Lesson 8: Colonial Society Flashcards

1
Q

Apprentice Definition

A

A person who learns a trade or craft from a master

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2
Q

Dame School Definition

A

A school run by women, usually in their own homes

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3
Q

The Enlightenment Definition

A

the movement in Europe in the 1600s and 1700s that emphasized the use of reason

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4
Q

Gentry Definition

A

The highest social class in the English colonies

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5
Q

Great Awakening Definition

A

A religious movement in the English colonies in the mid-1700s, also known as the First Great Awakening

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6
Q

Libel Definition

A

The act of publishing a statement that may unjustly damage a person’s reputation

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7
Q

Middle Class Definition

A

In the English colonies, a class that included skilled craftworkers, farmers, and some tradespeople

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8
Q

Libel (Noun) Definition

A

a false written or printed statement that damages a person’s reputation

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9
Q

Who was at the top of Colonial Society?

A

At the top of society stood the gentry. The gentry included wealthy planters, merchants, ministers, successful lawyers, and royal officials. They could afford to dress in the latest fashions from London.

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10
Q

Who was in the Middle Class?

A

Below the gentry were the middle class. The middle class included farmers who worked their own land, skilled craft workers, and some tradespeople. Nearly three quarters of all white colonists belonged to the middle class. They prospered because land in the colonies was plentiful and easy to buy and because skilled work was in high demand and paid relatively well.

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11
Q

Who were in the Lower Social Classes after the Middle Class?

A

The lower social classes included hired farmhands and indentured servants. Far below them in status were enslaved Africans and African Americans.

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12
Q

How did someone become an indentured servant and what did they do?

A

Indentured servants signed contracts to work without wages for a period of four to seven years for anyone who would pay their ocean passage to the Americas. When their term of service was completed, indentured servants received “freedom dues”: a set of clothes, tools, and 50 acres of land. Because there were so few European women in the colonies, female indentured servants often shortened their terms of service by marrying.

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13
Q

How many indentured servants were brought to America?

A

Thousands of men, women, and children came to North America as indentured servants. After completing their terms, some became successful and rose into the middle class.

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14
Q

From New Hampshire to Georgia, what was the main means of survival for colonists.

A

From New Hampshire to Georgia, most colonists survived by farming. Men worked long hours planting crops, tending the fields, and raising livestock—pigs, cows, and other farm animals. Anything beyond what the family needed to live was taken to markets to sell. Families also traded crops and livestock with their neighbors for additional goods.

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15
Q

What were the roles of men and women on farms, away from the backcountry?

A

While men typically did much of the agricultural work, women often worked within the home. They worked hard taking care of the household and the family. By the kitchen fire, they cooked the family’s meals. They milked cows, tended chickens and a vegetable garden, watched the children, cleaned, did laundry by hand, and made candles, cheese, and clothes.

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16
Q

What were the roles of men and women on farms in the backcountry?

A

Life was different in the backcountry, out beyond more settled lands. Life was difficult, and wives and husbands often worked side by side in the fields at harvest time. With so much to be done, no one worried whether harvesting was proper “woman’s work.”

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17
Q

What was the work life like for women in cities?

A

In cities, women sometimes worked outside the home. A young single woman from a poorer family might work for one of the gentry as a maid, a cook, or a nurse. Other women were midwives, who delivered babies. Still others sewed fine hats or dresses to be sold to women who could afford them. Learning such skills often required years of training. Some women learned trades from their fathers, brothers, or husbands. They worked as butchers, shoemakers, or silversmiths. Quite a few women became printers. A woman might take over her husband’s business when he died.

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18
Q

What was work life like for men in cities?

A

Men often worked in trades, for example as coopers (who made and repaired wooden barrels), blacksmiths, and silversmiths. Most large towns in the colonies were seaports, where merchants and traders brought goods to and from Europe. As this trade grew, more men also took on jobs as bankers, lawyers, and businessmen.

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19
Q

What were some jobs of educated men in the colonies?

A

Some educated men in the colonies became politicians. Others were pamphleteers, who wrote and distributed small booklets informing people on a subject. There were many doctors in the colonies, where illness was common. However, medical training varied. A surgeon might be a barber with little real medical training.

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20
Q

How did African and African-American culture diffuse through farming?

A

By the mid-1700s, the culture of Africans and African Americans in the colonies varied greatly. On rice plantations in South Carolina, enslaved Africans used methods from West Africa for growing and harvesting rice. For example, flat baskets holding the grains were shaken in the wind to separate the grains from leaves and other particles. Then a wooden mortar and pestle were used to clean the grains.

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21
Q

How did African-American culture diffuse through language?

A

Language is another area where African influences were strong. In some coastal areas, enslaved Africans spoke a distinctive combination of English and West African languages known as Gullah (GULL uh). Parents often chose African names for their children, such as Quosh or Juba or Cuff.

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22
Q

How was life like for Africans in Charleston and other South Carolina port towns?

A

In Charleston and other South Carolina port towns, some Africans worked along the dock, making rope or barrels or helping to build ships. Skilled craftsworkers made fine wooden cabinets or silver plates and utensils. Many of their designs reflected African artistic styles. Although most Africans in these towns were enslaved, many opened their own shops or stalls in the market. Some used their earnings to buy their own and their family’s freedom.

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23
Q

How was slave labor like in the North and South during the 1700s?

A

In the Middle Colonies and New England, the African and African American population increased during the 1700s. Africans and African Americans in the northern colonies included both free and enslaved people. Their numbers were much lower than in the Southern Colonies. However, they were still an important part of the population. In some of the Middle Colonies, such as New York, there were even plantations that relied on slave labor. Often, these plantations produced grains and meat for sale to feed enslaved workers in the Southern Colonies or the West Indies.

24
Q

What happened as more colonists brought their own distinctive art style from their homelands?

A

Colonists brought with them the artistic traditions of their homelands. New artistic styles also developed that reflected colonial society. Wealthy gentry decorated their homes with paintings of landscapes and religious art. Furniture, houses, and clothing were often decorated with intricate carvings or designs.

25
Q

How were paintings that celebrated important people of a particular time view in Colonial Society? How about portraits?

A

Paintings that celebrated important people of the time were especially popular works of art. Those who could afford it hired artists to paint portraits of their family members. These portraits showed off the family’s importance and provided a valuable keepsake to be passed on for generations to come. Portraits also honored famous individuals and key events. One of the oldest surviving colonial portraits is of New Netherland Governor Peter Stuyvesant, painted in the 1660s.

26
Q

How were prints viewed in Colonial Society by families?

A

Prints were also popular in colonial families. These were small engravings scratched into metal or carved into wood. Printmakers used the metal or wood with ink, paper, and a press to make a picture that could be easily reproduced. Many people had prints of famous figures, such as politicians or clergymen.

27
Q

Where did artists get an education? Were they wealthy?

A

Many artists were self-taught. Few became wealthy from their work. They often traveled from town to town in search of people who wanted portraits done. The paintings they left behind are like time capsules. Much like photographs do today, they show how people dressed, what their tastes were like, and how their families lived.

28
Q

How was the literature in Colonial Society?

A

Literature also developed in the colonies. The first colonial printing press was built in Massachusetts in 1640. It printed religious books and books for Harvard College. With the spread of printing, more colonists began to read. Colonists read reprints of European books and books by American writers. One of the most popular—and particularly American—types of stories was the captivity tale. In these stories, a white settler was captured by Native Americans and had to overcome hardships in order to escape.

29
Q

How was the music in Colonial Society?

A

Music was another popular art form in the colonies. Colonists brought popular folk music from Europe. They sang and danced at weddings and other celebrations.

30
Q

How did Africans influence music?

A

Enslaved Africans brought musical traditions with them from Africa. These traditions combined with European traditions in musical forms such as work songs and spirituals, or religious songs.

31
Q

How was music and religion related?

A

Music was closely tied to religious life for many colonists. New organs appeared in churches. The hymns people sang grew especially popular during the Great Awakening.

32
Q

What was the religious revival in the 1730s and 1740s in Colonial Societies known as?

A

In the 1730s and 1740s, a religious revival, or movement, known as the Great Awakening swept through the colonies. It is sometimes also known as the First Great Awakening to distinguish it from later religious revivals. Its drama and emotion touched women and men of all races, ethnic backgrounds, and classes.

33
Q

What was Jonathan Edwards’ role in the Great Awakening?

A

A New England preacher, Jonathan Edwards, helped set off the Great Awakening. In powerful sermons, Edwards called on colonists, especially young people, to examine their lives. He preached of the sweetness and beauty of God. At the same time, he warned listeners to heed the Bible’s teachings. Otherwise, they would be “sinners in the hands of an angry God,” headed for the fiery torments of hell. The powerful sermons of preachers such as Edwards were one of the main causes of the Great Awakening.

34
Q

What was George Whitefield’s role in the Great Awakening?

A

In 1739, when an English minister named George Whitefield arrived in the colonies, the movement spread like wildfire. Whitefield drew huge crowds to outdoor meetings. An enthusiastic and energetic preacher, his voice would ring with feeling as he called on sinners to repent. After hearing Whitefield speak, Jonathan Edwards’s wife reported, “I have seen upwards of a thousand people hang on his words with breathless silence, broken only by an occasional half-suppressed sob.”

35
Q

How did Anglicans react to Whitefield’s preaching? How did Baptists and Methodists benefit from the Great Awakening?

A

Some groups, like the Anglicans, disagreed strongly with Whitefield. Others, like the Baptists and Methodists, found new opportunities to expand during the Great Awakening as people revisited their faith.

36
Q

How did the Great Awakening bring people closer together?

A

The Great Awakening aroused bitter debate. People who supported the movement often split away from their old churches to form new ones. Opponents warned that the movement was too emotional. Still, the growth of so many new churches forced colonists to become more tolerant of people with different beliefs. Also, because the Great Awakening appealed to people in all of the colonies, from different classes and ethnic backgrounds, it brought colonists together for the first time. Ties formed during the Great Awakening helped form the groundwork for future bonds among the colonies.

37
Q

How did the role of parishes in Colonial Society influence democratic thinking?

A

In the colonies, members of most churches controlled their parishes. The role parishes played in local communities made people think about the importance of self-rule—a key factor in the development of American democracy.

38
Q

How did the Great Awakening influence democratic thinking?

A

The Great Awakening contributed in another way to the spread of democratic feelings in the colonies. Many of the new preachers were not as well educated as most ministers. They argued that formal training was less important than a heart filled with the holy spirit. Such teachings encouraged a spirit of independence. Many believers felt more free to challenge authority when their liberties were at stake. People began to think differently about their political rights and their governments. They felt if they could figure out how to worship on their own and how to run their own churches, then they could govern themselves with those same virtues. Eventually, many of these colonists would challenge the authority of colonial governors and the English king.

39
Q

Among the colonists, who were the most serious about education and why?

A

Among the colonists, New Englanders were the most concerned about education. Puritans taught that all people had a duty to study the Bible. If colonists did not learn to read, how would they fulfill this duty?

40
Q

What did Massachusetts do to promote education?

A

In 1642, the Massachusetts assembly passed a law ordering all parents to teach their children “to read and understand the principles of religion.” They also required all towns with 50 or more families to hire a schoolteacher. Towns with 100 or more families also had to set up a grammar school to prepare boys for college. In this way, Massachusetts set up the first public schools, or schools supported by taxes. Public schools allowed both rich and poor children to receive an education.

41
Q

How were early New England schools like in the New England colonies?

A

The first New England schools had only one room for students of all ages. Parents paid the schoolteacher with corn, peas, or other foods. Each child was expected to bring a share of wood to burn in the stove. Students who forgot would find themselves seated in the coldest corner of the room!

42
Q

How was education like in the Middle Colonies?

A

In the Middle Colonies, churches and individual families set up private schools. Because pupils paid to attend, only wealthy families could afford to educate their children.

43
Q

How was education like in the Southern Colonies?

A

In the Southern Colonies, people often lived too far from one another to bring children together in one school building. Some planters hired tutors, or private teachers. The wealthiest planters sent their sons to school in England. As a rule, enslaved African Americans were denied education of any kind.

44
Q

How did boys, whose parents wished for them to learn a trade or craft, learn?

A

Boys whose parents wished them to learn a trade or craft served as apprentices (uh PREN tis ez). An apprentice worked for a master to learn a trade or a craft. For example, when a boy reached the age of 12 or 13, his parents might apprentice him to a master glassmaker. The young apprentice lived in the glassmaker’s home for six or seven years while learning the craft. The glassmaker gave the boy food and clothing. He was also supposed to teach his apprentice how to read and write and provide him with religious training. In return, the apprentice worked without pay in the glassmaker’s shop and learned the skills he needed to set up his own shop. Boys were apprenticed in many trades, including papermaking, printing, and tanning (making leather).

45
Q

Where did women learn? What did Dame Schools teach?

A

In New England, most schools accepted only boys. However, some girls attended dame schools, or private schools run by women in their own homes, that taught them how to run a household. Other girls, though, usually learned skills from their mothers, who taught them to cook, make soap and candles, spin wool, weave, sew, and embroider. A few learned to read and write.

46
Q

What did Puritan John Eliot do in 1633?

A

In 1633, Puritan John Eliot spoke of the need for Massachusetts to establish an official college. Institutions of higher learning were held up as a way to promote European culture in the Americas. As Eliot cautioned, “if we no[u]rish not L[e]arning both church & common wealth will sinke.”

47
Q

When was Harvard established? How did its establishment lead to more colleges?

A

Harvard College opened in 1638 with 10 students. The goal of the college was to educate future ministers. It was modeled after English schools, where students studied six days a week in Latin and Greek. It was open only to men. By the late 1600s, however, Harvard graduates were moving away from the ministry. Some became physicians, public servants, or teachers. The College of William and Mary opened in Virginia to prepare men for the Anglican ministry. Yale College in Connecticut aimed to educate clergymen. Gradually, however, nine colleges opened over the following century and expanded their areas of study. Students could learn other subjects, such as medicine and law.

48
Q

What did European scientists begin doing during the 1600s?

A

During the 1600s, European scientists began to use reason and logic instead of superstition to understand the world. They developed theories, and then performed experiments to test them. In doing so, they discovered many of the laws of nature. The English scientist Isaac Newton, for example, explained the law of gravity.

49
Q

Why is the movement called the Enlightenment?

A

European thinkers of the late 1600s and 1700s believed that reason and scientific methods could be applied to the study of society. They tried to discover the natural laws that governed human behavior. Because these thinkers believed in the light of human reason, the movement that they started is known as the Enlightenment.

50
Q

What did John Locke do to push the Enlightenment?

A

John Locke, an English philosopher, wrote works that were widely read in the colonies. He said people could gain knowledge of the world by observing and by experimenting.

51
Q

In English colonies, who did the Enlightenment spread to?

A

In the English colonies, the Enlightenment spread among better educated colonists. They included wealthy merchants, lawyers, ministers, and others who had the leisure to read the latest books from Europe. Urban craftsmen also heard and discussed these ideas.

52
Q

What did the Enlightenment emphasis?

A

Reason, logic, and individualism

53
Q

When was Benjamin Franklin born? What did his education look like?

A

Franklin was born in 1706, the son of a poor Boston soap and candle maker. Although he had only two years of formal schooling, he used his spare time to study literature, mathematics, and foreign languages.

54
Q

What did Benjamin Franklin do at age 17?

A

At age 17, Franklin made his way to Philadelphia. There, he built up a successful printing business. His most popular publication was Poor Richard’s Almanack. Published yearly, it contained useful information and clever quotes, such as “Early to bed, early to rise, makes a man healthy, wealthy, and wise.”

55
Q

What were some of Benjamin Franklin contributions?

A

Franklin suffered from poor eyesight, so he invented bifocal glasses to help himself—and countless others—see better. Franklin also invented a new kind of iron stove. It was set in the middle of a room instead of in a wall, and it kept houses warmer without filling them with smoke. Another one of Franklin’s inventions, the lightning rod, protected buildings from catching fire in a storm because of lightning strikes. As a community leader, Franklin persuaded Philadelphia officials to pave streets, organize a fire company, and set up the first lending library in the Americas. Franklin’s inventions and his public service earned him worldwide fame.

56
Q

What was the influence of colonial cities and towns?

A

While most colonists lived on farms, towns and cities strongly influenced colonial life. Through the great ports of Philadelphia, New York, Boston, and Charleston, merchants shipped products overseas. Towns and cities also served as centers of a busy trade between the coast and the growing backcountry.
Culture flourished in the towns. By the mid-1700s, many colonial towns had their own theaters. Town dwellers found entertainment at singing societies, traveling circuses, carnivals, and horse races. In 1704, John Campbell founded the Boston News-Letter, the first regular weekly newspaper in the English colonies. Within 50 years, each of the colonies, except New Jersey and Delaware, had at least one weekly paper.

57
Q

What was the influence of John Peter Zenger’s trial?

A

The growth of colonial newspapers led to a dispute over freedom of the press. John Peter Zenger published the Weekly Journal in New York City. In 1734, he was arrested for publishing stories that criticized the governor. Zenger was put on trial for libel—the act of publishing a statement that may unjustly damage a person’s reputation. Zenger’s lawyer argued that, since the stories were true, his client had not committed libel. The jury agreed and freed Zenger. At the time, the case did not attract a great deal of attention. However, freedom of the press would become recognized as a basic American right.