This iCue Mini-Documentary describes Five Indian nations' formation of the Iroquois Confederacy in an effort to protect themselves against European settlers. The confederacy successfully maintained its strength through decades of colonization and warfare.
According to the Gilder Lehrman Institute, "As inscrutable as he was influential, Thomas Jefferson casts a mighty shadow on American history. In this lecture, Pulitzer-Prize-winning historian Joseph J. Ellis explores Jefferson’s political ideology—his preference for an agrarian nation and a weak national government, his feelings about democracy, his insistence on the separation of church and state, and belief in individual rights—and suggests that as the United States emerges from the 20th century, it may be moving toward a more Jeffersonian ideal of limited government and the primacy of the individual."
Jill Lepore, Professor of Early American History at Harvard University, speaks about her book, The Name of War: King Philip’s War and the Origins of American Identity, and traces the meanings attached to this brutally destructive war. Lepore examines early colonial accounts that depict King Philip's men as savages and interpret the war as a punishment from God, discusses how the narrative of the war is retold a century later to rouse anti-British sentiment during the Revolution, and finally describes how the story of King Philip is transformed yet again in the early 19th century to portray him as a proud ancestor and American patriot.
From the Colonial Williamsburg: Past and Present Podcasts website—
"Punishments considered cruel and unusual by today’s standards were commonplace in the colonial period. Historian Martha McCartney describes practices intended to shame, horrify and appall."
Would you agree that Puritan New England was the "cradle" of America?
Puritan New England has long been given priority as a model for the development of America as a whole. There are a number of possible reasons for this regional prejudice. For one thing, historians have simply found it easier to research colonial New England because of the abundance of written sources that were created and have survived there. Additionally, the image of Pilgrims and Indians sitting down together at the first Thanksgiving meal makes a more comforting foundational moment than the messy first years at Jamestown, marked as they seem to have been by sloth, greed, and starvation.
The Puritans’ perception of their having been chosen for divine purposes, it has been suggested, also meshes well with America’s sense of manifest destiny, which was not just a geographical expansion, but also a moral one. And of course, the shadow of the Civil War casts itself over the whole question, making it tempting to write the South and its defense of slavery out of the mainstream of national development. This view assumes that the South was always hostile to economic innovation and forgets that slavery also existed in colonial New England.
Therefore, the idea that New England was the cradle of America is composed of different interlocking arguments. Prying them apart, we can ask the following questions:
One historian, Jack Greene, in his book Pursuits of Happiness, makes an argument against the exclusive use of New England as a model of development for later American history. Greene argues that it was precisely to get away from the conditions marking contemporary England that Puritans emigrated in the first place. Their gathered churches, egalitarian society (compared to England), and their rejection of the market economy were all in contrast to developments in England. (1)
As research is now showing, English society at this time was much more mobile than previously thought, and was not composed of stable, static rural communities. (2) Agriculture in England was increasingly a commercial venture, dominated by large landowners who depended on tenants and wage laborers. For those who controlled their own smallholdings, the nuclear family composed of parents and children was not the unit of production, as it was in New England; rather, children were typically apprenticed out, and households employed other laborers. Laborers and apprentices were often involved in nonagricultural pursuits, notably the cloth industry. (3) English society, then, was open, competitive, stratified, and acquisitive, all of which makes New England seem much less English than its name might imply.
Looking at the question from the perspective of the colonial Chesapeake (specifically Jamestown), settlers both brought with them from England and maintained in the New World attitudes and values regarding family, community, work, order, and religion. (4) In addition, by the 1630s the Chesapeake was not the chaotic and divided society often depicted. Political stability had been achieved and community networks had been created despite dispersed settlement patterns. (5) Other historians have noted that despite the lack of personal religious inclinations on the part of individual settlers in Virginia, the colony was founded with religious goals at the forefront, and that the ethos behind these was essentially Puritan. (6)
All of this takes away from New England’s place of primacy as either most English or most unlike other colonies. At the same time, it has been argued that New England did lack traits that other colonies—as well as the later United States—exhibited. It was, for example, much less ethnically diverse than colonies founded later in the 17th century. The Middle Colonies with their Dutch, German, Scotch-Irish, Welsh, Swedish, and Jewish settlers, and even Carolina with Huguenots, Highland Scots, Jews, and a large population of enslaved African Americans offer a better foretaste of the future multiethnic America.
The varying trajectories of the colonies all offered patterns for later American development, and the issue of originary myths did not begin with modern historians, nor even with the Civil War. In the quest for a national identity following the Revolution, each region articulated its own vision and insisted on its own importance to the development of the American character. New Englanders saw their regional characteristics of piety, industry, simplicity, and democracy as essentially American, but felt they were not shared by Southerners due to the widespread institution of slavery. This self-image came to be adopted by other Northern states, and because of migration by New Englanders to Western territories, it was spread there as well. (7) The South was in effect outflanked in its claims to be the repository of American ideals. It is for modern historians to look beyond these regional prejudices and adopt a more nuanced and inclusive view of the formative influences of the American past.
1 Greene, Jack P. Pursuits of Happiness: The Social Development of Early Modern British Colonies and the Formation of American Culture. Chapel Hill, NC: University of North Carolina Press, 1988.
Bushman, Richard. From Puritan to Yankee: Character and the Social Order in Connecticut, 16901765. Harvard University Press, 1967.
2 Whyte, Ian. Migration and Society in Britain: 15501830. New York: St. Martin’s Press, 2000.
3 Wrightson, Keith. English Society, 15801680. New Brunswick, N.J: Rutgers University Press, 1982.
4 Horn, James. Adapting to a New World: English Society in the 17th-Century Chesapeake. Chapel Hill, NC: The University of North Carolina Press, 1994.
5 Kukla, Jon. “Order and Chaos in Early America: Political and Social Stability in Pre-Restoration Virginia.” The American Historical Review, 90:2 (April 1985).
Carr, Lois Green. “Sources of Political Stability and Upheaval in 17th-Century Maryland.” In Planters and Yeomen: Selected Articles on the Southern Colonies, edited by Peter Charles Hoffer (New York: Garland Publishing, 1988).
6 Miller, Perry. "The Religious Impulse in the Founding of Virginia: Religion and Society in the Early Literature.” The William and Mary Quarterly, 5:4 (October 1948).
7 Kermes, Stephanie. Creating an American Identity: New England, 1789-1825. New York: Palgrave Macmillan, 2008.
What taxes were the colonists required to pay by the British around the years 1760-1776?
After British victory in the Seven Years War (1756-1763), Parliament attempted to better organize the British Empire. Among other things, Parliament, led by the ministry of George Grenville, enacted the Sugar Act of 1764 and the Stamp Act of 1765, and so for the first time taxed the British North American colonies. The Sugar Act amended the Molasses Act of 1733 by lowering the duty on French West Indian molasses from 6d per gallon to 3d. Reducing the duty made purchase affordable and so encouraged what the higher duty had discouraged.
The colonists denounced the Sugar Act. They reasoned that British subjects had a sacrosanct right to have their property protected. The power to tax threatened property unless the taxing body was chosen by the tax payers and also had to pay the same taxes it required others to pay. The British House of Commons met neither requirement when it taxed the colonies, and so the colonists concluded that taxation without representation violated property rights.
The colonists made the same argument in response to the Stamp Act. But the Sugar Act was enforced primarily on the oceans and by the navy, meaning that the colonists could not physically prevent the tax from being assessed. The stamp tax required that to be legal most paper products—newspapers, court documents, marriage licenses, wills, even playing cards and dice—carry an official stamp. To work the tax depended on colonists within colonial communities selling the stamps, making suspected stamp distributors vulnerable to the pressure of their neighbors. The Grenville ministry announced the stamp tax in February 1765 to go into effect in November. In the intervening months the colonists protested, rioted, and intimidated anyone suspected of taking the office of stamp distributor. Led by the Sons of Liberty, the colonists made the Stamp Act unenforceable before it even began. In 1766 the new Rockingham ministry repealed the Stamp Act but only amended the Sugar Act lowering the duty to 1d per gallon. The experience showed that the colonists opposed all parliamentary taxation but that they could much more easily prevent internal taxes than external ones.
The Chatham ministry came to power in 1767 and enacted new taxes, the Townshend Acts, that year. These external taxes taxed lead, glass, paint, and especially tea. The Townshend Acts provoked the same ideological criticism and led colonists to have grave concerns that British liberty was not safe within the empire. Because the taxes were external they were much harder to prevent but by 1769 the colonists had organized a boycott movement. Growing tensions caused troops stationed on the western frontier to be reassigned to Boston, which led to the famous Boston Massacre on March 5, 1770. The new first minister, Lord North, had already decided to repeal most of the Townshend Acts, which were threatening to tear apart the empire.
In 1770 North repealed all of the acts except for the tax on tea, the most lucrative of the taxes. The remaining tax kept relations tense and suspicious. Finally in 1773 North sought to resolve the impasse. He replaced the last Townshend Act with the Tea Act of 1773. The act was meant to bail out the East India Company, make clear Parliament’s authority to tax the colonies, and make the price of tea cheaper for colonists than it had been before. North reasoned that no colonists could fear an act that made them drink cheaper tea. He was wrong and the Boston Sons of Liberty threw 342 chests of tea into Boston Harbor on December 16, 1773. The Boston Tea Party destroyed tea worth £11,000 or about $1.5 million today. That was the last tax Parliament ever imposed in the colonies. The Tea Party caused the passage of the Coercive Acts of 1774, which were punitive laws meant to punish Massachusetts, but were not taxes. The Coercive Acts led to the first and second Continental Congresses and, ultimately, to the declaration of independence. So taxes did not cause the American Revolution, but taxation without representation did create a climate of suspicion and fear that provoked the events which did.
Carp, Benjamin. Defiance of the Patriots: The Boston Tea Party and the Making of America, first edition. New Haven: Yale University Press, 2010.
Jensen, Merill. The Founding of a Nation, A History of the American Revolution 1763-1776 Oxford: Oxford University Press, 1968.
Maier, Pauline. From Resistance to Revolution: Colonial Radicals and the Development of Opposition to Britain, 1765-1776. New York: W. W. Norton & Company, 1992.
Morgan, Helen and Edmund S. Morgan. The Stamp Act Crisis: Prologue to Revolution Chapel Hill: The University of North Carolina Press, 1995.
Thomas, P.D.G. (Peter). Townshend Duties Crisis: The Second Phase of the American Revolution, 1767-1773 Claredon Press, Oxford University Press, 1987.
Created as a companion to the PBS series of the same name, this well-produced site traces the history of Africans in America through Reconstruction in four chronological parts. The site provides 245 documents, images, and maps linked to a narrative essay.
"The Terrible Transformation" (14501750) deals with the beginning of the slave trade and slavery's growth. "Revolution" (17501805) discusses the justifications for slavery in the new nation. "Brotherly Love" (17911831) traces the development of the abolition movement. "Judgment Day" (18311865) describes debates over slavery, strengthening of sectionalism, and the Civil War. In addition to the documents, images, maps, and essay (approximately 1,500 words per section), the site presents 153 brief (150-word) descriptions by historians of specific aspects on the history of slavery, abolition, and war in America. The site provides a valuable introduction to the study of African-American history through the Civil War.
A presentation of more than 25 "of the most treasured documents in the holdings of the National Archives" with 10 contextual essays of up to 300 words in length. Arranged in chronological sections, corresponding to eras suggested by the National Standards for History, this site provides facsimile reproductions of important documents relating to diplomacy, presidents, judicial cases, exploration, war, and social issues. Includes the Treaty of Paris ending the American Revolutionary War (1783); receipts from the Lewis and Clark expedition (1803); the judgment in the Supreme Court's Dred Scott Decision (1857); Robert E. Lee's demand for the surrender of John Brown at Harper's Ferry in 1859; the Treaty of 1868 with the Sioux Indians; an 1873 petition to Congress from the National Woman Suffrage Association for the right of women to vote, signed by Susan B. Anthony, Matilda Joslyn Gage, and Elizabeth Cady Stanton; and a 1940 letter from student Fidel Castro to Franklin D. Roosevelt asking for a ten-dollar bill. Provides links to teaching suggestions for two of the documents. A good site for introducing students to a variety of the forms of documentation accumulated in the collections of the Archives.
This site was designed as a resource for teachers and students of Civics, grades K-12, in Michigan public schools. The site provides access to 118 primary source documents and links to 71 related sites. Of these documents, 22 are speeches, 34 are photographs or paintings, and five are maps. The site is indexed by subject and "core democratic values" as determined by Michigan Curriculum Framework. A section for teachers includes one syllabi each for primary, middle, and high school courses. The syllabi are accompanied by interviews with the teacher who developed the assignments and by a student who participated in the curriculum, as well as by examples of student work. "Adventures in Civics" presents student visitors with a 178-word essay on Elian Gonzalez and an essay assignment for each grade level on what it means to be an American. The site links to six articles and 17 sites about Gonzalez.
Students may use a multimedia library, simultaneously searchable by era, grade-level, and core democratic value. The site also provides a timeline of American history with 163 entries (five to 500-words). The site provides a 1,000-word explanation of core democratic values and links to 41 other government and university sites about American history and civics. This site will probably be most interesting and useful for teachers looking for curriculum ideas.
What makes a colony successful or unsuccessful? Why did the Roanoke colony fail while the Jamestown settlement succeeded?
The greatest factor allowing Europeans to gain a foothold in North America had nothing to do with good planning. The colonization of the Americas by Europeans was built on the aftermath of disease. Old world illnesses such as influenza and smallpox wiped out 90% of the pre-contact population of the Americas within 100 years of Columbus landing in the Caribbean. In Meso-America, Nahuatl-speaking people remembered that, "Before the Spaniards appeared to us . . . an epidemic broke out, a sickness of pustules. Large bumps spread on people; some were entirely covered. They spread everywhere, on the face, the head, the chest, etc. The disease brought great desolation; many people died of it . . . And when things were in this state, the Spaniards came" (1). Disease reached the region we now call Virginia long before John Smith, and disease was one reason the Native communities of the area entered into confederation with one another—to protect themselves from incursions by the Spanish, who they knew brought illness with them.
Similarly, when the first Pilgrims reached New England in 1620, they stepped into a world where up to 90% of the local people had recently died, probably from the bubonic plague. The psychic, spiritual, material, and political effects of such staggering losses cannot be overstated. The indigenous people of the Americas were often in no position to insist that Europeans leave.
Alliances with the Native people who remained were, however, essential if colonists hoped to survive the rigors of new environments. The Mattaponi people of Virginia recalled that English colonists didn't bring enough food with them to feed themselves, and the ships' manifests reveal that too many of the colonists were gentlemen, and too few were laborers, resulting in a lack of knowledge and skill to adequately plant and bring in a harvest. The colonists initially knew little about the soil or climate of the places in which they hoped to live. Without Native knowledge—such as the advice to bury dead fish as fertilizer in New England soil—colonists would have starved. As it was, they faced their own battles with malnutrition and disease, and here the Pilgrims may have done better than the Virginians—the former, at least, had sufficient women in the party to take charge of the washing, cooking, and healing that was necessary to survive the rigors of American life.
Why did Roanoke colony fail? It was, like later English colonies, poorly supplied, and the first colonists were actively hostile toward local Native people. This lack of allies would have made survival as an autonomous community especially difficult—surviving as distinctly Englishmen and women may have been impossible. Some historians theorize that the colonists left Roanoke and were absorbed into local Native communities in small groups. If we judge success in terms of an individual's survival, this was a successful tactic. If we judge success by the establishment of long-lasting English colonies on American soil, then Roanoke failed.
List (by occupation) of the original settlers at Jamestown (at Virtual Jamestown).
Custalow, Linwood "Little Bear," and Angela L. Daniel "Silver Star." The True Story of Pocahontas: The Other Side of History. Golden, CO: Fulcrum Publishing, 2007.
Philbrick, Nathaniel. Mayflower: A Story of Courage, Community, and War. New York: Viking, 2006.
Restall, Matthew, Lisa Sousa, and Kevin Terraciano, eds. Mesoamerican Voices: Native-Language Writings from Colonial Mexico, Oaxaca, Yucatan, and Guatemala. New York: Cambridge University Press, 2005.