2024 State of Marketing Report – by HubspotMarius Sescu
https://www.hubspot.com/state-of-marketing
· Scaling relationships and proving ROI
· Social media is the place for search, sales, and service
· Authentic influencer partnerships fuel brand growth
· The strongest connections happen via call, click, chat, and camera.
· Time saved with AI leads to more creative work
· Seeking: A single source of truth
· TLDR; Get on social, try AI, and align your systems.
· More human marketing, powered by robots
2024 State of Marketing Report – by HubspotMarius Sescu
https://www.hubspot.com/state-of-marketing
· Scaling relationships and proving ROI
· Social media is the place for search, sales, and service
· Authentic influencer partnerships fuel brand growth
· The strongest connections happen via call, click, chat, and camera.
· Time saved with AI leads to more creative work
· Seeking: A single source of truth
· TLDR; Get on social, try AI, and align your systems.
· More human marketing, powered by robots
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ChatGPT is a revolutionary addition to the world since its introduction in 2022. A big shift in the sector of information gathering and processing happened because of this chatbot. What is the story of ChatGPT? How is the bot responding to prompts and generating contents? Swipe through these slides prepared by Expeed Software, a web development company regarding the development and technical intricacies of ChatGPT!
Product Design Trends in 2024 | Teenage EngineeringsPixeldarts
The realm of product design is a constantly changing environment where technology and style intersect. Every year introduces fresh challenges and exciting trends that mold the future of this captivating art form. In this piece, we delve into the significant trends set to influence the look and functionality of product design in the year 2024.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ChatGPT is a revolutionary addition to the world since its introduction in 2022. A big shift in the sector of information gathering and processing happened because of this chatbot. What is the story of ChatGPT? How is the bot responding to prompts and generating contents? Swipe through these slides prepared by Expeed Software, a web development company regarding the development and technical intricacies of ChatGPT!
Product Design Trends in 2024 | Teenage EngineeringsPixeldarts
The realm of product design is a constantly changing environment where technology and style intersect. Every year introduces fresh challenges and exciting trends that mold the future of this captivating art form. In this piece, we delve into the significant trends set to influence the look and functionality of product design in the year 2024.
How Race, Age and Gender Shape Attitudes Towards Mental HealthThinkNow
Mental health has been in the news quite a bit lately. Dozens of U.S. states are currently suing Meta for contributing to the youth mental health crisis by inserting addictive features into their products, while the U.S. Surgeon General is touring the nation to bring awareness to the growing epidemic of loneliness and isolation. The country has endured periods of low national morale, such as in the 1970s when high inflation and the energy crisis worsened public sentiment following the Vietnam War. The current mood, however, feels different. Gallup recently reported that national mental health is at an all-time low, with few bright spots to lift spirits.
To better understand how Americans are feeling and their attitudes towards mental health in general, ThinkNow conducted a nationally representative quantitative survey of 1,500 respondents and found some interesting differences among ethnic, age and gender groups.
Technology
For example, 52% agree that technology and social media have a negative impact on mental health, but when broken out by race, 61% of Whites felt technology had a negative effect, and only 48% of Hispanics thought it did.
While technology has helped us keep in touch with friends and family in faraway places, it appears to have degraded our ability to connect in person. Staying connected online is a double-edged sword since the same news feed that brings us pictures of the grandkids and fluffy kittens also feeds us news about the wars in Israel and Ukraine, the dysfunction in Washington, the latest mass shooting and the climate crisis.
Hispanics may have a built-in defense against the isolation technology breeds, owing to their large, multigenerational households, strong social support systems, and tendency to use social media to stay connected with relatives abroad.
Age and Gender
When asked how individuals rate their mental health, men rate it higher than women by 11 percentage points, and Baby Boomers rank it highest at 83%, saying it’s good or excellent vs. 57% of Gen Z saying the same.
Gen Z spends the most amount of time on social media, so the notion that social media negatively affects mental health appears to be correlated. Unfortunately, Gen Z is also the generation that’s least comfortable discussing mental health concerns with healthcare professionals. Only 40% of them state they’re comfortable discussing their issues with a professional compared to 60% of Millennials and 65% of Boomers.
Race Affects Attitudes
As seen in previous research conducted by ThinkNow, Asian Americans lag other groups when it comes to awareness of mental health issues. Twenty-four percent of Asian Americans believe that having a mental health issue is a sign of weakness compared to the 16% average for all groups. Asians are also considerably less likely to be aware of mental health services in their communities (42% vs. 55%) and most likely to seek out information on social media (51% vs. 35%).
AI Trends in Creative Operations 2024 by Artwork Flow.pdfmarketingartwork
This article is all about what AI trends will emerge in the field of creative operations in 2024. All the marketers and brand builders should be aware of these trends for their further use and save themselves some time!
A report by thenetworkone and Kurio.
The contributing experts and agencies are (in an alphabetical order): Sylwia Rytel, Social Media Supervisor, 180heartbeats + JUNG v MATT (PL), Sharlene Jenner, Vice President - Director of Engagement Strategy, Abelson Taylor (USA), Alex Casanovas, Digital Director, Atrevia (ES), Dora Beilin, Senior Social Strategist, Barrett Hoffher (USA), Min Seo, Campaign Director, Brand New Agency (KR), Deshé M. Gully, Associate Strategist, Day One Agency (USA), Francesca Trevisan, Strategist, Different (IT), Trevor Crossman, CX and Digital Transformation Director; Olivia Hussey, Strategic Planner; Simi Srinarula, Social Media Manager, The Hallway (AUS), James Hebbert, Managing Director, Hylink (CN / UK), Mundy Álvarez, Planning Director; Pedro Rojas, Social Media Manager; Pancho González, CCO, Inbrax (CH), Oana Oprea, Head of Digital Planning, Jam Session Agency (RO), Amy Bottrill, Social Account Director, Launch (UK), Gaby Arriaga, Founder, Leonardo1452 (MX), Shantesh S Row, Creative Director, Liwa (UAE), Rajesh Mehta, Chief Strategy Officer; Dhruv Gaur, Digital Planning Lead; Leonie Mergulhao, Account Supervisor - Social Media & PR, Medulla (IN), Aurelija Plioplytė, Head of Digital & Social, Not Perfect (LI), Daiana Khaidargaliyeva, Account Manager, Osaka Labs (UK / USA), Stefanie Söhnchen, Vice President Digital, PIABO Communications (DE), Elisabeth Winiartati, Managing Consultant, Head of Global Integrated Communications; Lydia Aprina, Account Manager, Integrated Marketing and Communications; Nita Prabowo, Account Manager, Integrated Marketing and Communications; Okhi, Web Developer, PNTR Group (ID), Kei Obusan, Insights Director; Daffi Ranandi, Insights Manager, Radarr (SG), Gautam Reghunath, Co-founder & CEO, Talented (IN), Donagh Humphreys, Head of Social and Digital Innovation, THINKHOUSE (IRE), Sarah Yim, Strategy Director, Zulu Alpha Kilo (CA).
Trends In Paid Search: Navigating The Digital Landscape In 2024Search Engine Journal
The search marketing landscape is evolving rapidly with new technologies, and professionals, like you, rely on innovative paid search strategies to meet changing demands.
It’s important that you’re ready to implement new strategies in 2024.
Check this out and learn the top trends in paid search advertising that are expected to gain traction, so you can drive higher ROI more efficiently in 2024.
You’ll learn:
- The latest trends in AI and automation, and what this means for an evolving paid search ecosystem.
- New developments in privacy and data regulation.
- Emerging ad formats that are expected to make an impact next year.
Watch Sreekant Lanka from iQuanti and Irina Klein from OneMain Financial as they dive into the future of paid search and explore the trends, strategies, and technologies that will shape the search marketing landscape.
If you’re looking to assess your paid search strategy and design an industry-aligned plan for 2024, then this webinar is for you.
5 Public speaking tips from TED - Visualized summarySpeakerHub
From their humble beginnings in 1984, TED has grown into the world’s most powerful amplifier for speakers and thought-leaders to share their ideas. They have over 2,400 filmed talks (not including the 30,000+ TEDx videos) freely available online, and have hosted over 17,500 events around the world.
With over one billion views in a year, it’s no wonder that so many speakers are looking to TED for ideas on how to share their message more effectively.
The article “5 Public-Speaking Tips TED Gives Its Speakers”, by Carmine Gallo for Forbes, gives speakers five practical ways to connect with their audience, and effectively share their ideas on stage.
Whether you are gearing up to get on a TED stage yourself, or just want to master the skills that so many of their speakers possess, these tips and quotes from Chris Anderson, the TED Talks Curator, will encourage you to make the most impactful impression on your audience.
See the full article and more summaries like this on SpeakerHub here: https://speakerhub.com/blog/5-presentation-tips-ted-gives-its-speakers
See the original article on Forbes here:
http://www.forbes.com/forbes/welcome/?toURL=http://www.forbes.com/sites/carminegallo/2016/05/06/5-public-speaking-tips-ted-gives-its-speakers/&refURL=&referrer=#5c07a8221d9b
ChatGPT and the Future of Work - Clark Boyd Clark Boyd
Everyone is in agreement that ChatGPT (and other generative AI tools) will shape the future of work. Yet there is little consensus on exactly how, when, and to what extent this technology will change our world.
Businesses that extract maximum value from ChatGPT will use it as a collaborative tool for everything from brainstorming to technical maintenance.
For individuals, now is the time to pinpoint the skills the future professional will need to thrive in the AI age.
Check out this presentation to understand what ChatGPT is, how it will shape the future of work, and how you can prepare to take advantage.
A brief introduction to DataScience with explaining of the concepts, algorithms, machine learning, supervised and unsupervised learning, clustering, statistics, data preprocessing, real-world applications etc.
It's part of a Data Science Corner Campaign where I will be discussing the fundamentals of DataScience, AIML, Statistics etc.
Time Management & Productivity - Best PracticesVit Horky
Here's my presentation on by proven best practices how to manage your work time effectively and how to improve your productivity. It includes practical tips and how to use tools such as Slack, Google Apps, Hubspot, Google Calendar, Gmail and others.
The six step guide to practical project managementMindGenius
The six step guide to practical project management
If you think managing projects is too difficult, think again.
We’ve stripped back project management processes to the
basics – to make it quicker and easier, without sacrificing
the vital ingredients for success.
“If you’re looking for some real-world guidance, then The Six Step Guide to Practical Project Management will help.”
Dr Andrew Makar, Tactical Project Management
Unlocking the Power of ChatGPT and AI in Testing - A Real-World Look, present...Applitools
During this webinar, Anand Bagmar demonstrates how AI tools such as ChatGPT can be applied to various stages of the software development life cycle (SDLC) using an eCommerce application case study. Find the on-demand recording and more info at https://applitools.info/b59
Key takeaways:
• Learn how to use ChatGPT to add AI power to your testing and test automation
• Understand the limitations of the technology and where human expertise is crucial
• Gain insight into different AI-based tools
• Adopt AI-based tools to stay relevant and optimize work for developers and testers
* ChatGPT and OpenAI belong to OpenAI, L.L.C.
Unlocking the Power of ChatGPT and AI in Testing - A Real-World Look, present...
Foner4 lecture ch04
2. Lecture preview
• Slavery and Empire
• Slave Cultures and Slave Resistance
• An Empire of Freedom
• The Public Sphere
• The Great Awakening
• Imperial Rivalries
• Battle for the Continent
61. Review
• Slavery and Empire
Focus Question: How did African slavery differ regionally in
eighteenth-century North America?
• Slave Cultures and Slave Resistance
Focus Question: What factors led to distinct African-American
cultures in the eighteenth century?
• An Empire of Freedom
Focus Question: What were the meanings of British liberty in the
eighteenth century?
• The Public Sphere
Focus Question: What concepts and institutions dominated colonial
politics in the eighteenth century?
62. Review
• The Great Awakening
Focus Question: How did the Great Awakening challenge the religious
and social structure of British North America?
• Imperial Rivalries
Focus Question: How did the Spanish and French empires in America
develop in the eighteenth century?
• Battle for the Continent
Focus Question: What was the impact of the Seven Years' War on
imperial and Indian-white relations?
63. MEDIA LINKS
—— Chapter 4 ——
Order Title Filename Media link
1 Eric Foner on slavery in the
18th century
question028 http://wwnorton.com/common/mplay/6.7/?
p=/college/history/foner4/mp4/&f=question02
8
2
Eric Foner on African-
American identity in the
18th century
african_american
_identity
http://wwnorton.com/common/mplay/6.7/?
p=/college/history/foner4/&f=african_america
n_identity
3 Eric Foner on the public
sphere in 1763, pt 1
question030 http://wwnorton.com/common/mplay/6.7/?
p=/college/history/foner4/mp4/&f=question03
0
4 Eric Foner on the public
sphere in 1763, pt 2
question034 http://wwnorton.com/common/mplay/6.7/?
p=/college/history/foner4/mp4/&f=question03
4
5 Eric Foner on the public
sphere in 1763, pt 3
question035 http://wwnorton.com/common/mplay/6.7/?
p=/college/history/foner4/mp4/&f=question03
5
6
Eric Foner on freedom of
the press in the colonial
period
question032 http://wwnorton.com/common/mplay/6.7/?
p=/college/history/foner4/mp4/&f=question03
2
Eric Foner on the question033 http://wwnorton.com/common/mplay/6.7/?
64. Next Lecture PREVIEW:
—— Chapter 4 ——
The American Revolution,
1763–1783
• The Crisis Begins
• The Road to Revolution
• The Coming of Independence
• Securing Independence
65. Norton Lecture Slides
Independent and Employee-Owned
http://wwnorton.com/college/history/give-me-liberty4/
by
Eric Foner
This concludes the Norton Lecture Slides
Slide Set for Chapter 4
Give Me Liberty!
AN AMERICAN HISTORY
FOURTH EDITION
Editor's Notes
Chapter 4Slavery, Freedom, and the Struggle for Empire to 1763
The subtopics for this lecture are listed on the screen above.
The purpose of the focus questions is to help students find larger themes and structures to bring the historical evidence, events, and examples together for a connected thematic purpose.
As we go through each portion of this lecture, you may want to keep in mind how the information relates to this larger thematic question. Here are some suggestions: write the focus question in the left or right margin on your notes and as we go through, either mark areas of your notes for you to come back to later and think about the connection OR as you review your notes later (to fill in anything else you remember from the lecture or your thoughts during the lecture or additional information from the readings), write small phrases from the lecture and readings that connect that information to each focus question AND/OR are examples that work together to answer the focus question.
The greatest contradiction of the eighteenth century was the simultaneous expansion of the British empire, celebrated by Britons for its unique commitment to liberty, and slavery.
The transatlantic slave trade flourished in the 1700s. In this century alone arrived more than half of the estimated 7.7 million Africans transported to the New World between 1492 and 1820. The immensely profitable slave trade was a vital part of world commerce. In the eighteenth-century British empire, slavery, not wage labor, was the norm. Slave plantations contributed greatly to British economic development, and the first mass consumer goods in international trade, namely sugar, rice, coffee, and tobacco, were produced by slaves and stimulated the growth of the slave trade.
Though the Caribbean continued to be the British empire’s commercial center and the crown’s major revenue producer, slave-grown products from the mainland increased as a share of Atlantic trade. The Atlantic Ocean’s triangular trading routes carried British manufactured goods to Africa and the colonies, brought to Europe colonial products including tobacco, indigo, sugar, and rice, and shipped slaves from Africa to the Americas. Most colonial vessels went back and forth from the mainland to the West Indies, however, shipping agricultural and other goods that the islands couldn’t produce in exchange for plantation crops and slaves. Even merchants from New York, Massachusetts, and Rhode Island participated in and profited from the slave trade. In Britain, the slave trade also stimulated the rise of port cities like Liverpool and Bristol, fostered the growth of banking, shipbuilding, insurance, and helped finance the early industrial revolution.
In the eighteenth century, slavery in West African societies shifted from being a minor to a central institution. Most African rulers participated in the slave trade, although often in ways most beneficial to them. The slave trade made Africa a major market for European goods, especially textiles and guns. This disrupted relations within and among African societies in ways that encouraged the growth of the slave trade and exacerbated conflict among African societies competing for power, goods, and access to slaves. Of course, the loss of tens of thousands of men and women to the slave trade weakened and distorted West Africa’s economy and society.
The voyage across the Atlantic, known as “the Middle Passage,” was a harrowing experience for slaves. Since a slave could be sold in America for twenty or thirty times their price in Africa, slave traders crammed slaves as tightly on ships as possible. Given such conditions, including the spread of disease, about one in five slaves died before the ships reached the Americas. Of those who survived, only a small percentage were sold and stayed in the North American colonies, which had a lower death rate than colonies in the West Indies and Brazil, where slave plantation conditions and work were more brutal. The British colonies of North America imported between 400,000 and 600,000 slaves, and by 1770, due to slaves’ natural reproduction, one-fifth of the 2.3 million people in the English colonies (not including Indians) were Africans and their descendants.
By the mid-eighteenth century, there were three distinct slave systems in British North America: tobacco-based plantation slavery in the Chesapeake, rice-based plantation slavery in South Carolina and Georgia, and nonplantation slavery in New England and the Middle Colonies.
The tobacco plantations of the Chesapeake, where nearly half of the region’s population in 1770 were slaves, was the largest and oldest of the three. Extending deep inland, slavery in Virginia existed on large plantations and many small farms. Slavery had created the Chesapeake elite, a landed gentry who dominated the region’s society and politics in conjunction with merchants in the tobacco trade and lawyers defending the interests of slaveholders. Slavery transformed Chesapeake society into an elaborate hierarchy of degrees of freedom: large planters at the top, lesser planters and landowning yeomen below them, and at the bottom a large population of indentured servants, tenant farmers, convicts, and slaves.
Though planters made more laws enhancing the power of masters over their slave property, violence, such as whipping, was at the center of the institution and its perpetuation. As slavery became entrenched, race became a more significant line of social division. Whites more and more saw free blacks as dangerous and unwanted, and restricted the rights given earlier to free blacks, such as gun ownership and the vote (for free, landowning black men). Because Virginia by law required freed slaves to leave the colony, free blacks remained a very small part of the population.
The rice plantation system of slavery that developed in South Carolina and Georgia first relied on Indian slaves, some of whom the colony exported, along with deerskins and furs. Some tribes, like the Creeks, first participated in the Indian slave trade, starting wars with other tribes just to secure captives for the trade. But the Creeks and other Indian tribes, fearing enslavement and other English abuses, rebelled, and this encouraged Carolina colonists to turn elsewhere for their labor force.
Rice cultivation in the low country of South Carolina prompted the importation of African slaves there, and led to a growing racial divide between whites and blacks. South Carolina was the first colony to have a black majority. By the 1730s, when North Carolina became its own colony, two-thirds of its population was black. Indigo, a crop used for blue dye, also became a staple crop there in the 1740s, and was cultivated on slave plantations. Africans, familiar with the crop at home, actually taught the colonists how to grow rice. As opposed to the Chesapeake, where slaves worked constantly in gangs, slaves on the rice plantations worked in the “task” system, assigned daily jobs which, once completed, gave them time for leisure or crops of their own.
Rice cultivation also developed in Georgia, founded in 1733 by philanthropists led by James Oglethorpe, a wealthy reformer who favored the abolition of slavery. Oglethorpe wanted to create a colony in which the “worthy poor” of England could find economic opportunity; the British government wanted the colony as a defensive barrier against the Spanish and their Indian allies in Florida. Although the colony initially banned liquor and slaves, many of its settlers wanted both, and by the 1740s, colonists were appealing for the English liberty of self-government in order to have slaves. In 1751, Georgia’s proprietors surrendered the colony to the crown, which repealed the ban on slavery and liquor. Georgia quickly came to resemble South Carolina, with large rice plantations supporting a wealthy planter class that dominated the colony.
Compared to the plantation areas, New England and the Middle Colonies were mostly areas of small farms where slavery was not central. Slaves were only a small percentage of the population, and even wealthy families rarely owned more than one slave. Slaves worked as farm labor, in artisan shops, on the docks, and as personal servants. Slaves in the North, however, sometimes had more legal rights than their southern counterparts; in New England, slaves could not be severely physically punished, slaves could bring suits in court, and slave marriages were recognized. A significant number of slaves were present in New York and Philadelphia, although many employers of slave labor turned to wage labor in the years before the American Revolution.
The purpose of the focus questions is to help students find larger themes and structures to bring the historical evidence, events, and examples together for a connected thematic purpose.
As we go through each portion of this lecture, you may want to keep in mind how the information relates to this larger thematic question. Here are some suggestions: write the focus question in the left or right margin on your notes and as we go through, either mark areas of your notes for you to come back to later and think about the connection OR as you review your notes later (to fill in anything else you remember from the lecture or your thoughts during the lecture or additional information from the readings), write small phrases from the lecture and readings that connect that information to each focus question AND/OR are examples that work together to answer the focus question.
Africans brought to the mainland colonies in the eighteenth century were very diverse, coming from different African cultures, with different languages and religions. For most of the eighteenth century, the majority of American slaves were born in Africa, and a truly “African-American” people with a cohesive culture shaped by African, European, and American influences emerged only very gradually, through the common experience of slavery.
One of the most difficult transitions for enslaved Africans was the forced change from traditional religions to that of Christianity—the dominant religion of their colonial captors. While many of the forced migrants believed in a universal creator, the similarities between the various African religious practices seemed to resemble select Native American communities more than Christianity. While some enslaved individuals were familiar with Christianity and/or Islam, most who ended up in British North America came from the more isolated forest regions of West Africa. Even in the eighteenth century many continued to practice traditional African religious or melded them with Protestant forms of Christianity or Roman Catholicism—depending on the dominant religion in the region of the Americas.
The three different slave systems in British North America produced distinct African-American cultures. In the Chesapeake, a healthy climate led to natural reproduction of the slave population, allowing for a balanced sex ratio that created family-centered slave communities. Continuously exposed to white culture, slaves here learned English and were influenced by religious revivalism. In South Carolina and Georgia, the harsh rice plantations created a very different culture. Their low birthrate led to continuous slave imports, and since slaves seldom encountered whites and had more autonomy than those on other kinds of plantations, they were able to create a more African culture. In the northern colonies, where slaves were a small part of the population and dispersed as individuals or small groups throughout the white population, a distinctive African-American culture developed slowly.
Despite differences between African-American cultures, all were linked by the experience of slavery and hopes for freedom. The most common form of slave resistance was to run away, and in some colonies fugitive slaves found it easy to assume the identity of a free black individual. Much less common were slave uprisings. The first occurred in New York in 1712, in which a group of slaves burned buildings, killed whites who arrived, and were later executed, some being tortured and burned alive as a warning to the city’s slave population. Imperial wars in the 1730s and 1740s opened the door for slave resistance in Louisiana and the West Indies.
In 1739, the War of Jenkins’ Ear, between England and Spain, prompted a group of South Carolina slaves to seize arms at Stono. They marched toward the safety of Spanish Florida, which offered security to escaped British slaves, killing whites and shouting “Liberty!” as they went. The Stono Rebellion was crushed by colonial militia, and led to the tightening of South Carolina’s slave laws.
In 1741, in New York City, a panic induced by a series of fires led to rumors that slaves were planning to mount a rebellion with white allies and turn the city over to the Spanish. More than 150 blacks and a few whites were arrested, and thirty-four people, including four whites, were executed.
The purpose of the focus questions is to help students find larger themes and structures to bring the historical evidence, events, and examples together for a connected thematic purpose.
As we go through each portion of this lecture, you may want to keep in mind how the information relates to this larger thematic question. Here are some suggestions: write the focus question in the left or right margin on your notes and as we go through, either mark areas of your notes for you to come back to later and think about the connection OR as you review your notes later (to fill in anything else you remember from the lecture or your thoughts during the lecture or additional information from the readings), write small phrases from the lecture and readings that connect that information to each focus question AND/OR are examples that work together to answer the focus question.
Although slavery was vital to the British empire, the British people in the eighteenth century believed theirs was the most free and advanced nation in the world. Great Britain was the world’s greatest commercial and naval power, and had a complex government with a powerful Parliament representing the interests of a landed aristocracy and merchant class. London, the political, cultural, and economic capital of the empire, was the largest city in Europe, with nearly 1 million residents. The empire enjoyed a common law, common language and, despite small numbers of Catholics, Jews, and Africans, a common devotion to Protestantism. Britain often found itself at war with France, which replaced Spain as its European Catholic rival. This stimulated a large military establishment, high taxes, and a Bank of England to help finance its wars in Europe and the empire. These wars helped develop a sense of national identity forged against common foes. In contrast to France, Britain was celebrated by its people as a nation of widespread prosperity and individual liberty, ruled by laws and Protestantism.
Liberty, especially as it was embodied in what came to be called the British Constitution, was central to this emerging British identity. Britons believed that the legacy of the English Civil War and the Glorious Revolution had bestowed upon them a unique and ideal political order of institutions that guaranteed their freedoms: the rule of law, legislation consented to by representatives, restraints on arbitrary authority, and individual rights like trial by jury, enshrined in the common law. Writers in mainland Europe looked to England as a model government, and thinkers such as French political philosopher Baron Montesquieu praised Britain for its “balanced constitution,” in which the House of Commons, the House of Lords, and the king checked each other’s power. In Great Britain, no man, not even the king, was above the law, and Britons believed their political system prevented the tyranny, “popery,” and barbarism, which they believed “enslaved” others elsewhere in Europe and the world. But slavery and other negations of freedom made liberty far from universal in the British empire.
Ideas of British liberty expanded beyond the “political nation”—those who voted, held office, and engaged in structured political debate—to all members of British society, including laborers, sailors, artisans, and even slaves. Liberty came to mean more than just privileges derived from membership in a distinct social class. It became defined as a general right to resist arbitrary government, and ordinary people invoked liberty and critiqued tyranny in collective actions, sometimes against merchants charging above a “just price,” or officers of the Royal Navy engaged in “impressment”—kidnapping poor men in public for service on the Navy’s ships.
Liberty was central to two sets of political ideas in the Anglo-American world. Today, they are called “republicanism” and “liberalism” by scholars, but they were not used in this way at the time. Republicanism celebrated participation in public life by economically independent citizens as the basis of liberty. Republicans believed that only citizens who owned property had “virtue,” defined as the willingness to subordinate self-interest to a common public good. In Britain, republicanism was most associated with men who criticized corruption in politics, calling, for example, for fewer members of the House of Commons to be appointed by, and thus dependent on, the crown. These republicans believed that a corrupt Britain was in danger of succumbing to luxury and manipulation, which would result in the loss of virtue and thus, of liberty. Their writings were far more influential in the colonies than in Britain itself.
Liberalism in the eighteenth-century British empire meant something quite different from “liberalism” as it is defined today. While republicanism had a public and social quality, liberalism was individual and private. John Locke was liberalism’s leading philosopher, and his Two Treatises of Government, written in 1680, were very influential in the 1700s. Locke argued that governments were constituted through a “social contract” mutually agreed to by equals (here, male heads of households), in which these individuals surrendered part of their right to govern themselves in order to enjoy benefits of the rule of law: security of life, liberty, and property. Protecting these spheres required limiting the interference of the state in religious, family, and economic life. Lockean ideas of individual rights, the consent of the governed, and the right to rebel against unjust or oppressive government became familiar in Britain and its colonies. Nevertheless, Locke’s idea of liberty as a universal right seemed to exclude many from its benefits, as its imagined free individual was in theory and practice the propertied white man.
While distinct bodies of thought, republicanism and liberalism overlapped and reinforced each other, and both came to influence and inspire Americans, who came to resist the rule of the British empire.
The purpose of the focus questions is to help students find larger themes and structures to bring the historical evidence, events, and examples together for a connected thematic purpose.
As we go through each portion of this lecture, you may want to keep in mind how the information relates to this larger thematic question. Here are some suggestions: write the focus question in the left or right margin on your notes and as we go through, either mark areas of your notes for you to come back to later and think about the connection OR as you review your notes later (to fill in anything else you remember from the lecture or your thoughts during the lecture or additional information from the readings), write small phrases from the lecture and readings that connect that information to each focus question AND/OR are examples that work together to answer the focus question.
In some ways, politics in eighteenth-century colonial America seemed more democratic than in Britain. As in Britain, property ownership was the qualification for voting, ensuring that men with an economic stake in society and the independence of judgment that came with property determined government policies. “Dependents” who lacked their own will, such as slaves, servants, adult sons living in their parents’ homes, the poor, and women, were all ineligible to vote. But the wide distribution of landownership in America meant that a far higher percentage of the population had the right to vote compared to Europe. In some colonies, free blacks with property could vote. Some colonies also denied the vote to religious minorities such as Jews, Catholics, and dissenting Protestants, while everywhere Indians were generally prohibited from voting.
But in colonial America, “the people” existed only on Election Day. Competitive elections were rare, and usually voters deferred to their social betters in their community, who expected voters to support them because of their patronage, reputation, or social status. Real power resided in officials who were appointed, not elected. Governors and councils were appointed by the crown or proprietors everywhere except Rhode Island and Connecticut, where they were elected. In some colonies, such as South Carolina, the property qualification for officeholding was far higher than that for the franchise, ensuring that only the wealthy could be elected. Few ordinary Americans pursued elective office or were active in public affairs.
Concerned with events in Europe and imperial rivalries, British governments in the first half of the eighteenth century followed a policy of “salutary neglect,” allowing the American colonies to mostly govern themselves. This in effect gave large landowners, merchants, and lawyers more power to control local colonial politics, while elected representatives in colonial assemblies believed they represented the popular will, and used their power over colonial finance and taxes to influence policy and appointed officials.
In the eighteenth century, as economic development increased the power of American elites, colonial assemblies became more assertive, and they insisted that they controlled local affairs in the colonies as much as the House of Commons did in Britain. The most successful governors accommodated the ascendant assemblies and used patronage, such as land grants, to win support. Eliminating the governor’s council, Pennsylvania’s legislature was most powerful, but New York, Virginia, South Carolina, and especially Massachusetts also had powerful assemblies. Colonial representatives invoked liberal and republican notions of liberty in making their claims on colonial and imperial officials.
This language gradually reached beyond the “political nation,” dominated by a wealthy and educated American gentry. Particularly in colonial towns and cities, the “public sphere” expanded. This was the space in which political organization and debate independent of the government took place, in which an informed citizenry openly discussed questions previously addressed only by officials. In Boston, New York, and Philadelphia, clubs emerged that debated literary, philosophical, scientific, and political issues. The best known was the “Junto,” founded by Benjamin Franklin in Philadelphia in 1727, a club that later became the American Philosophical Society.
Compared to other European colonies in the Western Hemisphere, British North America had a very literate population and a vibrant press. Newspapers and circulating libraries were especially important in spreading information and ideas and expanding the public sphere, and by the 1730s, political commentary was prevalent in American newspapers. The best-edited newspaper was probably Benjamin Franklin’s Pennsylvania Gazette, founded in 1728 and having a readership of 2,000 at its peak.
But if America had a vibrant press, free expression and free speech were not the norm in America, and not a traditional right for ordinary Britons. Freedom of speech had developed in Britain in the 1500s as a right for legislators in Parliament, as a means for facilitating representation; outside of Parliament, free speech had no legal protection. Governments in Britain and the colonies viewed freedom of the press as quite dangerous. Only in 1695 was it possible to print a newspaper, book, or pamphlet without government permission; after this, the government could censor print matter only after it had been published. Editors of colonial newspapers that criticized officials or legislators were frequently punished, leading some Americans to call for a freedom of the press, which was not very often observed.
The most famous court case in the colonies regarding freedom of the press showed that most colonists opposed prosecutions for criticizing public officials. In 1735, the German-born printer John Peter Zenger, who accused New York’s governor of corruption, was arrested for seditious libel. His lawyer, Alexander Hamilton, asked the jury to judge the accuracy of Zenger’s statements, not whether he printed them, and he was found not guilty. While libel remained a crime, the trial’s outcome spread in the colonies the belief that newspapers should be allowed to print the truth without fear of punishment, and helped popularize the idea of free expression.
In the eighteenth century, many educated Americans began to be influenced by the European Enlightenment, a philosophical movement with origins in France, which sought to apply to political and social life the scientific method of investigation and experimentation. Enlightenment thinkers demanded that every human institution, authority, and tradition be judged by the measure of reason. Benjamin Franklin— who established a newspaper, debating club, and library, published Poor Richard’s Almanack, and conducted experiments that showed lightning is electricity—embodied the spirit of Enlightenment.
Critical of the religious wars that had engulfed Europe, Enlightenment thinkers hoped that reason, not religious enthusiasm, would rule human affairs. These philosophers, being skeptical of all traditions and authorities, easily criticized established churches. Many prominent Americans embraced Arminianism, which taught that reason alone could form the basis of religion, or Deism, a belief that God had withdrew from the world after creating it, leaving it to function according to “natural,” scientific laws without divine intervention.
In the 1600s, the English scientist Isaac Newton had discovered and demonstrated the natural laws that governed the universe. While many Protestants affirmed Newton’s findings, arguing it was evidence of God’s work and maintaining their piety, Deists believed that the best form of religious devotion was to study nature, not worship in organized churches. Prominent American Deists in the late colonial era included Benjamin Franklin and Thomas Jefferson.
The purpose of the focus questions is to help students find larger themes and structures to bring the historical evidence, events, and examples together for a connected thematic purpose.
As we go through each portion of this lecture, you may want to keep in mind how the information relates to this larger thematic question. Here are some suggestions: write the focus question in the left or right margin on your notes and as we go through, either mark areas of your notes for you to come back to later and think about the connection OR as you review your notes later (to fill in anything else you remember from the lecture or your thoughts during the lecture or additional information from the readings), write small phrases from the lecture and readings that connect that information to each focus question AND/OR are examples that work together to answer the focus question.
Religion was central to eighteenth-century colonial American life. Bibles and other religious publications were the largest category of printed matter, and religious disputes often garnered more attention than political issues. By the 1720s and 1730s, however, many ministers feared that westward expansion, a lack of individual engagement in church activities, and the growth of commerce and Enlightenment rationalism threatened religious devotion. These fears helped inspire a series of revivals across the colonies, later known as the Great Awakening, that were less a coordinated movement than local events dedicated to an emotional and personal experience of Christianity. Ministers such as Massachusetts Congregationalist Jonathan Edwards pioneered an emotional form of preaching, portraying man in his sermon, Sinners in the Hands of an Angry God, as a sinner on the verge of being condemned to damnation at any moment. Only by experiencing a “new birth” could one be saved.
Particularly important to spreading the revivals was English minister George Whitefield, who spread the Great Awakening through the colonies during a two-year tour of America starting in 1739. Newspapers promoted his tour, and tens of thousands flocked to hear him in what was the first major intercolonial event in North American history. Many members of the established churches criticized the revivalists for their lack of theological training, emotionalism, and the disorder they caused. But the Great Awakening transformed the religious life of America, splitting the old churches and creating new churches like the Baptists, Methodists, and Presbyterians. The Awakening was to a great extent supported by the poor and disenfranchised, and it caused some to question other authorities and institutions in colonial America.
The purpose of the focus questions is to help students find larger themes and structures to bring the historical evidence, events, and examples together for a connected thematic purpose.
As we go through each portion of this lecture, you may want to keep in mind how the information relates to this larger thematic question. Here are some suggestions: write the focus question in the left or right margin on your notes and as we go through, either mark areas of your notes for you to come back to later and think about the connection OR as you review your notes later (to fill in anything else you remember from the lecture or your thoughts during the lecture or additional information from the readings), write small phrases from the lecture and readings that connect that information to each focus question AND/OR are examples that work together to answer the focus question.
As Britain’s North American colonies grew, imperial rivalries over North America intensified. But while the colonies of France and Spain were territorially very large, they were much smaller in population and less economically developed. The Spanish empire stretched from the Pacific coast to New Mexico and the Great Plains, Texas, and Florida, and after 1763 included Louisiana, but its presence consisted of only a few small outposts. Spanish efforts to reinvigorate its older colonies in the early 1700s foundered. Fearing Russian settlement, Spain successfully colonized with missions and presidios much of the coast of California. But the diseases they introduced and resettlement of Indians resulted in the near total devastation of California’s native population.
The French were a far greater threat to British power in North America. During the eighteenth century, the French population and economy of Canada expanded, while French traders pushed south from the Great Lakes and north from Mobile and New Orleans. By 1750, 10,000 French colonists and slaves lived in Louisiana, mostly working around sugar plantations. Although much smaller in population and economic power than the British colonies, the French colonies, especially in their alliances with powerful Native American tribes, posed a real threat to British Americans.
The purpose of the focus questions is to help students find larger themes and structures to bring the historical evidence, events, and examples together for a connected thematic purpose.
As we go through each portion of this lecture, you may want to keep in mind how the information relates to this larger thematic question. Here are some suggestions: write the focus question in the left or right margin on your notes and as we go through, either mark areas of your notes for you to come back to later and think about the connection OR as you review your notes later (to fill in anything else you remember from the lecture or your thoughts during the lecture or additional information from the readings), write small phrases from the lecture and readings that connect that information to each focus question AND/OR are examples that work together to answer the focus question.
The western frontier of British America, particularly the Ohio Valley, was a battleground that saw nearly constant conflict between France, Britain, and their Indian allies, mostly tribes that had been pushed there by European settlement. On this “middle ground” between European empires and Indian sovereignty, Indians from various tribes lived together, alongside European traders and missionaries. Indians of the Ohio Valley both learned to play the British and French off each other in a dangerous diplomatic game, and were victims of their European and Indian enemies and the cultural changes they wrought.
In 1749, as white settlers began moving into the Ohio Valley, Virginia awarded an immense grant of land there to the Ohio Company, who could sell the land to settlers. The grant threatened the Valley’s Indians and caused the French to reinforce their presence. The Ohio Company’s demand for French recognition of its land claims inaugurated the Seven Years’ War (known in the colonies as the French and Indian War).
The British had fought its rivals France and Spain in three inconclusive wars earlier in the eighteenth century, and to finance these wars Britain’s public expenditures, taxes, and national debt had greatly increased, inspiring discontent at home and in the colonies. The Seven Years’ War saw fighting among these global empires across the entire globe, in what was truly a first world war. It started in 1754 with British efforts to dislodge the French from forts in western Pennsylvania guarding the Ohio Valley. When a small force of soldiers led by George Washington entered the area, conflict ensued.
For the first two years of the war, French and Indian forces successfully attacked the frontiers of the British colonies in North America. Only in 1757, under Prime Minster Pitt’s leadership, did the British government turn the tide. Britain funded Prussia and Austria’s campaigns against France and its ally Spain in Europe, while the British struck back in the colonies. By 1760, British forces had captured the major outposts of New France, seized French possessions in the Caribbean, and established control of India.
In the Peace of Paris in 1763, France ceded Canada to Britain, and received in return the sugar islands of Guadeloupe and Martinique. Spain ceded Florida to Britain in return for the Philippines and Cuba, which the British had seized during the war. Spain also acquired Louisiana from the French. France’s empire in North America was finished. But attempts to pay for the costs of the war led to events that precipitated the French and the American revolutions.
The French defeat upset the balance-of-power diplomacy that had enabled Indian groups like the Iroquois to maintain a degree of autonomy, and they saw Britain’s victory and its colonies as a threat. The French conceded lands that Indians controlled to the British, without their consent, and the Treaty of Paris caused confusion about land claims, control of the fur trade, and tribal relations in general. In 1763, Indians in the Ohio Valley and Great Lakes regions rebelled against British rule. Although named Pontiac’s Rebellion after an Ottawa warrior, in fact Neolin, a Delaware religious prophet, inspired much of the rebellion with visions that urged Indians to reject European technologies, commercial relations, and alcohol, and to expel the British from their lands. He also encouraged Indians of different tribes to consider themselves all Indians, forging a pan-Indian identity for the first time.
By the end of 1763, British forces had quelled the rebellion. But the British government tried to quiet tensions between white settlers in the colonies and Indians by declaring the Proclamation of 1763 prohibiting further colonial settlement in the lands west of the Appalachian Mountains, which were reserved for Indians. It also banned the sale of Indian lands to private individuals, allowing sales only to colonial governments. The new policy enraged settlers and speculators who wanted these lands, and many colonists, including George Washington, ignored the policy and purchased land anyway, illegally. Not solving the issue of westward expansion, the act instead exacerbated settler-Indian relations.
The Seven Years’ War changed all the American colonies, but none more so than Pennsylvania. The war shattered the rule of the old Quaker elite and ended their policy of accommodating the Indians. Many western settlers pushed the colony’s government into a more aggressive stance toward Indians during the war, and the brutal warfare on the colony’s frontier deepened western farmers’ antagonism toward the Indians. During Pontiac’s Rebellion, a group of armed western farmers from Paxton marched on Philadelphia, attacking and massacring Indians along the way. The Paxton Boys successfully pressured the governor into expelling peaceful Indians in that city, and by the end of the 1760s, Penn’s “holy experiment” and his quest for peace between Europeans and Indians was over.
Colonists also emerged from the war with a greater sense of collective identity. Before the war, the colonies had been isolated from one another. If it had been approved in 1754, the Albany Plan of Union, drafted by Benjamin Franklin, would have created an intercolonial legislature consisting of delegates from each colony, with powers to levy taxes and conduct diplomacy with Indian tribes. But it was rejected by the colonial assemblies.
Although some tensions had arisen between American and British soldiers and officers during the war, the war mostly intensified American colonists’ sense of themselves as Britons, with all the benefits that came from being British. American colonists believed British triumph in the war was a victory for “Protestant freedom” against “Popish slavery.” France’s defeat reinforced the conflation of British identity with Protestantism and freedom. Soon, American colonists would come to believe that they could no longer protect their particularly British liberties within the British empire.
The subtopics for this lecture are listed on the screen above.
The subtopics for this lecture are listed on the screen above.
