objectives - mr. chung u.s. history/government/econ

Objectives: • WHAT: The push factors to the

American colonies.

• WHAT: Beginnings of the

African slave trade in America

and its impact to the colonies.

• WHY: The impact these events

had in forming the United

States.

• “These all died in faith, not having received the promises, but having seen them afar off, and were persuaded of them, and embraced them, and confessed that they were strangers and pilgrims on the earth. For they that say such things declare plainly that they seek.” Hebrews 11:13-14 a country.

Migration from England • During the 1600s about 90 percent

of migrants to the North American colonies came from England.

• Half were indentured servants.

• Poor immigrants who paid for passage to the colonies by agreeing to work for four to seven years.

• Instead of receiving a wage, they received food, clothing, and shelter.

Push Factors to the Colonies • Many left their homeland

because of religious and

political turmoil.

• High unemployment

• Low wages

Push Factors to the Colonies • After 1660, however the English

economy improved and political and religious conflicts diminished.

• Increasingly, English people chose to stay in England.

• Scotts and Scotts Irish took their place.

• They were more poor than the English.

• Most were Protestant.

• Many German Protestants also came because of high taxes and religious persecution.

African Slaves come to the Colonies • In the 1600s, in the Chesapeake

region, Immigration and indenture servants declined.

• There was a labor shortage for crops in the colonies.

• African Slaves were brought in to fill the labor shortage.

• In the early 1600s, African slaves were treated as indentured servants being freed after several years of service.

• Freed Blacks could own property, vote, and also could buy their own slaves.

African Slaves come to the Colonies • By the mid-1600s the colonial

governments passed laws that

banned African slaves from being

set free.

• In 1705, Virginia’s General

Assembly. “All servant imported

… who were not Christians in

their native country … shall be

accounted and be slaves.”

Transatlantic Slave Trade • During the 1700s, the British

colonies imported

approximately 1,500,000

enslaved Africans.

• The great majority went to the

West Indies.

• Most slaves were kidnapped

from local tribal wars and sold

to White traders in West Africa.

Triangular Trade: • Enslaved Africans

came to the Americas

as part of a three-part

voyage.

• Slave traders sailed

from Europe to Africa.

• Where they traded

manufactured goods

for enslaved Africans.

Triangular Trade: • In the Middle passage,

shippers carried the

enslaved Africans across

the Atlantic to the

American colonies.

• After selling the slaves for

colonial goods, the traders

returned to the mother

country.

Triangular Trade: The Middle Passage:

• Brutality was extreme.

• Shackled, crammed in lower decks of ship, etc.

• Voyage lasted two months.

• 10 percent died during the voyage

• When arriving to the colonies they were auctioned and families were broken up.

Slavery in the Colonies • Many more enslaved African Americans

lived in the Southern Colonies.

• Where they raised labor-intensive crops of tobacco, rice, indigo, or sugar.

• In costal South Carolina, enslaved African Americans outnumbered the white population.

• In the Chesapeake, they comprised 40 percent of the population.

• They had minimal food and clothing.

• Worked long and hard, 12 hours a day, six days a week.

• Under the close supervision of white overseers.

Slavery in New England & Middle Colonies

• African American slaves

were small minorities in

New England and the

Middle Colonies.

• Most were farmhands.

• Dockworkers

• Sailors

• House Servants.

• Exo_23:9 Also thou shalt not oppress a stranger: for ye know the heart of a stranger, seeing ye were strangers in the land of Egypt.

• (Rom 13:10) Love worketh no ill to his neighbour: therefore love is the fulfilling of the law.

Discussion Question:

o When not enough indenture servants

and workers were available to work in

the colonies, what alternative would you

come up with other than slavery?

o Do you think slavery was a necessary

evil for the colonies to survive?

Development of New Culture • Blending African cultures,

because many slaves came from different ethnic groups.

• They adopted Christianity of their masters, blending their African religious traditions.

• Modified African instruments crafting banjos, rattles, and drums to create a music that emphasized rhythm and percussion.


o What do you see as the long term

effects of the slave trade in North

America?

o Come up to the white board and write

down effects.

• Joh_8:34 Jesus answered them, Verily, verily, I say unto you, Whosoever committeth sin is the servant of sin.

• But God be thanked, that ye were the servants of sin, but ye have obeyed from the heart that form of doctrine which was delivered you. Being then made free from sin, ye became the servants of righteousness. Romans 6:17-18.

Discussion Questions:

Is there modern slavery today?


If you were a government leader, what

would you do in regards to modern slavery

today?

Objectives: • WHAT: The English traditions influenced

the development of colonial governments.

• WHAT: The economic relationship between England and the colonies.

• WHAT: The influence of the enlightenment, the Great Awakening had on the 13 colonies.

• WHY: 11.3(2) Students explain the great religious revivals and the leaders involved in them, including the First Great Awakening.

• WHY: 11.1(2) Explain the ideological origins of the American Revolution, the Founding Fathers' philosophy of divinely bestowed unalienable natural rights.

Pro_16:32 He that is slow

to anger is better than the

mighty; and he that ruleth

his spirit than he that taketh

a city.

Activity:

Long Distance Letter: Have a student

have bits and pieces of a message and

have to run back and forth to the teacher

to the other student in the far corner to

deliver the message.

The American Colonies and England. • The English monarchy exerted little

control over their colonies.

• Spain and France exerted direct control.

• The English King was bound by law called the magna carta.

• The King must get permission from the nobles to tax.

• Citizens must be charged with a crime before imprisoned and must have a fair trial (due process)

Traditions of English Self Government

• These council of nobles evolved into a law making party called parliament.

• It became a bicameral or two-house legislature (law making body).

• The House of Lords were nobles, who inherited their positions, and church leaders.

• Commoners elected members of the House of Commons.

• However, only men with property could vote, but still had the most voting rights in Europe.

Traditions of English Self Government

Types of Government

• Colonies had a measure of self-rule in America.

• English colonies in America asserted that they had the same rights as any other English subject.

• Colonies like New England established republics.

• Colonial representatives enforced taxes not the governor.

Glorious Revolution

• In 1685 James II, became king

of England and tried to rule

without parliament.

• James II tried to tighten control

over the New England colonies.

• He was overthrown by William

and Mary from the Netherlands

called the Glorious Revolution.

Glorious Revolution

• The new monarch promised to cooperate with Parliament and to support the Anglican church.

• William and Mary also agreed to sign an English Bill of Rights, guaranteeing a number of freedoms.

• And reinstating many of the rights granted in the Magna Carta.

Glorious Revolution: Rights

• Habeas corpus: The idea that no one could be held in prison without being charged.

• The English Bill of Rights stated that the monarch could not keep a standing army in times of peace without the approval of parliament.

Statutory Neglect:

• Glorious Revolution encouraged this colonial policy.

• England allowed its colonies local self-rule.

• In return, the crown expected colonial cooperation with its economic policies and assistance in the empire’s wars against France and Spain


o You are the King or Queen of Great

Britain, how would you govern the

American colonies? Would you let the

colonies rule themselves or would you

have direct control over the colonies?

Free Press:

• John Peter Zenger was acquitted of

publishing newspaper articles

criticizing the governor of New York,

this was a early victory for free

press.

Debate:

o How do you define freedom of speech?

Do you think there should be limits to

freedom of speech?

England’s Economic Relationship with the Colonies:

Mercantilism:

• A nation or an empire could build wealth and power by creating industries and exporting manufactured goods.

• It would sell more goods than buy goods from other nations.

• By selling more than it purchased, the empire could build wealth in the form of gold and silver.

Navigational Acts:

• Only English ships with English

sailors could trade with English

colonies including tobacco and

sugar.

• Finally the colonies had to import

all their European goods via an

English port, where they paid

customs duties.

Activity: Mercantilism/Navigational Acts?

o Have people holding flags of different

nations. Each person is holding specific

goods and coins.

o Only try to trade goods with nations with

the same goods as you.

Activity: Triangular Trade Routes

o Represent England, West Africa, and the Colonies.

o England brings manufactured goods (guns and clothes to West Africa).

o Picks up slaves and bring them to the colonies.

o Colonial raw materials are sent to England.

New Ideas Affect the Colonies: Enlightenment

• In the 1600s to 1700s, Europe experience an intellectual movement headed by thinkers.

• Who believed that all problems could be solved using human reason.

• This was spawned by the Protestant Reformation.

• The Enlightenment challenged old ways of thinking about science, religion, and government in Europe and the Colonies.

New Ideas Affect the Colonies

• Sir Isaac Newton revolutionized

science in the realm of physics

and math.

• Rousseau, Voltaire, and Locke

applied natural law to

government.


• Locke, challenged the unlimited

power of monarchs.

• Locke believed that people had

natural rights that came from

God, and not from monarchs.

• This influenced American

political leaders.


• A number of colonists were inspired by the enlightenment including Benjamin Franklin.

• Franklin was a author, politician, and scientist.

• Franklin conducted scientific experiments and invented a number of devices including the lightning rod and bio-focal eye glasses.

• Franklin authored almanacs and books.

The First Great Awakening:

• A revival movement led by preachers such as George Whitfield.

• This religious movement challenged the philosophies of the Enlightenment.

• These preachers focused on the notion that individuals can find their own salvation without relying on the minister.

• This led to new formation of churches in the colonies.

• Established churches split into new churches.

• Eventually the rise of these new churches promoted tolerance and also promoted democracy.

Conclusion

• The legal and political traditions of England and the intellectual philosophy of Europe influenced the American political system.

• American Government was influenced by the scientific thinking of the enlightenment.

• The Great Awakening resulted in more congregations and religious tolerance.


o What do you see from this section in

your reading that influences what the

United States government is today? If

so, list and explain those observations.

Objectives:

• WHAT: Compare and contrast differences in social structure of the three major colonial regions.

• WHAT: The cultural life of the British colonies.

• WHY: How the culture and life in the colonies are both similar and different from today.

2Ti_2:15 Study to shew

thyself approved unto God,

a workman that needeth not

to be ashamed, rightly

dividing the word of truth.

Recap:

o Although not as many wealthy families, New England had more equality among citizens economically.

o New England engaged in farming and sold natural goods to Europe.

o People lived longer in New England because of the environment.

o New England was focused on education and prominent universities were founded in the region.

Recap:

o Middle Colonies were more prosperous because of the climate.

o The South was a plantation system and focused more on agriculture.

o Most of the South was illiterate because education was not the emphasis.

o Education developed a class of people that thought for themselves and less likely to listen to the king from face value.

Discussion Activity:

o Get in your groups and compare and

contrast (find similarities and differences)

the three colonial regions you studied.

o In comparing the colonies which colony

would you prefer to live in and why? What

would be the characteristics of the colony

that would lead you to that decision?

Comparing Colonies

• The highly educated minority

were expected to lead the

common people.

• Although most colonists

attended only grammar

school, most were better

educated than their

counterparts in Europe.

Education:

• Colleges were few, small, and very expensive.

• Most colonies had none.

• Even the oldest and largest colleges—Harvard in Massachusetts, William and Mary in Virginia, and Yale in Connecticut had fewer than 150 students.

• Only young men from prosperous families could attend.

• Most graduates became ministers.

Comparing Colonies

• During the colonial era, rules

and regulations at colleges

were quite strict.

• Students were expected to

live moral and righteous lives,

risking punishment and

expulsion.

Regulations at Yale College, 1745.

• “If any scholar shall be guilty of profane swearing, cursing, vowing, any petty or implicit oath, profane … use of the [name of God], … fighting, striking, quarreling, challenging, turbulent words or behavior, … idleness, lying, defamation, tale bearing, or any other suchlike immoralities, he shall be punished by fine, confession, … or expulsion, as the nature and circumstances of the case may require.


o Do you think rules are necessary for

school and if so what rules do you think

is necessary for the school to function?

o What rules do you feel are unreasonable

at San Gabriel Academy and why?

• If medical students will study the word of God diligently, they will be far better prepared to understand their other studies; for enlightenment always comes from an earnest study of the word of God. Nothing else will so help to give them a retentive memory as a study of the Scriptures. {MM 69.3}


o Do you think quality education is only for

those who can afford it? Do you think

we should pay to be educated or should

education be free? Are you willing to

pay high taxes so people can go to

school without tuition?

POP QUIZ!!!!!!!!!!

o Explain who had political power

for 1,260 years.

o USH 5.1

o Explain who the Puritans were

and why they came to America.

o 11.3

o Explain the reason why Puritans

who escaped persecution

persecuted others according to

Ellen White.

o 11.3

o Explain what the Puritans and

Pilgrims believed in regards to

marriage, family and gender

roles.

o 11.3

o Explain how the Puritans

viewed those that did not follow

how they interpreted the Bible.

o 11.3

o Explain who had political

representation in the Puritan

colonies.

o 11.3

o Explain how the First Great

Awakening impacted America.

o 11.3

Objectives: • WHAT: The French and Indian War and

how it impacted the balance of power between the French and British in North America.

• WHAT: The long term effects of how the French and Indian War led to growing tension between the colonists and the British monarchy.

• WHY: 11.1(2) Explain the ideological origins of the American Revolution, the Founding Fathers' philosophy of divinely bestowed unalienable natural rights….

• Jer_51:20 Thou art my

battle axe and weapons of

war: for with thee will I

break in pieces the

nations, and with thee will

I destroy kingdoms;

Wars of the Empire

• Britain, Spain, France, and Netherlands competed to be the most powerful empire in the world.

• In the colonies France, and Britain were the biggest rivals.

• France had more land stretching from Canada to the Gulf of Mexico but less colonists than the British.

• The British had more citizens that were in private businesses than the French in Europe.

Wars of the Empire

• They both sought Indian help.

• Each side giving generous gifts such as weapons to woo Indians.

• Indians played both sides.

• The increasingly powerful British often treated the Indians harshly.

• And did little to stop settlers from taking Indian land.

Wars of the Empire

• Needing Indian allies, the

French treated most Native

Americans with respect and

generosity.

• The outnumbered French

worked with their Indian allies

to resist British expansion

and help man their forts and

outposts.

Discussion Question: o If you were competing with another nation and

you were outnumbered what would you do?

o Do you think the French were nicer to the Indians because they were just nicer people or were they nice because they wanted something in return?

o Why are you nice to people? Is it because you want something in return or because you want to just do something nice without expecting anything in return?

The French and Indian War

• Both the French and English claimed the Ohio Valley.

• In 1754, the British sent George Washington to try to drive the French out of the area.

• Washington initially defeated the small French force but the French counterattacked and Washington had to surrender.

• This began a world war between the French and English called the Seven Years War.

• In the colonies, it was called “The French and Indian War.”


• Although the French were winning early in the war, the British with more troops won the war.

• The British managed to cut off French supplies to its colonies and the Indians deserted the French for the British who had better supplies.

• Fort Duquesne ended being captured by the British and renamed Fort Pitt named after the British prime minister who supported the war.

• Fort Pitt would end up being Pittsburgh.


• In 1763, the Treaty of Paris ended the war triumphantly for the British.

• Who kept Canada, the Great Lakes region, Ohio River valley and Florida.

• They had driven the French out of North America.

• The Mississippi River became the only boundary between British and the Spanish in North America.

Pontiacs Rebellion

• The Indians without the French, rebelled against the British in the Ohio Valley.

• An Ottawa chief named Pontiac led a rebellion that tried to drive the British out.

• And have the French return but ran low of supplies and lost.

Proclamation of 1763:

• The various Indian nations made peace.

• In return the British promised to not have settlers in Indian lands.

• The British rebuilt their forts and tried to enforce the Proclamation.

• Where colonists must remain east of the Appalachian Mountains.

• The British troops were too few to restrain the thousands of colonists who want to push westward.

• The colonists were also upset with the British from preventing them from expanding.

Activity:

o Too many settlers pouring in the land.

Impact Of the French and Indian War and Pontiacs Rebellion

• Tensions grew between the colonists and the British Monarchy.

• After investing so much blood and money to conquer North America, the British wanted greater control over their colonies.

• The British also had a large war debt.

• Plus the expensive job of guarding the vast territories from the French.

• The British thought the colonists should help pay these costs.

Impact Of the French and Indian War and Pontiacs Rebellion

• During the 1760s, the British acted on their own to impose new taxes and new regulations on colonial trade.

• This angered the colonists.

• Who wanted to keep the benefits of being part of the British Empire with minimal costs.

Discussion Question: o Do you think the British settlers would be

considered illegal immigrants based on today’s standards?

o If you were the British, would you just let the settlers go into Indian land and break your treaty with the Indians or would you try to honor the treaty and prevent the Indians from entering the area? If you choose to honor the treaty, what would you do to prevent the settlers from entering Indian land?

objectives - mr. chung u.s. history/government/econ

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