The document summarizes the social, political, and economic structures that developed in the Chesapeake and New England colonies in the 17th century. It describes the leadership that emerged among planters in the Chesapeake colonies and the independence granted to colonists. It also discusses the prevalence of indentured servitude, the introduction of slavery, and growing tensions between colonists and Native Americans over land and resources.
Question: Who were some important loyalists and what were the roles of the loyalists before, during, and after the American Revolution?
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Question: Who were some important loyalists and what were the roles of the loyalists before, during, and after the American Revolution?
By: Alena Kantor, Benjamin Goldstein, Julia Schlaepfer and Jimmy Bromley
International Guide to Milan EXPO 2015Youth Moving
The Youth Moving guide to Milan is not the typical touristic guidebook; this is a very special edition dedicated to all the people coming to Milan during the six months of EXPO. Apart from giving you useful information about the city, transport, some slang, things to do during this months (in collaboration with Expo in Città) and when you will come back – we know you will – and so on… We decided to give voice to some movers coming from different countries of the world who have lived in Milan, making them interviews about their experiences to give you some authentic tips. www.YouthMoving.com
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This presentation introduces and supports the 'How to make a plant watering robot' activity. It features stimulus images to be used to give context to the activity and to encourage students to consider how robots can be used to cultivate plants in art and in commercial food production. It was created by artist Neil Winterburn & teachers in schools in St.Helens as part of FACT's SLICE project.
FACT is the Liverpool based foundation for art and creative technology. SLICE is the specialist leaders in cultural education program initiated by Curious Minds to support arts organisations to improve their educational offer to schools.
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FACT is the Liverpool based foundation for art and creative technology. SLICE is the specialist leaders in cultural education program initiated by Curious Minds to support arts organisations to improve their educational offer to schools.
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2. American Colonies Ch.7: Chesapeake
Colonies
• Leadership in the Chesapeake colonies did not
consist of typical nobles or aristocracy.
– Most found it too hard and went home.
– Leadership was left to the hard working merchants
and planters who claimed it.
– People accepted the leadership in good times, but
questioned it when things were bad.
• Colonists demanded and were granted a degree
of independence.
– In Maryland, the colonists arrested and sent home a
Lord Governor who they did not agree with.
• Britain responded by sending a different Lord Governor.
3. American Colonies Ch.7: Chesapeake
Colonies
• In Virginia the crown was even less present as the kings men would
deal directly with the planter elite.
– Only free white men who possessed land enjoyed this independence.
– People acted with respect to county lines because towns were so
small.
– Counties ran courts, militia, and law enforcement.
• The power started with the king, to provincial government, to
county court, to “little commonwealths” or homes.
– Within the home the husband had what was like a small monarchy.
• Murder of the husband was viewed as small treason in addition to murder.
• Wives were bound by coverture, lacking an independent voice apart from their
husband.
– Men were held responsible for actions that came out of their homes.
– Based upon the premise that if the home functioned properly, the
larger government would.
4. American Colonies Ch.7: Chesapeake
Colonies
• The Colonies consisted of a prevalence of single men.
– Most laborers were English indentured servants who were purchased
for four to five years.
• Much cheaper and cost effective than Black slaves due to the fact that most
newcomers died within five years.
• Indian slaves tended to escape too quickly to be profitable.
• ¾ of the emigrants of the 17th Century were indentured servants.
• Courts almost always sided with owners, even if abusive, adding time to the
servant’s contracts.
– Work and living conditions were very difficult.
– Opportunity for eventual success was always there in the form of land
grants.
• In 1665 opportunity faded as producers depressed tobacco prices.
– Led to large gap between wealthy and poor.
5. American Colonies Ch.7: Chesapeake
Colonies
• In 1641 Governor William Burkley was appointed Governor of Virginia.
– Did not want to educate or empower the commoner.
– Gave huge tax breaks and land grants to his favorite rich men, making them richer, while
driving the poor into the frontier.
• Would not support frontiersmen as they fought the Indians for land.
• Nathaniel Bacon led a rebellion that displaced Burkley and drove him to
Jamestown.
– Bacon died within a month to dysentery.
– Burkley returned with a vengeance, hanging and pillaging rebels.
– Crown intervened and brought Burke back to England where he died shortly after.
• New Great Planter class began wooing the commoner with lower taxes and other
incentives.
• Slavery started slow, but experienced a huge boom in the 18th Century.
– Great planters used racial division and white unity to distract commoners from the growing
gap between rich and poor.
– Whites became united in an effort to keep the black man under control.
– Slaves were treated as mere property, with no civil rights or protections from crimes
committed by their owners.
6. American Colonies Ch.9: Puritans and
Indians
• Puritans in New England feared the land and Indians.
– Thought that colonials would denounce civilization and join the
Indian way of life.
– Attempted to make the land as much like England as possible.
• Profit and religion clashed as towns people moved further
apart for crops, losing and aspect of their fellowship.
• Indians in the area consisted of tribes who divided
themselves into many small bands.
– Shared hunting and meeting grounds with each other.
– Mostly sustained by their horticulture of various intermingled
crops.
– Labor was divided based upon gender roles, women tended to
the home and agriculture while men did hunting and fighting.
7. American Colonies Ch.7: Chesapeake
Colonies
• Indians utilized fire to maintain and shape the forests.
– Limited destruction kept things clean and inspired new growth.
• Indians had far different values than colonists.
– Did not value material accumulation, only possessed what they could
carry during seasonal moves.
– Took just enough from the land to live and enjoy it.
– Did not sell lands, until coerced by colonists, preferring to share it and
defend territories from enemy hunters.
• English came from a impoverished, overpopulated, deforested land.
– Saw huge opportunity in New England and thought the Indians lazy for
not exploiting it.
– Began a process of dispossessing the Indian’s of their land through
deeds, though the Indians thought of these deeds as agreements to
share the territory.
8. American Colonies Ch.7: Chesapeake
Colonies
• Colonists deforested at an alarming rate and allowed their animals to
graze in the forest.
– Came in direct conflict with Indian crops and hunting.
– If attacked, colonists had a sense of innocence.
– Indians who killed trespassing animals were tried in colonial courts.
• Indians sought colonial allies.
– English perceived this to be a consent to their rule, continuing aggressive
expansion, and extortion of Indian goods.
• New England solicited Indian allies to destroy the resistive Pequot tribe.
– ½ of the 3,000 Pequot would survive, mostly as subjects in existing tribes.
– Puritans viewed victories as God’s favor.
• Continued to manipulate Indians to weaken or empower their friends and
enemies.
– Potential Indian alliances were undermined by the ambitions of individual
tribes.
9. American Colonies Ch.7: Chesapeake
Colonies
• Late 1640s saw an effort to convert the Indians.
– Established praying towns to house Indian converts and separate them from pagan relatives.
– Indians saw it as a last resort for weak or floundering tribes to survive.
• King Philips War erupted when the Puritans hung 3 Indians for killing a praying
town informant.
– War was led by a Wampanoag sachem named Metacom, called King Philip by the colonists.
– Metacom and an alliance of tribes achieved great success through guerilla tactics.
– Tide of war turned as Puritans enlisted Indian aid and Metacom’s men ran out of food and
ammunition.
– 1,000 Colonists and 3,000 Indians died as a result.
– Captives were either executed or sold into slavery, those who escaped continued to guide
French raids on the English for many years.
• Indians were placed on the bottom of the social scale by 1789.
– All Indians on the Atlantic seaboard had become a small minority among invaders in a changed
land.
– Forced to abandon their old ways to survive in the changed world.