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Philipp Robinson Roessner MA FSA Scot
SCOTTISH FOREIGN TRADE TOWARDS THE END OF THE PRE- INDUSTRIALPERIOD, 1700-1760 Philipp Robinson Roessner MA FSA Scot PhD The University of Edinburgh 2007 312 PART II: SCOTTISH-GERMAN TRADE, 1700-1770: A CASESTUDY 7.1 Embeddedness of Early Modern Scottish-GermanTrade 313 7 Scottish Trade with Germany, 1700-1770: The Macro-Picture 7.1 The Embeddedness of Early Modern Scottish-German Trade So far the structure, trends and fluctuations in the Scottish trade volume between 1700 and 1760, the last decades of Scotland's pre-industrial period, have been discussed. It could be shown that after 1730, trade levels began to expand significantly, probably matching or surpassing all growth rates realized during previous decades, if not centuries. Scotland underwent her own "commercial revolution", yet on terms decidedly different from England. Overseas trade levels tripled between 1700 and 1760. But trade levels remained small, both in comparison to England, as well as in relation to Scotland's national income. Trade was furthermore biased towards the importation and re-exportation of colonial foodstuffs, particularly tobacco. This peculiar Scottish trading pattern was conditioned by the structure of the domestic economy and the inclusion of Scottish ports and merchants into the English commercial empire (Navigation Acts). On the one hand, the Scottish manufacturing base was weak. The domestic economy neither exported particularly large amounts and shares of her production, nor was it heavily reliant upon imports from overseas.Accordingly, average imports of tobacco, sugar and rum from the Americas far outpacedyearly averagedomestic exports of linen, woollen, leather and other manufactures to that region. -
The Americans
UUNNIITT AmericanAmerican BeginningsBeginnings CHAPTER 1 Three Worlds Meet toto 17831783 Beginnings to 1506 CHAPTER 2 The American Colonies Emerge 1492–1681 CHAPTER 3 The Colonies Come of Age 1650–1760 CHAPTER 4 The War for Independence 1768–1783 UNIT PROJECT Letter to the Editor As you read Unit 1, look for an issue that interests you, such as the effect of colonization on Native Americans or the rights of American colonists. Write a letter to the editor in which you explain your views. Your letter should include reasons and facts. The Landing of the Pilgrims, by Samuel Bartoll (1825) Unit 1 1 View of Boston, around 1764 1693 The College of William and 1651 English Parliament 1686 James II creates Mary is chartered passes first of the the Dominion of New in Williamsburg, Navigation Acts. England. Virginia. AMERICAS 1650 1660 1670 1680 1690 1700 WORLD 1652 Dutch settlers 1660 The English 1688 In England the Glorious establish Cape Town monarchy is restored Revolution establishes the in South Africa. when Charles II supremacy of Parliament. returns from exile. 64 CHAPTER 3 INTERACT WITH HISTORY The year is 1750. As a hard-working young colonist, you are proud of the prosperity of your new homeland. However, you are also troubled by the inequalities around you—inequalities between the colonies and Britain, between rich and poor, between men and women, and between free and enslaved. How can the colonies achieve equality and freedom? Examine the Issues • Can prosperity be achieved without exploiting or enslaving others? • What does freedom mean, beyond the right to make money without government interference? RESEARCH LINKS CLASSZONE.COM Visit the Chapter 3 links for more information related to The Colonies Come of Age. -
Ch. 3 Section 4: Life in the English Colonies Colonial Governments the English Colonies in North America All Had Their Own Governments
Ch. 3 Section 4: Life in the English Colonies Colonial Governments The English colonies in North America all had their own governments. Each government was given power by a charter. The English monarch had ultimate authority over all of the colonies. A group of royal advisers called the Privy Council set English colonial policies. Colonial Governors and Legislatures Each colony had a governor who served as head of the government. Most governors were assisted by an advisory council. In royal colonies the English king or queen selected the governor and the council members. In proprietary colonies, the proprietors chose all of these officials. In a few colonies, such as Connecticut, the people elected the governor. In some colonies the people also elected representatives to help make laws and set policy. These officials served on assemblies. Each colonial assembly passed laws that had to be approved first by the advisory council and then by the governor. Established in 1619, Virginia's assembly was the first colonial legislature in North America. At first it met as a single body, but was later split into two houses. The first house was known as the Council of State. The governor's advisory council and the London Company selected its members. The House of Burgesses was the assembly's second house. The members were elected by colonists. It was the first democratically elected body in the English colonies. In New England the center of politics was the town meeting. In town meetings people talked about and decided on issues of local interest, such as paying for schools. -
The Navigation Acts and Colonial Massachusetts Industry
Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1955 The aN vigation Acts and Colonial Massachusetts Industry William O. Madden Loyola University Chicago Recommended Citation Madden, William O., "The aN vigation Acts and Colonial Massachusetts ndusI try" (1955). Master's Theses. Paper 1137. http://ecommons.luc.edu/luc_theses/1137 This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1955 William O. Madden THE NAVIGATION ACTS AND COLONIAL MASSACHUSETTS INDUSTRr bl William O. Madden, S.J. A Th•• ie Submitted to the Facultl of the Graduate School of LOlo1a Unlveraltl in Partial Fulfl1laent of the Requirements for the Degree of Malter of Arts Januarr 19S5 LIP'.B Wllllam O. Madden, a.J., waa born at Chicago" Illlnols" Maroh 11, 1926. He was graduated trom Ouaplon Hlgb. Sohool, Pralrle du Chien, Wisconsln, In Mal' ~ 1944. In JUDe of' the same 7eal' he entered the lovltlate ot the Sacred Heart, Mlltord, Ohio, an attlliate ot Xavier Unlversltl'. In th. summer ot 1948 he was tran.terred to We.t Baden College, We.t Baden Springs, Indiana, an attil!ate ot L0l'ola Univers!tl', where he pursued cour.e. in philo.oph, and hiator;y. He received his degree ot Bachelor of' Art. In Latin 1n Februar;y, 1949. -
Creating Economy: Merchants in Seventeenth-Century England
Georgia State University ScholarWorks @ Georgia State University History Theses Department of History 12-11-2017 Creating Economy: Merchants in Seventeenth-Century England Braxton Hall Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/history_theses Recommended Citation Hall, Braxton, "Creating Economy: Merchants in Seventeenth-Century England." Thesis, Georgia State University, 2017. https://scholarworks.gsu.edu/history_theses/116 This Thesis is brought to you for free and open access by the Department of History at ScholarWorks @ Georgia State University. It has been accepted for inclusion in History Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. CREATING ECONOMY: MERCHANTS IN SEVENTEENTH-CENTURY ENGLAND by BRAXTON HALL Under the Direction of Jacob Selwood, PhD ABSTRACT Between 1620 and 1700, merchants in England debated the economic framework of the kingdom. The system they created is commonly referred to as ‘mercantilism’ and many historians have concluded that there was a consensus among economists that supported the balance of trade and restricted foreign markets. While that economic consensus existed, merchants also had to adopt new ways of thinking about religion, foreigners, and naturalization because of the system they created. Merchants like Josiah Child in the latter part of the seventeenth century were more acceptant of strangers and they were more tolerant of religion that their predecessors -
Topic of Discussion – the American Revolutionary War
Discussion 7-4 US History ~ Chapter 7 Topic Discussions E Lundberg Topic of Discussion – The American Revolutionary War Related Topics Chapter Information ~ Ch 7; 4 sections; 35 pages The French and Indian War Influence on Independence The American Revolution (1775-1783) The British Rescind Salutary Neglect approach Section 1 ~ The Early Years of the War Pages 194-203 Section 2 ~ The War Expands Pages 204-211 The Colonial American Response to British Assertiveness Section 3 ~ The Path to Victory Pages 212-221 The Revolution Can Be Understood as a Civil War Section 4 ~ The Legacy of the War Pages 222-228 The Legacy of the War had a Great International Impact Key Ideas Key Connections - 10 Major (Common) Themes 1. How cultures change through the blending of different ethnic groups. The War Forced people in the America to choose sides 2. Taking the land. 3. The individual versus the state. Loyalist and Patriots cause a great division in America 4. The quest for equity - slavery and it’s end, women’s suffrage etc. 5. Sectionalism. The War tore many families a part 6. Immigration and Americanization. 7. The change in social class. The American Army was not as prepared as the British 8. Technology developments and the environment. 9. Relations with other nations. The American people had more to fight for 10. Historiography, how we know things. The Legacy of the War had along term Impact. Talking Points I Introduction 1. The American Revolution was a political upheaval during the last half of the 18th century, in which thirteen colo- nies in North America joined together to break free from the British Empire, combining to become the United States of America. -
Colonies with Others Puritan Colonies Were Self-Governed, with Each Town Having Its Own Government Which Led the People in Strict Accordance with Puritan Beliefs
Note Cards 1. Mayflower Compact 1620 - The first agreement for self-government in America. It was signed by the 41 men on the Mayflower and set up a government for the Plymouth colony. 2. William Bradford A Pilgrim, the second governor of the Plymouth colony, 1621-1657. He developed private land ownership and helped colonists get out of debt. He helped the colony survive droughts, crop failures, and Indian attacks. 3. Pilgrims and Puritans contrasted The Pilgrims were separatists who believed that the Church of England could not be reformed. Separatist groups were illegal in England, so the Pilgrims fled to America and settled in Plymouth. The Puritans were non-separatists who wished to adopt reforms to purify the Church of England. They received a right to settle in the Massachusetts Bay area from the King of England. 4. Massachusetts Bay Colony 1629 - King Charles gave the Puritans a right to settle and govern a colony in the Massachusetts Bay area. The colony established political freedom and a representative government. 5. Cambridge Agreement 1629 - The Puritan stockholders of the Massachusetts Bay Company agreed to emigrate to New England on the condition that they would have control of the government of the colony. 6. Puritan migration Many Puritans emigrated from England to America in the 1630s and 1640s. During this time, the population of the Massachusetts Bay colony grew to ten times its earlier population. 7. Church of England (Anglican Church) The national church of England, founded by King Henry VIII. It included both Roman Catholic and Protestant ideas. 8. John Winthrop (1588-1649), his beliefs 1629 - He became the first governor of the Massachusetts Bay colony, and served in that capacity from 1630 through 1649. -
Anglo-Dutch Economic Relations in the Atlantic World, 1688–1783
Anglo-Dutch Economic Relations in the Atlantic World, 1688–1783 Kenneth Morgan Between the Glorious Revolution and the American Revolution, Britain and the Netherlands had significant economic connections that affected the Atlantic trade of both countries. Anglo-Dutch economic relations had their foundations in various factors. Anglo-Dutch trade had flourished from the Middle Ages onwards. London and Amsterdam were the major financial capi- tals of Europe, with considerable interaction among them. The English and the Dutch were natural allies as maritime powers between 1674, the end of the Third Anglo-Dutch War, and 1780, when after a century of almost complete neutrality in major wars, Britain and Holland became embroiled in conflict during the American Revolutionary War. In the period covered in this paper, harmonious relations between Britain and the Netherlands were embedded in formal treaties dated 1674, 1675 and 1678.1 Anglo-Dutch involvement in colonial affairs antedated that time: Dutch merchants had carried out extensive com- merce with Virginia in the mid-seventeenth century and the Dutch communi- ty’s commercial activities in New Netherland continued after England captured that colony in 1664 and renamed it New York. The Dutch connection with Virginia declined in the 1690s but Dutch economic and cultural influence in New York continued well into the eighteenth century.2 Anglo-Dutch economic 1 Alice Clare Carter, Neutrality or Commitment. The Evolution of Dutch Foreign Policy, 1667–1795 (London: Edward Arnold, 1975); Hugh Dunthorne, The Maritime Powers, 1721–1740: A Study of Anglo-Dutch Relations in the Age of Walpole (New York: Garland, 1986). -
The Unfree Origins of English Empire-Building in the Seventeenth Century Atlantic
Chapter 5 The Unfree Origins of English Empire-Building in the Seventeenth Century Atlantic John Donoghue Weighing his country’s prospects for empire in 1654, Thomas Scot declared that the people of England were poised to become “masters of the whole world.”1 Although certainly grandiose, Scot’s boast was nonetheless grounded in a less- encompassing reality. As a leading Parliamentarian, Scot had borne witness to how the English Revolution had transformed England from a monarchy to a republic that had dedicated itself to imperial expansion. Although historians will always disagree about the empire’s chronological origins, many would concur that the 1649–1654 era marked a critical point in the empire’s emergence. During this period, the revolutionary state had conquered and colonized Catholic Ireland, vanquished the Dutch in a naval war, and launched two transatlantic expeditions to bring oscillating colonies more firmly into the imperial orbit. At the same time, Parliamentary legislation laid the legal foundations for what would become a prosperous empire. Indeed, at the end of 1654, the year Scot made his enthusiastic declaration about England’s imperial potential, the state mobilized a transatlantic armada consisting of 42 ships and 13,490 men to con- quer and colonize Spanish Hispaniola. Although the expedition failed in that attempt, it did conquer Jamaica, creating an English colony out of a former Spanish possession where profits from sugar, extracted from the labor of slaves, would make it one of the richest dominions in the imperial realm.2 Scot’s brag- gadocio, in sum, was a commentary on the English state’s first, concerted foray into empire-building in the Atlantic world. -
Unit Title: from Subject to Citizen
Colorado Teacher-Authored Instructional Unit Sample Social Studies 8th Grade Unit Title: From Subject to Citizen INSTRUCTIONAL UNIT AUTHORS Ellicott School District Kelli Cabrera Richard Campbell Anja Centennial Diane Garduno Nathaniel Miller BASED ON A CURRICULUM OVERVIEW SAMPLE AUTHORED BY Archuleta School District Scott White Del Norte School District Jill Martinez Greeley School District Therese Gilbert Poudre School District Colorado’s District Sample Curriculum Project Curriculum Sample District Colorado’s Gabrielle Wymore This unit was authored by a team of Colorado educators. The template provided one example of unit design that enabled teacher- authors to organize possible learning experiences, resources, differentiation, and assessments. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. DATE POSTED: MARCH 31, 2014 Content Area Social Studies Grade Level 8th Grade Course Name/Course Code 8th Grade Social Studies Standard Grade Level Expectations (GLE) GLE Code 1. History 1. Formulate appropriate hypotheses about United States history based on a variety of historical sources and SS09-GR.8-S.1-GLE.1 perspectives 2. The historical eras, individuals, groups, ideas and themes from the origins of the American Revolution through SS09-GR.8-S.1-GLE.2 Reconstruction and their relationships with one another 2. Geography 1. Use geographic tools to analyze patterns in human and physical systems SS09-GR.8-S.2-GLE.1 2. Conflict and cooperation occur over space and resources SS09-GR.8-S.2-GLE.2 3. Economics 1. Economic freedom, including free trade, is important for economic growth SS09-GR.8-S.3-GLE.1 2. -
Scottish Circumvention of the English Navigation Acts in the American Colonies 1660-1707
Making, using and resisting the law in European history / edited by Günther Lottes, Eero Medijainen, Jón Viðar Sigurðsson. - Pisa : Plus-Pisa university press, 2008. – (Thematic work group. 1., States, legislation, institutions ; 3) 349.4 (21.) 1. Diritto - Europa - Storia I. Lottes, Günther II. Medijainen, Eero III. Sigurðsson, Jón Viðar CIP a cura del Sistema bibliotecario dell’Università di Pisa This volume is published thanks to the support of the Directorate General for Research of the European Commission, by the Sixth Framework Network of Excellence CLIOHRES.net under the contract CIT3-CT-2005-006164. The volume is solely the responsibility of the Network and the authors; the European Community cannot be held responsible for its contents or for any use which may be made of it. Cover: Marc Chagall (1887 - 1985), Moses and the Golden Calf, oil painting, private collection, St. Paul de Vence © 1990 Photo Scala, Florence © 2008 by CLIOHRES.net The materials published as part of the CLIOHRES Project are the property of the CLIOHRES.net Consortium. They are available for study and use, provided that the source is clearly acknowledged. [email protected] - www.cliohres.net Published by Edizioni Plus – Pisa University Press Lungarno Pacinotti, 43 56126 Pisa Tel. 050 2212056 – Fax 050 2212945 [email protected] www.edizioniplus.it - Section “Biblioteca” Member of ISBN: 978-88-8492-549-7 Linguistic revision Neil Herman Informatic editing Răzvan Adrian Marinescu Scottish Circumvention of the English Navigation Acts in the American Colonies 1660-1707 Allan I. Macinnes University of Strathclyde ABSTRACT From its insular location, its limited indigenous resources and its subordinate political standing as one of three kingdoms ruled by the Stuart dynasty, Scotland was dependent on overseas trade, commercial networks and an entrepreneurial willingness to set aside international regulations for its very survival as a distinctive European nation in the later 17th century. -
Road to Revolution
Road to Revolution 1760-1775 In 1607 The Virginia Company of London, an English trading company, planted the first permanent English settlement in North America at Jamestown. The successful establishment of this colony was no small achievement as the English had attempted to plant a colony in North America since the reign of Queen Elizabeth I in the l6th century. The Virginia Company operated under a royal charter, granted by King James I, which assured the original settlers they would have all liberties, franchises and immunities as if they had been “abiding and born within England.” By 1760, England and Scotland had united into the Kingdom of Great Britain and her settlements in North America had grown to thirteen thriving colonies with strong cultural, economic, and political ties to the mother country. Each colony enjoyed a certain amount of self- government. The ties which bound Great Britain and her American colonies were numerous. Wealthy men in the colonies, such as George Washington, used British trading companies as their agents to conduct business. Young men from prominent families, like Arthur Lee, went to Great Britain to finish their schooling. Colonial churches benefited from ministers who were educated in Great Britain. Many of the brightest men in the colonies, such as Benjamin Franklin of Pennsylvania, James Otis of Massachusetts, and Peyton Randolph of Virginia, served the British government as appointed officials. What then caused these strong ties to unravel after 1760? What caused the American colonists to revolt against their mother country in 1775? Though not recognized by most people at the time, economic and political forces beginning in 1760 on both sides of the Atlantic would force Great Britain and her American colonies to reassess their long relationship.