The Northern Colonies
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Life in the New England Colonies
Life in the New England Colonies The New England colonies include Connecticut, Massachusetts, New Hampshire and Rhode Island. The lifestyle of New England’s people was greatly impacted by both its geography and climate. New England’s economy depended on the environment. Its location near the Atlantic Ocean along a jagged coastline determined how people made a living. People in New England made money through fishing, whaling, shipbuilding, trading in its port cities and providing naval supplies. One of the busiest port cities was Boston. People in New England could not make a living from farming because most of the land was not suited to farming due to the hilly terrain and rocky soil. The nature of the soil was partially caused by the Appalachian Mountains. Another factor that made farming for profit difficult was climate; New England experienced moderate summers and cold winters. The growing season was simply too short to make farming profitable and most farms were small family ones. So rather than farming, many people not involved in industries involving the water were either skilled craftsman or shopkeepers. Towns and villages were very important in the daily lives of New Englanders. Their social lives revolved around village events and attending church. The Sabbath or Sunday was a high point of the week. Work was not allowed and it provided an opportunity to visit one another. Many of the New England colonies were founded by religious reformers and separatists searching for religious freedom. Civic events were also central to New England life. Town meetings determined answers to important questions about running the colony. -
New England Colonies Blacklines.Qxd
1 Name ____________________ The New England Colonies from Making the 13 Colonies series PRE-TEST Directions: Answer the following statements either true or false. 1. An attempt was made to colonize the New England region the same year the colony of Jamestown, Virginia, was founded. __________ 2. The people we call the Pilgrims founded the colony of Plymouth in 1720. ________ 3. There was greater religious freedom in the colony of Rhode Island than anywhere else in the 13 colonies. ________ 4. Mostly Quakers settled the Connecticut colony. ________ 5. Maine was never a colony but was part of the Massachusetts Bay colony. ________ 6. In England, Puritans attended Catholic Church services instead of those of the Church of England. ________ 7. People from the colony of Plymouth were the first settlers of New Hampshire. ________ 8. All the land of New Hampshire and Maine once belonged to two men. ________ 9. Vermont was first colony in New England. ________ 10. The business of slave trading was important in the colony of Rhode Island until it was finally banned right before the Revolutionary War. ________ ©2003 Ancient Lights Educational Media Published and Distributed by United Learning All rights to print materials cleared for classroom duplication and distribution. 2 Name ____________________ The New England Colonies from Making the 13 Colonies series POST-TEST Directions: Answer the following questions to the best of your ability. 1. What were some of the things that Puritans did not like about the Church of England? ______________________________________________________________________________________ -
Vital Allies: the Colonial Militia's Use of Indians in King Philip's War, 1675--1676
University of New Hampshire University of New Hampshire Scholars' Repository Master's Theses and Capstones Student Scholarship Spring 2011 Vital allies: The colonial militia's use of Indians in King Philip's War, 1675--1676 Shawn Eric Pirelli University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/thesis Recommended Citation Pirelli, Shawn Eric, "Vital allies: The colonial militia's use of Indians in King Philip's War, 1675--1676" (2011). Master's Theses and Capstones. 146. https://scholars.unh.edu/thesis/146 This Thesis is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Master's Theses and Capstones by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. VITAL ALLIES: THE COLONIAL MILITIA'S USE OF iNDIANS IN KING PHILIP'S WAR, 1675-1676 By Shawn Eric Pirelli BA, University of Massachusetts, Boston, 2008 THESIS Submitted to the University of New Hampshire in Partial Fulfillment of the Requirements for the Degree of Master of Arts In History May, 2011 UMI Number: 1498967 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT Dissertation Publishing UMI 1498967 Copyright 2011 by ProQuest LLC. -
English Colonization in the 19 Century
English Colonization in the 19th Century Examples of Colonial disunity were not surprising – Reasons: English Crown awarded colonial charters to: 1. Merchants 2. Religious idealists – different types of colonists 3. Adventurers Decisions to Emigrate 1. Rapid Population growth (1580-1650) in England created competition for food and jobs 2. New World was the land of opportunity 3. Institute a purer form of worship 4. Escape poverty, debt, jail terms, bad marriages 5. Religious and political persecution in Spain and England Upon arriving the colonist brought ideas and subcultures of which some were changed by the American environment. The New England colonies, the Middle Colonies, and the Southern Colonies all were distinct in various ways A. Economy B. Religion The Chesapeake: Dreams of Wealth Post Roanoke, New World interest lessened English interest reappeared with English rivalry with Spain Jamestown Colonization was very costly Solution – Joint Stock Company, large amounts of cash available with a stock investment plan, with hopes of high cash returns. 1st charter – London Company – John Smith 30 miles up the James River Problem – wealth was the motivation, not permanent settlement. Wealth rather than farming (planting corn) Captain John Smith – Prevented a Roanoke repeat A. Brought order and prevented anarchy B. Traded with Native American tribes for food C. Mapped the Chesapeake Bay D. Instituted military rule John Smith was rescued by Pocahontas Reorganization in government allowed for joint stock investment to be opened to the general public. Difficulties continue, a supply ship headed to Jamestown crashed in Bermuda John Smith suffered a gun powder injury and returned to England. -
GRADE 5 Social Studies Classroom Assessment Task Colonial
GRADE 5 Social Studies Classroom Assessment Task Colonial Regionalism This sample task contains a set of primary and authentic sources about the development of regions in the Thirteen Colonies. Alignment The questions in this task align to the following social studies grade-level expectations. 5.3.2 Describe cooperation and conflict among Native Americans, Europeans, and Africans 5.3.4 Compare and contrast religious groups that settled colonial America and examine the role of religion in colonial communities 5.3.6 Explain and give examples of how Native Americans, Europeans, and free and enslaved Africans adapted to living in the New England colonies, the Middle colonies, and the Southern colonies 5.5.1 Describe ways in which location and environment influenced the settlements and land use in colonial America 5.9.1 Describe trade between the Americas, Western Europe, and Western Africa during the colonial period 5.9.2 Analyze the differences in the economies of the New England colonies, Middle colonies, and the Southern colonies Contents This sample task contains the following sections: • Primary and Authentic Sources • Assessment Items • Extended-Response Task • Scoring Rubric • Scoring Notes • Printable Student Version Task Directions • Teachers may choose to use or modify this sample as part of an instructional lesson or as a formative or summative assessment. • Teachers should provide students access to the printable student version of the task items, which excludes GLE alignment, answer keys, and scoring information. • Students should then read or review the sources and answer the questions. • For additional specifications about the task, please see the Assessment Guidance for grade 5. -
Property, Identity and Place in Seventeenth-Century New England
Property, Identity and Place in Seventeenth-Century New England A thesis submitted to the School of History of the University of East Anglia in partial fulfilment of the requirements for the degree of Doctor of Philosophy By Elizabeth Jean Southard 26 July 2013 © This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with the author and that no quotation from the thesis, nor any information derived therefrom, may be published without the author’s prior, written consent. Abstract This thesis presents a study of the construction and defence of English settler-colonies in New England during the seventeenth century, focusing upon the relationship between ordinary people and their environment. This work initially examines the pre- exploration reports and the first few decades of settlement and how commodification and naming practices helped in translating the landscape into a familiar, useful and, most importantly, English place. This continues in Chapter Two with a study of the distribution and construction of towns, boundaries and familiar patterns of agricultural usage. This patterning reveals how early settlers perceived their world, and how they secured traditional English customs and patterns onto this uncultivated landscape. The final two chapters will examine challenges to this system, from within New England and across the Atlantic. Chapter Three focuses on the challenge of native land rights, which threatened to undermine the initial basis of conquest and discovery as claims to the land. However, this was overcome due the flexibility of narratives of ownership and possession and the addition of native land rights to English property regimes. -
Describe Significant Developments in the New England Colonies, Including
Lesson 5: The Development of the New England Colonies 1 2 Content Expectations 5 –U2.3.1: Describe significant developments in the New England colonies, including: • Patterns of settlement and control including the impact of geography (landforms and climate) on settlement • Relations with American Indians (eg., Pequot/King Phillip’s War) • Growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies • The development of government including establishment of town meetings, development of colonial legislatures and growth of royal government • Religious tensions in Massachusetts that led to the establishment of other colonies in New England. 3 Reasons for Founding Influence Economic of Activities Geography Development of the New England Colonies Push Pull Factors Factors 4 5 English Settlers in New England Making Inferences 6 TCI Text Series 7 8 The Puritans After the Pilgrims founded Plymouth, another religious group founded another English colony nearby. Similarity: also disagreed with the Church of England. Difference: did not want to separate from the Church, wanted to change some of the Church’s practices or make it more “pure.” 9 The Founding of the Massachusetts Bay Colony 1629 • a group of Puritans joined other people in England to form the New England Company. • the King granted the company a charter. • The first group of Puritans sailed to New England that year. • They began a settlement named “Salem” on Massachusetts Bay. 10 Salem 11 The Founding of the Massachusetts Bay Colony 1630 • John Winthrop brought a second and much larger group of Puritans from England . • The group included nearly one thousand colonists traveling on eleven ships. -
New England Colonies Colonial America Articles
New England Colonies Colonial America Articles Article 4 1630-1638 The New England colonies were made up of the colonies of Massachusetts, Connecticut, New Hampshire, and Rhode Island. Geography and Climate The New England colonies were flat along the rocky coastline, which made good harbors. It became hilly and mountainous further inland. The land was covered in dense forests. The soil was rocky, which made farming difficult. The New England colonies had very harsh winters and mild summers. This made the growing season Massachusetts only about five months long. Economy Rhode Island Because the soil was rocky and the climate was often harsh, colonists in New England only farmed enough Connecticut to feed their families. Some of these crops included corn, beans, and squash. The New England colonies, however, were full of forests, giving the colonists the important natural resource of trees. These trees provided wood that colonists were able to use to build homes, buildings, and ships. Lumber became very important to the shipbuilding industry because they built ships for the colonies. Ships and lumber were also exported to England. Also, because the New England colonies were along the coast, many colonists fished. The fishing industry included whaling and cod, among other types of fish. Whale oil was an important resource that was used as fuel for lamps and could also be sold. Because the New England colonies focused on the shipbuilding and fishing industries, they imported agricultural products (farm products) from other colonies and England. Life of a New England Colonist The Puritans wanted religious freedom. They wanted to purify the Church of England. -
THE PLYMOUTH COLONY PATENT: Setting the Stage by Peggy M
THE PLYMOUTH COLONY PATENT: setting the stage by Peggy M. Baker, Director & Librarian Pilgrim Society & Pilgrim Hall Museum 2007 The legal arrangements under which the Pilgrims journeyed to America and established their colony, and which, ultimately, resulted in the colony’s demise in 1692 are among the most confusing aspects of the Plymouth experience. The “correct” way to proceed, as outlined in the surviving documents (and many documents do not survive), did not always reflect how affairs were actually conducted. And the entire system of establishing and governing colonies was so new and experimental that rules were often changed to meet new circumstances (and information on how and why these changes occurred is generally incomplete). As a result, scholars frequently disagree about what actually did happen! What follows is, therefore, not a definitive answer but the scenario that seems most likely. First, let’s set the stage. In the 16th century, Europe expanded its boundaries as voyages of exploration brought increased geographical knowledge and an interest in faraway lands. At the same time, an increase in personal wealth and the development of capitalism led to the rise of both a very wealthy landed aristocracy and a rich merchant class possessing money (and, therefore, political clout) and the ambition to make even more money. The marriage of these factors resulted in new “financial opportunities” - schemes by which adventuresome aristocrats and rich merchants would make a profit on their money by investing in colonies. Making money in colonies required a lot of money to begin with, more than even the richest aristocrats or merchants had. -
Chapter Four: the Establishment of English Colonies Before 1642 and Their Development Through the Late Seventeenth Century Contents
Chapter Four: The Establishment Of English Colonies Before 1642 And Their Development Through The Late Seventeenth Century Contents 4.1 INTRODUCTION ........................................................................................... 111 4.1.1 Learning Outcomes .................................................................................... 111 4.2 THE ENGLISH BACKGROUND ......................................................................... 113 4.2.1 The Stuarts of Scotland and England: James I and Charles I ............................ 115 The Long Parliament, the English Civil War, and the Republic ................................. 116 4.3 ROANOKE, RAlEIGH’S lOST COLONY ............................................................ 117 4.3.1 Before You Move On... ................................................................................ 125 Key Concepts ................................................................................................ 125 Test Yourself ................................................................................................. 126 4.4 JAMESTOWN ................................................................................................ 126 4.4.1 The Powhatan ........................................................................................... 127 4.4.2 Captain John Smith ................................................................................... 128 The Famous Rescue of Smith by Pocahontas ...................................................... 128 4.4.3 All That -
CHAPTER 2 1605–1774 the English Colonies
CHAPTER 2 1605–1774 The English Colonies California Standards History–Social Science 8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy. 8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. Analysis Skills CS 2 Students construct various time lines of key events, people, and periods of the historical era they are studying. English–Language Arts Writing 8.2.4.b Present detailed evidence, examples, and reasoning to support arguments. Reading 8.1.3 Use word meanings within the appropriate context. FOCUS ON WRITING Writing an Infomercial What if television had been invented during the time that the English colonies were being founded in North America? Instead of relying on printed flyers and word of mouth to attract settlers, the 1620 founders of colonies might have made infomercials. In The Pilgrims sign this chapter you will read about life in the American the Mayflower colonies during different times. You will choose one time Compact. period and colony and write an infomercial encouraging 1620 English citizens to settle in the colony of your choice. 1648 Work is finished on India’s Taj Mahal. Mayfl ower Compact courtesy of the Pilgrim 32 CHAPTER 2 Society, Plymouth, Massachusetts. HOLT History’s Impact ▲ video series Watch the video to under- stand the impact of freedom of religion in North America. What You Will Learn… Plymouth Colony thrives again in this highly accurate re-creation. The original colonists came to North America in 1620 in search of religious freedom. -
The Pilgrim Fathers of New England
THE PILGRIM FATHERS OF NEW ENGLAND: A HISTORT? V BY W. CARLOS MAUTYN, AUTHOR OF THE LIFE AND TIMES OF JOHK MILTON, A HISTOBY OF THE ENGLISH PURITANS, ETC. 'Wliat sought they there, whose steps were on the dust Of the old forest lords? Not summer skies, Nor genial zephyrs, nor the amenities Of golden spoils. Their strength was in the trust That breasts all billows of the abyss of time. The EocK OF Ages, and its hopes sublime." American Souvenir. PUBLISHED BY THE AMERICAN TRACT SOCIETY, 150 NASSAU-STREET, NEW YORK. I i f I 1 LOAN STACK Entei!ED according to Act of Congress, in the year 18G7, by the American Tract Society, in the Clerk's Office of the District Court of the United States for the Southern District of New York. PREFACE. Lord Bacon assigns the Ligliest meed of earthly fame to the builders of states, condifores imjyeriorum. The Pilgrim Fathers were members of that guild, and their story belongs to the heroic age of America. "No other state," remarks Stoughton, "can boast of such an tale as true origin, and adorn its earliest annals with a as it is beautiful, as authentic as it is sublime." But aside from the honor which attends the Fore- fathers as the founders of empire, they march down the laurels ages crowned with richer and more fragrant ; for they built not for themselves or for posterity alone, in imitation of Eomulus, and Cj-rus, and Csesar, and also for and for God. Ottoman ; they planted justice Therefore they are the rightful heirs of the benedic- to Americans are tions of mankind ; while they doubly white precious