Colonial Period To 1865 Vocabulary

APUSH Period 2 Identifiers (AMSCO/Foner/Primary Sources) Define or identify each of the following terms, events, primary sources, etc. using complete sentences. Each should be at least 2-3 sentences in length and depth. CHAPTERS 2-3 READING Chapter 2 Period 2 ● Charter: A document that gives special privileges to a colony. ● Corporate colonies: Operated by joint-stock companies during the colonies’ early years ● Royal colonies; After Virginia 1624, was to be under the direct authority and rule of the king’s government. ● Proprietary Colonies: were under the direct authority of individuals granted charters of ownership by the king. ● Jamestown: First permanent English colony in America in 1607. They had struggles surviving in the early years, but then later transitioned to a royal colony that grew tobacco. ● Plymouth and Massachusetts Bay: Both were settled by English Protestants that were motivated religiously, following the Anglican Church. The dissenters influenced by John Calvin believed that God guides those he has selected for salvation even before their birth. ● “A Modell of Christian Charity” (excerpt): John Winthrop was explaining how the colonists need to work together in order to survive. They decided that they should try and be with each other since they are all worshipping God so they can achieve salvation. ● Early Political Institutions: ○ House of Burgesses: It was the first representative assembly in America created in 1619. They gave assurance to colonists that they would have the same rights as residents of England, which also included representation in the lawmaking process. ○ Mayflower Compact: On the voyage to America on the Mayflower, the Pilgrims wrote and signed a document called the Mayflower Compact. This document made it so that those who signed it will make decisions by the will of the majority. It was also an early form of self-government and a rudimentary written constitution. ○ Limits to Colonial Democracy: ● “Mayflower Compact” The Mayflower Compact states how those who sign must come together to preserve and keep order within their people. They set their rules as a self-governing group and it became an example to follow for other governments later on. ● Labor Shortages ○ Indentured Servant: A contract with a master/landowner to work for a specific period of time (usually 4-7 years) so they can work for their freedom or work for wages. They were under the absolute rule under their master until the end of their work period. ○ Headright System: Virginia tried to attract immigrants through offers of land. They would offer 50 acres of land to an immigrant that paid for their own passage or any plantation owner who paid for an immigrant’s passage. ○ Slavery: Early slavery was not hereditary, so they were not in bondage for life and any children born from them were free citizens. In the late 1660’s, the Virginia House of Burgesses created laws that discriminated between blacks and whites. Now, any children born from the slaves were born slaves. ● Conflict in Virginia: Bacon’s Rebellion: Bacon and his rebellion resented the economic and political control in the Chesapeake area, so they went to raid and massacre American Indian villages on the Virginia frontier. His army succeeded in the raid, but Bacon died shortly afterward and his army collapsed. Governor Berkeley executed 23 rebels and suppressed the remnants of the insurrection. ● “Declaration Against William Berkeley”: This document was written because they felt that their governor was corrupt and needed to be removed. Berkeley is accused of overtaxing, neglecting to promote trade, and protecting the Natives even though they haven’t done anything against them. ● Rhode Island: Roger Williams A Plea for Religious Liberty (excerpt): He is explaining how God does not demand that there should only be one religion in a civil state. He also says that if this keeps up, there will be civil conflict between colonists and the hypocrisy and destruction of millions of souls. ● Rhode Island: ○ Anne Hutchinson: She questioned the doctrines of the Puritan authorities. She believed that faith alone and not deeds is necessary for salvation. She took a group of followers south towards Portsmouth, and later was killed in Long Island in an Indian uprising. ○ Antinomianism: The idea that faith alone, not deeds, is necessary for salvation. It rejects laws and legalism and argues against moral, religious, and social norms. It went against traditional moral law that Christians were bound by. ● Halfway covenant: To be a full member of the Puritan congregation, an individual needed to feel a profound religious experience known as a conversion. This was offered by a clergy so people could become partial church members even if they did not go through a conversion. ● New England Confederation : Because of the Indian and other European threats they faced in the 1640’s, New England colonies formed an alliance known as the New England Confederation. Each colony had two representatives that were in a board that had very limited power to do certain things. It ended in 1684 when rivalries emerged between them. ● King Philip’s War: The Chief of the Wampanoags named Metacom(Referred to as King Philip by the colonists) brought together many tribes in southern New England to fight against the English colonists. Ultimately, thousands were killed from both sides and that was the end of most American Indian resistance in New England. ● Pennsylvania: ○ Quakers: Also known as “Members of the Religious Society of Friends”, they believed in equality of all men and women, nonviolence, and resistance to military service. They also thought that religious authority was found in a human’s soul and not from the Bible or another source. Because of their beliefs, they were persecuted and jailed. ○ William Penn: He was a young convert to the Quakers. The royal family owed him a large sum of money, which was paid to him in the form of a piece of land which he called Pennsylvania, or “Penn’s woods” ○ Holy Experiment: Penn wanted to create a religious refuge for his Quakers and to generate profits for himself. To attract people to his land, he had people in Europe promise them religious freedom if they came to live there. ● Mercantilism and the Empire: ○ Mercantilism: European kingdoms looked upon trade, colonies, and the accumulation of wealth to establish military and political strength. Colonies were created and existed to enrich the parent country. ○ Acts of Trade and Navigation: A mercantilist policy with a series of acts between 1650-1673. They created rules such as: 1. Trade can only be on English Ships 2. Goods can only be imported through English ports 3. Exported goods can only be sent out to England. ● “Navigation Acts” (excerpt): The English Parliament states that anything that is imported or exported from any England owned land can only be moved to other English land. If they don’t follow this act they will face forfeiture of their ships and goods. ● Mercantilism and the Empire: ○ Impact on the Colonies: Through the Navigation Acts, New England shipbuilding prospered and gave the colonies English military forces so they can protect them from the French and Spanish. A downside is that Chesapeake farmers were paid low prices for their crops. ● Dominion of New England: James II took the throne in 1685 and wanted to increase royal control over the colonies. In 1686, he combined New York, New Jersey, and other colonies into a unit called the Dominion of New England. The Glorious Revolution of 1688 got him out of the throne, causing the Dominion of New England to fall. ● The Institution of Slavery: ○ Increased Demand for Slavery: Because of less migration to the colonies, they needed a dependable work force in their plantations. They also found it as very cheap labor so they can maximize their profits from the cash crops. ● The Institution of Slavery: ○ Slave Laws: As the slave population increased, they needed to make sure the slaves would stay in bondage for life. In 1641, Massachusetts was the first colony to recognize the enslavement of “lawful” captives. Over the next decades after that it was customary for whites to regard all Africans as inferior. ● The Institution of Slavery: ○ Triangular Trade: Merchant ships would take a triangular trade route for slaves. The triangle consists of New England (Boston), the West Indies (Middle Passage), and West Africa. Goods such as rum and sugar would be traded for the slaves. ○ Middle Passage: The second part of the Triangular Trade. Slaves on this voyage are traded to the West Indies for a cargo of sugarcane. ○ “Trans-Atlantic Trade System”: It operated between the 1600’s to 1800’s, carrying slaves and cash crops all across the Atlantic. Many Africans were traded and killed through this trade. Chapter 3 Period 2 ● European Immigrants: ○ English: Settlers from England continued to come to the American colonies. Their numbers were smaller compared to the Germans and Scotch-Irish ○ German: They settled on the rich farmlands west of Philadelphia. THey maintained their language customs, and religion while obeying colonial laws. ○ Scotch-Irish: They emigrated from northern Ireland, and had very little respect for the British Government. By 1775, they comprised of 7% of the population. ● Structure of Colonial Society: ○ General characteristics: Most of the population was English in origin, language, and tradition. Over time, Africans and non-English immigrants brought diverse influences that would change American culture. ● The Family: ○ Men: Most men did all the work, and landowning was mostly reserved for men. English law lets the husband have unlimited power, including beating their wife. ○ Women: The average wife had 8 children and performed many household chores such as cooking, cleaning, and medical care. Divorce was very rare, and women had limited legal and political rights. ● The Economy: ○ New England: Farming was very limited because of the land, and most work was done by the family and an occasional hired laborer. Before, the Puritans profited from lumber, trade, and fishing. ○ Middle Colonies: They had rich soil, so they grew an abundance of wheat and corn to export to Europe and the West Indies. Often, indentured servants and laborers were working for the farm family. Trade led to the growth of Philadelphia and New York. ○ Southern Colonies: The land was very fertile and was very diverse, creating a variety of agricultural products. Plantations were self-sufficient since they had their own food and slaves. Products they had were rice, indigo, tobacco, and timber. ● “British Thirteen Colonies Map of Resources”: Wheat and corn were the most prominent crop throughout the colonies covering about 70% of the land used. Many stores were created in the New England colonies such as ironworks and shipbuilding that helped their economy. Tobacco covered part of the middle colonies and rice and indigo covered the southern colonies. ● The Economy: ○ Monetary System: The British Empire limited the use of money to control the colonial economy. Growing colonies were forced to use gold and silver to pay for imports from Britain. For domestic trade, they issued paper money. ○ Transportation: Trading centers at cities such as Boston, New York, Philadelphia, and Charleston were at good harbors and rivers. Throughout the 18th century, travel by horse became more common as well as the postal system. ● Great Awakening: ○ Religious Impact: This caused divisions within churches such as the Congregational and Presbytarian. Ministers lost some of their authority since some people studied the Bible in their own homes. ● “Marks of a True Conversion” (excerpt): George Whitefield is explaining how the Lord will save you if you are troubled in your life. God worries about you and you should tell God about your issues so he can help you get through these times. ● “Sinners in the Hands of an Angry God” (excerpt): Jonathan Edwards says how God is holding them over Hell and can drop them at any moment he desires. He believes that God is the only reason that we are living. They can be saved if they do right with him, but if they don’t they will perish. ● Education: ○ Elementary Education: They emphasized learning the Bible in their first schools, and Massachusetts required towns to create schools for boys so they can prepare for college. Often, teachers in the middle colonies would live there to teach. ○ Higher Education: The first colleges were sectarian, meaning they promoted ideas of a particular religious group. Colleges such as Harvard and Yale were created during this time. ○ Ministry: The Christian ministry was the only profession to enjoy widespread respect among the population. They were also the only well-educated person in a community. ○ Lawyers: They were not common in the 1600s; many individuals would defend themselves. However, lawyers obtained more respect when they argued for colonial rights in the 1760’s. ● The Zenger Case: In 1735, John Zenger was brought to court because he criticized New York’s royal governor. This encouraged other newspaper companies to take risks in criticizing the colony’s government. ● The Enlightenment: Two Treatises of Government Second Treatise on Government (excerpt): John Locke was very significant in the Enlightenment as he states the government should follow natural laws based on human rights. This idea created the basis of our modern government and our constitution. ● Politics: ○ Structure of Government: In every colony, the legislature consisted of the lower house and the upper house. The lower house voted for or against new taxes, and the upper house decided other decisions like laws. ○ Voting: Anyone that was not a white woman, poor white man, slaves of both sexes, and most free blacks could vote. Their political system was seen as unusual due to their tendencies and laws.