The Thirteen Colonies Interactive Power Point
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Women and the Law in Colonial Maryland, 1648-1715 Monica C
Marquette University e-Publications@Marquette Dissertations (2009 -) Dissertations, Theses, and Professional Projects "Justice Without Partiality": Women and the Law in Colonial Maryland, 1648-1715 Monica C. Witkowski Marquette University Recommended Citation Witkowski, Monica C., ""Justice Without Partiality": Women and the Law in Colonial Maryland, 1648-1715" (2010). Dissertations (2009 -). Paper 27. http://epublications.marquette.edu/dissertations_mu/27 “JUSTICE WITHOUT PARTIALITY”: WOMEN AND THE LAW IN COLONIAL MARYLAND, 1648-1715 by Monica C. Witkowski A Dissertation submitted to the Faculty of the Graduate School, Marquette University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Milwaukee, Wisconsin May 2010 ABSTRACT “JUSTICE WITHOUT PARTIALITY”: WOMEN AND THE LAW IN COLONIAL MARYLAND, 1648-1715 Monica C. Witkowski Marquette University, 2010 What was the legal status of women in early colonial Maryland? This is the central question answered by this dissertation. Women, as exemplified through a series of case studies, understood the law and interacted with the nascent Maryland legal system. Each of the cases in the following chapters is slightly different. Each case examined in this dissertation illustrates how much independent legal agency women in the colony demonstrated. Throughout the seventeenth century, Maryland women appeared before the colony’s Provincial and county courts as witnesses, plaintiffs, defendants, and attorneys in criminal and civil trials. Women further entered their personal cattle marks, claimed land, and sued other colonists. This study asserts that they improved their social standing through these interactions with the courts. By exerting this much legal knowledge, they created an important place for themselves in Maryland society. Historians have begun to question the interpretation that Southern women were restricted to the home as housewives and mothers. -
Describe Geography of 3 Colonial Regions. * Describe Economy of the 3 Colonial Regions
* Describe geography of 3 colonial regions. * Describe economy of the 3 colonial regions. * Describe 3 different types of government in colonial America. * Explain concepts of Separation of Church & State, fair trial, & protection from cruel & unusual punishments. Discuss colonial events that brought these into practice. * Predict problems colonists may encounter later as they try to unite. * Analyze how we can connect modern America (culture, economy, government, geography) to the original 13 colonies. • Massachusetts, Rhode Island, New Hampshire, & Connecticut. Geography: cold climate, abundant forests, rocky soil, & a large port in Boston. • Colonies based on religious principles & values. Massachusetts had little to no religious tolerance. Theocracy , religious governments, were common. Religious rule in New England Q/A: Describe the impact religion played in the formation of New England colonies. • Jobs: Small subsistence farmers, shipbuilders, lumber men, fur traders, fishing, whaling, & merchants. • Most families lived on small farms. Geography led to forests being means of income besides farming. Subsistence Farm Abundant Lumber Port of Boston Fur Traders Ship builders Merchants Q/A: Analyze how geography directly impacted New England economy. • Witchcraft paranoia came with colonists from Europe. • Puritan leaders felt colony left strong religious roots & colony was being punished with witchcraft presence. • More than 100 people tried & 20 were put to death. • Serious questions about power of church, religious law, & fair trials resulted. Accused witches tried & convicted “Witches” put to death Q/A: Describe how concepts like a “fair trial by a jury of your peers” & “separation of church & state” resulted from events like the Salem Witch Trials. • Connecticut founded by Thomas Hooker, promoted religious tolerance & disagreed with Puritan laws. -
2 the Middle Colonies
TERMS & NAMES 2 TheThe MiddleMiddle Colonies:Colonies: cash crop gristmill diversity FarFar ms ms andand CitiesCities artisan Conestoga wagon MAIN IDEA WHY IT MATTERS NOW The people who settled in the States in this region still boast Middle Colonies made a society of some of the most diverse great diversity. communities in the world. ONE AMERICAN’S STORY Elizabeth Ashbridge was only 19 years old when she arrived in America from England in the 1730s. Even though she was young, she had already been married and widowed. And although she was an indentured servant, she hoped to earn her freedom and find a way to express her strong religious feelings. After several years, Elizabeth did gain freedom. She started to search for a religion that she could devote her life to. Finally, in the colony of Pennsylvania, she found what she was looking for—the Society of Friends, or Quakers. The new Quaker longed to share her beliefs openly. A VOICE FROM THE PAST I was permitted to see that all I had gone through was to prepare me for this day; and that the time was near, when it would be required of me, to go and declare to others what the God of mercy had done for my soul. A woman speaks out at a Quaker Elizabeth Ashbridge, Some Account . of the Life of Elizabeth Ashbridge meeting. The Society of Friends allowed women a more active role than other religions. The Quakers believed that people of different beliefs could live together in harmony. They helped to create a climate of tolerance and acceptance in the Middle Colonies of New York, New Jersey, Pennsylvania, and Delaware. -
Colonial America
COLONIAL AMERICA 1651 DOCUMENT SIGNED BY TIMOTHY HATHERLY, WITCH TRIAL MAGISTRATE AND MASSACHUSETTS MERCHANT ADVENTURER WHO FINANCED THE BAY COLONY GOVERNOR THOMAS PRENCE SIGNS A COLONY AT PLYMOUTH 1670 DEPOSITION * 1 [COLONIAL PLYMOUTH] TIMOTHY HATHERLY was * 2 one of the Merchant Adventurers of London who financed the [COLONIAL PLYMOUTH] THOMAS PRENCE: Governor colony at Plymouth, Massachusetts after obtaining a patent from Massachusetts Bay colony. Arrived at Plymouth Colony on the “For- King James covering all of the Atlantic coast of America from the tune” in 1621. He was one of the first settlers of Nansett, or grant to the Virginia company on the south, to and including New- Eastham, was chosen the first governor of Governor of Massachu- foundland. Hatherly was one of the few Adventurers to actually setts Bay Colony in 1633. serving until 1638, and again from 1657 till settle in America. He arrived in 1623 on the ship Ann, then returned 1673, and was an assistant in 1635-’7 and 1639-’57. Governor Prence to England in 1625. In 1632, he came back to Plymouth and in 1637 also presided over a witch trial in 1661 and handled it “sanely and was one of the recipients of a tract of land at Scituate. Before 1646, with reason.” He also presided over the court when the momen- Hatherly had bought out the others and had formed a stock com- tous decision was made to execute a colonist who had murdered an pany, called the “Conihasset Partners.” Scituate was part of the Ply- Indian. He was an impartial magistrate, was distinguished for his mouth Colony; it was first mentioned in William Bradford’s writ- religious zeal, and opposed those that he believed to be heretics, ings about 1634. -
Birth of a Colony North Carolina Guide for Educators Act IV—A New Voyage to Carolina, 1650–1710
Birth of a Colony North Carolina Guide for Educators Act IV—A New Voyage to Carolina, 1650–1710 Birth of a Colony Guide for Educators Birth of a Colony explores the history of North Carolina from the time of European exploration through the Tuscarora War. Presented in five acts, the video combines primary sources and expert commentary to bring this period of our history to life. Use this study guide to enhance students’ understanding of the ideas and information presented in the video. The guide is organized according to five acts. Included for each act are a synopsis, a vocabulary list, discussion questions, and lesson plans. Going over the vocabulary with students before watching the video will help them better understand the film’s content. Discussion questions will encourage students to think critically about what they have viewed. Lesson plans extend the subject matter, providing more information or opportunity for reflection. The lesson plans follow the new Standard Course of Study framework that takes effect with the 2012–2013 school year. With some adjustments, most of the questions and activities can be adapted for the viewing audience. Birth of a Colony was developed by the North Carolina Department of Cultural Resources, in collaboration with UNC-TV and Horizon Productions. More resources are available at the website http://www.unctv.org/birthofacolony/index.php. 2 Act IV—A New Voyage to Carolina, 1650–1710 Act IV of Birth of a Colony is divided into three parts. The first part explores the development of permanent English settlements in North Carolina. For nearly 70 years after the mysterious disappearance of the Lost Colony, North Carolina remained void of European settlement. -
Serving Greater Boston, Southeastern Massachusetts and Rhode Island
Serving Greater Boston, Southeastern Massachusetts and Rhode Island Touching the lives of people coping with serious illness and loss takes dedicated services and special support. At HopeHealth, that is our focus — providing the highest quality care with the utmost skill, compassion and respect. We serve thousands of people each year — delivering a wide range of services throughout Massachusetts and Rhode Island. HopeHealth’s family of services includes hospice, palliative and home care. HopeHealth 1085 North Main Street Providence, RI 02904 (401) 415-4200 1324 Belmont Street Suite 202 Brockton, MA 02301 (508) 957-0200 Referrals: (844) 671-4673 Referral fax: (401) 792-3280 or (508) 957-0379 [email protected] Referrals: (844) 671-4673 I HopeHealthCo.org Towns Served Rhode Island Massachusetts Barrington Abington Dedham North Attleborough Bristol Acushnet Dighton Northbridge Burrillville Arlington Dover Norton Central Falls Attleboro Duxbury Norwell Charlestown Avon East Bridgewater Norwood Coventry Bellingham Easton Pembroke Cranston Belmont Fairhaven Plainville Cumberland Berkley Fall River Plymouth East Greenwich Blackstone Foxborough Plympton East Providence Boston Franklin Quincy Exeter Allston Freetown Randolph Foster Back Bay Halifax Raynham Glocester Bay Village Hanover Rehoboth Hopkinton Brighton Hanson Rochester Jamestown Charlestown Harwich Rockland Johnston Chinatown Hingham Scituate Lincoln Dorchester Holbrook Seekonk Little Compton Fenway Holliston Sharon Middletown Hyde Park Hopedale Somerset Narragansett Jamaica -
Chapter 2 Conflicting Visions: England's Seventeenth-Century Colonies
C H A P T E R 2 CONFLICTING VISIONS: ENGLAND’S SEVENTEENTH-CENTURY COLONIES SUMMARY In the seventeenth century, different and sometimes disparate groups of English settlers established several colonies in North America. The English way of colonization differed from that of the Spanish in that English colonization did not emanate from a desire to create a centralized empire in the New World. Breaking Away English migration to the New World was part of a larger pattern of mobility—the New World was just another destination. Some Englishmen migrated to the New World for economic reasons, leaving poverty and seeking land. Others came seeking religious opportunity or to avoid political strife and conflict in England. The Chesapeake: Dreams of Wealth In the early to mid-seventeenth century, the English established two successful but diverse colonies around the Chesapeake Bay—Virginia and Maryland. Entrepreneurs in Virginia In 1607, the London Company, a joint stock company, built Jamestown in Virginia. This colony, however, experienced numerous problems arising from a hostile natural environment, conflict with local Native Americans, the colonists’ failure to work for the common good, and unclear goals. Spinning Out of Control To save the colony, Captain John Smith took over the management of the town and imposed military order. The London Company also restructured the government and sent more people to keep the colony going. “Stinking Weed” One key to the eventual success of Virginia was the development by John Rolfe of tobacco as a commercial crop. London Company directors further attracted settlers by giving land grants (headrights), establishing elective local government (the House of Burgesses), and bringing women to the colony. -
The Present State of Virginia, Rev. Hugh Jones, 1724, Excerpts
National Humanities Center Resource Toolbox Becoming American: The British Atlantic Colonies, 1690-1763 Library of Congress “capable of great Improvements still” * Rev. Hugh Jones The Present State of VIRGINIA 1724__EXCERPTS Hugh Jones was an English clergyman called to serve in Virginia for two years as a “Mathe- matickal Professor” in the College of William and Mary in Williamsburg. On his return to England he discovered that “few people . have correct notions of the true state of the Herman Moll, A New Map of the North Parts of America , 1720, detail plantations [colonies].” Thus in 1724 he Herman Moll, A New Map of the North Parts of America, 1720, detail published The Present State of Virginia to “few people in England . have correct Notions inform his English audience of the colony’s “few people in England . have correct Notions government, peoples, economic and religious of the true State of the Plantations” of the true State of the Plantations” state, etc., and to promote his plan to transport the English “poor and vagabonds” to Virginia as a non-African labor supply. INTRODUCTION_____ When I considered the great Benefit that arises to the Public from the large colony of Virginia, I observed that though it be thus advantageous, yet it is capable of great Improvements still, and requires several Alterations, both with Regard to its own Welfare, and the Interest of Great Britain. Observing moreover, that few people in England (even many concerned in public affairs of this kind) have correct Notions of the true State of the Plantations, and having been eagerly applied to frequently by Persons of the greatest Figure, Experience and Judgment in political and national Concerns, for Information concern- ing all the Circumstances of Virginia, I was requested to digest methodically and publish what I knew and thought of these Matters; and being in a great Measure enjoined to it by a noble Patron, I have here complied with his Commands, with the best of my Knowledge and Judgment. -
The English Take Control DIFFERENTIATING INSTRUCTION
CHAPTER 3 • SECTION 4 New Netherland As you read in Chapter 2, in the early 1600s the Dutch built the colony of New Netherland along the Hudson River in what is now New York State. The colony’s largest town, New Amsterdam, was founded on Manhattan Island in 1625. New Amsterdam was built to defend the Dutch More About . West India Company’s fur trading settlements along the Hudson River. Peter Stuyvesant, the colony’s governor, expanded New Netherland by Religious Refugees taking over the nearby colony of New Sweden in 1655. The Swedes had settled the land along the Delaware River in 1638. in Pennsylvania The Dutch West India Company set up the patroon system to attract more In England, thousands of Quakers went settlers. A patroon was a person who brought 50 settlers to New Netherland. to jail for their beliefs, especially after As a reward, a patroon received a large land grant. He also received hunting, Charles II gained the throne in 1660. fishing, and fur trading privileges. The patroon system brought great wealth Some made their way to Maryland and to the colony’s elite. Massachusetts in the 1650s, but after The social system also included many slaves. Although their lives were William Penn founded a Quaker colony in harsh, they enjoyed some rights of movement and property ownership. 1681, many more arrived. A Tolerant Society In the 17th century the Netherlands had one of the Besides Quakers, several other small religious most tolerant societies in Europe. Dutch settlers brought this religious toleration to their colony. -
Introducing America
CHAPTER 1 INTRODUCING AMERICA (PRE-1754) PAGES SAMPLE CHAPTER OVERVIEW PAGES SAMPLE PAGES SAMPLE INTRODUCTION The story of the United States began in Europe, with competition among imperial powers to settle the great landmass of North America. From the 1500s onwards the wealthy but land-strapped kingdoms of Europe – England, France, Spain, Holland and Portugal – became aware of the economic and strategic potential of this bountiful new continent across the Atlantic. Explorers, settlers, conquistadors,1 captains, merchants and speculators braved perilous sea voyages into the unknown to plant their flag in a land they knew little about. By the late 1600s, several European powers had claimed their own piece of North America, leading to territorial competition and nationalist tensions. For a time it seemed as if this ‘new world’ might develop as a mirror of the old, divided Europe. Arguably the strongest of these imperial powers was Great Britain. Britain’s African American slave military strength, naval dominance and mastery of trade gave it the edge in being sold. matters of empire; this was reflected in the claim that ‘Britons … never will be slaves!’2 in the popular anthem Rule, Britannia! The true purpose of British imperialism, however, was not to conquer or rule but to make money. London maintained the colonies as a valuable source of raw materials and a market for manufactured products. Most imperial legislation was therefore concerned with the regulation of trade. By the mid-1760s, British America had evolved into a remarkably independent colonial system. Under a broad policy of ‘salutary A questionable neglect’, each of the thirteen colonies had become used to a significant degree representation of of self-government. -
Acts of the Commissioners of the United Colonies of New England
CORNELL UNIVERSITY LIBRARY ..CORNELL UNIVERSITY LIBRARY 3 1924 083 937 122 Cornell University Library ^^ The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924083937122 RECORDS OF PLYMOUTH COLONY. %tk of i\t Comittissioitfi's of !lje Initfb Colonies of felo €\4ml YOL. I. ] 643-1051. RECORDS OF THE COLONY OF NEW PLYMOUTH IN NEW ENGLAND. PRINTED BY ORDER OF THE LEGISLATURE OF THE COMMONWEALTH OF MASSACHUSETTS. EDITED BY DAVID PULSIFER, CLERK IN THE OFFICE OF THE SECRETARY OF THE COMMONWEALTH, MEMBER OF THE NEW ENGLAND HISTORIC-GENEALOfilCAL SOCIETY, VIXLOW OP TllK AMERICAN STATISTICAL ASSOCIATION, CORKESPONDINQ MEMBER OP THE ESSEX INSTITUTE, AND OF THE RHODE ISLAND, NEW YORK, COXNKCTICUT AND WISCONSIN BISTORICAL SOCIETIES. %t\^ of Jlje ^tinimissioners of Ijje InM Colonirs of Btfo ^iiglank VOL. I. 1643-1651. BOSTON: FROM THE PRESS OF WILLIAM WHITE, rRINTEK TO THE COMMONWEALTH. 185 9. ^CCRMELL^ ;UNIVERSITY LJ BRARY C0MM0.\))EALT11 OF MASSACHUSETTS. ^etrflarn's f eprtnunt. Boston, Apkil o, 1858. By virtue of Chapter forty-one of the Eesolves of the year one thousand eight hundred fifty-eight, I appoint David Pulsifee, Esq., of Boston, to super- intend the printing of the New Plymouth Records, and to proceed with the copying, as provided in previous resolves, in such manner and form as he may consider most appropriate for the undertaking. Mr. Pulsifer has devoted many years to the careful exploration and transcription of ancient records, in the archives of the County Courts and of the Commonwealth. -
Levels of Care for Rhode Island Emergency Departments and Hospitals for Treating Overdose and Opioid Use Disorder TABLE of CONTENTS
Levels of Care for Rhode Island Emergency Departments and Hospitals for Treating Overdose and Opioid Use Disorder TABLE OF CONTENTS Introduction .................................................................................................................................... 3 Purpose ............................................................................................................................................ 4 Definitions of Levels of Care .......................................................................................................... 5 Level 3 Components ....................................................................................................................... 7 Level 2 Components ...................................................................................................................... 14 Level 1 Components ...................................................................................................................... 17 Self-Assessment and Certification Process ................................................................................. 19 2 RHODE ISLAND DEPARTMENT OF HEALTH DEPARTMENT OF BEHAVIORAL HEALTHCARE AND HOSPITALS DEVELOPMENTAL DISABILITIES INTRODUCTION Far too many of our family, friends, and colleagues have been personally affected by addiction and opioid use disorder and far too many of us have personally experienced the tragedy of watching our loved ones suffer from this chronic disease. The 2016 Alexander C. Perry and Brandon Goldner Law, sponsored by Chairman