Life in the English Colonies

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Life in the English Colonies

• Chapter 9
• Mrs. Christman

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Lesson 1

• Overview
• In the 1700s, the population of the English
  colonies grew as Europeans came to find a better
  life and Africans were enslaved.
• Lesson Objectives
• Analyze why Europeans came to the English
  colonies.
• Distinguish between indentured servants and
  enslaved captives.

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Why They Came

• Beginning in the 1600s, many Europeans came to
  the English colonies seeking a better life for
  themselves.
• The Pilgrims and the Puritans came seeking
  religious freedom. Others came in search of
  wealth.

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Freedom and Opportunity

• The voyage to the English Colonies was dangerous
  and uncomfortable.
• The people suffered many hardships including
  sickness and death from overcrowded ships, rotten
  food, and bad water.
• Cheap land, more jobs, and religious freedom made
  the hardships of the trip worthwhile.

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Indentured Servants

• Many Europeans paid their passage to the colonies
  by becoming indentured servants.
• Out of every five colonists who came to Maryland
  and Virginia, four came as servants.

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The Slave Trade

• By 1750 over 250,00 people had come to the
  Southern Colonies as slaves.
• Farmers could not hire enough workers to tend
  their crops. Instead, they bought captives from
  the slave trade in Africa.
• A slave trade is the business of buying and
  selling people for profit.

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Colony Fever

• The colonies grew slowly at first but after 1700,
  began to grow rapidly.
• The population more than tripled between 1720 and
  1760.
• The English government passed laws forbidding
  people to leave the country. Yet they still came
  to the colonies .
• Many Europeans sold everything they had to pay
  for the trip, others became servants.

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Lesson 2

• Overview
• As people in each group of colonies developed
  profitable industries from local resources, they
  began to resent English control of their trade.
• Lesson Objectives
• Analyze the English control of colonial trade.
• Explain the growth of the colonial economy in
  each region.
• Analyze triangular trade in the 1700s.

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The Colonial Economy

• In the 1700s, agriculture, or the business of
  farming, was the major way of life in the English
  colonies.
• Some farmers were so successful that they had
  surplus crops to sell.
• English merchants were able to buy colonial goods
  at low prices and sell them to other countries at
  higher prices.
• By selling crops and other products, colonists
  were following a system of free enterprise.
• In a free enterprise system, people can start any
  business they want.

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Southern Colonies

• Each region of the colonies had different natural
  resources.
• In the early 1700s, farmers in the Southern
  Colonies exported tobacco, rice, and indigo to
  England.
• In 1744, a young woman named Elizabeth Lucas
  Pinckney managed three farms in South Carolina
  she succeeded in growing indigo.
• English merchants needed the blue dye from the
  indigo plant for their huge cloth-making
  businesses. Indigo quickly became a major cash
  crop of the Southern Colonies.

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Middle Colonies

• The Middle Colonies grew so much wheat and corn
  that people called their region the breadbasket
  of the colonies.
• They sold their surplus grain, such as wheat and
  corn, to the West Indies.
• The West Indian planters needed to import grain
  to feed their enslaved workers

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New Englanders and The Sea

• In New England , farmers barely grew enough crops
  to feed themselves. As a result, colonist turned
  to the sea to make a living.
• Because English ships were so expensive and the
  Colonists had a large supply of wood, the
  Colonists built their own ships to support their
  fishing fleet.
• New Englanders sold their fish to Spain,
  Portugal, and the West Indies.
• Fishing and shipbuilding were the made industries
  in New England. An industry is all the businesses
  that made one kind of product or provide one kind
  of service.
• By 1741,the New England fishing fleet had 800
  boats.

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The Triangular Trade

• The triangular trade were colonial routes between
  Boston or New York, Africa, and the West Indies.
• There were three legs (routes) of the triangle.
  The first leg started at Boston or New York and
  sailed to West Africa, where they traded rum and
  guns for gold, ivory, and captive Africans.
• The second leg of the triangle began in Africa
  and traveled to the West Indies. They exchanged
  African people for molasses, a thick syrup made
  from sugarcane. This part of the voyage was
  called the Middle Passage because it was the
  middle part of the triangular trade route.
• The third leg was from West Indies back to New
  England. The sea captains took the molasses to
  New England where it was made into rum.

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Lesson 3

• Overview
• Although practiced in all the colonies, slavery
  was most common in the South, where African
  captives endured severe restrictions and were
  forced into hard labor.
• Lesson Objectives
• Evaluate the effect of slave codes on the lives
  of African captives
• Analyze how the plantation system affected the
  development of slavery.

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Slavery in the Colonies

• Overview
• Although practiced in all the colonies, slavery
  was most common in the South, where African
  captives endured severe restrictions and were
  forced into hard labor.
• Lesson Objectives
• Evaluate the effect of slave codes on the lives
  of African captives
• Analyze how the plantation system affected the
  development of slavery.

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Slavery in the Colonies

• Slavery was practiced throughout North America
  and in the English colonies. But most enslaved
  people worked on large plantation in the Southern
  Colonies.
• The Native Americans, Europeans, and Asians
  practiced slavery before the 1500s.
• Before the 1500s, most slaves were prisoners of
  war.

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Slavery in the English Colonies

• Most enslaved Africans in the North worked as
  servants or skilled workers side-by-side with
  their owners.
• The greatest number of enslaved men and women
  worked in the south on plantations.

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Slave codes

• The slave codes were rules that stripped away
  from captives many of the rights that most free
  people enjoyed.
• Under the slave codes, for example, enslaved
  people were not allowed to practice their own
  religion, learn to read, marry, or own property.

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Plantations

• A plantations was like a small village.
• The center of the plantations was the planters
  home, the big house. The slave cabins surrounded
  the big house.
• Work on the farm was supervised by the overseers.

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The Slaves Life

• Field slaves planted and harvested crops. They
  also took care of animals, cooked, cleaned, and
  repaired tools.
• Skilled workers made furniture, shoes, or glass
  Some were carpenters who constructed buildings.

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The Plantation at Night

• At night, the captives did their own chores, such
  as feeding animals, cut firewood, tended gardens,
  and cooked supper.
• When they had free time, they sang songs, talked,
  and told stories.
• Secret meetings were sometimes held to plan
  escapes, and learn to read and write.

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Struggling Against Slavery

• African captives rebelled against slavery in many
  ways. Some expressed their anger by refusing to
  work, working slowly, breaking tools, and
  escaping.
• Their strong family ties kept many from giving up
  hope.

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Lesson 4

• Overview
• As cities such as Philadelphia began to develop,
  land in the Coastal Plain became scarce and
  settlers started moving westward.
• Lesson Objectives
• Evaluate the achievements of Benjamin Franklin
• Analyze the reasons that settlers began to move
  into the backcountry.

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The Colonial Way of Life

• Before the 1700s, 8 out of 10 colonists came from
  England.
• Later, people from Germany, Ireland, France,
  Scotland, and Africa would arrive in large
  numbers.

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Benjamin Franklin

• Benjamin Franklin was the grandson of an
  indentured servant.
• He grew up to become the most famous person in
  the colonies.
• Franklin was a writer, scientist, and inventor.
• Franklin invented the lightening rod, bifocal
  eyeglasses, and the Franklin stove.

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Franklin Helps Philadelphia

• In addition to founding Philadelphias first
  newspaper, Franklin did many things to help
  Philadelphia grow.
• He started the citys first public library and
  hospital, and he started the worlds first
  volunteer fire department.
• Franklin also acted as Postmaster General and
  Philadelphias official printer.

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Franklin Helps Philadelphia

• Franklin believed that everyone should be given
  an opportunity to go to school and learn
  everything that is useful.
• Because poor people, women, and African Americans
  were not allowed to attend higher-level schools,
  Franklin helped start the University of
  Pennsylvania and a school for African Americans.

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Backcountry

• By the 1700s, most of the coastal land was owned
  by wealthy planters.
• Colonists who could not afford land in the
  coastal plain moved west to the frontier to an
  area called the backcountry.

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Climographs

• A climograph is two graphs in one. It shows
  information about the temperature and
  precipitation of a place over time.

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• Explain what the triangular trade was and how it
  worked.
• How did the colonists earn their livings in the
  early 1700s? Describe the most common industries
  in New England, the Middle Colonies, and the
  Southern Colonies.