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Test 2 Study GuideChapter Three: Understand the legal status of slaves in the Chesapeake in the early 1600s.  17 th century legal status of Chesapeake blacks remained open for interpretation o First 20 slaves (Virginia, 1619): some were ab...

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Test 2 Study Guide Chapter Three: 1. Understand the legal status of slaves in the Chesapeake in the early 1600s.  17th century legal status of Chesapeake blacks remained open for interpretation o First 20 slaves (Virginia, 1619): some were able to obtain freedom after certain amount of years  Racial distinction laws enacted o 1620s, Blacks couldn’t serve in Virginia militia o 1643, Poll tax (tax levied on individuals) for African women but not white women o However, in Chesapeake:  Free blacks could sue and testify in court  Some managed to acquire land and purchase white servants or African slaves 2. What changes regarding slavery occurred in the Chesapeake by the 1660s?  1660s, laws in Chesapeake referred explicitly to slavery o 1662, If one parent was slave and one was free, child became the status of mother  Made sexual abuse of slave women profitable o 1667, Virginia House of Burgesses declared religious conversion did not free slaves 

o All mixed offspring were illegitimate In British North America (unlike Spanish empire) no mixed mulatto (mixed race) existed o Anyone from African ancestry was black

3. The Virginia Law of 1662.  1662, If one parent was slave and one was free, child became the status of mother  Made sexual abuse of slave women profitable 4. Bacon’s Rebellion.  Bacon’s Rebellion of 1676: Unsuccessful revolt led by planter Nathaniel Bacon against Virginia governor William Berkeley’s administration because of governmental corruption and because Berkeley had failed to protect settlers from Indian raids and did not allow them to occupy Indian lands  Governor William Berkley ran corrupt regime in alliance with an inner circle of the colony’s wealthiest tobacco planters o Rewarded followers land grants and lucrative offices o Freed servants didn’t get land so they were forced to work as tenants o 1670, poverty levels rose (like those of early England) and right to vote by all free men was now only for landowners o Whites not allowed to settle in land reserved for Indians  1676, colonists and Indians got into a confrontation o Colonists wanted Indians removed so they could occupy their land 

o Governor refused, colonists massacred Indians Nathaniel Bacon, wealthy planter felt Berkeley’s inner circle was unworthy of their favoritism and called for: o Removal of Indians from colony o Reduction of taxes (in economic recession) o End to rule by “Grandees” (nobleman of highest rank) o Bacon gained the support of small farmers, landless men, indentured servants, and even some Africans  Most of his army were indentured servants 1

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Bacon marched on Jamestown and demanded the removal of Berkeley’s “protected and darling little Indians” o Berkeley refused o Bacon burned Jamestown to the ground o Governor fled o Bacon became ruler of Virginia Squadron of warships from England restored order o Restored property qualifications for voting o Adopted more aggressive Indian policy  Western area open to farmers (prospered from tobacco price rise in 1680) o Virginia shifted to slaves to avoid landless, former indentured servants from rebelling again

5. The Slave Code of 1705 (Virginia House of Burgesses)  1705, House of Burgesses enacted a slave code o Slaves were property of masters and whites o Could be bought, sold, leased, fought over in court and passed to one’s descendants o Tried in separate courts o Free or slave:  Could not own firearms  Strike a white man  Employ a white servant o Virginia changed from a “society with slaves” to a “slave society” 6. The Glorious Revolution.

The Glorious Revolution 

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Glorious Revolution: A coup in 1688 engineered by a small group of aristocrats that led to William of Orange taking the British throne in place of James II o 1685, King Charles II dies (King who restored the throne after parliament ruled for 10 years) o Succeeded by Catholic brother King James II (formerly duke of York) o Birth of James’ son raised concern for Catholic succession o Group of aristocrats invited Dutch William of Orange (James’s Protestant daughter’s husband) to take throne o James II fled Overthrow of King James II confirmed the notion that liberty was the birthright of all Englishmen o To solidify this notion, Parliament enacted The English Bill of Rights: a series of laws enacted in 1689 that inscribed the rights of Englishmen into law and enumerated parliamentary powers such as taxation o Followed by Toleration Act: allowed Protestant Dissenters (not Catholics) to worship freely  Only Anglicans could hold office though

The Glorious Revolution in America  

Colonies basically governed themselves Glorious Revolution exposed cracks in colonial society o English elites had opportunity to regain authority over colonies

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England established the Lords of Trade: An English regulatory board established to oversee colonial affairs in 1675 o Lords questioned Massachusetts about compliance with Navigation Act

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Massachusetts replied: they didn’t have representatives in Parliament so acts did not apply to them unless approved by Massachusetts General Court approved it England moved to reduce colonial autonomy o King Charles II revoked Massachusetts charter citing Navigation Act violation o King James II combined Connecticut, Plymouth, Massachusetts, New Hampshire, Rhode Island, New York, and East and West Jersey into a single super colony: The Dominion of New England  Ruled by former NY governor, Sir Edmund Andros  Did not have to answer to elected assembly  Reinforced impression that James II was an enemy of freedom 1689, James II overthrown in England o Triggered rebellions in American colonies o Boston militia seized and jailed Edmund Andros and other officials o Rebel militia established by Captain Jacob Leisler  Established a Committee of Safety  Took control of NY o Reestablished American colonies New regimes claimed to have acted in the name of English liberty and looked to London for approval o New York unintentionally divided along ethnic and economical lines 

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 Dutch majority reclaimed local power  Bands of rebels ransacked wealthy New Yorker homes  William of Orange sent new governor with troops to retake NY New England colonies lobbied for the restoration of their original colonies  Most successful  Massachusetts had charter revoked 1691, William of Orange combined Plymouth and Massachusetts  Property ownership, not full church membership (Puritan “saints”), was now voting requirement  Governor now appointed by crown, not by election  Became a royal colony  Required to abide by English Toleration Act of 1690 (allowed Protestants to worship freely)  Puritan tensions rose

7. The Dominion of New England.  King James II combined Connecticut, Plymouth, Massachusetts, New Hampshire, Rhode Island, New York, and East and West Jersey into a single super colony: The Dominion of New England o Ruled by former NY governor, Sir Edmund Andros  Did not have to answer to elected assembly  Reinforced impression that James II was an enemy of freedom 8. The Salem witch trials.  17th century, magic, astrology and witchcraft was widespread belief o Witches: individuals, usually women, accused of entering into a pact with the devil to obtain supernatural powers  Witchcraft was punishable by execution o Stillborn child or failing crops were signs of witchcraft o Most “witches” executed were women beyond childbearing age who were outspoken, economically independent, estranged from their husbands or violated traditional gender norms

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o Executions were sporadic in 1692 1692, Salem Witch Trials o Began when a group of young girls began to suffer fits and nightmares  Elders claimed it was due to witchcraft o Girls named 3 witches  1 was Tituba: Indian from Caribbean who was a slave in one of the girl’s homes o Only way to avoid prosecution was to confess and name others: Snowball effect  Hundreds accused their neighbors  Many confessed to save their lives  14 women and 5 men were hanged protesting their innocence o Governor noticed something was wrong  Dissolved Salem’s court  Released prisoners

9. The Walking Purchase of 1737.  Flood of immigrants made settlers unhappy  Walking Purchase: An infamous 1737 purchase of Indian land in which Pennsylvanian colonists tricked the Lenni Lanape Indians. The Lanape agreed to cede land equivalent to the distance a man could walk in 36 hours, but the colonists marked out an area using a team of runners o By 1760, Indians became suspicious and hostile breaking most harmonious settler/Indian relationship in America 10. How can we compare Philadelphia’s economy to Virginia’s in the early 18th century? 

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Philadelphia o Small family farms predominated o Slaves only made up a small percentage of those colonies’ populations o Unusual for the wealthy to own more than one or two slaves o Economy relied on the family and the help of children on family farms, as well as on small artisan shops o Slaves worked as farm hands, in artisan shops, as stevedoers loading and unloading ships and as personal servants Virginia’s o Economy relied much more on slaves and indentured servants (free labor) to work their tobacco fields o Their economy was a model of the mercantilist policy of Britain (goods used to enrich the mother country)

Chapter Four: 1. Understand the three distinct systems of slavery in British North America (Chesapeake, South Carolina and Georgia, and New England and the Middle colonies)  By mid-18th century, 3 distinct slave systems were entrenched in Britain’s colonies: o Tobacco-based plantations in Chesapeake

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o Rice-based plantations in South Carolina and Georgia o Nonplantation slavery in New England and Middle Colonies Chesapeake slaves worked in o Tobacco fields o Teamsters 4

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Boatmen Skilled crafts Women became cooks, seamstresses, diary maids, personal servants Common on small farms and plantations

o Nearly ½ of Virginias white families owned at least 1 slave in 1770 Chesapeake hierarchy of freedom o Top: large planters o Lesser planters and landowning yeomen o Bottom: large population of convicts, indentured servants, tenant farmers, slaves Race became a line of social division o Free blacks were dangerous and undesirable  Lost right to employ white servants  Lost right to bear arms  Subjected to special taxes  Punished for striking a white person  Voting privileges revoked for free property-owning blacks  Free blacks sent out of colony Rice Kingdom o Staple crop: Rice and indigo (crop producing blue dye) o Economic development o Large importation of slaves o Divide between races Rice production required large plantations (needed to drain swamps and create irrigation systems) o Planters owned more land and slaves than Chesapeake o Mosquitos bearing Malaria flourished in watery rice fields  Slaves developed partial immunity  Planters left control to overseers Chesapeake: o Slaves under constant supervision o “Task” system: individual slaves assigned daily jobs, completion allowed leisure time

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North Unusual for family (even wealthy) to have more than 1 or 2 slaves o Economy not dependent on slave work

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Slaves worked as farm hands, in artisan shops, as stevedores loading and unloading ships, personal servants Laws less harsh on slaves than the south (less population, less chance of uprising) o marriages recognized by law o o o

severe physical punishment prohibited could bring suits in court could testify against whites

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own and pass down property

2. Understand the differences of African cultures that develop in North America in the mid-18th century in the three distinct regions.  3 slave systems produced distinct African-American cultures

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Chesapeake  Healthful climate = slaves reproduced their population  Large number of yeoman farmers: small landowners (majority of white families in the Old South) who farmed their own land and usually did not own slaves  Slaves constantly exposed to white culture  Learned English South Carolina and Georgia  Rice plantations  Extremely harsh conditions  Low birth rate o Needed continuous imports of slaves from Africa  Rarely encountered whites  Constructed African-style houses  African names for their children  Spoke Gullah (language mixed various African roots)  Slaves who labored as servants or skilled workers  Liaisons between white owners and slave women o Produced the beginning of a class of free mulattos North  Smaller population  Lived in close proximity to whites  Enjoyed more ability and access to mainstream life  Fewer opportunities to create stable family life or cohesive community (between blacks)

3. Characteristics of African religion in colonial America  Africans believed in spiritual forces in nature and a relationship between the sacred and secular worlds o Colonists deemed their religions superstitious or witchcraft 

When slaves practiced Christianity, they merged it with their traditional beliefs o God + lesser spirits were worshipped

4. The Stono Rebellion 1739  Stono Rebellion: Slave uprising in 1739 in South Carolina that led to a severe tightening of the slave code and the temporary imposition of a prohibitive tax on slave imports o Slaves seized opportunity of War of Jenkins’ Ear (England vs. Spain)

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o New slaves from Kongo seized store containing many weapons o Beating drums to attract followers and marched south toward Florida o Burned homes and barns on the way shouting “Liberty” o Killed more than 2 dozen whites and 200 slaves o Reached Florida and Spain armed them to help repel attack on St. Augustine by Georgia 1741, panic in New York (similar to Salem) that slaves were going to burn city and seize weapons o 150 blacks, 20 whites, and 34 alleged coconspirators (including 4 whites) were executed

5. Understand the basis of the unwritten British Constitution and its safeguards  British identity centered around concept of liberty  Believed power and liberty were natural antagonists, to mediate them: o Advocates of British freedom celebrated  rule of law 6

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right to liver under legislation that representatives has consented to restraints on arbitrary (random) exercise of political authority rights such as trial by jury balanced constitution (even King subject to law)

6. Republicanism  Liberty was central to two sets of political ideas (1st set below) o Republicanism: Political theory in 18th century England and America that celebrated active participation in public life by economically independent citizens as central to freedom  Only property-owners possessed “virtue”— willing to give up self-interests for greater public good  Liberty was public and social 7. The Country Party in Britain o Country Party: support arose from the landed gentry  Writings had little impact but devoured by colonists  Emphasis on the political role of the independent landowner  Warning against constant tendency of political power to infringe on liberty 8. John Locke’s notion of liberalism  Liberty was central to two sets of political ideas (2nd set below) o Liberalism: Political philosophy that emphasized the protection of liberty by limiting the power of government to interfere with the natural rights of citizens  Liberty was individual and private  Influenced by philosopher John Locke’s Two Treatises of Government (1680)  Government was mutual agreement among equals (male head of households)  Surrender part of right to govern themselves for benefit f rule of law  Retained natural rights (security of life, liberty and property) o Shielded private life and personal concerns from state interference  Individual rights  Consent of the governed  Right to rebellion against unjust or oppressive government 9. What influence did the Enlightenment that took place in Europe in the 18th century have on colonial America specifically religion?  Enlightenment: Revolution in thought in the 18th century that emphasized reason and science over the authority of traditional religion o Philosophical movement that sought to apply the scientific method of careful investigation based on research and experimentation to political and social life  Benjamin Franklin: established a newspaper, debating club, and library; published Poor Richard’s Almanack; conducted experiments demonstrating that lightening is electricity o Believed “reason”, not religion to govern human life  Arminianism: taught that reason alone was capable of establishing the essentials of religion  Deism: a belief that God essentially withdrew after creating the world, leaving it to function according to scientific laws without divine intervention  Miracles and innate sinfulness were now outdated superstitions  17th century, Isaac newton revealed that natural laws governed the physical universe 7

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God’s purest form of handiwork Deists concluded the best religious devotion was to study of nature’s workings  Benjamin Franklin and Thomas Jefferson were Deists

10. The Great Awakening

Religious Revivals 

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Ministers concerned at undermining of religious devotion o Westward expansion o Commercial development o Growth of Enlightenment rationalism o Lack of individual engagement in church services The Great Awakening: Fervent religious revival movement in the 1720s through 1740s that was spread throughout the colonies by ministers like New England Congregationalist Jonathan Edwards and English revivalist George Whitefield o Series of local events united by a commitment to a “religion of the heart”—a more emotional and person Christianity

The Preaching of Whitefield    

George Whitefield sparked the Great Awakening more than anyone else Brought emotional preaching from Georgia to New England Claimed God was merciful and people were not predestined for damnation, they just needed to repent their sins First major intercolonial event

The Awakening’s Impact   

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Changed religious configuration Enlarged boundaries of liberty Congregations split into factions o Old Light (Traditionalists) o New Light (Revivalists) New churches proliferated (Baptist, Presbyterian, Methodist, ect.) New churches criticized the levy of taxes to support the church Authority was questioned and commercial society was criticized o People should make salvation, not profit o Unworldliness of wealthy planters—sinful activities such as gambling, horse racing, lavish entertainments on the Sabbath Encouraged colonists to trust their own views rather than those of established elites Although revivalists aim was spiritual salvation, the independent frame of mind the encouraged would have significant political consequences

11. The Middle Ground  Ohio Valley was a struggle for power between British, French, rival Indians communities, settlers, and land companies  Middle Ground: A borderland between European empires and Indian sovereignty where various native peoples and Europeans lived side by side in relative harmony o Indians leaned that confrontation with Europeans meant suicide, and alliance with one side put them in danger from the other side  1749, Virginia awarded a half-a-million-acre land grant to the Ohio Company 8

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Sparked bolstered their presence (Seven Years War, aka the French and Indian War)

12. The Seven Years’ War (French and Indian War)

The Seven Years War     

Seven Years’ War: The last—and most important—of four colonial wars fought between England and France for control of North America east of the Mi...