SURVEY OF UNITED STATES HISTORY: TASK 1 1

Survey of United States History: Task 1

Kelsey Webber

Survey of United States History- C121

15 March 2018
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Task 1a

In the 15th century European nations began to explore further lands in search of new

wealth, and trade routes. Major European nations had been jockeying for power over their

neighbors for centuries, and easier access to trade, and rich lands meant more money. Wealth

allowed nations to finance larger armies, and larger armies meant more political power to use

against one another.

Spain, Portugal, and France were quick to establish trade centers on the coast of Africa,

and to establish colonies in the West Indies, South, Central, and North America. England was

much slower. John Cabot was eventually sponsored by the crown to lead expeditions to find a

new trade route and lands on behave of England since the English were only able to with Asia

through intermediaries (Norton, 2015).

England wanted to have colonies in the “New World” to be able to compete with its

enemies, like Spain and France, and prevent them from having complete control of the natural

wealth and trade goods this land had. Colonies also allowed nations to set up outposts from

which armies could stage attacks on enemy possessions. In the end, the economic power that

came through colonies was the same as political power. If the English managed to make a profit

from the colonies, it would allow them to better finance their armies, which would give them

bargaining power over other powers in Europe.

Not all people vying for English Imperialism were interested because of the preserved

wealth and power. Many were in search of a religious sanctuary following the English

Reformation. Groups like the Calvinists, Catholics, Puritans, and Separatists wanted a place
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where they could practice without the threats of persecution, arrest, and/ or imprisonment

(Norton, 2015).

In addition, land had been the key to wealth in England for centuries. That being said,

there were very limited amounts of land for common people to acquire and better themselves

from. The New World, and later the new colonies promised better chances for non- Gentry, and

Gentry alike to own lands. With the population growth after the influx of American foods and

goods, a wage drop soon followed, and an increase of poverty came after that. This hope of

land encouraged many to move to the Americas in search of a way to better their situation, and

increase their wealth.

Like all other European nations at the time, the English were searching for a way to get

ahead of their competitors. The wealth of foreign colonies promised to do just this. The new

world would become a refuge for the marginalized religious groups; they were given a place to

safely practice their traditions while not being at risk of punishment by their government. At

the same time, these new colonies gave opportunities to common people to climb socially in a

way that had never before been possible before due to limited resources. Colonies promised to

revolutionize the way the English interacted with the world around them.
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References

Norton, M.B. (2015). A people & a nation. Retrieved from

https://lrps.wgu.edu/provision/53540310
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Task 1b

Economic Systems Social Characteristics Political System

Massachusetts Bay - Joint Stock Colony - Many came for - Started with the
(Chapter 3 religious reasons Mayflower
Introduction, 2016) - Healthier and Compact which
 Started by a more varied in established a
group of gender and age “Civil Body
Puritans with than the Virginia Politic”
the intent to Colonies  Male settlers
travel to  Arrived in elected a
America to family units, governor
practice their or at least and they
religion with made
 Attracted more acquaintances decisions at
Puritans to from their town
invest over time home towns meetings
- Brought more - John Winthrop
belongings with elected as
them than Governor of
Virginians Massachusetts
- Winthrop, a Bay Company
governor shared - Covenanted
a vision of community
communal living, based on the
and equal worth vision of
of people (while Winthrop
maintaining class - Granted the
distinctions) status of
- Had a similar freemen/ voting
number of member to
African slaves as property
the Chesapeake owning, adult,
Colony male, church
members
- Eventually
became a 2-
house
legislature and
governor
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Virginia - Joint Stock, then - Little variance in - House of

Crown Colony age, or gender Burgesses, men
 all expenses  Most were elected by
were paid for young, single, landowning men
by the crown, men as
and the crown - Held “small, representatives
received all the fragile  Unstable
profit households” due to lack
- Tobacco cultivation (Norton, 2015) of ties to
was the main - Tension with the others, or
source of income local Native the region
- Headright system American tribes  Many also
 New arrivals - In the served as
paying their Chesapeake Bay advisors to
own way were Colony, some the governor
promised 50 came in search of - Maryland’s
acres religious House of
 People freedoms not Delegates
financing others found in England created
were also - The illness called Maryland’s Act
promised 50 “seasoning” was of religious
acres an experience Toleration
that almost all granting
colonists dealt freedom of
with during their religion to all
1st summer Christian settlers
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The Carolina’s - Crown Colony - North Carolina - John Locke was

granted by Charles was comprised of asked to draft
II Virginians “Fundamental
- North Carolina: - South Carolina Constitutions of
 Grew tobacco was comprised of Carolina”
and exported migrants,  Colony
forest products especially governed by
- S. Carolina: Barbados landholding
 Grew rice,  Brought the aristocrats
sugar, and sugar  Structured
indigo plantation distribution
 Traded with culture with of political
Native them and
Americans economic
- Both had a hand in power
the export of - Instead became
Native American 2 separate
slaves colonies, both
under royal rule
rather than self-
governing in any
way
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References

Norton, M.B. (2015). A people & a nation. Retrieved from

https://lrps.wgu.edu/provision/53540310
WGU (2016) "Chapter 2 Introduction Video." [Video] Retrieved from
http://ng.cengage.com/static/nb/ui/index.html?nbId=140078&nbNodeId=38559618&d
eploymentId=48887122133667389135808215&eISBN=9781305816817#!&parentId=38
559626
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Task 1c

The American Revolution should not have come as a surprise to the English government,

there were hinting’s of disillusionment as far back as the 17th century. In the decades leading up

to the actual revolt, it was clear that times were changing. The unity of Christendom had come

to an end with Henry the 8th, and with Protestantism came new ways of thinking and relating to

each other. When these new philosophies were combined with perceived wrongs committed

by the English on the Americans, the frustrations that had been bubbling under the surface

came to a boil in the form of revolution.

One contributing factor that lead to the American Revolution was the addition of new

voices in philosophy where in the past, The Church was the only voice. People like John Locke

boldly introduced new ideas, such as Locke’s Two Treatises of Government. In this document he

challenged a “divinely sanctioned, hierarchical political order originating in the power of fathers

over family,” (Norton, 2015), and said that a ruler who failed to protect their people’s rights,

could be removed (peacefully or forcefully). In addition, participants in the Awakening

defended the rights of people to disagree with a community consensus, which clashed with

fundamental tenants of colonial political life. Furthermore, Real Whig ideology gained

popularity with some; it warned against government attempts to encroach on their liberty and

seize their property. These seemingly subtle changes in thought are what made the idea of

revolution possible.

England’s inability to stay out of wars was another factor that lead to the American

Revolution. There had been three failed wars against France, the Anglo-French Wars, and King

George’s War at the northern border which built tensions after Louisbourg, which was taken by
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Massachusetts colonialists at enormous cost, was returned to the French in exchange for land

in India and the Low Countries. When the English did win the Seven Years War it nearly doubled

England’s national dept, leading parliament to pressure the colonies for more money, and

sanctions were set in place to better defend and control the colonies to prevent further conflict

(the Proclamation of 1763). The monetary, and human costs of all the wars dragged on the

colonists, and when combined with everything else, it would encourage war.

As tensions with the American colonies grew, England tightened its grip on the colonists

in the form of proclamations, acts, and regulations. Regulation after regulation was imposed on

the colonies after the wars, and after any unrest. The Stamp Act required people to buy a

stamp for any paper goods they bought, people found in violation of the act would be tried by

Vice Admiralty, without a jury of their peers. The Quartering Act allowed military to

commandeer private homes to house military outside of war. The Tea Act put in place a

monopoly of the tea market to bail out the East India Company, and ultimately brought about

the Boston Tea Party. As punishment for that act of rebellion, the Intolerable Acts were put into

place. All the acts made the colonists feel separate from their government, that the parliament

and the king were out of touch with the colonies, and therefore, couldn’t make the right

decisions for them. Laws and taxes and regulations were imposed one after another, when one

was repealed, another was put in its place; all without any representation in Parliament to

advocate for them.

Both men and women rebelled as they could. The Sons of Liberty hosted rallies and

protests new sanctions. Daughters of Liberty started a non-consumption movement during

which they didn’t use imported goods. They burned tea, drank coffee and wove their own
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fabric in public to stir up publicity for their cause. Not all protests were this peaceful, many

destroyed property, like the Boston Tea Party. However, the most commonly cited breaking

point was the Boston Massacre where colonists clashed with British soldiers and 5 were killed.

Ultimately, the American Revolution came about due to many factors all being added

together at just the right time. It was caused through ideas of equality, representation and

holding ones’ leaders accountable, the great loss of life and capital brought about by several

wars, the imposition of damaging regulations without being able to advocate for themselves,

and finally rebellion. All these events and ideas would lead to the American Revolution.
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References

Norton, M.B. (2015). A people & a nation. Retrieved from

https://lrps.wgu.edu/provision/53540310
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Task 1d

Following the American Revolution there were many changes to how government

interacted with its citizens, and how the citizens viewed themselves. No matter who they were,

the effects of the American Revolution could be felt. However, these effects varied by both

race, and gender.

The native peoples in the wake of the war generally had their lands stripped from them.

Treaties made in the 1780s and 1790s put an end to territorial sovereignty over some lands

(Norton, 2015) leaving them vulnerable to white settlement. Even when the once powerful

Iroquois claimed that the chiefs who had represented their people for the treaty talks had not

been authorized to do so, and even when they threatened frontier settlements, the treaty was

upheld. In the southern states, this treaty and others like it came to represent United States

sovereignty, and immigrants flooded the Creek lands of the southern Appellations (Norton,

2015). Seemingly to add insult to injury, once the Native American Nations were placed onto

reservations, and pushed from their lands, it was decided that they needed to be “civilized”. In

the eyes of the European Americans, the culture and gender roles were inappropriate. So the

Indian Trade and Intercourse Act of 1793 had the government providing livestock and

agricultural training to some select people. The Quakers established a demonstration farm to

further educate Native Americans (specifically Iroquois) in European farming techniques.

Eventually, the erasure of Native Americans culture and history in the name of education and

“civilization” would become just another aspect of the United States attempt to commit

genocide.
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At first, the Northwest Ordinance of 1787 looked to be absolutely radical in that it

“nominally prohibited slavery” (Norton, 2015). However, it allowed people who already owned

slaves to keep them, and any slaves who tried to escape to the north from another territory

could be “lawfully reclaimed” (Norton, 2015). Basically, the Northwest Ordinance of 1787 was

theoretical. In fact, slavery wouldn’t actually be abolished in the Old Northwest until 1848. The

First Emancipation came after enslaved men and women petitioned New Hampshire,

Connecticut, and Massachusetts courts and legislature for their freedom. Other northern states

passed gradual emancipation laws following the First Emancipation, but no southern states

passed a general emancipation law (Norton, 2015). Actually, the lives of slaves in southern

states became much more challenging after Gabriel’s Rebellion failed. The states passed severe

laws regulating slavery, over time, these laws became an ingrained part of southern culture and

contributed to their bigotry.

Women had begun to take a role in politics in the time leading to the revolution by

leading boycotts and protests. However, the largest change for women was not political, but

the increase in availability of education for women. In Massachusetts insisted that town

elementary schools taught girls as well as boys (Norton, 2015). Private schools catering to

teenage girls from wealthy families started to pop up, but colleges were still closed to women.

Judith Sargent Murray argued that men and women were equally intelligent, but they received

unequal education, which accounted for the perceived unintelligence of women (Norton,

2015). One of the few political opportunities was presented to New Jersey property owning

women who were, for a period of time allowed to vote.

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Although there were enormous changes in the way the government was run, and

perhaps for land owning white men those changes were seen. But for Native Americans, and

African Americans, and women were all excluded from the promises made by the new

Constitution, and Bill of Rights.

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References

Norton, M.B. (2015). A people & a nation. Retrieved from

https://lrps.wgu.edu/provision/53540310