chapter 5 – beginnings of american identity 1689-1763 tom owen iccs middle school 7 th grade...
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CHAPTER 5 – Beginnings of American Identity 1689-1763Tom Owen
ICCS Middle School
7th Grade American History
Chapter 5 – American Identity As the population in North America grew,
many colonists began to think of themselves more as Americans rather then English. They developed different culture and ways of
doing things in America They developed new ways to govern themselves
since they were so far from England They fought to protect their land and homes from
common enemies
These things began to give them a new sense of identity that they had not had before
Section 1 – Early American Culture
Vocabulary – Apprentice – a person who is learning a trade from a
more experienced craftsman Literacy – the ability to read and write Diversity – variety
People – Benjamin Franklin – American writer publisher, scientist,
inventor and diplomat Jonathan Edwards – a preacher who gave fiery sermons George Whitfield – a preacher who drew large crowds John Locke – English philosopher who argued that people
have natural rights Religion –
Great Awakening – a Christian religious movement Enlightenment – philosophical movement stressing
human reason
A new kind of society – birth of the middle class
Many people that came to America were able to own their own land on everything from small farms to large plantations Since they owned land they were able to
raise crops either to deed themselves or to sell for profit meaning everyone had more money than they might in England
Owning land also meant that many more men could vote than could have in England
This created different classes in society See chart on page 128
Work in the 13 Colonies
Life was hard in the 13 Colonies and everyone worked, including children Men worked outside tending crops or animals Women worked in the home doing things like
sewing, weaving, making candles and butter Women also could not vote or own property
Children worked around the home or in the field from a young age Having more children meant having more
workers Some boys would become apprentices around
age 13 to learn a craft or trade
Reading, Writing and ‘rithmetic Many more children were educated in the
colonies than were in England About 85% of white men in New England could
read and write compared to only 60% in England The Middle Colonies about 65% were and 50% in
Southern Colonies About half as many white women were literate Educated African Americans were rare
Colonists also wrote their own newspapers and book including Poor Richard’s Almanac by Benjamin Franklin They also read the Bible and prayer books
Inspiration for the new American Identity
Colonists took inspiration from two sources as they created their new society The Great Awakening – a Christian religious
movement that stressed the importance of faith and emotion
The Enlightenment Movement – a philosophical movement that stressed the importance of reason and scientific observation
The Great Awakening
What: a Christian religious movement Who: traveling preachers like Jonathan Edwards & George
Whitfield When: 1730s and 1740s Where: in the 13 Colonies How: fiery preachers taught that inner religious emotion
and feeling were more important than outward displays of religious behavior
Why: this challenged traditional feeling about religion. Many people switched churches making churches in the colonies less powerful because there was more diversity. It also helped make it easier form colonists to challenge authority and other social and political traditions
Sinners in the Hands of an Angry God"There is nothing that keeps wicked men at any one moment out of hell, but the mere
pleasure of God."
Most of the sermon's text consists of ten "considerations":
1. God may cast wicked men into hell at any given moment.
2. The Wicked deserve to be cast into hell. Divine justice does not prevent God from destroying the Wicked at any moment.
3. The Wicked, at this moment, suffer under God's condemnation to Hell.
4. The Wicked, on earth - at this very moment - suffer the torments of Hell. The Wicked must not think, simply because they are not physically in Hell, that God (in Whose hand the Wicked now reside) is not - at this very moment - as angry with them as He is with those miserable creatures He is now tormenting in hell, and who - at this very moment - do feel and bear the fierceness of His wrath.
5. At any moment God shall permit him, Satan stands ready to fall upon the Wicked and seize them as his own.
6. If it were not for God's restraints, there are, in the souls of wicked men, hellish principles reigning which, presently, would kindle and flame out into hellfire.
7. Simply because there are not visible means of death before them, at any given moment, the Wicked should not, therefore, feel secure.
8. Simply because it is natural to care for oneself or to think that others may care for them, men should not think themselves safe from God's wrath.
9. All that wicked men may do to save themselves from Hell's pains shall afford them nothing if they continue to reject Christ.
10. God has never promised to save us from Hell, except for those contained in Christ through the covenant of Grace.
The Enlightenment
What: a philosophical movement that started in Europe that stressed the importance of human reason and science as a path to knowledge
Who: philosophers like John Locke When: started in the mid1600s through 1700s Where: started in Europe and spread to the
Americas How: writers like Locke and Franklin in the colonies
began to question the powers of the king and insist on natural rights like life, liberty and property
Why: colonists began to see the king and English government as threats to their right and freedoms
John Lock quotes
All mankind... being all equal and independent, no one ought to harm another in his life, health, liberty or possessions.
All wealth is the product of labor. Every man has a property in his own
person. This nobody has a right to, but himself.
Government has no other end, but the preservation of property.
Homework
Chapter 5 Section 2 vocabulary in notes (or on note cards) on page 136
Section assessment questions 3, 4 & 5 on page 133
Section 2 – Roots of American Democracy Vocabulary –
Parliament – England’s law making body (Congress) Glorious Revolution – a change in the English
monarchy in 1689 from James II to William and Mary
People – Edmund Andros – English governor appointed to
rule over the northern colonies John Peter Zenger – newspaper publisher who was
imprisoned for criticizing the New York governor Politics –
Magna Carta – charter of English political and civil rights signed in 1215
English Bill of Rights – 1689 laws protecting the rights of English citizens and Parliament
Rights of Englishmen
What: certain things that were guaranteed to Englishman to protect their lives, property and freedom
When: beginning with the Magna Carta in 1215 continued through Colonial days
Where: England and ideas were carried to the Colonies
How: These rights included the king not being able to take people’s property, right to a fair trial by jury and allowed people to elect representatives in government. Because of this, they set up elected bodies to help rule the colonies
Why: England was one of the most advanced democracies in the world and the colonists were very protective of their rights as Englishmen
Colonists Rights taken and restored Eventually, King James of England felt the colonists
had too many rights and began to limit them He sent Edmund Andros to New England to rule the
colonies James even limited the rights of people in England
The people in England did not like this and rebelled and got rid of King James They picked King William and Queen Mary to be the new
rulers of England This was called The Glorious Revolution
Since the the English Bill of Rights had been restored, the king and queen had no choice but allow the colonists the same rights
English Rights threatened
King James Edmund Andros
The Glorious Revolution
King William Queen Mary
Colonial power in the 1700s
After the Glorious Revolution in England, all rights of English citizens and or the colonists were restored.
William and Mary did not interfere with the colonies very much Although there were still appointed governors
and laws regulating trade, they were rarely enforced This is called salutary neglect (helpful neglect)
The colonists got used to acting independently of the English king
Homework
Chapter 5 Section 3 vocabulary in notes (or on note cards) on page 142
Section assessment questions on page 141 # 3, 4 & 6
Section 3 – The French & Indian War Vocabulary –
Pact a a formal agreement Smallpox – a highly infectious and often
deadly disease War
French and Indian War Pontiac’s Rebellion Battle of Quebec Treaty of 1763 Proclamation of 1763
Europeans in Native American’s Land England and France were competing for land
in North America The 13 English Colonies were along the Atlantic
ocean and west until the Appalachian Mountains France claimed most of the land west of the
Appalachian Mountains although there were few French people there
The two nations competed for the resources of the land (furs) and for alliances with Native American tribes in the area
Create your own 5Ws
In small groups you will Draft 5Ws for your topic on notebook paper then
show it to me (.5 class) Create a poster for your topic and its 5Ws (1.5
classes) Type your 5Ws into the Power Point (.25 class) Present your topic the class (1 class)
Topics War in the Ohio Valley (p 144) Quebec Falls (p. 146) Pontiac’s Rebellion (p. 147)
War in the Ohio Valley
What: Who: When: Where: Why: How:
Quebec Falls
What: Who: When: Where: Why: How:
Pontiac’s Rebellion
What: Who: When: Where: Why: How:
New Colonial Identity
The French & Indian War gave the colonists their first taste of unity as they fought a common enemy (France)
This unity along with lessons learned from the Great Awakening and the Enlightenment gave the colonists confidence and they become more and more unhappy with English rule
Homework
Study for test
Colonists Rights taken and restored What: English monarchy trying to control the
colonists and not give them too much freedom Who: King James & his governor Edmund Andros
take their rights; King William and Queen Mary give them back
When: late 1680s during the Glorious Revolution Where: In England and in the Colonies How: King James thought the colonists were
disregarding his powers so he sent Andros to govern New England. He also limited rights in England and the people rebelled and made William and Mary king and queen
Why: William and Mary restored the English Bill of Rights to the English and the colonists claimed these rights as well
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