corn, beans, squash, and possibly sunflowers, rotating acreage throughout the Chesapeake. Despite reinforcements, the English continued to die. Without plows, manure, or draft animals, the Four hundred settlers arrived in 1609 and the Powhatan achieved a remarkable number of overwhelmed colony entered a desperate “starving calories cheaply and efficiently. time” in the winter of 1609-1610. Supplies were lost at sea. Relations with the Indians deteriorated Jamestown was a profit-seeking venture backed and the colonists fought a kind of slow-burning by investors. The colonists were mostly gentlemen guerrilla war with the Powhatan. Disaster loomed and proved entirely unprepared for the challenges for the colony. The settlers ate everything they ahead. They hoped for easy riches but found none. could, roaming the woods for nuts and berries. As John Smith later complained, they “Would They boiled leather. They dug up graves to eat rather starve than work.” And so they did. Disease the corpses of their former neighbors. One man and starvation ravaged the colonists, thanks in was executed for killing and eating his wife. part to the peninsula’s unhealthy location and the Some years later, George Percy recalled the fact that supplies from England arrived sporadically colonists’ desperation during these years, or spoiled. Fewer than half of the original colonists when he served as the colony’s president: “Having survived the first nine months. fed upon our horses and other beasts as long as they lasted, we were glad to make shift with vermin John Smith, a yeoman’s son and capable leader, as dogs, cats, rats and mice … as to eat boots took command of the crippled colony and promised, shoes or any other leather … And now famine “He that will not work shall not eat.” He navigated beginning to look ghastly and pale in every face, Indian diplomacy, claiming that he was captured that nothing was spared to maintain life and to and sentenced to death but Powhatan’s daughter, doe those things which seam incredible, as to Pocahontas, intervened to save his life. She would dig up dead corpses out of graves and to eat them.” later marry another colonist, John Rolfe, and die Archaeological excavations in 2012 exhumed the in England. bones of a fourteen-year-old girl that exhibited the telltale signs of cannibalism. All but 60 settlers Powhatan kept the English alive that first winter. would die by the summer of 1610. The Powhatan had welcomed the English and their manufactured goods. They placed a high value Little improved over the next several years. By 1616, on metal axe-heads, kettles, tools, and guns and 80 percent of all English immigrants that arrived in eagerly traded furs and other abundant goods for Jamestown had perished. England’s first American them. With 10,000 confederated natives and with colony was a catastrophe. The colony was food in abundance, the Indians had little to fear and reorganized and in 1614 the marriage of Pocahontas much to gain from the isolated outpost of sick and to John Rolfe eased relations with the Powhatan,

20 CRASH COURSE | US HISTORY though the colony still limped along as a starving, a labor-intensive crop and ambitious planters, with commercially disastrous tragedy. The colonists seemingly limitless land before them, lacked were unable to find any profitable commodities and only laborers to exponentially escalate their wealth they still depended upon the Indians and sporadic and status. The colony’s great labor vacuum shipments from England for food. And then tobacco inspired the creation of the “headright policy” saved Jamestown. in 1618: any person who migrated to Virginia would automatically receive 50 acres of land and By the time King James I described tobacco as any immigrant whose passage they paid would a “noxious weed, … loathsome to the eye, hateful entitle them to 50 acres more. to the nose, harmful to the brain, and dangerous to the lungs,” it had already taken Europe by storm. In 1619 the Virginia Company established the In 1616 John Rolfe crossed tobacco strains from House of Burgesses, a limited representative body Trinidad and Guiana and planted Virginia’s first tobacco composed of white landowners that first met crop. In 1617 the colony sent its first cargo in Jamestown. That same year, a Dutch slave ship of tobacco back to England. The “noxious weed,” sold 20 Africans to the Virginia colonists. Southern a native of the New World, fetched a high price slavery was born. in Europe and the tobacco boom began in Virginia and then later spread to Maryland. Within fifteen Soon the tobacco-growing colonists expanded years American colonists were exporting over beyond the bounds of Jamestown’s deadly 500,000 pounds of tobacco per year. Within forty, peninsula. When it became clear that the English they were exporting fifteen million. were not merely intent on maintaining a small trading post, but sought a permanent ever-expanding Tobacco changed everything. It saved Virginia colony, conflict with the Powhatan Confederacy from ruin, incentivized further colonization, and became almost inevitable. Powhatan died in 1622 laid the groundwork for what would become and was succeeded by his brother, Opechancanough, the United States. With a new market open, Virginia who promised to drive the land-hungry colonists back drew not only merchants and traders, but also into the sea. He launched a surprise attack and settlers. Colonists came in droves. They were mostly in a single day (March 22, 1622) killed 347 colonists, young, mostly male, and mostly indentured servants, or one-fourth of all the colonists in Virginia. The who signed contracts called indentures that bonded colonists retaliated and revisited the massacres upon them to employers for a period of years in return Indian settlements many times over. The massacre for passage across the ocean. But even the rough freed the colonists to drive the Indians off their land. terms of servitude were no match for the promise The governor of Virginia declared it colonial policy of land and potential profits that beckoned ambitious to achieve the “expulsion of the savages to gain the and dispossessed English farmers alike. But still free range of the country.” War and disease there were not enough of them. Tobacco was destroyed the remnants of the Chesapeake Indians

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and tilted the balance of power decisively toward Europeans and Africans were of distinct races. the English colonizers, whose foothold in the New Others now preached that the Old Testament God World would cease to be as tenuous and challenged. cursed Ham, the son of Noah, and doomed blacks English colonists brought to the New World to perpetual enslavement. particular visions of racial, cultural, and religious supremacy. Despite starving in the shadow And yet in the early years of American slavery, ideas of the Powhatan Confederacy, English colonists about race were not yet fixed and the practice of nevertheless judged themselves physically, slavery was not yet codified. The first generations of spiritually, and technologically superior to native Africans in English North America faced miserable peoples in North America. Christianity, metallurgy, conditions but, in contrast to later American history, intensive agriculture, trans-Atlantic navigation, their initial servitude was not necessarily permanent, and even wheat all magnified the English sense heritable, or even particularly disgraceful. Africans of superiority. This sense of superiority, when were definitively set apart as fundamentally different coupled with outbreaks of violence, left the English from their white counterparts, and faced longer terms feeling entitled to indigenous lands and resources. of service and harsher punishments, but, like the indentured white servants whisked away from Spanish conquerors established the framework for English slums, these first Africans in North the Atlantic slave trade over a century before the America could also work for only a set number first chained Africans arrived at Jamestown. Even of years before becoming free landowners Bartolomé de las Casas, celebrated for his pleas themselves. The Angolan Anthony Johnson, for to save Native Americans from colonial butchery, instance, was sold into servitude but fulfilled for a time recommended that indigenous labor his indenture and became a prosperous tobacco be replaced by importing Africans. Early English planter himself. settlers from the Caribbean and Atlantic coast of North America mostly imitated European ideas In 1622, at the dawn of the tobacco boom, of African inferiority. Jamestown had still seemed a failure. But the rise of tobacco and the destruction of the “Race” followed the expansion of slavery across Powhatan turned the tide. Colonists escaped the Atlantic world. Skin-color and race suddenly the deadly peninsula and immigrants poured seemed fixed. Englishmen equated Africans with into the colony to grow tobacco and turn a profit categorical blackness and blackness with Sin, for the Crown. “the handmaid and symbol of baseness.” An English essayist in 1695 wrote that “A negro will always New England be a negro, carry him to Greenland, feed him chalk, The English colonies in New England established feed and manage him never so many ways.” More from 1620 onward were founded with loftier goals and more Europeans embraced the notions that than those in Virginia. Although migrants to New

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England expected economic profit, religious motives But Puritans understood themselves as advocating directed the rhetoric and much of the reality a reasonable middle path in a corrupt world. It would of these colonies. Not every English person who never occur to a Puritan, for example, to abstain moved to New England during the seventeenth from alcohol or sex. century was a Puritan, but Puritans dominated the politics, religion, and culture of New England. During the first century after the English Reformation Even after 1700, the region’s Puritan inheritance (c.1530-1630) Puritans sought to “purify” the shaped many aspects of its history. Church of England of all practices that smacked of Catholicism, advocating a simpler worship The term Puritan began as an insult, and its recipients service, the abolition of ornate churches, and other usually referred to each other as “the godly” if reforms. They had some success in pushing the they used a specific term at all. Puritans believed Church of England in a more Calvinist direction, that the Church of England did not distance itself but with the coronation of King Charles I (r. 1625- far enough from Catholicism after Henry VIII broke 1649), the Puritans gained an implacable foe that with Rome in the 1530s. They largely agreed with cast English Puritans as excessive and dangerous. European Calvinists—followers of theologian Jean Facing growing persecution, the Puritans began the Calvin—on matters of religious doctrine. Calvinists Great Migration, during which about 20,000 people (and Puritans) believed that mankind was redeemed traveled to New England between 1630 and 1640. by God’s Grace alone, and that the fate of an The Puritans (unlike the small band of separatist individual’s immortal soul was predestined. The “Pilgrims” who founded Plymouth Colony in 1620) happy minority God had already chosen to save remained committed to reforming the Church were known among English Puritans as the Elect. of England, but temporarily decamped to North Calvinists also argued that the decoration or America to accomplish this task. Leaders like churches, reliance on ornate ceremony, and corrupt John Winthrop insisted they were not separating priesthood obscured God’s message. They from, or abandoning, England, but were rather believed that reading the Bible was the best way forming a godly community in America, that would to understand God. be a “City on a Hill” and an example for reformers back home. The Puritans did not seek to create Puritans were stereotyped by their enemies as a haven of religious toleration, a notion that they dour killjoys, and the exaggeration has endured. It is —along with nearly all European Christians— certainly true that the Puritans’ disdain for excess regarded as ridiculous at best, and dangerous and opposition to many holidays popular in Europe at worst. (including Christmas, which, as Puritans never tired of reminding everyone, the Bible never told While the Puritans did not succeed in building anyone to celebrate) lent themselves to caricature. a godly utopia in New England, a combination of Puritan traits with several external factors

23 CRASH COURSE | US HISTORY created colonies wildly different from any other Puritan social ethos produced a region of remarkable region settled by English people. Unlike those health and stability during the seventeenth century. heading to Virginia, colonists in New England New England immigrants avoided most of the deadly (Plymouth [1620], Massachusetts Bay [1630], outbreaks of tropical disease that turned Chesapeake Connecticut [1636], and Rhode Island [1636]) colonies into graveyards. Disease, in fact, only generally arrived in family groups. The majority aided English settlement and relations to Native of New England immigrants were small landholders Americans. In contrast to other English colonists in England, a class contemporary English called who had to contend with powerful Native American the “middling sort.” When they arrived in New neighbors, the Puritans confronted the stunned England they tended to replicate their home survivors of a biological catastrophe. A lethal environments, founding towns comprised of pandemic of smallpox during the 1610s swept independent landholders. The New England away as much as 90 percent of the region’s Native climate and soil made large-scale plantation American population. Many survivors welcomed agriculture impractical, so the system of large the English as potential allies against rival tribes landholders using masses of slaves or indentured who had escaped the catastrophe. The relatively servants to grow labor-intensive crops never healthy environment coupled with political stability took hold. and the predominance of family groups among early immigrants allowed the New England population There is no evidence that the New England Puritans to grow to 91,000 people by 1700 from only 21,000 would have opposed such a system were it possible; immigrants. In contrast, 120,000 English went to the other Puritans made their fortunes on the Caribbean Chesapeake, and only 85,000 white colonists sugar islands, and New England merchants profited remained in 1700. as suppliers of provisions and slaves to those colonies. By accident of geography as much as by design, then, The New England Puritans set out to build their New England society was much less stratified than utopia by creating communities of the godly. Groups any of Britain’s other seventeenth-century colonies. of men, often from the same region of England, applied to the colony’s General Court for land grants. Although New England colonies could boast wealthy They generally divided part of the land for immediate landholding elites, the disparity of wealth in the use while keeping much of the rest as “commons” or region remained narrow compared to the Chesapeake, undivided land for future generations. The town’s Carolina, or the Caribbean. Instead, seventeenth- inhabitants collectively decided the size of each century New England was characterized by a broadly- settler’s home lot based on their current wealth shared modest prosperity based on a mixed and status. Besides oversight of property, the town economy dependent on small farms, shops, fishing, restricted membership, and new arrivals needed lumber, shipbuilding, and trade with the Atlantic World. to apply for admission. Those who gained admittance A combination of environmental factors and the could participate in town governments that, while

24 CRASH COURSE | US HISTORY not democratic by modern standards, nevertheless Englanders retained strong ties to their had broad popular involvement. All male property Calvinist roots into the eighteenth century, but holders could vote in town meetings and choose the the Puritans (who became Congregationalists) selectmen, assessors, constables, and other officials struggled against a rising tide of religious pluralism. from among themselves to conduct the daily affairs On December 25, 1727, Judge Samuel Sewell of government. Upon their founding, towns wrote noted in his diary that a new Anglican minister covenants, reflecting the Puritan belief in God’s “keeps the day in his new Church at Braintrey: covenant with His people. Towns sought to arbitrate people flock thither.” Previously forbidden holidays disputes and contain strife, as did the church. like Christmas were celebrated publicly in church Wayward or divergent individuals were persuaded and privately in homes. Puritan divine Cotton and corrected before coercion. Mather discovered on the Christmas of 1711, “a number of young people of both sexes, Popular conceptions of Puritans as hardened belonging, many of them, to my flock, had… authoritarians are exaggerated, but if persuasion a Frolick, a reveling Feast, and a Ball, which and arbitration failed, people who did not conform discovers their Corruption.” to community norms were punished or removed. Massachusetts banished Anne Hutchinson, Despite the lamentations of the Mathers and other Roger Williams, and other religious dissenters Puritan leaders of their failure, they left an enduring like the Quakers. mark on New England culture and society that endured long after the region’s residents ceased Although by many measures colonization in New to be called “Puritan”. England succeeded, its Puritan leaders failed in their own mission to create a utopian community Source: that would inspire their fellows back in England. Erin Bonuso et al, “Colliding Cultures,” Ben Wright and Joseph They tended to focus their disappointment on the L. Lock e, eds. The American Yawp, Joseph L. Locke and younger generation. “But alas!” Increase Mather Ben Wright, ads., last modified August 1, 2016, http://www. lamented, “That so many of the younger Generation AmericanYawp.com. have so early corrupted their [the founders’] doings!” The Jeremiad, a sermon lamenting the fallen state of New England due to its straying from its early virtuous path, became a staple of late seventeenth- century Puritan literature.

Yet the Jeremiads could not stop the effects of prosperity. The population spread and grew more diverse. Many, if not most, New

25 LESSON 2.1 | COLONIZING AMERICA

LESSON 2.1.5 | ACTIVITY | Primary Source Comparison

PURPOSE This activity is designed to expose students a church free from corruption. Students should come to the thoughts, feelings, and experiences of early away from this activity with a better understanding colonists in the New World. These colonists were of the hardships faced and motivating factors on which eager to find riches in the new land, instead they some aspects of our country were founded upon. found sickness and disease. They hoped to establish

PROCESS Give students access to the excerpts of early center on how the ideas in each piece colonial life. Students should read, annotating served to demonstrate experiences the text as they work through the documents. in the New World and why motivating They should then complete a Primary Source factors for the colonists might have Analysis Tool for each document. Upon influenced their outlook on North America. completion of the assignment, the class should discuss findings and compare ideas ATTACHMENTS (small groups might be best for this, sharing • Descriptions From Early Colonists out when done). This discussion should • Primary Source Analysis Tool

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READING | Descriptions From Early Colonists A Jamestown Settler Describes Life in Virginia, 1622

Background The first English settlers in Jamestown, Virginia, who as a tantalizing example of the challenges and arrived in 1607, were eager to find gold and silver. thrills of studying colonial American history. Instead they found sickness and disease. Eventually, these colonists learned how to survive in their new My comendations remembred, I hartely [wish] your environment, and by the middle of the seventeenth welfare for god be thanked I am now in good health, century they discovered that their fortunes lay in but my brother and my wyfe are dead aboute growing tobacco. a yeare pass’d And touchinge the busynesse that I came hither is nothing yett performed, by reason This 1622 letter from Jamestown colonist Sebastian of my sicknesse & weaknesse I was not able to travell Brandt to Henry Hovener, a Dutch merchant living up and downe the hills and dales of these countries in London, provides a snapshot of the colony in flux. but doo nowe intend every daye to walke up and Brandt, who likely arrived in 1619 in a wave of 1,200 downe the hills for good Mineralls here is both immigrants, writes of his wife’s and brother’s deaths golde silver and copper to be had and therefore the previous year almost in passing. He mentions I will doe my endeavour by the grace of god to that, due to his own illness, he “was not able to travell effect what I am able to performe And I intreat up and downe the hills and dales of these countries you to beseeche the Right Hon: & Wor: Company but doo nowe intend every daye to walke up and in my behalfe to grant me my freedome to be sent downe the hills for good Mineralls here is both either to me I dowbte not to doo well & good golde silver and copper.” Most of Brandt’s letter is service in these countries humbly desyringe them devoted to its real purpose: putting in orders for also to provyde me some [appointed] fellowe & cheese, vinegar, tools, spices, and other assorted a strong boye to assiste me in my businesse, and goods from the London Company that were not that it may please the aforesaid Company to available in Virginia. Interestingly, he promises to pay send me at my charge a bed wth a bolster and in tobacco and furs—not in the gold and cover and some Linnen for shirtes and sheetes. copper he’s looking for. Sixe fallinge bands wth Last Size pairs of shoes twoo pairs of bootes three pairs of cullered We know little about Brandt. He does not appear stockings and garters wth three pairs of lether in any known existing official records, and historians gloves some powder and shott twoo little runletts presume he died not long after writing this letter. of oyle and vinnegar some spice & suger to comfort The glimpse he offers into early Jamestown serves us here in our sicknesse abowte ffyftie pounds

27 CRASH COURSE | US HISTORY weight of holland and Englishe cheese together, 3: out of each town (there being 8 in all) do Lykewyse some knyves, spoons, combes and all assist the magistrates in making of laws, imposing sorts of cullerd beads as you knowe the savage taxes, & disposing of lands . . . Our Churches Indians use Allso one Rundlett wth all sortes of are governed by Pastors, Teachers ruling Elders yron nayles great and small, three haire sives, two & Deacons, yet the power lies in the whole hatchetts wth twoo broad yrons and some Allum Congregation.” And send all these necessaries thinges in a dry fatt wth the first shippinge dyrected unto Mr. Pontes Writing in 1634 from Boston, less than four years in James Towne here in Virginia And whatsoever this after the city had been founded, Winthrop described all costes I will not onely wth my moste humble a population of 4,000 settlers “well provided of service but allso wth some good Tobacco Bevor all necessarys.” The American Indian population and Otterskins and other commodities here to did not fare as well. Epidemic diseases introduced be had recompence the Company for the same by European fishermen and fur traders reduced the And yf you could send for my brother Phillipps population of New England’s coastal tribes by about Sonne in Darbesheere to come hether itt [were] 90 percent by the early 1620s. Their numbers a great commoditie ffor me or suche another continued to dwindle after Winthrop’s colony arrived used in minerall workes And thus I comitt you to the in 1630, a development he took as a blessing: Almighty. Virginia 13 January 1622. “For the natives, they are near all dead of the smallpox, so the Lord hath cleared our title to what we possess.” This sentence—the last in this letter John Winthrop Describes mostly about the weather and crops—reveals Life in Boston, 1634 a belief in divine providence that would shape relations with Native peoples for centuries to come. Background Between 1629 and 1640, 20,000 Puritans left Worthye Sr England for America to escape religious persecution. They hoped to establish a church free from worldly That you are pleased among yr many & weighty corruption founded on voluntary agreement among imployments to spend so many serious thoughts congregants. This covenant theory governed and good wishes upon us, & the work of the Lord Puritan social and theological life, including the annual in our hands, I must needs acknowledge it among elections in which all free men, or church members, other the special favours of God towards us, and could vote. As John Winthrop, the first governor an undoubted testimony of yr sincere Love towards of the Massachusetts Bay Colony, explained us: which makes me the more careful to satisfy yr in his letter written on May 22, 1634: “Our civil desire, of being truly informed of our estate (this Government is mixt: the freemen choose the being the first safe means of Conveyance since magistrates every year . . . and at 4: courts in the year I received yrs in October last) you may please

28 CRASH COURSE | US HISTORY therefore to understand that first, for the number being 8 in all) do assist the magistrates in making of our people, we never took any survey of them, of laws, imposing taxes, & disposing of lands: our nor do we intend it, except inforced through urgent furies [?] are chosen by the freemen of everye town. occasion (David’s example sticks somewhat with us) Our Churches are governed by Pastors, Teachers [some Protestants interpreted the Bible as forbidding ruling Elders & Deacons, yet the power lies in the a census] but I esteem them to be in all about 4000 whole Congregation and not in the Presbytery [not souls & upward: in good health (for the most parse) in a larger council of churches] further than for order & well provided of all necessarys: so as (through and precedence. For the natives, they are near all the Lords special providence) there hath not died dead of the smallpox, so the Lord hath cleared our about 2: or 3: grown persons, & about so many title to what we possess. Children all in the last year, it being verye rare to heare of any sick of agues or other diseases, nor Sources: have I known of any quartan Ague amonge us since The Gilder Lehrman Institute of American History. (n.d.). I came into the Countrye. For Our susistence here, A Jamestown Settler Describes Life in Virginia, 1622. Retrieved the means hitherto hath been the yearly access of from: http://ap.gilderlehrman.org/period/2 new Comers, who have supplied all our wants, for The Gilder Lehrman Institute of American History. (n.d.). John Cattle, & the fruits of our labours, as board, pale, Winthrop Describes Life in Boston, 1634. Retrieved from: smiths work etc: if this should fail, then we have http://ap.gilderlehrman.org/period/2 other meanes which may supply us, as fish viz: Cod, bass & herring, for which no place in the world exceeds us, if we can compass salt at a reasonable rate: our grounds likewise are apt for hemp & flax & rape seeds, & all sorts of roots, pumpkins & other fruits, which for taste & wholesomeness far exceed those in England: our grapes also (wherewith the Country abounds) afford a good hard wine. Our ploughs go on with good success, we are like to have 20 at work next year: our lands are aptest for Rye and oats. Our winters are sharp & longe, I may reckon 4 months for storing of cattle, but we find no difference whither they be housed or go abroad: our summers are somewhat more fervent in heat than in England. Our civil Government is mixt: the freemen choose the magistrates every year . . . and at 4: courts in the year 3: out of each town (there

29 CRASH COURSE | US HISTORY

HANDOUT | Primary Source Analysis Tool

TOPIC: AUTHOR:

SOURCE TITLE: PUBLICATION DATE:

OBSERVE: WHAT WERE THE MAIN IDEAS/THEMES OF THE PIECE? (THIS BOX SHOULD HAVE OBJECTIVE STATEMENTS ABOUT WHAT IS IN THE PIECE, NOT WHAT YOU PERSONALLY FEEL ABOUT THE IDEAS IN THE SOURCE)

QUOTES: WHAT QUOTES DID YOU FIND TO BE PARTICULARLY IMPORTANT OR INTERESTING?

REFLECTION: WHAT DO YOU THINK WAS MOST COMPELLING OR INTERESTING ABOUT THE SOURCE? WHY IS THIS SOURCE IMPORTANT? WHAT CAN IT TELL US ABOUT THE PERIOD? DO ANY OF ITS IDEAS APPLY TO AMERICA TODAY?

QUESTIONS: WHAT QUESTIONS DO YOU HAVE ABOUT THE SOURCE OR THE TOPIC, GENERALLY?

30 LESSON 2.1 | COLONIZING AMERICA

LESSON 2.1.6 | ACTIVITY | “A City Upon a Hill” Reflection

PURPOSE Often used in modern times and in political which the Massachusetts Bay colonists established speeches as an early example of American their community. The Puritans would set an example exceptionalism, Winthrop’s text, which references for the world and this was their inspiration for a passage from The Bible, was the basis for settlement in the New World.

PROCESS Provide students with a copy of Winthrop’s Have students use Writing Rubrics to assist sermon excerpt and the Writing Rubric. in the construction of their reflection. Upon Instruct students to read the text and write completion, have students exchange papers a reflection on the foundation of a new to grade and provide feedback to classmates’ colony. Indicate to student that this excerpt reflections. This practice is used to strengthen is often cited by politicians as an example the writing of everyone throughout the course. of American exceptionalism. Is this a fair use of the text? In using this sermon, are ATTACHMENTS politicians rewriting American history that • John Winthrop’s ignores other aspects as to the establishment “A City Upon a Hill” Document of European colonies in the New World? • Writing Rubric

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READING | John Winthrop’s “A City Upon a Hill,” 1630 Now the onely way to avoyde this shipwracke, shame the faces of many of God’s worthy servants, and to provide for our posterity, is to followe the and cause theire prayers to be turned into curses counsell of Micah, to doe justly, to love mercy, upon us till wee be consumed out of the good land to walk humbly with our God. For this end, wee must whither wee are a goeing. be knitt together, in this worke, as one man. Wee must entertaine each other in brotherly affection. I shall shutt upp this discourse with that exhortation Wee must be willing to abridge ourselves of our of Moses, that faithfull servant of the Lord, in his superfluities, for the supply of other’s necessities. last farewell to Israell, Deut. 30. Beloved there is Wee must uphold a familiar commerce together now sett before us life and good, Death and evill, in all meekeness, gentlenes, patience and liberality. in that wee are commanded this day to love the Wee must delight in eache other; make other’s Lord our God, and to love one another, to walke in conditions our oune; rejoice together, mourne together, his wayes and to keepe his Commandements and labour and suffer together, allwayes haueving his Ordinance and his lawes, and the articles of before our eyes our commission and community in our Covenant with him, that wee may live and be the worke, as members of the same body. Soe shall multiplied, and that the Lord our God may blesse wee keepe the unitie of the spirit in the bond of peace. us in the land whither wee goe to possesse it. But The Lord will be our God, and delight to dwell among if our heartes shall turne away, soe that wee will us, as his oune people, and will command a blessing not obey, but shall be seduced, and worshipp and upon us in all our wayes. Soe that wee shall see serve other Gods, our pleasure and proffitts, and much more of his wisdome, power, goodness and serve them; it is propounded unto us this day, wee truthe, than formerly wee have been acquainted shall surely perishe out of the good land whither with. Wee shall finde that the God of Israell is among wee passe over this vast sea to possesse it; Therefore us, when ten of us shall be able to resist a thousand let us choose life that wee, and our seede may live, of our enemies; when hee shall make us a prayse and by obeyeing His voyce and cleaveing to Him, for Hee glory that men shall say of succeeding plantations, is our life and our prosperity. “the Lord make it like that of New England.” For wee must consider that wee shall be as a citty upon a hill. Source: The eies of all people are upon us. Soe that if wee John Winthrop, A Modell of Christian Charity (1830), first shall deale falsely with our God in this worke wee published in Collections of the Massachusetts Historical have undertaken, and soe cause him to withdrawe Society (Boston, 1838), 3rd series 7:31-48. Accessed online at his present help from us, wee shall be made a story http://history.hanover.edu/texts/winthmod.html. and a by-word through the world. Wee shall open the mouthes of enemies to speake evill of the ways of God, and all professors for God’s sake. Wee shall

32 CRASH COURSE | WORLD HISTORY

HANDOUT | Writing Rubric | Teacher’s Guidelines

Use this rubric to evaluate writing assignments. Mark scores and related comments in the scoring sheet that follows.

ABOVE STANDARD (4) AT STANDARD (3) APPROACHING STANDARD (2) BELOW STANDARD (1) SCORE

FOCUS Topic and thesis are eloquently The introduction text has a thesis The introduction text has an The introduction text lacks an Identifies a specific topic to expressed that supports statement that communicates unclear thesis statement that identifiable thesis and minimally inform reader on concept, theory claims and answers compelling ideas, concepts, and information communicates some ideas, communicates ideas, concepts, or event. Clearly states thesis questions made by student to the reader. concepts, and information to and information to the reader. with supportive topic sentences with deep understanding of the reader. throughout document. the information.

EVIDENCE Extensive demonstration of facts, The text offers sufficient The text provides some facts, The text lacks facts, figures, Writing demonstrates extensive figures, instances and sources demonstration of facts, figures, figures, instances and examples instances and examples research and details with a variety are documented throughout and sources to develop to support the central theme. to support central theme and of sources and perspectives. the text. Resources support and explain central theme. But a limited understanding of demonstrates little or no Provides examples that enhance the central theme while An understanding of the the topic in historic context is understanding of historic context. central theme and argument. strategically addressing topic topic in historic context demonstrated. in historic context. is demonstrated.

STRUCTURE The text has a clear objective The text offers good use and The text uses and offers primary Few if any primary sources Cohesively links and analyzes and focus with effective use understanding of primary sources to support theme and are used to support theme and/ primary sources related to the of sources throughout that sources to support central begins to address the research or little attention is paid to topic, and clarifies complex ideas supports central thesis and theme and addresses the question. addressing research question. for formal audience. argument. research question.

CRITICAL ANALYSIS Student makes historical Student addresses claim with Student begins to address claim Student demonstrates little to Evaluates historical claims and claim and provides significant good supportive evidence with evidence while relating address claim with no evidence evidence by corroborating or evidence to support this claim and accurately summarizes historic events to overall theme. to support historic events challenging them with other while challenging it with argument while analyzing it to overall theme. information. contrasting source material. within a historic context.

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HANDOUT | Writing Rubric

ABOVE STANDARD (4) AT STANDARD (3) APPROACHING STANDARD (2) BELOW STANDARD (1) SCORE

FOCUS Identifies a specific topic to inform reader on concept, theory or event. Clearly states thesis with supportive topic sentences throughout document.

EVIDENCE Writing demonstrates extensive research and details with a variety of sources and perspectives. Provides examples that enhance central theme and argument.

STRUCTURE Cohesively links and analyzes primary sources related to the topic, and clarifies complex ideas for formal audience.

CRITICAL ANALYSIS Evaluates historical claims and evidence by corroborating or challenging them with other information.

34 LESSON 2.1 | COLONIZING AMERICA

LESSON 2.1.7 | CLOSING | EQ Notebook

PURPOSE At the start of the lesson, students looked at the specific passages and evidence from the content essential questions without much to go on. Now in the unit that provided insights into answering that the lesson is over, students should revisit the the driving questions. essential questions. This time, students should cite

PROCESS At the start of this lesson on the colonization Ask students to think about these questions of North America, students were given two and respond on their EQ Notebook Worksheets. Unit 2 Essential Questions and one Lesson 2.1 Essential Questions. As a reminder, Now that students have spent some time here they are again: with the material of this unit, they should look back over the content covered as well Unit 2 Essential Questions: as any additional information they have come • What factors contributed to the across, and write down any quotes or establishment of different cultural evidence that provide new insights into regions (British, Spanish, French, the essential questions assigned for this and Dutch) in North America? How lesson. Once they’ve finished, they should did those relationships change think about how this new information over time? has impacted their thinking about the unit • How and why did the practice essential question, and write down their of slavery shape the culture, thoughts in their EQ Notebook. practices, economy, and conflict of North America? ATTACHMENT • The EQ Unit 2 Notebook Worksheet Lesson 2.1 Essential Question: • As the colonization of North America began, how did a convergence of European and Native American cultures clash and find common ground?

35 CRASH COURSE | US HISTORY

ESSENTIAL QUESTION 1. As the colonization of North America began, how did a convergence of European and Native American cultures clash and find common ground?

LESSON 2.1.1

LESSON 2.1.7

HOW HAS YOUR THINKING CHANGED?

36 LESSON 2.2 | CONFLICTS IN COLONIZATION

LESSON 2.2.0 | OVERVIEW | Conflicts in Colonization

The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control. The British government increasingly attempted to incorporate its North American colonies into a coherent, hierarchical, and imperial structure in order to pursue mercantilist economic aims, but conflicts with colonists and American Indians led to erratic enforcement of imperial policies. Colonists’ resistance to imperial control drew on local experiences of self- government, evolving ideas of liberty, the political thought of the Enlightenment, greater religious independence and diversity, and an ideology critical of perceived corruption in the imperial system. Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics of those colonies. All the British colonies participated to varying degrees in the Atlantic slave trade due to the abundance of land and a growing European demand for colonial goods, as well as a shortage of indentured servants. Small New England farms used relatively few

37 LESSON 2.2 | CONFLICTS IN COLONIZATION

enslaved laborers, all port cities held significant minorities of enslaved people, and the emerging plantation systems of the Chesapeake and the southern Atlantic coast had large numbers of enslaved workers, while the great majority of enslaved Africans were sent to the West Indies. As chattel slavery became the dominant labor system in many southern colonies, new laws created a strict racial system that prohibited interracial relationships and defined the descendants of African American mothers as black and enslaved in perpetuity. Africans developed both overt and covert means to resist the dehumanizing aspects of slavery and maintain their family and gender systems, culture, and religion.

38 LESSON 2.2 | CONFLICTS IN COLONIZATION

LESSON 2.2.0 | OVERVIEW | Learning Outcomes, Vocabulary, & Outline

LEARNING OUTCOMES

• Explain the causes of migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society. • Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America. • Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity. • Explain how different labor systems developed in North America and the United States, and explain their effects on workers’ lives and U.S. society. • Explain how ideas about women’s rights and gender roles have affected society and politics.

LESSON ESSENTIAL QUESTION

• Through what events and acts did the oppressed express resistance during this era?

LESSON OUTLINE

39 LESSON 2.2 | CONFLICTS IN COLONIZATION

LESSON 2.2.1 | OPENING | EQ Notebook

PURPOSE Each unit of the Crash Course US History Curriculum gathered throughout the unit. This provides (CCUSH) is guided by what we call an essential students an opportunity to track their learning question. The Essential Question Notebook (EQ and to prepare them for future activities. To help Notebook) is an informal writing resource for students focus on the important ideas, this students to track their learning and understanding activity asks them to look at the big ideas through of a concept throughout a unit. Students will be the lens of the Essential Question. At this point, given an Essential Question at the beginning of students won’t have much background to bring a unit and asked to provide a response based to bear on the issue just yet. This early exercise on prior knowledge and speculation. Students will helps to bring to the fore what they know coming then revisit the notebook in order to answer into the unit. the Essential Question with evidence they have

PROCESS Ask students to think about the essential Students can do this in the context of their questions for Unit 2 and Lesson 2.2, knowledge of US History, or relate it to their respectively. Students should write down own lives. the Essential Questions and record their responses to opening questions in their EQ Notebook Worksheets. ATTACHMENT • The EQ Unit 2 Notebook Worksheet Example Opening Question: • Through what events and acts did the oppressed express resistance during this era? How did those facing new rules and regulations fight back?

40 CRASH COURSE | US HISTORY

UNIT 2 | EQ Notebook Worksheet Answer the Essential Questions in Lesson 2.1.1., then again in Lesson 2.2.8. In your answer, be sure to include ideas such as historical context and how themes through history change over time. Use specific examples to support your claims or ideas.

ESSENTIAL QUESTION 1. Through what events and acts did the oppressed express resistance during this era? How did those facing new rules and regulations fight back?

LESSON 2.2.1

LESSON 2.2.8

HOW HAS YOUR THINKING CHANGED?

41 LESSON 2.2 | CONFLICTS IN COLONIZATION

LESSON 2.2.2 | WATCH | Crash Course US History #3 The Natives and The English

PREVIEW In which John Green teaches you about relations Powhatan), his daughter Pocahontas, King Philip’s between the early English colonists and the native (aka Metacom) War, and the Mystic Massacre. people they encountered in the New World. In short, By and large, the history of the Natives and the these relations were poor. As soon as they arrived, English was not a happy one, even Thanksgiving the English were in conflict with the native people. wasn’t all it’s cracked up to be. At Jamestown, Captain John Smith briefly managed to get the colony on pretty solid footing with the PURPOSE local tribes, but it didn’t last, and a long series of wars In this video, you learn about relations between with the natives ensued. This pattern would continue the early English colonists and the native people with settlers pushing into native lands and pushing the encountered in the New World. In short, these the inhabitants further west. In this episode, you’ll relations were poor. learn about Wahunsunacawh (who the English called

PROCESS As with all of the videos in the course, ask LINK students to watch the video before class. • Crash Course US History #3 – Remind students of John’s fast-talking and The Natives and The English play the video with captions. Pause and rewind when necessary. Before students Video questions for students to answer during watch the video, instruct them to begin their viewing. to consider the growing tensions between colonists and Native Americans.

42 LESSON 2.2 | CONFLICTS IN COLONIZATION

LESSON 2.2.2 | WATCH | Key Ideas – Factual Use these questions and prompts at the appropriate stopping points to check in with students and ensure they are getting the key concepts covered in the video.

1. (:30) The English settling in the Chesapeake Bay SAMPLE ANSWER: Chief Wahunsunacawh or who area of Virginia found native tribes unified the English called Powhatan. under who?

2. (4:00) Why was the Virginia Company a failure? SAMPLE ANSWER: The Virginia Company never turned a profit and despite sending 6,000 colonists, when Virginia became a royal colony, only 1,200 of the colonists were alive.

3. (5:00) What sorts of anti-native systems were SAMPLE ANSWER: In 1642, the Massachusetts put into place in Massachusetts? General Court prescribed a sentence of 3-years hard labor to anyone who left the colony to live with the indigenous peoples and anti-native books were circulated in the form of captivity narratives to detract potential deserters.

4. (6:00) More than just defeat, what were the SAMPLE ANSWER: Most of the natives were outcomes of the Pequot Wars for the natives? massacred or sold into slavery. The Pequot Wars also opened up the Connecticut River to additional settlement and proved natives would struggle to resist colonists threats and treatment.

5. (7:45) Why was Metacom’s War (King Philip’s SAMPLE ANSWER: The natives saw European War) particularly brutal in terms of the colonization as a threat to their way of life. In brutally native response? killing animals, this indicated how natives viewed the English who let their animals graze and trample native lands.

43 LESSON 2.2 | CONFLICTS IN COLONIZATION

6. (10:15) Why does John say it’s important SAMPLE ANSWER: When studying and learning to study stories of massacres when history, it is important to remember that much approaching history? of it has been cleaned up to conform to personal views of history. It’s also important to remember that history of indigenous people isn’t separate from American history, it’s part of it.

44 LESSON 2.2 | CONFLICTS IN COLONIZATION

LESSON 2.2.3 | ACTIVITY | King Philip’s War – Opposing Perspectives

PURPOSE King Philip’s War shattered a nearly forty-year evaluate historical accounts to explore the causes peace between colonists and Native Americans of this momentous conflict. Students will also in New England. In this lesson from Stanford consider how the perspectives of the authors may History Education Group, students will critically have affected their accounting of events.

PROCESS Provide students with a copy of the attached reading and allow them to extract essential document. Instruct them that they’ll be learning knowledge. Following completion examining primary source documents taken of the activity, review as a class to answer at the time of the conflict between natives any lingering questions or to address what and English during King Philip’s War. Read students feel caused the conflicts between the background information together as the two sides. a class. Then have them read and analyze the opposing accounts of the conflict and ATTACHMENTS answer the questions. For added analysis • King Philip’s War – Opposing Perspectives of the primary sources, have them use the • Primary Source Analysis Tool Primary Source Analysis Tool they have used before. This will give them focus for their

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READING | King Philip’s War – Opposing Perspectives Background Information After the Pequot War, a war between New England killed or fled the region. When the war was over, settlers and Indians in 1636-1637, New England the power of New England’s Indians was broken. was free of major Indian wars for about forty years. The region’s remaining Indians would live in small, During this period, the region’s Native American scattered communities, serving as the colonists’ population declined rapidly and suffered severe servants, slaves, and tenants. losses of land and cultural independence. Source: Stanford History Education Group. “King Philip’s War.” Between 1600-1675, New England’s Native American Retrieved from: https://sheg.stanford.edu/us. population fell from 140,000 to 10,000, while the English population grew to 50,000. Meanwhile, the New England Puritans launched a campaign to King Philip’s Perspective convert the Indians to Protestantism. One leading A Relation of the Indian War (1675) missionary convinced about 2000 Indians to live in by John Easton “praying towns,” where they were expected to adopt white customs. So Philip kept his Men in Armes. Plimoth Governer required him to disband his Men, and informed In 1675, the chief of the Pokanokets, Metacomet him his Jealousy was falce. Philip answered he (whom the English called King Philip), forged would do no Harm, and thanked the Governer for a military alliance including about two- thirds of his Information. the region’s Indians. In 1675, he led an attack on Swansea, Massachusetts. Over the next year, The three Indians were hunge, to the last denied both sides raided villages and killed hundreds the Fact; but one broke the Halter as it is reported, of victims. Twelve out of ninety New England towns then desired to be fayed, and so was a littell while, were destroyed. This war was called King then confessed they three had dun the Fact; and Philip’s War. then he was hanged. And it was reported Sausimun before his death had informed of the Indian Plot, and Relative to the size of the population, King Philip’s that if the Indians knew it they wold kill him, and War was the most destructive conflict in American that the Hethen might destroy the English for their history. Five percent of New England’s population Wickedness, as God had permitted the Heathen was killed--a higher proportion than Germany, to destroy the Israellites of olde. So the English were Britain, or the United States lost during World War afraid and Philip was afraid, and both increased II. Indian casualties were far higher; perhaps 40 in Arems. But for four Yeares Time, Reports and percent of New England’s Indian population was Jealosys of War had bin veri frequent, that we did

46 CRASH COURSE | US HISTORY not think that now a War was breaking forth; but in the Diferance. They said they had not heard about a Week before it did, we had Case to think of that Way, and said we onestly spoke, so we it wold. Then to indever to prevent it, we sent a Man wear perswaided if that Way had bine tendered to Philip, that if he wold cum to the Fery we wold they would have acsepted. We did endeavor not cum over to speke with him. About four Miles we to hear their Complaints, said it was not convenient had to cum; thither our Messenger cum to them; for us now to consider of, but to indever to prevent they not aware of it behaved themselves as furious, War; said to them when in War against English, Blood but sudingly appeased when they understood who was spilt, that ingaged all Englishmen, for we he was and what he came for, he called his Counsell wear to be all under one King; we knew what and agreed to come to us; came himself unarmed, their Complaints wold be, and in our Colony had and about 40 of his Men armed. Then 5 of us went removed some of them in fending for Indian Rulers over, 3 wear Magistrates. We sate veri friendly in what the Crime concerned Indian Lives, which together. We told him our bisnes was to indever that thay veri lovingly acsepted, and agreed with us they might not reseve or do Rong. They said that to their Execution, and said so they were abell was well; they had dun no Rong, the English ronged to satisfie their Subjects when they knew an Indian them. We said we knew the English said the Indians sufered duly, but said in what was only between ronged them, but our Desier was the Quarrell might their Indians and not in Towneshipes, that we had rightly be desided, in the best Way, and not as Dogs purchased, they would not have us prosecute, and desided their Quarrells. The Indians owned that that they had a great Fear to have ani of their Indians fighting was the worst Way; then they propounded should be caled or forced to be Christian Indians. how Right might take Place. We said, by Arbitration. Thay said that such wer in everi thing more mischievous, They said that all English agreed against them, and only Disemblers, and then the English made them so by Arbitration they had had much Rong; mani not subject to their Kings, and by their lying ot rong Miles square of Land so taken from them, for ther Kings. We knew it to be true, and we promising English wold have English Arbitrators; and once them that however in Government to Indians all they were persuaded to give in their Armes, that should be alike, and that we knew it was our King’s thereby Jealousy might be removed, and the English will it should be so, that altho we wear weaker than having their Arms wold not deliver them as they other Colonies, they having submitted to our King had promised, until they consented to pay a 100L, to protect them, others dared not otherwise to and now they had not so much Sum or Muny; molest them; expressed thay took that to be well, that thay wear as good be killed as leave all ther that we had littell Case to doute, but that to us Liveflyhode. under the King thay would have yielded to our Determinations in what ani should have complained We said they might chuse a Indian King and the to us against them. English might chuse the Governor of New Yorke, that nether had Case to say either wear Parties But Philip charged it to be disonestly in us to put

47 CRASH COURSE | US HISTORY of the Hering in just Complaints, therefore we wold have kept their Catell upon ther owne Land. consented to hear them. Thay said thay had bine Another Grievance, the English were so eager to the first in doing Good to the English, and the sell the Indians Lickers, that most of the Indians English in the first in doing Rong; said when they spent all in Drynknes, and then raveved upon the English first came, their King’s Father was as sober Indians, and thay did believe often did hurt the a great Man, and the English as a littell Child; he English Catell, and ther King could not prevent it. constrained other Indians from ronging the English, We knew before, these were their grand Complaints, and gave them Corn and shewed them how to plant, but then we only indevered to persuade that all and was free to do them ani Good, and had let Cumplaints might be righted without War, but could them have a 100 Times more Land than now the have no other Answer but that thay had not heard King had for his own Peopell. But their King’s of that Way for the Governor of Yorke and an Indian Brother, when he was King, came miserably to dy King to have the Hearing of it. We had Case to by being forced to Court, as they judge poysoned. think in that had bine tendered it wold have bine And another Greavance was, if 20 of there onest acsepted. We indevered that however thay should Indians testified that a Englishman had dun them lay downe the War, for the English wear to strong Rong, it was as nothing; and if but one of their worst for them; thay said, then the English should do Indians testified against any Indian or ther King, to them as they did when thay were to strong for when it pleased the English it was sufitiant. Another the English. Grievance was, when their King sold land, the English wold say, it was more than they agreed to, Source and a Writing must be prove against all them, John Easton, “True Relation of what I know and of Reports and and sum of their Kings had dun Rong to sell so much. My Understanding Concerning the Beginning and Progress He left his Peopell none, and sum being given to of the War now Between the English and the Indians,” 1675. Drunknes the English made them drunk and then cheated them in Bargains, but now ther Kings wear forwarned not for to part with Land, for nothing in Colonists’ Perspective Cumparison to the Value thereof. Now home the The Causes and Results of King Philip’s English had owned for King or Queen, they wold War (1675) disinheret, and make another King that wold give by Edward Randolph or fell them these Lands; that now, they had no Hopes left to kepe ani Land. Another Grievance, EIGHTH Enquiry. What hath been the original cause the English Catell and Horses still increased; that of the present warre with the natives. What are when thay removed 30 Mill from where English the advantages or disadvantages arising thereby had ani thing to do, thay could not kepe ther Corn and will probably be the End? from being spoyled, thay never being iused to fence, and thoft when the English boft Land of them thay Various are the reports and conjectures of the

48 CRASH COURSE | US HISTORY causes of the present Indian warre. Some impute pretence or other to attain their end, complained of it to an imprudent zeal in the magistrates of Boston injuries done by Philip and his Indians to their stock to christianize those heathen before they were and cattle, whereupon Philip was often summoned civilized and injoyning them the strict observation before the magistrate, sometimes imprisoned, and of their lawes, which, to a people so rude and never released but upon parting with a considerable licentious, hath proved even intollerable, and that part of his land. the more, for that while the magistrates, for their profit, put the lawes severely in execution against But the government of the Massachusets (to give the Indians, the people, on the other side, for lucre it in their own words) do declare these are the and gain, intice and provoke the Indians to the breach great evils for which God hath given the heathen thereof, especially to drunkennesse, to which those commission to rise against them: The wofull people are so generally addicted that they will strip breach of the 5th commandment, in contempt themselves to their skin to have their fill of rum and for their authority, which is a sin highly provoking brandy, the Massachusets having made a law that to the Lord: For men wearing long hayre and every Indian drunke should pay 10s. or be whipped, perewigs made of womens hayre; for women according to the discretion of the magistrate. Many wearing borders of hayre and for cutting, curling of these poor people willingly offered their backs and laying out the hayre, and disguising themselves to the lash to save their money; whereupon, the by following strange fashions in their apparel: magistrates finding much trouble and no profit to For profaneness in the people not frequenting their arise to the government by whipping, did change meetings, and others going away before the that punishment into 10 days worke for such as blessing be pronounced: For suffering the Quakers could not or would not pay the fine of 10s. which did to live amongst them and to set up their thresholds highly incense the Indians. by Gods thresholds, contrary to their old lawes and resolutions. With many such reasons, but whatever Some beleeve there have been vagrant and jesuiticall be the cause, the English have contributed much to priests, who have made it their businesse, for their misfortunes, for they first taught the Indians some yeares past, to goe from Sachim to Sachim, the use of armes, and admitted them to be present to exasperate the Indians against the English and at all their musters and trainings, and shewed them to bring them into a confederacy, and that they were how to handle, mend and fix their muskets, and have promised supplies from France and other parts to been furnished with all sorts of armes by permission extirpate the English nation out of the continent of of the government, so that the Indians are become America. Others impute the cause to some injuries excellent firemen. And at Natick there was a gathered offered to the Sachim Philip; for he being possessed church of praying Indians, who were excercised as of a tract of land called Mount Hope, a very fertile, trained bands, under officers to their owne; these pleasant and rich soyle, some English had a mind to have been the most barbarous and cruel enemies dispossesse him thereof, who never wanting one to the English of any others. Capt. Tom, their leader,

49 CRASH COURSE | US HISTORY being lately taken and hanged at Boston, with one other of their chiefs. . . .

No advantage but many disadvantages have arisen to the English by the warre, for about 600 men have been slaine, and 12 captains, most of them brave and stout persons and of loyal principles, whilest the church members had liberty to stay at home and not hazard their persons in the wildernesse.

The losse to the English in the severall colonies, in their habitations and stock, is reckoned to amount to 150,000l. [pounds sterling] there having been about 1200 houses burned, 8000 head of cattle, great and small, killed, and many thousand bushels of wheat, pease and other grain burned . . . and upward of 3000 Indians men women and children destroyed, who if well managed would have been very serviceable to the English, which makes all manner of labour dear.

Source Edward Randolph, “The Causes and Results of King Philip’s War,” 1675.

50 CRASH COURSE | US HISTORY NAME COURSE WORKSHEET | Questions TIME

1. What was happening in New England that led to this meeting?

2. What are three complaints that the Native Americans made to John Easton?

3. What are three different theories that the colonists have for why natives attacked English settlements? Do the colonists blame themselves? Explain.

4. How would you describe the colonists’ attitude towards Native Americans?

5. Using evidence from both accounts, what do you think caused King Philip’s War of 1675?

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HANDOUT | Primary Source Analysis Tool

TOPIC: AUTHOR:

SOURCE TITLE: PUBLICATION DATE:

OBSERVE: WHAT WERE THE MAIN IDEAS/THEMES OF THE PIECE? (THIS BOX SHOULD HAVE OBJECTIVE STATEMENTS ABOUT WHAT IS IN THE PIECE, NOT WHAT YOU PERSONALLY FEEL ABOUT THE IDEAS IN THE SOURCE)

QUOTES: WHAT QUOTES DID YOU FIND TO BE PARTICULARLY IMPORTANT OR INTERESTING?

REFLECTION: WHAT DO YOU THINK WAS MOST COMPELLING OR INTERESTING ABOUT THE SOURCE? WHY IS THIS SOURCE IMPORTANT? WHAT CAN IT TELL US ABOUT THE PERIOD? DO ANY OF ITS IDEAS APPLY TO AMERICA TODAY?

QUESTIONS: WHAT QUESTIONS DO YOU HAVE ABOUT THE SOURCE OR THE TOPIC, GENERALLY?

52 LESSON 2.2 | CONFLICTS IN COLONIZATION

LESSON 2.2.4 | READ | Riot, Rebellion, and Revolt

PURPOSE This article from The American Yawp examines the seventeenth century, which saw the creation and maturation of Britain’s North American colonies.

PROCESS Provide students with a copy of the attached Students should be prepared to answer any document or have them download it on their potential questions regarding the text. Students own time. Inform them they will be reading a should also consider the Essential Questions journal that examines the ruthless expressions of the unit and section while they read. of power by the English to colonize North America. Students should read actively by ATTACHMENT marking up the text and taking notes. • Riot, Rebellion, and Revolt

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READING | Riot, Rebellion, and Revolt —The American Yawp The seventeenth century saw the establishment sides. The war remained a conflict of Native and solidification of the British North American interests and initiative, especially as the Mohegan colonies, but this process did not occur peacefully. hedged their bets on the English and reaped English settlements on the continent were rocked the rewards that came with displacing the Pequot. by explosions of violence, including the Pequot War, the Mystic massacre, King Philip’s War, the Victory over the Pequots not only provided security Susquehannock War, Bacon’s Rebellion, and the and stability for the English colonies, but also Pueblo Revolt. propelled the Mohegan to new heights of political and economic influence as the primary power in In May 1637, an armed contingent of English Puritans New England. Ironically, history seemingly repeated from Massachusetts Bay, Plymouth, and Connecticut itself later in the century as the Mohegan, desperate colonies trekked into Indian country in territory for a remedy to their diminishing strength, joined claimed by New England. Referring to themselves the Wampanoag war against the Puritans. This as the “Sword of the Lord,” this military force produced a more violent conflict in 1675 known intended to attack “that insolent and barbarous as King Philip’s War, bringing a decisive end to Nation, called the Pequots.” In the resulting Indian power in New England. violence, Puritans put the Mystic community to the torch, beginning with the north and south ends In the winter of 1675, the body of John Sassamon, of the town. As Pequot men, women, and children a Christian, Harvard-educated Wampanoag, tried to escape the blaze, other soldiers waited was found under the ice of a nearby pond. A fellow with swords and guns. One commander estimated Christian Indian informed English authorities that that of the “four hundred souls in this Fort… three warriors under the local sachem named not above five of them escaped out of our hands,” Metacom, known to the English as King Philip, had although another counted near “six or seven killed Sassamon, who had previously accused hundred” dead. In a span of less than two months, Metacom of planning an offensive against the the English Puritans boasted that the Pequot English. The three alleged killers appeared before “were drove out of their country, and slain by the the Plymouth court in June 1675, were found guilty sword, to the number of fifteen hundred.” of murder, and executed. Several weeks later, a group of Wampanoags killed nine English colonists The foundations of the war lay within the rivalry in the town of Swansea. between the Pequot, the Narragansett, and the Mohegan, who battled for control of the fur and Metacom—like most other New England sachems— wampum trades in the northeast. This rivalry had entered into covenants of “submission” eventually forced the English and Dutch to choose to various colonies, viewing the arrangements

54 CRASH COURSE | US HISTORY as relationships of protection and reciprocity The English compounded their problems by attacking rather than subjugation. Indians and English lived, the powerful and neutral Narragansetts of Rhode traded, worshiped, and arbitrated disputes in Island in December 1675. In an action called the close proximity before 1675; but the execution of Great Swamp Fight, l,000 Englishmen put the main three of Metacom’s men at the hands of Plymouth Narragansett village to the torch, gunning down Colony epitomized what many Indians viewed as as many as 1,000 Narragansett men, women, and the growing inequality of that relationship. The children as they fled the maelstrom. The surviving Wampanoags who attacked Swansea may have Narragansetts joined the Indians already fighting the sought to restore balance, or to retaliate for the English. Between February and April 1676, Native recent executions. Neither they nor anyone else forces devastated a succession of English towns sought to engulf all of New England in war, closer and closer to Boston. but that is precisely what happened. Authorities in Plymouth sprung into action, enlisting help In the spring of 1676, the tide turned. The New from the neighboring colonies of Connecticut and England colonies took the advice of men like Massachusetts. Benjamin Church, who urged the greater use of Native allies, including Pequots and Mohegans, Metacom and his followers eluded colonial forces to find and fight the mobile warriors. Unable to in the summer of 1675, striking more Plymouth plant crops and forced to live off the land, the Indians’ towns as they moved northwest. Some groups will to continue the struggle waned as companies joined his forces, while others remained neutral of English and Native allies pursued them. Growing or supported the English. The war badly divided numbers of fighters fled the region, switched sides, some Indian communities. Metacom himself or surrendered in the spring and summer. The English had little control over events, as panic and violence sold many of the latter group into slavery. Colonial spread throughout New England in the autumn of forces finally caught up with Metacom in August 1675. English mistrust of neutral Indians, sometimes 1676, and the sachem was slain by a Christian accompanied by demands they surrender their Indian fighting with the English. weapons, pushed many into open war. By the end of 1675, most of the Indians of present-day western The war permanently altered the political and and central Massachusetts had entered the war, demographic landscape of New England. Between laying waste to nearby English towns like Deerfield, 800 and 1,000 English and at least 3,000 Indians Hadley, and Brookfield. Hapless colonial forces, perished in the 14-month conflict. Thousands of spurning the military assistance of Indian allies other Indians fled the region or were sold into slavery. such as the Mohegans, proved unable to locate In 1670, Native Americans comprised roughly 25 more mobile native communities or intercept percent of New England’s population; a decade Indian attacks. later, they made up perhaps 10 percent. The war’s brutality also encouraged a growing hatred of

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all Indians among many New England colonists. The sudden and unpredictable violence of the Though the fighting ceased in 1676, the bitter Susquehannock War triggered a political crisis legacy of King Philip’s War lived on. in Virginia. Panicked colonists fled en masse from the vulnerable frontiers, flooding into coastal Native American communities in Virginia had communities and begging the government for help. already been decimated by wars in 1622 and 1644. But the cautious governor, Sir William Berkeley, But in the same year that New Englanders crushed did not send an army after the Susquehannocks. Metacom’s forces, a new clash arose in Virginia. He worried that a full-scale war would inevitably This conflict, known as Bacon’s Rebellion, grew out drag other Indians into the conflict, turning allies of tensions between Native Americans and English into deadly enemies. Berkeley therefore insisted settlers as well as tensions between wealthy on a defensive strategy centered around a string of English landowners and the poor settlers who new fortifications to protect the frontier and strict continually pushed west into Indian territory. instructions not to antagonize friendly Indians. It was a sound military policy but a public relations Bacon’s Rebellion began, appropriately enough, disaster. Terrified colonists condemned Berkeley. with an argument over a pig. In the summer of 1675, Building contracts for the forts went to Berkeley’s a group of Doeg Indians visited Thomas Mathew wealthy friends, who conveniently decided that their on his plantation in northern Virginia to collect a debt own plantations were the most strategically vital. that he owed them. When Mathew refused to pay, Colonists denounced the government as a corrupt they took some of his pigs to settle the debt. This band of oligarchs more interested in lining their “theft” sparked a series of raids and counter-raids. pockets than protecting the people. The Susquehannock Indians were caught in the crossfire when the militia mistook them for Doegs, leaving By the spring of 1676, a small group of frontier fourteen dead. A similar pattern of escalating violence colonists took matters into their own hands. then repeated: the Susquehannocks retaliated Naming the charismatic young Nathaniel Bacon by killing colonists in Virginia and Maryland, and the as their leader, these self-styled “volunteers” English marshaled their forces and laid siege to the proclaimed that they took up arms in defense Susquehannocks. The conflict became uglier after of their homes and families. They took pains the militia executed a delegation of Susquehannock to assure Berkeley that they intended no disloyalty, ambassadors under a flag of truce. but Berkeley feared a coup and branded the volunteers as traitors. Berkeley finally mobilized A few parties of warriors intent on revenge launched an army—not to pursue Susquehannocks, but raids along the frontier and killed dozens of to crush the colonists’ rebellion. His drastic response English colonists. catapulted a small band of anti-Indian vigilantes into full-fledged rebels whose survival necessitated bringing down the colonial government.

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Bacon and the rebels stalked the Susquehannock like a coward nor kill him without making himself as well as friendly Indians like the Pamunkeys into a villain. Instead, Bacon resorted to bluster and the Occaneechis. The rebels became convinced and blasphemy. Threatening to slaughter the entire that there was a massive Indian conspiracy to Assembly if necessary, he cursed, “God damn my destroy the English and portrayed themselves to blood, I came for a commission, and a commission frightened Virginians as heroes. Berkeley’s stubborn I will have before I go.” Berkeley stood defiant, but persistence in defending friendly Indians and the cowed burgesses finally prevailed upon him to destroying the Indian-fighting rebels led Bacon to grant Bacon’s request. Virginia had its general, and accuse the governor of conspiring with a “powerful Bacon had his war. cabal” of elite planters and with “the protected and darling Indians” to slaughter his English enemies. After this dramatic showdown in Jamestown, Bacon’s Rebellion quickly spiraled out of control. In the early summer of 1676, Bacon’s neighbors Berkeley slowly rebuilt his loyalist army, forcing elected him their burgess and sent him to Jamestown Bacon to divert his attention to the coasts and to confront Berkeley. Though the House of Burgesses away from the Indians. But most rebels were enacted pro-rebel reforms like prohibiting the sale more interested in defending their homes and of arms to Indians and restoring suffrage rights to families than in fighting other Englishmen, and landless freemen, Bacon’s supporters remained deserted Bacon in droves at every rumor of Indian unsatisfied. Berkeley soon had Bacon arrested activity. In many places, the “rebellion” was less and forced the rebel leader into the humiliating an organized military campaign than a collection of position of publicly begging forgiveness for his local grievances and personal rivalries. Both rebels treason. Bacon swallowed this indignity, but turned and loyalists smelled the opportunities for plunder, the tables by gathering an army of followers seizing their rivals’ estates and confiscating their and surrounding the State House, demanding that property. Berkeley name him the General of Virginia and bless his universal war against Indians. Instead, For a small but vocal minority of rebels, however, the 70-year old governor stepped onto the field the rebellion became an ideological revolution: in front of the crowd of angry men, unafraid, and Sarah Drummond, wife of rebel leader William called Bacon a traitor to his face. Then he tore open Drummond, advocated independence from his shirt and dared Bacon to shoot him in the heart, England and the formation of a Virginian Republic, if he was so intent on overthrowing his government. declaring “I fear the power of England no more “Here!” he shouted before the crowd, “Shoot me, than a broken straw.” Others struggled for a different before God, it is a fair mark. Shoot!” When Bacon kind of independence: white servants and black hesitated, Berkeley drew his sword and challenged slaves fought side by side in both armies after the young man to a duel, knowing that Bacon could promises of freedom for military service. Everyone neither back down from a challenge without looking accused everyone else of treason, rebels and

57 CRASH COURSE | US HISTORY loyalists switched sides depending on which Virginia legislators did recognize the extent of side was winning, and the whole Chesapeake popular hostility towards colonial rule, however, disintegrated into a confused melee of secret plots and improved the social and political conditions and grandiose crusades, sordid vendettas and of poor whites in the years after the rebellion. desperate gambits, with Indians and English alike During the same period, the increasing availability struggling for supremacy and survival. One Virginian of enslaved workers through the Atlantic slave summed up the rebellion as “our time of anarchy.” trade contributed to planters’ large-scale adoption of slave labor in the Chesapeake. The rebels steadily lost ground and ultimately suffered a crushing defeat. Bacon died of typhus Just a few years after Bacon’s Rebellion, the in the autumn of 1676, and his successors Spanish experienced their own tumult in the area surrendered to Berkeley in January 1677. Berkeley of contemporary New Mexico. The Spanish had summarily tried and executed the rebel leadership been maintaining control partly by suppressing in a succession of kangaroo courts-martial. Before Native American beliefs. Friars aggressively long, however, the royal fleet arrived, bearing over enforced Catholic practice, burning native idols 1,000 red-coated troops and a royal commission of and masks and other sacred objects and banishing investigation charged with restoring order to the traditional spiritual practices. In 1680 the Pueblo colony. The commissioners replaced the governor religious leader Popé, who had been arrested and and dispatched Berkeley to London, where he died whipped for “sorcery” five years earlier, led various in disgrace. Puebloan groups in rebellion. Several thousand Pueblo warriors razed the Spanish countryside But the conclusion of Bacon’s Rebellion was uncertain, and besieged Santa Fe. They killed 400, including and the maintenance of order remained precarious 21 Franciscan priests, and allowed 2,000 other for years afterward. The garrison of royal troops Spaniards and Christian Pueblos to flee. It was discouraged both incursion by hostile Indians perhaps the greatest act of Indian resistance in and insurrection by discontented colonists, allowing North American history. the king to continue profiting from tobacco revenues. The end of armed resistance did not In New Mexico, the Pueblos eradicated all traces of mean a resolution to the underlying tensions Spanish rule. They destroyed churches and threw destabilizing colonial society. Indians inside Virginia themselves into rivers to wash away their Christian remained an embattled minority and Indians baptisms. “The God of the Christians is dead,” outside Virginia remained a terrifying threat. Elite Popé proclaimed, and the Pueblo resumed traditional planters continued to grow rich by exploiting spiritual practices. The Spanish were exiled for their indentured servants and marginalizing small twelve years. They returned in 1692, weakened, farmers. The vast majority of Virginians continued to reconquer New Mexico. to resent their exploitation with a simmering fury.

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The late seventeenth century was a time of great join what quickly became a pan-Indian cause violence and turmoil. Bacon’s Rebellion turned against the colony. white Virginians against one another, King Philip’s War shattered Indian resistance in New England, Yet Charles Town ultimately survived the onslaught and the Pueblo Revolt struck a major blow to Spanish by preserving one crucial alliance with the power. It would take several more decades Cherokees. By 1717, the conflict had largely dried before similar patterns erupted in Carolina and up, and the only remaining menace was roaming Pennsylvania, but the constant advance of Yamasee bands operating from Spanish Florida. European settlements provoked conflict in these Most Indian villages returned to terms with areas as well. Carolina and resumed trading. The lucrative trade in Indian slaves, however, which had consumed In 1715, the Yamasees, Carolina’s closest allies 50,000 souls in five decades, largely dwindled after and most lucrative trading partners, turned against the war. The danger was too high for traders, and the colony and nearly destroyed it entirely. Writing the colonies discovered even greater profits by from Carolina to London, the settler George Rodd importing Africans to work new rice plantations. believed the Yamasees wanted nothing less than Herein lies the birth of the “Old South,” that expanse “the whole continent and to kill us or chase us all of plantations that created untold wealth and out.” Yamasees would eventually advance within misery. Indians retained the strongest militaries in miles of Charles Town. the region, but they never again threatened the survival of English colonies. The Yamasee War’s first victims were traders. The governor had dispatched two of the colony’s most If a colony existed where peace with Indians might prominent men to visit and pacify a Yamasee council continue, it would be Pennsylvania. At the colony’s following rumors of native unrest. Yamasees founding William Penn created a Quaker religious quickly proved the fears well founded by killing imperative for the peaceful treatment of Indians. the emissaries and every English trader they While Penn never doubted that the English would could corral. appropriate Native lands, he demanded his colonists obtain Indian territories through purchase Yamasees, like many other Indians, had come to rather than violence. Though Pennsylvanians depend on English courts as much as the flintlock maintained relatively peaceful relations with rifles and ammunition traders offered them for Native Americans, increased immigration and slaves and animal skins. Feuds between English booming land speculation increased the demand agents in Indian country had crippled the court for land. Coercive and fraudulent methods of of trade and shut down all diplomacy, provoking negotiation became increasingly prominent. The the violent Yamasee reprisal. Most Indian villages Walking Purchase of 1737 was emblematic of in the southeast sent at least a few warriors to both colonists’ desire for cheap land and the changing

59 CRASH COURSE | US HISTORY relationship between Pennsylvanians and their Native neighbors.

Through treaty negotiation in 1737, native Delaware leaders agreed to sell Pennsylvania all of the land that a man could walk in a day and a half, a common measurement utilized by Delawares in evaluating distances. John and Thomas Penn, joined by the land speculator and longtime friend of the Penns James Logan, hired a team of skilled runners to complete the “walk” on a prepared trail. The runners traveled from Wrightstown to present-day Jim Thorpe and proprietary officials then drew the new boundary line perpendicular to the runners’ route, extending northeast to the Delaware River. The colonial government thus measured out a tract much larger than Delawares had originally intended to sell, roughly 1,200 square miles. As a result, Delaware-proprietary relations suffered. Many Delawares left the lands in question and migrated westward to join Shawnees and other Delawares already living in the Ohio Valley. There, they established diplomatic and trade relationships with the French. Memories of the suspect purchase endured into the 1750s and became a chief point of contention between the Pennsylvanian government and Delawares during the upcoming Seven Years War.

Source: Gregory Ablavsky et al., “British North America,” Daniel Johnson, ed., in The American Yawp, Joseph Locke and Ben Wright, eds., last modified August 1, 2016, http://www.AmericanYawp.com.

60 LESSON 2.2 | CONFLICTS IN COLONIZATION

LESSON 2.2.5 | WATCH | Crash Course US History #4 The Quakers, the Dutch, and the Ladies

PREVIEW In which John Green teaches you about some of the abusing the natives immediately. We venture as far colonies that were not in Virginia or Massachusetts. south as the Carolina colonies, where the slave labor Old New York was once New Amsterdam. Why economy was taking shape. John also takes on they changed it, I can’t say; English people just liked the idea of the classless society in America, and it better that way, and when the English took New the beginning of the idea of the American dream. Amsterdam in 1643, that’s just what they did. Before It turns out that in spite of the lofty dream that the English got there though, the colony was full everyone had an equal shot in the new world, there of Dutch people who treated women pretty fairly, were elites in the colonies too. And these elites and allowed free black people to hold jobs. tended to be in charge. And then their kids tended John also discusses Penn’s Woods, also known as to take over when they died. So yeah, not quite Pennsylvania. Pennsylvania was (briefly) a haven an egalitarian paradise. In addition to all this, we of religious freedom, and William Penn dealt relatively get into the Salem Witch Trials, the treatment of fairly with the natives his colony displaced. Of women in the colonies, and colonial economics. course, as soon as Penn died, the colonist started

61 LESSON 2.2 | CONFLICTS IN COLONIZATION

PURPOSE In this video, students will examine early colonies in In the south, slave labor economies are taking hold. America that were not in Virginia or Massachusetts. Students will also examine how male dominance Students will be introduced to New York, once called is woven into the early fabric of the American way New Amsterdam, and Penn’s Woods, or Pennsylvania. of life.

PROCESS As with all of the videos in the course, ask LINK students to watch the video before class. • Crash Course US History #4 – Remind students of John’s fast-talking and The Quakers, the Dutch, and the Ladies play the video with captions. Pause and rewind when necessary. Before students Video questions for students to answer during watch the video, instruct them to begin to their viewing. consider assumptions about the treatment of women and other minority groups in the colonies, as well as colonial economics.

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LESSON 2.2.5 | WATCH | Key Ideas – Factual Use these questions and prompts at the appropriate stopping points to check in with students and ensure they are getting the key concepts covered in the video.

1. (1:50) How did New York change under British SAMPLE ANSWER: New York’s population doubled control as opposed to Dutch rule? under British control, but there was less economic freedom for women and free blacks often lost jobs.

2. (2:50) What was the Walking Purchase? SAMPLE ANSWER: The Walking Purchase was a negotiation where natives agreed to cede a tract of land bound by the distance a man could walk in 36 hours. The Quaker governor hired fast runners who marked out territory much larger than the natives had anticipated.

3. (3:40) Where did South Carolina’s SAMPLE ANSWER: Barbados. settlers originate?

4. (6:00) What are the biggest effects SAMPLE ANSWER: With Bacon’s Rebellion, there of Bacon’s Rebellion? was a shift away from indentured servants to slaves, with a general desire by the British Crown to better control the colonies.

5. (7:20) How did the English Toleration Act SAMPLE ANSWER: The Act meant that voting of 1690 change things in terms of voting? in General Court elections was no longer tied to membership of a church, but rather those who owned property.

6. (9:30) How was a male-dominated society SAMPLE ANSWER: Early colonies had an elite woven into the early American identity? ruling class where men owned property and willed that property to their sons, not wives or daughters. Male dominance was also written into laws and solidified in practice. Women’s work was mostly confined to the home, and especially for lower-class women, it involved a lot of drudgery. These actions were simply not enough.

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LESSON 2.2.6 | READ | Slavery and the Making of Race

PURPOSE This article from The American Yawp examines race in early colonial America.

PROCESS Provide students with a copy of the attached Potential follow-up questions: document or have them download it on their • What conditions did Reverend Francis own time. Inform them they will be reading Le Jau encounter upon arrival a journal that examines the racial relations in Charleston (Charles Town) in 1706? in early colonial America. Students should • Describe the racial barriers that were read actively by marking up the text and established strictly on the basis of taking notes. Students should be prepared skin color. to answer any potential questions regarding • What sorts of conditions did Alexander the text. Student should also consider the Falconbridge describe experiencing Essential Questions of the unit and section during the Middle Passage? while they read. • How has the Middle Passage maintained influence on the culture of ATTACHMENT America today? • Slavery and the Making of Race

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READING | Slavery and the Making of Race – The American Yawp

Whether they came as servants, slaves, free farmers, institution of slavery. religious refugees, or powerful planters, the men After his arrival as a missionary in Charles Town, and women of the American colonies created new Carolina, in 1706, Reverend Francis Le Jau quickly worlds. Native Americans saw fledgling settlements grew disillusioned by the horrors of American slavery. turned into unstoppable beachheads of vast new He met enslaved Africans ravaged by the Middle populations that increasingly monopolized resources Passage, Indians traveling south to enslave enemy and remade the land into something else entirely. villages, and colonists terrified of invasions from Meanwhile, as colonial societies developed in the French Louisiana and Spanish Florida. Slavery and seventeenth and eighteenth centuries, fluid labor death surrounded him. arrangements and racial categories solidified into the race-based, chattel slavery that increasingly Le Jau’s strongest complaints were reserved for defined the economy of the British Empire. The his own countrymen, the English. English traders North American mainland originally occupied a small encouraged wars with Indians in order to purchase and marginal place in that broad empire, as even and enslave captives, and planters justified the the output of its most prosperous colonies paled use of an enslaved workforce by claiming white before the tremendous wealth of Caribbean sugar servants were “good for nothing at all.” Carolina islands. And yet the colonial backwaters on the North slave owners echoed English colonizers’ negative American mainland, ignored by many imperial views of the Irish in their refusal to concede officials, were nevertheless deeply tied into these “that Negroes and Indians are otherwise than larger Atlantic networks. A new and increasingly Beasts.” Although the minister thought otherwise complex Atlantic World connected the continents and baptized and educated a substantial number of Europe, Africa, and the Americas. of slaves, he was unable to overcome masters’ fear Christian baptism would lead to slave Events across the ocean continued to influence the emancipation. lives of American colonists. Civil war, religious conflict, and nation building transformed seventeenth-century The 1660s marked a turning point for black men Britain and remade societies on both sides of the and women in English colonies like Barbados in the ocean. At the same time, colonial settlements grew West Indies and Virginia in North America. New and matured, developing into powerful societies laws gave legal sanction to the enslavement of capable of warring against Native Americans and people of African descent for life. The permanent subduing internal upheaval. Patterns and systems deprivation of freedom and the separate legal status established during the colonial era would continue of enslaved Africans facilitated the maintenance to shape American society for centuries. And none, of strict racial barriers. Skin color became more than perhaps, would be as brutal and destructive as the superficial difference; it became the marker of

65 CRASH COURSE | US HISTORY a transcendent, all-encompassing division between In the eighteenth century, wars in Florida, South two distinct peoples, two races, white and black. Carolina, and the Mississippi Valley produced All seventeenth-century racial thought did not point even more Indian slaves. Some wars emerged from directly toward modern classifications of racial contests between Indians and colonists for land, hierarchy. Captain Thomas Phillips, master of a slave while others were manufactured as pretenses for ship in 1694, did not justify his work with any such acquiring captives. Some were not wars at all, creed: “I can’t think there is any intrinsic value in one but merely illegal raids performed by slave traders. color more than another, nor that white is better Historians estimate that between 24,000 and than black, only we think it so because we are so.” 51,000 Native Americans were forced into slavery For Phillips, the profitability of slavery was the only throughout the southern colonies between 1670 justification he needed. and 1715. While some of the enslaved Indians remained in the region, many were exported Wars offered the most common means for colonists through Charlestown, South Carolina, to other to acquire Native American slaves. Seventeenth- ports in the British Atlantic—most likely to century European legal thought held that enslaving Barbados, Jamaica, and Bermuda. Many of the prisoners of war was not only legal, but more English colonists who wished to claim land in merciful than killing the captives outright. After frontier territories were threatened by the violence the Pequot War (1636-1637), Massachusetts Bay inherent in the Indian slave trade. By the colonists sold hundreds of North American Indians eighteenth century, colonial governments often into slavery in the West Indies. A few years later, discouraged the practice, although it never Dutch colonists in New Netherland (New York and ceased entirely as long as slavery was, in general, New Jersey) enslaved Algonquian Indians during a legal institution. both Governor Kieft’s War (1641-1645) and the two Esopus Wars (1659-1663). The Dutch sent these Native American slaves died quickly, mostly from war captives to English-settled Bermuda as well as disease, but others were murdered or died Curaçao, a Dutch plantation-colony in the southern from starvation. The demands of growing plantation Caribbean. An even larger number of Indian slaves economies required a more reliable labor force, were captured during King Phillip’s War (1675-1676), and the transatlantic slave trade provided such a pan-Indian uprising against the encroachments a workforce. European slavers transported of the New England colonies. Hundreds of Indians millions of Africans across the ocean in a terrifying were bound and shipped into slavery. The New journey known as the Middle Passage. Writing England colonists also tried to send Indian slaves at the end of the eighteenth century, Olaudah to Barbados, but the Barbados Assembly refused Equiano recalled the fearsomeness of the crew, to import the New England Indians for fear they the filth and gloom of the hold, the inadequate would encourage rebellion. provisions allotted for the captives, and the desperation that drove some slaves to suicide.

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(Equiano claimed to have been born in Igboland slave trade, which were then adopted by African in modern-day Nigeria, but he may have been born cooks before being brought to the Americas, where in colonial South Carolina, where he collected they are still consumed. West African rhythms memories of the Middle Passage from African- and melodies live in new forms today in music born slaves.) In the same time period, Alexander as varied as religious spirituals and synthesized Falconbridge, a slave ship surgeon, described drumbeats. African influences appear in the basket the sufferings of slaves from shipboard infections making and language of the Gullah people on the and close quarters in the hold. Dysentery, known Carolina Coastal Islands. as “the bloody flux,” left captives lying in pools of excrement. Chained in small spaces in the Recent estimates count between 11 and 12 million hold, slaves could lose so much skin and flesh Africans forced across the Atlantic between the from chafing against metal and timber that sixteenth and nineteenth centuries, with about their bones protruded. Other sources detailed 2 million deaths at sea as well as an additional rapes, whippings, and diseases like smallpox several million dying in the trade’s overland African and conjunctivitis aboard slave ships. leg or during seasoning. Conditions in all three legs of the slave trade were horrible, but the first “Middle” had various meanings in the Atlantic slave abolitionists focused especially on the abuses of trade. For the captains and crews of slave ships, the Middle Passage. the Middle Passage was one leg in the maritime trade in sugar and other semi-finished American Southern European trading empires like the Catalans goods, manufactured European commodities, and and Aragonese were brought into contact with African slaves. For the enslaved Africans, the a Levantine commerce in sugar and slaves in the Middle Passage was the middle leg of three distinct fourteenth and fifteenth centuries. Europeans journeys from Africa to the Americas. First was an made the first steps toward an Atlantic slave trade overland journey in Africa to a coastal slave-trading in the 1440s, when Portuguese sailors landed in factory, often a trek of hundreds of miles. Second— West Africa in search of gold, spices, and allies and middle—was an oceanic trip lasting from one against the Muslims who dominated Mediterranean to six months in a slaver. Third was acculturation trade. Beginning in the 1440s, ship captains carried (known as “seasoning”) and transportation to the African slaves to Portugal. These Africans were American mine, plantation, or other location where valued primarily as domestic servants, as peasants new slaves were forced to labor. provided the primary agricultural labor force in Western Europe. European expansion into the The impact of the Middle Passage on the cultures Americas introduced both settlers and European of the Americas remains evident today. Many foods authorities to a new situation—an abundance of associated with Africans, such as cassava, were land and a scarcity of labor. Portuguese, Dutch, originally imported to West Africa as part of the and English ships became the conduits for Africans

67 CRASH COURSE | US HISTORY forced to America. The western coast of Africa, the a result of the Atlantic slave system. Gulf of Guinea, and the west-central coast were the sources of African captives. Wars of expansion and About 450,000 Africans landed in British North raiding parties produced captives who could be sold America, a relatively small portion of the 11 to in coastal factories. African slave traders bartered 12 million victims of the trade. As a proportion for European finished goods such as beads, cloth, of the enslaved population, there were more rum, firearms, and metal wares. females in North America than in other colonial slave populations. Enslaved African women also Slavers often landed in the British West Indies, bore more children than their counterparts in the where slaves were seasoned in places like Caribbean or South America, facilitating the natural Barbados. Charleston, South Carolina, became reproduction of slaves on the North American the leading entry point for the slave trade on continent. A 1662 Virginia law stated that an the mainland. The founding of Charleston (“Charles enslaved woman’s children inherited the “condition” Town” until the 1780s) in 1670 was viewed as a of their mother; other colonies soon passed similar serious threat by the Spanish in neighboring Florida, statutes. This economic strategy on the part of who began construction of Castillo de San Marcos planters created a legal system in which all children in St. Augustine as a response. In 1693 the Spanish born to slave women would be slaves for life, king issued the Decree of Sanctuary, which granted whether the father was white or black, enslaved freedom to slaves fleeing the English colonies if they or free. converted to Catholicism and swore an oath of loyalty to Spain. The presence of Africans who bore Most fundamentally, the emergence of modern arms and served in the Spanish militia testifies to notions of race was closely related to the colonization the different conceptions of race among the English of the Americas and the slave trade. African slave and Spanish in America. traders lacked a firm category of race that might have led them to think that they were selling their own Sugar and tobacco became enormously popular people, in much the same way that Native Americans items of consumption in Europe in the early colonial did not view other Indian groups as part of the same period, but rice, indigo, and rum were also profitable “race.” Similarly, most English citizens felt no racial plantation exports. Brazil was the most common identification with the Irish or the even the Welsh. destination for slaves—more than four million The modern idea of race as an inherited physical slaves ended up in the Portuguese colony. English difference (most often skin color) that is used to slave traders, however, brought approximately two support systems of oppression was a specific product million slaves to the British West Indies. By the of the early modern Atlantic world. middle of the eighteenth century English slavers had become the most active carriers of Africans across In the early years of slavery, especially in the South, the Atlantic, and huge profits flowed into Britain as the distinction between indentured servants and

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slaves was initially unclear. In 1643, however, a law a week on Sundays, to visit their spouses. Legal or was passed in Virginia that made African women religious authority did not protect these marriages, “tithable.” This, in effect, associated African and masters could refuse to let their slaves visit women’s work with difficult agricultural labor. There a spouse, or even sell a slave to a new master was no similar tax levied on white women; the law hundreds of miles away from their spouse and was an attempt to distinguish white from African children. In addition to distance that might have women. The English ideal was to have enough separated family members, the work of keeping hired hands and servants working on a farm so that children fed and clothed often fell to enslaved wives and daughters did not have to partake in women. They performed essential work during the manual labor. Instead, white women were expected hours that they were not expected to work for to labor in dairy sheds, small gardens, and kitchens. the master. They produced clothing and food for Of course, due to the labor shortage in early America, their husbands and children and often provided white women did participate in field labor. But religious and educational instruction. Within the this idealized gendered division of labor contributed patriarchal and exploitative colonial environment, to the English conceiving of themselves as better enslaved men and women struggled to establish than other groups who did not divide labor in this families and communities. fashion, including the West Africans arriving in slave ships to the colonies. For many white colonists, Source the association of a gendered division of labor with Gregory Ablavsky et al., “British North America,” Daniel Englishness provided a further justification for the Johnson, ed., in The American Yawp, Joseph Locke and enslavement and subordination of Africans. Ben Wright, eds., last modified August 1, 2016, http://www. AmericanYawp.com. Ideas about the rule of the household were informed by legal and customary understandings of marriage and the home in England. A man was expected to hold “paternal dominion” over his household, which included his wife, children, servants, and slaves. In contrast, slaves were not legally masters of a household, and were therefore subject to the authority of the white master. Slave marriages were not recognized in colonial law. Some enslaved men and women married “abroad”; that is, they married individuals who were not owned by the same master and did not live on the same plantation. These husbands and wives had to travel miles at a time, typically only once

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LESSON 2.2.7 | ACTIVITY | Analyzing Acts of Resistance

PURPOSE This activity, modified from content found at The they found sickness and disease or hoped to Gilder Lehrman Institute of American History, establish a church free from corruption. Students is designed to expose students to the thoughts, should come away from this activity with a better feelings, and experiences of those who were understanding of the hardships faced and motivating repressed in the New World. These early resistors factors on which some aspects of our country were were eager to find riches in the new land, instead founded upon.

PROCESS Give students access to the excerpts of done). This discussion should center on early acts of resistance. Students should how the ideas in each piece served to read, annotating the text as they work demonstrate experiences of those not given through the documents. They should then equal opportunities which would last for complete a Primary Source Analysis Tool centuries in the United States. for each document. Upon completion of the assignment, the class should discuss ATTACHMENTS findings and compare ideas (small groups • Analyzing Acts of Resistance might be best for this, sharing out when • Primary Source Analysis Tool

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READING | Analyzing Acts of Resistance – The Gilder Lehrman Institute of American History

Slave Revolt in the West Indies, 1733 Background Information The prevalence of slavery in pre-Revolutionary informs us, that while he lay at Anguilla a Bermudas America made actual and threatened slave uprisings Sloop arrived there from St. John’s, the Master of intense interest throughout the British colonies of which informed him, that the Number of Whites in North America. The West Indies, or Caribbean destroyed by the Negroes of that Island did not islands, where slavery predominated, were vitally exceed 60, some having found Means to escape their important to commerce and trade in the colonies, Fury. That they kill’d all the Men and aged Women, and slave revolts there were particularly newsworthy. that they could lay their Hands on, and debauched In this issue of the New-York Weekly Journal, dated the young Women, and that they kept Possession March 11, 1733[/4], editor John Peter Zenger of the Island and Fort for 8 Days, when a Number printed a sloop captain’s report on a slave takeover of Whites and Negroes came from St. Thomas’s of the Danish island of St. John in November 1733. and attack’d the Fort, which they took after a stout Resistance; and among the rest, had the good Luck A group of slaves, the captain reported, “kill’d all to take the Ringleader or Captain of the Black Gentry, the Men and aged Women, that they could lay their whom they flea’d alive, and tortured several others Hands on, and debauched the young Women, and of them to Death. Upon this Defeat, most of the that they kept Possession of the Island and Fort for Negroes that were scattered about upon the Island, 8 Days.” He also claimed that the revolt had been took all the Canoes and other small Craft they could put down after “a number of Whites and Negroes find, and quitted the Place, and ’tis thought they from St. Thomas’s . . . attack’d the Fort, which are gone to Cape Fransway, &c. This Rising of the they took after a stout Resistance.” However, fighting Negroes at St. John’s, has so alarmed our Islands, continued on St. John until 1734, when English and that they keep 30 or 40 Men every Night upon the French forces ended the uprising. Watch upon each Island, to prevent a Surprize. ’Tis further said, that all the Islands in the West Excerpt Indies are under Apprehensions of a War. . . . Friday Night last a Sloop from St. Anguilla, came to Anchor in Nantasket Road, the Master of which Olaudah Equiano informs us, that on the 10th Day of December Background Information last, there was the most violent storm at Statia, Within ten years of the first North American St. Martins and Anguilla, that has been known settlements, Europeans began transporting in Memory of Man. . . . The said Master further captured Africans to the colonies as slaves. Imagine

71 CRASH COURSE | US HISTORY the thoughts and fears of an eleven-year-old boy Parliament’s decision to end the British slave trade who was kidnapped from his village by African slave in 1807. traders. He was forced to march west to the coast of Africa, sold to different people along the way. Excerpt When he reached the Slave Coast he saw white I was not long suffered to indulge my grief; men for the first time. His mind must have been I was soon put down under the decks, and there I filled with many questions. Where was he going? received such a salutation in my nostrils as What would these men do to him? Would he ever I had never experienced in my life; so that with the see his home again? loathsomeness of the stench, and crying together, I became so sick and low that I was not able to eat, This young man was Olaudah Equiano. He and many nor had I the least desire to taste any thing. I now other Africans, both male and female, were loaded wished for the last friend, Death, to relieve me; but on ships that took them to the British colonies, soon, to my grief, two of the white men offered me where they were sold as slaves. Hundreds of people eatables; and, on my refusing to eat, one of them were packed into the lower decks with barely held me fast by the hands, and laid me across, I think, enough room to move during a journey that took at the windlass, and tied my feet, while the other least six weeks. Many died, but Equiano survived. flogged me severely. I had never experienced any thing of this kind before; and although not being Equiano traveled the world as a slave to a ship used to the water, I naturally feared that element captain and merchant. In 1766 he was able the first time I saw it; yet, nevertheless, could I to purchase his own freedom. Equiano wrote his have got over the nettings, I would have jumped autobiography, The Interesting Narrative of the over the side; but I could not; and, besides, the Life of Olaudah Equiano, or Gustavus Vassa, the crew used to watch us very closely who were not African, in 1789. Equiano recounted how his chained down to the decks, lest we should leap early life in Africa was interrupted when he was into the water; and I have seen some of these poor kidnapped by slave traders and separated from African prisoners most severely cut for attempting his family, writing “we were soon deprived of even to do so, and hourly whipped for not eating. This the smallest comfort of weeping together.” Equiano indeed was often the case with myself. In a little was bought and sold, marched to the African coast, time after, amongst the poor chained men, I found and shipped in squalid conditions to America. He some of my own nation, which in a small degree wrote of the voyage, “The closeness of the place, gave ease to my mind. I inquired of them what was and the heat of the climate, added to the number to be done with us? they gave me to understand in the ship, which was so crowded that each had we were to be carried to these white people’s scacely room to turn himself, almost suffocated country to work for them. us.” Many people read Equiano’s Narrative, and his account exposing the horrors of slavery influenced

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Arguments For Educating Women, 1735 Time upon their Hands, and lead a more sedentary Background Information Life. Their Employments are of a domestic Nature, On May 19, 1735, John Peter Zenger republished this and not like those of the other Sex, which are often essay in the New-York Weekly Journal. Originally inconsistent with Study and Contemplation. . . . printed in the Guardian, a British periodical, the two- page essay supports the education of women “of A Second Reason why Women should apply Quality or Fortune.” The author, probably Joseph themselves to useful Knowledge rather than Men, is Addison, one of the founders of the Guardian, argued because they have that natural Gift of Speech that women should be educated because they had in greater Perfection. Since they have so excellent more spare time than men, they had a natural gift a Talent, such a Copia Verborum, or Plenty of Words, for speech, they were responsible for educating their ’tis Pity they should not put it to some Use. If the children, and they needed to keep busy. In addition, female Tongue will be in Motion, why should it not the article suggests that educated women were be set to go right? Could they discourse about seen to be more suitable as “marriage material” the Spots in the Sun, it might divert them from by socially prominent men. More importantly, the publishing the Faults of their Neighbours. . . article declares that: Learning and Knowledge are Perfections in us, not as we are Men, but as we are There is another Reason why those especially who reasonable Creatures, in which Order, of Beings the are Women of Quality, should apply themselves Female World is upon the same level with the Male. to Letters, because their Husbands are generally We ought to consider in this Particular, not what is Strangers to them. . . . the Sex, but what is the Species to which they belong. Learning and Knowledge are Perfections in us, not Excerpt as we are Men, but as we are reasonable Creatures, I Have often wondered that Learning is not thought in which Order, of Beings the Female World is upon a proper Ingredient in the Education of a Woman the same Level with the Male. We ought to consider of Quality or Fortune. Since they have the same in this Particular, not what is the Sex, but what is improvable Minds as the male Part of the Species, the Species to which they belong. . . why should they not be cultivated by the same Method? Why should Reason be left to it self in one Source: of the Sexes, and be disciplined with so much Care The Gilder Lehrman Institute of American History. (n.d.). in the other. “Slave Revolt in the West Indies, 1733.” “Olaudah Equiano.” “Arguments for Educating Women, 1735.”

There are Reasons why Learning seems more Retrieved from: http://ap.gilderlehrman.org/period/2 adapted to the female World, than to the Male. As in the first Place, because they have more spare

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HANDOUT | Primary Source Analysis Tool

TOPIC: AUTHOR:

SOURCE TITLE: PUBLICATION DATE:

OBSERVE: WHAT WERE THE MAIN IDEAS/THEMES OF THE PIECE? (THIS BOX SHOULD HAVE OBJECTIVE STATEMENTS ABOUT WHAT IS IN THE PIECE, NOT WHAT YOU PERSONALLY FEEL ABOUT THE IDEAS IN THE SOURCE)

QUOTES: WHAT QUOTES DID YOU FIND TO BE PARTICULARLY IMPORTANT OR INTERESTING?

REFLECTION: WHAT DO YOU THINK WAS MOST COMPELLING OR INTERESTING ABOUT THE SOURCE? WHY IS THIS SOURCE IMPORTANT? WHAT CAN IT TELL US ABOUT THE PERIOD? DO ANY OF ITS IDEAS APPLY TO AMERICA TODAY?

QUESTIONS: WHAT QUESTIONS DO YOU HAVE ABOUT THE SOURCE OR THE TOPIC, GENERALLY?

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LESSON 2.2.8 | CLOSING | EQ Notebook

PURPOSE At the start of the lesson, students looked at the specific passages and evidence from the content essential questions without much to go on. Now in the unit that provided insights into answering the that the lesson is over, students should revisit the driving questions. essential questions. This time, students should cite

PROCESS At the start of this lesson on the colonization Ask students to think about these questions of North America, students were given two and respond on their EQ Notebook Unit 2 Essential Questions and one Lesson Worksheets. 2.2 Essential Questions. As a reminder, here they are again: Now that students have spent some time with the material of this unit, they should Unit 2 Essential Questions: look back over the content covered as well • What factors contributed to the as any additional information they have establishment of different cultural come across, and write down any quotes regions (British, Spanish, French, or evidence that provide new insights and Dutch) in North America? How into the essential questions assigned for this did those relationships change lesson. Once they’ve finished, they should over time? think about how this new information has • How and why did the practice impacted their thinking about the unit of slavery shape the culture, essential question, and write down their practices, economy, and conflict of thoughts in their EQ Notebook. North America? ATTACHMENT Lesson 2.1 Essential Question: • The EQ Unit 2 Notebook Worksheet • Through what events and acts did the oppressed express resistance during this era?

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UNIT 2 | EQ Notebook Worksheet Answer the unit essential Lessons 2.2.1, then again in Lesson 2.2.8. In your answer, be sure to include ideas such as historical context and how themes through history change over time. Use specific examples to support your claims or ideas.

ESSENTIAL QUESTION 1. Through what events and acts did the oppressed express resistance during this era? How did those facing new rules and regulations fight back?

LESSON 2.2.1

LESSON 2.2.8

HOW HAS YOUR THINKING CHANGED?