I. To 1775
(AP Historic Periods 1 & 2)
European nations plant colonies in North America, as Native-Americans, Europeans, and captive Africans shape a New World--Three worlds collide, and the results still shape our world to this day!
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TIME PERIODS
AP Period/Unit 1 (1491-1607)
AP Period/Unit 2 (1607-1754) - ADVANCED PLACEMENT CHAPTERS:
Chapter 1. New World Beginnings, 33,000 BCE-1769 CE Chapter 2. The Planting of English America, 1500-1733 Chapter 3. Settling the Northern Colonies, 1619-1700 Chapter 4. American Life in the 17th Century, 1607-1692 Chapter 5. Colonial Society on the Eve of Revolution, 1700-1775 _ COLLEGE PREP. CHAPTERS Chapter 1 (c. 1492-c. 1754) |
READING GUIDE
OTHER LINKS |
AP Tools for Success
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Themes (Use these to tie evidence together across time periods for easy "complex thinking." TIP-Choose one with which to focus for the year.):
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Historical Thinking Skills (Use these to practice the skills graders are looking for on AP Rubrics.):
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Document Analysis Acronym (Use this when analyzing documents to add the words--actually use the words in responses-- and skills graders are looking for on AP Rubrics.):
C-Context (This is often used as 'H' for Historical Situation.)
A-Audience
P-Point of View (POV)
P-Purpose
A-Audience
P-Point of View (POV)
P-Purpose
DISCOVERY
Analyzing Images
1546 Map (Novae Insulae) by Sabastian Munster
From the Cengage Learning Teacher's Resource Guide
1546 Map (Novae Insulae) by Sabastian Munster
From the Cengage Learning Teacher's Resource Guide
QUESTIONS
a) Briefly explain the point of view expressed by the mapmaker about ONE of the following:
c) Briefly explain ONE way in which developments from 1547 to 1607 challenged the point of view expressed by the mapmaker.
ANSWER SUMMARY
a) Point of View: Geography of the New World. The mapmaker’s point of view is that the New World is a distinct landmass but also a relatively narrow obstacle on the way to Asia. In the 1546 map, Munster depicts the North American continent as being quite thin, with the Pacific Ocean (labeled "Mare Pacificum") appearing very close to the Atlantic coast. Most notably, he places Japan (Zipangri) just off the western coast of North America, reflecting a European perspective that the Americas were a "steppingstone" or a gateway to the riches of the East rather than a massive, expansive continent in its own right.
b) Development from 1491 to 1546. One development that led to this point of view was the initial voyages of Christopher Columbus and Amerigo Vespucci. Columbus’s 1492 voyage established the existence of land across the Atlantic, while Vespucci’s later explorations and letters were the first to popularize the idea that these lands were a "New World" separate from the Asian mainland. However, because early 16th-century explorers had only touched the coasts and had not yet successfully navigated the full width of the Pacific or the interior of North America, cartographers like Munster continued to underestimate the true size and scale of the continent.
c) Challenge to Point of View (1547 to 1607). Developments from 1547 to 1607 challenged Munster's view through the failed searches for a Northwest Passage and the realization of the continent's immense width. Explorers such as Martin Frobisher and others found that there was no easy water route through the continent to Asia. Furthermore, the establishment of permanent settlements like St. Augustine (1565) and Jamestown (1607) forced Europeans to view the New World as a vast, formidable territory to be colonized and managed for its own resources, rather than just a thin barrier to be bypassed on the way to the Orient.
a) Briefly explain the point of view expressed by the mapmaker about ONE of the following:
- Geography of the New World
- Environment of the New World
- Settlement of the New World
c) Briefly explain ONE way in which developments from 1547 to 1607 challenged the point of view expressed by the mapmaker.
ANSWER SUMMARY
a) Point of View: Geography of the New World. The mapmaker’s point of view is that the New World is a distinct landmass but also a relatively narrow obstacle on the way to Asia. In the 1546 map, Munster depicts the North American continent as being quite thin, with the Pacific Ocean (labeled "Mare Pacificum") appearing very close to the Atlantic coast. Most notably, he places Japan (Zipangri) just off the western coast of North America, reflecting a European perspective that the Americas were a "steppingstone" or a gateway to the riches of the East rather than a massive, expansive continent in its own right.
b) Development from 1491 to 1546. One development that led to this point of view was the initial voyages of Christopher Columbus and Amerigo Vespucci. Columbus’s 1492 voyage established the existence of land across the Atlantic, while Vespucci’s later explorations and letters were the first to popularize the idea that these lands were a "New World" separate from the Asian mainland. However, because early 16th-century explorers had only touched the coasts and had not yet successfully navigated the full width of the Pacific or the interior of North America, cartographers like Munster continued to underestimate the true size and scale of the continent.
c) Challenge to Point of View (1547 to 1607). Developments from 1547 to 1607 challenged Munster's view through the failed searches for a Northwest Passage and the realization of the continent's immense width. Explorers such as Martin Frobisher and others found that there was no easy water route through the continent to Asia. Furthermore, the establishment of permanent settlements like St. Augustine (1565) and Jamestown (1607) forced Europeans to view the New World as a vast, formidable territory to be colonized and managed for its own resources, rather than just a thin barrier to be bypassed on the way to the Orient.
Analyzing Images
From the Cengage Learning Teacher's Resource Guide
From the Cengage Learning Teacher's Resource Guide
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"Conquistadores, ca. 1534"
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"An Aztec View of Conquest, 1531"
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QUESTIONS
a) Briefly explain ONE major difference of the two artists’ points of view of the Spanish conquest.
b) Briefly explain ONE development from 1492 to 1534 not represented in "Conquistadores, ca. 1534" that supports the artist’s point of view.
c) Briefly explain ONE development from 1492 to 1531 not represented in "An Aztec View of the Conquest, 1531" that supports the artist’s point of view.
ANSWERS
a) Major Difference in Points of View.
The primary difference between the two artists lies in their depiction of the legitimacy and nature of the Spanish presence. The artist of “Conquistadores, ca. 1534” likely views the conquest as a divinely sanctioned or civilizing mission, often emphasizing the presence of the cross and the orderly, noble appearance of the Spanish to justify their expansion. In contrast, the artist of “An Aztec View of the Conquest, 1531” depicts the conquest as a violent and chaotic disruption. Indigenous accounts from this era typically focus on the brutality of the invaders, the physical suffering of the native population, and the destruction of their social and religious structures.
b) Development Supporting the Spanish Point of View (1492–1534). A major development not shown in the image that supports the Spanish artist's perspective is the Treaty of Tordesillas (1494). This treaty, sanctioned by the Pope, divided the "New World" between Spain and Portugal. This legal and religious framework supported the Spanish view that their conquest was not merely a random act of aggression but a legitimate, authorized expansion of Christendom and the Spanish Empire. Another relevant development is the Requerimiento, a document read to indigenous peoples that provided a legalistic (though often ignored) justification for Spanish sovereignty and the religious duty to convert the population.
c) Development Supporting the Aztec Point of View (1492–1531). A critical development that supports the Aztec perspective of the conquest as a catastrophe is the introduction of Old-World diseases, specifically smallpox. While an image might depict physical combat, it often fails to represent the invisible "Great Dying" that decimated the Aztec population. The smallpox epidemic hit Tenochtitlan during the Spanish siege, killing a significant portion of the population and their leaders. This biological devastation supports the indigenous view of the conquest as an unprecedented existential calamity that brought about the total collapse of their civilization, far beyond the effects of traditional warfare.
a) Briefly explain ONE major difference of the two artists’ points of view of the Spanish conquest.
b) Briefly explain ONE development from 1492 to 1534 not represented in "Conquistadores, ca. 1534" that supports the artist’s point of view.
c) Briefly explain ONE development from 1492 to 1531 not represented in "An Aztec View of the Conquest, 1531" that supports the artist’s point of view.
ANSWERS
a) Major Difference in Points of View.
The primary difference between the two artists lies in their depiction of the legitimacy and nature of the Spanish presence. The artist of “Conquistadores, ca. 1534” likely views the conquest as a divinely sanctioned or civilizing mission, often emphasizing the presence of the cross and the orderly, noble appearance of the Spanish to justify their expansion. In contrast, the artist of “An Aztec View of the Conquest, 1531” depicts the conquest as a violent and chaotic disruption. Indigenous accounts from this era typically focus on the brutality of the invaders, the physical suffering of the native population, and the destruction of their social and religious structures.
b) Development Supporting the Spanish Point of View (1492–1534). A major development not shown in the image that supports the Spanish artist's perspective is the Treaty of Tordesillas (1494). This treaty, sanctioned by the Pope, divided the "New World" between Spain and Portugal. This legal and religious framework supported the Spanish view that their conquest was not merely a random act of aggression but a legitimate, authorized expansion of Christendom and the Spanish Empire. Another relevant development is the Requerimiento, a document read to indigenous peoples that provided a legalistic (though often ignored) justification for Spanish sovereignty and the religious duty to convert the population.
c) Development Supporting the Aztec Point of View (1492–1531). A critical development that supports the Aztec perspective of the conquest as a catastrophe is the introduction of Old-World diseases, specifically smallpox. While an image might depict physical combat, it often fails to represent the invisible "Great Dying" that decimated the Aztec population. The smallpox epidemic hit Tenochtitlan during the Spanish siege, killing a significant portion of the population and their leaders. This biological devastation supports the indigenous view of the conquest as an unprecedented existential calamity that brought about the total collapse of their civilization, far beyond the effects of traditional warfare.
Conflicting Spanish Views
What happened to the native peoples the Spanish encountered in the Caribbean? Click below.
LAS CASAS
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SEPULVEDA
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The Columbian Exchange
Columbian Exchange, the largest part of a more general process of biological globalization that followed the transoceanic voyaging of the 15th and 16th centuries. Ecological provinces that had been torn apart by continental drift millions of years ago were suddenly reunited by oceanic shipping, particularly in the wake of Christopher Columbus’s voyages that began in 1492. The consequences profoundly shaped world history in the ensuing centuries, most obviously in the Americas, Europe, and Africa. The phrase “the Columbian Exchange” is taken from the title of Alfred W. Crosby’s 1972 book, which divided the exchange into three categories: diseases, animals, and plants. -Britannica.com
Guacamole!
Tasting History with Max Miller
Tasting History with Max Miller
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Certainly, there were many negative consequences associated with the Columbian Exchange. One of the many positives that pleases to this day is the Avocado. Max does a great job of explaining its early history below.
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JAMESTOWN &
VIRGINIA
The New World
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In 2005, this movie gave a glimpse into the first permanent English settlement in the North America, Jamestown. This first scene depicts the events of 14 May 1607. The Susan Constant, the Godspeed, and the Discovery are commanded by Christopher Newport (Christopher Plumber), as John Smith (Colin Farrell) escapes trouble. The history in the movie may not be entirely accurate, but the cinematography is exquisite. I wish this scene upload had included the first contact with the Powhatans, which comes next in the movie! So typically, Pocahontas is portrayed as a young woman and not the child Smith described.
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"Screening History"
Dig History!
Join the search for the true story of Jamestowne. Click below!
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"Unearthing
Secret America: What Happened at Jamestown" |
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SIMULATION!
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You are Sir Thomas Dale, c. 1611. Can you save the Jamestown, Virginia Colony? Let's see how your decision-making stands up to the test of time.
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Colonial Failures
It was not just England that had trouble starting colonies in North America! Study this National Geographic map below to see the universal troubles.
Indentured Servitude
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Indentured servitude was a constitutive factor in the development of colonial America and helped shape patterns of immigration, labor relationships, citizenship, and the economy of the colonies. During the 16th through the 18th centuries, about 320,000 indentured servants, primarily from England but also from Scotland, Ireland, and elsewhere, crossed the Atlantic Ocean to the British colonies in the Americas, making up about 80 percent of white immigrants. About three-quarters of them were male, a quarter were female, and approximately a tenth were children. Most indentured servants were impoverished individuals, aged 18 to 25, who had agreed to a term of four to seven years of servitude with a payment of “freedom dues” at the end, but some were shipped or “transported” overseas involuntarily by the government, as vagrants or to serve criminal sentences, or were trafficked into servitude by kidnappers. Even those servants who had nominally agreed to indentured servitude had little understanding of what awaited them on the North American continent, because the indenture relationship gave their masters and mistresses much greater control over servants’ lives than employers had in Britain. Once indentured servants began their term of labor, many found themselves in abusive situations, with women and children particularly vulnerable to mistreatment.
-Anna Suranyi, Oxford. |
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CAUSES OF ENGLISH
COLONIZATION
COLONIZATION
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"Motives for English Colonization (Conditions were ripe for expansion.)
*Religious Motives. The Protestant Reformation made Englishmen anxious to covert natives before they were won to Catholicism by Spain. it also created numerous dissenting sects whose members were eager to move to colonies where they could worship as they pleased. *Social Motives. -Overcrowding at Home. The enclosure of farm fields for sheep growing and the influx of American gold increased food prices fourfold between 1500 and 1600. Wages, however, remained stable, as former farm laborers competed for jobs. Englishmen believed that prosperity would never return until the excess population was drained away into colonies. -Desire for Adventure. A strong spirit of wanderlust was shown by the popularity of the narratives of voyages published by Richard Hakluyt, the greatest propagandist for overseas expansion. *Economic Motives. Need for Outlets for Capitol. England's commercial and industrial enterprises had created a surplus capital for which there was no market at home. -Need for Raw Materials. Under the prevailing system of mercantilism (which measured national wealth in terms of gold) every nation sought to export more than it imported. England was forced to import sugar, tobacco, and other semi-tropical produce, as well as lumber and naval stores (masts, pitch, and tar). Colonies would supply her with these items, allowing her to keep her wealth at home. -Need for Markets. England's woolen manufactures were unable to sell cloth in Europe, as most nations forbade imports in an effort to preserve their gold supplies. Colonies would provide a profitable market." -Billington |
Professor Myron Green (San Diego State University) would have asked students to link the following terms. Homage to a valued professor from the 1980s & 1990s:
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Why were the English behind the other major European Nation-States in colonization?
The English Colonies
Grow
The First Period of Anglo-Indian Relations Ends
By the Late 1600s, the Defeat of Native-American resistance to English coastal settlement was determined by King Phillip's War in the New England area, and the Anglo-Powhatan Wars in the Chesapeake Bay area. Watch the NBC videos and more below.
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Lecture: Expanding Colonial
America
America
I found a book by one of our great US Historians, Ray Billington (Occidental), from the 1960s that my uncle used in his class at Grossmont High. I expand on Billington's outline here to present one of my early lectures as a Grossmont teacher. I remember my teacher, Gloria Jones, was impressed by my own use of the book as a student. How is that for continuity and legacy!
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Horrible Histories:
Charles II, "the King that brought back partying."
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You might not learn a lot from this video about Charles Stuart or the Restoration, but it is fun! On the other hand, the BBC Movie The Power and the Passion is a wonderful portrayal of the reign of Charles the II, although there is very little coverage of the Restoration's impact on England's American colonies.
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1676!
SIMULATION!
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You are Sir William Berkeley, c. 1641-1677. Can you successfully run the growing colony of Virginia? Let's see how your decision-making stands up to the test of time.
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Colonial Servitude
The Slave Trade
How many people were brought from Africa in the over 300 years of the slave trade? Where were these people transported to in the Americas? How did British colonial slavery change over time, say by the early 1700s? Click below.
"Unearthing Secret America; Bought and Sold in Williamsburg"
Ia. Doing the DBQ (2016)
Here, look at the College Board's main 2016 DBQ to learn how the institution of slavery developed in the American Colonies over its first 100 years. We focus on documents 3 and 4 below. The "Peculiar Institution (Slavery)" was defined by the turn of the 18th Century! What has changed between 1645 and 1667? Let's approach these documents as if the College Board used them to create a Short-Answer Question (SAQ)
Document 3
Source: Captain Francis Pott, Court Records of Northampton County, Virginia, 1645–1651.
I, Capt. Francis Pott, have taken to service two daughters of my Negro, Emanuell Dregis. The one whose name is Elizabeth is to serve thirteen years which will be complete and ended in the first part of March 1658. And the other child whose name is Jane Dregis (being about one year old) is to serve the said Capt. Pott until she arrives to the age of thirty years old.
And I, the said Francis Pott, do promise to give them sufficient meat, drink, apparel and lodging and to use my best endeavor to bring them up in the fear of God and in the knowledge of our Savior Christ Jesus.
Document 4
Source: Virginia General Assembly, 1667.
Whereas some doubts have risen whether children that are slaves by birth, and by the charity and piety of their owners made partakers of the blessed sacrament of baptism, should by virtue of their baptism be made free, it is enacted and declared by this Grand Assembly that the conferring of baptism does not alter the condition of the person as to his bondage or freedom; that masters, freed from this doubt, may more carefully endeavor the propagation of Christianity by permitting children, though slaves, to be admitted to that sacrament.
SAQ-STYLE PRACTICE
Topic: Development of Slavery in Colonial Virginia
Suggested Time: 10–12 minutes
Directions. Answer parts (a), (b), and (c). Use complete sentences and evidence from the documents:
(a) Briefly describe ONE way Document 3 reflects labor systems or racial attitudes in the mid-1600s Chesapeake.
(b) Briefly explain ONE way Document 4 represents a change or development in colonial laws regarding slavery.
(c) Briefly explain ONE broader historical development that connects both documents to the evolution of slavery in British North America.
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Tobacco
SIMULATION!
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The growth of the British colonies was not always assured! You are a member of the Governor's Council, c. 1715. Can you save the colony of Carolina? Let's see how your decision-making stands up to the test of time.
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Colonizing New England
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There seems to be some confusion over the difference between a Pilgrim and a Puritan!
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Colonial House
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What must it have been like to live in 1628 as a colonist in the New World? Check out what happened when the BBC experimented with having people experience 17th century life in New England! Can modern people deal with the basics of life in the past? Click below to find out.
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Pilgrims
The Puritans were the biggest factor in establishing New England, but we Americans focus on the first small group of English in the area, the Separatists known as the Pilgrims. They didn't want to purify the Church of England, they wanted separation. Their very Christian and common thanks for the grace of God eventually becomes a holiday. Enjoy the website. Click the button below.
This poster explains the reason for thanks. With the Carver's was John Howland--if he had drowned after falling overboard, history would have been very different. Do a search on his relatives!!!!!!
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Other Native-American foods that all the diverse American colonies, in whatever region, were united in eating.
Hoecakes!
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Johnny Cakes, Hoecakes, or Journey Cakes--food that became a uniquely American staple. John Townsend explains the importance of Hoecakes from the frontier cabin.
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The Three Sisters
From the Iroquois, Cherokee, and other Native-American peoples, colonists learned to grow American plants in a special American way.
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The Puritan Mission |
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Johnathan Winthrop's "A Model of Christian Charity" (1630)
"From the beginning, ministers like Robert Cushman and civil magistrates like William Bradford and John Winthrop urged their citizens to recognize that they were drawn together for a [unique and special] purpose far beyond their own liberty, or even security, and to place the welfare of the community as a whole above their own." How might this motivation have led to the success of the Puritan colony? Click the button below.
Ib. Document Analysis
From the Cengage Learning Teacher's Resource Guide
"An Indian Massacre of 1622" in de Bry's
America, 1628.
From the Cengage Learning Teacher's Resource Guide
"An Indian Massacre of 1622" in de Bry's
America, 1628.
SAQ-STYLE PRACTICE
a) Briefly explain the point of view expressed by the artist about ONE of the following:
-American Indians
-British Colonists
-Colonial Warfare
b) Briefly explain ONE development from the period 1492 to 1628
that led to the point of view expressed by the artist.
c) Briefly explain ONE way in which the period from 1628 to 1754 challenged or supported the point of view expressed by the artist.
-American Indians
-British Colonists
-Colonial Warfare
b) Briefly explain ONE development from the period 1492 to 1628
that led to the point of view expressed by the artist.
c) Briefly explain ONE way in which the period from 1628 to 1754 challenged or supported the point of view expressed by the artist.
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Salem Witchcraft
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"Few events in American history are better known than the Salem witchcraft trials of 1692. Their popularity is doubtless attributable to a number of things: a persistent fascination with the occult; a perverse pleasure to expose the underbelly of an American culture that boasts of toleration, social harmony, and progress; and an appreciation for a compelling, dramatic narrative replete with heroes and villains. Skeptics, like the preeminent twentieth-century historian Perry Miller, question whether the Salem trials constituted anything more than an inconsequential episode in colonial history. But most historians consider Salem worthy of continuing investigation even if it was less than a major turning point in history." Click the botton below to explore this remarkable event. Thank you, Richard Latner and Tulane University!!
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Ic. Doing The DBQ (1993)
"Colonial historians are virtually unanimous about the significance regional differences, which arose almost immediately along the Atlantic seaboard settlements, played in colonial development, despite their inhabitants' common English stock." Here, compare two different ship manifests from 1635, one bound for Virginia and one for New England, to uncover some fundamental regional differences. A College Board Publication of the classic 1993 DBQ. Compare documents B and C below. Make a list of all the differences you can find. What might the differences suggest about the first two English societies in the New World?
Document B.
Source: Ship’s List of Emigrants Bound for New England
John Porter, Deputy Clerk to Edward Thoroughgood
Weymouth, the 20th of March, 1635
Source: Ship’s List of Emigrants Bound for New England
John Porter, Deputy Clerk to Edward Thoroughgood
Weymouth, the 20th of March, 1635
- Joseph Hull, of Somerset, a minister, aged 40 years
- Agnes Hull, his wife, aged 25 years
- Joan Hull, his daughter, aged 15 years
- Joseph Hull, his son, aged 13 years
- Tristram Hull, his son, aged 11 years
- Elizabeth Hull, his daughter, aged 7 years
- Temperance Hull, his daughter, aged 9 years
- Grissell Hull, his daughter, aged 5 years
- Dorothy Hull, his daughter, aged 3 years
- Judith French, his servant, aged 20 years
- John Wood, his servant, aged 20 years
- Robert Dabyn, his servant, aged 28 years
- Musachiell Bernard, of Batcombe, clothier in the county of Somerset, 24 years
- Mary Bernard, his wife, aged 28 years
- John Bernard, his son, aged 3 years
- Nathaniel Bernard, his son, aged 1 year
- Timothy Tabor, in Somerset of Batcombe, tailor, aged 35 years
- Jane Tabor, his wife, aged 35 years
- Jane Tabor, his daughter, aged 10 years
- Anne Tabor, his daughter, aged 8 years
- Sarah Tabor, his daughter, aged 5 years
- William Fever, his servant, aged 20 years
- John Whitmarke, aged 39 years
- Alice Whitmarke, his wife, aged 35 years
- James Whitmarke, his son, aged 5 years
- Jane Whitmarke, his daughter, aged 7 years
- Onseph Whitmarke, his son, aged 5 years
- Rich Whitmarke, his son, aged 2 years
- Robert Lovell, husbandman, aged 40 years
- Elizabeth Lovell, his wife, aged 35 years
- Zacheus Lovell, his son, aged 15 years
- Anne Lovell, his daughter, aged 16 years
- John Lovell, his son, aged 8 years
- Ellyn Lovell, his daughter, aged 1 year
- James Lovell, his son, aged 1 year
- Joseph Chickin, his servant, aged 16 years
- Alice Kingham, aged 22 years
- Angell Holland, aged 21 years
- Katheryn Holland, his wife, aged 22 years
- George Land, his servant, aged 22 years
- Sarah Land, his kinswoman, aged 18 years
- John Hoble, husbandman, aged 13 years
- Robert Huste, husbandman, aged 40 years. . .
Document C.
Source: Ship’s List of Emigrants Bound for Virginia
Ultimo July, 1635
These underwritten names are to be transported to Virginia, embarked in the Merchant’s Hope, Hugh Weston, Master, per examination by the minister of Gravesend touching their conformity to the Church discipline of England, and have taken the oaths of allegiance and supremacy:
Men
Edward Towers .......... 26 Allin King .......... 19
Henry Woodman .......... 22 Rowland Sadler .......... 19
Richard Seems .......... 26 Jo. Phillips .......... 28
Vyncent Whatter .......... 17 Daniel Endick .......... 16
James Whit .......... 14 Jo. Chalk .......... 25
Jonas Watts .......... 21 Jo. Vynall .......... 20
Peter Loe .......... 22 Edward Smith .......... 20
Geo. Brocke .......... 17 Jo. Rowidge .......... 19
Henry Eeles .......... 26 Wm. Westlie .......... 40
Jo. Dennis .......... 22 Jo. Smith .......... 18
Tho. Swayne .......... 23 Jo. Saunders .......... 22
Charles Rinsen .......... 27 Tho. Bartcherd .......... 16
Jo. Eston .......... 17 Tho. Dodderidge .......... 19
Wm. Luck .......... 14 Richard Williams .......... 18
Jo. Thomas .......... 19 Jo. Ballance .......... 19
Jo. Archer .......... 21 Wm. Baldin .......... 21
Richard Williams .......... 25 Wm. Pen .......... 26
Francis Hutton .......... 20 Jo. Gerie .......... 24
Savill Gascoyne .......... 29 Henry Baylie .......... 18
Rich. Bulfell .......... 29 Rich. Anderson .......... 50
Rich. Jones .......... 26 Robert Kelum .......... 51
Tho. Wynes .......... 30 Richard Fanshaw .......... 22
Humphrey Williams .......... 22 Tho. Bradford .......... 40
Edward Roberts .......... 20 Wm. Spencer .......... 16
Martin Atkinson .......... 32 Marmaduke Ella .......... 22
Edward Atkinson .......... 28
Wm. Edwards .......... 30
Nathan Braddock .......... 31
Jeffrey Gurrish .......... 23
Henry Carrell .......... 16
Tho. Tyle .......... 24
Gamaliel White .......... 24
Richard Markes .......... 19
Tho. Clever .......... 16
Jo. Kitchin .......... 16
Edmond Edwards .......... 20
Lewes Miles .......... 19
Jo. Kennedy .......... 20
Sam Jackson .......... 24
Women
Ann Swayne .......... 22
Eliz. Cote .......... 22
Ann Rice .......... 23
Kat. Wilson .......... 23
Maudlin Lloyd .......... 24
Mabell Busher .......... 14
Annis Hopkins .......... 24
Ann Mason .......... 24
Bridget Crompe .......... 18
Mary Hawkes .......... 19
Ellin Hawkes .......... 18
Source: Ship’s List of Emigrants Bound for Virginia
Ultimo July, 1635
These underwritten names are to be transported to Virginia, embarked in the Merchant’s Hope, Hugh Weston, Master, per examination by the minister of Gravesend touching their conformity to the Church discipline of England, and have taken the oaths of allegiance and supremacy:
Men
Edward Towers .......... 26 Allin King .......... 19
Henry Woodman .......... 22 Rowland Sadler .......... 19
Richard Seems .......... 26 Jo. Phillips .......... 28
Vyncent Whatter .......... 17 Daniel Endick .......... 16
James Whit .......... 14 Jo. Chalk .......... 25
Jonas Watts .......... 21 Jo. Vynall .......... 20
Peter Loe .......... 22 Edward Smith .......... 20
Geo. Brocke .......... 17 Jo. Rowidge .......... 19
Henry Eeles .......... 26 Wm. Westlie .......... 40
Jo. Dennis .......... 22 Jo. Smith .......... 18
Tho. Swayne .......... 23 Jo. Saunders .......... 22
Charles Rinsen .......... 27 Tho. Bartcherd .......... 16
Jo. Eston .......... 17 Tho. Dodderidge .......... 19
Wm. Luck .......... 14 Richard Williams .......... 18
Jo. Thomas .......... 19 Jo. Ballance .......... 19
Jo. Archer .......... 21 Wm. Baldin .......... 21
Richard Williams .......... 25 Wm. Pen .......... 26
Francis Hutton .......... 20 Jo. Gerie .......... 24
Savill Gascoyne .......... 29 Henry Baylie .......... 18
Rich. Bulfell .......... 29 Rich. Anderson .......... 50
Rich. Jones .......... 26 Robert Kelum .......... 51
Tho. Wynes .......... 30 Richard Fanshaw .......... 22
Humphrey Williams .......... 22 Tho. Bradford .......... 40
Edward Roberts .......... 20 Wm. Spencer .......... 16
Martin Atkinson .......... 32 Marmaduke Ella .......... 22
Edward Atkinson .......... 28
Wm. Edwards .......... 30
Nathan Braddock .......... 31
Jeffrey Gurrish .......... 23
Henry Carrell .......... 16
Tho. Tyle .......... 24
Gamaliel White .......... 24
Richard Markes .......... 19
Tho. Clever .......... 16
Jo. Kitchin .......... 16
Edmond Edwards .......... 20
Lewes Miles .......... 19
Jo. Kennedy .......... 20
Sam Jackson .......... 24
Women
Ann Swayne .......... 22
Eliz. Cote .......... 22
Ann Rice .......... 23
Kat. Wilson .......... 23
Maudlin Lloyd .......... 24
Mabell Busher .......... 14
Annis Hopkins .......... 24
Ann Mason .......... 24
Bridget Crompe .......... 18
Mary Hawkes .......... 19
Ellin Hawkes .......... 18
Women
Ann Swayne .......... 22
Eliz. Cote .......... 22
Ann Rice .......... 23
Kat. Wilson .......... 23
Maudlin Lloyd .......... 24
Mabell Busher .......... 14
Annis Hopkins .......... 24
Ann Mason .......... 24
Bridget Crompe .......... 18
Mary Hawkes .......... 19
Ellin Hawkes .......... 18
Ann Swayne .......... 22
Eliz. Cote .......... 22
Ann Rice .......... 23
Kat. Wilson .......... 23
Maudlin Lloyd .......... 24
Mabell Busher .......... 14
Annis Hopkins .......... 24
Ann Mason .......... 24
Bridget Crompe .......... 18
Mary Hawkes .......... 19
Ellin Hawkes .......... 18
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COLONIAL SOCIETY
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William Byrd II's Secret Diary |
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"The Black Swan of Westover," "Colonel" Byrd
"What follows are selected entries from the diary of William Byrd, a gentleman from Virginia who is representative of the southern landed aristocracy. Byrd's diary was kept in a secret shorthand and discovered only in the twentieth century. It provides insight into the mind of a southern gentleman. Byrd's diary also lets us see the daily schedule and the thoughts of a gentleman. Byrd committed to his diary some of his most private thoughts and actions." Click below.
From the National Humanities Center Resource Toolbox |
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On a piece of paper, find information in William Byrd's Secret Diary about the following:
1. His diet
2. His education
3. His travels
4. His hobbies
5. His relationships
6. His Family
7. His Business
8. His concerns/problems
9. His opinions and/or biases
1. His diet
2. His education
3. His travels
4. His hobbies
5. His relationships
6. His Family
7. His Business
8. His concerns/problems
9. His opinions and/or biases
Colonial Society and Dress
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Click below to discover Colonial American life on the Colonial Williamsburg Site! Manners and clothes maketh the colonist! Investigate what items of clothing were part of everyday life by clicking on "Dressing the Part." I wish Colonial Williamsburg would bring this back and expand it. This lesson was very unique and educational. Let them know you would like to see the return of this activity!
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Dressing the Part for Real
The videos below do a great job of showing the 18th century dress of Ladies and Gentlemen, also middling women.
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"We wore what we wore."
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This is a great article by Ink Mendelsohn about the impact of class on clothing in our history. Click on the banner to learn more.
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What is happening in New
England?
England?
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There is a mystery afoot! Big changes are occurring in New England, as the region leaves the 17th century and enters the 18th. Can you use the clues to determine what is happening? Read the document clues provided, try and link this evidence, and explain the changes you see taking place. Click below to explore the changes occurring in New England and Boston as the 17th century turns to the 18th.
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Taken from Discovering the American Past: A Look at the Evidence, "The Rhythms of Colonial Life."
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Historian James A. Henretta, Professor Emeritus of American History at the University of Maryland, provides New England data from The Evolution of American Society, 1700-1815: An Interdisciplinary Approach. Also, Professor Gary Nash, of UCLA, contributes Boston data from Urban Wealth and Poverty in Pre-Revolutionary America.
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Using a Lorenz Curve
American Colonial Society certainly provided more opportunity than Europe for free men to rise up the social pyramid, but does that mean wealth was distributed equally? We will use some data from Boston and the Lorenz Curve to find out. Under Construction. Explorations In American History-A Skills Approach, Stoler & True |
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Lecture: Life and
Thought in Colonial America |
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"A study published in 2010 by Wichita State University compared two note-taking methods in a secondary English classroom and found that Cornell note-taking may be of added benefit in cases where students are required to synthesize and apply learned knowledge."
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Could you survive in Colonial America? |
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Once upon a time Americans . . .
were frugal. When other nations conquered for gold and riches, Americans were content to seek and work for what they needed to survive. Few today are content to satisfy only basic needs.
had a reverence for wood. Trees were essential for all tools, for cooking and food, for housing and warmth, for all livelihood. Today trees are not given the same respect as they once were. People today don't even realize that most of our energy comes from their fossilized remains.
enjoyed hard work. Hard work was a necessary and unavoidable aspect of survival. It was also considered its own reward, as important accomplishments were celebrated and appreciated by all, giving pride and joy. Today, hard work is something avoided by the majority of people.
found joy at home. Home was everything: It was where you were born and raised; where you lived and worked; where you found joy and entertainment; where skills were learned. Today, many aspects of life occur outside the home, sometimes very far away.
were close to nature. Nature was close and understood, even by children. Today, even with science all around, people do not look up to even see nature, let alone understand the phases of the Sun and Moon or their importance to life.
were more faithful. Religion was central to life. Free time and money were frequently spent in reverence to God. The Bible was the first book used to teach reading and to instruct in morality. Today, there is much less time and reverence given to God and religion.
had a reverence for wood. Trees were essential for all tools, for cooking and food, for housing and warmth, for all livelihood. Today trees are not given the same respect as they once were. People today don't even realize that most of our energy comes from their fossilized remains.
enjoyed hard work. Hard work was a necessary and unavoidable aspect of survival. It was also considered its own reward, as important accomplishments were celebrated and appreciated by all, giving pride and joy. Today, hard work is something avoided by the majority of people.
found joy at home. Home was everything: It was where you were born and raised; where you lived and worked; where you found joy and entertainment; where skills were learned. Today, many aspects of life occur outside the home, sometimes very far away.
were close to nature. Nature was close and understood, even by children. Today, even with science all around, people do not look up to even see nature, let alone understand the phases of the Sun and Moon or their importance to life.
were more faithful. Religion was central to life. Free time and money were frequently spent in reverence to God. The Bible was the first book used to teach reading and to instruct in morality. Today, there is much less time and reverence given to God and religion.
Adapted from Eric Sloan's Dover Publication book of the same name
" Let the Logs Speak to You . . ."
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Log Homes of the Early American Frontier -- Investigating and Re-building. Talking to reenactor and builder, Ronnie Dowdy.
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Document Analysis & Comparison/SAQ Practice
From the Cengage Learning Teacher's Resource Guide
The Cultural Origins of Early America
EXCERPTS
Thomas J. Wertenbaker, The Founding of American Civilization (1938).
"The most stupendous phenomenon of all history is the transit of European civilization to the two American continents. For four and a half centuries Europeans have been crossing the Atlantic to establish in a new world their blood, languages, religions, literatures, art, customs. This movement, involving many nations and millions of men and women, has been termed the expansion of a new Europe in America. The Indian civilizations have been overwhelmed or subordinated, and in their place have arisen great nations speaking English, Spanish, Portuguese, or French, whose peoples profess the Christian religion, are partly or entirely European in blood, accept Shakespeare or Cervantes or Molière or even Tolstoy as their own. . . . Historians have been too prone to neglect the factor of inheritance in interpreting the United States, especially the multiple inheritance which makes it the child, not of England, but of Europe.”
Gary Nash, Red, White, and Black: The People of Early America (1974).
“The pathways of power did not strictly dictate the history of cultural interchange—a point that is obscured if we mistakenly assume that under conditions of oppression and exploitation, acculturation occurs in only one direction. The cultures of Africans and Indians—their agricultural techniques, modes of behavior, styles of speech, dress, food preference, music, dance, and other aspects of existence—became commingled with European culture. . . . A New World it is . . . for those who became its peoples remade it, and in the process they remade themselves, whether red, white, or black.
QUESTIONS
EXCERPTS
Thomas J. Wertenbaker, The Founding of American Civilization (1938).
"The most stupendous phenomenon of all history is the transit of European civilization to the two American continents. For four and a half centuries Europeans have been crossing the Atlantic to establish in a new world their blood, languages, religions, literatures, art, customs. This movement, involving many nations and millions of men and women, has been termed the expansion of a new Europe in America. The Indian civilizations have been overwhelmed or subordinated, and in their place have arisen great nations speaking English, Spanish, Portuguese, or French, whose peoples profess the Christian religion, are partly or entirely European in blood, accept Shakespeare or Cervantes or Molière or even Tolstoy as their own. . . . Historians have been too prone to neglect the factor of inheritance in interpreting the United States, especially the multiple inheritance which makes it the child, not of England, but of Europe.”
Gary Nash, Red, White, and Black: The People of Early America (1974).
“The pathways of power did not strictly dictate the history of cultural interchange—a point that is obscured if we mistakenly assume that under conditions of oppression and exploitation, acculturation occurs in only one direction. The cultures of Africans and Indians—their agricultural techniques, modes of behavior, styles of speech, dress, food preference, music, dance, and other aspects of existence—became commingled with European culture. . . . A New World it is . . . for those who became its peoples remade it, and in the process they remade themselves, whether red, white, or black.
QUESTIONS
- How does Wertenbaker represent the older and now generally unaccepted view that American society is essentially an extension of European civilization?
- How does Nash combine a recognition of European “exploitation” with a belief that all the peoples of America created a genuinely new culture?
- How is our view of subsequent American history altered if one adopts the “diversity” rather than the “Europeanist” perspective?
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Document Analysis & Comparison/SAQ Practice
From the Cengage Learning Teacher's Resource Guide
Divergent Perspectives on Eighteenth-Century American Society
Compare these two excerpts and answer the question below.
Richard Bushman, From Puritan to Yankee (1967).
“...[T]he law and authority embodied in governing institutions gave way under the impact first of economic ambitions and later of the religious impulses of the Great Awakening....As, in the expanding eighteenth century, merchants and farmers felt free to pursue wealth with an avidity dangerously close to avarice, the energies released exerted irresistible pressures against traditional bounds. When the Great Awakening added its measure of opposition, the old institutions began to crumble.”
Gary Nash, The Urban Crucible (1979).
“What has led early American historians to avoid questions about class formation and the development of lower-class political consciousness is not only an aversion to Marxist conceptualizations of history but also the myth that class relations did not matter in early America because there were no classes....By the end of the Seven Years’ War, poverty on a scale that urban leaders found appalling had appeared in New York and Philadelphia. Many urban Americans, living amidst historical forces that were transforming the social landscape, came to perceive antagonistic divisions based on economic and social position; . . . they began to struggle among these conflicting interests; and through these struggles they developed a consciousness of class."
QUESTIONS
Compare these two excerpts and answer the question below.
Richard Bushman, From Puritan to Yankee (1967).
“...[T]he law and authority embodied in governing institutions gave way under the impact first of economic ambitions and later of the religious impulses of the Great Awakening....As, in the expanding eighteenth century, merchants and farmers felt free to pursue wealth with an avidity dangerously close to avarice, the energies released exerted irresistible pressures against traditional bounds. When the Great Awakening added its measure of opposition, the old institutions began to crumble.”
Gary Nash, The Urban Crucible (1979).
“What has led early American historians to avoid questions about class formation and the development of lower-class political consciousness is not only an aversion to Marxist conceptualizations of history but also the myth that class relations did not matter in early America because there were no classes....By the end of the Seven Years’ War, poverty on a scale that urban leaders found appalling had appeared in New York and Philadelphia. Many urban Americans, living amidst historical forces that were transforming the social landscape, came to perceive antagonistic divisions based on economic and social position; . . . they began to struggle among these conflicting interests; and through these struggles they developed a consciousness of class."
QUESTIONS
- Where do both viewpoints agree concerning eighteenth-century society, and where do they disagree?
- What might each of these historians see as the social background of the American Revolution?
- (Only one question is required for the student to answer on the AP Exam.) Are these viewpoints primarily focused on society in the middle and northern colonies? How would these perspectives appear if slavery is included in the equation? Does Edmund Morgan’s belief that slavery actually promoted equality and solidarity among whites offer a serious challenge to these views of colonial America?
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