Lesson 5

Coming to America: A Portrait of Colonial Life America – the “melting pot.” Immigration began early in colonial life and remained a primary source of population growth. Indentured servitude was a popular means of gaining passage to the New World and provided a much needed source of labor in the colonies, particularly in the South. UAn indentured servant lived under contract for a period typically lasting from four to seven years, with the promise of land, capital, and freedom at the end of service. Rarely did that happen, however. Freed servants were usually landless and without capital, making them prime candidates for tenancy. Life in New England was dramatically different from life in the South. As a result of climate and environmental factors, life expectancy in the Southern colonies was relatively short, marriages and remarriages frequent, and pre-marital sex more common. Medical practice was primitive, and midwives played a key role in fostering the health of families. In New England, men and women lived longer in more stable family relationships with children. Here, the Puritan concept of a marital contract was important, and although male dominated, both husband and wife fulfilled their responsibilities. Children were placed with neighbors to learn about life through the “putting out” system. In New England, too, labor was in short supply. To address this labor issue, the colonists looked to other sources of labor supply. Slavery appeared to supplement the scarce Southern work-

Assignment This lesson is based on information in the following text selections and video. Read the text carefully, watch the video, and study all the material. Text: The following sections in Chapters 2 and 3 of the text are covered in this lesson: A. Brinkley, American History: A Survey, Volume 1, 12th edition, “The Evolution of the British Empire,” “The Colonial Population,” and “The Colonial Economies” A. Brinkley, The Unfinished Nation, Volume 1, 5th edition, “The Development of Empire,” “The Colonial Population,” and “The Colonial Economies” Video: Episode 5, “Coming to America: A Portrait of Colonial Life”

Overview By the seventeenth and eighteenth centuries, the English colonies foreshadowed what would become the landmark characteristic of modern

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force, especially as planters came to rely more and more on cash crops like tobacco. Despite the horrendous “middle passage,” slaves were imported into North America starting in 1620 and increasing from then on. By 1700, the Southern slave population, now indigenous, began to reproduce itself. In the West Indies and throughout the Caribbean, slavery was even larger in numbers and importance. It wasn’t until the nineteenth century and the advent of Southern cotton production that the United States became the great slaveholding society of the Atlantic world. Ironically, it was the Africans who contributed to the slave trade, as tribes captured and enslaved their enemies in places like Nigeria, Senegal, and Ghana. The diversity of the colonial population was furthered enhanced as the Palatinate Germans arrived in Pennsylvania and the Scottish Presbyterians and Scottish Highlanders moved into New Jersey, Delaware, Carolina, and other colonies. By 1775, the non-native population in North America was approximately two million people. These newcomers were not initially welcomed by those settled here already, but they did eventually merge into the ever-evolving colonial population.

Focus Points Learning Objectives After reading the assigned pages in the text and watching the video, you should be able to: ✓ Discuss the importance of immigration to the North American colonies. ✓ Explain indentured servitude and how the colonies used it. ✓ Identify the different ethnic groups who migrated to North America. ✓ Compare and contrast New England and Southern lifestyles. ✓ Discuss the origin and growth of slavery in the North American colonies.

Key Terms and Concepts After reading the assigned pages in your text and watching the video, you should be able to identify and explain the significance of the following: African slave trade bleeding family life in New England family life in the Southern colonies Galen immigration indentured servitude middle passage midwives patriarchy Pennsylvania Dutch plantation Puritan family putting out Royal African Company Scotch Irish slave codes slavery

Text Focus Points These text focus points are the main ideas presented in this section of the textbook. Read these points carefully before reading the text. You may want to take notes for future reference and study. ✓ The highly diverse colonial population relied more and more on immigration. In order to secure passage to the new world, settlers signed indentured contracts averaging four to seven years. Although promised freedom, land, and money, they usually remained impoverished after their contracts expired. ✓ Living conditions in the Southern and New England colonies differed due to climate, environmental issues, and diseases. New Englanders lived longer, healthier lives than Southern colonists, despite the medical practices employed in the colonial era. ✓ In the Chesapeake, family life was impacted by life expectancy. High mortality rates undermined male authority and sexual mores were looser. Southern women lived longer than their husbands and they frequently remarried. ✓ In New England, family life was affected by Puritan beliefs. Men dominated, especially since

L ESSON 5: C OMING TO A MERICA : A P ORTRAIT OF C OLONIAL L IFE

women were in a minority. Life expectancy was longer, families larger and more closely knit, and children were placed in others’ homes. ✓ Slavery filled North America’s labor needs. Despite the horrors of the middle passage, slave importation continually increased as the Southern colonies grew cash crops like tobacco, rice, indigo, and later, cotton. ✓ The colonial population became more and more diverse with German Palatinates, Scotch Irish, Scottish Presbyterians, and Scottish Highlanders moving into Pennsylvania, New Jersey, Delaware, and Carolina.

Video Focus Points These video focus points are designed to help you understand and get the most out of the video for this section. Read these points carefully before watching the video. You may want to take notes for future reference and study. ✓ America’s identity was changing as immigration became the mainstay of America’s labor force and livelihood. ✓ Indentured servitude commonly provided immigrants with their only chance to come to the New World. Serving between four and seven years, the servant still remained dependent since they rarely had any land or money after freedom. Although men were initially recruited, the stability of the family balanced the sex ratio with women over time. ✓ New England life was distinct. Life expectancy was longer (even past eighty years in some cases), marriage was seen as contractual for both husband and wife, men tended to dominate, and children were placed in neighbor’s homes as part of their upbringing. ✓ Slavery entered the New World early. While sugar in the Caribbean encouraged bondage, the Southern plantation came to rely on slavery more and more. By the nineteenth century, the United States became the great slave-holding society of the Atlantic world. ✓ Slavery was controlled by Africans. ✓ North America saw immigration increase in size and change in character as the German Palatinates and Scotch Irish came to settle in the colo-

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nies. This caused problems as Puritans objected to the new immigrants, especially the Scotch Irish.

Critical Analysis These activities are designed to help you examine the material in this lesson in greater depth. It may be necessary for you to conduct some additional research (the Internet is an excellent resource). Armed with what you have learned in this lesson and your own research, carefully respond to each of the following activities. 1. Taking a “you are there” approach, describe what a slave on the middle passage to North America would have seen on the ship. Explain the treatment a slave would have received while on the ship and upon arriving at a port. What would happen thereafter? 2. Consider the life of an indentured servant in colonial America. What would be the term of the contract? Would family members be involved? What duties would you be expected to perform? Explain how your life might differ depending on whether you live in the North or the South. 3. Write a comparative study about life in the Southern colonies versus life in the New England colonies. How long do people live? What do they do for a living? Are the lives of the children similar in both areas? What is the family hierarchy like?

Practice Quiz This quiz is designed to give you an idea of how well you understand the material. Choose the correct answers for each question and review any question that you missed. Matching – Match options a through d with items 1 through 4 below. _____ 1. Middle passage _____ 2. Humoralism _____ 3. Midwives

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_____ 4. Pennsylvania Dutch a. Colonial doctors b. German Palatinates c. Galen d. Slave ship True/False – Determine whether each of the following statements is true or false: _____ 5. The Southern colonies were originally established by middle-aged men. _____ 6. An indentured servant contract lasted from four to seven years on average. _____ 7. In New England, life expectancy was greater than in the Chesapeake. _____ 8. In colonial North America, children were apprenticed to another household in the “putting out” system. Fill in the Blank – Complete the following sentences with the missing word, concept, or person. 9. _______ argued that families apprenticed their children due to their Puritan belief in not becoming too attached to their children. 10. _______ controlled the African slave trade. 11. _______ opposed Germans in Pennsylvania who refused to learn English. 12. The _______ often occupied land without much regard for who claimed to own it.

13. _______ limited the rights of Blacks in North America. Multiple Choice – Select the correct answer. 14. Which agricultural cash crop was most responsible for making the United States the great slave-holding society of the Atlantic world? a. tobacco b. rice c. indigo d. cotton 15. The Scotch Irish were Protestants from a. Northern Ireland b. Southern England c. English West Indies d. Scotland Essay – These questions are designed to help you think about all you have learned. Consider them carefully and then write your responses. 16. Compare and contrast life in New England and the Chesapeake, focusing on life expectancy; family life; the roles of husband, wife, and children; and economic pursuits. 17. Analyze the economic aspects of indentured servitude versus slavery. What made the latter so attractive in the West Indies and the Chesapeake? 18. America is seen as the great melting pot. Explain the term and place it in terms of immigration in the seventeenth and eighteenth centuries.

Answer Key for the Practice Test Lesson 1 From Days Before Time 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

c used numerical system and calendar e used human sacrifice in religion a Chickasaws, Choctaws, Creeks, Seminoles b Bubonic Plague d Prince Henry False Text and Video True Text and Video True Text True Text Pueblo Revolt; Text and Video Pigs, new livestock, or horse; Text and Video Mestizo; Text Matrilineal; Text Francisco Coronado; Text e Text and Video e Text and Video

Lesson 2 – Turbulent Virginia: Pirate Base ... Royal Colony 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

d Sir George Grenville c Predestination a Ireland b fur trade e New Amsterdam False Text and Video True Text and Video False Text and Video True Text and Video “Starving Time”; Text

11. 12. 13. 14. 15. 16.

Lord De La Warr; Text John Rolfe; Text Headright system; Text and Video George Calvert; Text b Text a Text

Lesson 3 – Saints and Strangers 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

e Sir William Berkeley c Pilgrims a Massachusetts Bay Company b Rhode Island d King Philip’s War True Text False Text True Text True Text Puritans; Text and Video Massachusetts Bay Company; Video Town Meeting; Video Anne Hutchinson; Text and Video a Text and Video a Text

Lesson 4 – The Lure of Land 1. 2. 3. 4. 5.

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c a d e b

Maryland Cromwell Diversity Quakers Pennsylvania

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6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

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True Video True Text False Text True Video and Text Oliver Cromwell; Video Charles II; Video New York, New Jersey, Pennsylvania, Carolina; Video Women; Video Puritans; Video a Video c Video and Text

Lesson 5 – Coming to America: A Portrait of Colonial Life 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

d Slave ship c Galen a Colonial doctors b German Palatinates False Video True Video True Video True Video Edwin Morgan; Video Africans; Video Benjamin Franklin; Video Scotch-Irish; Text Slave Codes; Text d Video a Video

Lesson 6 – Divergent Paths 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

c Charles Town d Salem Witch a Town Meeting b Colonial Court e Great Awakening True Video True Video False Video True Video George Whitefield; Video and Text Peter Hasenclever; Text Axe; Text Stono Rebellion; Text Dame Schools; Text

15. a Text 16. b Text

Lesson 7 – Strained Relations 1. c Immigrants of French descent 2. d Confederation of five Indian tribes 3. b Commander of the British garrison in Boston 4. a Called for action against the Stamp Act 5. True Video 6. False Video 7. False Video 8. True Video 9. False Video 10. Paxton Boys; Text 11. Spain; Video 12. molasses; Video 13. East India Company; Text 14. Massachusetts Government; Video 15. d Video 16. b Video

Lesson 8 – Not Much of a War 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

d “Common Sense” a Tories b Declaration of Independence c Home rule e Green Mountain Boys True Video True Video True Video False Video Sally Bache; Video The Battle of Saratoga; Text France; Text Benedict Arnold; Text Count Jean Baptiste de Rochambeau; Text c Text c Text

Lesson 9 – A Precarious Experiment 1. c

Led a rebellion in New England

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2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

d Basis of the post-Revolution government b Established the grid system a Proposed a “continental impost” False Video False Text False Vdeo True Video True Video Connecticut; Text western lands; text Statute of Religious Liberty; Text Fallen Timbers; Video New Orleans; Video a Text c Video

Lesson 10 – Vision for a Nation 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

d Virginia plan a New Jersey plan b Slavery c All power rests in the people True Video True Text and Video False Video True Video James Wilson; Video states; Text and Video Anti-Federalists, Federalists; Text and Video Hamilton, Madison, Jay; Text and Video Rhode Island; Video d Text c Text

Lesson 11 – Rivals and Friends 1. c 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Federalist appointed Chief Justice by John Adams at the end of his presidency d Vice presidential candidate in 1800 b United States minister to France a Chief justice of the Supreme Court True Text False Video True Video False Video False Video Pinckney’s; Text Alexander Hamilton; Text Quasi War; Video

13. 14. 15. 16.

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Alien and Sedition; Video Tammany Society; Text c Video a Video

Lesson 12 – Best Laid Plans... 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

c Louisiana Territory d Berlin and Milan decrees b Prophet a Second Great Awakening False Video True Video False Video False Video Spain; Video $15 million; Video and Text Sacagawea; Video and Text Dolly Madison; Video Andrew Jackson; Video and Text c Text d Text

Lesson 13 –Pressures from Within 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

d Proponent of the American System c Commander in the Seminole War a Monroe’s secretary of state b Proposed an anti-slavery amendment False Text True Video True Video False Video Black Belt; Text John Jacob Astor; Video Great American Desert; Text Virginia Dynasty; Video Panic of 1819; Video a Text c Video

Lesson 14: He Brought the People With Him 1. c 2. a

Adams’ Vice President Speaker of the House

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3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

b Charles Dickinson d Jackson’s inauguration True Video True Video True Video False Video and Text Martin Van Buren; Text Margaret Timberlake; Video Robert Hayne; Text Dorr Rebellion; Text “Our Union, next to our liberty, most dear” “Our Federal Union, It must be preserved”; Text 14. b Text 15. d Text and Video

Lesson 15 – Legacy of an Autocratic Ruler 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

c d a b

President of the Bank of the United States Chief justice of the Supreme Court Radical Democrats from the Northeast Sought to capitalize on Anti-Mason sentiment True Video False Video False Text True Text Removal Act; Video Trail of Tears; Video Henry Clay; Video King Andrew I; Video Panic of 1837; Text a Text d Video

Lesson 16: A Revolution of a Different Sort 1. 2. 3. 4. 5. 6. 7. 8.

c Population growth d Canals a Erie Canal b Penny Press False Text and Video False Text and Video False Text and Video False Text and Video

9. 10. 11. 12. 13. 14. 15.

Railroads; Video Factory; Video Cincinnati, St. Louis, Chicago; Video Moses Brown; Video small workshops; Video a Text a Text

Lesson 17: Worlds Apart 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

b Godey’s Lady’s Book c the American Museum d steel plows a Mount Holyoke College False Video True Text False Video True Video True Text Irish, free blacks; Text Catherine Beecher; Video Oberlin; Text minstrel show; Text a Video c Video

Lesson 18: Master and Slave 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

d Mrs. Benjamin Perry c legalized slavery a Maryland, Delaware, Virginia b slave rebellion True Video False Video False Video True Text Slave women; Video Slave auction; Video Christianity; Video Factor; True Northern states; Video d Text a Text

Lesson 19: Voices of Reform 1. d published the Liberator

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2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

c escaped from slavery b black anti-slavery activist and feminist a prison reformer True Text False Video True Text True Video Hudson River School; Video Brook Farm; Text Joseph Smith; Text temperance; Video phrenology; Text a Text c Video

Lesson 20: Manifest Destiny? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

c To govern is to populate b First legal settlement in Texas a Alamo d Spot Resolution False Video True Video True Video False Video Californios; Video slavery; Text and Video Zachary Taylor; Text, Video Popular Sovereignty; Text Gold, John Sutter’s; Text and Video c Text b Text

Lesson 21: Decade of Discord 1. a 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

divided Clay’s compromise bill into individual parts d supported the “Young America” movement a assaulted a Massachusetts senator b defeated Fillmore and Frémont in 1856 False; Video True; Video True; Text False; Text False; Video benevolent diffusion; Video Personal liberty laws; Text Ostend Manifesto; Text

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13. Gadsden Purchase; Video 14. c Text 15. a Video

Lesson 22: House Divided 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

d Abraham Lincoln c CSA a Fort Sumter b Anaconda Plan True; Video True; Video and Text False; Video False; Video Benjamin Butler; Video G. McClellan; Video and Text R.E. Lee; Video and Text Line item; Video 90,000–100,000 men; Video c Video and Text c Video and Text

Lesson 23: Battle Cry 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

d Last Confederate general to surrender e Often reluctant to commit troops to battle b United States secretary of state a Killed at Shiloh c American minister to London False Video True Text False Video False Video True Video Monitor, Merrimac; Text Peninsular Campaign; Text Antietam; Video Fredericksburg; Video b Text c Video

Lesson 24: Final Stages 1. 2. 3. 4.

d a c b

Vicksburg Replaced Joseph Hooker Gettysburg Chickamauga

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5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

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False Video and Text True Video False Video False Text “Grease”; Video Jeb Stuart; Video and Text P.G.T. Beauregard; Video Cold Harbor syndrome; Video G. McClellan; Video and Text c Text b Video

Lesson 25: What Price Freedom 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

d scandal during the Grant administration c refers to the purchase of Alaska e required an Ironclad Oath b response to the Black Codes a opposed the gold standard True Text False Video True Text True Text reuniting the country, emancipation and freedom; Video

11. 12. 13. 14. 15. 16.

Freedmen’s Bureau; Video Fifteenth; Video sharecropping; Text Grantism; Text a Video d Text

Lesson 26: Tattered Remains 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

d Republican Party c Perpetual debt a Atlanta compromise b Enforcement Acts True Video True Video True Video True Video Landowners or merchants; Video and Text leave in the middle of the night; Video black women; Video KKK; Video and Text Samuel Tilden; Text c Text b Video