The Abolitionist Movement

/in /by

Week 2

The Abolitionist Movement Read the following primary source:

· Link (website): Declaration of Sentiments of American Anti-Slavery Society (1833) (Links to an external site.) (Click on arrows to view all images of the document. Click on plus and minus signs to enlarge or reduce size of images.)

Then, address the following:

· Assess if abolitionists were responsible reformers or irresponsible agitators?

· Explain how abolitionists upheld the Declaration of Independence as the foundation of antislavery and abolitionist thought.

· Assess the effect of the Gag Rule on the Abolitionist Movement.

· Analyze how the women’s rights movement would gain momentum from the antislavery movement.

Writing Requirements (APA format)

· Length: 2-3 pages (not including title page or references page)

· 1-inch margins

· Double spaced

· 12-point Times New Roman font

· Title page

· References page

· In-text citations that correspond with your end references

 

· 1 primary source that corresponds with your selected topic (noted in the topic instructions)

· Minimum of 2 scholarly sources (in addition to the textbook)

Compare Indian society with that of the Europeans

/in /by

For part 2 of the Unit 1 Exam, choose ONLY 1 essay question from the list below, which covers chapters 1 and 2 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.

Part 2 Essay Questions:

1 – Compare Indian society with that of the Europeans. What differences were there? Similarities? Be sure to include in your analysis ideas about religion, land, and gender roles as well as notions of freedom.

2 – The sophistication and diversity of the peoples in the early Americas are remarkable. Explore that diversity in an essay that discusses early Native American culture, architecture, religion, gender relations, economy, and views of freedom.

3 – The Spanish had a long history of conquering in the name of God. From the reconquista to the conquistadores to the settlement of the New World, Spain justified its conquests as a mission to save the souls of heathens—while putting them to work in subhuman conditions. Explore this paradox of conquering and killing in the name of saving. Remember to think about what else was going on in the world at that time with regard to the Protestant Reformation and the Inquisition.

4 – What was a borderland? Compare the roles the French, Dutch, and Indians played in the borderlands of North America. In the seventeenth century, did any group have an advantage? Explain your answer.

5 – Many degrees of freedom coexisted in seventeenth-century North America. Discuss the various definitions of freedom. Be sure to include slaves, indentured servants, women, Indians, property owners, and Puritans in your discussion. Identify any similarities and differences among these different versions of freedom.

6 – Explain the reasons behind the various conflicts between the English and the Indians. How do differing perceptions of land and liberty fit into the story? How do trade and religion play a part?

7 – John Winthrop distinguished between natural and moral liberty. What was the difference? How did moral liberty work, and how did Puritans define liberty and freedom? Discuss the restrictions of moral liberty and the consequences as illustrated by Roger Williams and Anne Hutchinson. Be sure to address Winthrop’s speech in the “Voices of Freedom” box.

8 – Compare the Chesapeake and New England colonies. Explore the various reasons for the colonists’ emigrating to the New World, their economies, gender roles, demographics, religion, and relations with the Indians. How did land ownership compare from one region to the other? Which pattern of settlement is more representative of American development after the seventeenth century?

PART 3:

 

For part 3 of the Unit 1 Exam, choose ONLY 1 essay question from the list below, which covers chapters 3 and 4 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.

Part 3 Essay Questions:

1 – “North America at mid-eighteenth century was home to a remarkable diversity of people and different kinds of social organization.” In a thoughtful essay, defend this statement, touching on each of the colonies, the various groups of people living in those colonies, and the freedoms and liberties extended to them.

2 – By the 1750s, North American colonists possessed a dual identity: they were both British in their attempts at Anglicization and also distinctly American. What factors contributed to this dual identity? What reinforced British identity? What reinforced the American identity? Be sure to discuss the political, cultural, social, and economic aspects of society.

3 – Explain how and why tobacco planters in the Chesapeake region came to rely on African slaves rather than European indentured servants over the course of the seventeenth century. At what point did the Chesapeake become a “slave society” rather than merely a “society with slaves”?

4 – The line between slavery and freedom was more permeable in the seventeenth century than it would become later. Explain how slavery was treated in the seventeenth century by discussing the law, customs, and liberties extended to slaves. What contributed to the hardening of the line between slavery and freedom?

5 – The slave experience was diverse in British America. Describe how slavery evolved in the various regions of British America. What role did African religions play? What liberties, if any, were extended to slaves in the northern colonies, the Chesapeake region, and the rice kingdom of South Carolina and Georgia? What was the impact of the Stono Rebellion?

6 – Compare and contrast the impact of the Enlightenment with the Great Awakening. How do both contribute to the thinking behind the American Revolution?

7 – Explain the impact of the Seven Years’ War on colonial society. Pay particular attention to how the war and its outcome shaped colonial identities as well as to the relationship between colonists and Indians.

8 – As Europeans continued to settle the North American continent during the 1700s, Indians constantly struggled to maintain their independence and identities. Illustrate the common obstacles the Indian communities faced and the ways they tried to unite to overcome their hardships during the eighteenth century. Consider the Indians in California during the Spanish missionary period, the Creeks during the early settlement of Carolina, the Indians in Pennsylvania, and the Indians during and after the French and Indian War (including Pontiac’s Rebellion).

Thirteen Original Colonies

/in /by

“Thirteen Original Colonies” Please respond to the following:  PROVIDE SPECIFIC EVIDENCE FROM THIS WEEK’S WEBTEXT in your response.  NO OUTSIDE SOURCES!

  • Using the Webtext, (Be sure to provide specific evidence from the textbook readings for this week for your response MINIMUM OF 150 WORDS) briefly describe three (3) characteristics for each of the English colonies located in the South, Middle, and New England regions Now state two (2) religious, business, agricultural, or political elements most likely to be found in South, Middle, and New England colonies that set them apart from each other.
  • Imagine you are a colonist, which region seems most appealing to create a new life in the New World.
  • Be sure to make a substantive comment to at least one of your classmate’s posts (MINIMUM OF 100 WORDS)C O L O N I Z A T I O N A N D S E T T L E M E N T ( 1 5 8 5 – 17 6 3 )

    English, French, and Spanish Colonies: A Comparison

    © M

    ed ia

    P ro

    je ct

    s In

    co rp

    or at

    ed

    Pu bl

    is he

    d by

    F ac

    ts o

    n Fi

    le In

    c.

    Al l e

    le ct

    ro ni

    c st

    or ag

    e, r

    ep ro

    du ct

    io n,

    o r

    tr an

    sm itt

    al is

    c op

    yr ig

    ht p

    ro te

    ct ed

    b y

    th e

    pu bl

    is he

    r.

    THE HISTORY OF COLONIAL NORTH AMERICA centers primarily around the struggle of England, France, and Spain to gain control of the continent. Settlers crossed the Atlantic for different reasons, and their governments took different approaches to their colo- nizing efforts. These differences created both advan- tages and disadvantages that profoundly affected the New World’s fate. France and Spain, for instance, were governed by autocratic sovereigns whose rule was absolute; their colonists went to America as ser- vants of the Crown. The English colonists, on the

    other hand, enjoyed far more freedom and were able to govern themselves as long as they followed English law and were loyal to the king. In addition, unlike France and Spain, England encouraged immigration from other nations, thus boosting its colonial popula- tion. By 1763 the English had established dominance in North America, having defeated France and Spain in the French and Indian War. However, those regions that had been colonized by the French or Spanish would retain national characteristics that linger to this day.

    Settlements/Geography

    Population Sources

    Government

    Religion

    Economy

    Population Growth

    Relations with Native Americans

    English Colonies

    Most colonies established by royal char- ter. Earliest settlements were in Virginia and Massachusetts but soon spread all along the Atlantic coast, from Maine to Georgia, and into the continent’s interior as far as the Mississippi River.

    Colonists were recruited from among middle-class farmers, artisans, and tradesmen. Indentured servants, spe- cialists in certain areas (i.e., sawmill workers, lumbermen), and convicted criminals were also brought over. Immigrants from other countries were welcomed.

    Distance from England and a frugal Parliament allowed colonists to set up local governments and representative assemblies and to tax themselves, as long as they did not take up arms against the Crown.

    Largely non-Catholics. Although some tolerance was practiced in most colonies, the Puritans in Massachusetts established an autocratic and restrictive religious leadership. Pennsylvania man- dated complete tolerance.

    Diverse economic activities included farming, fishing, and trading. Exports included tobacco, rice, timber, and fish. Tobacco was the main source of rev- enue in the Virginia and North Carolina colonies.

    Rapid growth due to liberal immigration policies. By 1627 Virginia had approxi- mately 1,000 settlers. By 1754 total population in the English colonies had grown to 1.5 million; this included large proportions of German and French.

    Originally friendly; early colonists relied on Native Americans for trade and for help with survival. Eventually greed for land led to major conflicts with Indians.

    French Colonies

    First colonies were trading posts in Newfoundland; others followed in wake of exploration of the St. Lawrence valley, parts of Canada, and the Mississippi River. Settlements include Quebec (1608) and Montreal (1642). Louisiana settled in the late 1600s.

    Initially fur traders, merchants, and mis- sionaries. In 1665 some 1100 French soldiers arrived and were given land. Neither Protestants nor peasant farmers were allowed to emigrate.

    Colonies were fully subject to the French king. There were no political rights or representative government, and public meetings could not be held without per- mission.

    Even though Protestants had played a role in the founding of New France, from around 1659 on they were excluded from the colony. Colonial life was largely controlled by the French Catholic clergy.

    Although the French government encour- aged farming efforts, the fur trade proved to be more lucrative. Plantations established in the Mississippi valley largely failed.

    Slow growth; by 1672 no more than 5,000 colonists had settled throughout New France. In Canada the French pop- ulation totaled just under 40,000 by 1734. In Louisiana, by 1763 there were approximately 10,000 settlers, including 5,000 slaves and Acadians.

    Despite conversion efforts of missionar- ies, French respect for Native Americans allowed many to forge alliances, espe- cially in their wars against the British.

    Spanish Colonies

    Crown-sponsored conquests gained rich- es for Spain and expanded its empire. Most of the southern and southwestern regions claimed, as well as sections of the California coast. Settlements include St. Augustine, Florida (1565); Santa Fe, New Mexico (1610); and numerous cities in Texas and California.

    Conquistadores, soldiers, and mission- aries were the primary Spanish coloniz- ers; farmers and traders came later.

    Colonies were governed by crown- appointed viceroys or governors. Settlers had to obey the king’s laws and could make none of their own.

    Settlers were restricted to Catholics; Protestants were persecuted and driven out.

    Largely a trading economy; some farm- ing in the West. Commerce was con- trolled by the Spanish board of trade, with regulations enforced by the Spanish military.

    Slow growth due to greater emphasis on military conquest, poor relations with Native Americans, and numerous early failures to establish permanent settle- ments. Largest Spanish populations were in Florida, Texas, California, and Mexico.

    Spanish missionaries saw Native Americans as heathens to be converted to Christianity; soldiers viewed them as fit only for killing or subjugation.