History 1

The Revolution Begins

Welcome to class, scholars. Now let's take a look at this picture right here. You'll see it from the Battle of Princeton, which took place during the Revolutionary War. And in this picture it shows various scenes from the battle. Now, in the red are the Redcoats, and in the green are the Continentals. 00:00:19 Now, what's happening here is that the British Redcoats have just killed a General Mercer, a Continental general. On the brown horse here, you'll see the first president and the leader of the Continental Army, General George Washington. So today, we're going to be taking a look at some of the Revolutionary War battles during the late 1700s. Section 2 00:00:01 TEACHER: Well, we're going to begin by looking at the first meeting in Lexington. Now we're going to see that this meeting was not a very nice meeting. Now what happened in 1775 is that the British General Gage was ordered to put down unrest in the colonies. Now to do this, he sent soldiers to seize weapons that the colonists had been collecting in the 00:00:20 Massachusetts town of Concord. He also sent troops to Lexington as well, another Massachusetts town. However, in this town of Lexington, American colonists met the British redcoats, and at that Lexington, on the Lexington Green, the first shot of the Battle of Lexington was called the "shot heard 'round the world." And the reason it's called the "shot heard 'round the world" 00:00:43 is that it started this world conflict between the American colonists and the British Empire, but it would also bring in all these other world empires. However, the issue is is that no one knows who fired the first shot, whether it was the British, whether it was the Americans, but it is called the "shot heard 'round the world." And you can actually see it started the fight between the British and the colonists. 00:01:05 Right here, you can see an American colonist loading his weapon. You can see other colonists in the background, and they're shooting down. And you look here, that these are the British soldiers shooting back at the American colonists right there. However, even though the American colonists and the British have started firing at each other, there was still 00:01:25 the question of peace or war. And many colonists did not want to break away from Great Britain. The reason why is that they felt loyal to them, and they earned their name as Loyalists. They were loyal to the British Empire. They saw Britain as the rightful government and King George as the rightful king over the American colonists, 00:01:48 and they urged other colonists to reconcile with Great Britain. Reconcile means to come together, to say, hey, we had our problems. We had our fights, but let's come back together. So these people were called Loyalists, and they pursued the policy of peace rather than war against Great Britain. Section 4 00:00:01 Let's take a look at these lesson objectives. So by the end of this lesson, you should definitely be able to describe the effects of the Siege of Boston and the Battle Bunker Hill that ensued. In addition to that, you're going to be able to identify the steps that the Second Continental Congress took to avoid war with Great Britain. The third one is you're going to explain the importance of 00:00:23 the book that was written, Common Sense, in the growth of the revolutionary spirit amongst the colonies. And finally, you're going to be able to analyze Paine, the person who wrote Common Sense, his arguments for independence after reading the passage from Common Sense. Instruction Section 1 00:00:01 So the big question we're going to be looking at today is, what influenced American colonists to favor independence from the British Empire. We're first going to be looking at the Siege of Boston, which took place after the battles of Lexington and Concord. Following that, we're going to look at the attempts of reconciliation done by the second Continental Congress. 00:00:20 The last thing we're going to take a look at is Thomas Paine's fundamental work called Common Sense. But like we said, let's first take a look at the Siege of Boston. Section 2 00:00:01 So, after the battles of Lexington and Concord, the British had to retreat. Now, they retreated to their main base at Boston, but all along their retreat, the colonial soldiers, they continued to attack them all the way from Lexington to Boston, about 20 some odd miles. Now, the British held Boston, as you can see here with the orange triangles. 00:00:24 They held the peninsula of Boston, however, the Americans held all the land surrounding it. But we have to remember that these Americans that were surrounding Boston had put in a siege on Boston, they were not well trained, however, they were extremely persistent. Now, the Americans wanted to force the British out of Boston. 00:00:45 The way they found that was to occupy Bunker and Breeds Hill across the way from Boston. So let's take a look at this battle. Now, like we said, the Americans came, used their superior force, and occupied these hills here. And what happened was that the British saw this and immediately wanted to retake those hills. Take a look at this picture right here. 00:01:11 You can see the charge of the British Redcoats at Breeds and Bunker Hill. Now, the British attacked the hill three separate times. The first two, they were completely crushed and beat back. But on the third rush up the hill, of the picture shown here, the British were eventually successful in taking the hill. 00:01:34 However they were able to take the hill, the Americans considered it a victory because of the massive amount of casualties they inflicted upon the British. So, let's take a look at this American army that inflicted this serious damage to the well trained force of the British. It boosted the confidence. After the battles of Breeds and Bunker Hill, General 00:01:55 Washington, who was commander, was appointed commander in chief of the forces. In addition, he organize the army and the supplies, he disciplined them, this into this polyglot group, into a unified fighting force. He motivated those troops to keep the siege of Boston going. And finally, after all that hard work, in March 1776, he 00:02:19 succeeded in forcing the British out of Boston. Section 4 00:00:01 So, if you all are ever in Boston, I highly recommend that you take a look at this piece of living history and take a ride or a walk along the Freedom Trail. The Freedom Trail is a 2.5 mile stretch of red brick all around Boston that leads to 16 historic sites around it. And this trail includes the monument to the Battle of Bunker Hill, which you can see on the right. Section 5 00:00:02 So we just took a look at the Battle of Breed's and Bunker Hill, the Siege of Boston, the Battles of Lexington and Concord, and we learned that the main problem facing the colonists was the lack of supplies. We also saw the effects of that battle. Now we have to remember that there were attempts to reconcile the differences between the British and the Americans during the Second Continental Congress, or to 00:00:24 bring peace. So now let's take a look at some of those efforts to bring peace between the colonists and the British. Section 6 00:00:01 There were two major events that took place in an attempt to reconcile to bring peace between the British and the Americans that had just started fighting. It was during the Second Continental Congress in May 1775 when the fighting, you have to remember, had already begun in the Battle of Breeds and Bunker Hill, Lexington and Concord. And what happened was that this Congress, which you can 00:00:22 see on your right, they focused on addressing complaints of unfair taxing, policies that they felt were unfair. Now, you have to remember that most delegates, even though fighting had already started, they did not want to seek independence from Britain. They still wanted to reconcile, to bring together, the two groups. 00:00:42 And so what they created was an Olive Branch petition. It was mainly written by John Dickinson. And what it stated was a desire to remain loyal to the crown, that we do not want to break from you, Great Britain, we want to be part of you. And it asked the King to address their complaints, not Parliament. The Continentals thought Parliament was the problem, so 00:01:04 it asked on behalf of the King, saying, please help us. And finally, it promised that the colonists, we will lay down our arms. We will stop fighting you if you address our grievances, and we will make peace with you if you do. Section 8 00:00:01 Well, after all that trouble of writing the Olive Branch Petition and sending it off to the King, let's see how he responds. This man on the right was George III, the King of Great Britain during the time, and he actually rejected the Olive Branch Petition. And in fact, he didn't even look at it. Incredible. 00:00:17 And he declared the colonies are in open rebellion. And what that was is that it allowed parliament to pass to Prohibitory Act. Now what that did was, it closed all the American ports to overseas trade. In addition to that, it also allowed British ships to start seizing and taking American ships that they found at sea. Section 10 00:00:01 Again, the question that we're really looking at today is, what influenced American colonists to favor independence from the British Empire? Now, we already looked at when the shooting actually began in Lexington and Concord, which led to the Siege of Boston, the kicking out of the British, the rise of George Washington as the Continental Commander. We also looked at the attempts at reconciliation, the Olive 00:00:26 Branch Petition, that we just saw was completely rejected by the king. And the closure of the American ports, which forced even more Americans to get into the anti-British camp. Now let's take a look at sort of the nail in the coffin, if you will, that really solidified American support for an American independence from Great Britain. And that was Common Sense, written by Thomas Paine. Section 11 00:00:01 In 1776, we need to remember that most of the colonists were not anti-British, they actually wanted to remain loyal to them. These we called Loyalists, surprisingly. And so in order to drive the point home is that during this time, George Washington and his fellow officers who were fighting British soldiers still toasted to the British King George III. 00:00:24 And another reason why a lot of Americans were afraid to break away is that merchants did most of their fair trade with the British. So if they broke away, they'd lose their trade partner and consequently lose lots and lots of money. A third was just terror, and being afraid. People were afraid that if they broke away from Great Britain or had anti-British sentiments, they would be 00:00:47 killed, hanged, ostracized. So they definitely didn't want that. However, attitudes began to change with the publication of Common Sense by Thomas Paine, who argued for American independence. Now he published this in 1776. And it sort of broke down the reasons why America should break away from Great Britain. 00:01:11 It attacked the ideas of monarchy, the idea of a king or a queen ruling a people. And it was written, and possibly most importantly, in plain English, so that any American who picked it up could read it. So that was extremely important. So it was available to the masses. Now here's the man who wrote it, Thomas 00:01:29 Paine, on your right. So he was born in England, surprisingly, but he adopted the American cause for independence. He actually worked as a corset maker, which is a piece of women's clothing, and surprisingly, a tax collector. And he moved to Philadelphia in 1774 and became a journalist. Now with the encouragement of Benjamin Rush, he published 00:01:51 Common Sense. So let's dive into it and take a closer look at Common Sense. What it did was it fundamentally rejected monarchy. He said that it was dangerous, that the idea of a king ruling a people was a scary, scary notion. And he said, look, all men are born equal, so no family has the right to rule over everyone else. 00:02:13 If we're all equal, no person is better than the next. And he said that the British were taking advantage of that. They were taxing the Americans unfairly. They were not treating them as equals. In addition, he said America was too large and too far away to be ruled by Britain. You need to remember that there were 3,000 miles separating Great Britain and the Americans. 00:02:37 So therefore, in Common Sense, he said America needs to be an independent nation, free of the British. Now what he promoted was a representative form of government. So like we said, he said America needs to be a separate nation. He believed America's destiny was to be independent. We're going to come back to destiny in later lessons. 00:02:58 It's a common theme throughout American history. And he wanted American people to hold the power, not a distant monarch 3,000 miles away. And he suggested ideas to elect members of Congress and a President, instead of a king. So let's take a look at Common Sense to begin with. I'm first going to read you this part of it. It says, "the cause of America is in a great measure the 00:03:25 cause of all mankind. The laying a Country desolate with Fire and Sword, declaring War against the natural rights of all mankind, and extirpating the Defenders thereof from the Face of the earth is the Concern of every Man to whom Nature hath given the Power of feeling." So a bit of Old English there. But let's break it down and you can definitely see some of 00:03:48 the things he's talking about. To begin with, he's saying this is a cause of all mankind, that anyone in America, this is a cause for them. So it sort of includes every single American. Also, he's saying that the king, Parliament, Great Britain is laying the country, the United States, desolate with fire and sword. 00:04:11 He's declaring war. He's destroying this nation. Again, he says all mankind, including everyone. And extirpating means destroying or killing off. So he is trying to say that the British are trying to kill off the Americans and destroy their natural rights. Now this pamphlet, which was only 50 pages, became a phenomenal success in America. 00:04:39 It was a best seller in the Colonies. It sold over 120,000 copies in the first three months. In addition, it changed Americans' attitudes towards independence. Where before some of them were maybe thinking, I don't know about this, it actually ended up solidifying anti-British feeling and a cause for American independence. Summary Section 1 00:00:01 So again, let's take a look at the lesson question. It was, what influenced American colonists to favor independence from the British Empire. Section 2 00:00:02 Let's take a look at everything that we learned, and we studied, and looked into today. It all started when colonial militiamen, they were able to trap the British in the peninsula of Boston and surround that area. Upon surrounding, they occupied the hills of Breed's and Bunker Hill, which the Americans successfully took over. 00:00:23 The British went across the way and were able, after three attempts, to kick them out. However, it showed that the Americans could and would fight against the British. After that battle General George Washington was appointed as commander in chief. And in addition, Congress said that they would raise money and prepare for war. 00:00:42 But while preparing for war, they also sought reconciliation to bring the British and Americans back together. They did that with John Dickinson writing the Olive Branch Petition where they asked the King to intervene on their behalf. Now the King rejected that Olive Branch Petition, and he said the colonies are in open rebellion. 00:01:04 And he passed the Prohibitory Acts. The rejection and the passage of the Prohibitory Acts really weakened support for the Americans who wanted to be calm and stay loyal with the British. So the support for them declined. Now they definitely declined with the passage and the writing of Common Sense, which was written by Thomas Paine, and it outlined the reasons why Americans should be 00:01:31 independent nation. And finally, his writing of this, it really increase support for independence. Assignment Section 1 00:00:02 Well, we've already looked at the phenomenal effects to Thomas Payne's work Common Sense had on the cause for independence. So in this assignment, you're going to read excerpts from the pamphlet and answer questions about it. Let's take a look at one of those. Now, I'm going to read it first. "In England a King hath little more to do it than to make war 00:00:22 and give away places; which, in plain terms, is too empoverish the nation and set it together by the ears. A pretty business indeed for a man to be allowed 800,000 sterilings a the year for, and worshipped into the bargain! Of more worth is one honest men to society in the sight of God, than all the crowded ruffians that ever lived." So again, we said this is sort of old English, but let's point out a couple things. 00:00:50 So the first thing-- he says the King "hath little more to do than to make war and give away places." He's saying he has little bit more to do than just give away land that is not his to give away. It's the people's land. And he's also the saying that all this is doing is "empoverishing the nation." It's making the nation poorer-- 00:01:12 the people of the nation, poorer-- while it's making him richer. And he's saying he makes 800,000 sterlings a year. Let's put that in perspective. It's millions of dollars a year, and how is he making it? He's giving away other people's land. He also says that people have to worship him like he's some sort of god. 00:01:33 Remember, this is a man, and he's arguing that men and people are equal. That it doesn't matter if you're a king or rich or poor-- you are equal. And finally, he saying that one honest man society is worth more than this king. Now there's one word here, "ruffian." Ruffian is a disreputable, a deceitful, or a dishonest person. 00:01:56 So that's what he's calling this king in this passage. Section 5 00:00:01 Let's take another look at Thomas Payne's Common Sense with excerpt number two. So follow along while I'm reading this and how Thomas Paine would have said it. "But the most powerful of all arguments is that nothing but independence, i.e. a continental form of government, can keep the peace of the continent and preserve it inviolate from civil wars. 00:00:20 I dread the event of a reconciliation with Britain now, as it is more than probable, that it will be followed by revolt somewhere or other, the consequences of which may be far more fatal than all the malice of Britain." So let's take a look at a couple parts of this. Number one is he's speaking of a continental form of government which is referring to a republican form. 00:00:43 And the continent he's referring to is Europe. And he believes that only a republican form of government with elections will be able to keep the peace on in Europe. So he's referring to, like I said, a republican form of government. And he actually dreads, he's scared of reconciliation with Great Britain now, or a peace between the two of them. And you may say, well why would he say that? 00:01:09 He says, because the consequences of that will be more fatal later. So if we have peace now, there will be another revolt, and this second revolt will be even more painful, will be even more bloody than the first. So he's advocating a revolution and independence movement now. Section 8 00:00:02 A bit of a longer passage here, but we can get through it. So let's take a look at this one right here, Reading Number Three from Freedom from Tyranny. It says, "A government of our own is our natural right. And when a man seriously reflects on the precariousness of human affairs, he will become convinced, that it is infinitely wiser and safer, to form a constitution of our own 00:00:24 in a cool deliberate manner, while we have it in our power, than to trust such an interesting event to time and chance. Ye that oppose independence now, ye know not what ye do; ye are opening a door to eternal tyranny, by keeping vacant the seat of government. There are thousands, and tens of thousands, who would think it glorious to expel from the continent, that barbarous and 00:00:51 hellish power." So let's dissect and look into this a little bit. So first, he's talking about natural rights. You'll remember John Locke, who we've covered in an earlier lesson, spoke about natural rights being your natural rights to life, liberty, and property, things that no one-- no king, no powerful person-- can ever take away from you. 00:01:11 The second thing that he's really pointed out if you look down here at it is he wants to create a new government, "a constitution of our own in a cool deliberate manner." So he's saying we need to get rid of the king and form a brand-new government that guarantees freedom and liberty. And he says that if it slips by, if this chance slips by, we may never know if this opportunity 00:01:35 will ever happen again. So don't leave it to time and chance. The third thing he's really speaking about is to the loyalists, the people who did not want to break away. So "ye--" more of an old you-- "that oppose independence." He says, if you oppose independence, you're opening the door to eternal-- forever-- 00:01:56 tyranny, that the king will forever come after you, will ever take away your rights for the rest of your life, your children's life, your grandchildren's life. And the final thing that we really want to point out-- he says it's a great idea to form independence, to get away from the king. And he pointed out that we need to expel him from the continent, to kick him out, and that the king is a 00:02:20 "barbarous and hellish power," to put some emphasis on a reason and a cause for independence.

Key Content Review: Jacksonian Democracy

Welcome, class. Today's lesson is on Jacksonian democracy. Look at this image here. This is a picture of Americans outside of the White House after Andrew Jackson's first inauguration in 1829. His support largely came from farmers and the so-called commoners who, before 1820, didn't have the right to vote. In this lesson, we'll look at how more Americans gained the 00:00:24 right to vote in the 1820s and '30s, and how this expanded democracy and led to many other reforms. First, let's review some of the changes that occured during this era. Section 2 00:00:00 The nation grew and changed in its first decades. Political parties were formed around Alexander Hamilton's Federalists and Thomas Jefferson's Democratic Republicans. Still, political power was in the hands of the few wealthy landowners. The 12th amendment was passed, allowing the electoral college to vote differently for both President and Vice President. 00:00:21 The nation begin to expand westward, first through the Northwest Ordinance, and then with the Louisiana Purchase. Andrew Jackson's election to the presidency in 1828 signaled a new area. His presidency coincided with an expansion of democracy. Many more people were allowed to vote, since states begin to drop property requirements for voting rights. This also creates a change in the electoral process. 00:00:50 Americans began to take on new roles as political candidates had to appeal directly to them for their support. As a result, the 1820s through the 1860s is a period of great change. Many changes occur between 1820 and 1850. Reform movements begin to gain tremendous support. Transportation improves through the creation of canals, railroads, and roads. 00:01:16 And immigration increases. Economic production also soars due to new technologies and modernization. Section 4 00:00:00 By the end of this lesson you should be able to describe the major challenges and accomplishments of the Jackson presidency, explain how transportation innovations and infrastructure improvements affected the US economy, and analyze the causes and effects of the Second Great Awakening. Instruction Section 1 00:00:00 How did America change between the 1820s and the 1850s? In the warm up, you learned that many changes occurred during and after Andrew Jackson's presidency. In this lesson, we will learn of the details of Andrew Jackson's presidency. We will discuss the expanding economy and growing nation. And we will also learn about the many reform movements. First we will take a look at the 00:00:26 presidency of Andrew Jackson. Section 2 00:00:00 Jackson's background and reputation made him a popular person amongst people who had just gained the right to vote. He came from very humble origins. He was born in a log cabin and seemed like a common man. He was from west of the Appalachian Mountains, making him a frontiersman. He was a war hero at the battle of New Orleans in the War of 1812. 00:00:23 And he was a critic of eastern elites, saying they were too wealthy and had too much power. These traits led him to be nominated for the presidency in 1824 by Tennessee lawmakers. Because no candidate won a majority of votes in 1824, congress had to decide who would win the election. Henry Clay, who was the speaker of the house, collected votes for John Quincy Adams. 00:00:49 Adams eventually won the presidency with the congressional vote. And clay was rewarded by being named Secretary of State by Adams. Andrew Jackson accused Clay and Adams of making a corrupt bargain for the presidency. This angered both Jackson and his followers. Jackson rallied his support in 1828 for another run at the 00:01:12 presidency. John Quincy Adam's actions during his presidency made him very unpopular amongst the people. Jackson ran a very aggressive campaign and won a landslide victory. Section 4 00:00:00 The 1828 election began what historians call Jacksonian Democracy. Jacksonian Democracy included many political reforms, such as the expansion of voting rights for all white males; making the process of selecting candidates a more open and public process, rather than behind closed doors; and they had to appeal directly to the public for support. 00:00:26 As president, Jackson supported the spoils system, where the winning party gets to choose who runs the government. He replaced government workers with his own backers. Supporters said it made government work more effectively and better, because these people really wanted these jobs. Opponents said it led to corruption 00:00:46 and unqualified leaders. Section 6 00:00:00 One of the most important events in Jackson's presidency, he sought to eliminate the Bank of the United States, Jackson preferred smaller state banks over the National Bank, because he felt the National Bank supported the wealthy elite. Smaller state banks supported small farmers. Jackson then vetoed a bill to extend the National Bank's charter. 00:00:21 He next removed federal funds from the National Bank to put them into smaller state banks. The National Bank's charter eventually expired, and the bank itself went out of business. In response to the National Bank controversy, Henry Clay organized Jackson's opponents against him by creating the Whig Party. Clay felt they Jackson abused his power. 00:00:46 However, in an election in 1832, Clay was defeated by a landslide. Section 7 00:00:00 The fall of the National Bank had long-lasting effects on the nation's economy. The country went into a steep economic decline. Without a central bank to monitor the value of money, inflation grew dramatically. Prices of goods increased significantly. The public began to lose confidence in the nation's economy. Section 9 00:00:00 How did America change between the 1820s and the 1850s? In the first segment, we discussed political changes and the major events of Andrew Jackson's presidency. In this next segment, we will learn about the expanding American economy and tremendous population growth due to increased immigration. Section 10 00:00:00 In the early 1800s, Henry Clay wanted to link the nation's regional economies together in what he called The American System. The American System would use tariffs, taxes on imported goods, to promote American-made products. Transportation improvements were also key, such as roads, railroads, and canals, in transporting goods throughout the nation. 00:00:24 Americans improved their transportation system dramatically at this time. New roads and bridges were built. Canals connected waterways. Steamships made travel by water much faster and more reliable. New inventions also contributed to the nation's economic expansion. 00:00:42 Eli Whitney's cotton gin helped to encourage more cotton growth in the South. Cyrus McCormick's mechanical reaper helped to make farmers work much more efficiently and more quickly. And John Deere's plow helped farmers in the prairies plow much more efficiently and much better in that harder, more difficult to work soil. Section 12 00:00:00 1820 to 1850, more than 2 million immigrants came to the United States. Most came from Ireland and Germany. Most were young men. And most of them were skilled workers and laborers and farmers. They helped to contribute to the nation's growing economy. Immigrants came to the United States for 00:00:19 various different reasons. The Irish faced famine and starvation at home. Germans faced unemployment and political unrest. These immigrants viewed the United States as a land of opportunity and political and religious freedom. Section 14 00:00:00 Many immigrants settled in eastern cities, while others moved West. This gave them different experiences. Urban immigrants generally lived in dirty, crowded conditions. They worked long hours for very low pay. Rural immigrants, on the other hand, had it a little bit better. 00:00:16 They owned their own land and they became self supporting farmers. Overall, rural immigrants were better off than urban immigrants. Americans' views on immigration began to change at this time. They begin to fear job competition amongst the new immigrants. 00:00:35 They started to disagree with the immigrants' beliefs. They also believed that immigrants did not fit into American society. This all led to a concept known as nativism; native born American citizens looking out for their own rights over the rights of immigrants. Section 16 00:00:00 How did America change between the 1820s and the 1850s? In the previous section, we discussed the expanding economy and the growing nation, due to immigration. In this section, we will look at reform movements at this time. Section 17 00:00:00 In the early 1800s, the Second Great Awakening was a movement to revive and reform Protestant churches in America. This brought new energy and new people to the churches. Revivalism was the name given to this attempt to bring this new energy. It emphasized your duty to do what was right. Revivals encouraged people to promote moral behavior. 00:00:24 Churches then begin the temperance movement to fight against the drinking of alcohol. Many women joined this movement since they depended on men to work and bring home money for the family. Many men spent most of their earnings on alcohol. Reformers also worked to improve various other parts of society. Female textile workers in New England formed labor 00:00:48 organizations to find shorter working days, better pay, and safer conditions. Dorothea Dix moved to improve mental institutions and prisons. Education improved tremendously under Horace Mann's Common School which is, of course, the grandfather of the current public school system we have today. And the others such as the Shakers and the Oneida 00:01:14 community created utopias to find a perfect or ideal society. The abolitionist movement also gained tremendous momentum from the Second Great Awakening. Supporters came from all different walks of life in the North and in the South. The American Anti-Slavery Society was founded by William Lloyd Garrison in 1833. 00:01:36 It began to gain strength, especially in the North, but not quite yet in the South, where most slaves were. Section 19 00:00:00 In the 1800s, women had limited opportunities. Women were expected to focus themselves on raising their children and making home the ideal place for their family. Education was not seen as important for women. Though more girls were going to school, they had limited access to higher education. Women had fewer job opportunities than men as well. 00:00:22 They could find work as teachers, in textile mills, or in other factories. Women also had few property rights. Married women had to give all of their money to their husbands. And they couldn't serve on a jury or vote. In the early 1800s, women began to support many reform movements. 00:00:42 These reform movements were often about home life or moral standards. For instance, the temperance movement to limit the drinking of alcohol and the abolition movement to end slavery. In 1848, Lucretia Mott and Elizabeth Cady Stanton organized the Seneca Falls convention to deal with women's rights. This called attention to discrimination against women. 00:01:07 It organized women to fight for their rights as citizens, and it issued a statement for the goals of the women's rights movement. New organizations were then began to fight for women's suffrage. Two national organizations were formed in 1869. Susan B Anthony was a key leader in one of these movements. 00:01:29 And in 1890, Wyoming became the first state to allow women to vote. Summary Section 1 00:00:00 In the following slides, you'll review how to answer this question. How did America change between the 1820s and the 1850s? Section 2 00:00:00 Andrew Jackson's presidency saw many changes in the nation. This period is known as Jacksonian democracy. During Jackson's presidency, democracy significantly expanded as many more people were given the right to vote, the spoils system was introduced, and the Bank of United States was brought down. The Whigs, Jackson's opponents, and the Democrats, 00:00:25 Jackson's supporters, became the two dominant political parties of the nation. The American economy also greatly expanded and population increased tremendously. The American system improved land and water transportation, new technologies helped to increase productivity, and immigrants expanded the nation's workforce. Several reform movements also gained 00:00:52 momentum during the 1820s. The Second Great Awakening, for instance, made people want to take moral action. The temperance movement in order to limit the amount of alcohol consumed. The abolition movement in order to bring about an end to slavery. We also see various other movements to improve labor, 00:01:15 hospital conditions, and education. Lastly, we see the beginnings of the women's rights movement, especially the Seneca Falls Convention in 1848.

The Constitution

Well welcome class, scholars. Today we're going to be looking at the United States Constitution. Now, if you look at the picture on the screen right here, you'll see this is a hand-written original copy of the United States Constitution. And what it does is it lays out the rights and privileges that it gives to United States citizens. 00:00:20 But first, before we jump into those rights, let's take a look at the structures that make up the United States Constitution. Section 3 00:00:01 Well as you'll recall from previous lessons that in the summer of 1787, the delegates from 12 out of the 13 states met in Philadelphia. And what they were doing is they were meeting in Independence Hall to revise the Articles of Confederation, which was the old form of government. They soon realized that the Articles were just completely inept at running this new nation, so they just scrapped 00:00:26 it and created a brand new Constitution. And so here, right here, you can see a picture of the delegates that are signing the United States Constitution. Now you have to remember that this was in the summer in Philadelphia. There was no air conditioning. They were plagued by flies, humidity, and just the filth. However, the delegates worked six days a week. 00:00:46 And through their difficult and arduous work, they hammered out the Constitution that we have today. So let's take a look at the lesson objectives today. By the end of this lesson, you're definitely going to be able to explain how the Constitution creates a government structure that separates powers and establishes checks and balances. In addition, you're going to be able to identify the 00:01:06 democratic rights and powers given to people by the Constitution. Thirdly, you're going to be able to describe the distribution of power between states and the federal government. And finally, you're going to be able to explain the process required to amend the Constitution. So let's get started. Instruction Section 1 00:00:01 Well, if you look at the question above me it says, how does the Constitution define American government? Now, in the warm up, we learned about how the delegates had created the brand new form of government. They called it a Constitution. And before we jump into that, we're going to be looking at the government structure of how the Constitution is laid out. 00:00:20 In addition, we're going to be looking at, what were the principles of the Constitution? That will be second. Thirdly, we're going to look at how you amend or change the Constitution. But first, let's take a look at government structure-- how the Constitution establishes the government. Section 2 00:00:01 Well, the Constitution is broken up into three separate and distinct parts. To begin with, there's the Preamble which is the introduction of the Constitution. Secondly, there are seven articles. It's a very short document. It was only written on four pages. So there are seven separate articles. 00:00:20 Finally, there are 27 amendments which are additions or changes to the Constitution, the first 10 of which are the Bill of Rights. So let's take a look at how the government is structured in the Constitution. It is split three separate ways so that power is broken up into three separate and distinct parts of government. To begin with, there's the Legislative branch of 00:00:44 Congress, which has a third of the power. Secondly, there's the Executive branch, which again, has a third of the power. And thirdly-- the Judicial branch, which completes it. So you can see that power is spread out among three separate branches. So let's take a look at Article I which is the start of the Constitution, and it establishes the Legislative 00:01:04 branch or the Congress. And this branch creates the laws of the United States of America. And again, it's broken up into two separate parts-- the Senate and the House of Representatives. As you recall from last lessons, the Senate is the same. Each state has two senators, no matter the size. 00:01:24 And the House of Representatives is based on population. So the Senators, they serve for six-year terms. And the House of Representatives, they serve fro two-year terms. Section 4 00:00:01 Moving on to Article II, which you can kind of think of as almost Chapter 2 of the Constitution. It sets up the executive branch. You can see the White House in the picture to the side. That's where the president resides. The executive branch is the president. And the president represents the nation, and he creates policy. 00:00:20 And some of his very distinct responsibilities include taking care that the laws be faithfully executed. So Congress passes the law, he makes sure that the laws are enforced. And he serves as the head of state and commander in chief of the armed forces. In addition, he appoints the heads of federal agencies. So those are just some of the responsibilities and the 00:00:42 powers that the executive or the president has. Section 6 00:00:01 So we already have covered the Legislative branch, which is the Congress, in addition, we just covered the Executive branch. Let's jump into the third branch of government, which is the Judicial. So the Judicial branch are the courts. Think Judicial, of judges courts. And you can see the picture here is a picture of the 00:00:20 Supreme Court, which is located in Washington DC. So, this branch interprets the laws created by Congress. So we learned Congress creates a law, and the Judicial branch interprets it, sees whether or not it conforms with the Constitution. This branch is made up of a system of courts. There is one Supreme Court, which meets at the building you can see in this picture here. 00:00:42 There are also local and state courts, and finally, all criminal trials must be decided by a jury of citizens, a key portion of the United States Constitution. Section 8 00:00:02 Welcome back. You finished the first segment. So let's look at this question again. The main question, as you'll see above me, is how does the Constitution define American Government? We already saw how the government is structured into three separate and distinct branches of government, the Legislative, Executive and the Judicial. 00:00:19 Let's jump into right here where the principles of the Constitution-- or what made this Constitution so unique for its time, and continues to be unique to this very day. So let's get started. Section 9 00:00:02 Well, there are five main principles of the United States Constitution that made it a radical document at the time. And it still is extremely unique in today's world. So let's take a look at the principles of the Constitution. To begin with-- popular sovereignty. The second one-- limited government. 00:00:20 Thirdly-- a separation of powers. Fourthly-- checks and balances. And finally-- federalism. Now we're going to take a look at each of these, so don't get worried about I don't know this word. 00:00:31 But let's get started with popular sovereignty. Popular sovereignty means the government receives its power from the people, and the people give the government power by voting for their representatives. So if you take a look at the Preamble of the Constitution, it says, "We the People of the United States, in order to form a more perfect Union--" So the power of the government is not from a King. 00:00:54 It is not from a god or anything like that. It comes from the people-- you and me. So let's keep going. Section 11 00:00:01 Well, as we saw in the last slide-- that the government gets its power from the people. So by that, the principle of limited government is that governments can only do what the people-- you and me-- give it the authority to do. So the people would give the government authority by ratifying the Constitution. 00:00:19 Remember, the Constitution did not just become the law of the land. The people of the states had to vote yes or no. And they voted yes for it. And the framers hoped to prevent tyranny by following this principle. They did not want another king, so they did not want tyranny in it. 00:00:36 So again, it comes from the people, and the government is limited. Another principle of the United States Constitution is the principle of a separation of powers. Now, we hit on this in a prior part of this lesson. So the Constitution grants different powers to each branch of government. So what I mean by that is the Legislative Branch, they 00:00:56 create laws. They collect taxes and regulate interstate commerce. That's what they do. The Executive Branch, they sign or they veto laws. The Executive Branch, the President, does not create laws. That's only for Congress. And the Executive Branch serves as commander in chief 00:01:13 of the armed forces. Jump over to the third one-- the Judicial Branch, they interpret the laws. And they decide how the Constitution should be applied to new laws and situations. So each branch of government shares a bit of that power, and each has a distinct function that checks the other one. 00:01:31 So for example, if the Legislative Branch passes a law, the President will sign that law. But the Judicial Branch may find that law unconstitutional. That law is no longer on the books, and it is illegal and stricken. So that's a way of seeing how power is checked. Section 13 00:00:01 Let's take a deeper look at checks and balances. So checks and balances, like we said, are the ways the three branches of government limit each other's power. They check each other's power. So for example, Congress must make laws the Supreme Court will approve. So if the Supreme Court does not think a law that Congress has passed is constitutional, the Supreme Court will strike 00:00:25 it and say, this is unconstitutional. It is no longer a law. In addition, the president must make sure the laws are carried out. So Congress has no authority to enforce a law. They only write and pass a law. But the president enforces it. Finally, the courts must uphold constitutional laws 00:00:45 passed by Congress. So again, if Congress passes a law that is against the Constitution, the Supreme Court, or the judicial branch of government, can say, this is unconstitutional. It's no longer a law. And that's all she wrote. So let's move on to federalism, which is creating a strong central government. 00:01:03 So what this means is that the powers are shared between the national government, the judicial, the executive, and the legislative branches. They're shared between the national and the state governments. And so the Constitution created a strong national government. But it also gave state governments specific powers. 00:01:24 Let's take a look over here, at Federalist Number 51, which we think was written by James Madison. It says, "the power is first divided between two distinct governments, and then subdivided among distinct and separate departments. So he's all talking about this concept of power and how it is just spread out and completely diffused. Let's move on, a little bit, of what this federal system 00:01:47 looks like in practice. So here's federal powers, which is what the national government has. They can regulate interstate and international trade. Interstate is between the state of Georgia or South Carolina, Indiana or Illinois. They can regulate trade between two states. They can make treaties and conduct foreign policy. 00:02:07 And finally, they are the only ones that can declare war. Virginia cannot declare war on another state. Or they cannot declare war on another country. It is unconstitutional. However, let's jump over to the state powers. They can establish local governments. They can regulate business within the state. So if someone from one state-- 00:02:29 in Virginia, if one city in Virginia wants to trade with another city in Virginia, the national government cannot regulate that. They can issue state licenses. So when you all become of age, you will get a state driving license from the state of Illinois. You will not get a national driving license. But they also share power. 00:02:50 So for example, they both collect taxes. You may notice you get a state tax. Or your parents may talk about paying state taxes as well. They both build roads. In addition, they make and enforce laws. So they both do those three things. Section 15 00:00:02 Well, we just finished the second segment, so we only have one more. So before we jump into the third and final, let's take a look at this lesson question again, which says above me, how does the Constitution define American government? Now in the first segment, we looked about how the government was structured and the power of broken up between the legislative, the executive, and the judicial 00:00:21 branches of government. We just finished talking about the principles of government, which there were five of them. So popular sovereignty, limited government, separation of powers, checks and balances, and federalism. Now the final segment we're going to be taking a look at is, how do you amend the Constitution? Or how do you make changes of the Constitution? 00:00:40 So let's begin. Section 16 00:00:02 Well the framers or the writers of the Constitution, they were pretty brilliant men, and they knew that this Constitution, it would have to change over the course of time. So they actually established procedures to allow it to change. And it was called amending the Constitution, which was established in article 5. 00:00:19 So let's take a look at what it actually says. So this is some old English, but follow along with me. It says, "The Congress, whenever two thirds of both Houses shall deem it necessary, shall propose Amendments to this Constitution, or, on the application of the Legislatures of two thirds of the several States, shall call a Convention for proposing Amendments, which, in either Case, shall be valid to all 00:00:39 Intents and Purposes, as Part of this Constitution, when ratified by the Legislatures of three fourths of the several States, or by Conventions in three fourths thereof." --Article V. Kind of a tough and difficult read. And probably a little bit boring, so wake up. So let's take a look at what this actually means in plain English. 00:00:58 Number one-- there are two common ways to amend the Constitution. The first is that the amendment, the proposed change to the Constitution, must be voted on in both Houses of Congress, and it must win a 2/3 vote in both houses. That's the Senate and the House of Representatives. After it gets out of the Congress, then it goes to the state legislatures. 00:01:23 So it must receive 3/4 of the states' votes for yes, meaning that the amendment must be voted yes in 3/4 of the states. So if it passes those two very difficult steps, the result is that the Constitution has been changed and a brand new amendment has been added. So right now there are 27 amendments. The Constitution has been changed 27 times. Section 18 00:00:02 Well, let's have a case study or a look at how the Constitution is amended or changed, which is-- let's take a look at the Thirteenth Amendment. And what the Thirteenth Amendment did, it abolished slavery in the States. So to begin with, it has to begin in the Congress. So the amendment passed both Houses of Congress on January 31 of 1865, after the Civil War. 00:00:24 It had actually passed the Senate nine months earlier, but you have to remember, it has to get past both Houses of Congress. So after that, it went to the states. And it was ratified by the required number of State Legislatures, which you'll recall is 3/4 of the states, on December 6 of 1865. So the Thirteenth Amendment officially became a part of 00:00:47 the Constitution. Now let's take a look at the first 10 amendments to the United States Constitution which is called the Bill of Rights. So in total, the Constitution has been changed 27 times since 1789. The first 10 amendments are the Bill of Rights, and they were created in order to define specific 00:01:08 rights for the Americans. And some of these rights that you and I and any other American citizen have are the freedom of speech, the freedom of the press, and the freedom of religion, which are essential rights that each of us have. Section 20 00:00:01 Well, let's bring these amendments to a real world connection. Now until the 1920s, women could not vote in national elections. However, they petitioned the Congress, and then it was passed through the states by a three-quarters vote. And the 19th amendment to the Constitution gave women the right to vote. 00:00:22 Now if you jump to 1971, the 26th amendment lowered the voting age to 18, where before it had been 21. So now, once you turn 18 you can vote in state, local and national elections. Summary Section 1 00:00:02 And just like that, you're done with the lesson. So congratulations. Before we move on, let's take a look at the lesson question, which is right below me. It says, how does the constitution define American government? But before I let you go, let's have a quick review of everything that we covered today. Section 2 00:00:01 Well, let's first take a look at how the government is structured. So at the very top, you have the Constitution, which is the supreme law of the land. There is no law higher than the Constitution of the United States. It breaks up the government into three distinct branches. Let's start with the legislative branch which has a 00:00:19 third of the power. And that power is broken up again between the Senate and the House of Representatives. Moving over, you have the executive branch or the presidency, which is made up of the President. And then, thirdly, you have the judicial branch, which is made up of the Supreme Court and lower courts after that. So you can see that the Constitution divides power 00:00:41 three separate ways. Now there are five distinct principles of the Constitution. The first is popular sovereignty, that all power of the government comes from you and me, the people of the United States of America. Secondly, limited government. The government is not all-powerful. 00:01:01 It is not a monarch. It is not a king. The power of the government comes from you and me, and it is limited. Thirdly, there is a separation of powers. And the powers are distributed among the branches of government. Number four, there are checks and balances 00:01:16 between those powers. So even though the executive, the President, only has 1/3 of the power, that 1/3 is checked by Congress and by the judicial branch. So again, it's a checks and balances. It limits each other's power. And finally, is federalism, that the powers of the government are divided between the national government and 00:01:39 the state governments. Now, to finish up this Constitution it sets up all those principles and all of the other things we looked at today, there are distinct ways to amend it. And to amend or change the Constitution, you must have two steps. Number one, the amendment must be voted on in both houses of Congress, the Senate and the House of Representatives. 00:02:01 And in both houses of Congress, 2/3 of the representatives must vote yes. Once it passes that, then the amendment goes out to the states. And 3/4 of all the states have to vote yes to the amendment. And if they do that, then the Constitution has been changed. So in total, the Constitution has been changed 27 times

French and Dutch Exploration

Well, in this lesson we're going to be learning about two more European powers who made significant gains in the New World. The first is France and the second is the Netherlands. And people from the Netherlands are called Dutch. And that's why you see the term Dutch used in your title. Sometimes you'll hear the Netherlands also called Holland. 00:00:20 And these terms are all rather interchangeable. So in this lesson we're going to learn about these new colonies-- the colony of New Netherland and the colony of New France. We'll also be learning how the French and Dutch explored in the New World. But first we're going to turn our attention to a very, very powerful company-- 00:00:38 the Dutch East India Trading Company. Let's learn about it and its role in Asian trade. Section 2 00:00:00 Well, by the early 1500s, Europeans had started to sail around the coast of Africa in order to trade with places like India, China, and especially this region here in Southeast Asia. Now this area is home to many important spices that are grown here. And if you wanted to get very, very rich, if you could manage to get a ship to this part of the world, load it full of 00:00:25 spices, and then get it back to Europe, you would be a very, very wealthy individual indeed. So what we start to see happen in the 1600s is the European nations are forming these private trading companies in order to fund these voyages to this part of the world. And one of these companies is the Dutch East India Company. It's formed in 1602, and it's perhaps going to be the most successful of these trading companies. 00:00:50 In addition to trying to get spices, they're also interested in getting other products from India, from China. Everything from silk and cotton cloth to fine porcelain. Now in addition to being involved in trade in this part of the world, they are also trying to find that fabled other route, the one that goes to the Pacific Ocean. 00:01:08 The other way around the world in order to reach India and China. So people, explorers had been looking for this Northwest passage. This way to cut through the North American continent. Now such a passage does exist, but you can see it goes way above the Arctic Circle here, so much of this area is frozen throughout the vast majority of the year. 00:01:34 But that's not going to keep explorers from still searching for this Northwest passage. Even as late as the 1800s, Americans are still looking for some water route through North America, but of course there isn't going to be any type of shortcut until the Panama Canal is constructed, and that won't happen until the 1900s. So let's take a look at one of these explorers. 00:01:57 Now this Dutch explorer, like many explores, is not actually Dutch. He is an Englishman hired by the Dutch East India Company, and his name is Henry Hudson. He explored the coast of North America, again searching for this Northwest passage, and Hudson Bay, which is located in present day Canada, a big, large bay is named in his honor. 00:02:19 In addition, he also sailed along what is the Hudson River. This is located north of New York City, and it's also named in his honor. And he's going to claim all of this territory for the Dutch, and the Dutch are going to establish a colony in present day New York. So Hudson is one of just many explorers searching for 00:02:41 resources, searching for good places to establish colonies. These discoveries are going to motivate of course all of the European powers, including the Dutch and the French. And in this lesson we'll be talking about the colony that they build in North America. Section 4 00:00:00 Now let's take a look at our lesson objectives for this lesson. By the end of the lesson, you should be able to-- examine the reasons for early French exploration of the Americas, including the voyages of Verrazano and Cartier; describe the importance of the fur trade, farming and the Mississippi river to the establishment of New France; and explain influence of trade on the establishment of New 00:00:21 Netherland and New Amsterdam. Instruction Section 1 00:00:00 Well now let's take a look at our lesson question. Why did the French and Dutch explore and settle North America? To answer this question, first we're going to take a look at the early explorers sent by the French and the Dutch in order to claim holdings in the New World. Next, we'll take a look at the establishment of a colony of New France and then the colony of New Netherland. 00:00:20 But let's start by looking at early French explorers. Section 2 00:00:00 Well, first let's turn our attention to French exploration. They began to send explorers in the early 1500s. And these explorers were primarily motivated, again, to find that Northwest Passage. Remember, Europeans are interested in sailing this way to reach India and China. They don't quite understand yet just how big North and 00:00:22 South America are. And they don't understand that a usable passage does not exist. So two French explorers will be talking about are Giovanni da Verrazano and Jacques Cartier. So let's look at Verrazano first. Now, he was an Italian explorer who sailed for France. 00:00:41 And of course by now you know this is a very common practice. Men of one nationality would be employed by a different country to explore and claim lands. And Verrazano is going to explore the area around present-day New York in 1524. And you can see that area right here. This is where New York is located today. 00:01:03 And he believed he had discovered the Pacific Ocean-- again he didn't quite understand what he had seen yet or had found yet, and this is going to continue for some time before explorers really understand just how big North America is. But thanks to the voyages of Verrazano, France begins to make claims in the New World. Now the more famous French explorer is this 00:01:25 man, Jacques Cartier. And you can see he explored present-day Newfoundland, which is this island here, off the coast of Canada. And he's going to make two voyages. The first voyage he's going to sail around Newfoundland, here in green. And then the second route is going to be the St. Lawrence River. 00:01:43 So again, he thinks maybe he's found something, but if you didn't know the St. Lawrence Seaway backs right up into Lake Erie, and Lake Ontario, the Great Lakes. So you cannot sail past that particular spot because of Niagara Falls and other shallow areas as well. Now Cartier, as well, is going to help further French claims in the New World. And he's going to help establish 00:02:10 France's first colony. Now this map is kind of interesting. It's from 1543. And you can see here what the French thought the coast of North America looked like. Down here it says "La Florida," so here's Florida down here. And you can see here is present-day New York. 00:02:27 So they don't, again, understand just how far north and south North America goes. They have it kind of squished out this way. This is the St. Lawrence Seaway here. And here's the Great Lake that it bumps into. So Cartier is going to make a third voyage to the New World. He's going to establish a colony. He's going to set up near present-day Quebec, and that's 00:02:49 this area of Canada here. And he's going to find, of course, the winters to be cold and very uncomfortable. And as a result he and the colonists abandon the colony before more settlers arrive. And this is going to be the problem with New France. This area of Canada here, where their colonies are, despite being the southern part of Canada, can be very 00:03:11 unseasonably cool. It's much different from France, which has a much milder climate, and they are always going to struggle to get settlers to be willing to move to Canada. And as a result, they are not going to send explorers to start another colony in New France for another 60 years. Section 4 00:00:00 Well, let's turn our attention to the third influential French explorer, Samuel de Champlain. Now, he explored Canada and founded a colony near the city of Quebec in 1608. So just to put things in perspective, remember the Spanish first established colonies in the early 1500s. And this is more than 100 years later before the French really start to get going in the New World. 00:00:25 Now, Champlain is going to establish alliances and honor those alliances with American Indians. And this is extremely important because the French colonies are going to be built on the fur trade. And we'll talk more about that in this lesson. He also is going to create a company to finance trade, missions, and exploration. So he is the first European explorer to explore through 00:00:50 the Great Lakes. He discovers Lake Champlain, which is located on the border between New York and Vermont. So this is the area we're talking about where France is starting to put their roots down in the New World, so just north of New York and southern Canada. Section 6 00:00:00 Well, let's take a look at our lesson question. Why did the French and Dutch explore and settle North America? And you now know about our early explorers, including Champlain, who's going to help establish the first permanent French settlement near Quebec. And now we'll take a look at the establishment of the French colony of New France. Section 7 00:00:00 Well, let's take a look at our map. This map is from about 1645. And here we see the land holdings claimed by New France. So you can see it includes much of Canada, as well as all of the Great Lakes down into present-day Illinois and this part of the United States, as well as this part here of southern Canada. 00:00:24 Now just to let you know what's going on in the rest of the world, this land all down here has been claimed by England by this point. So these are all English colonies. And we're going to have some Dutch colonies we'll talk about in just a moment in this general area here. So let's take a look at the establishment of New France. And new France is built on the fur trade. 00:00:44 And this is the big idea that you need to remember, that the economy of the French colonies in North America depended upon the fur trade. Now the colony at New France was first settled by these fur traders, as well as fishermen. And what would happen is fishing crews would land on the shores of New France. And they would dry their catch and then also trade with 00:01:08 American Indians. And American Indians, in return for providing this fur. And it was primarily beaver, that could then be made into hats. Because they were very, very sought after in Europe. The American Indians would receive manufactured goods they couldn't make themselves. So everything from iron kettles to knives and other 00:01:26 manufactured items. Now as the settlement grows, so does the fur trade. And this is extremely important because we're going to see the growth of the fur trade impact American Indians in this region. First, they become dependent upon European goods. They start buying things or trading for things that they used to make themselves. 00:01:47 And that is going to cause more difficulties for them down the road. In additional of course, just like we see in the Spanish colonies, just as we see in the English colonies, over and over and over again American Indians get exposed to European diseases. And that causes massive population loss. This is true here as well. 00:02:05 We also see over hunting of animals, which is going to push American Indians further inland to find more fur, which is going to bring American Indian groups into conflict with each other as well. Section 9 00:00:00 Well, in 1663, the King of France, Louis XIV was going to make New France a royal colony. That meant they were going to have a royal governor appointed by the king. They'd be expected to make some money and pay it in taxes in order to make the king a little bit wealthier. Now as a result, he's going to send troops to defend the colony against the Iroquois American Indians in the 00:00:24 region, and he's also going to give land to military officers and merchants, and other people in order to encourage them to settle. So we see the population of New France double between 1663 and 1673. But here's what's really important. The population of New France is never going to reach the population of other colonies in the region. 00:00:47 Hundreds of thousands of people are going to emigrate to the English colonies in present day North America. We don't see any of those kinds of numbers for New France. New France is always going to remain very, very small, with very few colonists. So let's take a look at some of the challenges. At this time, of course, by the mid 1600s, all of the 00:01:07 European powers are starting to claim land. Now remember, for more than 100 years Spain has been the only one making colonial gains in the region, and the arrival of new colonists is going to stop Spanish expansion, especially in this area that we see here in North America. So let's take a look at this map briefly, and we can see how this could cause tension between the regions. First we have the English colonies. 00:01:31 So here are the 13 original English colonies. On top of that, remember they had claimed all of this region much, much earlier in their early explorations, even though they didn't have anyone living up there. Then we have new France, which kind of divides this English colony, and France is claiming as much land as it can in this direction. And then we have New Spain, who's also trying to push in 00:01:57 this direction as well. So along these border regions, especially here between the western part of the English colonies and France, and then this region here, we see hotly contested areas where Spain, France, and the English are all trying to claim the same territory, and this is going to cause problems in the future. So let's take a look at how France tries to strengthen its 00:02:24 claim to central North America, what is today the Mississippi River Valley, and that is the exploration undertaken by Marquette and Joliet. They are going to travel down the river in 1673, and that's how they're going to claim all of this territory for France. They're going to provide the first accurate information about the Mississippi River, again claiming that land for France. 00:02:47 And this is going to result in some of those tensions that we discussed earlier. Section 11 00:00:00 Well, after Marquette and Joliet's successful navigation of the Mississippi River, France sends another explorer to continue their work and explore all the way down to the Gulf of Mexico. And this man's name is Robert La Salle. He is going to claim the Mississippi River Basin for France. So this is the area known as Louisiana, expanding the 00:00:21 region to the south. He's going to name the land Louisiana in honor of the French king, King Louis XIV. Now, as a result of French claims and the French heritage in the United States, many cities today have French names as a result. This includes New Orleans and Baton Rouge, Louisiana, Montpelier and La Crosse, Wisconsin, as well as Detroit 00:00:46 and Marquette, both in Michigan. Section 13 00:00:00 Well, let's take another look at our lesson question. Why did the French and Dutch explore and settle in North America? Well, you now know the French motivations for colonization, including the establishment of the fur trade. And you now know that New France expanded throughout southern Canada and down into the present-day Mississippi River Valley. 00:00:20 Well, now let's turn our attention to the Dutch and their establishment of their colony in present-day New York called New Netherland. Section 14 00:00:00 Well, let's start by looking at early Dutch settlement. Dutch settlers and traders began to build outposts in the early 1600s. And this area would later be called New Netherland. So let's take a look at our map. Here is present day New York City located here. And here you can see Massachusetts with the Cape Cod right here. 00:00:21 And here's Long Island. So we're talking about this area near present day New York, Connecticut, and Massachusetts. And the Hudson River flows from the north to the south in this area. So this is where Dutch settlers are beginning to settle. Now, the first Dutch settlements are 00:00:38 simply trading posts. Settlers are living there for a time to trade with American Indians. They're going to settle along the Hudson River. But they are not permanent settlements. Instead, companies are granted permits to trade. And while the company had a permit issued by the government, the settlers would stay there. 00:00:56 They would trade with American Indians. They liked to stay near the water. Because that would allow them to get their goods more quickly back to the Netherlands. And then, when their permits were up, the traders would then return back to Europe. Section 16 00:00:00 Well remember, the very first settlements by the Dutch were simply trading posts and forts. They're not going to form any kind of permanent settlement until 1624, and as a result the colony grows very, very slowly. In fact, there's only 300 settlers in the colony by 1630. One big reason is because the colonists are not interested 00:00:21 in staying. They're not interested in farming or putting down roots. Instead they too are really focused on the fur trade with American Indians, very similar to what the French are doing in New France. So again, those settlements are forts, they're trading posts. They're not the permanent settlements that we associate 00:00:39 with the American colonies. That won't happen until later with the establishment of New Amsterdam in 1624, 1625. Now what happens is the colonists are going to start to build a larger settlement near these forts, and a very important one is going to be Manhattan Island, which is bought from the American Indians by the Dutch governor for just $24.00. 00:01:04 And that's today's money. So it's quite a bargain considering this real estate is worth billions of dollars today. So later, of course, New Amsterdam will become New York City, and it's going to become the largest settlement in New Netherlands. But that's going to take some time. That's because the Dutch need more colonists. 00:01:25 So in order to do that they're going to recruit settlers from throughout Europe and get them to come settle. So they bring colonists over from Norway, Denmark, and especially Sweden. There are actually large numbers of Swedish colonists in New Amsterdam in the late 1600s. These settlers are often young men or young families, and they often had trades. 00:01:47 They may have been farmers, they may have been artisans, or coming over as laborers. Now one reason they're so willing to come is they're promised religious freedom in the colony. And by, again, the late 1600s, remember Europe is very religiously diverse. There are all kinds of Christian, well, I say diverse. 00:02:06 Diverse with regard to Christianity. There are Protestant religions of all kinds, as well as Roman Catholicism. There's also a significant number of Jews in Europe. And so this has a lot of appeal for many of these settlers because there's all kinds of religious wars going on in Europe during this time, so many people think the idea of being able to practice their religion freely is a 00:02:26 very important draw. So let's take a look at New Netherland. The English and the Dutch are going to be at war off and on and off and on throughout the 1600s. This is true amongst all the European powers. England and France go to war, England and Spain go to war. It's just a continuous cycle that we see in this time period. 00:02:46 And during one of these little wars between England and the Netherlands, the English decide to seize the colony of New Amsterdam. In 1664 they sent warships. The Dutch don't have the resources to fight, they don't have the resources to put up any kind of resistance, and the Dutch governor simply surrenders to the English. And the English then rename the colony New York, and it 00:03:10 becomes one of England's 13 original colonies in the New World. Summary Section 1 00:00:00 Well as a result of your lesson, you should now be able to answer your lesson question. Why did the French and Dutch explore and settle North America? Let's review what you've learned in this lesson. Section 2 00:00:00 Well, first you learned about the early explorers. And remember France sent many explorers to the New World. Verrazano's reports led to claims by France. And you can see his voyage here in green. So he's the first explorer to claim land in the name of France. He will be followed by Cartier, who's going to explore at the Saint Lawrence River as well 00:00:21 the Great Lakes region. And he's also going to try to establish a colony. But that colony is going to fail. But later, Champlain will established a colony in about the same area near present-day Quebec City. And this'll be the first permanent colony in New France. Next you learned about the creation of New France. 00:00:39 It grew from French fishing and fur trade settlements. Beaver fur, of course, was very, very important in Europe. It was very lucrative. And American Indians provided that fur in exchange for manufactured goods. Now New France grew rapidly in the 1600s, so France began to explore further west and south and eventually will claim land 00:01:01 all the way into present-day Louisiana. Next you learn about the creation of New Netherland. And the first Dutch explorer to explore in the region was Henry Hudson. And remember those very first settlements were simply trading posts and forts. Early settlers, of course, are more interested in the fur trade than they are in farming or establishing some kind of 00:01:23 permanent settlement. So as a result, the colony grows very, very slowly. And eventually, in the late 1600s, the English are going to seize New Netherland from the Dutch. They're going to rename it New York. And it becomes one of the 13 American colonies. Assignment Section 1 00:00:00 Well, for your assignment you're going to write a broadside. And a broadside is a form of commonly found advertising in the 1600s. And you can see an example here. And the purpose of your broadside is to recruit colonists to either New France or New Netherland. Now again, broadsides were similar to posters. 00:00:23 They had printing on only one side. And primarily used for advertisements, as well as any kind of announcement. You can see this is an announcement. It's a proclamation. We can see it's in the king's name. It says God Save the King down here. So what kind of things should we pay attention to while 00:00:39 we're writing our broadside? Well, you're trying to persuade people to do something. So again, they're advertisements. So you want to be very, very persuasive. And you have to give a reasons why people should take action. Because again, you're trying to convince someone to move to the New World, to go on this great adventure. 00:00:57 What kind of things can you use to attract settlers to your new colony? Remember, the traders and the company owners at New Netherland had a hard time getting colonists to settle in New Amsterdam. So that's one way that they approached it, was by printing these broadsides. So again, we are going to use bold titles and graphic. 00:01:16 You can see the graphic. This is the king's seal up here. We've got a bold title here. Again, we're trying to grab people's attention. So here's another example you can see. This is one that shows selling of an everyday item. This is for window glass. You can see here for bigger print in the 00:01:36 more important things. We sell coach glass, large picture glass, and window glass. And here's the name of the company-- Painting in General by James L. Walker. So all the important information is going to have big font and all of the details are going to be in smaller font because they're not quite as important. 00:01:54 So this will give you a background on what a broadside is and perhaps what your broadside should look like for this assignment.

The French and Indian War

militia: a force made up of citizens, not full-time trained soldiers Section 1 00:00:01Hi, I'm your instructor. Take a look at this picture. It's a painting of the Battle of Ticonderoga, one of battles of the French and Indian War. Now, this tiny war started in the backwoods of Pennsylvania, but then soon spread around the world and involved not only Americans, but French, British, American Indian, and even Spanish forces. 00:00:22So in this lesson, we're going to be learning about the French and Indian War. But before we start, let's take a look at who's trying to control territory in North America. Section 2 00:00:00Well, in the 1750s, when the French and Indian War begins, many different groups are trying to control territory in North America.They include the British, the French, the American colonists, and American Indians living in the region. Section 4 00:00:00Well, did you answer more than one correct answer on the last question? Well, likely you'd know that the alliance system in the 1750s Americas was very complicated. The British had alliances with certain American Indian groups, like the Iroquois Confederacy. They also had alliances with some of the American colonists. 00:00:19The French also had alliances with other American Indian groups like this Huron and Algonquin. All this made for a very complicated situation when war broke out in 1754. Well, next let's take a look at our lesson objectives before we get started. By the end of the lesson, you should be able to explain the significance of the Albany Plan of Union, to identify and 00:00:40describe the causes of the French and Indian War, and also to list and describe the effects of the French and Indian War. Section 1 00:00:01Well, you know now that a tangled system of alliances and control over territory in the Americas is going to lead to a conflict known as the French and Indian War. So let's take a look at our lesson question. What were the causes and effects of the French and Indian War? So to answer this question, we're going to look at three main points. 00:00:18First, the causes of the war; the events that occurred during the war; and then finally, the impact or effects of the war. So first, let's take a look at the causes of the war-- what led to the conflict-- and then later on, we'll look at our other points. Section 2 00:00:00Well, first let's take a look at the territory controlled by the different groups in North America. Now, North America was a battleground between several European powers in the 1750s, including Great Britain, France, and Spain, all of whom had colonies in North America. And the claims of these colonies overlapped. So let's take a look at our map. First, in orange, we see the American colonies owned by the 00:00:23British, and they include all this territory on the Eastern Seaboard. Then we see the French colonies, which extend down south into the Mississippi. And then the Spanish colonies, which includes the colony of Florida. But you see this striped area. All of this is where both the French and the English are 00:00:42claiming territory. And no area was more disputed than this area, here. This is the Ohio River Valley. It was very rich, fertile soil, and it had an important river flowing through it. And on top of this, we see Indian alliances with the different groups. So first, we have the Iroquois Confederacy. 00:01:01This is a confederate, very powerful group, formed by five American Indian tribes between 1570 and 1600. It expanded to six tribes in 1722. And this particular group was allied with the British. Now the second group that we have are the Algonquins and the Hurons. These are the enemies of the Iroquois Confederacy. And they are very concerned about expanding American 00:01:26settlement onto their land, the encroachment onto their land. And they were afraid that, again, the British were not going to stop them. So they allied with the French and hoped by supplying the French with information and troops, they would be able to get rid of the British and improve their position. Section 4 00:00:01Now as we just learned, no area in North America was more hotly contested than the region in the Ohio River Valley. And the French began building forts in this region to protect their claims, one of which was Fort Duquesne. Now, both sides wanted access to this region. It had good farmland. And it also had control over major rivers-- the Ohio River, 00:00:22which then flows into the Mississippi, which you see here. Now, as a result of controlling this territory, as well, we have a large American-Indian population in this region. So that would also give either side control over this trade. Now, the first conflicts between the French and British occur in this area. 00:00:41French soldiers, again, are building forts in the region. And Virginia-- the colonial government of Virginia-- is going to send a young lieutenant by the name of George Washington, who you're likely familiar with. And you can see him as a young man here. They send him out to lead a militia against these French forts. 00:01:00And traveling with him are his Indian allies. Well, they accidentally come across one of these French patrols. They capture some of the French soldiers. But during the process, some of the French are killed and a few others escape. They then go back for reinforcement, and pretty soon George Washington is forced to surrender. 00:01:23So the very first conflict in the French and Indian War begins. Now the conflict expands when the British make plans to push the French out of the Ohio River Valley. They're going to send an army to attack Fort Duquesne. The British are defeated. And then the British officially declare war. So the French and Indian War officially begins in 1754. 00:01:46And this war has another name. In many European textbooks, you'll see the Seven Years' War, but it means the same thing. And this is a very important conflict in American history. Section 6 00:00:00Let's take another look at our lesson question. What were the causes and effects of the French and Indian War? Well, you now know the causes of the war-- that the French and the British are engaged in competing claims for territory, especially in the Ohio River Valley. So now, let's take a look at the events that occur during the war. 00:00:18What were the important battles that take place? But before we do that, let's take a look at what's going on in the colonies as the war begins. Section 7 00:00:00Well, about the same time that George Washington was marching on Fort Duquesne, a meeting was happening in Albany, New York. And this meeting was called the Albany Congress. Now, the purpose of the meeting was to try to discuss what would happen if conflict arose between England and France. And to facilitate protection, a man named Benjamin Franklin 00:00:21in 1754 proposed the Albany Plan of Union. This would call for the colonists to join together in a single organization where they could plan to protect each other against an outside threat. Now, the Albany Plan of Union had some important provisions. First, it had a grand council and president general who would rule over the colonies. And this organization had some powers, including the power to 00:00:46solve colonial land disputes between competing colonies; to handle the relations with American Indians, which could cause problems as the colonists expanded; organize colonial defenses from any kind of threat; and also impose taxes. So eventually the Albany Congress passed the Albany Plan of Union. But what would happen when it went to the Colonial 00:01:09Assemblies? Section 9 00:00:00Well, the Albany Plan of Union never went into effect because it was rejected by both sides. First, it was rejected by the colonial assemblies, who feared losing power and influence. They also were worried about losing territory and trade to other colonies. However, it was also rejected by the British government, who felt uneasy about the idea of colonial unity. 00:00:22They were already concerned about the growing power of some outspoken colonial assemblies, and the last thing they wanted was an even more unified voice coming out of the colonies. They also believed that colonial needs were already being met. So there really didn't seem to be a need for any kind of further organization. Section 11 00:00:00Well the early fighting in the war favored the French. They had a larger, better trained army, and a stronger military presence in North America. Now the British sent a general, a man by the name of Edward Braddock, to the colonies to build an army there. But he wasn't able to get a lot of support from the colonists. 00:00:18As a result, British forces were overwhelmed when the French won victories at Fort Oswego and Fort William Henry in 1756. In addition, a larger British force was defeated at the battle of Fort Ticonderoga in 1758. Incidentally that's the battle that you saw pictured on your title slide. Section 13 00:00:00Now remember, the British tried to drum up support for the war effort amongst the colonists trying to convince them to join the British army, but they weren't very successful. And as a result, the British leader William Pitt the Elder to control of the British war effort in 1757. And he made some decisions that helped the British war effort but didn't make the colonists very happy. 00:00:21First he forced colonists to serve in the army and made soldiers stay in colonists homes and take their supplies, like their food. Now this had a tremendous success for the British. And as a result, the tide of the war begins to turn because the size of the British army increased and they're able to then start defeating the French. So between 1758 1759 the British took control of three 00:00:47French forts. In 1759 the British defeat the French at the city of Quebec. By 1760 the colony of Montreal also surrendered to the British, and by 1761 Spain enters the war to help their French allies. But again, the French are going to lose this war and so Spain is forced to give territory over to the British. So let's take a look at the end of the war. 00:01:11The war ends with the Treaty of Paris of 1763. And this treaty is signed by Britain, France and Spain. As a result of this treaty France is going to give Great Britain control of all lands east of the Mississippi River. So all of this land is then suddenly into British hands. So you can see the size of the British holding in North America is going to dramatically increase. Spain is also going to give Florida to the British. 00:01:39And Spain is going to take control of the Louisiana Territory and New Orleans from the French. Section 15 00:00:00Well, let's take another look at our lesson question, what were the causes and effects of the French and Indian War? So we now know one big effect of the war, and that's as the course of the war continues, the British are going to be victorious and the French are forced to give up all of their land claims in North America. We're going to take a look at other effects of the war, especially those of the colonists. 00:00:22So let's get started with that next. Section 16 00:00:00Well, the French and Indian War had many beneficial effects on the colonists. First, people who would help supply the war effort, people like farmers and shipbuilders, had made a great deal of money. So they enjoyed some economic benefit. Next, remember, everyone is interested in that Ohio River Valley. 00:00:18It's very valuable farmland. So American settlers are excited about the prospect of moving onto this new British territory. Finally, confidence and cooperation among the colonies increased. They may not have passed that Albany Plan of Union, but they certainly felt that they could hold their own now. Now one group, however, that did not receive any benefit 00:00:38were the American Indians who were involved in the conflict, regardless of which side that they had fought for. Colonists began to move west onto American Indian lands, and we know that as colonists start to encroach on those lands, that leads to conflict with the American Indian tribes of the region. The tribes were also weakened by their wartime alliances, and one particular member, Pontiac, who was a member of 00:01:03the Ottawa tribe, led an unsuccessful rebellion against the British. He was very unhappy at the territory which he lived, which is located around the great lakes in present-day Michigan, that that territory was being handed over to the British. He led a rebellion and was eventually defeated. Section 18 00:00:00Now remember, one reason the colonists were excited about the British victory was the ability to settle in this region here, that Ohio River Valley, with that great farmland. However, after Pontiac's rebellion, the British are going to issue a proclamation called the Proclamation of 1763. What they basically said is that there would be no 00:00:21colonial settlement on this side of the line, that this land would be reserved for American Indians. And they issued this proclamation because they were not interested in defending all of this territory from American Indian attack. They weren't interested in building forts all through it. That would be very expensive. And so they forbid the colonists from 00:00:41settling across this line. However, this was ignored by the colonists who chose to settle in that region anyway. Section 20 00:00:00Well when we study the effects of the French and Indian War, here's your big picture item. This is the most important effect, and that is the cost of the war. The war was very expensive. It cost lots of money, and the British government was forced to go deeply into debt in order to pay for it. So as a result, the British government, of course, 00:00:21expected the colonists to help pay for the war's expenses. Because they believed the colonies had gotten a great benefit by having the French out of the way. So as a result, the British government is going to raise taxes. They're going to create new taxes, which of course the colonists do not like, increasing resentment for the British government. 00:00:42And now we see it's going to lead to a buildup for the revolution. Section 22 00:00:00Whether the cost of war is worth the benefit is a debate that rages on through American history even today. There are undeniable benefits to war. It can lead to greater resources and economic gain. It can also lead to new opportunities. Sometimes war is even necessary to protect America from its enemies. However, there is no doubt that there are significant 00:00:25costs to war. It can lead to expensive debt and also the loss of human lives. European nations competed fiercely for control of North America. Different American Indian groups allied with different European nations. 1. George Washington X won a victory ✔ was defeated when he went to fight the French in the Ohio River Valley. 2. The British then sent a X ragtag militia ✔ trained army to attack the French Fort Duquesne. 3. The British won a victory in the first battle of the French Indian War. Take a close look at this political cartoon by Benjamin Franklin. He created it to support the Albany Plan. What does the slogan "Join, or Die" suggest? Check all of the boxes that apply. -The colonies should work together. -The colonies cannot survive on their own. Which of the following best summarizes the situation in North America in the mid-1700s? -European nations competed fiercely for control of North America. Which of the following best summarizes the behavior of American Indians toward colonial powers? -Different American Indian groups allied with different European nations. Why was the Albany Plan of Union important? -It was the first attempt to unite the colonies. The FRENCH had a large and well-trained military that won several victories early in the French and Indian War. Despite sending 15,000 troops, the ✔ British failed to take control of Fort Ticonderoga in 1758. What territory did Britain gain from the French and Indian War? -a stretch of land east of the Mississippi River How did the French and Indian War affect American Indians? -They lost power from their alliances. What was the purpose of the Proclamation of 1763? -to prevent conflict with American Indians Which of the following reflects the colonists' view of the proclamation? -They rejected it. How did the French and Indian War affect the relationship between Britain and the colonies? -It caused increased tension over paying for the war. Section 1 00:00:00Well, you should now be able to answer your lesson question. What were the causes and effects of the French and Indian War? Section 2 00:00:00Well first you learned about the causes of the French and Indian War. Remember this war began over control of territory in North America by three empires, the French, British, and the Spanish. Each side created alliances with American Indian groups. And the British and French began the war over control of the Ohio River Valley. 00:00:19Now as the war began, the early battles favored the French. They had the stronger military. And remember, in the beginning, the British had trouble recruiting colonists to their cause. However, new laws were passed, forcing the colonists to join the British military. And then the tide began to turn in favor of the British. 00:00:38The British had victories at Quebec and Montreal. And then the war ended with the signing of the Treaty of Paris of 1763. And in this treaty, France was forced to give up all of its territory in North America, primarily to the British, but also some to the Spanish. Next let's take a look at the effects of the war. Remember there were some benefits to the colonists. 00:01:00They enjoyed some economic success. There were some drawbacks for American Indians. All American Indian groups lost power and influence, regardless of which side they fought for. The Proclamation of 1763, remember, was established by the British after Pontiac's rebellion. It was a line drawn through the North American land that prohibited colonists from settling west of that line. 00:01:26Remember colonists were not very happy about that. And then finally, remember the big effect was that the war was very expensive. Britain was forced to go deeply in debt. And they expected the colonists to help pay for the war, because they had received some benefit from it. What was the main conflict that led to the French and Indian War? -competition over land The ✔ Iroquois Confederacy supported the British in the war. Which area was at the center of the conflict between France and Britain? -the Ohio River Valley The political cartoon suggests that the colonies should unite because they -would be stronger together The Albany Plan of Union gave a grand council and president general the power to IMPOSE TAXES Which of the following battles were won by the British? - Quebec - Montreal The British sent 15,000 troops to attack ¶Fort Ticonderoga in 1758, but they were defeated by the French How did the British turn the war in their favor? - by sending more British troops into battle How did the Treaty of Paris affect France? -France gave territory to Britain and Spain The French and Indian War helped to establish BRITISH domination of North America. SPAIN took control of the port of New Orleans as a result of the war What did Pontiac lead a rebellion against? -the British takeover of French lands How did American Indians benefit from the Proclamation of 1763? -Their rights to land were officially recognized by a European nation. Why did the colonial governments reject the Albany Plan of Union? -They feared losing their authority. How did the colonists' rejection of the Proclamation of 1763 affect American Indians? -More and more settlers moved onto American Indian lands. What was George Washington's role in the French and Indian War? -He led militias and troops in battles that led to the start of the war Which of the following British policies increased colonists' resentment during the war? Check all the boxes that apply. -having soldiers stay in colonists' homes -forcing colonists to serve in the army -taking supplies from the colonists

Marshall's Court

This photo shows the Supreme Court of the United States. The Supreme Court is the highest in the judicial branch of the federal government. In this lesson, you'll learn about several important Supreme Court cases. These cases were reviewed under the leadership of Chief Justice John Marshall. In these cases the Supreme Court explained the powers of 00:00:20 the federal government and what its role should be. Before you learn about the Supreme Court cases, let's take a look at how Americans were divided on the role of the government. Section 2 00:00:01 This lesson's about solving a very big question. What is the role of the federal government? This question led to divisions among the American people the late 1700s and early 1800s. Some people did not want the federal government have too much power. They preferred a limited government with more power given the different states. 00:00:20 Others wanted a strong central government because that make the country safe and strong. Out of these divides emerged two political parties, the Federalists and the Democratic-Republicans. This division was reflected in the two political parties at the time, which both had different answers to this question. The Federalists and the Democratic-Republicans. 00:00:41 The Federalists wanted a strong central government. The Democratic-Republicans wanted state governments to be more powerful. They favored a more limited national government. The Constitution outlined the role of the federal government, but Americans disagree on how to interpret it. The Federalists were looking at it more loosely. 00:01:00 The Democratic-Republicans were following it to a letter, which is a very strict following of the Constitution. The Supreme Court was about to step in and decide what role the federal government should be. It would also define what powers belong to each of the three branches of government. John Marshall was the person who would lead the Supreme Court as it tackled for the first time these difficult 00:01:23 questions on the roles and powers of the federal government. He fought in the Revolutionary War for three years. Marshall was elected to the Virginia legislature in 1789. He strongly supported the new national government. Marshall briefly served in the House of Representatives as a Federalist. Marshall's greatest accomplishment was serving as 00:01:43 chief justice of the Supreme Court from 1801 to 1835, longer than any other chief justice. And as chief justice, he helped provide some clear answers to the major question we identified at the beginning of the warm up. What is the role of the federal government? Section 4 00:00:01 As you have seen, Americans disagreed about the role of the Federal Government. Federalists wanted to be powerful, but Democrat Republicans wanted to limit its powers. The Supreme Court ruled on important issues that define the powers of the Federal Government. By the end of this lesson you should be able to explain how Marbury v. Madison defined the powers of the Supreme Court. 00:00:22 You'll also be able to describe how McCulloch v. Maryland defined the powers of Congress and analyze the effects of Gibbons v. Ogden on the role of the Federal Government in business matters. Instruction Section 1 00:00:01 How did the Supreme Court define the powers and the role of the federal government? That's a question we're going to answer during this lesson. You've learned about the debate over the role of the federal government in the United States in the early 1800s. You've also met John Marshall and learned that he helped shape the Supreme Court rulings as Chief Justice for 00:00:19 more than 30 years. In this lesson, we're going to look at three important Supreme Court cases that helped to define the powers of the federal government. First we're going to talk about Marbury v. Madison in 1803. It was about figuring out the Supreme Court's job. Then we'll look at McCulloch v. Maryland in 1819, which was 00:00:37 about figuring out the powers that the federal government has. And then last we'll talk about Gibbons v. Ogden in 1824, which is about how the federal government can regulate business. But let's start by taking a closer look at Marbury v. Madison. In examining this case, you will learn about how the 00:00:55 Supreme Court introduced the concept of judicial review. Section 2 00:00:01 In 1800, President John Adams lost his bid for re-election. But before he left office, he appointed several people to government jobs. On your left is William Marbury. He was appointed Justice of the Peace by President John Adams. Marbury was a Federalist. On your right is James Madison. 00:00:18 Under the new President, Thomas Jefferson, he was the Secretary of State. He was also a Democratic-Republican. Marbury was appointed to be a judge as you just saw. Well, James Madison, the Secretary of State, had the job of delivering this appointment. Marbury couldn't take his job as a judge unless James Madison filed the right paperwork. 00:00:40 Why didn't Madison do this? Remember, he was a Democratic-Republican. Marbury was a Federalist. Because Madison's party stood in opposition of Marbury's party, he refused to deliver Marbury's appointment. Marbury couldn't start his job. He was upset. Who wouldn't be? 00:00:58 He wanted his job, and he took his case right to the Supreme Court since that's what the law told him to do. Section 4 00:00:01 Just as you saw, Marbury decided to take his case to the Supreme Court. In 1789, Congress passed a law known as the Judiciary Act of 1789. That gave the Supreme Court the power to hear cases like Marbury's. When reviewing the case though, John Marshall and the other justices noted that the Constitution said that Marbury 00:00:20 should take his case to another court first. Marshall wrote that the act contradicted the Constitution. It was unconstitutional. What did the ruling of Marbury v. Madison mean? Well, it meant three things. Marbury did not get his appointment. Sorry, Marbury, you came to the wrong court first. You need to go somewhere else. 00:00:39 The Judiciary Act of 1789 was unconstitutional. But the most important thing that happened didn't have anything to do with Marbury at all. The most important effect was the Supreme Court declared a law to be unconstitutional. This power was called judicial review, which allows the Supreme Court to rule on any law and say whether or not it is constitutional. 00:01:03 This is the first time the Supreme Court had declared a law unconstitutional. By doing so, the Supreme Court had established the principle of judicial review. In other words, the Supreme Court could decide whether or not a law upheld the Constitution. If a law was unconstitutional, the law would not take effect. It also meant the Supreme Court could now limit the 00:01:24 powers of Congress. The framers of the Constitution had set it up so the three branches of the federal government would limit each others' powers. This is called the system of checks and balances. By claiming the right to decide whether or not laws violated the Constitution, the Supreme Court provided a check against Congress. Section 6 00:00:01 Since the 1800s, the Supreme Court has repeatedly used the power of judicial review. One recent example is the United States v. Stevens in 2010. In United States v. Stevens in 2010, the Supreme Court evaluated a law that made it illegal to show images of animal cruelty. The law had a complicated definition of what this meant. 00:00:23 Could someone get in to trouble for showing images of animal cruelty, even if they weren't mistreating the animals themselves? The Supreme Court declared the law was unconstitutional. They said it violated the First Amendment. The law was too broad and limited speech to a greatly. How could a person exactly define what animal cruelty would mean? 00:00:46 A later law was passed that was more specific about what was not allowed. This meant it would not violate the amendment. Section 7 00:00:01 So far you've learned about the Supreme Court's ruling in Marbury v. Madison of 1803. For the first time, the Supreme Court decided that a law passed by Congress violated the Constitution. That is, the Supreme Court claimed the power of judicial review, which allows the judicial branch to keep the executive and legislative branches from becoming too powerful. 00:00:23 Next we'll look at another Supreme Court case that defined the powers of the Federal Government, McCulloch v. Maryland in 1819. Section 8 00:00:01 In 1816, Congress established the Second Bank of the United States. This bank was a national bank. It served the entire country and the government. Some states had already established banks. They resented the competition from the national bank. Two years later, the state of Maryland passed a law that taxed the national bank. 00:00:21 James McCullough, the head cashier of the Baltimore branch of the national bank, refused to pay the tax. The case of McCulloch v. Maryland raised two important questions for the Supreme Court to evaluate. The answers to these questions would help define the role of the federal government. The case of McCulloch v. Maryland raised an important question. 00:00:41 Does Congress have the power to act in ways not spelled out in the Constitution? The court needed to decide if the government could loosely interpret the Constitution. For this case the Supreme Court would evaluate whether the Constitution, by giving Congress the power to do things such as regulate commerce, implied that Congress can create a bank. 00:01:03 The Supreme Court would need to determine whether or not the federal government or state governments are supreme. In other words, does the federal government, or do the state governments have the highest authority? The state of Maryland had taxed a federal government organization. Did the state have the right to do this? Section 10 00:00:01 The Court ruled that Maryland's tax was unconstitutional. Article VI of the Constitution says that the federal government has more power than state governments. Letting states tax a federal bank gave the states too much power. Federal law is supreme to state law. Implied powers are powers suggested, but not clearly 00:00:24 stated in the Constitution. Congress does have express powers-- for example, the power to borrow money, impose taxes, and regulate commerce-- that are clearly stated in the Constitution. These express powers imply other powers. In McCulloch v. Maryland, the Supreme Court ruled that Congress has the implied powers to 00:00:45 establish a national bank. Marshall wrote the decision. The power to create a bank was a proper way for Congress to fulfill its expressed powers. Section 12 00:00:01 As you learned, McCullogh v. Maryland established that Congress has implied powers. Here's some examples of modern laws that are based on implied powers. The Clean Air Act of 1970 aimed to reduce air pollution from cars and industries. Congress has the express power to regulate commerce, and this implies the power to make businesses 00:00:24 produce less pollution. The Americans with Disabilities Act was passed in 1990 to makes civil rights protections to people with physical and mental disabilities. The power to make this law is implied by the express powers to regulate commerce and how business is done. Both of these laws rely on the ruling that the federal government is supreme to over state governments. 00:00:48 These federal laws can trump any laws that the state might pass on these issues. Section 13 00:00:02 So far, you learned about the Supreme Court cases Marbury v. Madison and McCulloch v. Maryland. The Supreme Court ruled on the powers and the role of the federal government in Marbury v. Madison and declared a law unconstitutional. In McCulloch v. Maryland., the Court ruled the federal government is more powerful than the state government. It also ruled that Congress has implied powers. 00:00:26 Now let's examine a Supreme Court case that further addressed the authority of the federal government, Gibbons v. Ogden. Section 14 00:00:02 Gibbons v. Ogden involved a dispute over who had the right to operates steamboats in New York waters. Aaron Ogden sued Thomas Gibbons to stop him from operating his own line of steamboat. Ogden had received a license to run his business in the state of New York. Gibbons operated his steamboats between New York and New Jersey. 00:00:22 He had a license from the national government, not one issued by the state of New York. The Supreme Court needed to decide which license was more important, the state license or the federal license. Could New York stop Gibbons from using its water by denying him a New York license even though he had a federal license? The Supreme Court ruled in the favor of Gibbons in 1824. 00:00:47 Yet again, the Supreme Court held that the national law was superior to state law. Since Gibbons held a license from the national government, his license trumped that of Ogden's state license. The court decided that the states could regulate commerce or control businesses and trade within their borders, but only the federal government could regulate interstate commerce. 00:01:10 In, other words this means commerce between states are places like waterways bordering New York and New Jersey in this specific case. Also, commerce across borders is another thing that the supreme court will rule in favor of the federal government. The ruling supported Congress's constitutional power to regulate commerce. Summary Section 1 00:00:01 In this lesson, you've learned to answer to the question how did the Supreme Court define the powers and role of the federal government. You learned about several important Supreme Court cases under the leadership of Chief Justice John Marshall in the early 1800s. Section 2 00:00:01 You have learned that the chief justice John Marshall and the rest the Supreme Court helped define the role of the government. The cases defined the powers of Congress and the Supreme Court, and the relationship between the state and federal government. This happened in three major cases. Marbury v. Madison, McCulloch v. Maryland, 00:00:20 and Gibbons v. Ogden. In Marbury v. Madison, the following things happened. The court declared the Judiciary Act of 1789 to be unconstitutional. This was the first time the court decided that a law violated the Constitution. The Supreme Court claimed the right to judicial review. The court had the right to evaluate whether laws passed 00:00:43 by Congress were unconstitutional. The ruling supported the idea of checks and balances. The Supreme Court now limited Congress' power. In McCulloch v. Maryland of 1819, the Supreme Court ruled the federal government has higher authority than the state government. Maryland's tax was unconstitutional. The court also ruled that Congress has implied powers. 00:01:08 These powers are necessary to carry out the powers listed in the Constitution. In Gibbons v. Ogdon, the Supreme Court maintained that national laws are superior to state laws. The ruling noted the states could regulate commerce within their borders. Only the federal government can regulate interstate commerce.

Reform Movements

Welcome, class. This lesson is on reform movements. This painting shows an 1839 revival, or religious meeting. Such meetings are part of the Second Great Awakening, a movement to reform Protestant Christianity in the United States. In this lesson, you'll learn about the Second Great Awakening and other reform movements of the era. 00:00:18 Let's start by looking at the first Great Awakening. Section 2 00:00:01 The First Great Awakening occurred in the early 1700s. There was a growth in religious enthusiasm amongst Protestant Christians. Lively, emotional sermons such as "Sinners in the Hands of an Angry God" by Jonathan Edwards was one of the most famous ones. It also led to new religious traditions such as being born again. 00:00:21 The First Great Awakening changed life in the colonies. Divisions were created within churches, especially amongst the Puritans. This resulted in the growth of new churches such as the Methodists and the Baptists, which also led to more acceptance of different religious groups. This led to the creation of new universities such as Princeton, Brown, and even Rutgers. Section 4 00:00:00 Great awakening led to the Second Great Awakening, a movement by protestant churches to reform people's physical and spiritual lives. By the end of this lesson you should be able to describe the characteristics of American society in the Jackson Era, explain the causes of the Second Great Awakening and describe its effect on American culture, describe the reformers responses to social issues during the 1800s. Instruction Section 1 00:00:00 What efforts were made to change American society in the early 1800s? In the warm up, we talked about the first Great Awakening, which eventually led to the Second Great Awakening. In this lesson, we're going to learn about other social movements such as the Second Great Awakening, efforts to reform society, and efforts to reform 00:00:18 education and provide freedoms. The Second Great Awakening was a religious movement that provided new energy to the country. Let's start by focusing here. Section 2 00:00:01 TEACHER: The Second Great Awakening was a movement to revive and reform Protestant churches in America. It began in Upstate New York in the 1790s. Evangelical Protestants were a group of Christians who believed that people could be saved by faith. When people changed or converted to the Evangelicals' religion, their spirits would be reborn. They thought that preaching was a very 00:00:24 important aspect of this. Revivalism was the name given to this attempt to bring new energy and life to the church. Churches were traditionally formal, quiet places. Now, the revival meetings were often loud exciting, much like a football game. Evangelical preachers led these meetings. They emphasized people's duties to do what was right 00:00:46 and resist sinful behavior. Section 4 00:00:00 Charles Grandison Finney was a key figure in the Second Great Awakening. He held revivalist meetings across the nation that drew more, and more, and more people. He believed that excitement was necessary to promote faith. He wanted people to enjoy themselves and have fun at his meetings. 00:00:16 He became president of Oberlin College later in his life. Section 6 00:00:00 You have learned conversion was an important aspect of revivalism. Many African Americans were converted during Methodist and Baptist revivals. They joined the revivals, but generally weren't treated very well, so they created their own traditions and even formed their own churches, both in the North and in the South. Enslaved persons held their own worship services on 00:00:19 plantations. Free blacks created their own congregations as well. One of these was the African Methodist Episcopal Church founded in Philadelphia by Richard Allen, picture here. Congregations protested discrimination and slavery. They also established the first black colleges in America. Some African American churches even had female preachers. 00:00:41 This, of course, was a very controversial issue. Not everyone agreed that women should be preachers, both in African American churches and in white churches. Picture here is Juliann Jane Tillman. She's preaching at the African Methodist Episcopal Church. Section 8 00:00:00 The Second Great Awakening was a revival movement that led to many changes in how religion was practiced in the United States. Exciting revival meetings brought more people into the Church, and many African Americans joined the African Methodist Episcopal Church. But religion was not the only aspect of American society to experience change. 00:00:19 There were efforts made to improve Americans' quality of life. In this segment you will learn about a few reform movements that resulted from the Second Great Awakening. Section 9 00:00:00 The Second Great Awakening had three important effects. It increased church attendance, it increased emphasis on moral behavior, and it increased attention on reforming and improving society. The first of these changes that resulted from the Second Great Awakening is the temperance movement. In the 1800s, people drank way more than they do today, up to 3 times as much as they do today. 00:00:24 This is because water back then was not as good as it is today, and alcohol was much safer. Excessive drinking obviously caused troubles within the family and at work. Men had to bring home the money and instead spent that money on alcohol. Churches began the temperance movement to try and combat these problems. 00:00:45 Temperance is little or no drinking of alcohol. Many women joined this movement because they were not allowed to work, and this was a better way to get their men to bring the money home. Taking a look at this engraving here, you can see the temperance movements showed women crying, people dying, and lots of fights. These are the evils and ills of alcohol. Section 11 00:00:00 In the 1830s, a movement to improve working conditions in New England factories began. Workers went on strike at cotton mills in Lowell, Massachusetts. Because these workers were young women, they were called the Lowell Mill Girls. The girls formed the Lowell Female Labor Reform Association in 1844. 00:00:18 This was one of the first labor organizations for women by women. The organization pushed for better working conditions, a 10 hour workday, and pay raises. But it wasn't just workers looking to reform. Dorothea Dix, for example, was concerned with the situation of the poor and of the mentally ill. Dix was a teacher from Boston who visited prisons and mental 00:00:40 institutions in Massachusetts and throughout the rest of the country. She discovered terrible and deplorable conditions and advocated for reform. Reform means to speak up and enact change. She did this by writing a report to the Massachusetts legislature that led to an enlargement of mental institutions in Worcester, Massachusetts. 00:01:02 You'll read part of that report in the assignment. Dix also worked to improve hospitals throughout the nation and in Canada. Section 13 00:00:00 During this time, many people were interested in new ways of organizing society. Some of them formed Utopias. A Utopia is an ideal, or perfect, society. Some Utopias were built on religious beliefs, others built on new rules for society. One such community is New Harmony, Indiana, shown in this image. 00:00:20 The community shared all property. Several Utopias were formed, but most ended up failing. The Shaker and the Oneida communities were two famous Utopias. The Shakers were a Christian group. They believed in a very simple life. Their name comes from the fact that they practice dancing as part of their religious beliefs. 00:00:39 They're very well known for making simple, but very nice, furniture. The Oneida community, which formed in upstate New York, was another Utopian experiment. It was formed much later than the Shaker community. The founder of the Oneida community felt that limiting and controlling society was the only way for his Utopia to succeed. 00:00:59 He chose people who were allowed to be parents, and criticized publicly people for their failings. Residents called themselves perfectionists. This community lasted for about 30 years. These Utopias may seem extreme, but this is what people wanted to do at the time. They wanted to find new ways, and moral ways, to live life. Section 15 00:00:01 TEACHER: The Second Great Awakening led people to try and improve other parts of society. Remember, people began to campaign against the excessive drinking of alcohol and the poor treatment of prisoners and factory workers. Some even tried to form Utopian communities in an effort to create a model society. In this segment, you will learn about efforts to improve 00:00:22 society, including movements to end slavery and expand education for all people. Section 16 00:00:00 Another cause that gain strength from the Second Great Awakening was the abolitionist movement. Abolitionism was the movement to end to slavery. Much of its energy came from free African Americans and whites from the north that believed slavery was immoral. Many people from many different walks of life joined and became part of this movement. The American Anti-Slavery Society was founded in 1833 by 00:00:23 William Lloyd Garrison. The movement didn't have much effect on the South quite yet, where most enslaved people were. Section 18 00:00:00 Education was another reform that came out of the Second Great Awakening. Horace Mann, for example, wanted to improve the country's education system. He believed that education was key to individual rights. He believed that everyone should have access to education regardless of social class. He also believed that education should be secular 00:00:19 and paid for by the public so that everyone could have access to it. He's the founder of the common school movement, which is basically the ancestor of the public school system that we have today. The movement's goal was to strengthen public education by increasing the influence of the state's over how and what students should be learning. 00:00:38 He also is a proponent of making teaching a profession. In 1848, Horace Mann became a representative in Congress, where he fought very hard against slavery. In a graduation speech that he gave shortly before his death in 1859, he said, be ashamed to die until you have won some victory for humanity. The public school system came from the common school system of the past. 00:01:02 The common school movement stated that school should be for all children to attend, paid for by tax dollars, open to all faiths, creeds, and social classes, and run by the states. Basically, this is the system that we still use today. Section 20 00:00:00 Another key figure in the spread of American education and a distinct American language was Noah Webster. Webster created the first American dictionary of English, published in 1828. He believed that language reflected culture, and that changed based on how and where people used it. His dictionary contained many different definitions of words that generally were never found in a dictionary before. 00:00:24 He also created American spellings for some words. His dictionary standardized usage and spelling of American English, which helped make American English a recognized language. A modern form of his original dictionary is still in use and still survives today. Summary Section 1 00:00:00 As you have learned in this lesson. The early 1800s saw the birth of many reform movements. Let's take a look at what you have learned in this lesson, and try to answer the question. What efforts were made to change American society in the early 1800s? Section 2 00:00:00 The Second Great Awakening was a religious revival movement that led to many changes in American society. Revivals and large camp meetings were held in many parts of the country. These gatherings were led by evangelical preachers such as Charles Finney. These preachers called on people to turn away from sinful behavior and improve society. 00:00:19 It led to the creation of different churches, such as the Baptist, the Methodist, and the AME churches, the African Methodist Episcopal church, which was created by free blacks who began their own evangelical traditions. During this time of change, many reform movements also sprang up. The temperance movement sought to improve people's lives by limiting or banning the use of alcohol. 00:00:41 Workers campaigned for better working conditions, better pay, and shorter working hours. People worked to reform care for the sick, and the poor, and people with mental illnesses, and some groups set to create new societies by creating Utopias. Other reformers sought to make changes in society by championing individual freedoms and the spread of knowledge. 00:01:03 The abolitionist movement also began to end slavery. Education reformers such as Horace Mann fought for equal access for all people to education, which led to the public school system that we still have today. And Noah Webster created the first American English Dictionary, making American English a recognized language.

Colonial Leaders

firebrands: the aggressive promoters of a cause Section 1 00:00:00Hi, I'm Ms. Mirzaie. Welcome to our discussion on colonial leaders. In this lesson, we're going to learn about the backgrounds and viewpoints of prominent British and American leaders during the Revolutionary Era, the time period leading up to the American Revolution. Now, on this screen in front of you, we can see some important leaders of the day. 00:00:20For the British side, we have King George III and Prime Minister George Grenville. And then for Americans, we see John Adams and Benjamin Franklin. Now, all of these are very important leaders. But we're going to begin by talking about a man who's not pictured on the screen in front of you. He is George Washington. 00:00:40He became one of the most important figures during the Revolutionary Era. We're going to look at some of his early military experiences to find out a little bit more about him. So let's get started with talking about George Washington. Section 2 00:00:00Now, you know that George Washington eventually became the first president of the United States and that he was a successful military leader during the American Revolution against the British. This is probably something that you've heard without even having to study it in history. But did you know that before that, Washington actually led colonial troops from Virginia during the 00:00:22French and Indian War? So this was a war between the British and the French. And the Americans and the colonial troops actually supported the British in this war. Now, he assumes command on the battlefield during the Battle of Fort Duquesne after General Braddock, who he'd served under, was killed. Now, Washington displayed a great amount of courage and 00:00:46leadership while he led a successful retreat under fire. So he started to emerge as an important and capable leader at this time. He proved to be crucial in shaping the destiny of a new American nation. But Washington wasn't alone in doing this. And in this lesson, we're going to take a look at some of the other important figures during this time period. Section 4 00:00:00So, by the end of this lesson, you should be able to explain the opinions of British leaders on colonial affairs, describe how the backgrounds of colonial leaders shaped their points of view, and explain the role and contributions of women in colonial society during the Revolutionary era. Let's get started. 1 00:00:00In this lesson, our goal is to answer the question, what were the views of British and colonial leaders in the Revolutionary Era?Now, we already talked about some important leaders. And we mentioned some important leaders in our warm-up. In this lesson, we're going to learn more about British leaders, such as King George III. 00:00:17We're going to talk about colonial leaders, such as George Washington. We're also going to take a look at some important women who were leaders during this era, including Abigail Adams.Let's begin by taking a look at British leaders who were important during this Revolutionary Era. Section 2 00:00:00Let's take a look at King George III, to begin with. He became the monarch, or the King of Great Britain in 1760, at the young age of 22. Now, he is often characterized as being determined and a very stubborn young man. But, at the same time, he was often plagued by feelings of inadequacy, or self-doubt. He was very insecure. 00:00:22He wanted to increase the monarch's influence over the British government. He wanted the monarch to become more powerful in terms of government and take some of that power away from Parliament. Now, he faced several challenges in ruling the empire. He selected poor advisors, who basically told him what he 00:00:41wanted to hear, and who gave bad advice. He faced disputes and quarrels between government officials and perhaps, being so young it was difficult for him to be able to mediate some of these disputes. He also had to deal with turmoil and conflict in his government during most of his reign. And remember, he was responsible for a rather large empire, so this is a lot riding on his shoulders. 00:01:12Now, despite all these problems, some British leaders took on a stronger role and one of those individuals was William Pitt the Elder. He was one of Britain's most effective leaders and he served as Britain's prime minister, who is the head of Parliament, during most of the French and Indian War. He was known for his honesty and he was a confident and effective administrator. 00:01:38And he wanted to build Britain into a great imperial power. He was really influenced by Roman history and the expansion of the Roman Empire and this is what he had as an idea for Great Britain. There were several successes that he had. He had some disagreements with King George III, obviously because George wanted to increase the role of the King and thereby decrease the role of Parliament. 00:02:07But Pitt did help strengthen the empire for King George III. He defies the strategy to defeat France in the French and Indian war. However, he resigned in 1761, amid turmoil, and he began criticizing the government. He was very outspoken in his criticism. He thought the government was too harsh on the colonies and 00:02:30he particularly focused on the taxation policies, which he felt went way too far. Now, the King recalled Pitt to serve as prime minister in 1766, but illness limited Pitt's effectiveness and after two years he was forced to resign again. Section 4 00:00:00You saw an image of Grenville in the warm up. So let's talk a little bit more about him. He became the prime minister of Great Britain after the French and Indian War in 1763. His background really had prepared him for this. He was educated at Eaton and then Oxford [? bar. ?] he was the treasurer of the Navy. He had family who were involved in politics. 00:00:19So he was really well prepared for this role, however he lacked the speaking and leadership skills really required of someone in this position, and he did not get along very well with many of his colleagues, and more importantly King George III who had really lost his faith in Grenville after Grenville had mishandled some issues.Now when Grenville did become prime minister, it was right after the French and Indian war, so the country was facing 00:00:50a really heavy financial burden.There was a great deal of economic distress at this time. He believed he had a solution. He wanted the colonies to pay for the defense. This war had occurred on colonial soil, and he felt it was only fair that the colonies contribute to the cost of the war. 00:01:08Now he thought the best way to do this was to heavily tax the colonies, and he's famous for passing the Sugar Act and the Stamp Act. As a result of these Acts, though, the colonists really are going to protest this. And we see the fracturing now of the relationship between the colonists and the British government. He's removed from office in 1765. 00:01:31Now remember, shortly after this King George III is going to ask Pitt to return as prime minister. He's only going to be able to serve in that role for about two years because of illness. Now Charles Townshend became chancellor of the Exchequer in 1766. Now this job is really the top financial and economic position in the British government. 00:01:55He wanted to increase British control over the colonies, and he thought that the best way to do this was to also tax the colonies. He wanted to raise more money from them. So like Grenville, he thought they should help pay for the cost of the war. He's going to create new taxes on the colonists that are called the Townshend Acts. 00:02:17This is really going further that divide, really even more greatly contribute to the damaging of the relationship between the colonists and the British government. They are highly and wildly unpopular in the colonies. You can see now a pattern that's starting to become established here where the colonies are the ones that are getting a lot of the taxes. They're really feeling the brunt of the problems that are 00:02:45happening in the British government. It's really affecting the colonies, and they're the ones who are asked to kind of make up the difference in some of the costs.You can see why this is creating tension between the colonists and the British government. Section 6 00:00:00OK, now we've already talked about some of the British leaders.Now let's take a look at some of the important colonial leaders.This is going to help us answer our lesson question, what were the views of British and colonial leaders in the Revolutionary era? Section 7 00:00:00Well, if you've ever held a $1 bill in your hand, you no doubt know who the man on the screen in front of you is. It's George Washington.Now he was one of the most prominent Americans during the 1760s. And you know that he was also a military leader during the French and Indian War. But he felt as though his contributions were not 00:00:20respected by the British. He became a wealthy estate owner in Virginia after marrying his wife Martha. And this allowed him to gain prominence in Virginia so that he could become a member of the House of Burgesses, which is Virginia's colonial legislature. He wasn't a ringleader per se, but he did support colonial protests against British taxation. 00:00:46Now Benjamin Franklin was also one of the most-- and perhaps the most-- well-known American in the world in the 1760s. He had earned his wealth early on as a printer and writer in Philadelphia. And he later became interested in science and performed experiments with electricity, for which he became well-known worldwide-- in Europe, the Americas. 00:01:13He lived in London for many years because in 1757 the Pennsylvania Assembly selected Franklin to serve as their agent in London.And although he was an American, he really did admire the English. And he wanted to ease the tensions that were growing between Britain and America. Section 9 00:00:00Now, Washington and Franklin were great leaders but they weren't always the most vocal.Samuel Adams and Patrick Henry were firebrands, aggressive promoters of a cause. Now, Sam Adams was one of the first people to oppose Britain's taxation of the colonies. He called for no taxation without representation. He was very influential in Boston politics, so he was 00:00:20able to rally a lot of support around his ideas. He also led protests against British taxes. Patrick Henry was a Virginia lawyer and he really was a brilliant orator. And he delivered many speeches and spoke out against British taxation.And he also led radical opposition to the British government. 00:00:43Two other important leaders include John Hancock and Paul Revere, both from Boston. They were leading opponents of British policies. Now, John Hancock was a merchant and he often turned to smuggling goods to increase his well, especially during this time of taxation. He was very active in Boston politics and he later would become famous for being the first to sign the Declaration 00:01:07of Independence and he did it with his signature very large. Today, some people may even say to you, can I have your John Hancock?And that means they're just asking for your signature. And it's sort of a little joke paying homage to Hancock, who famously signed the declaration so large. And Paul Revere, who you may have heard, would later lead that famous midnight ride warning the colonists of the 00:01:33coming of British troops. He was a skilled silversmith and he joined the Sons of Liberty, a group that protested British policies. And he often used engravings to signify or promote cause against the British.So he would do that with silver.Now, another leader that's important to learn about is John Adams. 00:01:59He's actually the second cousin of Sam Adams. He had a sharp legal mind and he used it to question Parliament's right to tax the colonies. Again, the colonists are rallying behind this idea of no taxation without representation.He was a lawyer in Massachusetts. He also criticized the corrupt nature of British politics. He opposed British taxes on colonial imports and he would 00:02:23later become the second president of the United States. Section 11 00:00:00We are one step closer to answering our lesson question, what were the views of British and colonial leaders in the Revolutionary Era? Now, we've talked about the British leaders and the colonial leaders. Now let's focus our attention on the women who were leaders. They were very influential in colonial society at this time. So let's learn more about them now. Section 12 00:00:00Now some colonial women, such as Abigail Adams, addressed the political issues of the day. Now Adams would become famous for being the wife of future president John Adams. So she was the First Lady. And she was also well-informed about current issues. Her father was a minister and he had a very large library, so she grew up reading books and staying informed of the 00:00:24current issues of the day. Now she managed the family farm. This was because her husband was often away on business, politics. So she was responsible for the care of the family farm. She supported women's rights and she was actually very vocal about this to her husband, often writing letters expressing her hope that when the founding fathers were 00:00:49going to establish the new nation, ultimately, that they would keep women in mind. And she also argued for increased educational opportunities for girls. And she also opposed slavery. Now Mercy Otis Warren gained influence from her writing. And she used her writing to promote political ideas.She was the sister of James Otis and the 00:01:11husband of James Warren. Both men of political prominence during this day. And she became acquainted with many colonial leaders. She was knowledgeable about current events and political issues. And she hosted meetings that protested British policies. She was an active supporter of the Patriot cause. She also wrote poems and stories and plays that 00:01:35promoted Revolutionary causes. Section 14 00:00:00Now, women like Mercy Otis Warren and Abigail Adams did rise to prominence. But for the majority of women, they had many disadvantages in colonial society.They couldn't vote in elections, they couldn't bring lawsuits to court, and married women couldn't own property. Now, women did have influence in many churches.And they made up the majority of church members. 00:00:20And they were able to voice their opinions there. Now, in some congregations, like Puritan congregations, members were really suspicious of any woman who spoke out too much. So women had to kind of keep some of their opinions in check. Now, despite being limited politically, women played active roles in the colonies' social and economic life. 00:00:39They managed households, they raised children and were responsible for educating their children. They produced cloth, soap, cheese, and other goods, and this helped contribute to the family income. They operated small businesses. They also worked as seamstresses, cooks, launderers and servants, and this would be some of the lower class women. 00:00:58Women were also active in support of the patriot cause. When relations between the colonies and the British worsened in the 1760s, women were active in colonial protest movements. Now, many women made homespun clothes to replace British clothing.This was a way to almost boycott British goods that were coming in, such as textiles. 00:01:22They served coffee instead of English tea, another way to protest. They organized into groups called the Daughters of Liberty. And this image here shows a handbill encouraging the Sons and Daughters of Liberty to boycott an uncooperative colonial merchant. They also joined in mob activities against tax 00:01:44officials, including the tarring and feathering of tax officials. So women were very much important to the patriot cause at this time. Section 1 00:00:00OK, in this lesson, we answered the question, what were the views of British and colonial leaders in the Revolutionary era? Now let's take a look at some of the big ideas that we talked about during the course of this lesson. Section 2 00:00:00Okay, well, we began by talking about important British leaders and how they could not resolve conflict with the colonies. King George III sought to increase his influence in British government, and quarreling officials weakened the power of the British government. Now Grenville and Townshend wanted the colonies to pay higher taxes after the French and Indian War, and they are 00:00:21most famously known for instituting the Sugar Act, the Stamp Act, and the Townshend Acts. Prime minister Pitt supported the colonies, but illness limited his influence, and he had to resign for a second time from office. Now colonial leaders resisted British policies. We talked about Franklin really trying to build closer ties between Britain and America as he served as an 00:00:48agent in London. Samuel Adams and Patrick Henry ignited flames of resistance, and really called people to protest the British taxation without representation.John Hancock and Paul Revere also opposed British policies, and they were all very influential in stirring up revolutionary sentiments, or really inciting people to oppose British government throughout the colonies. 00:01:15Now John Adams was famous for questioning Parliament's right to tax the colonies. Women in colonial society were very important, and they made vital contributions. Although they faced legal and political barriers, they were active in churches where they were able to voice some of their opinions. They also managed households and worked to 00:01:35increase family incomes. And women of lower classes often worked as servants, or cooks or cleaners outside the home. They also supported protest efforts, and many women joined Daughters of Liberty and did what they could to boycott British goods in support of the patriot cause. I thank you so much for joining me today, and I hope that you learned a lot, and I hope that you 00:02:00have a great day. Section 1 00:00:00In this assignment you're going to read a letter by Abigail Adams. Now during their relationship, Abigail Adams and her husband John Adams exchanges over 1,000 letters because John was frequently away from home, and this was how they could correspond. In this assignment you'll read two passages from one of Abigail's letters. 00:00:17Pay attention to how she describes her ideas and opinions. Now let's take a look at this letter. She says indeed they, people in Boston have not the advantages nor the resolution to encourage or own manufacturies, which people in the country had. As for me, I will seek wool and flax and work willingly with my hands, and indeed there is occasion for all our 00:00:38industry and economy. Now what is she talking about? She's talking about the boycott that is going on. She's saying that people in cities, she's speaking of Boston, they don't have the advantages nor there the resolution to encourage their own manufacturies. What does she mean? Our own manufacturies. 00:00:55She's talking about the abilities to make things on themselves in the colonies, not things imported from Britain. She's saying which people in the country have. So people in the country have the resources, often the know how. Many people in the cities, perhaps, are now working out of the home, and may not have access to some of 00:01:19the things they need. They're more used to just going into a store and buying a lot of things, whereas people in the country at this time are more used to making things themselves. So she's saying in the country they're going to be able to make goods. This is going to allow them to boycott British goods. They're going to make their own clothing 00:01:37and their own textiles. As for me, I will seek wool and flax. So those are the things that she's going to get so she can make things. And work willingly with my hands, so she's going to do these things by hand, and this is what's going on throughout the country that she's talking about. So she is really saying it's going to be difficult for 00:01:58colonists in cities, but she will join in and do what she can to help. Section 4 00:00:00Now, here Abigail is going to go on to talk about what is going on at this time period. And she says many have been the anxious hours I've spent since that day. The threatening aspect of our public affairs, the complicated distress of this province, and the arduous and perplexed business in which you are engaged have all conspired to agitate my heart, with fears and apprehensions. 00:00:25Far from thinking the scene closed, it looks as though the curtain was but just drawn. Now what is she talking about? Well, first she is saying that she's a little bit anxious, right? She has fears in her heart, she's agitated, and she has some apprehensions because she's a little bit anxious that the colonies are facing a serious problem, and she knows 00:00:50something big is coming. She also knows that John, her husband is engaged in some very serious business that he's working on. She understands the gravity and the importance of what it is that he is doing right now. She also is talking about at the end here, it's a metaphor for a scene, almost, from a play. She says far from thinking the scene closed or the play being 00:01:18over, it looks as though the curtain was but just drawn, meaning that the curtain here was just opened. It's almost rather than there being an ending, she sees that they're on the brink of something. This is the beginning of something, it's the beginning of a scene. The curtains have just opened, and so she really senses this very important thing that is happening at this time. 00:01:43Now does she know that the colonies are going to declare their independence just in two years from this date? Well, perhaps not. She's perhaps not seeing that far ahead. But she can tell that something very important is going on at this time, that there is a beginning for these colonies that is coming out of all this serious business.

Key Content Review: Road to Revolution

Glorious Revolution: the peaceful overthrow of James II in 1688 militia: a force made up of citizens, not full-time trained soldiers natural rights: the rights people are born with and not granted (or denied) by a government social contract: the agreement of a people to form and obey a government Section 1 00:00:00I'm Ms. Mirzai. Welcome to our discussion on the "Road to Revolution." Now, the picture on the screen in front of you shows colonists protesting a tax on tea, by tarring and feathering a British Customs official and forcing him to drink tea. In this lesson, you're going to learn more about the events that led the colonies to rebel against Britain. So now, we're going to review how American colonists got on 00:00:25that road to revolution. So let's get started. Section 2 00:00:001607 and 1732, the 13 American colonies were established. Now, their original purpose was to grow Britain's economy. The way they were going to do that was to provide the British with raw materials and agricultural products, such as tobacco. Now the colonies were British but they were increasingly becoming American. Now, they practiced self-government, that means 00:00:24the British let the American colonists have their own style of government and this type of colonial reign is called indirect rule. So the British let the American colonists take care of the day to day things going on in the colonies. They also developed their own businesses and industries. There were merchants of various kinds. There were agricultural industries. 00:00:48There were shipbuilding industries. People had smithshops, where they worked with various types of metals. They also enjoyed salutary neglect, which means [? basically ?] there were long stretches of time when the British neglected to enforce strong control over the colonies.So, in short, they were becoming more independent and 00:01:11when time came for the British to reassert their control over the colonies, these colonies would rise up in protest. Section 4 00:00:00At the end of this lesson, you should be able to explain the contribution of Enlightenment thinkers, describe the effects of the French and Indian War, and explain American colonial reaction to British policy from 1763 to 1774.So let's look at these in more detail. Section 1 00:00:00In this lesson, our goal is to answer the question, what caused American colonists to rebel against British rule? Now, to do this, we're going to talk about the Enlightenment. We're going to talk about the effects of the French and Indian War on the American colonies. And we're also going to talk about English taxes and the colonial protests and responses to those taxes. 00:00:19We're going to begin by talking about the ideas that were sparked by events in 17th-century England and how Enlightenment ideas came out of that time period. So let's take a look at these now. Section 2 00:00:00King James II was beginning to tighten England's control over the colonies. Now, many citizens, both in the American colonies and living in Great Britain, didn't like many of James's policies. And some of the British citizens also didn't like that James was a Catholic. They wanted the throne to return to a Protestant king. 00:00:22So in 1688, the people overthrew James II during the Glorious Revolution, which was a peaceful revolution. They asked James's daughter, Mary, and her husband, William of Orange, who were in the Netherlands, to become the king and queen, the joint monarchs of England. Now, Americans saw that people could overthrow an unfair ruler. This really gave them the idea that they could do this, that 00:00:49the people could have power. The English Bill of Rights was passed by Parliament. And it was designed to limit the king's power. It made Parliament the ruling body of England. And it also limited royal power to act without Parliament's approval. So this meant that the monarch could not do something unless Parliament approved it. 00:01:11Finally, it provided a model of representative government, where representatives-- the members of Parliament, who represent the different districts of the country-- would make decisions for the people, for the greater good. Section 4 00:00:00Glorious Revolution and creation of the English Bill of Rights is really going to give way to a broader movement called the Enlightenment, or the Age of Reason. It's a cultural movement of 18th-century thinkers in Europe and America. And these Enlightenment thinkers used reason to understand and improve society. Now, they asked questions like, where does a government 00:00:22get its authority? And are people born with any rights? And should governments respect the rights of citizens? Now let's look at how some Enlightenment thinkers answer these questions. Let's begin with John Locke. He believed that everyone was born with natural rights. And he said that these natural rights included life, liberty, 00:00:40and the right to property. He also said these rights aren't given to you by a government. So a government can't take them away from you. They're not the government's rights to take. They're your rights. They're your natural rights that you're born with. He also believed in an idea of the social contract. 00:00:56People give power to a government as long as that government protects their natural rights. So it's in effect saying that people will allow a government to govern over them, to have power over them, to some extent as long as it's protecting their natural rights and not trying to take those rights away from them. Now let's take a look at some other Enlightenment thinkers including Rousseau, Baron de Montesquieu, and Voltaire. 00:01:21Now, Rousseau, Jean-Jacques Rousseau, believed a government gets its authority from the people-- very similar to Locke. Now, he also believed that if a government is unjust, the people have a right to reject it. Now, the Baron de Montesquieu believed in a separation of powers. And this is to say that a government should be split 00:01:41into several branches. This allows the branches to perform checks and balances on one another, limiting any one branch from becoming too powerful and becoming harmful to the people. And then Francois-Marie Voltaire promoted the idea of religious freedom. He believed that people should be allowed to worship as they wished without persecution. 00:02:08Now, these ideas made their way to the American colonies. And they were very influential to American leaders in the 1700s who picked up on the idea of that social contract, the idea of the separation of powers, and of religious freedom. And these ideas particularly influenced Thomas Jefferson-- on the screen in front of you is pictured. And he argued that people should have a say in how they 00:02:31are governed. Now, the ideas on the screen in front of you are actually going to make their way into the US Constitution. And that's because these ideas really resonated with early American leaders, with our founding fathers, because they were very important. Section 6 00:00:00--how enlightenment ideas influenced American colonists. Next, we're going to talk about a European war that was fought on American soil and how that war changed the relationship between the American colonists and the British government. This is going to help us answer our lesson question, what caused American colonists to rebel against British rule? Section 7 00:00:00Well, there very European rivals in North America. Really, by the mid 1700s Great Britain, France and Spain all claimed land in North America. Let's actually take a look at this map. You can see any areas that are in this orange color here, look along the eastern seaboard, that's English territory. Now French territory is all of this here. 00:00:26Well, the Spanish territory that you can see on the East coast, because there is other Spanish territories to the south and to the west, this territory here is in the green color. But what it's important to see are these disputed territories. These areas with the multiple lines. This we're marking here, this is showing lands that are 00:00:52disputed between the English and the French. So you see the two different European countries who are already fighting a war in Europe also disputed territories here. And this is going to lead to war on American soil between France and Britain in 1754. Now American Indians are going to choose sides. This is why the name for this war is going to become the 00:01:18French and Indian War. That is to indicate that the American colonists are fighting a war, because they're on the side of Britain because they are British subjects, they are fighting a war against the French and Indians, American Indians. So there are American Indians already living in lands claimed by Europeans, right? You know this from your study of American history that 00:01:41Europeans were not the first ones to the Americas. In order to preserve their territory, some groups allied themselves with Europeans. They were hoping that after the war was said and done, they might be able to keep portions of their territory. It might improve relationships between the British or the French, depending on which side won, and it might be good for them. 00:02:07So the Iroquois Confederacy allied with the British, and then the Algonquin and the Huron groups allied with the French. So there's going to be American Indian involvement in this war that the British and American colonists are going to wage against the French. Section 9 00:00:00France and Great Britain had claimed the Ohio River Valley. And in 1750, these competing claims are going to lead to armed conflict. Now, George Washington, who you see on the screen in front of you, actually led a colonial militia on an ambush of French forces. He is defeated by a joint force of American Indians and French soldiers. 00:00:23But he becomes a hero in the eyes of American colonists. This is going to be important later on, when he's chosen to lead the Continental Army against the British during the Revolution. So keep this in mind, because this is the first time many Americans are hearing about him. But to them, he's a hero. Now, the French and Indian War was actually part of a larger 00:00:45global conflict that was being fought in Europe, in Canada, of course, and the American colonies of Britain. France and Britain fought each other in Europe. And the war that was going on in Europe is called the Seven Years' War. So the French and Indian War is part of this larger Seven Years' War that had been raging on in Europe. William Pitt is going to turn the tide for Britain. 00:01:08Because early on, French forces, who were very well-trained, were stronger early in the war. And they were winning some of the early battles. But Pitt is going to become prime minister of Great Britain. And from 1758 to 1760, the British, under the leadership of Pitt, are going to turn the tide. Why? 00:01:27Well, colonists are going to be forced to serve in the army, which is going to expand the size of the army. They're also going to send more British troops to America. Now, these are professional soldiers, so they've been very well-trained. So they are going to come over to help out. And as a result, we're going to see that the British begin 00:01:44to win major victories. Now, the Treaty of Paris in 1763 is going to end the war. And it's going to be signed by Britain, France, and Spain. France is going to give Great Britain its empire in North America. So let's take a look at the gains made by Great Britain. Now, here is the original 13 colonies that Great Britain had. 00:02:09If you look at this large orange mass-- and it goes up into Canada-- that's the territory that Great Britain is going to gain from France. If you look at this map key, you'll notice that France isn't even listed on the key for North America. Now, it's also important to note that this area was ceded by the French to the Spanish. 00:02:29The Spanish were a French ally. And they wanted to make sure that Great Britain didn't get too powerful and get all of their territory. So they ceded that to Spain. So you can see that Spain is making some gains here, as well. Britain now controlled the entire continent east of the Mississippi. 00:02:49Now, there's an important impact on the colonies. At this time, colonial economy was booming. The Proclamation of 1763, though, would halt westward expansion, which means that colonists are not going to be allowed to settle past this point. The British government was also heavy in debt. And they wanted to rectify this. They wanted to get out of this debt. 00:03:15And their idea was that the colonists should help pay for some of this debt. So the government is going to turn to taxes in order to help get out of debt, help ease their financial burden. And the colonists are going to be the ones who are going to be expected to pay that. Section 11 00:00:00The Indian War was a victory for Britain and its colonies. But it was only the beginning of trouble for Britain with its colonies. Now we're going to take a look at how English taxes led to colonial protests and how this affected the relationship between Great Britain and its American colonies. This is going to help us answer our lesson question, what caused American colonists to rebel against British rule? Section 12 00:00:00After the French and Indian War, the British government was in financial difficulty, so they turned to the colonies to try to get the colonists to pay for some of the financial losses they had incurred during the war. And they thought the war was fought on American soil, so it's really only right that the colonists should have to pay towards it and to pay for future defense. So Britain decided they were going to tax the colonists. 00:00:26The Sugar Act of 1764 enforced a tax on sugar and molasses imported into the colonies. Now colonists could no longer avoid the tax by buying smuggled goods, so they protested the tax. They were very upset about this because this tax resulted in higher priced goods. Now the Stamp Act was passed in 1765, and it taxed paper products such as newspapers or playing cards, and also 00:00:53official documents in the colonies. And the stamp on the screen in front of you would go on those documents to show that the tax had been paid. Now parliament refused to hear a colonial petition against the tax. Colonists were particularly upset about this tax because it was the first tax that they directly had to pay each time they went into a store, for example, to buy a newspaper or 00:01:17to buy some playing cards, they had to pay the tax right then. Whereas the Sugar Act was paid by the supplier, and that tax affected colonists in that they had to pay a higher price for their goods. It was a new tax and it was very, very unpopular among the colonists. Now colonists reacted strongly to the Stamp Act. 00:01:41Patrick Henry, who you see on the screen in front of you, and Sam Adams spoke out against it. Colonists boycotted British goods. They rejected the idea of taxation without representation. This was really a rallying cry by many of the colonists because they believed that it wasn't fair that they were being taxed when they didn't have any say in the laws that 00:02:04were affecting them, these taxes that were affecting them. They didn't have a representative in Parliament from the colonies, so they thought they were taking being taken advantage of. The Sons of Liberty protested in Boston, and it became a very difficult for the British government to hire any tax collectors in the city of Boston because they were so 00:02:25harassed that no one actually wanted to do the job. So you can see that they were becoming very effective at letting the British government know what they liked and what they didn't like. And they will firm in letting the government of Britain know that they did not like this taxation, and they didn't like taxation without representation. Section 14 00:00:00The Townshend Acts of 1767 were passed after the repeal of the Stamp Act, which Parliament decided they weren't going to fight that battle, so instead they were going to pass these Townshend Acts. The Townshend Acts placed taxes on everyday items, including lead, glass, paper, paint, and tea. Colonists boycotted the purchase of these goods in protest, because they were still angry. 00:00:25This is the same idea. They are still being taxed without representation. So it's going back to that rallying cry; there's no taxation without representation. And the British government is still throwing taxes at them, so they're even more agitated than they were initially. And now they're taxing even more things. Rather than just taxing a few items, now they're taxing 00:00:48glass, paper, paint, tea, lead. So it's becoming increasingly frustrating for the colonists. We've talked about the Sons of Liberty. Well, the Daughters of Liberty were a successful group of colonial women protesters. They participated in boycotts of British goods like the Sons of Liberty did. Mercy Otis Warren, who is pictured here, held protest 00:01:08meetings in Boston. The Daughters of Liberty also did things like refuse to serve tea in their home, and they served coffee to their guests instead. Sometimes they would do what they could by buying local cloth or local cotton so that they could make their own goods, make their own fabrics, make their own clothing, whatever they could do to avoid buying British goods. 00:01:33The Boston Massacre occurred in 1770, when British soldiers opened fire on a crowd of American protesters in Boston. Five colonists were killed on that day, and it became known as the Boston Massacre. These protesters were hurling insults at the British soldiers and throwing things, including snowballs, at them, and someone opened fire. Tensions increased between British troops and American 00:01:59colonists and the British government. So tensions were rising very high, and this negative energy could be felt all around you. And this is very likely why something like people throwing snowballs at troops is going to end in bloodshed, because tensions are so high. It's a very stressful time in the colonies, particularly in Boston, Massachusetts. 00:02:23The Boston Tea Party occurred in 1773, and it was one of the most famous of protests against British tax policies. The Tea Acts was a tax on tea, and it actually taxed tea twice. Basically, it forced the Americans to pay for the tax, again, when they were buying it, and that they had to buy their tea from an English company. They continued to boycott the tea, and the Sons of Liberty 00:02:54dumped about 45 tons of tea into Boston Harbor. This is the equivalent, in that day, of 10,000 British pounds, a monetary system, which is equal to about $1 million in today's money. So this was a lot of tea, and the British East India Company was going to be losing a lot of money. And that was going to affect, again, the British government in revenue going into England. 00:03:22So this was a huge deal. This was a massive protest. The Intolerable Acts of 1774 were passed by Parliament as a response to the Boston Tea Party. And they were really meant to isolate Massachusetts from the rest of the colonies and force Massachusetts to pay for what had gone on in the Boston Tea Party. They included the forcing of colonists to house soldiers, a 00:03:51new quartering act, which meant that people had to take British soldiers into their homes. It gave the governor the ability to move trials out of Massachusetts. He could move the trial to another colony or send the person on trial back to England. It also established martial law in Massachusetts, which meant that it was under a military government. 00:04:15And it closed Boston Harbor. By closing Boston Harbor, it meant that goods could not go in or out of Boston Harbor, which meant that many people could not get food and other necessities or supplies that they might need. So this was a very stern response by Parliament , and it's why the colonists nicknamed these series of acts the Intolerable Acts. Section 16 00:00:00The Intolerable Acts really created worry throughout the colonies. Other colonies responded to those by helping Massachusetts out, sending food and other important supplies via roadways. But the colonists also worried that perhaps, if Britain could do this to Massachusetts, they might just do it to them. So in 1774, colonies sent representatives to the First 00:00:23Continental Congress in Philadelphia. And there, Congress issued official protests against British taxation and other policies. Now, Lexington, Concord, and Cambridge-- what are these? Well, in 1775, on April 19, British soldiers marched from Boston to Concord. They went to Concord because they believed that there was a weapons supply there, an armory, that colonists were 00:00:49preparing for something. They arrested patriot leaders and seized weapons that were stored in the town. But they never really found the amount of weapons they believed to be there. They battled with colonists in Lexington and Concord. And they were forced to retreat. And they did so under fire from colonists who hid behind 00:01:09trees and behind walls, shooting upon them. They returned to Boston after heavy fighting in the town of Cambridge, which is neighboring to Boston. The Revolutionary War had begun at this time. The first shot was fired in Lexington. And now the Revolutionary War was underway. The colonies now couldn't really turn back. They were on their road to revolution. 00:01:32The revolution had begun. What caused am colonists to rebel, The enlightenment didn'tlike king james 11 being a catholic, his daugher became king in glorious revolution peaceful Parliament passed english bill of rights to limit kings power enlightenment asked questions about born with rights, John Locke - natural rights life liberty social contract The idea of natural rights, the social contract, and separation of powers were all ideas that came to America through the. Enlightenment. french and Indian war Section 1 00:00:00So we answered the question, what caused American colonists to rebel against British rule? Now let's take a look at some of the big ideas that we talked about during the lesson. Section 2 00:00:00You learned about European influences on colonial leaders. We looked at the Glorious Revolution of 1688, and that showed Americans that people, that citizens could remove an unjust ruler. That they could change the course of a government. The establishment of the English Bill of Rights, which introduced more powers for a representative system of 00:00:21government, and then the ideas of the Enlightenment. How thinkers believe that a government and the people had a social contract, and that people gave power to the government as long as the government promised to protect the rights of the people. This idea of a separation of powers and the natural rights of a human being, right? So that a government cannot take away from you. 00:00:47We also looked at the French and Indian War, how it was fought over control of American territory. Now the French lost their North American territories as a result of this war, but colonists were prohibited from moving west. And the British government was deeply in debt at this time, so in order to ease their financial problems, they turned to taxing the colonists, which put them on a 00:01:09road to revolution. Now in 1763 the French and Indian War ended, and the following year, the Sugar Act was passed, which was quickly followed by the Stamp Act. And then the Boston Massacre occurred in 1770. Now this really fractured the relationship between the American colonists and the British government. And then in 1773, the Boston Tea Party occurred, and as a 00:01:40result of that, as a result of colonists dumping tea into Boston Harbor at the amount of about 10,000 British pounds, today about one million dollars. The British government responded with the Intolerable Acts as a way to really isolate Massachusetts, kind of put a stranglehold on the colony of Massachusetts to make an example of them. Well, the colonists of Massachusetts and other 00:02:07colonies were ready to respond to that, and fighting broke out first in 1775 with the battles of Lexington and Concord. I thank you so much for joining me today. I hope that you learned a lot, and I hope that you have a great day.

The Growth of Slavery

TEACHER: Hello, scholars, and welcome to our lesson. In this lesson, we're going to be talking about a pretty tough subject. We'll be discussing the growth of slavery in the United States. And to begin our conversation, I would take a look at this illustration that you can see here. What you're looking at is a diagram of a ship. 00:00:20 And if you look very, very closely, you can see that what's on the ship or inside of the ship are depictions of bodies. So you can see that there are literally bodies after bodies after bodies. These are human beings that are being transported like cargo, packed as tightly as possible onto these ship's, so they could generate as much of a profit as possible. 00:00:46 Now, before we can really talk about the growth of slavery, we need to understand better what precipitated, or came before, slavery, which was something called indentured servitude. So let's take a closer look at indentured servitude now. Section 2 00:00:00 TEACHER: Have you ever seen a Help Wanted sign in the window of a store or an office? Perhaps you maybe were interested in the job that was being advertised, but that job would require you to make certain sacrifices. Maybe you'd have to change your appearance. Maybe you'd have to move somewhere for this job. Today, it's very common for people 00:00:21 to make sacrifices for a new job. But the types of sacrifices that people made in the 1600s and 1700s were very, very different. In this time, many people actually sometimes sacrificed their freedom. And this system of sacrificing freedom was initially through a system called indentured servitude. An indentured servant is someone who signed on 00:00:49 to work for a set amount of time. It was usually somewhere in the range of four to seven years. And in exchange for making this sacrifice and committing this time, you would get room, board, and transport to the colonies. So your way would be paid, and you would be covered as far as expenses. Now, indentured servants were all over the original colonies. 00:01:17 But what we found is that the Southern plantations, these very, very expansive farms, needed many more workers than the system could provide. And so this is where we're going to start to see a move away from indentured servitude and into the use of enslaved people to do this work on these plantations. But before we talk about exactly what's 00:01:41 going to lead to this major transition and how it's going to unfold, let's talk a bit about the key features of indentured servitude. First off, indentured servitude is often temporary. Remember we said, it's usually about four to seven years that are committed. And at the end of that, you would go free. 00:02:04 There were also a basic legal rights included for indentured servants, such as the right to own property, the right to bring a complaint before a judge. And most indentured servants-- there were exceptions, but most came by choice. They signed on. They made an agreement to do this work 00:02:23 and to make this commitment and sacrifice in exchange for something that they would get out of it. And finally-- and this is what we'll take a moment to look at more closely in a moment-- there was an uncertain supply of indentured servants. Whatever was happening overseas, if there was conflict, if there was an economic problem, 00:02:44 you might see more indentured servants coming. But if there aren't a lot of problems, you're not seeing as many. And so events overseas might result in reducing the number of indentured servants, which essentially means the supply of indentured servants is quite limited. So now we're going to take a moment 00:03:04 to check your understanding of the limitations of indentured servitude. Section 4 00:00:00 TEACHER: Our lesson objectives are the goals that we hope to accomplish by the end of the lesson. So we're going to take a look at them now. But it's very important that we keep these goals or objectives in mind as the lesson goes on, kind of constantly coming back to them in our mind and making sure that we're able to meet each of these objectives. 00:00:21 We want to explain the causes of the shift from indentured servitude to slavery in the colonies. We also want to describe the evolution of slave codes in the colonies. We'll want to compare the nature of slavery in the southern, middle, and New England colonies-- so looking at how slavery is similar throughout all of the colonies. 00:00:49 And then as well, we want to contrast the experiences of free blacks versus enslaved people in the colonies. So what is it like being a person of African descent living in these colonies? And how might it be different, based on being free verse being an enslaved person? So now that we've had a chance to look at our objectives, let's go ahead and take a look at our agenda and our lesson 00:01:16 question. Instruction Section 1 00:00:00 TEACHER: We're going to begin our lesson by talking about how and why slavery developed, then we're going to talk about the lives of enslaved people across the colonies. And then finally, we'll talk about how enslaved people's lives differed from the lives of black Americans who lived freely. Now, by looking at each of these different topics, 00:00:23 we'll be able to answer our lesson question-- how did the practice of enslaving people evolve in the colonies? What we're going to begin with is a look at why slavery developed by talking more about the demand for labor, particularly in the southern plantation colonies, and as well, how there were limitations on the numbers 00:00:46 of indentured servants, which is going to lead to the beginnings of slavery. Section 2 00:00:00 TEACHER: When the American colonies were initially established, there was no legal system of slavery. Now, there were some people of African origin who were enslaved, but there was, one, no legal system that bound them. And as well, most of those people could earn their freedom through converting to Christianity. 00:00:21 So many people actually worked as indentured servants, and you had both people of African origin as well as people of European origin, or white people, working in this capacity, working side by side as indentured servants. Now, their contract terms and their punishments were the same, regardless of what their race was. But this was a very costly labor supply. 00:00:50 Whenever someone's time expired-- and if you recall, you're looking at between four and seven years on average. So if someone completed their responsibility as a servant, replacements were needed. And they were expecting, in most cases, freedom dues-- tools and, often, plots of land at the end of their service. And so as more and more land was given to these servants who completed their contracts, land became less available. 00:01:23 And these freed servants, who wanted access to more land and weren't getting it, or as more people were approaching their contract completion and they were getting restless-- these freed servants started to pose threats. Now, on top of all of this, you had Southern plantation owners who wanted a lest-- excuse me-- less costly labor source. They had these huge plantations. 00:01:48 The work that needed to be done on these plantations was very labor intensive. It required a lot of dedicated time and physical labor. And so in the mid-1600s, slavery started to emerge as the new system to provide these Southern plantation owners with this less costly labor source. And that's when the idea of using race 00:02:13 as a key component of establishing this new system started to become widely discussed. And so slavery is going to develop in the colonies in this time, the mid-1600s. It becomes this official system of slavery at that point. And one-- a couple of things that are going to make this system very, very different from indentured servitude is this idea of lifelong slavery. 00:02:39 These new laws made it legal for owners to own enslaved people for their entire lives. So there was no contract. There was no end date. Slavery had no end. You also saw a change to the way the system would continue. People don't live forever. So your entire life may come and go, 00:03:04 but you'll still need a replacement. And thus, we started to see the system expand to allow people to be born into slavery. Laws made children born to enslaved people slaves as well, so this created a cycle of ongoing slavery, which allowed for that labor that so many of these Southern plantations needed. Now, what these new laws are going 00:03:30 to mean for the enslaved people-- as you can imagine, tremendous changes to their lives. They had little or no chance for freedom. And these people were legally considered property, not people. So things like human rights, discussions about what humans should all have a right to, were not included for these enslaved people 00:03:54 because they were not seen as people. They were seen as property. Now we're going to take a moment to check your understanding of this transition from indentured servitude to slavery. Section 4 00:00:00 TEACHER: Once the colonies formally and legally transitioned from using indentured servants to using enslaved people, the life for these people is going to be dramatically defined by this position. In the colonies, enslaved people-- once again-- they were not seen as people. They were seen as property or chattel-- something that is owned. 00:00:23 Because they were property, they were subject to harsh restrictions. They weren't allowed to learn to read. They weren't allowed to gather in groups. And they were often subjected to very severe punishment. Here you can see an image of a slaveholder preparing to beat-- and notice the chains on the enslaved person, and the whip that's in the slaveholder's hand. 00:00:50 And this type of physical punishment was often used against enslaved people. And most often, it stopped just short of killing the enslaved person. But sadly in some cases, people were beaten to death. And these enslaved people-- again, not seen as human beings. So not subjected to human rights. 00:01:12 They did not have legal rights, which means they were often mistreated. They were often abused. Section 6 00:00:00 TEACHER: The legal system of slavery was enforced through laws known as "slave codes." Under slave codes, enslaved people were often not allowed to do certain things. Again, they were not allowed to assemble unless a white person was present. And this was out of fear of assembly leading to revolt. They were not allowed to own firearms, 00:00:25 naturally, because if they owned firearms they would be able to defend themselves. They were not allowed to marry, again, because they were not seen as human beings. They were seen as property. And once again they were not allowed to learn how to read or write. This was another way to control them. 00:00:44 Now, the slave codes were designed to eliminate slaves' rights. They kept enslaved people frightened and powerless. And they gave slaveholders absolute power over slaves. They protected slaveholders as well from revolts and violence. So by not allowing them to become literate, by controlling how many people could gather, by controlling what type of connections, partnership 00:01:12 they could make, by not allowing them to marry, they kept them vulnerable. And they made it so it was easy to continue to control and abuse these slaves. And as well because the Southern plantations particularly needed a lot of people to do this very labor-intensive work on the plantations, slavery maintains the labor force. And enforcing those slave codes allowed for that labor force 00:01:40 to be consistent and then be maintained. Now again, we know that there were very few legal rights for enslaved people. They could not testify in court against whites. They could not enter into a contract, own property, strike a white person or leave their owners' premises or leave their home essentially without permission. So as you can see, being an enslaved person 00:02:12 was an enormously difficult experience, and there were very, very few opportunities to seek freedom for oneself or one's offspring. Section 8 00:00:00 TEACHER: We're working to answer the lesson question, how did the practice of enslaving people evolve in the colonies? So far, we've talked about the development of slavery. We know that the limitations of indentured servitude led to increased demand for a more restrictive system of getting labor. And the slave codes enforced this legal system 00:00:24 and made it very difficult for enslaved people to seek freedom. Now, we're going to talk more in depth about what it meant to be enslaved, depending on which colonial region an enslaved person lived in. Section 9 00:00:00 TEACHER: Now this map gives us a look at slavery in all 13 original colonies. What we're going to do, though, is break it into the three major colonial regions. But it's good to start things off by looking at the whole picture. So you can see that our map is color coded. And the key shows us that what we're looking at here 00:00:19 is enslaved people as a percentage of colonial populations in 1770. So the darkest regions are the regions that are colored in this very dark purple, which you can see is in the southern colonial regions. And then you can see as the shading gets lighter, the percentage is getting smaller and smaller. So notice that when we're in these lightest 00:00:45 colors, or the smallest percentages of enslaved people, you're looking at the New England region, which is what we're going to talk about first. Slavery in New England is actually interesting, because Massachusetts was the first colony to legally recognize slavery. However, in the New England colonies, slavery was not widespread, and enslaved people often 00:01:10 worked alongside white people. They worked as farmers, and other types of manual laborers. They worked as artisans, shipping dock hands, and household servants. So this is not to say that there were not enslaved people in New England, but there were very, very few, and they usually worked together with the not-enslaved population. 00:01:37 In the middle colonies, we saw a bit more slavery, but not as much as we would see in the South, which we'll talk about a little bit later. But like in New England, in the middle colonies, enslaved people worked in a variety of trades. Now in some areas, slavery was only on the plantations. Now remember, plantations are these large farms, and most often these large farms are very labor-intensive, 00:02:03 they need a lot of people to do very, very physical work. And so the enslaved people would often find themselves working on these plantations, caring for crops, and working in the fields. And this was particularly common in Maryland. Now one group that's important to talk about, when we are thinking about this time period-- the 1700s and the development of slavery-- we're seeing the Quakers, 00:02:28 are a religious group that's quite prominent in the middle colonies, they do not approve of slavery. In 1688, as a matter of fact, Pennsylvania German Quakers wrote a petition against slavery. And this was the first public document to protest slavery, and ultimately it was the first public statement of human rights. 00:02:54 So this is when people really started to establish an idea of what rights all human beings should have, and asking the question, shouldn't all human beings be considered when we're thinking about human rights? And this includes enslaved people, who, according to Quakers, should not be enslaved to begin with, but certainly should 00:03:14 be included in human rights discussions. And we should point out that this image is of a Quaker meeting, where you see women active in the preaching. And this was quite common for the Quakers. They saw everyone as equal. And for this time, this was actually quite unusual. Section 11 00:00:00 TEACHER: Slavery in the South was very different from other colonies. As a matter of fact, most of the enslaved people in the colonies altogether lived in the southern colonies. Now this is again because of the very large demand for this very cheap and ongoing labor that we're going to see slavery really prominent on large plantations that 00:00:26 raised what we call "cash crops." And you probably recall that cash crops are crops raised for sale or export. And in the southern colonies this included things like tobacco and rice and indigo. Now this was very, very grueling work. We often use the term "labor intensive." It demands attention to detail. 00:00:45 It's very physically demanding. It requires very long hours and a lot of people to do the work. And it's a very isolating life, again because you're not allowed to have those basic human freedoms like being able to marry being able to gather with people that you love. It's going to be very isolating. And a lot of slave holders and then people in the South 00:01:09 lived in fear of a revolt by these enslaved people because of these very heavy restrictions. Now, before we move on we're going to take a moment to check your understanding of how slavery evolved in these different colonial regions. Section 13 00:00:00 TEACHER: Now we understand a bit more about what it meant to be enslaved, depending on which colonial region an enslaved person was living and working in. Now we're going to move on to the last part of our lesson, where we're going to talk about how the life of free blacks in the American colonies was very, very different from the life of enslaved blacks 00:00:23 the same time. And by looking at this last section, we're going to be one step closer to answering our lesson question, how did the practice of enslaving people evolve in the colonies? Section 14 00:00:00 TEACHER: Despite the fact that enslavement was most often for life, and even your children and their children could be expected to be condemned to lifelong slavery. There was always a small number of free African Americans in the colonies. Now, some people became free by purchasing their freedom. In some cases, enslaved people were allowed by their slave 00:00:25 holders to work for others in their spare time for pay. And they would be able to save these small amounts of money, eventually purchasing their freedom. Others would escape to places where slavery was outlawed. Now, this was not possible, due to fugitive slave laws, until the late 1700s. But if a person was willing to take the risk and they were successful, like Harriet Tubman, 00:00:52 they could eventually find their way to places where slavery was outlawed. It should be worth noting that Harriet Tubman was also well known for the underground railroad, where she helped free other people by moving them from slave-holding states to states where slavery was outlawed. Finally, people could become free through the process of manumission. 00:01:17 And this was very, very rare. But in some cases, people were freed by their slave holders or owners. Now, if you were living as a free black, it wasn't that life was just better for you. Unfortunately, free blacks faced discrimination, and they did not have true equality with whites in the colonies. 00:01:40 However, unlike enslaved people, they could move about freely. They could marry. They could choose where to work. And in that pursuit of work, they could receive wages. They could seek an education. And as a result of opportunities that existed more in cities and because there were a lot more free black people living in cities, many of the free black people 00:02:08 chose to move from rural areas, in many cases, to cities because they felt a greater sense of community, stronger ties, better opportunities in those places. Section 16 00:00:00 TEACHER: Free African Americans faced many challenges. One, they were not treated with the same respect as whites. And perhaps more frightening was the constant fear of being kidnapped and sold back into slavery. Here you can see a list of some classifieds in a newspaper offering a reward for a missing slave. Now slaveholders would put these classifieds in the newspaper following an escape of an enslaved person. 00:00:30 Now even if a free African American was not the person who was missing, often people who fit the description or the need of the slaveholder would be kidnapped and then sold to that slaveholder. So even if you were free and living in a place that allowed for your freedom, you lived in this kind of constant danger of being kidnapped. 00:00:54 As well, because you could not testify in court against a white person, there was no recourse for being kidnapped. So this was a very difficult experience for those that were kidnapped. And it was certainly something that a lot of free African Americans lived in fear of. Section 18 00:00:00 TEACHER: Unfortunately, although slavery was abolished in the United States in the 19th century, it still exists in different parts of the world today. An estimated 20 to 30 million people continue to be enslaved in the world today. And I want to take a look at this world map that shows us some very interesting and devastating statistics. You can see that the colors that designate 00:00:29 which countries of origin a lot of enslaved people are from shows us that all over the world, in both northern and southern hemispheres, you see very large numbers of people that are enslaved. And the colors that are in the blue shades, you can see that these enslaved people are being-- in many cases-- taken from their countries of origin and being 00:00:55 forced to move to other places. And you can see that the United States continues to be a destination where a very high number of enslaved people are forcibly sent. Now human trafficking today is estimated to be the third largest criminal industry in the entire world. Summary Section 1 00:00:00 TEACHER: Congratulations. We've reached the end of our lesson on the growth of slavery. Now we should feel confident that we can answer the question, how did the practice of enslaving people evolve in the 13 colonies? But what we're going to do to make sure that we can answer this lesson question 00:00:18 and meet all of the objectives that we reviewed at the beginning of the lesson is do a quick review of the main ideas that we explored. Section 2 00:00:00 TEACHER: In the first part of the lesson, we talked about how slavery evolved out of indentured servitude. Now, at first, many Africans who came into the early, early colonies worked as indentured servants. Indentured servants were people who agreed to work for a limited time. So there was a two part agreement 00:00:21 and there was a contract between both sides. Now, what makes indentured servitude very different from enslavement is enslaved people were not paid and they were bound to lifelong service, so they didn't have any choice in the matter the way indentured servants most often did. And so the transition to slavery happened when more laborers were needed on plantations. 00:00:49 Slavery was much cheaper than indentured servitude, and race became the basis for that slavery. We started to see the establishment of this new legal system for slavery, and the way people were designated being qualified for being slaves was based on their race. And in order to ensure that enslaved people could not fight this new system, new laws were 00:01:16 passed to limit slaves' rights. We also had a chance to talk about slavery by region. What we found is that slavery was not as widespread in New England and the middle colonies. Enslaved people often worked other jobs besides plantation style farming, so they often worked side by side with white Americans. Some religious groups saw this practice of slavery 00:01:46 and found themselves being morally opposed to it, including the Quakers. They objected to slavery on ethical grounds, particularly in the Quaker dominated Pennsylvania. But in the southern colonies, things were quite different. In the southern colonies, slavery was widespread. As a matter of fact, you found the greatest number of enslaved people living in the south, 00:02:13 and most of those enslaved people worked on plantations. And the slave codes, those laws that were used to really limit the movement of enslaved people, they were very, very harsh and they often included very harsh and physical punishments. Now, the slave codes kept enslaved people powerless and frightened. They allowed whites to treat enslaved people as chattel, 00:02:40 or property, and it allowed enslaved people to continue to be denied basic rights, such as the right to own property, The right to get married or testify against a white person. If an enslaved person ran away, if they were caught, they were likely to be very severely punished. Now, once someone did achieve freedom, and they can achieve it through a few different ways. 00:03:10 They could be freed by their slaveholder through a process called manumission, they could buy their freedom. But what it meant was that once an African American was freed, their lives were very, very different than they were when they were enslaved. They had different rights and freedoms as a free person. So let's talk first about what the experience 00:03:34 for enslaved African Americans was like. As we know, they could not marry, they could not own property, they could not learn to read or write, and they could not testify against a white person. So I'm just going to go ahead and write an x through all of the things that enslaved African Americans could not do. When we look at what free African Americans could do, 00:04:03 it's really going to contrast quite severely. They could marry, they could own property, they could get an education, but they could not testify against a white person. So if they were potentially kidnapped, if they were put in a position where there was a case against them, there was no way they could testify against a white person. 00:04:29 One of the ways that life was very similar, regardless of the status of freedom or being enslaved, was that there was no ability to testify against a white person, which meant regardless of being free or enslaved, African Americans continued to face pretty intense subjugation, or prejudice or discrimination, at the hands of whites. Assignment Section 1 00:00:00 TEACHER: In this assignment, you will read and answer questions about an excerpt from A Narrative of the Life and Adventures of Venture, A Native of Africa, by Venture Smith. Here you can see a copy of what an original cover of the book looked like. Now this reading is going to help you understand what it was like to live as an enslaved person 00:00:24 in the colonies. Now before I let you go off to do this assignment on your own, I want talk to you a bit about Venture Smith. Venture Smith was the son of an African prince. He was captured as a child in West Africa and then sold into American slavery. He was acquired by a man named Robertson Mumford, who named him Venture because he considered 00:00:49 buying him a business venture. Now eventually Venture would go on to purchase his own and his family's freedom. And his story was told to a school teacher who wrote it all down and eventually published this book. So now you're going to read an excerpt on your own and answer some questions as you read. Section 7 00:00:00 TEACHER: Let's take a look at one of these excerpts together. In the introduction to his book, Venture Smith shares his purpose for writing his life story. He says, "If he-- meaning the reader-- shall derive no other advantage from perusing this narrative, he may experience those sensations of shame and indignation that will prove him to be not wholly destitute of every noble and generous feeling." 00:00:30 Now again, this is from Venture Smith's text written in 1798. And I want to just focus for a moment on a couple of words in this excerpt here. The word "indignation"-- which we see here-- it means anger at what is perceived to be unfair treatment. And the word "destitute" means lacking, or not having. So keeping in mind the definition of those words, 00:00:56 and looking at the entire excerpt as a whole, go ahead and answer a question about this excerpt on your own.

Key Content Review: The Thirteen Colonies

TEACHER: Hi students. In this lesson, we're going to take a close look at the 13 colonies. In the map on the screen, you're looking at the 13 original colonies of what would soon become the United States of America. Now what you notice is that these colonies or these states are color coded. 00:00:20 So we see the southern states. We see the middle colonies. And then we see New England. And by the end of the lesson, we'll be able to answer the question, how were the three colonial regions similar and different? Let's begin by reviewing how these colonies came to be in the first place. Section 2 00:00:01 TEACHER: Before we talk about the 13 colonies, let's take a look at exploration and settlement which established the precedent for setting up these colonies. Now you might already know that in 1492, the explorer Christopher Columbus landed in the Americas and at that point, a race began among European powers to colonize this new land. Now we're going to see countries like Spain, France, 00:00:27 Great Britain, and even the Netherlands establishing colonies in North America. And you can see, according to this map, what some of those big countries are going to be, establishing colonies by the late 1600s, early 1700s. So we can see the English territory, where France had established itself, and then of course where Spain has established itself, but then it's also important to note 00:00:50 the Netherlands are going to have a region in what is present day New York City. So we're going to see multiple countries vying for influence in these new colonies. So we're going to focus on the original 13 colonies which were English colonies. The first attempts to establish colonies actually began at a place called Roanoke in 1585 and 1587. 00:01:16 Ultimately these attempts were unsuccessful because this colony just mysteriously disappeared and we're still not 100% sure why that happened. So the first successful colony in England is going to be the colony at Jamestown, Virginia. Excuse me, the first successful colony in the Americas from England was the Jamestown colony in Virginia, which was established in 1607. 00:01:41 And this becomes the first permanent English settlement in America. It's ultimately established by the Virginia Company under the direction of the British king, and so you can see one of the initial charters coming out of this Virginia colony basically showing us a map of that region as it was drawn at this time. Now the 13 colonies are what we're going to focus on. 00:02:06 So the Virginia Company that establishes the Jamestown colony in the early 1600s is just going to be the first permanent of what would eventually become a pretty established colonial system, these 13 English colonies. And they're all going be established along the eastern coast of North America. So you can see this map here showing us these colonial regions and you can see that we're looking and here's the 00:02:30 Atlantic Ocean there. So we're looking at this coastal region. Now these colonies are going to share a similar cultural background. They are English colonies. Most of the people settling here are going to be English. So there's going to be this cultural connection. However each colony is going to develop its own unique features. 00:02:48 And you can see here that we've divided the map according to which colonies were which. You've got the New England colonies in the upper part of the region, the middle colonies in the middle, and then the southern colonies in the south. Now in this lesson, we're going to explore the differences between each of these colonies and how they developed their own unique features. 00:03:10 Let's get started. Section 4 00:00:01 TEACHER: Now that we've completed the warm-up, let's take a quick look at our lesson objectives. By the end of the lesson, you should be able to do all of these things. Describe the founding of the New England, middle, and southern colonies. Compare and contrast the political, economic, and social characteristics of the New England, middle, and 00:00:22 southern colonies. And explain the foundations of democratic rule in the American colonies. Instruction Section 1 00:00:01 TEACHER: In the lesson, we'll be answering the question, how were the three colonial regions similar and different? And through the lesson, we'll focus on life in the 13 colonies by first looking at the founding of the 13 colonies. Well ask the question, why were these colonies established. From there, we'll take a look at government and a closer 00:00:24 look at the question, what kind of governments did they create? From there, we'll look at the economy and look at the question, how did colonists make a living? And then finally, we'll look at society by asking the question, what cultural characteristics did they have? Now, let's begin by taking a look at the founding of the 13 colonies and why they were established. Section 2 00:00:01 TEACHER: Let's explore the founding of the 13 colonies. The 13 colonies were founded for 3 primary reasons, and those reasons included religious freedom. This includes the Massachusetts Bay, the Maryland, and the Pennsylvania colonies, which you notice are colored in purple on the map here. For profit, this includes the Virginia, the South Carolina, and the New York colonies, which are colored in green on 00:00:28 our map here. And then finally, economic freedom. This includes Georgia as well as some other small regions which are noted in orange on the map. Georgia, particularly, was created as a haven for debtors. So now we've got a better idea of the reasons for the founding of the 13 colonies. 00:00:49 Now let's learn more about them. Section 4 00:00:01 TEACHER: Now that we have a better understanding of the reasons for the founding of these 13 colonies, let's take a closer look at the types of colonies that they were, and how, given that they were founded in different ways, they would have different governments. Now there were three types of colonies in these original 13 colonies. They were the royal colonies. 00:00:25 These were colonies that were governed by the British King and Parliament together. And those are noted by the purple color on the map. There were proprietary colonies. These are colonies that were given to a proprietor or a single person to own and govern as that proprietor wished. And those are noted by the green color on the map. 00:00:47 And then there were what were called charter colonies. Charter colonies were given permission by the King to govern themselves. And these are noted by the orange color on the map. Section 6 00:00:01 TEACHER: How were the three colonial regions similar and different? As we explore life in the 13 colonies, we're going to take a look at several aspects of these colonies and how they evolved. We began with a look at the founding of the colonies. We saw how they were established and what types of colonies they were. 00:00:19 Now, let's move on to talk about the government and what kind of governments these colonies created. Section 7 00:00:01 TEACHER: Much of what we know as New England today was actually founded by English people who were fleeing religious persecution. You might be familiar with Pilgrims and Puritans. And these were the people that settled in what would become known as Plymouth. Now, as these settlers are on the boat crossing the Atlantic Ocean, they're working to draft a document that's going 00:00:24 to help them govern their new area that they're going to live in. And before they even arrived in Plymouth, they had drafted something called the Mayflower Compact. This was signed by all of the adult men. And it established a rule of law, which meant everybody had to adhere to this written document. And we're looking at an image here that shows the Mayflower 00:00:52 Compact being signed by the Pilgrims. Eventually, these Pilgrims were going to establish what was known as the Massachusetts Bay Colony. And even though this colony is governed by religious principles, it does have some democratic features, including town meetings. This was the system of government that they established where everyone could show up and engage with 00:01:18 government practices. And they, as well, devised this system so that all male church members could elect the government representatives, including the governor. Section 9 00:00:01 TEACHER: Let's take a closer look at how democracy evolved in the Middle Colonies. We'll begin with a look at William Penn. William Penn was the founder of the state of Pennsylvania, which was founded as a refuge for Quakers, people that were also experiencing religious persecution in England. Now he was inspired by the English Bill of Rights, which protected English citizens, when he created what he called 00:00:25 the Frame of Government-- protecting basic civil liberties like religious freedom, fair trials, and the separation of power. In the state of Maryland, we also see the establishment of a religious freedom law called the Act of Toleration. And this established the colonies' first mandated religious tolerance, which protected all Christians and their right to religious freedom. 00:00:54 Finally there's the Peter Zenger case. Now Peter Zenger was an indentured servant to a printer in New York in the 1700s. And he used this connection to a printer to print a newspaper where he attacked the governor of New York. And he was arrested, and tried, and eventually, he was found not guilty because the newspaper was based on facts. And this case really helped establish that first amendment 00:01:21 right, freedom of the press. Section 11 00:00:01 TEACHER: Democracy in the South was also developing in these original 13 colonies but very differently than the way democracy developed in New England and the middle colonies. Let's take a look at Virginia. Virginia established something called the House of Burgesses. This was the first representative body in the colonies. 00:00:20 And essentially, it's made up of representatives from the 11 settlements in this state. And each of those settlements are going to elect two delegates to represent the people within that settlement. In the Carolinas, we see something kind of similar, the Commons House. This is another representative assembly that is electing representatives based on the needs of the people in these 00:00:50 different settlements. And we're actually looking at a photograph here of the Commons House. And ultimately, the Commons House actually becomes, perhaps, the most powerful assembly in all of the original 13 colonies. Section 13 00:00:01 TEACHER: If you're wondering how even royal colonies-- those colonies that were controlled by the king and the parliament-- were able to start playing with and establishing democratic rule, it's because of something called salutary neglect. Now, this is the result of the unofficial British policy of leniency with parliamentary laws in the colonies. 00:00:22 Basically, meaning that there was a relaxed enforcement of the colonial rules, particularly with regard to trade, because the belief was that if these colonies were left unrestricted, they would flourish. Now, as a result of this leniency, the colonies begin to experience self-government. And they begin to have this expectation of freedom. And this is all going to come to a head, eventually, when 00:00:48 Britain decides to try to reestablish control. And as a result of this, there's now going to be tension between the colonies and the British government. Now, we're looking at a photo here of the British Parliament, which was the home base for the colonial rule, both in Britain and in these royal colonies. Section 14 00:00:00 TEACHER: How were the 13 colonial regions similar and different? In our exploration of life in the 13 colonies, we've had a chance so far to talk about the founding and the governments of these 13 colonies. Now let's take a look at the economy of the colonies by asking the question, how did colonists make a living? Section 15 00:00:01 TEACHER: You may be familiar with the concept of mercantilism. Under this idea, colonies exist to benefit their founding countries. So if we keep in mind that Britain is the founding country for these 13 colonies, and Britain is expecting these colonies to trade only within the British Empire, Britain is going to basically establish a mercantile system within these 00:00:24 13 colonies. And as such, Britain is going to depend on these colonies to produce raw materials, as these colonies are expected to benefit that founding country. Now, the raw materials that the colonies are going to produce include things like food, fish, and timber. Now in reality, the 13 colonies, depending on the region where they exist, their economies are going to develop 00:00:51 accordingly. So let's take a look at the New England colonies to start. Now, these New England colonies were very much beholden to the geography. And that's going to impact farming, because they have a shorter growing season, very rocky soil in much of the region. And as a result of that, people are essentially growing 00:01:11 just enough food to feed their families. And so, settlers are going to start relying on a diverse economy. And this economy is going to be based on the fact that many of these settlers are professionals, doctors, lawyers, and merchants. And as a result, the region is going to develop fishing, whaling, and timber industries that rely on harbors to become 00:01:33 the center of this commerce. Now we're going to see some similarities in the middle colonies, but also some pretty significant differences. The middle colonies develop a prosperous economy based on farming and trade. And they're going to grow food crops, like grains, on large farms. And it's really important to remember one of the key 00:01:54 differences between the New England colonies and the middle colonies is that the middle colonies have the equipment that make them better able to support large scale farming in a way that New England colonies cannot. Now, one thing they do have in common with the New England colonies is the use of harbors for trade. And in this image here, we're actually looking at one of the harbors in New York. 00:02:19 Now let's take a look at how the southern colonies differ from the New England colonies and the middle colonies. The southern colonies are going to depend on the cultivation of what we call cash crops. These are crops that can be heavily exported. Now, these crops include tobacco, indigo, and rice. They're grown on large plantations, and they do require a lot of labor. 00:02:45 So we want to keep this in mind when we're starting to think about how these colonies are growing their economies. And in the southern economies, they're really going to develop a dependence on indentured servitude and slave labor, because of the sheer size of these plantations requiring so much labor. And in the map here, you're looking at the southern colonies-- 00:03:06 Virginia, North Carolina, South Carolina, and Georgia-- and the types of exports or crops they depended on. Section 17 00:00:01 TEACHER: Initially, most of the labor in the colonies was done by indentured servants, but indentured servants cost a lot of money and there was a very high turnover rate. And so soon colonists began turning to slave labor for that plantation work. Because if you recall, those plantations were very large and there was a huge amount of labor that was needed. And so in order to establish a system that allowed for the 00:00:27 ongoing labor on these plantations, laws were written establishing lifelong slavery, this meant all Africans and their children were going to be slaves. This means they are not people, instead they are property in the eyes of the law. And as a result of this, slave codes were established to control the lives of these enslaved people. Section 19 00:00:01 TEACHER: How were the three colonial regions similar and different? As we've explored life in the 13 colonies, we've had a chance to talk about the founding of the colonies, their governments, their economies. Now we're going to take a closer look at society in the 13 colonies by taking a deep look at the question, what cultural characteristics did they have? Section 20 00:00:01 TEACHER: We'll begin by taking a look at life in New England. In New England, religion is going to play an important role in daily life. And this is because of New England's founding by Puritans and pilgrims, people that were very much committed to their religious practices. And as a result, Puritan values and customs are going to determine the laws and customs of the region. 00:00:25 One thing that was really important in this region was education. This is because of the belief in Bible literacy, the belief that everyone should be able to read the Bible. Now what we're looking at in this image here is actually a depiction of what colonial schools were like in New England. Life is ultimately going to be centered around towns and this 00:00:48 allows people to have greater access to kind of community centers, like churches, like schools. And Boston is going to become one of the largest cities in these colonies, primarily because of its harbor which allows it to flourish with regard to trade and commerce. Now let's compare life in New England to life in the middle colonies. In the middle colonies, farmlands and religious 00:01:13 tolerance is going to be an attractive factor for immigrants. So we're going to start to see the growth of different immigrant populations coming from European countries. And these ethnic groups that are coming are ultimately going to stay together and create what we call ethnic enclaves all over these middle colonies. They're going to carry culture there and a lot of these 00:01:35 cultural elements are going to contribute to the American identity that forms much later on. Now as a result of all these different ethnic groups, the region is going to very diverse. And the big cities that come out the middle colonies are New York City and Philadelphia. And again, these become kind of big trading posts. So we're looking at an image here from about 1689 depicting 00:02:02 colonial life in New York City. Finally, let's take a look at life in the southern colonies. The southern colonies are going to really center around plantations and small farms, as opposed to cities. This is because there's a very large population of indentured servants and enslaved people, people that their entire lives are committed to this work on these plantations. Most of the settlers were Anglicans or members of the 00:02:35 Church of England. And because people were spread out so much-- they weren't closely located to churches, there weren't enough priests-- religious faith was less of an important role of daily life as it was in the New England colonies. Summary Section 1 00:00:01 TEACHER: This lesson was all about the 13 colonies. We talked about life, government, economy. And we tried to look at these colonies very critically so that we could answer the question, how were the three colonial regions similar and different? Let's review what we've learned. Section 2 00:00:01 TEACHER: We began with a look at the founding of the colonies. This allowed us to not only see regionally where these qualities are located, which are color-coded on this map here, but it allowed us to understand why these colonies were founded and what types of colonies they were. So the reasons that these colonies were founded were for profit, for economic freedom, and for religious freedom. 00:00:27 The types of colonies that existed were royal colonies, proprietary colonies, and charter colonies. Now once we established the reasons and the types of colonies, we moved on to understand how these colonies were governed. And we actually found that many of the current principles of democracy that we recognize today actually date back to the colonial era. 00:00:51 So we looked first at colonial democracy in New England. We found the Mayflower Compact, which established the rule of law for the Massachusetts Bay Colony. And the Massachusetts Bay Colony would establish representative government as well. The southern colonies in Virginia established the House of Burgesses, which was a representative assembly. And in the Carolinas, the Commons House were one of the 00:01:18 most powerful assemblies in all of the colonies. In the middle colonies, Pennsylvania, founded by William Penn, and the Frame of Government, which established civil liberties. In Maryland, the Act of Toleration was the first mandated religious freedom in the colonies. And then in New York, the Peter Zenger case established freedom of the press. 00:01:41 Once we got a better understanding of government in the colonies, we took a look at economies in the colonies. In New England, the economies were based on commerce and fishing. In the middle colonies, the economy was based on commerce and farming. And in the southern colonies, their economy was based on plantations. 00:02:01 Now because of these large plantations, the southern colonies really relied on slavery. Finally, we talked about society in these colonies. We found that in New England society was based around religion, Puritan values, education, and life was based around the city centers or towns. We found that in the middle colonies there were diverse immigrants of different faiths. 00:02:28 And in the southern colonies, we found plantations and slavery played a bigger role in daily life rather than religion because people were so spread out. Now you're going to review your lesson objectives and make sure that you're able to achieve each of them before you work on an independent assignment. Good luck.

Expansion and Settlement

TEACHER: Hi, everyone. Welcome to the lesson on expansion and settlement. The image that you see here on the screen is celebrating the expeditions of Lewis and Clark, who were instrumental in the American move westward. By the end of today's lesson, you'll know more about Lewis and Clark and you'll know how to answer this question. What actions led to the westward expansion of the 00:00:24 United States in the late 1700s and early 1800s? Let's begin. Section 2 00:00:01 TEACHER: Thomas Jefferson was one of the biggest proponents for westward expansion. Let's take a closer look at who Thomas Jefferson was and why he was such an important figure in this movement. Thomas Jefferson worked as a diplomat, a political leader, an inventor, scientist, architect, and plantation owner. He's what we would call a Renaissance man. 00:00:23 Now, he's perhaps most famous, or initially famous, for being a founding father and for being the primary author of the Declaration of Independence, which was written in 1776. Now, ultimately, Jefferson would go on to be the third president of United States and serve in that capacity between 1801 and 1809. And his ultimate goal was to help what 00:00:49 we call yeoman farmers-- these independent, free farmers who owned and cultivated their own land. And his support of the yeoman farmers is why he believed so much in the expansion of US territory, because he saw that as a population of the United States was growing with more of these free independent farmers, that they would need to cultivate more land, and that land could only be gained 00:01:16 by moving westward. So let's take a look at this unknown West leading up to the expansion. Before the 1800s, most American settlements were clustered along the East Coast. So if you're familiar with the establishment of the original 13 colonies, you maybe remember that these were all East Coast, Atlantic Ocean-based colonies. 00:01:42 And because this westward region of the country was kind of unknown, a lot of people saw opportunities to maybe start fresh, cultivate their own land. And so populations are rapidly expanding and American settlers in need of more farmland are following this expansion. Now, in this image here, you see a community of people that are all perched up on these peaks. 00:02:11 And you see the gentleman here who's pointing outward. Well, notice that we're looking at this vast region that goes out into what seems fairly mysterious. That was the idea behind westward expansion. It was unknown, but it was exciting. Section 4 00:00:01 TEACHER: Let's take a look at our lesson objectives. By the end of the lesson, you should be able to do all of these things. Identify reasons why the physical geography of the Old Northwest region made it attractive for settlement. Explain the provisions of the Northwest Ordinance of 1787 and explain its impact on American expansion. Analyze the reasons for the acquisition of 00:00:28 the Louisiana Territory. And finally, describe the accomplishments of the Lewis and Clark expedition. Instruction Section 1 00:00:01 TEACHER: In this lesson, we're answering the question, what actions led to the westward expansion of the United States in the late 1700s and early 1800s. In the lesson we're going to talk about early westward expansion, beginning with a look at the Northwest Territory. We'll talk about settling the Old Northwest and the effects of that settlement. 00:00:22 From there, we'll move on to the Louisiana Purchase. We'll talk about how the Louisiana Territory was acquired, and the Lewis and Clark Expedition. But let's begin by taking a look at the Northwest Territory. Section 2 00:00:01 TEACHER: Let's talk a little bit about the Northwest Territory. Now, you can see a map here showing us the Northwest Territory around the year 1787. Now, this is land that was actually acquired by the British following the French and Indian War. But following the Revolutionary War, in which Americans gained independence, America is now going to own 00:00:21 this territory. And so through the Treaty of Paris, the United States acquires this territory, and it becomes a really important area for expanding agricultural settlements, because we're going to find a lot of rivers and lakes that provide really important transportation routes for farmers. Now remember, we're thinking about the 1700s. 00:00:44 So we don't even have trains crossing the country yet. The best way for people to get from one point to another that's a long distance is to travel by water. And so you can see a couple of really important waterways here, the Mississippi River and the Ohio River. And that makes the Northwest Territory a really valuable settlement area. But how are they going to settle this area and divide it 00:01:08 up fairly, given the number of people that all want a piece of this? Well, we're going to see that after the Revolutionary War, settlers are moving into this Northwest Territory. And in order to provide an orderly settlement, existing states give up claims to land in the territory and the federal government ultimately takes control. Now, the territory's going to be divided into a grid. 00:01:32 And you can see an example of what one of these grids looks like, where you've got each little square representing a different segment of territory that's divided up. Now, this land is going to be sold at $1 per acre. So when we look at the model that's going to be used for westward expansion going forward, we're going to see a lot of similarities, dividing things up into a grid, and selling that land per acre. 00:01:59 Now, let's talk a little bit. So this is the Land Ordinance Act of 1785. And we're going to see this taken a step further with the Northwest Ordinance of 1787. Now, this is going to provide for government in the territory. So now that the Land Ordinance has divided this land up, or at least decided how the land would be divided and sold, now 00:02:22 we need to figure out how it's going to be governed. And so at first, we're going to see a single government in charge. And that is going to outline the process for forming new territories and states. Now, that process includes 5,000 adult males leading to a district becoming a territory. And if you had 60,000 adult males, that meant your 00:02:46 territory could write a constitution and apply to become a state. So you've got an idea of what these numbers look like. We're going to see that settlers are promised religious freedom and other civil rights. And ultimately, slavery is going to be outlawed in the Northwest Territory. Section 4 00:00:01 TEACHER: What actions led to the westward expansion of the United States in the late 1700s and early 1800s? This is the question that we're exploring in this lesson. So far, we've had a chance to talk about the Northwest Territory and how the Old Northwest was settled. Now, let's start thinking about the effects of that settlement. Section 5 00:00:01 TEACHER: The effects of settlement and westward expansion were actually two-fold, and so let's look at a graphic organizer that helps us begin to think about and visualize what these effects are. So the land ordinances that basically created an organized process for the settlement of new lands west allowed for settlers and speculators to move west and create new states in the process. 00:00:25 States like Ohio, Indiana, and Illinois. Now, remember the Northwest Ordinance made slavery illegal in these new states, and this is going to eventually lead to growing tensions or sectional differences between the Northern states and the Southern states, and we'll talk more about that in a moment. The creation of these new states is also going to lead to tension between the American settlers and the 00:00:52 indigenous population, or the American Indians, who were being pushed west out of their own lands. So we'll take a closer look at each of these kind of major effects of settlement, beginning first with the growing sectional differences between the North and the South. Now, we know that the Northwest Ordinance outlaws slavery in the Northwest Territory, and so we see that 00:01:15 by 1820, with slavery being illegal in the Northwest Territory by definition, and many of the other Northern states like New York and New Jersey and much of New England outlawing slavery in the early 1800s, this means we're really only going to see slavery in the Southern states here. As a result of this, the United States is going to become increasingly divided over the issue of slavery. As a result, sectionalism, this type of regional 00:01:48 patriotism, is going to increase between the free North and the slave-holding South. And you want to keep this word sectionalism in mind because it'll probably come up again once you start studying the American Civil War. Now, let's take a look at how the movement westward is going to lead to tension between the American settlers and the indigenous population. 00:02:12 Now, there was already a pretty tense relationship between many American settlers and the indigenous population, or the Native American Indians, and this is because American Indians faced constant pressure by the American government to sign treaties and to give up their land. Now, this is ultimately going to lead to conflict and violence between whites and American Indians, and one of 00:02:36 those conflicts we see depicted here in the 1794 Battle of Fallen Timbers. And this is actually going to be one of many battles between American settlers and their soldiers and the indigenous population, the American Indians and their soldiers. And we're going to use a timeline to kind of look at some of the major movements within that conflict. So between 1791 and 1795, the American Indians create a 00:03:07 coalition of armies basically to resist westward expansion into that Northwest Territory. And some of the big events that we should mention are in 1791, American Indian forces defeated the army of Arthur Saint Clair, who was the governor of the Northwest Territory. But a few years later, in 1794, at the Battle of Fallen Timbers, which we just saw the depiction of, American forces 00:03:37 win a decisive victory over the Miami Coalition. And within a year of this battle, the Treaty of Greenville was signed, and in this treaty the Miami Coalition, that tribe decides to sign away it's very large territory in the Ohio region. And ultimately, that kind of leads to the end of the American Indian resistance in the Northwest. Section 7 00:00:01 TEACHER: In this lesson, we're answering the question-- What actions led to the westward expansion of the United States in the late 1700s and early 1800s? So far, we've had a chance to talk about the early westward expansion into the Northwest Territory. We talked about settling the Old Northwest and what the effects of that settlement were. Now let's start thinking about the Louisiana Purchase and how 00:00:25 this territory was acquired. Section 8 00:00:01 TEACHER: By 1800, the Louisiana Territory was controlled by France. Now, this territory makes up this giant light green region that's basically the entire middle part of the United States. And in total, all this was nearly 830,000 square miles. So this was a huge region that the United States had its eye on for several reasons, but perhaps most importantly was 00:00:27 this territory down in the southern part of Louisiana, the port of New Orleans. Now, this port is going to be really important to commerce along the Mississippi River. So if we're looking at the river here, you can see that it goes all the way north. And it's important to remember that there are no railroads. There are no roads. 00:00:51 And so going down a river to move goods is going to be a lot easier than traversing over mountains and valleys and all of these difficult terrains. And so it's actually France that's going to be willing to negotiate with the United States for this territory after Napoleon, who was the leader of France in the early 1800s, realized that he actually wanted to get rid of land in North America because he feared controlling this 00:01:24 territory across the ocean following revolts in Haiti, which was controlled by France. So he decided he wanted to focus on European expansion. And he knew that if he sold France's territory in North America, he would have the money he needed to continue his battles in Europe. The United States, on the other hand, wanted New Orleans and West Florida for commerce along the Mississippi River, 00:01:49 which we just talked about. And so Thomas Jefferson, who was the president of the United States in the early 1800s, is a big supporter of those yeomen farmers, those independent free farmers. And he wanted them to have access to new lands. And so he wants to engage in some sort of negotiation with France for this territory. And so President Jefferson is going to send officials-- 00:02:17 James Monroe and Robert Livingston-- to negotiate for the purchase of New Orleans and West Florida. And when Monroe and Livingston went to talk to Napoleon about this, he offered to sell the United States all of the Louisiana Territory. And Livingston and Monroe were actually shocked by this. They did not expect this to happen at all. 00:02:38 And they were afraid that Napoleon was going to change his mind. And so they decided to act quickly and negotiated the Louisiana Purchase. On April 30 of 1803, the United States bought the Louisiana Territory from France for $15 million total. And so notice that the territory is going to include all of that massive region-- those 830,000 00:03:07 square miles, nearly. So you can think of this as being a pretty good deal for the United States, particularly since they had gone out only hoping to get a smaller territory. Section 10 00:00:01 TEACHER: The purchase of the Louisiana Territory is ultimately going to lead to a constitutional question. The Constitution does not explicitly state that a president can purchase new land. And so Thomas Jefferson, the president at the time who was a founding father, favored a strict interpretation of the Constitution. So this was a huge challenge for him. 00:00:23 In the end what he decided is that the power to make treaties implied the power to make that purchase. And you want to keep this in mind, because when you go onto your further studies of US history, and perhaps US government, you'll start thinking about the difference between the enumerated or the listed powers of the Constitution and the implied powers-- those that aren't written but are kind of implied based on other things 00:00:48 that are written. Section 12 00:00:01 TEACHER: What actions led to the westward expansion of the United States in the late 1700s and early 1800s? In this lesson, we've been exploring early westward expansion. We had a chance to talk about the Northwest Territory, and then we started talking about the Louisiana Purchase. Now that we understand how the Louisiana Territory was acquired, let's move on to talking about the Lewis and 00:00:24 Clark expedition. Section 13 00:00:01 TEACHER: Since Americans knew very little about this new land that President Jefferson had acquired, it was time to start exploring it. And what President Jefferson really wanted was to find out if there was a river route across the continent because remember those waterways were the most valuable and most useful ways to cross major pieces of land. And so President Jefferson decided to send several 00:00:24 expeditions out to explore the West. The most important expedition that he commissioned was the Lewis and Clark expedition. You can see statues here commemorating these two explorers and we'll take a closer look at them now. Now Lewis and Clark, as many people know them, were two men who had the full names Meriwether Lewis and William Clark. 00:00:47 And we're going to talk about each of them in turn. Meriwether Lewis was an explorer, a soldier, and a public administrator. He was a neighbor of Thomas Jefferson's. So he grew up in Virginia right alongside Thomas Jefferson. Got to know him really well. Eventually he became his private secretary. 00:01:06 Now William Clark is also going to be pretty well known as an explorer, soldier, and a public administrator, as the governor of the Missouri Territory. And when Lewis was commissioned by President Jefferson to do this exploration, he called on his friend Clark. They knew each other from the military and eventually that connection that they make is going to lead to Lewis 00:01:31 inviting Clark along on this expedition. Now both of these men kept journals. And so everything-- a lot of what we know today about their expedition comes out of this journal. And you're going to have a chance to look more closely at a primary source from the period, but first let's talk a little bit about the expedition overall. 00:01:52 Now the expedition is going to begin in 1804 and its goal is to reach the Pacific Ocean. So get all the way across the continent to the next ocean. And they're also going to be tasked with surveying the natural wildlife and geography. So take notes on what you see along the way and maybe we can learn from these things. Their expedition team is going to include 50 skilled 00:02:17 frontiersman who are all going to travel together up the Missouri River. So you can see that when they started in Saint Louis in May of 19-- excuse me, 1804-- their ultimate goal is to get all the way across to the Pacific Ocean. Now they're going to reach the Pacific Ocean in 00:02:40 the winter of 1805. They're going to spend the winter there, hold tight, and then they're going to turn back around and return home in 1806. So this is a two year adventure and you can see that once they get to the Pacific Ocean, they turn right back around, and they go back, and then they talk to President Jefferson about what they found. 00:03:01 Now you take a moment to look at a primary source related to Lewis and Clark's expedition. Section 15 00:00:00 TEACHER: There were several vital factors to the success of the Lewis and Clark expedition, and one of those was the guidance of Sacagawea. Sacagawea was a Shoshone woman who was married to a French Canadian fur trapper. And part of the reason she was such a valuable guide is because she was able to interpret the Shoshone language for Lewis and Clark. 00:00:22 Now, Lewis and Clark had several interpreters who spoke many of the American Indian languages. But they didn't have anyone who spoke Shoshone, and so she was particularly valuable for them in this regard. Now, she was pregnant when she actually started working with Lewis and Clark. Eventually she gave birth in 1805, and decided to take the infant with her on this expedition. 00:00:44 This proved to be very vital, because the presence of the infant made the expedition seem less threatening to the indigenous people that they came across in their journey. She also helped the expedition acquire horses from the Shoshone people which helped the expedition as they crossed the Rocky Mountains moving westward. Another major factor in the Lewis and Clark success story is the legacy that they had in recording vital information 00:01:14 about the American West. They recorded information about plants, animals and geography. They sent back specimens to President Jefferson to examine, and they took notes and drew sketches. And all of these detailed notes and sketches and information proved useful as the United States continued to develop from that point forward. Summary Section 1 00:00:01 TEACHER: In this lesson, we explored expansion and settlement into the Western United States. We worked to answer this question, what actions led to the westward expansion of the United States in the late 1700s and early 1800s? We learned about how the Northwest Territory allowed for settlers to move into the Midwest region. We also learned about how the Louisiana Purchase doubled the 00:00:26 size of the United States. Now let's review all of the main ideas that we explored in the lesson before it's time for you to work on your independent assignment. Section 2 00:00:00 TEACHER: We began the lesson by talking about the westward expansion of the United States. This began with the Land Ordinance of 1785, which divided the Northwest Territory into a grid of townships. We then talked about the Northwest Ordinance of 1787, which established guidelines for government of the West. This included a detailed guideline to the formation of 00:00:25 new states, which would be based on population, and granted religious freedom and civil liberties, as well as outlawing slavery in these new states. From there, we talked about the effects of the expansion, how because slavery was outlawed, this increased sectionalism between the Northern states and the Southern states. This increased settlement also led to conflict with the 00:00:52 American Indians. This conflict included the 1791 battle between the Miami and Shawnee coalitions, led by Chief Little Turtle in which the US Army was defeated. We also talked about the 1794 Battle of Fallen Timbers in which American forces won a victory and forced the Miami to give up the lands of mostly the Ohio region. From there, we went on to talk about how the US acquired the 00:01:23 Louisiana Territory. We found out that the US bought the Louisiana Territory from France for $15 million. We know that France wanted to sell this territory in order to raise funds for its wars in Europe. And it also feared rebellion in the American territories. The US wanted this land for trading purposes along the Mississippi River and, ultimately, got more than it 00:01:50 bargained for. We then talked about the Lewis and Clark expedition. And we found that between 1804 and 1806 Lewis and Clark led an expedition into the newly acquired Louisiana Territory. That expedition reached the Pacific Ocean and discovered important routes for commerce. It also surveyed the natural history, including plants, animals, and landforms. 00:02:15 And, ultimately, this expedition was successful because of the assistance of Sacagawea, who was an indigenous woman who served as a guide and an interpreter for the explorers.

The Monroe Doctrine

This is a portrait of James Monroe, the fifth President of the United States. The last of the framers of the Constitution to serve as president, Monroe took office in 1817 when American's confidence in their nation increased. In this lesson, you'll learn about America's growing national pride and more assertive foreign policy in the 1810's and 1820's. 00:00:24 But first, let's examine what caused this increase in confidence within the United States. Section 2 00:00:01 The United States fought great Britain from 1812 to 1815 in a conflict known as the War of 1812. This war did change the United States. Americans felt stronger feelings of patriotism, they had more confidence in their nation, and the US government pursued more ambitious foreign policy goals. Remember, foreign policy is the way in which a country deals with other countries, or how they're going to treat 00:00:28 other foreign nations. Many people thought the United States had proved itself to be equal of any European power. Section 4 00:00:01 As you work your way through this lesson, you'll be able to do the following. You'll be able to explain how American victory in the War of 1812 led to an increased sense of nationalism. You'll be able locate the territorial gains of the United States between 1803 and 1819. You'll be able to describe how the revolutions in Latin America led to the formation of the Monroe Doctrine, and 00:00:23 you'll be able to evaluate the effects of the Monroe Doctrine. Instruction Section 1 00:00:01 Why did the United States take a stronger stand in foreign affairs after the War of 1812? In the warm up you've learned that the War of 1812 changed the mood of the United States. Now you're going to learn how that mood led to new changes. First, you'll learn about how Americans began to feel a sense of national pride or nationalism. Then you'll see how this led to Americans pushing their 00:00:23 territory outward. And that led to a new policy, the Monroe Doctrine. The Monroe Doctrine was more assertive-- and this means more confident and more bold-- a foreign policy. Let's start by talking about nationalism in America. Section 2 00:00:01 The War of 1812 was a perceived victory. Now, the word perceived is a perception or an understanding of what you have when you observe something. And in this case, Americans believed they had won a victory over the British. But the War of 1812 was also a stalemate, and a stalemate is where neither side wins. It's more like a tie. 00:00:22 Now, the Treaty of Ghent, which was signed, agreed that both sides would return territories they had occupied. So the boundaries of the war never changed. They were the same as when the fighting had begun. Americans had failed to conquer Canada or gain any of their territory over the British. And Britain, on the other hand, had failed in its attempts to seize New York and Baltimore. 00:00:44 Americans however, still thought they had won the war. They were encouraged by US victories such as the one in the Battle of New Orleans depicted in the image here. And they were excited that the United States had stood its ground against a powerful European enemy, the British. Now, pride and patriotism increased in the United States after the War of 1812 as Americans celebrated their perceived victory over Britain. 00:01:09 They believed they had fought and defeated the world's strongest military power. Many Americans saw the War of 1812 as the "Second War of American Independence." In the years that followed, Americans experienced a growth in nationalism. Nationalism is the feelings of devotion and loyalty to one's nation. Section 4 00:00:02 Aside from the War of 1812, Americans had other reasons to become more confident in their military. The US forces were fighting against the American Indians in the south. Believing the War of 1812 gave them an opportunity to drive Americans out of their territory, Creek Indians in Alabama attacked US outposts and settlements. The Creek achieved some early successes, but in March 1814, 00:00:26 an army led by Andrew Jackson defeated the Creek at the Battle of Horseshoe Bend in Alabama. This image shows Jackson meeting with the defeated Creek leader after the battle. This battle broke American Indian military power in the south. The Creek had to surrender 22 million acres to the United States. 00:00:46 This victory also increased American confidence. Soon after the War of 1812, US Naval forces battled pirates in the Mediterranean sea. Pirates from north African states had been preying on American merchant ships and enslaving American crews for many years. In March 1815, congress sent two squadrons of warships to the Mediterranean. 00:01:08 In the summer of 1815, a naval force commanded by Stephen Decatur defeated the pirates and forced them to stop seizing American ships. Americans celebrated another military success. Americans also became more confident in their economy at this time. With an embargo against British goods during the war, American factories increased production. 00:01:31 This trend continued after the war as American industries continued to expand. Congress chartered the second bank in the United States in 1816 to provide a sound banking system to finance this economic growth with abundant credit. This picture shows the bank building in Philadelphia. Section 6 00:00:01 Why did the United States take a stronger stand in foreign affairs after the War of 1812? In the first section, you learned about the growth of American nationalism after 1812. In the next segment in this lesson, you'll learn about more of the Americans territorial gains in the early 1800s. Section 7 00:00:01 As many Americans were experiencing more nationalism confidence, their country was gaining much more territory. Many Americans at this time started to believe that they were destined to expand our nation from one end of the continent to the other. In addition, US leaders supported this expansion to reduce the threat of hostile European powers on the continent. 00:00:22 Notice the original size of the United States prior to 1803. From 1803 to 1819, the United States more than doubled in size by acquiring the territories with the Louisiana Purchase, the British Cession, and the Florida Cession. In the first two decades of the 19th century, the United States acquired many new territories. You should already know about the Louisiana Purchase. 00:00:46 This was the first major US expansion. Thomas Jefferson hoped to help the United States gain new territory, and France was more than willing to sell its entire North American territory. American leaders quickly agreed when the Louisiana Purchase doubled the size of the United States. This expansion would continue after the War of 1812. Section 9 00:00:01 After the War of 1812, Americans were still concerned about European powers in North America. Great Britain maintained a military presence in the Great Lakes region, which is up here. And Spain also occupied Florida, a territory that extended along the Gulf Coast all the way to Louisiana, which you can see down here. Americans feared that these European rivals could use 00:00:23 these areas to encourage American Indian attacks or directly threaten US soil. This could cause trouble in the West and the South. In order to address these issues, the United States and Great Britain signed the Treaty of 1818. This agreement helped begin a long era of improved relations between the United States and Great Britain. It also granted American fishing rights off 00:00:46 Newfoundland, Canada, and established the joint control of the Oregon Country for 10 years. Most importantly, it set the US-Canadian border at the 49th parallel. This meant there was more land to the west that was clearly part of the United States. Seeking to increase their national security, Americans wanted to remove European powers from other parts of 00:01:09 North America. To the south, Americans have their eye on West Florida, which was part of the Spanish Florida at that time. In 1810, American settlers in Baton Rouge staged a revolt, throwing off Spanish rule. Congress soon approved this claim as part of the United States. During the War of 1812, the United States added another 00:01:30 slice of West Florida when an American army occupied the Mobile region. Distracted by war in Europe, Spain could not stop the Americans from taking West Florida. After the War of 1812, some American Indians crossed the border from Florida to raid settlements in the United States. To stop these attacks, Americans wanted to seize the 00:01:51 rest of Florida from the Spanish. During the 1810s, a series of rebellions against Spanish rule broke out in Latin America. Taking advantage of this distraction, Andrew Jackson led an army of American soldiers into Florida in 1818. Jackson claimed to be chasing American Indians, but he did capture two Spanish forts. Spanish officials threatened war against the United States, 00:02:16 but with their troops fighting in Latin America they were powerless to respond. With Jackson's army marching through Florida, Spanish officials worried the United States might later try to take Texas. They prompted to negotiate a treaty with them. Spain and the United States signed the Adam-One Treaty, also called the 00:02:35 Transcontinental Treaty, in 1819. And according to this agreement, Spain gave Florida to the United States. The United States gave up any claims to Texas and recognized Spanish rule over this territory. And Spain and the United States agreed to a dividing line that extended to the Pacific Ocean. Spain's claims were to remain south of this line that you 00:02:59 can see on the map. And the US claims were to remain to the north of this line. Section 11 00:00:02 Why did the United States take a stronger stand in foreign affairs after the War of 1812? In the previous section, you learned about how new territories were acquired by the United States. In the last segment of this lesson, you'll learn about the Monroe Doctrine. You'll see how it helped the US adopt a more assertive foreign policy. 00:00:21 Remember, assertive means bold, strong, and outspoken. Section 12 00:00:01 The story of the Monroe Doctrine actually starts in Latin America. Did you know the American Revolution was a model for other colonies? In the 1810s, a series of revolutions rocked Latin America. One by one, nations threw off Spanish rule. In 1811, Paraguay gains it's independence. 00:00:18 In 1816, Argentina declared independence. Chile declares independence in 1818. Although Spain sent large armies to put down these revolutions, by the end of the 1820s, nearly all of Latin America had thrown off European rule. In the early 1820s, US leaders became concerned about European ambitions in North and South America. The new republics in Latin America were a tempting target 00:00:45 for European monarchs to conquer and recolonize. Russia, meanwhile had extended its territorial claims as south as California. Americans feared that European powers could establish colonies in North and South America and threaten the independence of the United States. Section 14 00:00:01 Great Britain also did not want its European rivals to establish new colonies in North and South America. Britain's foreign minister George Canning offered to issue a joint statement with the United States. The statement would declare that Britain and the United States opposed any new colonization in Latin America. US Secretary of State John Quincy Adams convinced president James Monroe to reject Canning's offer. 00:00:27 Adams was suspicious that a joint statement would limit America's future expansion. Adams also did not want the United States to look as a weak partner of the British. Section 16 00:00:01 In December 1823, President James Monroe followed the advice Adams gave, to write clear principles and speak them candidly. He gave a speech setting forth what became known as the Monroe Doctrine. In this doctrine, Monroe declared that the United States would not interfere in European affairs or conflicts, would not interfere with existing European colonies in 00:00:26 the Western Hemisphere, and would oppose and view as a hostile act, any European attempt to colonize any nation in North or South America. The Monroe Doctrine thus declared that the Western hemisphere was closed to new colonization. In the years following the Monroe speech, European powers did not seek to recolonize the Western hemisphere. The monarchs of Europe were, however offended that such a 00:00:53 small power like the United States would make such a bold statement. The US did not have enough military strength to enforce president Monroe's statement. But the European nations were powerless to oppose the Monroe Doctrine. Remember, the British leaders also did not want European powers returning to the Western hemisphere. 00:01:13 So they agreed with the policy set forth by President Monroe. British war ships ruled the ocean, and would crush any attempts to recolonize the Americas. The British Navy served as an enforcer of the Monroe Doctrine by making sure colonization didn't happen. At the time it was issued, the Monroe Doctrine symbolized the growth of American nationalism. It also reflected a more assertive US foreign policy 00:01:38 and represented a stronger relationship between the United States and Great Britain. In the decades after it was issued, the Monroe Doctrine was used by Theodore Roosevelt in the 20th century to define Latin America as being within the US sphere of influence, and helped explain US involvement in Latin American affairs. Summary Section 1 00:00:01 In the following slides, you will review how this lesson answered this question. Why did the United States take a stronger stand in foreign affairs after the War of 1812? Section 2 00:00:02 Nationalism increased in the United States after the War of 1812. Many Americans feel that the United States won the War of 1812. Americans celebrated this conflict as the "Second War of Independence." The US military won victories in the US against American Indians and in the Mediterranean against piracy. 00:00:20 Americans grew more confident in their military, finance, and economy. The United States expanded in size between 1803 and 1819. The Louisiana Purchase in 1803 doubled the size of the United States. The US also acquired land from the British after a treaty in 1818, and the United States acquired Florida from Spain in the Adams-Onis Treaty, which happened after the US 00:00:46 threatened to take Florida from Spain by force. US President, James Monroe, issued a bold foreign policy statement in 1823. Americans feared that European powers were trying to recolonize Latin America. President Monroe responded by warning European powers against intervening in Latin America. This response was known as the Monroe Doctrine. 00:01:10 The British Navy helped enforce the Monroe Doctrine.

Compromise and the Constitution

Hey, welcome to class, scholars. Today, we're going to be looking at compromise and the Constitution. Now, the Constitution is the basic layout of our government that has basically said how our government should run for over 220 years. However, we're going to look at the final product of the Constitution was not all settled in one day. 00:00:20 It was actually a series of compromises that at some time became quite hectic, but at the end, they were solved in extremely creative ways. Now, before we jump into the Constitution, let's take a look back at what life was like and what was going on in the United States before the Constitution was signed. Section 2 00:00:02 Well, if you look at this photo to the right, you'll see it represents King George on a horse. The horse is supposed to be the new American government, and it is kicking off its rider or its master, if you will, which is George III. Now, after the American independence, it ended in 1783, and many in Europe and around the world predicted that the new nation would just collapse. 00:00:24 However, the leaders of this nation of the United States, they came together before it could collapse and created an entirely new system of government called the Constitution. However, before they had the Constitution, during the Revolutionary War and until the signing of the Constitution, they worked under the Articles of Confederation, which was the form of 00:00:44 government that they had. But this form of government lacked a lot of necessary powers that the Congress needed. Specifically, the Congress could not raise money. It could not regulate trade. It could not conduct foreign affairs. And changing the articles required that 9 out of the original 13 colonies had to sign on. 00:01:05 It was practically impossible. Take a look at this quote right here by George Washington. He says "No man in the United States is, or can be more deeply impressed with the necessity of a reform in our present Confederation than myself." And he should know. He ran the entire United States Army, during the Revolutionary War, under this form of government. Section 4 00:00:01 Let's take a look at these lesson objectives that you definitely will be able to do by the end of this lesson. There are four of them. Number 1, you're going to be able to identify the leaders of the constitutional convention, and the initial ideas that they proposed. Secondly, you're going to be able to describe the government structures proposed by the Virginia and the New 00:00:19 jersey plan. Thirdly, you're going to be able to identify the reasons for dissent and disagreement among the delegates as the constitution was written. And finally, you'll be able to explain the importance of compromise when drafting the constitution. Instruction Section 1 00:00:02 So the big question that we're going to be taking a look at, as you can see on the slide is, how did differing viewpoints and compromises lead to a new plan of government for the nation? So we're going to look at this in creating the new constitution. As we said in the warm-up, the United States was under the Articles of Confederation. 00:00:18 However, everyone, especially George Washington, realized that it was just not working. They needed to do something new. We're going to take a look at the meeting of the minds, if you will, the people, the delegates who came together to create this brand-new form of government called the Constitution. They had differing viewpoints-- 00:00:37 from the South versus the North, the industrialized versus the agricultural areas. And we're going to look at how those two sides came together, the compromises they had. But first, let's take a look at the meeting of the minds and who came together at this Constitutional Convention. Section 2 00:00:01 Now, we've already seen how George Washington was very concerned about the ineffectiveness of the Articles of Confederation at work. That also included James Madison, who we're going to look at a later. Now all these issues with the Articles of Confederation and their lack of ability to govern the new United States came to a head with Daniel Shays and Shays's Rebellion. 00:00:24 He was a Revolutionary War veteran, and he was protesting high taxes. And he actually led a rebellion that the United States was unable to put down. And so because of that ineffectiveness of the government to even put down a rebellion in its own territory, a Grand Convention was called to revise the articles in 1787. 00:00:45 And soon, that Grand Convention became a Constitutional Convention. Now, let's take a look at this Constitutional Convention. Now, they met Independence Hall in Philadelphia, which was the exact same place where the Declaration of Independence was signed in 1776. But the Constitutional Convention started on May 25 in 1787. 00:01:09 It included delegates from 12 states. Rhode Island did not send delegates. They were afraid that this Constitution would create a strong national government, and they were terrified of that. So they did not send to delegate. So it included 55 total delegates from all over the United States at this time. 00:01:27 Now, let's look at the main players, if you will. The first one was George Washington. He gave the meeting legitimacy. Without his support, the Constitution that they came up with would, like you said, have no legitimacy, no backbone. But with Washington there, it really gave emphasis to the meeting. 00:01:44 The second person that was extremely important was James Madison, referred to as the Father of the Constitution. As a matter of fact, before the Constitutional Convention took place, he spent months at his home in Montpelier studying different constitutions, differ republican forms of government in the world and in the historical context. Finally-- 00:02:08 Benjamin Franklin who provided a wit. And he really helped to diffuse tensions that rose during this summer of 1787. So first, before they all met, they had to establish rules. And the delegates agreed the following-- that each state would have one and only one vote. It wouldn't matter if it was a huge state or a small state. They would only have one. 00:02:30 George Washington, he would lead the convention. He'd be the president of this convention. In addition, their discussions would be kept in secret. And the reason for this is that it would allow delegates to change their mind, or if they thought something needed to be improved, they could voice their opinion without having to worry about the rest of the nation discovering what they had said. 00:02:51 In addition, the Articles of Confederation would be scrapped. They would be thrown aside, and a brand new government would have to be created. Section 4 00:00:01 Now the delegates did not agree on much during this convention, which we'll see, but they did agree on some of the basics. The first one is that this new government they're creating should have three separate and distinct branches-- a the legislative branch, which would legislate, or make, all the laws. It would have an executive branch which would carry out 00:00:21 those laws that the legislative branch had just made. Also, they would have a judicial branch which would decide if laws had been broken and if laws abided by the constitution that they had just created. So the delegates agreed that congress would have a legislative branch, but they disagreed about so many other issues that we're going to dive into next. Section 6 00:00:02 The big question we're looking at today is how did differing viewpoints and compromises lead to a new plan of government for the nation? Now, we've see now the delegates decided to scrap the Articles of Confederation and create a Constitution, a new form of government. There was a meeting of minds, such as George Washington, James Madison, and Benjamin Franklin. 00:00:22 Now, let's take a look at the differing viewpoints that all of these sides came together, and the different things that they wanted to incorporate in this Constitution. Section 7 00:00:01 Well, there were big decisions that had to be made and big compromises that had to be ironed out in Philadelphia. So let's look at some of these big questions that they had to solve while they were there. Number one-- should Congress be made up of one house or of two houses? Big form, a big part of contention between the two sides. 00:00:21 And should every state have the same number of representatives, or should it be based on something else? Should it be state's representatives be based on state's population? Let's take a look at the first one, which was the Virginia Plan, which was done by James Madison. And what he said, he proposed that representation should be based on population. 00:00:41 Meaning that the bigger the population of the state, the more representatives it should have. He wanted it to have a bicameral, or two houses in Congress. And like we said, it was based on representation, so bigger states like Pennsylvania and Virginia, they loved this plan. Now, I know you're already coming up with the question of 00:01:01 what about the small states? Would they like this? Absolutely not. It's completely opposite. So the second plan that was proposed was called the New Jersey Plan. Now, it proposed a unicameral Congress, or one house of Congress. 00:01:15 And it said that every state should have the same number of representatives. That it doesn't matter if your state has a massive population like Virginia, you'll still have the same amount of representatives as, let's say, Delaware or Connecticut or Rhode Island. And obviously, you can say this was supported by the small states like Connecticut, New Jersey, 00:01:36 Delaware, and Maryland. Section 9 00:00:02 Let's take a look at some of these numbers and what the difference would be between the Virginia Plan versus the New Jersey Plan. Now, you can see the population. Now, Virginia had over 600,000 people during this time. New Jersey had close to 200,000. So under the Virginia Plan, Virginia would have eight representatives in each house while New 00:00:21 Jersey would have two. But let's jump over to the New Jersey Plan where Virginia would have five members in Congress, and New Jersey would have the same, five members. Now, this was not fair for Virginia, which had a greater population than New Jersey. However, it's not fair for Jersey, just because it has less population, to be discounted in 00:00:42 the Virginia plan. So this led to contention between the two of them. Another major point of contention was what to do with enslaved people and how should they be counted? Now Southerners, they wanted one enslaved person for one vote. So one person would be one for one. However, the Northerners said no way. 00:01:02 That doesn't make sense. Because what would happen is, the Northerners claimed, was that the Southerners would just import millions of enslaved people, bump up their population, and consequently get more power in Congress. So if an enslaved person were to be counted, this would give Southern states larger populations. And if you look at this map here, you can see how Georgia, 00:01:27 in the South, would have 29,000 more votes in the South. As well as Virginia would have almost 300,000 more people to be counted as representatives. So another issue that they had was the commerce power-- of should Congress have commerce power, the authority to regulate trade? Northerners said yes, absolutely. 00:01:51 However, the Southerners said no. They were extremely scared that if Congress had the power of commerce, that they could regulate the slave trade. And the Southerners depended on that slave trade and for enslaved people to work on their plantations and to, basically, make their agricultural society work. So these are all big issues and big problems that had to be ironed out in the Constitutional Convention. Section 11 00:00:01 So we got one more section to take a look at. Now remember the question of how the differing viewpoints and compromises lead to new plan of government for the nation. We saw how the Articles of Confederation were scrapped, that they were going to create a new Constitution. There was a meeting of minds brilliant individuals. There was many differing viewpoints over slavery, the 00:00:22 converse clause. Now, we're going to take a look at the compromises that took place that allowed a Constitution to actually be written. Section 12 00:00:01 Well, let's begin with the first major compromise, the Great Compromise that came about. Now, you'll recall that the New Jersey Plan said one-house Congress, equal representation for all states. Great for the small states. The larger states had no interest in signing on to this plan. On the opposite side, there was the Virginia Plan, which 00:00:21 wanted two houses of Congress. And the representation based on population, great for big states like Virginia and Pennsylvania. New Jersey and Connecticut would no way sign on to that. And a conflict ensued until the Great Compromise, the Connecticut Compromise is another name for it, where there'd be two houses of Congress, and representation in one of the houses of Congress would be based on 00:00:45 population-- great for the Virginians and the Pennsylvanians or the large states. However, the second house of Congress, the Senate, would be based on equal representation for each state-- great for the smaller states of New Jersey and Connecticut. Now let's take a look at the House of Representatives today. 00:01:06 Now you'll see how the number of representatives has gradually increased since 1790, 1818, 1850, as the population has gotten bigger. Now, at first there was only 65 members in the entire House of Representatives. Today there are 435 members. And what was decided that, in 1911, that the number of representatives at 435 would be capped. Section 14 00:00:01 Well, with the issue of representation settled, the delegates to the Constitutional Convention moved on to the very contentious issue of slavery. And what they came up with was how to solve the slavery question. Now what they did is, they created the Three-Fifths Compromise, where each person would be counted as 3/5 of a person. 00:00:24 Or to make it easier, for every 5 slaves, as you can see on the left side, that would actually count as 3 people to be counted toward representation. A second compromise that they had was the commerce power of Congress. Now you'll recall Southerners did not want Congress to have that power because they believed that they would regulate the slave trade. 00:00:46 The Northerners, on the opposite side, said they should have that power, and that Congress should have the power to regulate the slave trade. So what happened was the commerce and slave trade compromise, where Congress would have the power to regulate commerce. However, Congress would not interfere with or pass any laws regarding the importation of enslaved people until 1808. Section 16 00:00:02 Well, the final issue that the delegates at the Constitutional Convention had to figure out is how would they create a Chief Executive, the Executive Branch of government? Remember, they had just thrown off George III and a monarchy, so they were very hesitant about giving a specific person a lot of power. So the question they had was should the Chief Executive be 00:00:24 one person or a committee? Should the Chief Executive have the same power as Congress or less? How should the Chief Executive be selected, and how long should the Chief Executive serve for? So here's what they came up with. Number one, there would be a single executive, a single person, who would serve for four years, and they had 00:00:43 certain powers spelled out in the United States Constitution. However, those powers would be checked by Congress. And the Chief Executive is not chosen directly by the people but by an Electoral College, which is still the case to this day. So with this final question answered about the Chief Executive, the delegates came together at the meeting and 00:01:06 signed this Constitution on September 17, 1787. And their work created a much stronger central government. But we have to remember that just because they signed it, it was not the law of the land. They had to go back to their states and get the Constitution ratified for it to become the law of the land. And it was. It was ratified by all the 13 original colonies. 00:01:31 And this Constitution has guided the United States for more than 220 years. Summary Section 1 00:00:01 Well, congratulations. You've just completed another lesson. So definitely remember that the main question that we were looking at today-- if you look below me-- is, how did different viewpoints and compromises lead to a new plan of government for the nation? Section 2 00:00:01 Well before we let you out of here, let's have a quick review of everything that we've learned. Now just as a reminder, the Convention began May 25 in 1787, and it was attended by delegates of 12 out of the 13 states, except for Rhode Island. And the delegates decided to throw out the Articles of Confederation and write a brand new form of government. And these delegates definitely agreed on the fact that there 00:00:24 needed to be three branches of government to separate powers. So there were many differing viewpoints within the delegates that arrived there. They didn't agree on the following-- of how Congress should be structured, how representation in Congress would be determined, whether or not Congress would have the commerce power, and finally, whether or not Congress should be allowed to control the 00:00:49 slave trade. So let's look at the compromises that solved these major issues. The first one was the Great Compromise that set up a two-house legislature. One house, the House of Representatives, would be based on population where bigger states would have more Representatives. 00:01:05 And the second house, the Senate, would be based on equality. Each state would have two senators no matter the size. The second one was the Three-Fifths Compromise which established that an enslaved person would count as 3/5 of a person when determining a state's population. Finally, the Commerce and Slave Trade Compromise that said that Congress would have the commerce power, but it 00:01:31 would not be able to regulate the slave trade until 1808.

American Indians of the East Coast

Hi, I'm your instructor. Now take a look at this drawing. It shows a group of American Indians from the Cherokee tribe dressed in their traditional dress. And in this lesson, you'll be learning about the Cherokee and other American Indians that lived along the eastern coast of the United States when Europeans first arrived. So let's start by taking a look at the American Indian 00:00:23 groups that you'll be learning about in this lesson. Section 2 00:00:00 Well, there are many large groups of American Indians living along the East coast at the arrival of the Europeans. They include groups like the Cherokee, the Iroquois, and the Chickasaw. Now, you already know that environment and climate and landscape have a lot to do with how American Indian cultures developed. So based on what you already know, what do you think these 00:00:23 groups may have had in common? Section 4 00:00:00 Let's take a look at our lesson objectives for this lesson. By the end of the lesson, you should be able to locate and identify major American Indian cultures in eastern North America during the age of exploration, to describe the common qualities shared by diverse American Indian cultures in eastern North America, and compare and contrast the systems of government created by eastern 00:00:21 American Indian cultures. Instruction Section 1 00:00:00 We'll now let's take a look at our lesson question for this lesson. What were the American Indian cultures of eastern North America? So let's take a look at the different ways that culture can be expressed, first by geography. We'll take a look at the geography of eastern North America and how that shaped American Indian culture. 00:00:18 We'll also look at the cultures themselves, their way of life, the role of men and women, for example, and then also the governments they created. But let's start by taking a look at geography and its effect on the development of culture. Section 2 00:00:00 First, let's take a look at the various regions of North America. What we find is that American Indian culture can be grouped based on these regions. What we find is American Indian groups have a shared cultural element. These are often based on the areas in which they live. So we're going to take a look at the Northeast, which is 00:00:21 this region here, and then also the Southeast, this region here in this lesson. Let's start by looking at the Northeast. These are the different groups of American Indians around 1500. So this is about the same time that Columbus is making his voyages to the Americas. We find that many different American Indian groups lived 00:00:41 in the Northeast during this time. So first along the coast, we have the Powhatan, the Delaware, the Pequot, and the Wampanoag. The Wampanoag are located right here. And then further inland, we have the Iroquois, the Huron, the Algonquin, the Shawnee, and then the Sauk and Fox. These groups, as a result, have very similar things in common based on their geography. 00:01:09 What does the geography of the Northeast look like? The land has rolling hills, long coastlines, and many rivers and lakes. We can see the Great Lakes here, for example. An important river is the St. Lawrence Seaway right there. We also have the Appalachian Mountains, which runs roughly in this region here. So as a result of these geographic features, we find 00:01:33 that people living in this area had many similar characteristics. Next, let's take a look at their climate. It was temperate. Temperate means not too hot, not too cold. And there is some rain and snowfall. And of course, the further North you go, the more likely you are to encounter snowfall during the winter months. Section 4 00:00:00 Now let's take a look at the American Indian groups that lived in the Southeastern part of the United States in the same time period. We have the Cherokee, the Choctaw, the Chickasaw, and the Creek, as well as the Seminole here in northern Florida, and the Natchez. Now, in this region, we have lands including coastal plains. 00:00:23 So, coastal plains are these areas here rolling upland as well as the Appalachian Mountains. And the Appalachian Mountains run roughly in this region here. So there is some mountains as well. They also have warm and subtropical climates. What this means is that it's a very mild winter. It very rarely gets below freezing. 00:00:45 The summers are quite hot, and on top of that, they get large amounts of rain. So of course, the type of culture they develop is going to be very different from what we see in the Northeast. Section 6 00:00:00 Let's take another look at our lesson question. What were the American Indian cultures of the eastern part of North America? We now know the differences in geography in the Northeast as well as the Southeast. We know it's a bit colder in the Northeast. They get more snowfall in the winter months. We know in the Southeast, they have a 00:00:17 warmer subtropical climate. As a result, they get a bit more rainfall. So now, let's take a look at the cultures of these groups. How were they alike and how were they different? Section 7 00:00:00 First, let's take a look at the culture of the American Indian peoples who lived in the Northeast. Now the groups in this region shared some similar practices. First, they did grow crops, including things like corn beans and squashes, and they hunted large game animals, including deer, elk, moose, and turkey. They fished in rivers and lakes in the region, and they were semi-sedentary. 00:00:26 So what does that mean? It means that they moved around between fixed points from place to place. So they're not hunter-gatherers. They're not constantly moving, but during one part of the year, they would live in one location, and during another part of the year, they'd live in a different location. And this allowed them to be near the best food sources, 00:00:46 depending on the spring, or the winter, or the summer months. Now they live in bands or villages, and what we find is that the patterns of work between men and women are very similar in all of these villages. So let's take a look. Women typically cared for children and older people. They also tended to grow and gather all of the food. 00:01:08 So they did all the farming, while men hunted, they held councils, so they ran the government. They fished, they also fought in any conflicts or wars, and they also built shelters, which we'll be taking a look at in just a moment. Now people in this region typically spoke languages in one of two families-- the Iroquois language family or the 00:01:29 Algonquin language family. And that doesn't mean they could necessarily communicate if their language was in the same family. It just meant that they might share similar words for certain items. They also shared a similar religion, and historians use the term animism to describe this religion. It's the belief that spirits exist throughout the natural 00:01:50 world, so that spirits are in animals. They're there in trees and other objects of nature as well. And we find this type of religious belief throughout all the American Indian groups in this region. Section 9 00:00:00 Now remember, American Indians in the Northeast are semi-sedentary. That means they're moving between a couple of fixed locations throughout the year. So they build semi-permanent housing including wigwams, which are dome-shaped homes built with trees and bark. So you can see that here. And then more commonly, longhouses. 00:00:19 And we especially find this in forested woodland areas. These are large buildings that were home to several families. A village might have one long house for all of the young men who are not married for example. But this particular house would be divided into compartments, and so it would be shared by several families. And you can see an image of that particular type of dwelling here. Section 11 00:00:00 Well, now let's take a look at traditions found in the Southeast. And we find a very similar pattern to what we see in the Northeast. First, they, too, are farmers, farming many of the same crops, like beans and corn. In the South they're also farming tobacco. However, we also see them hunting game, like deer, elk, 00:00:18 as well as bison, beaver and rabbit. Now the American Indians of the Southeast are also semi-sedentary, meaning that they move between a couple of locations during the year. They also live in small villages or towns. And we can see an image of a Southeastern American Indian village here. You can see they all live in this central area, surrounded 00:00:40 by a protective wall. We also see a common building here in the middle. And often, the village would be situated around common kitchens, for example, for cooking, or other purposes. Now let's take a look at the role of men and women. These traditions are very similar to what we see in the Northeast. Women are caring for family, and farming and growing the 00:01:02 food while men are hunting. They're also running the government and council. They're also fighting in any wars or conflicts, and building the shelters. Now these groups are going to speak languages, however, in many different language families. And like the Northeast, they often practise animism, which is that religious belief in which American Indians believe 00:01:24 that spirits could be found in nature, including in trees and other living things. Now let's take a look at housing in the Southeast. Many people in the Southeast are going to live in small villages located close to waterways. They, too, are going to build a structure similar to the wigwam that we saw in the Northeast. Again, it's covered in bark or animal skins. 00:01:47 Then, too, they build a thatched house. This is something a little bit different. They're small houses built with branches, and they use mud to seal up those branches so no rain can get in. Section 13 00:00:00 Today, American Indian heritage centers have been created to try to preserve American Indian cultures. Workers and other volunteers try to recreate cultures and traditions. They instruct visitors on how American Indians hunted and fished, as well as constructed their shelters, like the one you see here in this picture. So visitors, by traveling to one of these centers, can 00:00:24 learn about the daily lives of American Indian groups that lived in America prior to the arrival of Europeans. Section 14 00:00:00 Let's take another look at our lesson question. What were the American Indian cultures of east of North America? And you've learned that there are many similarities between the American Indians of the Northeast and the Southeast, and now we're going to take a look at the government created by many of these groups. Let's learn more about them. Section 15 00:00:00 Now we're going to learn a bit about how American Indians organize themselves politically. So most American Indians lived in small groups, and typically made decisions together. And there are several levels of groups, and the first are bands. And they range from anywhere between 20 and 500 people, typically included closely related families. 00:00:21 Next, we have tribes, and they included many different bands, and usually had important leaders who met in meetings called tribal councils. Now one of the biggest problems with this whole idea is that just because you were in charge of the tribal council did not mean that you spoke for every member of a particular tribe, like all of the Cherokee or all of the Shawnee, for example. 00:00:43 And that's what's going to cause problems later with the arrival of Europeans, because there is no central one person speaking for all of these different Cherokee, or all of these different Algonquin Indians. Instead, every single group is very independent of the other, although occasionally, they do make decisions together. Now finally, we have federations, and they include groups of tribes. 00:01:07 And probably the most famous and important is the Iroquois Confederacy. So let's talk about them next. Now the Iroquois Confederacy was an organization of American Indian groups that lived in the Northeast. And it's an alliance of many different tribes, including the Mohawk, the Oneida, the Seneca, and later, even the Tuscarora. 00:01:28 Now its goal, the goal of the Iroquois Confederacy, was to provide peace for its members, as well as to conquer other groups. And it stood out from other organizations during this time period, because this one is very well-organized. It has a very strong central leadership structure. And as a result, it's one of the most powerful confederacies in North America that we will encounter in our 00:01:51 study of US history. Section 17 00:00:00 Well now let's take a look at governments found in the Southeast. In the Southeast, many American Indian groups lived in independent villages, and each village was governed by its own leaders. And often what would happen is different leaders would be in charge during peace time and during war time. Now, we also see some Confederacies established in 00:00:21 the Southeast, especially among the Cherokee and Creek. However, these Confederations are not going to be as powerful or as well organized as the Iroquois Confederation is in the Northeastern part of what is, today, the United States. Summary Section 1 00:00:00 As a result of your lesson, you should now be able to answer your lesson question. What were the American Indian cultures of eastern North America? Let's review what you've learned in this lesson. Section 2 00:00:00 Well, first you learned that American Indian groups along the east coast of the United States can be organized into two major groups, first, those of the Northeast, and they include many different American Indian groups. And there are a couple that are significant. The Powhatan, you'll be learning about them when you learn about the first American settlers to Virginia; the Iroquois, who helped to found the Iroquois Confederation, as 00:00:23 well as the Pequot and the Wampanoag. Next, you learned about the southeastern groups, which include the Cherokee and the Creek as well as the Seminole here in northern Florida. Next, you learned about the geography of the northeast and southeast. And the northeast featured long coastlines, many rivers and lakes, rolling hills, as well as the northern part of 00:00:47 the Appalachian Mountains. The southeast included those coastal plains, many rivers, as well as the southeastern part of the Appalachian Mountains. Now, the northeast had a milder climate. But remember, there is snowfall and such in the winter months. So it's quite a bit colder in the northeast than it was in 00:01:07 the southeast. The southeast, remember, has that subtropical climate. So they get a lot of rainfall. And of course, as we mentioned, both regions do have the Appalachian Mountains in their areas. Next, let's take a look at the shared cultural traits. There are many common cultural traits that are shared. They relied on agriculture and grew many of the same crops, 00:01:28 like corn or beans. They hunted and trapped wild game, and also fished. They also practiced a religious belief called animism where they do believe that animals and things in nature have spirits. They also were semi-sedentary. So they moved between a couple of locations throughout the year depending on the season. 00:01:49 And they gave similar roles to both men and women, women primarily farming and taking care of children while men are hunting and going to war. Next, we talked about the governments that can be found in each region. And most American Indian groups are divided into bands, tribes, and sometimes even federations. Now, many northeastern tribes were part of that powerful 00:02:10 federation called the Iroquois Confederacy, while many southeastern tribes had smaller village governments.

The Middle Passage

Hi, I'm your instructor. Well, the title of this lesson is The Middle Passage. And this is the name that we give the journey that enslaved persons took from Africa to the New World. And in this painting, you can see some of the experience for these people. This particular painting is called The Slave Trade. And we can see here a marketplace where enslaved 00:00:22 persons are being traded. And here, in the background, you see an enslaved person being beaten by someone else. And that gives you an example of just the horrific experience that people who were transported from Africa felt on their journey. So in this lesson, we'll be learning about that journey. We'll also be learning about the effects of slavery on both 00:00:45 the New World as well as Africa. But we're going to start by learning about the experiences of one man. His name is Equiano. Let's see what he has to say. Section 2 00:00:00 Well, Olaudah Equiano was born about 1745. And he's an enslaved African who wrote about his experiences. He was born in western Africa and sold into slavery and was then transported to the West indies. So these are the islands of the Caribbean. And later he will make his way to Virginia and buy his freedom in 1766. 00:00:23 He's going to play a role in ending the slave trade through his writings. So let's take a look at his journey. Equiano was born in Nigeria, present-day Nigeria. And you can see the location of that country here. And he was then transported to the island of Barbados. This was an English colony in the Caribbean. And then later transported to Virginia. 00:00:47 So let's take a look at what Equiano has to say about his journey from Africa to Barbados. He says, "the closeness of the place and the heat of the climate"-- so he's talking about how very hot it is on the ship-- "added to the number in the ship, which was so crowded that each had scarcely room to turn himself, almost suffocated us". 00:01:08 So what is Equiano saying here? He's saying the ship is very hot. It's very, very crowded because there's so many people on board. There's so many people you can't even turn over if you happen to be laying down. And that you almost want to suffocate. You can't get enough air to breathe. 00:01:23 Let's see what he says about when he arrives in the Caribbean, in Barbados. He says, "we were conducted immediately to the merchant's yard"-- remember a merchant is a shop owner or a sales person or a trader-- "where we were all pent up together like so many sheep in a fold"-- 00:01:40 which is another name for a pen-- "without regard to sex or age". So he says once he's taken off the ship, he is then put it into an animal pen similar to what you would use for sheep, and there they are crowded together and treated like animals. Section 4 00:00:00 Well, now let's take a look at our lesson objectives. By the end of the lesson you should be able to explain the economic and agricultural reasons for the establishment of slavery in the Caribbean, describe the conditions experienced by slaves who were forced to travel the Middle Passage, and describe the impact of slavery, both on Africa and on the Americas. Instruction Section 1 00:00:00 Well, now let's take a look at our lesson question. What effects did the practice of slavery have in the Americas? And to answer this question, we're going to take a look at three smaller questions. So we're going to break up our big question into smaller pieces. First, the reasons for slavery, why did slavery 00:00:16 develop in the New World? Next, we're going to take a look at the Middle Passage. What was the Middle Passage? And what was it like for enslaved Africans? And then we're going to talk about the effects of slavery. How did the slave trade affect the New World as well as Africa? But let's start by taking a look at why slavery developed 00:00:34 in the New World. Section 2 00:00:00 Now, slavery is going to first develop in what is today the Caribbean. Now, in 1492, Christopher Columbus and the Spanish arrive. And they are the first to establish colonies in the region that you see here. So all of the area here in purple, the vast majority, belongs to the country of Spain. 00:00:18 But we see other Europeans are going to arrive. By 1700, the region is divided among several powers, including the Spanish, the English-- and that includes all of these islands here in orange, as well as Barbados, over here, where Equiano arrived. Then the Dutch, which are located-- that's the Netherlands in this light green color. And then finally, the French, who had all of 00:00:43 these islands in green. Now, why did the Europeans want to establish colonies in the Caribbean? Well, they wanted to find precious metals, including gold. But primarily, they came to grow many products that are suitable for this climate, such as sugar and coffee. And it's sugar that's going to be the dominant 00:01:01 crop in this area. Then they also wanted to trade for these and other goods. And they also began to trade enslaved Africans. Section 4 00:00:00 Well, in order to grow crops on a very large scale, the Europeans are going to build plantations. And these are large estates that need a very large labor force in order to tend crops. And we see plantations throughout the New World, growing primarily cash crops, things like sugar, coffee, or cotton. But the first of these plantations are founded on the 00:00:22 islands of the West Indies by the Spanish. And primarily, they're going to grow sugar. And in order to grow sugar, you need a very, very large labor force. And in the beginning, the Spanish are going to turn to local American Indian populations. They are going to be used as enslaved labor. Next what happens, of course, is that, as you recall, 00:00:45 American Indian populations were very susceptible to European diseases. Historians don't quite know, but they believe as many as 90% of American Indians are going to die as a result of European diseases. And by the mid-1500s, about 1550 or so, what's happened is the vast majority of American Indians in the West Indies have died as a result of these diseases. 00:01:09 So the Spanish need a new labor force. They are going to turn to enslaved Africans as a result. Section 6 00:00:00 Now, while slaves were transported from Africa to the Americas in the 1500s, it's the 1600s and 1700s where we really see the growth of this transportation occur. And it grows as a result of something called the Triangular Trade. So the Triangular Trade is part of the Transatlantic Slave Trade. Traders are going to be bringing Africans to the West 00:00:23 Indies from Africa as part of this system, and it's called the Triangular Trade because it's a three legged trade between three locations. We have Europe, Africa, and then the Americas which includes both North and South America. And of course we can see it is shaped like a triangle, which is why it gets the name that it does. Now each leg on this trade route is going to feature a 00:00:46 different good that is transported. So let's take a closer look at each leg, and first we're going to look at the leg that runs between Europe and Africa. On this leg ships are going to carry manufactured goods made in Europe. So it includes clothe, it includes guns and ammunition, things that are highly desirable here in Africa, 00:01:08 because again, we don't have factories in Africa where all of this stuff is being manufactured. Now these goods are going to be left in Africa, and ships are going to pick up instead enslaved Africans, which will then be transported to the Americas. Now this passage here, the second leg of the triangular trade is called the Middle Passage. And this is the leg that carries enslaved Africans from 00:01:35 Africa to both North and South America, and places in the Caribbean. Now slave ships carry these Africans to the Americas, and again, what you need to remember is this part of the trade is called the Middle Passage. So you need to know that it's called the Middle Passage. You need to know that it's part of the Triangular Trade, and you need to remember that this is the leg in which 00:01:57 enslaved Africans are transported. Now finally those enslaved Africans are left in trading posts primarily in the West Indies, and then ships are going to carry raw materials from North and South America back to Europe. So everything from sugar and molasses, rum, tobacco grown in Virginia, these products are then transported where they are sold in Europe. 00:02:25 So you see it's this three legged relationship between the three areas. What's in demand in each area, and what can each area provide that really drives this system of trade. Section 8 00:00:00 Well, now let's take another look at our lesson question, what effects did the practice of slavery have in the Americas? Well, you now know the reasons for slavery. You know that slavery provided workers for plantations in the Americas. And now we're going to take a look at that Middle Passage. Remember you now know that the Middle Passage is a leg on the 00:00:20 triangular trade. What was that experience life for the newly enslaved Africans? Section 9 00:00:00 Well, first slavery existed in Africa long before the arrival of Europeans. People were often enslaved to pay off debts. They were enslaved as punishment. And Africans sold slaves to areas in North Africa, as well as the Middle East as well. So the slave trade was not also unknown. However, slavery is going to undergo a dramatic change in 00:00:25 the Americas. Because what will happen is, for the first time children of slaves will be enslaved forever. For the first time, people are enslaved for their whole lives without any chance to return to freedom. So that's some of the changes that will occur as slavery is brought over to the New World. So let's take a look at how people became enslaved. 00:00:45 Well, as European demand for slaves begins to increase, African traders start finding new ways to find people to enslave them and then make money. So for example, prisoners captured in warfare often were then sold to African slave traders. Others were captured in raids. And when people go looking for people to capture, think about the kind of people that are in demand. 00:01:10 They want young, healthy men and women. So they're not interested in children. They're not interested in old people either. And as a result, we see a huge portion of the strength of the African communities that are going to be enslaved. So slaves are then marched from wherever they are captured across Africa to trading posts that were located on the western coast. 00:01:34 And this journey could be very, very dangerous, because, again, people aren't allowed to rest. They don't get enough food and water. And as a result, some historians estimate as many as 20% of people captured in raids died before they even reached the coast of Africa. Section 11 00:00:00 Well, when Africans are marched to the coast, they are then sold to slave traders, who are going to transport these slaves from Africa to the New World. And they were primarily European-- Dutch, Portuguese, British, and even some Spanish slave traders. Now, they load as many enslaved persons as possible onto their ships. 00:00:22 And as a result, the conditions are terribly inhumane. And just take a look at this picture, which shows you the number of people packed into these very, very small areas. And think about what it would have been like to live in these conditions for weeks at a time. Because no one's allowed to go walk around the ship and get fresh air. 00:00:40 No one's allowed to go elsewhere to use the bathroom. There's not enough food. There's not enough water. It sounds really disgusting, and it was. But it's not just disgusting because it's uncomfortable. Think about what it affects you as you're trying to live in these conditions. It was deadly, as well. 00:00:58 So let's take a look. Up to 600 people are packed below deck in a very, very small area. So think about the size of your home or your apartment. Imagine fitting hundreds of people into that small space. That will give you an idea of what it was like. They were chained together. People are unable to move. 00:01:18 And it's hot. It's dirty. People don't have fresh air. And as a result, huge numbers of people are going to die on these journeys. Section 13 00:00:00 Now, occasionally slaves were able to resist, but it wasn't very common. And you have to think about why. When you have people with guns, and then you have a larger group of people who are chained together and can't move, it was very difficult to mount any sort of resistance to what was happening. But they did resist in the ways that they could. 00:00:20 People would often refuse to eat. Others would simply jump overboard to escape their fate. Occasionally, they would try to take control of the ship by force. One of the more famous examples is the ship called the Amistad. And you could look it up online if you're interested 00:00:36 about learning more. They did mount a successful rebellion and captured their own ship. But that occurred a little bit later in the 1800s. So if you want to learn more, you can look that up. But know that resistance from slaves-- primarily, this is what we see happen-- people resisting the only way they can. 00:00:55 Armed rebellion was very, very rare. Section 15 00:00:00 So now let's take a look at some statistics with regard to slavery. And statistics is a fancy word for numbers. So how many enslaved people came to the Americas from Africa? Well, historians don't know for sure, but they believe it's about 16 million. And to know how many people that is-- that's the entire 00:00:19 populations of the state of Ohio plus all the people who live in Colorado add up to about 16 million people. So imagine what that would do to our population if we lost the entire population of Ohio, suddenly transported to another place and forced into slavery. Now, at the height of the slave trade, which happened between 1740 and 1810, as many as 60,000 people every year were transported. 00:00:48 That's about how many people that can fit inside a football stadium. So imagine an entire football stadium worth of people being sold into slavery each and every year for hundreds of years. That can show you the impact it's had on the people of Africa. So how many enslaved people died before they even reached 00:01:08 the Americas? Historians believe about 2 million people perished in the Middle Passage. And historians say between 15 and 30% died either on the march from the interior of Africa to the shore or along the Middle Passage. So it was very, very devastating on the people who were captured and enslaved. Section 16 00:00:00 Let's take another look at our lesson question. What effects did the practice of slavery have in the Americas? You just learned about the Middle Passage. You know it was a very horrible experience as well as a very deadly experience. Historians believe as many as two million people perished on this leg of the journey. 00:00:18 Now we're going to take a look at how the slave trade affected both the New World and Africa. Section 17 00:00:00 Well, first, let's start by taking a look at the changes that occur to slavery, in the New World, that we have not seen in human history before. One big change that occurs is that for the first time slavery is based on race. It's based on the color of someone's skin. That's what determines whether or not you can be enslaved or not. 00:00:20 So that's one important change. Next, it is a life-long condition passed from parent to child. There was-- It was very, very difficult to buy one's way out of slavery. Only a few people who have certain skills were able to do that, number one. And number two, it was also a life-long condition passed on 00:00:39 to children. So look at this picture. This is a slave family in South Carolina. Everyone here is enslaved because their parent was a slave. Every child is enslaved if his mother is a slave. And this is very, very different from the system that existed in Africa prior to this. 00:00:57 On top of that, for the first time, as well, slaves are used as an important part of the labor force. Economic systems that depended upon the institution of slavery, depended upon slave labor, are being developed in the New World. This is not something we've ever seen before. Prior to this time, slaves are more seen as a sign of wealth, of status. 00:01:20 You would have a few slaves to help you take care of your home, to take care of your gardens. That's not what's happening in the New World. Slaves are a very essential part to the economic system, which makes it much more difficult to get rid of later. So let's take a look at how it affects African society. How does the growth of the slave trade impact Africa? Well, number one, it's going to be used more 00:01:45 in Africa as well. So we see what's happening in the New World spread into Africa, as well. People start enslaving more people, something that they hadn't done generations before. Next, we see, because of the growth of the slave trade, slaves become more valuable and as a result demand increases. 00:02:04 That results in more violence and more raids amongst different African groups in order to take prisoners who can then be sold to slave traders along the coast. Section 19 00:00:00 Now, the African slave trade is going to have significant effects on all kinds of different things throughout the Americas and Africa. It's going to impact the economies of both regions. It's going to impact the populations. It's going to impact the cultures. So we're going to take a look at some of these changes that result from the slave trade. 00:00:20 And we're going to start by looking at African population. What happens in Africa is that we see some very significant population changes as a result of the slave trade. First, young men are the most desirable as slaves. That's because they are the strongest. They are the most valuable. So when slave traders are looking for people to take into slavery, these are the people they are targeting. 00:00:43 As a result, throughout Africa we see huge population disparities between men and women. Ideally you want about the same number of men and women in a healthy population. But what happens in Africa is you have just 80 men for every 100 women. Of course, that means your population isn't growing the way it should. 00:01:05 This is never good for a population. First, you have fewer men to do the hunting, to do the clearing of fields, all this labor. So that, of course, impacts women and their families. But we also see that populations shouldn't grow as they should. When you're removing such a huge portion of the population and taking it out, the population isn't growing the 00:01:26 way it should. The example that we give you is that throughout the 1600s and 1700s, in Europe, in Australia, in the United States, all across the world populations are exploding in every area except in one. And that's here in Africa. Instead the population stays steady or it even declines. And as a result, most historians believe that in 00:01:53 1850, the population of Africa is half of what it would have been had there been no slavery. So that's the first big effect we see from the slave trade. Next, of course, we see the impact of the slave trade on the African economy. There are fewer people to work. There are fewer people to create goods for sale. There are fewer people to farm. 00:02:14 On top of that, you have a flood of European goods coming into the African market, making it more difficult for African artisans, African people who create things, to compete with all these European goods that are coming in. On top of that, when the slave trade ends, African kingdoms who have become so dependent upon that income are really going to struggle to survive. 00:02:39 Let's take a look now at the effects on the Americas. We have all these millions of people, perhaps 16 million people being brought out of Africa. Where are they going? Well, this graphic gives you an idea. The size of these arrows is proportional to the number of people who were coming over. So what that means is the fatter the arrow is the more 00:03:00 people going to this particular region. Brazil gets the vast majority, the biggest piece of this pie, as it would be. 4.9 million people are transported from Africa to Brazil. So of course that's going to result in huge population changes in this region. The next biggest area where people went 00:03:21 were the West Indies. 3.8 million people go there. 1.3 million to the Spanish Americas. That would include, like, Mexico, Central America, that region. And then the British colonies in North America is actually pretty small compared to the other places. Just 389,000 people are going to be 00:03:38 transported to North America. Now, of course, slavery lasts in the United States for a very, very long time. Slaves, remember, if they had children, those people also became slaves. So by the time the Civil War happens, we have somewhere in the neighborhood of 5 or 6 million slaves living in the United States. 00:03:57 So this number is certainly going to grow. This graph is simply showing the people that left Africa, where they ended up. And then a very small portion went to Europe. Now let's take a look at the other big effect that we see in the Americas, and that's the influence of African culture. African people, when they were enslaved, brought with them 00:04:17 their language. They brought their music, their dance, their foods, their traditions, their religion. And all of these things are going to get mixed up with American Indian traditions, with European traditions, to create brand new cultures. And a great example is on the island of Haiti. They speak a language called Haitian Creole, which is a 00:04:38 mixture of French as well as African language, African words, and so forth. So we see the blending of cultures. And we see this throughout the Americas. African culture is a tremendous influence on the culture that we have in the new world today. Section 21 00:00:00 As you have already learned in this lesson, slavery was extremely important to the development of colonies in the West Indies. Of course, it's going to be very important in the development of the United States as well. This part of the United States, these states here in green, were all slave states that allowed slavery. It's going to be a very important factor in the 00:00:22 development of the economy of this region. And of course, it's also going to be a principal cause of the Civil War, this disagreement between areas of the United States on whether or not slavery should be allowed, if slavery should be able to spread into other regions, and the roles slavery should play in the United States will be debated for some time to come. You'll learn more about that as you continue your study of 00:00:45 US history. Summary Section 1 00:00:00 Well, as a result of your lesson, you should now be able to answer your lesson question. What effects did the practice of slavery have in the Americas? Let's take a look back at what you've learned in this lesson. Section 2 00:00:00 Well, first you learned about the reasons for the development of the Transatlantic slave trade. You learned that Europeans needed slave labor for their plantations in the Americas, especially after American Indians began to die as a result of European diseases. So Africans again are going to be transported on a leg of the Triangular Trade that was called the Middle Passage. So here's the Triangular Trade here. 00:00:25 Remember cloth and weapons are being traded from Europe to Africa. Enslaved Africans are being brought from Africa to the Americas, and then finally raw materials like molasses, sugar and timber are being brought from North America to Africa. Well, next you learned more about the Middle Passage, that leg of the Triangular Trade in which Africans were transported. 00:00:48 You learned that slaves were often people who were captured in raids or in wartime, and then they were marched and often died reaching the coast, where they were then sold to European slave traders, who packed them onto ships such as in the picture you see here. We know that conditions on slave ships were very inhumane, that people were crowded and often died on the journey. 00:01:14 Some historians believe as many as two million Africans died on the Middle Passage. We also know that occasionally rebellion occurred on slave ships, but it was very, very rare. Next we learned about the effects of the slave trade on the Americas and on Africa. So in the Americas, slavery led to significant population changes. 00:01:34 Remember, more than four million slaves were brought to Brazil, more than three million brought to the West Indies, dramatically changing the populations of these regions. We also know that it contributed to conflict, including the Civil War in the United States. We also learned that enslaved Africans brought their culture with them, and often mixed their own cultures with new 00:01:56 traditions found in European culture, cultures by American Indians, creating a brand new type of food, types of language, music, and so forth as these cultural elements mixed together. Finally we talked about the effects of slavery in Africa. We know it led to devastating population changes. Some historians estimate that in 1850 the population of Africa was only half of what it should have been as a 00:02:24 result of slavery. We know that it took men away from women, also changing the population makeup. We also learned it had other economic effects, including the lack of African industries, how they became dependent upon European goods, as well as increased violence as slaves, the value of enslaved persons began to increase, it encouraged more and more enslavement, leading 00:02:49 to violence between groups of Africans.

Political Parties

Political parties have a long history in American politics. The first political party started to form during the presidency of George Washington. Washington recognized the value of having strong, opinionated advisers who didn't always agree on the core of the best course for the new United States. But he hoped they would be able to work together rather than divide into parties. 00:00:23 In this lesson, you'll learn about the emergence of the first political parties during George Washington's presidency. They evolved out of conflicts over both foreign and national policies. Section 2 00:00:02 A political party is a group of people with similar goals and beliefs that work together to get and maintain power in government. The two major political parties in the United States today are the Democratic Party and the Republican Party. The Democrats tend to favor bigger government and more social programs. This party is symbolized by the donkey. 00:00:24 The Republicans tend to favor a smaller federal government and fewer regulations for businesses. This party is symbolized by the elephant. Both political parties have changed over time. They are very different today than they were during George Washington's time. The Constitution does not mention political parties or envision a role for them in government. 00:00:47 Some framers of the Constitution saw political parties, then called factions, as harmful influence on government because they put the interests of the few over the interests of the many. But the Constitution was going through the ratification process political parties were beginning to take shape. Groups known as the Federalists, who supported a strong federal government, and the Anti-Federalists, who were 00:01:10 opposed to the current Constitution debated during ratification. In this lesson you'll learn about how the first political parties in America began to emerge. During Washington's first term, two distinct parties were formed. The first was the Federalists, led by Alexander Hamilton, who were supported by George Washington and the second was 00:01:31 the Democratic-Republicans who were led by Thomas Jefferson, the writer of the Declaration of Independence and supported by James Madison. Section 4 00:00:01 Now that you've thought about what political parties are, let's take a step back to the early days of the United States to the presidency of George Washington. In this lesson, you should be able to contrast the point of view of Washington and Jefferson on the French revolution, identify the beliefs of the early Federalist and Democratic-Republican parties, and describe the impact of the Whiskey Rebellion. Instruction Section 1 00:00:01 What issues divided Washington's administration and created political parties? George Washington, the first US president welcomed political debate, but discouraged political parties. Thomas Jefferson, Washington's Secretary of State who respected Washington but had very different opinions than the President on many issues. These opposing viewpoints led to the creation of America's 00:00:24 first political parties. Some of the divisions in Washington's administration included the French Revolution, new political parties, and challenges for domestic policies. In this segment you will learn the arguments over what America's foreign policy should be during the French Revolution, and how that laid the foundation for the rise of political parties in America. Section 2 00:00:01 So why are we talking about the French Revolution, and how does that connect to political parties? What you're going to see is the French Revolution and other issues caused some disagreements between groups in America. And that's where parties came from. The two parties began as small groups of leaders who agreed with each other. 00:00:19 You already know that the Federalists supported Hamilton's views. You know that the Democratic-Republicans supported Jefferson's views. What you'll see is that each party grew stronger as their disagreements grew. The parties stood against each other and rallied supporters. One of the first issues that caused these major 00:00:37 disagreements was the French Revolution. The French Revolution broke out in 1789. Like the American Revolution, it was a challenge to the absolute power of the king and the privilege of the aristocrats. Unlike the American Revolution, it became kind of a civil war known as the Reign of Terror, with the revolutionaries forming their own absolute government and 00:00:59 crushing all opposition. In 1789, the revolution began. In 1792, war was declared on Prussia and Austria. In 1793, King Louis XVI was executed, the Reign of Terror began, and Great Britain declared war on France. In 1795, Napoleon rises to power. George Washington and Thomas Jefferson had different opinions on the French Revolution. 00:01:27 George Washington and the Federalists thought the French Revolution had turned into anarchy. Anarchy is chaos, pointlessness. Remember, Washington usually supported Alexander Hamilton and the Federalists. They also supported Great Britain when they declared war on France. That was Great Britain declaring war on France. 00:01:47 They thought a British victory would restore order to Europe by removing France's revolutionary government. Thomas Jefferson and the new Democratic-Republicans supported the revolution in France. They thought the violence was a temporary mistake by France, and France would be able to correct this. They saw France as part of a worldwide effort which was begun by the United States to create democratic governments. 00:02:13 They wanted to help France militarily with its war in Britain as part of repaying France for them helping the United States with its war against Britain. Section 4 00:00:01 After the French Revolution, France and Great Britain continually fell into conflict with each other. War in Europe between Napoleon's France and Great Britain impacted the young United States despite George Washington declaration of US neutrality. Both France and Britain pressured the United States to stop trading with the other nation. Many Americans did not want to be neutral, and insisted that 00:00:23 Washington make an alliance with either Britain or France. Washington sent Supreme Court Justice John Jay to Great Britain to negotiate the Jay Treaty in 1794. It gave the United States trade rights for Britain in return for Britain withdrawing from US territory and settling its dispute over the US-Canadian border. The Jay treating caused more division by angering pro-French Americans, including Thomas Jefferson. Section 6 00:00:01 Today the United States is strongly allied with both France and Great Britain. The strong alliance grew out fighting on the same side is World Wars I and II. It also strengthened during the Cold War years, when the United States helped European nations resist the spread of communism. This is US President Barack Obama and French President 00:00:22 Nicholas Sarkozy in 2009. Section 7 00:00:01 As you have seen, the French Revolution and the war between Britain and France began to divide Americans during George Washington's presidency. You've just learned how to political factions in the young United States view the events in Europe during and after the French Revolution. Now you will learn how these divisions led the development of political parties in the United States. Section 8 00:00:01 George Washington and the Federalists had clear ideas and goals. They believed United States should have a conservative foreign policy. They believed the United States should not take sides in any foreign wars and that it should not make permanent alliances with any nation. They supported a strong federal government that had 00:00:21 the power to unify and control the states. They also supported a strong national bank, created by Alexander Hamilton, as a way to stabilize the economy. Section 10 00:00:01 Thomas Jefferson and the Democratic Republicans believed the United States should be a world power and play role in European affairs. They wanted to ally with France in a war against Britain because they believed France was fighting for democracy. They supported states' rights and wanted a much smaller and less powerful federal government. 00:00:21 They opposed the national bank and wanted to move more power from urban bankers and merchants who rural farmers. Section 12 00:00:01 The two new political parties were very hostile towards each other. Wealthier merchants, bankers, and landowners tended to favor the Federalists. Farmers, minority ethnic groups, and ordinary citizens tended to favor the Democratic-Republicans. Only the respect that George Washington commanded kept the parties from launching full-scale 00:00:21 attacks on each other. "Aristocrats endeavoring to lay the foundations of monarchical government, and Republicans were the real supporters of independence, friends to equal rights, and warm advocates of free elective government." This quote is from a Democratic-Republican newspaper discussing the federal way. Section 13 00:00:01 The United States struggled to maintain its neutrality during the war between Britain and France, and this led to political division during Washington's presidency. You've just learned that these divisions in American politics led to the first US political parties-- the Federalists and the Democratic-Republicans. In this section you'll learn how the 1791 Whiskey Rebellion in Pennsylvania challenged the Federalists and Washington's 00:00:26 administration. Section 14 00:00:01 Secretary of Treasury Alexander Hamilton felt the US government needed a source of revenue to pay off its debt. At his urging, Congress passed a tax on whiskey in 1791. Pennsylvania farmers who profited from the sale of whiskey opposed the tax. Many Americans saw the taxation by the federal government as a form of tyranny. Thomas Jefferson and the Democratic-Republicans were 00:00:28 opposed to the tax the issue of the whiskey tax fueled new support for this political party. They hoped their stance would help them gain followers who agreed with them. Jefferson felt the States should have greater authority than the federal government. The tax was an example of a national government overstepping its bounds. 00:00:47 When he was elected the third president of the United States, Jefferson repealed the whiskey tax. Section 16 00:00:01 Farmers in Pennsylvania rebelled against the tax. They believe the tax was unfair because it focused on rural people. Many farmers needed to sell whiskey to make a good living. Whisky-producing farmers threatened the local tax collectors. 500 militiamen attacked the home of a tax inspector. Washington went to Pennsylvania with a force of 00:00:24 13,000 militia troops to put down the rebellion. The rebellion collapsed. Two men were convicted of treason and later pardoned. The federal government proved it could keep order, but still some leaders, including Thomas Jefferson, felt the use of military force was a mistake. Section 18 00:00:02 Alexander Hamilton was happy with how the Whiskey Rebellion had turned out. Hamilton had advocated for the use of military force to put down the tax resistance. He felt it was important that national laws be enforced at any cost. Thomas Jefferson, on the other had, was not pleased with the way the Whiskey Rebellion was handled. 00:00:20 He thought that the federal government had gone too far and that public opinion would turn against it. He felt these actions had proved that Alexander Hamilton and the Federalists were on the verge of tyranny. Yet again, the two sides split on an issue. Section 20 00:00:01 This division kept growing, and George Washington sure noticed. Washington gave a now-famous speech in 1796 at the end of his second and final term in office as President of the United States. He warned against becoming entangled in foreign affairs by entering into alliances. He warned against phony patriotism. 00:00:21 Most of all, he strongly argued against the formation of political parties. Now, looking at Washington's quote here, you can see that faction means party, and despotism is a dictatorship. To Washington, if parties were to dominate each other and are vengeful, it's like making people live under a dictatorship. You'll learn more about these issues as you continue to 00:00:43 study US history. Today, political parties are very powerful in the United States. It is difficult for a person to become elected to office at any level without being a member of one of the two major political parties, the Democratic Party or the Republican Party. Gridlock, or a lack of movement, happens when the two 00:01:05 major parties fight and won't compromise on these issues. Do you think George Washington was right in not supporting a specific political party? Summary Section 1 00:00:02 Political parties have a long history in American politics. The first political parties started to form during the presidency of George Washington. Let's take a look at our lesson question-- what issues divided Washington's administration and created political parties? In the lesson, you've learned about the emergence of the first political parties during George Washington's 00:00:22 presidency. They evolved out of conflicts over both foreign and domestic policies. Section 2 00:00:02 The French Revolution broke out in 1789. It was a challenge to the absolute power of the king. The revolution in France became more radical than the American Revolution with a period of public violence called the Reign of Terror. George Washington and Thomas Jefferson disagreed about whether to support the revolution. American leaders also disagreed about whether to 00:00:23 support Britain or France in new conflicts after the war. Washington declared American neutrality and pushed for the Jay Treaty. Some American leaders wanted to support Great Britain, while others wanted to support France. So in summary, this division between supporting Great Britain or France is going to lead to political divisions in young America. 00:00:46 Two political parties grew out of power in their influence as their disagreements grew. Let's review their main ideas. Alexander Hamilton's Federalists, usually supported by Washington, favored Great Britain over France when it came to foreign policy. They also created a national bank. They also passed tax laws and put 00:01:05 down the Whiskey Rebellion. They assumed national and state debts, which would help create a strong, federal government. Jefferson's Democratic-Republicans, who were supportive of the likes of others like James Madison, favored France over Great Britain when it came to foreign policy, feared a strong, central government would lead to a loss of individual states' rights, and 00:01:27 felt the Whiskey Rebellion was mishandled. They also resented the national bank because they felt it favored the upper class. Congress passed a tax on whiskey in 1791. A violent rebellion broke out in 1794 in Pennsylvania when a federal tax inspector's house was torched. Washington sent in the force of 13,000 militia troops to put down the rebellion. 00:01:53 The rebellion dissolved. Two men were convicted of treason, but they were later pardoned. The federal government proved that it could keep order. But some leaders, including Thomas Jefferson, felt the use of military force was a mistake. This event was another source of conflict and division between the new political parties.

Colonization

TEACHER: Greetings, US History scholars. In this lesson, we'll be talking about colonization. Specifically, we'll be talking about the colonization of North America by England. Now, if you take a look at this illustration here, you're looking at an illustration of the very first successful colony by England in North America at Jamestown. Now, this is one of many settlements in England 00:00:28 would eventually have in North America, and we're going to talk about the geography of this initially settled area kind of along with what will become the 13 colonies along the Atlantic coast and how things like geography and climate really affected those settlements. But let's begin by talking about how Spain actually led the charge for colonization in North America 00:00:52 and how their exploration inspired England. Section 2 00:00:01 TEACHER: Let's go ahead and take a look at this map here. This map is showing us how much territory the Spanish had in North, Central, and South America by the 1600s. So you can see that it really includes a lot of what we would call the Southwest United States, Mexico, most of Central America, and then a lot of the northern part of South America, 00:00:24 as well as a lot of the southern part of South America. And so we see that this is something that's taking place during the 1500s. So that by the time we get to the 1600s, Spain controls much of the Americas. And the treasures that were found in Spain's American colonies were really what fueled this growing empire. 00:00:45 Those treasures made Spain's American colonies very wealthy and powerful. And as a result, European rivals like France and England they wanted to get some of this wealth. So they wanted to gain an opportunity to found their own North American colonies. So let's first talk a little bit about what we see happen with France. 00:01:06 France is going to establish the colony of New France in 1534. And New France is going to include much of what we would call kind of the central and eastern part of Canada and even some parts of what is today part of the American Midwest. You can see this region here includes the Great Lakes. So we're thinking about those Midwestern states. And France is ultimately going to profit 00:01:33 in this region from the fur trade. But it's really going to be difficult for France to prosper in this region because of harsh winters and unfriendly terrain, infertile land, mountainous regions that made farming very difficult. So it was very difficult for them to cultivate the produce that they needed to keep people alive. And so the colony is going to struggle in this region. 00:02:00 And the population is going to grow very slowly. And so England is going to kind of witness what's happening with both Spain and France and kind of learn from what both of these countries are doing with their American colonies. And England's really going to kind of be the last of the major colonizing powers to really come into the Americas at this time. 00:02:26 English settlement efforts really began around the same time as we saw Spain and France coming into the Americas in the 1500s, but we're not going to see a lot of success come out of the English colonies until Jamestown was established in 1607. And you can see Jamestown here, which is today part of Virginia. 00:02:46 Now part of the reason that England was a little more delayed is because England was dealing with the conflict on the homefront. It was trying to colonize, or control rather much of Ireland. And that kind of kept England distracted from focusing on what was happening in the Americas. And so as Spain and France settled what would become their colonies, 00:03:09 the area that was left for England was this Mid-Atlantic coast region. And this is ultimately where the original 13 colonies were founded. And so you can see in this green portion here on the map those English colonies that would become the 13 original colonies. Section 4 00:00:00 TEACHER: Before we move on, let's take a moment to consider our lesson objectives. These are the things that we would like to accomplish by the end of the lesson. So we'll want to keep them in mind from this point forward. We'll want to describe motivations for the English colonization of North America. We've already started to talk about how England really 00:00:20 followed the example of some of the other major powers in Europe. We also want to identify the geographic features of the Eastern United States. So we know these 13 colonies are originally along the Atlantic coast, so we'll want to keep that in mind as we explore the geographic features. And finally, we'll want to explain how geography affected 00:00:43 the settlement of the 13 colonies. So depending on where you are along that Atlantic coast, certain things are going to be more accessible-- certain land, certain resources, the ability to grow certain goods, or cultivate certain things. And so we will, by the end of the lesson, be able to do all of these things. Instruction Section 1 00:00:00 TEACHER: In this lesson, the question that we're answering is, why did England colonize North America, and how did geography affect its settlement? We're going to talk about the 13 colonies, the motivation for settlement for these colonies, as well as the influence of geography. Let's begin, though, by addressing the motivations for settlement by asking the question, 00:00:22 why did colonists come to the Americas? Section 2 00:00:01 TEACHER: England ultimately saw the Americas, or the colonies in America, as a valuable source for trade. And they would trade with Native Americans for goods like furs. They traded with colonies for raw materials like crops, timber, and fish in order to boost England's economy. So they really took advantage of the natural resources they found in these colonies to basically access 00:00:25 things that were not easily accessible in England. Now, what they would do in order to really preserve England's economy is they would limit the right of colonies to trade with other countries. And so what this is going to do is really only allow those colonies to trade with England. It's going to boost England's economy, while allowing England to continue 00:00:47 to develop their new colonies. Now, many people found that the conditions in England did not provide enough land for poor farmers. And so as a result, we're going to find as England starts to colonize the Americas, there are far too many workers in England and too few jobs of all types. So there's a very high unemployment in England, and as a result, very little economic opportunity 00:01:18 for many people. Whereas in the colonies, we're going to see that there's plenty of land available for colonists to farm. Too few workers. There was so much work to be done and not enough people to do it. And there were plenty of both skilled and unskilled jobs. 00:01:36 So you could have a variety of people coming to the colonies and do all sorts of different work, and as a result, many economic opportunities for colonists that were willing to work hard and take risks. So it seems like this is kind of creating a perfect storm, if you will. These conditions in England would eventually lead to many people deciding to make 00:02:00 this trip across the Atlantic to England's new colonies and try their luck there and maybe find better opportunities there. Section 4 00:00:00 TEACHER: In addition to financial opportunity, many people also left England for the colonies seeking religious freedom. The Puritans were one of these groups that really saw an opportunity to find safe haven in the new colonies because this very religious group that's followed this very strict moral code of conduct was known to be very critical of those they saw as vain or ungodly. 00:00:28 No one was exempt from their criticisms, including the king. And because they were so critical of the king and other high-ranking people in England, their books were banned. They were often tried in the church courts. They were persecuted. Because of the persecution they faced and because they disagreed with a lot of the people that 00:00:47 followed the Church of England, they ultimately left the Church of England and sought religious freedom in the new colonies. Now, they ultimately would settle in the New England region. So if we look at this map here, we can see that New England is in the green part of the map. They did, again, seek religious freedom in the colonies 00:01:07 and ultimately tried to form communities that supported their ideas of good citizenship such as following church laws and holding town meetings. Now, many other groups would also settle in the Americas for religious freedom. And so we're going to see these 13 colonies really establish themselves on these principles of religious freedom. 00:01:31 But because they're often established by different groups, the colonies are going to differ in a lot of ways. And we'll talk about some of the ways they differ later on in the course. The two groups that we're going to find settling early in the colonies. such as the Quakers and the Catholics, 00:01:49 they also suffered persecution in England. And that's because England had established the Church of England, which is what the monarchy followed, and the monarchy expected everyone else in England to follow this as well. Quakers were punished for acts such as opposing war and refusing to swear oaths of loyalty to the king, whereas Catholics were a minority in Protestant England, 00:02:14 and they often faced discrimination for that. So we're going to see that these colonies really start to develop quite a bit of diversity as they're settled. Catholics and Quakers formed colonies that offered religious tolerance because they knew what it felt like to be persecuted, and so they wanted to be more open to the people that settled in the colonies that they guided. 00:02:41 And it's going to be the Catholic noble Calvert, Lord Baltimore, that established the Maryland colony in 1634. And that's part of the middle colony region, the orange area here. And it's going to be the Quaker William Penn that founded Pennsylvania in 1681, also part of those middle colonies. So now let's take a moment to check in 00:03:06 with your understanding before we start talking in a little more detail. Section 6 00:00:00 TEACHER: Now that we've had a chance to talk about the motivations for settlement including economic opportunity, religious freedom, and trade, let's start thinking about how geography is going to influence these settlements. Once they are established, what types of opportunities are they going to be able to seek based on the geography and what really allows them to access. 00:00:25 So we're going to ask ourselves what the geography was like and how that geography influenced the colonists, which will help us to answer our lesson question, why did England colonize North America and how did geography affect its settlement? Section 7 00:00:00 TEACHER: The first English settlements, as we've already discussed, were along the Atlantic coast. So this is the region that included the first 13 colonies. And as you can see, all of them were along the Atlantic Ocean. And the Atlantic Ocean proved to be a key travel route and a source of food, like fish, naturally. And so the colonists find themselves, in an effort to maintain close ties to the travel 00:00:28 route that the Atlantic provided and the source of food that it provided, they settled around bays, which are areas of water that are surrounded mostly by land. So you live on the land. And then you utilize the water according to your needs. So bays were good areas for fishing and for seaports, again, for food and for travel. And there were also many major rivers 00:00:52 that you could find throughout these colonial regions. Many rivers to the north include the St. Lawrence, which you can see up here, the Connecticut River, the Hudson, the Delaware. You can see both of those there. And then major rivers to the south include the Potomac, the James, and the Savannah rivers. And so these rivers, especially in a time 00:01:15 before there were railroads, provided the important waterways that were necessary for people to travel within these colonies, so that they didn't have to rely only on foot travel or carriage travel. Now, the advantages of having these rivers so close to the settlement, again, was faster and easier transportation of both goods and people 00:01:40 by river than by land, as we just mentioned, as well as being close to a fresh water source for drinking and for irrigation of farmland. And then, of course, there were fish coming out of the rivers as well. But the disadvantages of river was the kind of ongoing risk of dangerous flooding. If there were major storms and the water rose, 00:02:01 if those settlements were very close to the water, those settlements could potentially flood. And then they also provided barriers to overland travel. So if you were trying to get from one point, let's say here to this point here and there was a river in between, you wouldn't be able to just cross right over. You would have to find some alternative route. 00:02:24 So rivers were very complicated in what they provided to these early settlers. And today, rivers still maintain a very, very important role in the way communities work and economies develop and things of that nature. So rivers continue to be very important, particularly rivers like the Hudson, which we can see in this photograph here. 00:02:48 Rivers like the Hudson remain key travel routes, as well as sources of drinking water. And they even have new uses today. They supply hydroelectric power for homes and for businesses. So now, let's take a moment to check your understanding of the value of settlements near the water. Section 9 00:00:00 TEACHER: Another really important part of the geography of the original 13 colonies were the mountains that were found throughout each of the colonies from the Appalachian Mountain Trail. Now this is the main range of mountains that you're going to find in the Eastern United States. And you can see this kind of shaded part of the map 00:00:20 here actually indicates just how far-reaching this mountain range is. The range is ultimately divided into three sections-- the North, the Central, and the South regions. So the North is actually going to go from Canada. So it actually extends beyond the part of the map that we can see. And it's going to take us down to New York. 00:00:45 And then this middle region, which is really going to be from New York kind of through Pennsylvania, that's going to be the central part. And then anything south of Pennsylvania into Alabama is what we're going to identify as the Southern Appalachian Mountain region. The highest peaks are 7,000 feet tall. And most of this mountain range is very difficult to pass. 00:01:12 And so getting beyond this range into the central part of what would become the United States proved to be very difficult. And that's part of the reason those original 13 colonies were really kind of limited to the region from where the land began, where the ocean ended, and where this mountain region ended. There is going to become one section in the mountains called the Cumberland Gap that proves to be the only kind of easy way 00:01:42 to kind of pass through the mountain range. For the most part, the mountains are far too rugged in most places to cross, and very, very difficult to go over on foot, because they're so high. So the effects of having the Appalachians right in the middle of the 13 colonies proved to be a barrier to Westward expansion and settlements. We're not really going to see a lot of Westward expansion 00:02:09 for quite some time after these colonies were settled. It's going to be kind of the center part of the Appalachians that's the easiest part to cross. And eventually colonists would find themselves crossing into the Ohio Valley. Now the region between the Appalachian Mountains and the coast is going to flatten into a coastal plain. And that's where we're really going to find New England. 00:02:37 New England's going to have very hilly terrain and poor, rocky soil. So when we talk about New England-- let's use a color we can see nicely here-- we're really talking about this region again, in kind of the Northern Eastern part of the American colonies. This is not going to be ideal farmland, which is going to differ pretty dramatically 00:02:59 from the southern colonies, which is going to bring us into this region here. You can see states that today include North Carolina, South Carolina, Georgia, and Virginia. This is going to have very fertile, great land for farming. So this right away is going to start to get you thinking about how the geography of these regions 00:03:21 is going to allow certain economies to develop. Now all over the colonies you're also going to find forests. When the colonists first arrived in North America, they actually found that much of the land was covered by forests. And you can see a photograph that really illustrates that point here. Those forests basically provided both good things 00:03:45 for the colonists, but also bad things for the colonists. On the good side, they provided much needed wood for fuel and construction. So keep in mind, we're talking about the 1500s, 1600s. The only way people were heating their homes was through wood. So they would use the wood from the forest to start fires to keep warm in the winter. They would also use that word to build their homes. 00:04:09 So the wood was really useful for construction, as well. But in order to build those homes and start those settlements, they would have to clear these forests so that they could begin to settle farms and cultivate land and start developing an economy. And think about what it's like without any of the modern machinery that we have today 00:04:31 to clear a forest like this. It is back-breaking work. So for that reason, the forests provided a lot of challenge to these new colonists. Section 11 00:00:00 TEACHER: Excellent work, scholars. We've reached the last section in the lesson. And now, that we've understood the motivations for settlement as well as the physical geography that the colonists found once they settled in England's new colonies, let's begin to think about how this geography is going to influence the colonists and the decisions 00:00:21 they make with regard to where to live and what type of economies are available for them to cultivate. And this is going to help us to answer our question-- why did England colonize North America, and how did geography affect its settlement? Section 12 00:00:00 TEACHER: So the original 13 colonies are divided into three regions. These regions are identified by what the colonies within each region have in common with one another and really what it is that makes them differ from the other two regions. And what we're going to find is that geography has a lot to do with what sets these regions apart from one another. 00:00:21 In New England, we're going to find very cold winters, mild summers, and a very short growing season. So when we think about New England and how these settlements and economies are going to develop, we want to keep this geography in mind. In the middle colonies, we're going to still find cold winters but moderate summers and a longer 00:00:43 growing season compared to New England. And in the southern colonies, we're going to find mild winters, hot summers, and the longest growing season, so it's going to be those southern colonies that really begin to cultivate the largest amount of land for plantations and farmland. Section 14 00:00:00 TEACHER: So as we just saw, the Southern colonies definitely had an advantage when it came to farming and cultivating land because the winters were quite mild, the growing season was very long. But new England is actually going to have an advantage when it comes to lifespan and longevity because the cold weather and fast rivers in New England actually helped limit the spread of disease. 00:00:25 Remember, we're talking about 500 years ago when we did not have the medical technology that we have today, and so people in New England actually lived longer than people in some of the other colonies as a result of the cold weather that actually prevented this region from cultivating land the same way we found in the South. In the South, those very hot and humid particularly 00:00:50 summers and the swampy marshes that you find throughout the Southern regions actually contributed to very high mosquito populations, which made colonists susceptible to diseases like malaria. And as a result, colonists actually had shorter lifespans in the South. Section 16 00:00:01 TEACHER: So as you can imagine, farming was very, very important in the new colonies because as the population grew people needed to eat and more and more people would need to eat as the population grew more. And so we're going to find that climate and soil are going to have a huge impact on whether or not farming is really possible in certain regions, 00:00:21 particularly in New England where again, we found this very short growing season and poor soil. And as a result, we really found smaller farms that produced just enough for the locals in the area to use or maybe people were just farming enough for their own families. In the Atlantic colonies we found that that middle colony region had a longer growing season and good soil 00:00:49 and so we're going to find bigger farms in this region that would ultimately grow grains for export to other colonies and to Europe. So this is going to be one of the ways that those middle colonies are developing their own economies. And then in the southern colonies we find the longest growing season, excellent soil, and as a result, we'll see those plantations develop 00:01:14 in the south and they're going to grow we call cash crops like tobacco. And tobacco actually proved to be the most profitable of those crops. And cash crops are just what they sound like-- they're crops that people are growing with the intention to make a lot of money, or at least make some money, on them. 00:01:36 And those would be exported, as well, to Europe. Now we're going to find that the southern colonies, as a result of that very excellent soil and that long growing season, are really going to be the hub for agriculture in the new colonies. And they're really going to focus their economy on that agriculture. The region is going to grow, again, many cash crops 00:01:58 for export, again like tobacco. And here you can see tobacco being cultivated. The three main cash crops, in addition to tobacco, we had rice and indigo, as well. And industry and manufacturing are going to be quite limited in the south. So this is going to compare very, very drastically to what we find in the northern states, 00:02:22 particularly in New England. Because of those limits on farming, the cold weather, the pour soil, the colonists there have to develop industries based on other resources that are available in New England. So we're going to see coming out of New England shipbuilding, fishing, and overseas trade. So this is going to really start to enhance 00:02:46 those differences between the regions, and as time goes on we're going to see the northern states get more and more involved in manufacturing and the southern states get more and more involved in agriculture. Summary Section 1 00:00:00 TEACHER: Excellent work. We've reached the end of the lesson. And before we begin our review, let's take one last look at our lesson question, which reads-- why did England colonize North America, and how did the geography of the region affect its settlement? Section 2 00:00:00 TEACHER: We began the lesson by talking about the motivations for colonization and we found that England had both economic and social reasons to colonize America. They saw potential profit from trading and they also were facing very high unemployment and limited economic opportunities, and they saw the colonies as providing this new opportunity 00:00:22 for land and jobs. We also found that groups like the Puritans and the Quakers sought religious freedom and opportunities to create new and safe societies for their people. So we're going to see that these motivations to colonize the Americas are going to meet the geography that they find in the Americas, which really affected their settlement. 00:00:47 So we talked about the major rivers, the Appalachian Mountains, which you can see in the kind of highlighted region on the map here. We also talked a bit about how it was much colder in the north and much warmer in the south and how that climate is going to lead to economic opportunities in these regions. There were also widespread forests, which on the one hand, 00:01:13 provided the fuel and the materials needed to really establish the homes that people needed to live in, but it was really, really hard work. And so the colonial regions are ultimately going to be divided into three distinct regions and we can see them here on this map. New England included the northernmost region, which is in the green. 00:01:39 The middle colonies included those that are in orange and then the southern colonies included those that are in purple here. And ultimately, the colonists in each of these regions are going to be affected by both the climate that they face and the geography of the region. The Appalachians would block movement west for quite some time, so people were really 00:02:03 going to be limited to the region between the Appalachians and the Atlantic Ocean. Rivers provided transportation and resources that people needed. And there was a far more disease, we found, in the southern colonies than in New England, which benefited from those very fast moving rivers and that very 00:02:21 cold climate, despite the fact that it was probably pretty comfortable to live in New England in the winter. We also found that the best farmland was in the southern colonies and the worst farmland was in New England. So we found that there were definitely very specific pros and cons to each region. And so when we combine the motivations for settlement 00:02:43 with the climate and the geography that was found in these new colonies, we can see that very, very different colonies are going to develop. And as we go through the course we'll talk about them in more detail.

The Declaration of Independence

00:00:00 Hi, I'm Ms. Mirzaie. Welcome to our discussion of the Declaration of Independence. Well, on July 4, 1776, the 13 American colonies declared their independence from Great Britain. And they did so via the Declaration of Independence, the document that you see on the screen in front of you. Now this was one of the most important documents in 00:00:19 American history. Let's talk about where some of its influences came from. Why did our Founding Fathers write this document? What influenced them? Let's talk more about that now. Section 2 00:00:01 TEACHER: Now you've heard about some influential documents and their impact on history. Well, one of these was Thomas Payne's pamphlet called Common Sense. And during this time-- the pamphlet was published at the beginning of 1776. And during this time, this really prepared people for the ideas that we're going to be later expressed in the 00:00:21 Declaration of Independence. And it was published in early 1776. The Declaration not being completed until July. So Jefferson actually read Common Sense. And it's believed that it influenced a lot of his ideas in the Declaration and the ideas that some of the Founding Fathers had. And, really, you can see some of those big ideas reflected 00:00:46 in the Declaration. Now it was widely read. There were about 500,000 copies read. And considering the population at the time, that's about one copy read for every five people living in the colonies. It argued for American independence. And it also declared that all men were created equal. So right there you can see these last two points really 00:01:11 make it into the Declaration of Independence. Section 4 00:00:00 Common Sense is just one of the many influences on the Declaration of Independence. We're going to talk about some more in this lesson. And by the end of this lesson, you should be able to describe the connection between the Declaration of Independence and earlier documents that influenced it, analyze the reasons for colonists' grievances against British rule and explain the purpose of the Declaration of 00:00:20 Independence and the process used to draft and ratify it. So let's get started. Instruction Section 1 00:00:00 In this lesson, our goal is to answer the question, what led to the Declaration of Independence and how was it written? Now, to do so, we're going to talk about some early influences, the colonists' complaint, and then ultimately drafting the Declaration. But first, let's take a look at the early influences. Now, in the warm up, we talked about Paine's, Common Sense. 00:00:20 Now, let's look at some other important ideas and documents that influenced the Declaration of Independence. Section 2 00:00:00 Let's talk about some other influential ideas on the Declaration of Independence. The Iroquois Constitution, or the Great Law of Peace, existed for hundreds of years. And before it was written down, it existed orally or was passed down through spoken word through the generations. Now, this ultimately was a way for the five nations to be able to work together and to establish a common government. 00:00:26 And the five nations we're talking about are here-- the Mohawk, the Oneida, the Onondaga, the Cayuga, and the Seneca. These are the five Iroquois nations in their location, around 1650, on the border between upstate New York and Canada. Now, this is considered to have influenced many early leaders in American history, including Ben Franklin and 00:00:48 James Madison and Founding Fathers. Now, one important idea that we still see today, that really came out of the Iroquois Constitution, is this idea of a speech made by the leader. So today, the president delivers a State of the Union Address to Congress and has to do that each year. The Iroquois Constitution called for a leader to give a speech regularly to the assemblies. 00:01:18 So we can see how this idea has been picked up upon. Now, the Mayflower Compact, which was drafted by the Pilgrims for governing Plymouth Colony, is also a document that is considered influential. Even though it was short, it contained some important ideas. It was that government should be for the common good, meaning that it should be for everyone. 00:01:42 It should benefit all people, not just the ruling few or powerful few. And then also, the signers had to agree to submit to the laws of the new colony equally. And this idea of equality under law is a key part of democracy. And it's a key part of our government today. Section 4 00:00:00 Many of the ideas that influenced our Founding Fathers came out of the Enlightenment. This was a time of new ideas in the 17th and 18th century in Europe. Now, it really revolved around art, science, philosophy, and politics. And Enlightenment thinkers and many of the ideas they had were based on the concept of reason, the power to 00:00:20 understand the universe, and to improve one's own situation, and that it's really in the power of human beings to do this. Now, according to reason, some of the goals that they wanted to attain were knowledge, freedom, and happiness. And these ideas were extremely influential on American thinkers, especially revolutionary thinkers. Now, one individual who is credited with having a great 00:00:47 deal of influence at this time is John Locke. He was an Enlightenment philosopher from England. Now, he argued that citizens entered into a social contract with the government, meaning that citizens agreed to submit to the laws but that the government also had to submit to those laws and protect the rights of the citizens. So there are clear rights and responsibilities on both sides and that citizens consented to their government. 00:01:18 They had to agree with that government in that they put their faith in their government to do the right things for them. But that government had a responsibility to protect citizens. It also said that citizens can create new governments to meet their needs, and that if the government isn't meeting the needs of the people, then the people have a duty to change 00:01:41 or to replace that government. And these ideas were a major influence on the Declaration of Independence. Section 6 00:00:00 The English Bill of Rights was another influential document. It was signed by the joint monarchs, William and Mary in 1689 and it limited the powers of the king and queen, or the monarchy. And it gave Parliament the power to make laws, and it called for free elections of parliamentary members, and also gave parliamentary members the freedom of speech. And these ideas laid the foundation for the Declaration 00:00:26 of Independence, and later the Constitution, as well. The Virginia Declaration of Rights was another document that was influential on our founding fathers and Jefferson actually referred to it when he wrote the Declaration of Independence. Notice some of the words here used. It says, "all men are born equally free and independent, and have certain inherent natural rights... 00:00:50 among them are the Enjoyment of Life, Liberty and pursuing Happiness." Now if those are the words ring a bell, you may have actually heard them before in our Declaration of Independence that Jefferson later wrote that came out in July of 1776. And it was a model also for the US Bill of Rights and it described certain freedoms including freedom of the press, freedom of religion, and the freedom to be arrested 00:01:20 only if you broke laws, and then to have a trial by jury of your peers. So we can see that many of the ideas that are coming out of the 17th and 18th century prove to be extremely influential on our founding fathers and then in the documents that established American government. Section 8 00:00:00 We're trying to answer the question, what led to the Declaration of Independence and how was it written? Well, now you understand some of the ideas that were growing in popularity at this time. What made the colonists open to some of those ideas? Well, we're going to talk about a list of colonists' complaints, some of the things that were frustrating them about the British government, and why those frustrations are 00:00:23 going to ultimately lead the colonists to declare their independence. Section 9 00:00:00 Tensions between the American colonists and the British government are really going to increase during the mid 1700's, the 1760's and 1770's, when the British government starts to impose taxes, which are going to cause major issues in the colonies. Britain was in debt as a result of the French and Indian war which was part of the larger 7 Years War being fought in Europe-- the French and Indian wars were fought-- 00:00:27 on American soil. Canada, and in the American colonies. And King George the 3rd in parliament felt that the colonists should pay for that in part because it took place in some of those colonies. Now parliament raise taxes in the colonies including taxes on sugar, tea, and legal documents. And they were all raised. 00:00:47 Now the colonists really resented these taxes. They were upset because they weren't represented in Parliament. There was no American colonial representatives in Parliament voting for the passage of these taxes or against the passage of these taxes. And they don't like this violated the English Bill of Rights which called for a social contract between the 00:01:09 government and the people. One example is the Stamp Act of 1765. It forced colleges to pay a tax on legal documents, trade documents, things like playing cards, books, and newspapers. Now the colonists came up with a rallying cry at this point. They called for no taxation without representation. They felt like it was extremely unfair for the government to tax them when they had 00:01:35 no say in that process. They had no say because there was, like I said, no American colonial representative in that Parliament. And they felt like they were being taken advantage of. Now this is just 1 of the many taxes that were passed. And the American colonists really resented this and this is going to be 1 of the major things that's going to propel the American colonists towards the idea of independence, 00:02:03 towards a seeking independence from Great Britain. Section 11 00:00:00 Now in 1767, British Parliament passed the Townsend Acts, which was a series of taxes enacted on things like stamps, paper, and tea. Well, they later repealed the Townsend Acts, but they left the tax on tea. Now, many American colonists, in protest to this, chose not to purchase tea from British merchants. And they instead bought illegal tea, or smuggled tea, 00:00:28 from some colonial merchants that had brought that in. Now, in 1773, the British government passed the Tea Act. They did this because they wanted to try to help out some of the British merchants who were losing money because of this boycott that many of the colonists were doing. Now, this gave a special advantage to the British East India Company. It said that they didn't have to deal with this tax on tea. 00:00:52 So it was going to make their tea cheaper, so that hopefully, colonists would buy that legal tea instead. But many colonists, especially those in Massachusetts, were outraged by this. This really hurt the colonial merchants. And so in response to this, a group of colonists boarded the East India Company ships and threw the tea into Boston Harbor. 00:01:17 Now, this was led by Sam Adams and the Sons of Liberty. And you can see in the image here, you can see people throwing over the barrels. And you see in the political cartoon people are cheering it on. Of course, this was done late at night. They dressed as American Indians. That way, had anyone seen them, they 00:01:40 would have been disguised. And no one would have been able to identify those who participated in the event that became known as the Boston Tea Party. Now, these acts came to be known as the Intolerable Acts, other acts that were passed by the British government in 1774 in response to these protests. And they placed many restrictions on the colonies. 00:02:01 They really wanted to hammer down on these colonists, who they felt were getting out of control. They closed the port of Boston. And they said that it was going to remain closed until the colonists replaced the value of the tea that had been destroyed by throwing it into the harbor. They also changed the Massachusetts charter. And this meant that they could take away some control of the 00:02:27 Massachusetts governor and put it in hands of the king. They also prohibited town meetings and took away rights of the citizens to elect their executive council. And stated that colonial officials would now be appointed by the king. And it also allowed British officials who had been charged with crimes-- including crimes of murder-- 00:02:48 they would no longer be charged and sent to court in the colonies. They could now be sent back to England-- or they would be sent back to England to have their trial heard. And then another law required colonists to feed and to house British soldiers, in a Quartering Act. Many colonists felt as though they were becoming occupied by their own government. 00:03:11 It didn't feel like a government that was representing them. It felt like a government that had invaded them. Now, other colonies really rallied in support of Massachusetts, and resented these Intolerable Acts. You can imagine that other colonies and other colonists felt that, if the government could do this to Massachusetts, what's from stopping the British 00:03:33 government from then coming down on them, and closing their ports, and trying to cripple their economy. So other colonies also worried about this same kind of thing happening to them. So the colonies got together and organized the First Continental Congress, which met in 1774. They met in Philadelphia, and some of the delegates included Samuel Adams and George Washington. 00:03:57 Now, the Congress sent King George III a request to relieve them from this unfair and harsh treatment. They thought that this was really Parliament acting against them. And they were appealing to the king to step in. They didn't go to this congress with the idea that, we're going to try to get our independence. They wanted their government to do something about what 00:04:21 they thought, Parliament was getting out of control. The congress also called for the colonists to boycott, or to stop buying, British goods until these complaints were answered by the King. And the last thing they did was they established a follow-up meeting for May of 1775, which would be the Second Continental Congress. And from that meeting, the planning would go forth 00:04:49 towards the creation of the Declaration of Independence. Section 13 00:00:00 Now you understand why many colonists were talking about independence at this time. We're trying to answer the question, what led to the Declaration of Independence and how was it written? We're one step closer to answering that question. And now we're going to look at the drafting of the Declaration itself. So let's get started. Section 14 00:00:00 Well, that second Continental Congress met as scheduled in May of 1775. And two months later, war broke out. And George Washington was named Commander in Chief of the Continental Army. Despite being at war, the colonies still not declared their independence. But that is going to change by April of 1776. 00:00:20 At this point, Thomas Paine's Common Sense had spread ideas of American independence throughout the colonies, and many people supported it. Now the colonies, while they debated what they wanted to do, Jefferson begin to draft the document that would become the Declaration of Independence. And eventually, all the delegates, except New York-- even though their delegates wanted to vote yes, they were 00:00:45 waiting on confirmation from their colonial government-- they declared their independence. Now Jefferson's draft went through some revisions. But it was finally approved on July 4, 1776. Now the second Continental Congress created a committee to outline reasons for breaking ties with Britain. And some of the influential founding fathers that were part of that five-man committee included Ben 00:01:13 Franklin, John Adams, and Thomas Jefferson. Jefferson wrote the first draft at Adam's request. And he put into words the feelings of most Americans. He really want to avoid making it sound like it was in his voice. He was trying to speak for what he felt were the American people, what they wanted. It includes important principles that were included 00:01:37 in the Preamble. And many historians feel as though Jefferson should be given credit specifically for those ideas in the Preamble. And that is uniquely his area. That's uniquely his voice. The Declaration of Independence had three main purposes. It wanted to explain the problems the colonists had 00:01:58 with British rule. They wanted to describe the principles of a new kind of government. And they wanted to declare that the colonies were going to be independent. So you can see here's where they're saying this is the problem. But right here in number two, that's where they're pointing 00:02:14 out what they believe is the solution. So they're not just saying we're upset, we don't like what the King is doing, we want to be independent. Yeah, they are upset. They didn't like what the King and what their government was doing. But they took that a step further. And this is why American government and the United 00:02:34 States in the early days was able to be a strong country. And unlike many other countries that when they immediately gain independence, they have political turmoil or uncertainty, they don't have stable governments, it's because the founders here took time to describe the principles that they wanted in a new government. And then they would later outline that in the Constitution. 00:03:03 But so keep in mind that they didn't only write down the problems, they added what they felt was the solution to those problems and how a new type of government would best work for the American people. Section 16 00:00:00 This image in front of you is of Jefferson's original rough draft. And his first attempt is now known as the Original Rough Draft. It was revised first by Adams, and then by Franklin, and then finally by the full committee. Now, there were about 47 changes that historians can identify. 00:00:20 Now, many of those changes were grammatical or sentence structure. But overall, the committee did expand some of the grievances against the king, that were included. So that list of complaints against the king was expanded. The final draft was reviewed and edited by the Continental Congress as a whole. And more changes were made, and then the delegates voted. 00:00:44 Now, there were about 39 additional changes made. Many of them were opposed by Jefferson. But in the end he agreed to them. So then when the delegates voted, initially nine delegates voted "yes"-- or nine delegations. And that was enough to pass the Declaration. However, Jefferson felt that it was important, and the 00:01:07 founders felt that it was important, to have unanimous vote. Like I said earlier, they wanted this to be a unified front. They didn't want any of the other colonies to feel misrepresented by this document, because that could lead to problems later on. So after more discussion and more debate, the Declaration 00:01:24 passed with 12 votes. One vote was withheld. New York still do not have permission to vote for independence. Now, on July 4, 1776, which you know we celebrate as Independence Day, American colonies declared their independence from Great Britain. Summary Section 1 00:00:00 In this lesson, we answered the question, what led to the Declaration of Independence, and how was it written? Now let's take a look at some of the big ideas that we talked about during the course of this lesson. Section 2 00:00:00 We talked about some of the early influences of the Declaration of Independence. These documents lent important ideas to the Declaration, including the Iroquois Constitution, which had the idea of collective government; the Mayflower Compact, with an emphasis on the common good; the Enlightenment, with the idea of the social contract; the English Bill of Rights, freedom from unfair government; and the Virginia 00:00:24 Declaration of Independence, which included the ideas of life, liberty, and the pursuit of happiness. We also talked about how colonists resisted British rule. And in the 1760s and 1770s many colonists grew angry with the British rule. They felt that many of the taxes, which as the Stamp Act, were unfair. 00:00:43 And they were angry that they had no direct representation in Parliament. They also believed that the Intolerable Acts were just too harsh. The Second Continental Congress approved the Declaration of Independence in 1776. A committee was first formed. And then Jefferson wrote a rough draft which became known 00:01:01 as the original rough draft. His draft was then revised by Adams and then Franklin and then by the committee. And the Declaration was approved. Now, the reasons for the Declaration of Independence-- there were three main purposes-- to explain the colonists' problems with British government, to describe the principles for the colonists' 00:01:22 future government, and to declare that the colonies were officially independent from the British government. Well, I thank you so much for joining me today. I hope that you learned something. And I hope you have a great day.

Colonial Resistance

Continental Congress: a meeting of colonial representatives called during the growing crisis with Great Britain, first summoned in 1774 minutemen: the members of an American colonial militia, so named for their ability to be ready in a minute's time 1 00:00:00I'm [? Ms. Mirzai. ?] Welcome to our discussion on colonial resistance. The image on the screen in front of you shows British troops marching into Concord, Massachusetts, in April of 1775. In this lesson, we're going to actually look at the events that brought the British to Concord in the first place.We're going to look at colonial resistance in Concord 00:00:19and Lexington and the lead-up to those battles. But first we're going to take a look at some of the growing tension between the British and the colonists. We're going to review some of the reasons why there was a divide, why their relationship was being torn apart. So let's get started looking at that. Section 2 00:00:00Let's talk about why the relationship was becoming so damaged and so strained between the American colonists and the British government. One reason for this were the taxes. The colonists felt that they were being taxed unfairly; that since they didn't have any representatives in Parliament, they shouldn't be forced to pay taxes that they had no say in passing. 00:00:22They felt like they should have a say in the taxes, the policies, the laws that were going to affect them. The British government was taxing the American colonists because they were in financial trouble after the French and Indian War. So they wanted the colonists to pay their fair share. The colonists were actually paying higher taxes on the goods that they bought, so this caused an increase in 00:00:47prices for every day goods. One example is the Stamp Act. This act put a tax on things like newspapers and pamphlets. The Townshend Acts put taxes on everyday goods, including tea.The colonists responded by boycotting British goods. This meant that they refused to buy these goods. If they're not buying these goods, the British government 00:01:13isn't getting any money from those taxes. So it's not helping the government. So they're doing this to oppose the British government.Another act that was passed, which is going to anger the colonists, is the Quartering Act.This forced the colonists to provide housing for British soldiers. If you've ever had a house guest, you know that a house 00:01:35guest is going to be costly. They're going be eat some of the food that you've bought. You may have to do some of their laundry. That adds to your water bill, different things like that. Colonists are going to be using up their time and money to be taking care of British soldiers who are staying in their homes, and they don't have any choice in the matter. They're forced to do this because of the Quartering Act. 00:01:59Colonists, obviously, are going to become even more angry towards the British. The Boston Massacre is an event that occurred in 1770.British soldiers in Boston killed five members of a Boston mob, a crowd of Bostonians who were hurling insults at them, who were throwing things at them, including snowballs, and the British responded by firing upon these people. 00:02:23The event becomes known as the Boston Massacre. You can tell from the name that this is the term that the colonists are giving it. A massacre is a term, granted, this is a very sad event that the five people were killed, but massacre isn't usually a term that is used for this number of people. It's usually reserved for larger numbers. But to the colonists, this event is very, very serious, 00:02:51and that's how they are portraying it. They feel completely betrayed by their government, which, of course, is the British government.Two of the soldiers were found innocent, and the ones that were found to be guilty had very light sentences. As a result, the British become even more unpopular in the colonies. And let's talk about, now, how this is going to affect the 00:03:15colonists, how they're going to respond, what they're going to do. Section 5 00:00:00OK, well, by the end of this lesson, you should be able to describe the colonial reaction to the passage of the Tea Act, identify the effects of the Intolerable Acts, and analyze the events that led to the fighting at Lexington and Concord. So let's get started. unhappiness among colonies was due tot he british decision to tax the colonists. Townshend acts led to colonists to boycott british goods in protest. colonists began to act against britain because of taxation, quartering act and boston massacre Section 1 00:00:00In the warm-up, you learned about some of the causes of tension between the British government and American colonists. Well, in this lesson, we're going to answer the question, how did continued conflict with the British lead the American colonists to rebel? To do this, we're going to talk about the Tea Act, the Intolerable Acts, and the Battles of 00:00:17Lexington and Concord. We're going to begin by looking at the Tea Act. We're going to talk about what it was and how the colonists responded. Angry colonists actually are going to dump tea in order to protest that tea tax. So let's get started learning more about this. Section 2 00:00:00Well, what was the Tea act? Well, the Tea Act of 1773 was one of the many British Acts that outraged the colonies. What was the purpose of it? Well, it helped the East India Company overcome financial problems. Now tea was very big business at this time, so the East India Company was a British company, and the British 00:00:21government wanted that company to get out of its financial troubles. So they introduced this Tea Act because colonists had been buying smuggled tea to avoid buying British tea and paying taxes. Now the reason for this act was that they were going to tax tea from non-British sources. So the tea that came from east the East India Company was not 00:00:47going to be taxed. It was going to be taxed if it came from, for example, French or Spanish sources, from other countries. And the idea was colonists then wouldn't buy that tea. Instead they'd buy from the East India Company. But the colonists were outraged by this. They did not like the idea of being forced to buy this East India British tea. 00:01:12Remember, they are boycotting British tea. So many colonists, even colonists who are more conservative end up joining with the Sons of Liberty who fought for the rights of the colonists, because of the resistance in the colonies towards the British and towards their taxation and their policies is growing. So we're going to see that even people who normally wouldn't get involved in situations like this are 00:01:38getting involved because they do not like the way that the British government is treating them. Section 4 00:00:00TEACHER: So how did the colonists respond to the Tea Act. Well, in many of the cities the protests were peaceful, including in Charleston, in Philadelphia, and in New York. Many people who were British appointed tea agents actually quit their jobs. They refused to enforce the tax. Many merchants refused the tea shipments, and many businesses, stores, restaurants, et cetera, 00:00:26cancelled their tea orders. So this is the way that the colonists responded in many of these big cities. But in Boston the protest was quite different. You can see Boston located up here. When the tea arrived in Boston, and this is in December of 1773, three ships were approaching Boston Harbor with their shipment of tea. 00:00:49The colonists didn't want to pay the tax. So what they did was, more than 5,000 people met at the Old South Meeting House, and they wanted to decide what they were going to do about this tea, how they should respond. And they wanted, actually, to have the governor turn the ships back, send the ships to England, as a way of sending their message back to the British government. 00:01:14But the governor insisted that the ships be allowed to bring their tea into port. The colonists prepared for what became known as the Boston Tea Party. The Boston Tea Party occurred on December 16 of 1773, and more than 100 people participated in a protest against the Tea Act on that night. Many dressed as American Indians in order to, and you 00:01:40can see them here on the ships, in order to conceal their identities. In fact, to this day many of the participants on that night are still not known, because this is something that many people kept a secret. It is thought that one participant, though, was Paul Revere. They boarded the ships, and they dumped 45 tons of tea 00:02:02into the harbor. This is 342 containers of tea. And these containers, in the picture here you see them lifting it up over their heads. That's not going to be possible. These containers actually weighed 400 pounds each, so it took three hours or so for them to empty all of the tea into the harbor. 00:02:25It was estimated that the tea cost about 10 million British pounds, and that today would be the equivalent of about $1 million US dollars. John Adams said that this destruction of the tea is so bold, so daring, it must have so important consequences. And Adams was right. There were going to be important consequences that was going to come out of this event. 00:02:50So what we see is the British are going to respond to this, and they're going to pass what the colonists called the Intolerable Acts. The Tea Act is really what started this all. The colonists were angered by another act of taxation, and this led to the Boston Tea Party, when we saw the colonists protesting by dumping the tea into the harbor. 00:03:10And the British are going to become angry. This leads to the Intolerable Acts, which the British are going to pass, and we're going to talk more about those just in a moment. Section 6 00:00:00TEACHER: Now that you know about the Boston Tea Party, we're one step closer to answering our lesson question, how did continued conflict with the British lead the American colonists to rebel? Now we're going to look at the British response to that Boston Tea Party, the Intolerable Acts-- how the British acts pushed the colonists even closer to rebellion. 00:00:19So let's take a look at these Intolerable Acts. Section 7 00:00:01TEACHER: The British government responded to the Boston Tea Party with new laws, and these were nicknamed the "Intolerable Acts" because they were considered so unbearable, so harsh on the colonists. Now, these acts consisted of four main parts-- the Administration of Justice Act, the Boston Port Bill, the Massachusetts Government Act, and the new Quartering Act. And we're going to talk about each one of these in turn. 00:00:25So let's get started. We're going to take a look at the Boston Port Bill now to begin with. Now, the Boston Port Bill was a direct response to the Boston Tea Party. Boston Harbor was closed until the dumped tea was paid for. Now, the colonists had dumped over 340 chests of tea. Now, this equated to about $1.7 million in today's money. 00:00:53OK, so that's $1.7 million in today's money worth of tea that was dumped into the harbor. So the government wants to make sure that the colonists are going to pay for this lost tea. So they say Boston Harbor is closed until this tea is paid for. The act also aimed to isolate Boston. Because what it did was if the harbor was closed, it meant 00:01:15that trade in and out of the colony was not going to happen. This meant that Bostonians could not get certain supplies that they might need to just maintain their way of life. They couldn't get certain vegetables, perhaps, other types of food, other necessity items. They also couldn't trade things out, which meant that they were really going to be hurting financially. 00:01:38This was going to put a bit of a stranglehold on the colony, and it was going to make sure that their economy suffered as well. Now, the Administration of Justice Act limited courts in Massachusetts. So what it did is it said that the governor, who was British appointed, could move a trial if he thought the trial would not be judged fairly. 00:01:58Now, what this meant is if a British person or someone in the British army committed a crime, that their trial, instead of being held in Boston or in the colony, it could be moved to Great Britain, which many people felt was unfair. Or they could be moved to another colony, not just Britain, because the British thought that Massachusetts was the problem, that the other colonies were really on the 00:02:24British side. And so they felt it was a Massachusetts problem and that moving it even to another colony would be OK. They really were showing a distrust in the colony, in Massachusetts, in the government that had been established there. Now, they also established the Massachusetts Government Act. And under this act, Britain changed how 00:02:46Massachusetts was governed. They put a military government in place to rule the colony. This meant that there were British soldiers there kind of dictating how the colony was being run. This required British approval to hold town meetings. Now, town meetings were a very common form of local government in New England. So this was very important to the people of Massachusetts. 00:03:12Britain wanted to gain clear control over Massachusetts. They wanted to control all aspects of that colony from the economy to the government, and even to the society and the basic behavior that people had. A new Quartering Act was established. Now this required colonists to provide British troops with housing. Now remember, colonists had previously protested against 00:03:39an older Quartering Act. In 1765, they had protested once before, so now this is coming up again. The British government is forcing the colonists to take in British soldiers. The new act really angered the colonists. And because of this, what we're going to find is many colonists are looking for a new solution. 00:04:06They're starting to become extremely frustrated with the British government, with the way that they're being treated. And they believe that they're being treated unfairly. So what we're going to see is that the colonists are going to try to step away, in many ways, from this British stranglehold. Section 9 00:00:00What were the goals and the effects of the Intolerable Acts? Well, the Intolerable Acts were designed to punish and get control over Massachusetts. Remember, the British think this is an isolated problem that is occurring in Massachusetts. Now, other colonies responded by sending support to Massachusetts. 00:00:18Remember, the Boston port is closed, so no goods can come in and out of that port. So the other colonies aid Massachusetts by sending food, goods, other supplies through roadways using horses and wagons in order to help the people of Massachusetts get the supplies that they need. The other colonies also called for a Continental Congress. This is a meeting for 00:00:44representatives from every colony. They wanted to get representatives from all of the colonies together to figure out what they were going to do about this. Why were other colonies concerned? Well, they thought what's it to stop the British from doing the same thing to us? This just not might not be a Massachusetts thing. 00:01:07What if the British decide to do it to us, the people of South Carolina might say, or the people of New York might say. So other people, other colonists were worried that this could happen to them. Now the First Continental Congress was where leaders from 12 colonies came together. Georgia did not send a delegate, but all other of the 00:01:26colonies sent delegates. They met in Philadelphia in 1774. They included George Washington and Patrick Henry, who are pictured here. John Adams and Samuel Adams, and a third man in this picture, his name is not listed here is Edmund Pendelton. This was really the beginning of the process for unifying 00:01:48the colonies. For instead of having the colonies think of themselves as individual colonies, really to think of themselves as a united group. The First Continental Congress resulted in the Declaration of Rights. Now, the delegates at the conference said that it's important that citizens of these colonies have the right 00:02:08to life, to liberty, to property, to assemblies, to be able to meet together, and to a trial by jury. They also protested the idea of taxation without representation. And they also were against the British army, the British having a standing army in the colonies without their consent. The colonists did not give consent to the British to keep 00:02:31an army there. Now the Continental Congress agreed on two actions in order to achieve their goals. First they were going to petition the King, because they felt that this was really coming from Parliament, so they were petitioning the King to repeal or to get rid of the Intolerable Acts. And they also called for a boycott of British goods in 00:02:53the colonies. They were hoping by boycotting British goods that they would send a message back to Great Britain that this kind of activity was not going to be permitted, and that they we're going to take a stand against it. Section 11 00:00:00TEACHER: The British had really hoped to set an example with Massachusetts by passing the Intolerable Acts. They had hoped to kind of squelch any rebellion that may have been on the horizon. In effect what they did was actually bring the colonists and the colonies even closer together, as now they started to see Great Britain as their common enemy. We're now going to take a look at the Battles of Lexington 00:00:24and Concord, and these are the first battles of the American Revolution. This is going to help us answer our lesson question, how did continued conflict with the British lead the American colonists to rebel? So let's take a look at that now. Section 12 00:00:00TEACHER: So tension continued to rise in 1775. Now, British troops controlled Boston. And remember, Massachusetts is under a military government at this time as a way to try to gain control over that colony. Rebellion simmered throughout the countryside, and many people were beginning to think that there was not going to be any choice but to have an armed rebellion against Britain. 00:00:21Colonists even formed militias. Basically, these were armies for the different colonies. And within each of these militias, particularly in Massachusetts, there were Minutemen. This was a regimen that was to be ready at a minute's notice. They were always to have their weapon on hand, carrying it with them, and they needed to be ready for that call to arms, if it were to come. 00:00:45Now, Britain's goal was to bring rebellious colonists under control. General Gage, who was the governor of Massachusetts-- remember, they're under that military government-- sent troops to Lexington and Concord. Now, these are towns located roughly 20 miles outside of Boston. There were two reasons they did this. 00:01:05They wanted to catch the rebel leaders Samuel Adams and John Hancock, who were hiding out in a house out there, and they also wanted to capture stores of ammunition. General Gage had gotten word that the colonists had and armory where they were keeping various types of arms. So they wanted to get to that. Paul Revere and William Dawes ride out on the night of April 18, 1775 in order to warn John Hancock, and Sam Adams, and 00:01:40all of the residents, that the British were coming. So he left Boston on horseback and wrote through towns going door to door to sound the alarm, to let people know that, in fact, the British army, the regulars, were coming. Now, Revere and Dawes were stopped on the way by British troops, who basically stopped them while they were on horseback to ask them what they were doing. 00:02:06But Samuel Prescott did get the word to Boston. So colonists throughout the towns through Boston all the way to Concord and Lexington, they were prepared. They knew that the British were coming. Section 14 00:00:00Because of the warnings by Dawes and Revere, the colonists were ready. And so on April 19, the morning after that ride of Paul Revere and Dawes in 1775, minutemen met the British on the Lexington Green, the town common. A single shot was fired from an unknown source. It's often called the shot heard around the world because effectively it began the revolution. 00:00:24Now, the British fired back upon the minutemen who were there, killing eight minutemen and wounding several others. And the minutemen continued to fire upon the British but after some time resistance faded and the British moved on to Concord. Now, in Concord, they discovered and destroyed some weapons but they didn't find that armory that they were looking for. 00:00:45They didn't find a mass stockpile of weapons. They marched from Lexington to Concord. And when they got to the North Bridge, they met up with a group of minutemen and a battle ensued there. And the British ended up retreating. They turned back. As you can see here, they're turning back. They turned back after meeting that resistance. 00:01:09Now, during their retreat the problem was they didn't meet their goals. They didn't find most of the ammunition and weapons that they were looking for and the resistance that they met was unexpected. So they had to retreat. They were forced to retreat. During their retreat, colonists are actually firing 00:01:27upon them from behind trees, behind walls. It's becoming very evident that the British don't have too many friends, if you will, in the colonies. What this is showing is the colonists are willing to fight for what they believe in. Section 16 00:00:00TEACHER: In response to the Battles of Concord and Lexington, the Second Continental Congress met in May of 1775. They appointed George Washington as commander in chief of a Continental Army. And remember, Washington had prior military experience when he led colonial troops during the French and Indian War. They also declared the colonies' independence from Britain. The boston port bill was a response to the Boston tea party. 340 chests of tea thrown over. boston harbor was closed until the dumped tea was paid for = 1.7 million dollars first battles of revolution is lexington and concord the battles of lexington and concord marked the beginning of the american Revolution second continential congress in may 1775 Section 1 00:00:00TEACHER: In this lesson we answered the question, how did continued conflict with the British lead the American colonists to rebel? Let's quickly review some of the big ideas that we talked about in this lesson. Section 2 00:00:00We talked about how the colonists responded and reacted to the Tea Act, which the British had imposed to help sell British tea. The colonists were angered by yet another act of taxation, so they protested by dumping massive amounts of tea into the Boston Harbor during the Boston Tea Party. The British responded with what colonists called the Intolerable Acts. 00:00:23Now, the Intolerable Acts were a series of acts that were meant to punish and gain control over Massachusetts. They closed Boston Harbor, put Massachusetts under military control, and allowed trials to be moved out of Massachusetts to another colony or even back to England. They also forced colonists to house British troops by reviving the Quartering Act. The colonists called for the First Continental Congress in 00:00:47order to determine what they were going to do about the way the British were treating the people of Massachusetts, how they were going to respond. Remember, many colonists feared that they could be next. The British thought they had a problem isolated in Massachusetts, so they tried to isolate Massachusetts from the rest of the colonies. 00:01:07But the other colonies show their support to Massachusetts by helping ship supplies by road so that the people weren't affected too much by the closing of the harbor. Now, the road to the Battles of Lexington and Concord-- these battles really started the American Revolution. In the lead-up, British went to capture ammunition and some important colonial leaders, including John Hancock and Samuel Adams. 00:01:33Colonists learned of the plan through Paul Revere and William Dawes, who sounded the alarm through the streets of Boston and through the neighboring towns en route to Concord and Lexington. And that meant the colonists were ready to resist the British in both locations. The British were unsuccessful. They retreated under guerrilla fire. 00:01:52And guerrilla warfare is a tactic of basically surprise and sneak attacks. Colonists were hiding behind rock walls and trees in order to fire upon the retreating British. In the aftermath of those battles, the colonists called for a Second Continental Congress, which met to discuss what they were going to do-- declare their independence from Great Britain. 00:02:14And all this was going on while the American Revolution raged on. Thank you so much for joining me today. I hope that you learned a lot. And I hope that you have a great day. Section 1 00:00:00During this assignment, you will read excerpts from American Crisis, Number 1, by Thomas Paine. American Crisis, Number 1, is part of an essay series that encouraged Americans to support a revolution. And after you read, you'll answer questions about the author's point of view. Well, who was Thomas Paine? He was an influential political writer during the 00:00:18American Revolution. He was actually born in England and lived there until 1774. And it was at the encouragement of Benjamin Franklin that he moved to Philadelphia. He wrote Common Sense and American Crisis. These were very influential and important essays and pamphlets that were written during this time and they 00:00:37encouraged Americans to support the movement for independence. Now, after the battles of Lexington and Concord, the colonies declared their independence and American Crisis, Number 1, was written as the war raged on. But, in fact, George Washington found it to be so important, so inspiring, that he read it to his troops at Valley Forge, a time when things seemed very dark for 00:01:04the colonists. And you'll learn more about Valley Forge as you continue to study the American Revolution. American Crises, Number 1, addresses issues Americans faced during the war. So let's get started looking at this document.

A Weak Confederation

Hi, I'm [INAUDIBLE]. Welcome to our discussion about A Weak Confederation. The image on the screen before you shows the title page of the Articles of Confederation, The first constitution of the United States, written in 1777. In this lesson, we're going to explore both the strengths and weaknesses of this document, and how it ultimately led to the creation of the system of government that we have today. Section 2 00:00:00 War had been raging for over a year when the 13 American colonies declared their independence from Great Britain in 1776. They broke away from British rule and established the United States. But even so, they had to fight the British to earn it. Britain didn't want to just to give away their American colonies. 00:00:20 Now there were some major questions that needed to be answered that came up even while still fighting. For example, could colonies work together? Were they really a unified group, or were they individual colonies, or individual states? And could they establish a national government? And if they were going to, what kind of government were they going to establish? 00:00:43 They realized that Americans needed a constitution, a document that would establish their government, and help them decide how to answer these questions. In this lesson we are going to take a look at the very first constitution of the United States, The Articles of Confederation. So let's dig into that. Section 4 00:00:00 By the end of this lesson, you should be able to describe the provisions of the Articles of Confederation; analyze the effects of the Land Ordinance of 1785 and the Northwest Ordinance of 1787 on settlement; and explain the failures of the Articles to provide an organized financial system, a stable economy, and military protection for the colonies. So let's get started. Instruction Section 1 00:00:00 In this lesson, we're going to answer the question, what were the major successes and failures of the Articles of Confederation? Well in the warm up you know that the American colonists came together and realized they needed to create a new system of government. And we're going to be talking about America's first Constitution in this lesson. 00:00:18 We're going to look at the successes and failures. And then we're going to talk about how those failures really led to the creation of an entirely different system of government. And its the one that we have today. But first, we need to look at the first Constitution, the Articles of Confederation. Section 2 00:00:01 TEACHER: The Second Continental Congress conducted business for the United States. Now these are the 13 states that had broken away from Great Britain. They created an army and issued currency, negotiated with other nations. But Congress lacked the legal authority. It appointed a committee to write a constitution. 00:00:19 Now, a constitution is a document establishing a government. The Articles of Confederation was the document that was created. Now this document was approved by Congress in 1777, but it didn't go into effect until 1781, when it was approved by all 13 of the states. This established a national government. 00:00:40 The Articles of Confederation created the first United States government. Section 4 00:00:00 So the Articles of Confederation established one branch of government and that branch of government was a legislature or Congress. Now each state was given one vote per state within that Congress. And in order for a law to pass, you needed to have the approval of 9 out of the 13 states. Now Congress was given the power to conduct diplomacy, 00:00:23 that is to meet with international leaders, sign treaties, do any kind of diplomacy on an international level. They could declare war, and they could appoint military officers, but they could not raise an army-- a national army. They could also issue currency. So why is the Articles of Confederation often criticized 00:00:47 with having established a weak central government? Well let's take a look at why. The drafters of the Articles were afraid of a strong central government because that's what they could experienced under British rule. They wanted to make sure that no one power had total control over them. And that's what they were afraid of because that was 00:01:08 their experience. So they wanted to make sure that each of the states, as the colonies became individual states, had the power to control things for their citizens. So because Britain had imposed high taxes without allowing representation, American leaders wanted the states to hold more power. So taking this fear in mind, out of their previous 00:01:33 experience, they wrote the Articles of Confederation. And this withheld many powers from Congress. Congress is very similar to the British system of Parliament. So in that British system of Parliament, where Americans didn't have a representative, Parliament heavily taxed the American colonies. And this is really fresh in their minds. 00:01:55 So this is why they're going to withhold powers. So they make sure that Congress cannot impose taxes, or regulate trade or enforce laws. Section 6 00:00:00 OK. Now that you understand that the Articles of Confederation was the first constitution and you know the limitations that it puts on Congress, we're going to look at how it was a successful document. This is going to help us answer our lesson question, what were the major successes and failures of the Articles of Confederation? Section 7 00:00:00 The new government, under the Articles of Confederation, achieved its most important success in settling land disputes. And even as they were still fighting the British, the newly American established states quarreled with one another over land. And a lot of this really came from the claims of land west of the Mississippi. 00:00:20 So if you look at Virginia, for example, which is here, it's claiming this land here, including present day Ohio, Illinois, and Michigan. And then you have Georgia, down here, claiming parts of Alabama and Mississippi. So they're really extending their boundaries. States wanted Congress to intervene, and they wanted to block some of these claims. 00:00:44 So the states are quarreling among themselves. And the Articles and Congress really stepped in. And Congress, with the power of the Articles behind them, says, look, we promise to administer the lands for the common benefit. And the states eventually seceded their claims to the national government and let the national government step in and solve these disputes. 00:01:10 There were several other questions remaining regarding these Western territories. For example, the status. Would they be colonies, or would they be new states? How are we going to deal with them? What would their government be? Would they be governed differently from the established 13 states? 00:01:27 How would public lands be divided and sold? What was going to be done with that land? And then the question of slavery. Would slavery be allowed in those territories? And it was going to be up to this new government to decide some of these issues. Section 9 00:00:00 In order to address the issue of a dividing and selling of public lands in the West, Congress, under the Articles of Confederation, passed the Land Ordinance of 1785. And this law divided lands in the Northwest Territory into townships and sections. Now, here you can see the 7 ranges of townships, for example. And you can see the way that land has been 00:00:25 divided up on this grid. It also set aside land for public schools. And after the land in the West was surveyed and divided, it could be then sold to settlers, anybody that was willing to move out there. And this really helped encourage movement west of the Mississippi River. Now the Northwest Ordinance was passed in 1787, just two 00:00:49 years later. Now this was to address the issue of whether or not these new areas these territories would eventually become states. So in the first territorial stage, they would be governed by Congress. And as more and more settlers moved in, once they reached 5,000 settlers, they could establish their own 00:01:10 legislature. And once they reached 60,000 settlers, or had a population of 60,000, they could apply for statehood. And if they became a state, they would be put on equal status with the other original 13 states. So they were an equal state, just like the others, once they reached this population size. So this is all contributing to helping people move west of 00:01:35 the Mississippi. Now these land ordinances of 1785 and 1787 are perhaps to the greatest accomplishments of the government under the Articles of Confederation. And they really helped to provide for the new government by generating income through the sale of western lands. They also encouraged settlers to move into the Northwest Territory. 00:02:01 They set a path for the territory's future by outlining the process by which a territory could become a state. They promoted public education in the region. And they also addressed the issue of slavery in the Northwest Territory by banning slavery for any states that were formed in the Northwest Territory. Section 11 00:00:00 We're one step closer to answering our lesson question, what were the major successes and failures of the Articles of Confederation? It's really in talking about the failures that we see how the weaknesses of the Articles are going to contribute to the creation of the system of government that we have today. So it's really important that we focus on these. So let's get started. Section 12 00:00:00 Take a look at the image on the screen in front of you. You see a woman here. She is resting her head in her hands. She seems like she's worried about something. Consumed by the worry, in fact. And this image is showing the response of many Americans as they felt overcome by the economic problems following the Revolutionary War. 00:00:22 The problems were caused by British and French goods flooding American markets. This really increased consumer spending. Now it might have been because many Americans didn't previously have access to some of these goods, and so they were buying things that were somewhat exotic to them. Well, paper money was also dropping in value. The states were printing more and more money to keep up with 00:00:45 consumer spending, and prices for food and manufactured goods were soaring. So the more money you're putting into the economy to accommodate these increasing prices for food and manufactured goods, this all contributes to inflation, which really lowers the value of money. The American government and many Americans fell into debt as a result. 00:01:11 Now Congress was powerless to do anything about this. And that's because the Articles of Confederation limited what they were able to do. For example, they couldn't stop states from printing money, so they couldn't stop money from losing its value. They also couldn't regulate prices, so they couldn't stop inflation. They couldn't regulate trade, so they couldn't stop foreign 00:01:34 goods from flooding the market. And they couldn't collect taxes, so they couldn't reduce the national debt. So here we begin to see one of the weaknesses of the Articles of Confederation. It can't do anything to address the economy for all of the states. Congress is rendered powerless to get the nation out of a 00:02:00 financial crisis. Now we already saw that the States are in fact contributing to this crisis. So this is why you need a strong federal government to be able to step in. And this is where we see cracks in the armor of the Articles of Confederation. Section 14 00:00:00 So let's talk about some of the other weaknesses of the Articles of Confederation and how that affected Congress's ability to govern. Well, Congress was powerless against foreign threat. And because it couldn't raise an army, it couldn't deal with some foreign threats that came up. Including-- British soldiers were still occupying forts on US soil. 00:00:25 Congress couldn't get them out of there. American Indians were raiding settlements, and Congress couldn't do anything to protect the people. They relied entirely on the state militia to do these things. Spain, in 1784, closed the Mississippi River to American trade. So that's a major port. 00:00:43 They're putting a stranglehold on the American economy. And pirates in the Mediterranean were capturing American ships and forcing many the soldiers into slavery, in the Mediterranean Sea, and areas of Europe and Northern Africa. So Congress really it is incapacitated in many ways by the Articles of Confederation. Now even at home, there are issues they have to deal with. 00:01:11 In 1783, a group of 400 soldiers demonstrated in front of Philadelphia's Independence Hall. They demanded payment for the service they had rendered during the war. They're saying, hey, you're supposed to pay me. I was a soldier in the war. I want to get paid for my time, for my service to our country. 00:01:30 They threatened to take action if their demands weren't met, and members of Congress feared for their safety. So they appealed to the state for protection. And when the militia didn't come, the congressmen fled to New Jersey. So again, Congress isn't even protected under the Articles, because there's no federal army. So if a state militia doesn't help them out in a situation 00:01:55 like this-- I mean, this could have been disastrous. Shays' Rebellion is another example. In 1786, many farmers in Massachusetts had fallen into debt. Remember, some of these farmers are the same guys who were Minutemen, or who were part of the Massachusetts state militia. 00:02:14 They fought in the Revolutionary War, and in those years away from their farms, they weren't earning their constant income because they weren't tending to their farms. They were off fighting for independence. They faced imprisonment and loss of their land. And also, Massachusetts had extremely high taxes at the time, higher than any other colony. 00:02:34 And so they had to pay those extremely high taxes, which they were protesting, and they also were protesting the court fees for being dragged into court with these charges against them. They didn't think it was fair that they might lose their land and go to jail because they didn't have money to pay these taxes, because many of these guys were veterans and they were fighting the war. 00:02:57 They didn't think that was right. So Daniel Shays led farmers in an armed rebellion and he shut down several courts. Now they were defeated by the state militia. However, this was really signaled to many people, the Articles are pretty weak. We've got to do something about it. Because it really shook the nation. 00:03:22 They were shocked. More Americans feared future rebellions and anarchy, because Congress couldn't really do anything to protect them. It was up to the states. Well, other states were looking at Massachusetts and what happened in Pennsylvania, and saying, we could be next. And maybe we won't be so lucky. 00:03:41 They expressed increased support for a stronger central government. Leaders from different states planned to discuss the issue. They recognized that they needed a new type of government, a stronger centralized government, that worked for the people, that worked with the states and the American people, but that also had this umbrella over all the states, where it could watch out for not only the citizens 00:04:11 but the states themselves. Summary Section 1 00:00:00 OK. In this lesson we answered the question, what were the major successes and failures of the government created by the Articles of Confederation? Now let's talk about some of the big ideas that we discussed in this lesson. Section 2 00:00:00 We talked about America's first Constitution, how in 1777, Congress approved the Articles of Confederation. And how it went into effect in March of 1781. Now this document was influenced by the colonists' experiences as British subjects. How they felt like they had been taxed unfairly. How they didn't have a representation in their government and how they were taking advantage of. 00:00:23 So they created a one branch government and granted few powers to that central government of Congress. We also talked about some of the successes that the government had under the Articles, including the land ordinance which were the greatest successes of the Confederation Congress. They resolved land disputes and created new opportunities west of the Mississippi. 00:00:43 The Land Ordinances of 1785 divided western lands for public sale and the Northwest Ordinance of 1787 established a system to which these territories could apply for statehood, how they would ultimately become states. We also talked about the weaknesses of the government. How under the Articles of Confederation, Congress was powerless to stop many problems. They couldn't stop inflation or strengthen the economy. 00:01:10 And they were unable to resist threats posed by foreign nations. And they were too weak to perfect protect citizens from internal rebellions. Americans realized that they needed a new government and they needed to make their central government a lot stronger.

Voyages of Columbus

Hi, I'm your instructor. I'd like to start our lesson by taking a look at this painting. It was created in 1862 and it commemorates Christopher Columbus's arrival in the New World. If you take a look, you can see the Europeans are arriving as conquerors. They are carrying flags and swords. 00:00:18 You can see it's a very important moment. Here in the center, we have Christopher Columbus. In addition to holding a sword, he's also holding the flag of Spain here. Next, there's one other person I want to point out to you. That's this man here. He is a Catholic missionary. During the 1400s, almost every single person in Europe was a 00:00:38 member of the Catholic faith. That's one important effect that the Europeans are going to have on the peoples of the New World. In this lesson, we're going to be taking a look at the voyages of Christopher Columbus. I'd like to start by taking a look at what Europeans knew and did not know about the world around them. Section 2 00:00:00 Well first, let's take a look at European understanding of geography in the late 1400s. By 1492, Europeans are starting to expand their knowledge of geography, and that's thanks to the Portuguese. Now, a man by the name of Prince Henry the Navigator established a school of navigation in the 1400s, attended by many Europeans. 00:00:22 And there, they learned map making, they learned how to build ships, they learned how to navigate using the stars, and so we start to see an explosion of exploration in the late 1400s. Now, by 1492, Europeans had still not found a sea route to India by going around the tip of Africa. However, they're starting to make great strides. Bartolomeu Dias finally covers around the Horn of Africa, so 00:00:48 around the Western edge, in the late 1480s. And then later, Vasco da Gama, a couple of years after Columbus makes his way to the New World, will finally get all the way around the southern tip of Africa and make it to India. Next, let's take a look at what Europeans did not know about the world. First, one big misconception that many people have is that 00:01:11 Columbus discovered the world was round. Well, that's not true. Most Europeans that have had extensive schooling understood that the world was, in fact, round. They just thought it was smaller than it actually was. So they didn't exactly know how big it was. Next, they believed there was only one ocean, which they called Oceania. 00:01:31 And then, finally, they only knew of 3 continents, Europe, Asia, and Africa. And if you take a look at this map, it's difficult to see, but here is their belief of what Africa looks like, which is smaller than it actually is. And here is where North and South America would be. And you can see there's nothing but ocean there. So they didn't understand that there was North and South 00:01:52 America, or Antarctica for that matter, but they are going to learn very, very quickly that there's a lot out there that they had no idea existed. Section 4 00:00:00 Let's take a look at the lesson objectives. By the end of this lesson, you should be able to identify the factors that motivated European nations to explore the seas during the Age of Discovery, compare and contrast Columbus's actual findings with European expectations of the world, and finally describe Columbus's journeys to the New World. Instruction Section 1 00:00:00 Let's start by taking a look at our lesson question. Why did Columbus make his journeys of discovery, and what did he find? First, we're going to be taking a look at the motivator for exploration. What made Europeans go out there and take these very dangerous voyages? The factor is going to be trade with Asia, so we'll be 00:00:18 looking at that first. Next, we're going to take a look at Columbus's first journey to America in 1492 followed by his later voyages. But let's start by learning about why Europeans even wanted to explore. That's the growth of the trade with Asia. Section 2 00:00:00 So why are Europeans so interested in trading with Asia? Well, trade with Asia becomes increasingly important to Europeans during the Middle Ages. So when is the Middle Ages? Well, the Middle Ages, historians use the fall of the Roman Empire in the 400s to mark the beginning of the Middle Ages. And it ends with the start of the Renaissance in the 1400s. 00:00:22 So it's this long 1,000 year period. And during this time period, we see trade between Europe and Asia begin to increase. So first, what kind of goods are available in Asia that aren't available in Europe? Why is trade so important? Well, one big reason is spices. Everything from salt and pepper to nutmeg and cinnamon 00:00:43 are very, very expensive and highly prized. And you can see a modern day spice market in Turkey in this photo. Now spices were needed because there's no refrigeration. So salt, for example, could make meat last a long time without spoiling. But of course, they also make food taste so much better. So that's one important good. 00:01:04 Next we have silk, which traditionally came from China. It's an important luxury fabric. It's very, very lightweight and beautiful. And of course, women, wealthy women of Europe, wanted to wear silk. Then also gold, which is not found in Europe, was needed for minting coins as well as making luxury items. Now these are just a few of the goods available in Asia. 00:01:26 Other things, including porcelain China, was also highly prized. Section 4 00:00:00 Now, in the 1400s, virtually all goods from Asia, came into Europe over land routes and they traveled in a caravan of people, a company of travelers journeying together. So people would travel in a large pack for safety reasons and they were transported from China into Central Asia from India. And they would land at a couple of important trading centers, including Damascus and Constantinople, where they 00:00:29 then met up with European traders who would take these goods into Europe. Now, it took many weeks and months or sometimes, even years for goods to reach their destination. So, of course, that means the price, the longer it takes, goes up and up and up. Now, the trouble with the land route is that it, although it's very well established and it's highly traveled by lots 00:00:50 of people, it was controlled and taxed by the Ottoman Empire. So that is also driving the costs of many of these goods up in Europe. It's also very slow and the longer it takes for a good to travel from one place to another, the more expensive it gets. And it's dangerous because caravans are 00:01:07 often targeted by thieves. Section 6 00:00:00 Well, by 1492, Portuguese explorers believed that they could get to India by sailing around Africa, and they understood that this route would be no doubt faster and cheaper than the land route. But the problem was no one had been able to do it. So we have India here, and the problem is getting around Africa, and no one had been able to make it. And there's two big hurdles if you're going to sail in the 00:00:22 1400s to get around Africa. The first hurdle is this area here. There's some very strong winds and it's difficult to cut through them, and this is the first people. People would get here and they would just get blown right back up into the northern part of the ocean, and they wouldn't be able to make it around that part of Africa. The second big hurdle is here, a very, very 00:00:42 dangerous stretch of waters. And getting around here to India was proving to be problematic as well. So it was very unknown, it was dangerous, and it isn't until after Columbus makes his way to the New World that Vasco da Gama finally achieves this route and makes it all the way to India. Section 8 00:00:00 Let's take another look at our lesson question. Why did Columbus make his journeys of discovery, and what did he find? You now know that European explorers were motivated by trade with Asia. Asian goods like spices were extremely valuable, so there was lots of money to be made. But as of 1492, no one had been able to sail around the 00:00:20 tip of Africa in order to establish a trade route with India or other points in Asia. Another man's going to come along in the late 1400s-- Christopher Columbus. He has a very ambitious idea. How about we take Africa out of the picture altogether? I'm just going to sail West and reach India that way. So let's talk about Columbus and his voyage to America. Section 9 00:00:00 Well first, let's talk a bit about Christopher Columbus. He was born in Italy in 1451, and as a teenager, sailed on several voyages to Africa, so he learned how to navigate then. Now, he devised a plan to sail west from Europe to Asia. He believed that this would take Africa out of the equation again. However, he couldn't find any governments to back him. 00:00:24 At the time, voyages were very, very expensive, you had to pay people a lot of money to take such a risky trip, and he needed backing from governments. And both of Portugal and Italy turned him down. He will eventually, of course, win backing from Spain. So let's take a look at Columbus's plan. His plans to sail west to Asia was based on some faulty calculations about the Earth. 00:00:47 He believed the earth was smaller than it was, and he believed that sailing from Europe would lead him directly to China and Japan. So let's look at this map. It's very interesting. It's a modern depiction of a map created in 1474. And here you can see the imagined United States, what the United States would look like if it were plotted on 00:01:07 this map, and North America and South America. So there's this land mass here that Europeans know nothing about. They don't even realize it's here. And Columbus's big problem is the Canary Islands here, which he had visited before, he believed that this distance was about 2,300 miles. In actuality, this distance is closer to 12,000 miles. 00:01:29 So he was far off. So first off, he's got to go a lot further than he thinks he does. That's the big problem. And of course, the second big problem is he has no idea that North and South America are lying in his way. Section 11 00:00:00 As we discussed, Columbus needs someone to fund his voyage. He's already been turned down by his home country of Italy, as well as Portugal. But he does win backing from the Spanish monarchs Ferdinand and Isabella. The Spanish monarchs believe that a successful journey would bring riches and power to the Spanish Empire, and 00:00:21 they are correct. You can see Columbus here kneeling in front of Isabella of Spain. What's interesting about Columbus is we don't actually know what he looks like. We're seeing all kinds of paintings of him, but they are simply artists' imaginations of him. In fact, no portrait was painted of 00:00:39 him during his lifetime. So let's take a look here at his first voyage, which begins in August of 1492. Columbus and his crews set sail in three ships-- you probably know this, the Nina, the Pinta, and the Santa Maria. They first spy land in the Bahamas and sailed to what is today Cuba, which Columbus believed was China. 00:01:01 Of course, he is not correct. He's going to land on the present-day island of Haiti and the Dominican Republic. This island is called Hispaniola. When he arrives, of course, he meets American Indians for the first time. Let's take a look at what he says. He says, "We saw several of the natives advancing towards 00:01:21 our party, and one of them came up to us to whom we gave some hawk's bells and glass beads." Hawk's bells, of course-- at the time, many people hunted with hawks and you attached bells to their legs so you could hear them come back. "With which he was delighted," so they gave the American Indians a gift of hawk's bells and glass beads, and the 00:01:41 American Indian was happy to receive that gift. "We asked him in return for water, and after I had gone on board the ship, the natives came down to the shore with their calabashes full," and a calabash is a type of squash that they held out and used it to carry water-- "and he showed great pleasure in presenting us with it." So according to this document, and this is from Columbus's diary in 1492, he had a very friendly encounter with the 00:02:09 American Indians. This is true throughout the first voyage. However, Columbus still captured some of these American Indians to bring back with him to Spain. Let's talk about his journey back to Spain. He left 39 men behind. They created a small settlement or fort which they called La Navidad. 00:02:27 He then returned to Spain a great hero. He reported finding great riches, even though that wasn't exactly true, but he did bring back a small amount of gold, spices, plants, and animals, as well as a few enslaved people. Section 13 00:00:00 Let's take another look at our lesson question. Why did Columbus make his journeys of discovery, and what did he find? You now know a little bit about Columbus's first journey in 1492. He doesn't quite know yet what he's found. He has not, of course, found modern-day North or South America, but he has reached the islands in the Caribbean 00:00:20 and he's brought back some samples of gold. So the Spanish monarchs are intrigued and immediately commission him to make another voyage. Let's find out about his later voyages to the Americas. Section 14 00:00:00 Well, Columbus had successfully reached a new area of the world. Now, people weren't quite sure where he had arrived yet, but they are intrigued enough to sponsor another voyage the following year. So in September of 1493, Columbus is going to set sail with a fleet of 17 ships. So he's taking a much bigger group of people 00:00:20 with him this time. However, they have some very specific goals this time. The conquering and settling of new lands that are being discovered, the acquisition of more wealth, and this is extremely important, we want you to bring back gold because we expect to be paid for financing this voyage, and then finally, evangelism. Now, evangelism is the spreading of Christian beliefs 00:00:45 in a new land or any other religious belief, but we are talking about Christian beliefs at this time, and do not underestimate the impact of this part of the process. At the time, the Spanish monarchs, Ferdinand and Isabella, were very, very devout Catholics and they believed it was their Christian duty to convert American Indian peoples to Christianity. So all Spanish voyages in the future, will have on board 00:01:11 priests whose job it is to convert people to Christianity. So let's take a look at Columbus's return to Hispaniola. Now, the primary focus of this voyage is to find gold. He has got to bring back money to repay the people who have financed these voyages. So he arrives at the fort, La Navidad, and that was again, 00:01:31 the site of the first Spanish settlement. Remember, he left some of his men behind. Well, he finds them all dead. They've been killed by American Indian peoples and so, as a result, he's going to force the native people on the island to work. So we see our first use of slavery in the New World. He orders all the American Indian peoples on these 00:01:51 islands to provide an amount of gold and if they did not provide it, they would be punished. Some of them, for example, their hands were cut off for not bringing back enough gold. And the problem is there isn't a lot of gold on these islands. Now, this order had not been approved by Ferdinand and Isabella but what we start to see happen is using the 00:02:10 American Indian peoples for the Europeans gain. They're going to start enslaving American Indian peoples. They're going to force them to mine for gold, do all sorts of work, and this is only going to continue as more and more Spanish colonists arrive in the New World. Section 16 00:00:00 Now again, another important goal of the Spanish monarchs is converting any native indigenous peoples to Christianity. So in order to do that, we're going to have a great number of priests come with the explorers over to the New World. Now they're going to live in the settlements and convert American Indian peoples to the Christian faith, and priests 00:00:22 are going to be the group of people that speak out against the enslavement of American Indian peoples. Because again, remember in many cases these peoples are going to be treated very, very harshly indeed. So let's take a look at Columbus's third voyage in 1496. He is going again to find the Asian mainland. He still believes that he is off the coast of Asia, and he 00:00:46 needs to find China. So he's going to go back and look for China. However, he's not going to find it. He is going to find the mainland South America. He's going to plant the Spanish flag in what is today Venezuela and claim that territory for Spain. He is also going to be appointed the governor of Hispaniola, however he's going to treat the people there so 00:01:08 horribly, the American Indian peoples, just horrific, horrific treatment, he is going to be sent back to Spain in chains. And all of his titles and honors, and even his promised pension or funding for the rest of his life, some kind of salary is going to be taken away from him because of his treatment of the American Indian peoples. He's going to spend six weeks in jail, and despite this he 00:01:32 convinces the Spanish monarchs to give him one more try to head back to the New World, again trying to find that route to India. So this time, however, he's going to reach or what is today Central America, the coast of Honduras, Nicaragua, Costa Rica and Panama, and of course he is very quickly learning there's something in the way to where he needs to go. 00:01:54 He gets stranded in Jamaica until he is rescued and sent back to Spain, and dies in 1506, again still insisting that he had found Asia, when in fact he had found a new continent all together. Section 18 00:00:01 Well, let's talk about the effects of the exploration in the Americas led by Columbus. Well, Columbus himself benefitted, especially in the beginning. He came back to Spain a wealthy and admired man. Of course, he's going to lose almost everything after his disastrous rule as the governor of Hispaniola. But we do see great benefit to the Spaniards themselves. 00:00:25 They're going to build a Spanish empire, thanks to the wealth that they pull out of the Americas, and by the mid-1500s, they are the most powerful empire on earth. The next big beneficiary of the voyage to the Americas is the Catholic Church. Remember in the 1500s, as more and more explorers, and settlers, and colonists make their way to the New World, they bring with them Catholic missionaries. 00:00:50 And even today, virtually everyone in the region, a huge proportion of the population, are members of the Catholic Church today. So let's take a look at some of the important negative consequences. And these are really going to be felt by the American Indian peoples, not only in the Caribbean but throughout the North American and South American region. 00:01:12 Now let's take a look at the Caribbean population. This group of American Indians are called the Arawak. Sometimes you'll see the word Taino used for their group, but their population is going to be devastated after the arrival of Columbus. And there's a couple of reasons. First, the vast number of them are going to be enslaved and forced to work for the Spanish, on plantations, like 00:01:37 sugar plantations, mining for gold, trying to take the natural resources out of the land. This is also going to be devastating on this population, because, of course, it makes it more difficult for them to survive themselves, that they are being worked to death by the Spanish. And that's certainly true. They are also treated very harshly by the Spanish, often 00:01:58 killed for sport. So just inhumane treatment of American Indians. On top of that, we see another very important consequence, and that is, European diseases are introduced into the American Indian population in the Americas, and it's going to devastate those populations. So let's take a look at this American Indian group as an example. 00:02:19 Historians don't know exactly how many of the Arawak lived on Hispaniola, but they believe it was about 8 million. And by the time the Spanish take a census in the early 1500s, that number is down to about 20,000. A few years later, there are very few Taino or Arawak people left at all, as a result of this treatment, and a result of the diseases that are spreading amongst the population. Summary Section 1 00:00:01 As a result of your lesson, you should now be able to answer your lesson question. Why did Columbus make his journeys of discovery, and what did he find? Let's take a look at what you've learned in this lesson. Section 2 00:00:00 Well, first you learned that Europeans were interested in exploration because they were trying to find a new trade route to Asia. Remember Asia was home to very expensive and lucrative trade goods like spices and silk. Now the established land route was expensive, it was slow, and very dangerous. So they started to search for a sea route, but they had 00:00:22 problems getting around the Cape of Africa. So as a result, Columbus chooses to sail west in search of a different way to get to India and Asia. Now let's take a look at Columbus's first voyage. He sailed west from Europe expecting to reach Asia. However, he landed in the Americas, but he believed he was in Asia, and believed for the rest of his life that he had in fact found land off the coast of Asia. 00:00:50 Now he's going to build a settlement on the island of Hispaniola and return to Spain with a little bit of gold and tall tales of all the riches that he'd found in America. He also brought a few American Indians, the first people to be enslaved by Europeans. Later Columbus would go back on subsequent voyages three more times, and each time he would find even less and less 00:01:13 success, because he wasn't finding gold, which is what he had promised the Spanish monarchs. He explored the coasts of both Central and South America. He did not find gold, he did not find spices, however he was appointed the governor of Hispaniola and ruled tyrannically. He treated the American Indians horribly, and as a result he was removed from his position as governor and sent 00:01:37 back to Spain in disgrace not once, but twice. Next let's talk about the lasting impact of Columbus. Of course it's going to impact of millions of people. He established a Spanish rule in the Caribbean, and from there the Spanish would begin a conquest of the Americas, making them the richest empire on Earth. Catholic evangelism is an important part of that conquest, and even today the vast majority of people in 00:02:03 Latin America, what is today Central and South America belong to the Roman Catholic Church. And then finally, most devastating, the American Indian populations fell drastically not only because of the harsh, harsh treatment by the Spanish, but more significantly by European diseases, which will result in devastating losses to American Indian populations.

Key Content Review: The New World

Hi, I'm your instructor. In this lesson, we'll be reviewing all you've learned about the New World which, in fact, wasn't very new at all. It was just new to the Europeans who discovered it in 1492 with the arrival of a man named Christopher Columbus. So take a look at this map from 1570. It shows you how much more the Europeans knew than they had just 100 years before, when they didn't 00:00:23 know any of this existed. Of course, when you look at the shape of the continents, they're not quite right yet, so the Europeans are still finding their way around this New World that they had just discovered. Let's start by taking a look back at the New World, how it was discovered, and what had existed there before. Section 2 00:00:00 Of course, this area that we're going to call the New World was not new at all. Humans had been living there for thousands of years. By 1492, somewhere in the neighborhood of 100 million people lived in what is today North and South America. They had built cities. They built thriving cultures such as the Aztec and the Inca, both of which had complex civilizations. 00:00:25 In the late 1400s, Europeans had a growing knowledge of the world around them. They were starting to sail along the coast of Africa in search of trading points in Asia. They of course understood the world was round, and in 1492 would discover something new-- two new continents that they didn't know existed. You can see them missing from this map-- 00:00:45 a new world which we will call North and South America. Section 4 00:00:00 Let's take a look at our lesson objectives. By the end of this lesson, you should be able to identify the early people of the Americas, examine Spain and England's motivations for colonizing the Americas, compare and contrast the French and Dutch exploration of the Americas, and explain their reasons for the establishment of slavery in the Americas. Instruction Section 1 00:00:00 Now let's take a look at our lesson question. What were the causes and effects of European settlement in the New World? We're going to be looking at this from four different perspectives. We'll be taking a look first at the early American Indian peoples of the New World. We'll be looking at Spanish exploration and colonization, 00:00:18 followed by English exploration and colonization. And then finally, we will take a look at French and Dutch exploration and colonization. Let's start with the early American Indian peoples who were living in the Americas upon the arrival of the Europeans. Section 2 00:00:00 Now remember, that very first group of American Indians to come over to North America are called Paleo-Indians. And scientists believed that they came from Asia between 30,000 and 13,000 years ago. Now scientists don't know for sure why these people came, but they believe, perhaps, new technologies allowed them to travel over longer distances. Perhaps that things in Asia we're getting too crowded so 00:00:28 they needed to come over from Asia for that reason. Or perhaps, environmental changes caused them to follow a food supply to a different climate here in North America. Now how did they come? Scientists don't know for sure either. They do that there was a land bridge, and perhaps they crossed over that way. But some scientists think that maybe ice blocked this part of 00:00:51 North America from points further south. So instead, perhaps, they came along by sea following the coastline. But we will never know for sure. Now let's take a look at the early Paleo-Indian cultures. We know that the Clovis were the first of these cultures and then later Paleo-Indian cultures developed from the Clovis. 00:01:12 So let's take a look at the Clovis first. They existed between 9500 and 8800 BCE. They were hunter-gatherers, and they lived across North America. So we've found similar artifacts at many different places. But remember, the first artifacts were found near Clovis, New Mexico, which is why we give this particular 00:01:31 group this name. Now they are known for their stone tools, and we see similar stone tools at many sites across North America. Now from the Clovis, the Folsom culture developed. It existed between 9000 and 8000 BCE. This group were also hunter-gatherers, and lived mostly in what is today the Great Plains. They developed more advanced stone tools. 00:01:56 Now after the Folsom culture began to die out, a new culture took its place. This is the Plano culture. They existed from about 8000 to 6000 BCE. They were also hunter-gatherers also living mostly in the Great Plains areas. And they're going to advance the development of tools and other technologies. 00:02:16 So this is the most advanced of the Paleo-Indian cultures we find in North America. Now later, we have more advanced Indian cultures develop. First, the Mound Builders in the East who built large earth works primarily for burial or ceremonial purposes. They practiced agriculture and traded over wide areas. Typically we find them in river valleys such as in the 00:02:42 Mississippi River Valley. And includes many different groups, including the Adena, the Hopewell, and the Mississippian Indian cultures. Next in the southwest, we learned about farming cultures. And despite the fact that this area is semi-arid, or gets very little rainfall, we still have farming techniques used. They built irrigation systems and used other techniques for 00:03:04 farming in this dry climate. They created distinctive art works and potterys. And it includes the Anasazi, which are the ancient Pueblo cultures, the Hohokam, and the Mogollon. Section 4 00:00:00 We use the term pre-Columbian to refer to the peoples who lived in the Americas at the arrival of Columbus. Pre-Columbian, of course, means before Columbus. So that's anything that's occurring in the Americas prior to 1492. Now, many of these pre-Columbian peoples developed advanced cultures, such as the Aztec and the Incas. Section 5 00:00:00 Let's take another look at our lesson question. What were the causes and effects of European settlement in the New World? You've now reviewed what you've learned about Paleo-Indian groups, and you now know that pre-Columbian means prior to the arrival of Columbus. So what happens once Columbus and other Europeans arrive? First, let's take a look at Spanish exploration and 00:00:22 colonization and review what you've learned about this topic. Section 6 00:00:00 Well, the first European to set foot in the New World in 1492 was Christopher Columbus. Remember, he was an Italian hired by the King and Queen of Spain to find a water route to Asia. Instead, however, he landed in the Americas on the island of Hispaniola where he found gold and established a settlement. He also took American Indians back with him to Spain so they could learn the Spanish language. 00:00:27 Now Columbus' arrival in the New World is going to set off an explosion of exploration and colonization as well as trade in the New World. Now one of the biggest components of this trading network is called the Colombian Exchange. This is the vast exchange of goods, foods, and ideas between the Old World which is Europe and the New World that is the Americas. 00:00:53 So let's review the Colombian Exchange. From the Americas, foods including corn and potatoes, tomatoes, pineapple, chocolate, all are going to be sent from the Americas and introduced to Europe where they will be grown in Europe and incorporated into foods in Europe and so forth. On top of that, there are lots of valuable metals in the Americans including gold and silver that will also be 00:01:16 transported across the Atlantic. From Europe, however, we also have new foods including wheat, coffee, and sugar. And remember, much of the Caribbean is going to become dependent upon the cultivation of sugar on those vast sugar plantations. We also see livestock animals. Remember horses, cows, pigs, all these animals were unknown 00:01:37 in the Americas. These will be brought over from Europe. We also have the Christian religion that will spread across North and South America, and then finally diseases. And this is going to be one of the most important effects of the Colombia Exchange. European diseases will wipe out as much as 90% of the 00:01:55 American Indian population in the New World. Section 8 00:00:00 Well once that New World was discovered, Spain had three important motivations for colonization and conquest. First were economic reasons. They wanted to find gold and make the Spanish empire more wealthy. This would allow them to gain power over their European rivals, especially Britain and France. So by claiming this land and building this vast empire, 00:00:23 they were going to turn themselves into the most powerful empire on earth. Then also don't forget the Spanish monarchs were devout Roman Catholics, and they believed it was their mission from God to convert as many American Indians to Christianity as possible. This becomes an important part of their model for conquering in the New World. 00:00:42 Now in order to do this, Spain sent conquistadors, these sons of Nobles who were also military commanders, who would go in, explore, and conquer lands in the name of Spain. Two important conquistadors, the first is Hernan Cortes, who captured the Aztec entire for Spain in 1521, and then Francisco Pizarro, who in the 1530s conquered the Inca Empire in what is today South America. Both of these empires brought great wealth 00:01:12 and lands to Spain. Next in the North, Spanish explorers included Ponce de Leon who claimed Florida for Spain, de Soto who explored the Mississippi River area, and then Coronado, who explored and conquered the American Southwest, claiming these lands for Spain. Now in order to effectively gain control of what is today the southern United States, the Spanish 00:01:39 began to build missions. And they built this in order to expand their empire, but they built missions throughout the Americas in order to assimilate American Indians into Spanish culture. So let's review what we learned about this. Remember, they wanted to promote Christianity and the Spanish culture among American Indians. They wanted to teach them Spanish customs, the Spanish 00:02:00 language for example. But again, in the southern United States specifically, these missions are going to serve as outposts for continued expansion and settlement of the Spanish empire. Section 10 00:00:00 Now let's review the effects of Spanish exploration and settlement on American Indians. First, remember, the Spanish exploited and enslaved American Indians, forcing them to work on Spanish plantations in the West Indies, for example. They also are going to introduce European diseases into American Indian populations. This will be devastating because diseases will wipe out 00:00:26 as much as 90% of the American Indian population. In addition, they are going to destroy American Indian culture in an effort to assimilate American Indians into Spanish culture. So American Indians will abandon their religious beliefs. They will abandon their customs. They will abandon their languages in 00:00:46 favor of Spanish ones. The destruction of American Indian populations are going to result in the growth of the African slave trade because again, as this labor force is lost, it needs to be replaced. So in the late 1500s, we start to see the growth of the African slave trade to the New World. Section 11 00:00:00 Let's take another look at our lesson question. What were the causes and effects of European settlement in the New World? You now know that Spain conquered a vast empire in the Americas. They incorporated American Indians into their society, teaching them the Spanish language and asking them to convert to Christianity. 00:00:20 Now we're going to take a look at English exploration and colonization. How was it different from what Spain did? Section 12 00:00:00 While the English will actually start exploring soon after Columbus does, but their settlements will come much later. The first attempt at English colonization does not occur until the 1580s when Sir Walter Raleigh tries and fails to settle in what is now North Carolina. Remember, he had a very famous colony called Roanoke that mysteriously disappeared. 00:00:23 And all that was left was a clue in a tree, the word Croatoan carved to be found much, much later. So let's take a look at the first permanent English settlement. Remember, this was created by the Virginia Company. It was a private company chartered by the king to establish a colony, and in order to make money for its investors, the company planned to colonize North America and 00:00:46 hopefully, find a route to the Pacific Ocean. Remember, this is that famed Northwest Passage that, in fact, will not exist. There's simply no way to cut through North America to the Pacific Ocean. Now, in addition, the colony hoped to find gold or other precious resources. So in 1607, they're going to establish a settlement that 00:01:09 they named Jamestown in honor of the king. After struggling to survive, the colony is going to find success with the introduction of tobacco. The colonists also are going to create the first representative government in North America. They create the House of Burgesses in 1619. After that year, the first enslaved Africans are going to arrive and very soon the colony of Virginia will become 00:01:38 dominated by slavery because of the need of the large labor force to grow crops like tobacco. Section 14 00:00:00 The English settlers had a very uneasy relationship with their American Indian neighbors, the Powhatan. The colonists and the Powhatan sometimes cooperated. However, conflict often resulted, such as the Jamestown Massacre which occurred in 1622. You can see an image of that event here. As time went on, English colonies would begin to expand and they would continue to push American Indians further 00:00:25 and further inland off of their lands. The Spanish and the English introduced slavery to their colonies, and eventually slavery became key to a trade network called the triangular trade. On the first leg from Europe to Africa, manufactured goods were transported. Leg two was called the Middle Passage, and enslaved Africans are brought from Africa to points in the Americas. 00:00:52 Primarily, they go to two locations, Brazil and the West Indies. And then finally on the third leg, New World products including raw materials like timber, molasses, and sugar would be transported from the Americas back to Europe. Section 16 00:00:00 Let's take another look at our lesson question. What were the causes and effects of European settlement in the New World? So you've just learned about Spanish and English colonization and settlement. Now, let's take a look at French and Dutch exploration and colonization. Section 17 00:00:00 Well first, let's take a look at France. And France began sending exports to North America in the early 1500s. And first you learned about Verrazano who explored present day New York in 1524, Jacques Cartier who explored present day Newfoundland and sailed down the Saint Lawrence River, and then finally Samuel de Champlain who founded the first colony at Quebec in 1608. 00:00:25 He's also known for exploring the Great Lakes. He also is the one to help to build the fur trade. Remember he built alliances with local American Indian groups who were then going to provide furs. So the big thing you need to remember here is that French settlement in the New World was dependent upon trade with American Indians. So the French settlers are providing iron kettles, 00:00:49 knives, and other manufactured goods, while the American Indians are providing furs. Now remember, for this relationship to work the two groups have to cooperate with each other. So many of these fur traders joined American Indian tribes in order to learn American Indian languages. They learned how to respect American Indian customs. And this is a vital part of trade in New France. 00:01:11 Now again, the fur trade becomes the most important industry in New France and the economy of this region is built upon that trade. Section 19 00:00:00 Let's take a brief look at the fur trade and its effects. Remember, it does have harmful effects on American Indians. They became dependent upon European goods, and they started to buy things that they used to make for themselves. On top of that, it increased their exposure to European diseases, and we know how devastating European diseases were on American Indian populations. 00:00:22 It also results in declining production in animal populations. This was due to over-hunting caused by the growth of this fur trade. This is extremely significant because it forced American Indians to go further and further inland to obtain furs for the French, and that led to conflict with other American Indian groups as a result of the decline in 00:00:43 populations closer to the coastal areas. Next, finally, let's take a look at New Netherland. This is the colony created by the Dutch. Remember, in the beginning, it was just simply a string of forts and trading posts. This area will become New Netherland in 1624. And of course, they're going to build a larger settlement called New Amsterdam in present-day where New York 00:01:08 City is located. When the Dutch are challenged by the English in the 1600s, the Dutch are forced to surrender this colony to the English, who will then rename this area New York. It will become one of the 13 colonies of the English in the New World. Summary Section 1 00:00:00 Well, as a result of your lesson, you should now be able to answer your lesson question. What were the causes and effects of European settlement in the New World? Section 2 00:00:00 Remember, the first humans arrived in present-day North and South America perhaps some 30,000 years ago. There are three important Paleo-Indian groups that you learned about-- the Clovis, Folsom, and Plano cultures that emerged. Later, we had more advanced cultures that farmed for a living. It includes Mound Builders and groups in the Southwest. 00:00:23 By the late 1400s, hundreds of different groups exist across the Americas, including advanced civilizations like the Aztec and the Incas. Next you learned about Spanish colonization and explorations. Christopher Columbus arrived in 1492. This is going to set off a phenomenon called the Colombian Exchange, this vast exchange of trade goods, foods, diseases, ideas that are going to transform both 00:00:52 the Old World, Europe and Africa, and the New World, North and South America. Remember, the Spanish send conquistadors to explore and claim lands in North and South America. They're going to help Spain conquer a vast area in order to expand their conquests as well as assimilate American Indians into Spanish culture. The Spanish begin building missions to teach American 00:01:15 Indians the Spanish language and convert them to Christianity. As a result of Spanish conquest, American Indians are going to suffer terribly, first from enslavement and overwork, and also from the influence of Spanish diseases. Next, you learned about English exploration and colonization. They began exploring soon after Columbus. 00:01:37 However, they are going to build their first settlements much later. The first permanent English settlement doesn't come until 1607, Jamestown in Virginia. Remember, it was dependent upon the growth of tobacco. Slavery will later be introduced into this region as well because the growth of tobacco is so important. to the growth of Virginia and other 00:02:03 colonies in the Americas. The English are known for their establishment of self-government. Remember, it's called the House of Burgesses. That's very important for you to remember. It's the first example of representative government, the first representative body in the 13 colonies. Next, you learned about French and Dutch exploration and 00:02:24 settlement. Remember, the French came in search of trade. They're going to colonize in what is today Southern Canada as well as the Great Lakes region in what is today the United States. They're going to build a thriving fur trade that depended upon good relations with American Indians. So the French, for example, are going to learn American 00:02:43 Indian languages and customs in order to facilitate that trading relationship. We also learned about the Dutch who established an active trade in present-day New York. They are going to build a colony called New Amsterdam, which is located where present-day New York City is, which they are forced to give to the English in 1664. The English will rename this area New York.

Migration to America

Hi, I'm your instructor. This lesson is titled Migration to America. The word migration means to move. In this lesson, we'll be learning about the very first people who moved to America. The problem is we don't know exactly why those people chose to come here. There are no written records from this time 00:00:18 period so long ago. Instead, archaeologists use objects that they find in the ground, such as the ones pictured here, in order to learn about these very early cultures. So what exactly is an archaeologist and how do they find these objects? Let's take a look. Section 2 00:00:00 Well, an archaeologist is a person who studies the science of archaeology. This is the scientific study of the physical remains of past human life. So what exactly are physical remains? Well, it includes all kinds of things. Artifacts, fossils or even living areas. Now an artifact is any object, such as a tool left behind by 00:00:22 a human being from an earlier time. So for example, this arrowhead is an artifact, and we can see all different kinds of arrowheads here. Scientists can look at these types of objects, and they can make an educated guess about when the person lived, how the person lived, and so forth. And they can often compare artifacts found in two separate locations and then make a determination on 00:00:46 whether those cultures are related in any way. Now in order to find artifacts, physical remains are often buried. Therefore they have to be dug up, identified and dated. And we can see this man here working at an archaeological dig site. So you can see the surface is way up here, and they often have to dig far below the surface to find an object 00:01:09 located far underground. Now scientists use many different methods to estimate the age of physical remains, and that's one important clue about a society. When exactly in human history that particular person who made that tool may have lived. Now remains can be very, very difficult to find, and it's often chance that helps scientists locate new finds. 00:01:32 For example, sometimes an object will be pushed up due to tectonic activity, or someone happens to be digging something else and then they come across an object. And often then that particular area can be sectioned off, and then scientists come in and they dig throughout the whole area, hopefully finding more and more artifacts. So let's take a look at how scientists use the artifacts in order to determine something about the human 00:01:59 beings who created them. Well, archaeologists develop a theory, and a theory is an explanation of events based on the evidence they find. So depending upon what kind of objects, what kind of tools, what kind of pottery or so forth that they find in a particular area, they can make guesses about how those people may have lived, as well when those people may have lived. So sometimes more than one theory fits the evidence, and 00:02:24 often new evidence, when it's discovered, can lead to new theories as a result. On top of that, technology is always changing. So new and better technology can also change how scientists choose to interpret that evidence. And of course some of this is all a matter of opinion, or drawing an intelligent conclusion, and so different scientists may support different theories about a 00:02:49 particular site or area. Section 4 00:00:01 Let's take a look at our lesson objectives for this lesson. By the end of the lesson, you should be able to identify prevailing theories that describe early migration to the Americas, describe evidence that shows the spread of early Clovis cultures in North America, and compare early Clovis cultures with later Folsom and Plano cultures in North America. Instruction Section 1 00:00:01 Let's take a look at our lesson question. How did the first people migrate to North America, and what were their cultures like? In this lesson, we're going to take a look at the first people who came to America and perhaps why they made that decision. Then we're going to take a look at some early American Indian cultures, including the Clovis culture and the Folsom 00:00:20 and Plano cultures. But first, let's answer this question. Who were the first migrants to North America? Section 2 00:00:00 Scientists don't know exactly when the first human beings arrived in North America, but they do believe it happened between 30,000 and 13,000 years ago. So these are the first people who migrated to North America. Migration is the movement of people from one region to another. Most scientists believe that the first people came from Asia and migrated to North America. 00:00:25 They don't know exactly how this occurred. Why did these people choose to come to North America? Scientists have a few ideas. First, they think perhaps the Ice Age or climate change caused people to move. As the weather gets colder and colder, it becomes much more difficult to make a living in certain areas. So scientists theorize that perhaps people were looking 00:00:49 for milder weather. So that's one reason, perhaps, they came. Next, some scientists believe that because of the Ice Age-- and sea levels were falling because so much water's being built up into ice-- that a land bridge existed between Asia and North America during this time period. So perhaps early migrants crossed that land bridge. 00:01:11 Next, some scientists believe that population pressure may have led to people migrating. What that means is that during this time period, you need a great deal of land if you're going to be a hunter-gatherer. Remember, hunter gatherers are people that have to move around in search of food. So as more and more people are hunting and gathering in a certain small area, the land can't support all of them. 00:01:38 So they theorized that perhaps some of these hunter-gatherers moved to North America in search for food because it was just too crowded in the areas where they were living before. Then finally, some scientists say new technology, especially new boats or perhaps new stone tools, made it easier for people to get around, easier for people to hunt, and so they may have come over for that reason. Section 4 00:00:00 So let's take a look at some of the theories that scientists have about how early human beings got to North America. One popular theory is called the Land Bridge theory. Scientists believe that a land bridge connected Asia and North America during the most recent ice age, and they call this land bridge Beringia, and you can see it here. So here's your modern day Alaska. 00:00:22 That's this outline here. And this is modern day Russia. And of course today, all of this area is ocean. But during the last ice age, because of the falling sea because of the rising ice, scientists believe that there may have been a land bridge connecting these two areas, and that people could have just walked across. And of course, this is the theory that many scientists 00:00:47 subscribe to. People just followed game or some other reason and crossed over from Asia, into modern day Alaska. And most scientists believe that this land bridge existed from about 28,000 to 10,000 BCE, but not every scientist agrees with this theory. So let's take a look at the two sides. Those who believe this theory is correct say that, number 00:01:12 one, people wouldn't have needed any kind of special technology to walk across, and that they would naturally have just followed any animals in the region that they were hunting. And so it would've been a natural way for people to cross from Asia into North America. However, many scientists oppose the theory, and they do so for one reason. 00:01:32 And that is, many scientists believe that ice would have blocked migration south into the rest of North America. So what does this mean? Well, what many scientists believe is that yes, they would have been able to travel from Asia into Alaska. But they wouldn't have been able to get out of Alaska further south, because that means that ice was blocking that way until about 14,000 BCE. 00:01:57 And of course, there is evidence that human beings lived in North America prior to 14,000 BCE, so they must have gotten here another way. So again, scientists don't know for sure, but this is the two sides to this particular issue with the land bridge. Those who support the argument and those who oppose it. Section 6 00:00:00 Now, remember. Not every scientist agrees that the earliest humans walked across a land bridge. Instead, they put forth a different theory that perhaps the first people migrated to North America by boat, sailing down the coast. So let's take a look at this theory. At the time, of course, this is what the 00:00:17 water line looked like. And so scientists believe that perhaps people in small boats sailed around that water line staying very close to the shore. But the problem is, it's very difficult to prove. Because let's say people even built little settlements on the land. Well now, those settlements, of course, are under water, 00:00:37 because present day water goes all the way up here. So any evidence that would have existed is now gone because of climate change. After the ice age, sea levels would have risen and the original coastline would be underwater. So any type of artifacts people would have left are now deep, deep beneath the ocean, so there's no way to find any earliest human sites that people may have built along 00:01:04 their way down the coast of North America. So let's take a look at the pros and cons of this particular theory. First, the strengths of this theory. So people that put forth this theory saying this is what happened, this is their argument. That there was plenty of food for migrants along the way if they stayed along the shore. 00:01:22 The earliest humans, of course, had boats by this time, and there's no barrier to moving south into the rest of North America. Remember that the big problem with the land bridge theory is that they believe ice was probably blocking that way, and there would be no way through to the southern part of North America where we find all of these settlements. Next, the challenges to this theory are that the crossing 00:01:45 would have been much more difficult if you tried to take a boat and follow along the shoreline than it would have been if people had just walked across. Secondly there's no way to prove or disapprove this theory because all of that evidence would be underwater. There's no physical evidence, there's no artifacts of any type to lend support for this particular theory. Section 8 00:00:00 Let's take another look at our lesson question. How did the first people migrate to North America, and what were their cultures like? You now know that scientists have two theories about how early peoples came to North America. They came either probably by land bridge or by boat. Now, we're going to take a look at the first recognizable culture of the region, the Clovis culture. 00:00:22 Let's find out what these people were like. Section 9 00:00:00 Well, the first recognizable culture of American Indians in North America is the Clovis culture, and they are the first Paleo-Indians. And the word Paleo means prehistoric or ancient, and this is the term we've give for ancient American Indian peoples. Paleo-Indian. And the first group, again, with a set culture with some 00:00:22 recognizable traits is the Clovis people. Now the first site was discovered in Clovis, New Mexico, and that's how we've named this particular group of people. And then sights were soon discovered throughout North America. And you can see some of the sites here. Clovis is located here in New Mexico, but you see they're in 00:00:41 the Northeast, across the northern part of the United States, as well as in present day Arizona and New Mexico. Now the Clovis culture may have lasted from about 9,500 to 8,800 BCE. So let's take a look at some of the features of this particular group. Artifacts and remains at these various Clovis sites describe a culture that shared some main features. 00:01:04 First, they were hunter gatherers, which meant that they moved around in search of game from place to place. So they didn't build villages or any permanent settlements. They also traveled over very long distances in search of game, and we can see they hunted ice age animals, like the mammoth pictured here. Now one way that scientists have determined which of these peoples are Clovis peoples is based on this arrowhead, which 00:01:33 you see here. It's called the Clovis Point, and scientists use this particular artifact as well as other types of artifacts, tools and animal bones in order to determine if this particular culture is a Clovis culture, or some other type of culture. And the Clovis people made tools from stone, bone, wood, and animal hide, but again it's this Clovis Point that is 00:01:57 most recognizable. This is a flaked stone weapon used for hunting, so they used rocks or other materials in order to create this shape. And we see this shape throughout Clovis cultures in North America. Section 11 00:00:00 So now let's talk about the archaeologist role in all this. How do they know that the Clovis culture is the oldest Paleo-Indian culture in North America? Well, let's take a look. Evidence of past cultures is found in layers in the ground. So let's say you have these layers, OK? And we have some artifacts here. 00:00:22 And then we have some artifacts here. And let's say these are the Clovis artifacts. Well, they know it's the oldest culture because there's nothing under here. This is just dirt, and they keep digging down. They don't find anything any earlier. So this is the oldest Paleo-Indian group, and then after time we have more dirt, and then scientists dig, and 00:00:47 then they find something else. So scientists dig in this direction, because here's the surface of the earth. And so they dig for a while, then they come across this layer, and they know this is the more recent Paleo-Indian group. Then they keep digging for a while, and then they come across this layer, and that's the Clovis group. 00:01:03 So we know that the Clovis is the oldest group, because over time settlements are destroyed, and then new settlements built up over them. So the higher above the ground we find things, the newer the artifact, and then the newer the culture. Now the Clovis, again, is called the first Paleo-Indian culture because there is no artifact layer below it. It's the deepest found underground, and Clovis 00:01:27 artifacts aren't present in newer layers because the Clovis culture ended. So the longer that we find Clovis artifacts, the more recent Clovis cultures existed, and after a while you don't find anything. So we know at a certain point the Clovis culture died out. Well, why did that happen.? Well, there are different theories. 00:01:47 First, some scientists believe that the Clovis killed all the big animals they hunted for food, so they had to change their culture. They had to adapt. Maybe they had to stop and hunt and gather only plants or something for a time, and then over time their culture began to change. Some scientists believe that climate change was 00:02:06 responsible. Big animals died, and the culture changed as weather got dryer and the seasons became more extreme. Other scientists believe that new technology is to blame. People developed better tools, they developed better shelters, and then they created small settlements instead. But for whatever reason, what we do now is that eventually 00:02:26 the Clovis culture died out, and it was replaced by new Paleo-Indian cultures. Section 13 00:00:00 Let's take a look at our lesson question. How did the first people migrate to North America, and what were their cultures like? You have just learned about the Clovis culture. Scientists, remember, believe this is the oldest Paleo-Indian culture because it has been buried the furthest beneath the Earth. There have been no cultures that have had artifacts found 00:00:23 that have dated any older than these particular artifacts. So again, scientists agree that this is the oldest culture found in North America. We know that something happened to the Clovis culture to cause it to change or die out. Now we're going to take a look at the more recent Paleo-Indian cultures, the Folsom and Plano cultures. So let's learn about them next. Section 14 00:00:00 Well, you just learned about the Clovis culture, and now you're going to learn that the Clovis culture was replaced in many areas by a new culture called the Folsom culture. The Folsom culture developed from the Clovis culture as people adapted to a new environment and created new tools. And the Folsom culture existed between about 9,000 and 8,000 BC. Over time, that culture too began to change, and a new 00:00:25 culture was influenced, the Plano culture that came later between 8,000 and 6,000 BCE. So let's take a look at these cultures on a timeline. First we have the Clovis culture. Remember, scientists don't quite know exactly why this culture died out, but what they do know is that in many areas it was replaced by a new culture, the Folsom culture, which then influenced a later culture, the Plano culture, 00:00:51 which existed from about 8,000 to 6,000 BCE. Now let's take a look at the Folsom culture. Folsom artifacts were found at sites in New Mexico in the same areas that the Clovis artifacts had been found, and remember this is all done in layers. So the Clovis artifacts would have been buried at the deepest point, and then the Folsom artifacts would be buried above it if this is the surface of the Earth. 00:01:19 So that's how scientists know that this culture came from this one. And the Folsom culture again developed from that Clovis culture. The Folsom people settled in the Great Plains of North America, and we can see that on this map here. So we're talking about the central part of the United States and into northern New Mexico. 00:01:38 This is where we find Folsom artifacts, and the Folsom culture, again, is believed to have lasted from about 9,000 to 8,000 BCE. So what do we know about the Folsom culture? Well, like the Clovis, the Folsom were hunter gatherers, and they mostly hunted a type of extinct giant bison. They developed new hunting methods in order to hunt this particular animal, and they developed more advanced tools, 00:02:07 such as the Folsom point here, and you can see it's shaped slightly differently than the Clovis point. It's a much more pointy point. It's much sharper, and this more advanced tool allowed the Folsom culture to become a little bit more advanced than the Clovis culture that had preceded it. Section 16 00:00:00 Now let's take a look at the last of the Paleo-Indian cultures. That's the Plano culture. By being the last of these cultures, it doesn't mean that there aren't other American Indian cultures that come later-- of course, there are. This is just the last of the Paleo-Indian cultures, so the last of these ancient Indian cultures. 00:00:19 We know a lot more about more modern American Indian cultures. So let's take a look at the Plano culture. They developed, again, from the Folsom culture as we have mentioned earlier. They also lived mainly on the Great Plains from Southern Canada to the Gulf of Mexico. This particular group is believed to have lasted, this 00:00:36 culture, from about 8000 BCE to 6000 BCE. So let's take a look at the traits of this culture. They shared many of the same traits as we see in Clovis and Folsom cultures. They were also hunter-gatherers. However, they hunted a more modern type of bison along with other animals. They lived in a smaller area than the other two groups. 00:01:00 However, they had a much higher population than either the Clovis or the Folsom cultures. They also developed the most advanced stone tools of the three culture groups. Summary Section 1 00:00:00 Let's take a last look at our lesson question. How did the first people migrate to North America, and what were their cultures like? As a result of this lesson, you should now be able to answer your lesson question. Let's review what you've learned in this lesson. Section 2 00:00:00 Well, first you learned about the migration of early peoples from Asia to North America. Now scientists believe that these people came over in 1 of 2 ways, either via land bridge or by boat. Now, why they came over? Perhaps due to new technology, population pressures, making it more difficult to hunt and gather and provide for a 00:00:20 family, or changing climate and landscape, which made the journey possible for the first time. Now, scientists don't know exactly when this happened. But they believed it happened between 30,000 and 13,000 years ago. And that they believe it happened either by crossing on foot across a land bridge called Beringia, or perhaps by boat along the coast. 00:00:41 Now we learned about 3 Paleo-Indian groups. And remember, Paleo means ancient. Those three groups were the Clovis culture, the Folsom culture, and the Plano culture. All three groups, remember, were hunter gatherers, and the Folsom and Plano cultures were built on top of the cultures that existed before and developed from those cultures. Now first, we learned about the Clovis culture. 00:01:06 It was the first Paleo-Indian culture, and lasted from about 9500 to 8800 BCE, and spread across North America. Now, this particular culture hunted mammoths and other large animals. And scientists are not quite sure why this particular group faded away, but it may have been due to climate change, over-hunting, or new technologies. Next, we learned about the Folsom and Plano cultures, 00:01:30 which developed from the Clovis culture. Folsom, remember, developed from Clovis, and Plano developed from Folsom. Each group hunted a type of bison. Each developed more advanced stone tools. And Plano culture was the last of the Paleo-Indian cultures. But of course, new, more modern American Indian 00:01:50 cultures would develop in North America, as well.

Washington's Presidency

This painting shows George Washington being sworn in as the first President of the United States. The key events and decisions of Washington's presidency would help lay the foundations for the nation's future. First, let's look at the problems the United States had faced under its first national government created by the Articles of Confederation after independence from Great Britain was declared. Section 2 00:00:02 Under the Articles of Confederation, the United States was weak and divided. The Constitution created a stronger federal government, but the new nation still needed a leader who could unite the people. The nation's leaders knew that the first President of the United States needed to be someone with strong public support. 00:00:21 George Washington was the overwhelming choice to become the first President of the United States. His qualifications included being a war hero of the Revolutionary War. As general of the victorious Continental Army, Washington had earned a great deal of public admiration and respect. President of the Constitutional Convention-- in this position, Washington had shown his dignity and his 00:00:44 dedication to the law of the land. And, as the first presidential election, Washington won a unanimous victory. This means he received every single vote from the Electoral College, the constitutional system for choosing the nation's president. Washington knew he was taking on an enormous responsibility. He wrote about this in a letter to a friend. 00:01:09 "My station is new. I walk on untrodden ground. There is scarcely any part of my conduct which may not hereafter be drawn into precedent." Now what some of these words mean is, untrodden means new, scarcely means hardly, hereafter means in the future, and drawn into precedent means to be used as an example. Section 4 00:00:01 By the end of this lesson, you should be able to do the following. Describe the challenges faced by the new nation during Washington's first term. Explain Alexander Hamilton's plan to help the nation's finances. And contrast Jefferson's opinions on the interpretation of the Constitution with the opinions of the Federalists. Instruction Section 1 00:00:01 In the warm-up, you learned that the electoral college unanimously chose Washington to become the first president of the United States. However, Washington still faced many challenges when he took office. You're going to study those challenges first in this lesson. Then you're going to learn about Alexander 00:00:17 Hamilton and his ideas. And finally, you're going to learn about Thomas Jefferson's response to Hamilton and these challenges. But first we'll look at what these challenges were and how Washington responded to them. We'll examine the issues Washington faced with the organization of the executive branch, threats posed by foreign nations, and the massive debt facing the 00:00:40 federal and state governments. Section 2 00:00:01 TEACHER: Washington needed help running the executive branch, and the executive branch is one of the three branches of government that houses the presidency. Now, he knew he couldn't do this all by himself, so in 1789, Congress set up four departments to carry out different tasks to help the President. The heads of these departments were served as Washington's cabinet, and the cabin is a group of advisers that help 00:00:26 the President. And here you can see, here is Washington, and here is members of his very first cabinet. We have Henry Knox, Alexander Hamilton, Thomas Jefferson, and Edmund Randolph. Now, let's take a look at what these guys were doing. Now, the State Department was led by Thomas Jefferson, and he's going to advise the President on foreign policy, 00:00:48 how we're going to interact with other nations. The treasury, headed under Alexander Hamilton, was economic policy. What do we do with our money? How are we going to pay debts back? The war was Henry Knox, and he advised him on military policy. And we have the office of the Attorney General with Edmond 00:01:07 Randolph, and he advised Washington in all legal matters. Now, although the Constitution does not specify a cabinet, every president since Washington has had a cabinet, and the sets the precedence or example for future presidents. The federal government has grown greatly since Washington's time. Today, the cabin is made up of the Vice President and the 00:01:30 heads of 15 different departments. Here, you can see the symbol for one, the Department of Education. Section 4 00:00:02 Despite creating a Cabinet, Washington hadn't solved some of the major issues facing America. When Washington became president, the United States was a young, weak nation. It had a small military and was not wealthy. Relations with the European powers of great Britain and France were tense. Britain and France were enemies with each other. 00:00:21 Each nation pressured the United States to take sides in the dispute. Secretary of state Thomas Jefferson favored close relations with France. But secretary of treasury Alexander Hamilton favored Great Britain. Which side would President Washington choose? Washington made his own decision. 00:00:43 He wanted the United States to stay neutral in foreign policy. This means not helping or supporting either side. He believed that this policy would keep the United States from being drawn into foreign wars. So when France and England declared war on each other in 1793, Washington kept the United States from taking sides. 00:01:04 However, staying neutral would prove to be very hard for the United States as it grew in strength and influence. Section 6 00:00:00 TEACHER: In addition to foreign problems, Washington faced a big challenge at home. And that was what to do about the national debt. The federal and state governments were borrowing money to pay for the Revolutionary War. The federal government borrowed $52 million, which you can see right here on this pie chart. This is the federal government. 00:00:19 That's $52 million in 1790 dollars. But if you equate that to today, that's $4 trillion that the federal government borrowed. Now the state government, here in blue, they borrowed $25 million, which would be roughly close to 2 trillion just for the states to pay for this war. These debts were causing a huge economic problem in the United States. 00:00:44 These debts caused citizens to lose confidence in the state and national governments. They worried the government would go broke. The federal government had trouble borrowing money to pay for services. Why risk lending money to someone who may not pay you back? Also at this time, each state was allowed to 00:01:02 print its own money. And only the national currency, the so-called Continental Dollar, which you can see right here, was issued by the Continental Congress. And it was nearly worthless. So having all this different types of money caused problems. So imagine if you went somewhere in the United States 00:01:20 from your home state, or you're buying goods and go somewhere else, and they say we can't take this money. But you know what we did? We fixed this problem, because we created this, which is a bill that everybody has. And if you look at the back of it, it says the United States of America. It doesn't say a state, doesn't say anywhere else. 00:01:37 So this is accepted everywhere. And that was a problem they were facing when each state was printing in its own money. Section 8 00:00:02 You learned that the United States faced a terrible debt problem during Washington's presidency. Now, we'll look how the United States dealt with this problem, and the process created another model for the nation's future. We'll look at Alexander Hamilton's plan to solve the debt, strengthen the national government, and improve the economy of the United States. Section 9 00:00:01 Alexander Hamilton was born in the British West Indies. Seeing his skill and hard work, family and friends raised money for him to attend college in New York. When the Revolutionary War broke out, Hamilton became a personal aide to General Washington, earning the future president's trust. This trust helped Hamilton become the first Secretary of the Treasury. 00:00:22 Hamilton supported a strong national government. This is one reason why he created a bold plan to fix the problem of the national debt. Hamilton had a 3 part plan to improve the economy of the United States. First, he wanted to pay off the state and federal government's debts. Then he wanted to create a national bank 00:00:42 of the United States. Finally, he wanted to encourage more manufacturing and trade. First, let's look at the issue of debt. Hamilton's plan was bold. He wanted the federal government to pay off the entire national debt and also take responsibility for the state debts. 00:01:02 He argued that paying the states' debts would increase the power and influence of the national government. Paying the debts would show the rest of the world the United States was economically strong and responsible. Paying off the entire debt would also encourage business leaders at home and abroad to support the US government. To pay off these debts, Hamilton proposed raising money by creating two types of federal taxes. 00:01:27 First, he proposed tariffs. Most of the taxes would be tariffs. A tariff is a tax on goods imported into the United States. The original tariffs were set at 8%, so if you bought a good for $1, the tariff would be $0.08. Doesn't seem like a lot, but it will add up. Other taxes were put on goods produced in the United States. 00:01:51 The people who made these goods paid the taxes. One of the new excise taxes was on whiskey. Section 11 00:00:02 Hamilton's plan was opposed by two main groups-- first, people who did not trust the idea of a strong national government. Under Hamilton's plan, the federal government would grow more powerful; second, states like Virginia that had little war debt. These states did not want higher taxes on their imports just to pay back debts owed by other states. 00:00:24 Many of these opponents, including Thomas Jefferson, were Southerners who also wanted the new national capital to be in the South. You can see here the image here suggests a location along the Potomac River. The solution was a compromise. Bank supporters voted for a Southern capital and Southerners voted for the debt plan. 00:00:45 Congress approved the debt plan in 1790. The United States eventually paid its debts. Washington, DC was completed in 1800 and became the national capital. But Hamilton didn't stop there. The next step in Hamilton's plan to boost the US economy was the creation of a national bank. Hamilton wanted to create a national bank that was much 00:01:08 larger and more powerful than any state bank. This bank could issue a valuable national currency, [? our ?] coins or dollar bills-- having a single currency for the nation would promote trade; loan money to the federal government and to businesses-- this would promote economic growth; and hold the government's money in a safe place. 00:01:33 Congress established the national bank in 1791. The bank was a great success at first. People were eager to put their money into the bank. But some people, including Thomas Jefferson, seen here, were not happy. They argued that the national bank was too powerful. Critics also said the Constitution did not give Congress the power to create a national bank. 00:01:57 We'll focus on details of this debate over what powers the government has according to the Constitution in the next section. Hamilton also wanted to increase support for US manufacturing. He proposed by placing high tariffs on imported goods. This would make goods manufactured in the US cheaper by comparison. 00:02:18 He hoped that increasing manufacturing, for example by using machines such as this one shown here, which helped make cloth, would improve the US economy. But his ideas had little support at the time. Many Americans believed that farming was more important and that farmers made better citizens than factory workers did. Also, people did not want to pay higher 00:02:41 prices on imported goods. Section 13 00:00:01 You've seen how Alexander Hamilton's economic plans helped the United States repay its debt and create a national bank. But not everyone was happy with Hamilton's policies. In particular, Thomas Jefferson said that the national bank was unconstitutional. The debate between the two would shape American government and politics for years to come. 00:00:22 Now, we'll look at how their different ideas about how to interpret the constitution led to a national argument and the creation of the first political parties. Section 14 00:00:01 Thomas Jefferson was a statesman and leader from Virginia, was the author of the Declaration of Independence, and disagreed with many of Hamilton's plans and ideas. Thomas Jefferson believed in strict construction. This is the idea that the federal government can do only what the constitution specifically says it can do. These specific powers are called express powers. 00:00:28 In the bank debate, Jefferson pointed out that the Constitution does not specifically give Congress the power to create a national bank. Note that this quote is not from Jefferson, it's just a paraphrase. Because of this, Jefferson and his supporters such as James Madison said that creating a national bank was unconstitutional. 00:00:49 Hamilton believed in loose construction. This is the idea that the federal government has the powers that are necessary and proper to carry out its specific named constitutional duties. Hamilton argued that the government needed a national bank to carry out its specific constitutional duties, like collecting taxes or regulating trade. Therefore, Hamilton thought that creating a national bank 00:01:16 was constitutional because it was an implied power that helped the federal government do a job. Section 16 00:00:00 TEACHER: Let's review some of the key political and economic divisions between Hamilton and Jefferson. Now, we're going to compare and contrast. And a good way to do this is to make two columns, one of each person. Then we can take a good look at them and see how they're similar and where they're different. Now, Hamilton supported loose construction of the 00:00:19 Constitution. That meant there were some implied powers, some things that were not necessarily written down, but what the government could do based on what was written down. He supported a national bank, which is not in the Constitution. But that goes back that loose constructionism of implied powers. 00:00:37 He wanted a stronger national government. He favored manufacturing and trade. And he favored Great Britain, which would be a political. Now, Jefferson was a strict constructionist. He viewed if it wasn't written in the Constitution, then you're not going to do it. So the government couldn't do things unless they were specifically written in the Constitution, 00:00:58 like a national bank. It's not written there. So for Jefferson, we're not going to have it. That's strict constructionist. He wanted a more limited national government. He favored agriculture. And he favored France. So do our compare and contrast study here, you can see of 00:01:14 economic policies right there-- there are some economic policies-- here is some political policies. These are political. This is economic. So we can make a comparison between the two men. Now, out of this, the first political parties are going to develop from Hamilton and Jefferson. 00:01:34 The Federalist party was formed because they were supporters of Hamilton. The Democratic-Republican party are formed by supporters of Jefferson. And this is going to create divisions in government which we see today in the Democratic and Republican parties. Summary Section 1 00:00:01 In this lesson, you try to answer an important question. What challenges did America face during Washington's presidency? Let's review what you've learned on this. Section 2 00:00:02 Washington faced many challenges when he took office. His actions set important examples that future presidents would follow. He created a cabinet made up of executive department heads to advise him. He remained neutral in foreign affairs, like when Britain and France went to war. 00:00:19 He faced the huge problem how to pay off the federal and state debts. As Washington's Secretary of Treasury, Alexander Hamilton put a bold economic plan into effect. He paid back all the federal and state debts by raising taxes. He increased the government's influence as a result of this. He also helped create a national bank. 00:00:41 Now, Jefferson and Hamilton disagreed on many issues. Jefferson wanted limited federal power. He was a strict constructionist who believed that Congress only had express powers mentioned specifically in the Constitution. These disagreements between Jefferson and Hamilton led to the creation of the first political parties in America. Now to continue with Hamilton and Jefferson, Hamilton wanted 00:01:06 to increase federal power. Hamilton was a loose constructionist. He believed the government had implied powers that helped it carry out the duties listed in the Constitution. Hamilton and Jefferson supporters formed rival political parties, the first in US history.

The War of 1812

This picture shows one of the many naval battles between the United States and the British during the War of 1812. This war was a result of a long and tangled history between the United States, Great Britain, and France. Let's learn about the history of the events and issues that led to the start of the War of 1812. Section 2 00:00:01 United States history in the late 1700s and early 1800s was full of tension with Britain, as the United States sought respect as an independent nation. In the early 1800s, Britain and France were locked in the Napoleonic Wars. These two warring nations sought support from the United States, which wanted to avoid being entangled in a European war. 00:00:22 As a result of these conflicts and the American desire to maintain its neutrality, this caused conflict with both European powers. As you've seen, the end result was America was stuck in the middle. Here's how the US got caught in the middle of the conflict between France and Britain. France and Britain want to cut each other's access of to 00:00:43 European and American ports. The British required neutral ships to get permits at British ports before visiting French ports. No permit, we'll attack you and capture your ship. The French declared that any ships that visited British ports were enemy ships and refused to trade with them. Have a British permit? No thanks, we'd rather not trade with you. 00:01:08 The US was trapped in the middle. It could not trade safely with either country. This hurt the US economy. Section 4 00:00:01 In this lesson, you learned about the causes of the War of 1812, starting with the trade restrictions Britain and France put on the United States. By the end of this lesson, you should be able to also do this-- describe the roles played by the American Indian tribes during the war, describe the war's major battles and reasons for a stalemate, and evaluate the impact of the war 00:00:24 on the United States. Instruction Section 1 00:00:02 What were the causes and effects of the War of 1812? You've just learned about the source of the growing tension between the United States and Great Britain in the early 1800s. In 1812 this tension would lead to the outbreak of war. You'll be learning about the course of the war itself. And finally, you will learn about the effects of the war on the United States. 00:00:24 First, let's look at the events that helped cause the war. Section 2 00:00:01 The war between France and Great Britain was centered in Europe but it had a powerful impact on the United States. Both France and Great Britain were limiting and interfering with US trade. The British Navy often stopped American merchant ships. They impressed American sailors, that is, they forced them to serve in the British Navy. The image you see here is an American sailor being 00:00:22 impressed into the British Navy The British Royal Navy also seized trade goods from American merchant ships. An 1807 incident illustrated the tension between Britain in the US. The British sailors aboard the HMS Leopard demanded to search the US naval ship Chesapeake. When the Chesapeake refused, the British open fire upon the 00:00:44 Chesapeake. The British then boarded the Chesapeake and seized four sailors. Three of them were American citizens. The image you see here depicts this incident. In an attempt to avoid war, President Jefferson and Congress passed the Embargo Act of 1807. Jefferson wanted to put pressure on France's and 00:01:04 Britain's economies to force them to allow the United States to treat freely without the fear of impressment or goods being stolen. They act forbade all international trade to and from American ports. The act also placed restrictions on British imports. Unfortunately this act hurt Americans more than it hurt 00:01:23 the British or French, however. American farmers and merchants suffered because they sold fewer goods while the French and British merchant were able to raise the price on the American goods they still had in store. Section 4 00:00:01 In addition to the conflict on the high seas, America was facing a growing problem in its Northwest Territory. In the Northwest, settlers were met with resistance when they tried to take over more American Indian land. American Indians attacked settlements that were on their land. An American Indian leader named Tecumseh begin to build an American Indian alliance to resist settlement. 00:00:25 Tecumseh was the leader of the Shawnee people, but Tecumseh had wide appeal. He brought together many different American Indian groups throughout the eastern part of the US in an alliance to resist US expansion. He led the resistance against white settlement in American Indian lands. Tecumseh came to believe that an alliance with the British 00:00:46 was the best chance for protecting American Indian lands. Section 6 00:00:01 In 1811, General William Henry Harrison led the US Army against Tecumseh's alliance at Tippecanoe in Indiana. Tecumseh was absent. American Indians attacked the soldiers. Both sides lost many people in the Battle of Tippecanoe, but the United States was the victor. Many Americans blame the British for supporting and encouraging the American Indians. 00:00:25 After the battle, American soldiers found British guns at the battlefield. This led Americans to believe that the groups had formed an alliance. Tensions between the US and Great Britain increased. Section 7 00:00:01 What were the causes and the effects of the War of 1812? You have learned about the tensions that helped bring the United States to the brink of war with Great Britain in 1812. Now we'll look into the outbreak of war and the major events of the conflict. Section 8 00:00:01 The growing dispute with Great Britain divided Congress. The so-called war hawks in Congress, led by Henry Clay, shown here, they had hoped to win more British territory. They were opposed by the Federalists, largely a party of northern business interests who wanted to avoid this shut down of all trade that would occur if war broke out. Congress did declare war on June 18, 1812. But the United States didn't have to fight 00:00:28 against only Britain. They also had to fight against Britain's allies, the American Indians led by Tucumseh. Section 10 00:00:01 Early fighting brought both victory and defeat for the United States forces. Let's start with the victories. In August 1812, the USS Constitution sank the British ship HMS Guerriere, which you can see here. In September of 1813, nine small US ships defeated six British warships in the Battle of Lake Erie. But there were problems too. 00:00:24 On land, however, the war was not going as well for the United States. The governor of the territory of Michigan led troops into the Canada in 1812, but British and American Indian troops quickly forced him to retreat answer surrender Detroit. New England militias at the same time refused to invade Montreal and an attack on Queenston, Canada failed. 00:00:47 One major battle began to turn the tide for the US, though. After the Battle of Lake Erie in 1813, the British fleet retreated from Detroit and US ships followed them. The two groups met on the shores of the Thames River in what is today Ontario, Canada for the Battle of The Thames. British and American-Indian forces were outnumbered by the American force and the United States quickly won the battle shown here in this illustration. 00:01:13 Tecumseh was killed, ending the American-Indian alliance with the British. Another battle showed that the US would not lose easily. During the war of 1812, American-Indian groups in the south took advantage to fight against the Americans. In 1814, Creek Indians fought a US force led by Andrew Jackson in the battle of Horseshoe Bend. Jackson's forces won the battle, and American Indian 00:01:39 power in the region was crushed. Section 12 00:00:00 In August 1814, the British conducted raids along the Chesapeake Bay. The British marched on Washington DC and captured the mostly undefended city. The British army set fire to the Capitol building and the White House. The battle at Fort McHenry in Baltimore inspired Francis Scott Key to write the poem, the Star Spangled Banner, 00:00:20 which became the words to the National Anthem. By late 1814, the war was near an end. Neither side had the upper hand, British citizens were growing tired of the war, and war taxes from both the Napoleonic Wars and the War of 1812. They called for an end to the war with America. Americans were concerned the war would cause further economic hardship. 00:00:43 Leaders of the two countries negotiated the Treaty of Ghent in December 1814, ending the war. Because information moved slowly across the Atlantic Ocean, the war's last battle occurred after the peace treaty had been signed. Beginning in December 1814, the British Navy sent ships into New Orleans. The Royal Navy defeated American gunboats and then 00:01:06 captured about 30 militiamen. One man escaped and warned Jackson the British were coming. Jackson attacked the British that night, but withdrew. British forces attacked New Orleans in January 1815, but this time, Jackson was prepared, and they hid themselves behind bales of cotton. The fighting only lasted a half an hour before the 00:01:26 British called off the attack and retreated. The US had won a clear, but needless, victory. Section 14 00:00:01 What were the causes and the effects of the War of 1812? The War of 1812 included ups and downs for both sides. In the end, neither side could claim a victory, and the war ended in 1814, though the news didn't reach the US until after Jackson's resounding victory in the Battle of New Orleans. Now let's take a look at the impact of the war. Section 15 00:00:01 In December 1814, the United States and Britain signed the treaty of Ghent. The painting here marks this event. The terms were as follows. The treaty officially ended the War of 1812. No land was exchanged with this treaty, but the treaty did not address the causes of war like impressment. The war did not produce a clear victor, but it had 00:00:22 significant impact in many ways. The United States was seen as a greater military power. European countries gained greater respect for America. After the war, America's economy grew quickly. Americans developed steam boats and built canals and railroads. Cities grew rapidly as new industries grew. There were improvements in farming which allowed more 00:00:44 people to take industry jobs. The war was a disaster for American Indians. Many groups lost their land. And without a strong leader to unify the tribes, resistance to Western settlement declined. American Indians gave up their land in the Ohio valley river area. Americans settled in the Northwest 00:01:02 Territory more rapidly. And Andrew Jackson's defeat of the American Indians in the south opened up American settlement to this region as well. Section 17 00:00:01 The War of 1812 is sometimes referred to as the Second War of Independence. The United States asserted that it was a free and independent country separate from European powers. The war encouraged a wave of patriotism and national pride. You learned, for example, about how the unsuccessful bombardment from the British of Fort McHenry, which is shown in this image, inspired the writing of what would 00:00:24 become the National Anthem. Summary Section 1 00:00:02 In this lesson, you've learned what the causes and effects of the War of 1812 were. Now let's take a moment and review what we've learned. Section 2 00:00:01 Some of the causes of the War of 1812 were that the French and British were interfering with American trade, the British Royal Navy was impressing American citizens and stealing goods from merchant ships, the British sailors forcefully boarded the USS Chesapeake and impressed several American citizens, and the American Indians led by Tecumseh had allied themselves with the British. The US declared war on Britain in 1812. 00:00:28 Despite victories on both sides, neither side was clearly winning this war. Britain marched on Washington DC and burned the White House. Representatives signed the Treaty of Ghent in December 1814. The US won the Battle of New Orleans after the war was officially over. The Treaty of Ghent ended the war, but did not address the 00:00:50 causes of the war. The US reinforced their independence from European nations, the US economy grew after the war, and American Indian resistance to expansion declined, and the settlement of the Northwest Territory increased.

Turning Points in the War

Welcome to class, scholars. Now, today we're going to be looking at the turning points in the war. Now if you take a look at this picture right here, you'll see the French General Rochambeau right there, he's pointing out. And right next to him is our own George Washington. Now, this picture was taken place during the Battle of 00:00:20 Yorktown, which is the final battle of the Revolutionary War, and it secured American independence from Great Britain. But before we take a look at that final battle, let's first look at the earlier events that led up to this tremendous battle. Section 2 00:00:02 So we can't forget that, during this time, the United States was a brand new nation, and it was fighting desperately for its independence from Great Britain, which had a bigger fighting force-- and their troops were much better-trained. However, even with those advantages the British had, the Americans were able to surprise the British at Trenton and at the battle of Princeton as well. 00:00:24 They were able to survive the harsh winter at Valley Forge. And finally, they were able to defeat the British at Saratoga. All of these, a key part of them was the leadership of George Washington. Section 4 00:00:01 Well, by the end of this lesson, you definitely will be able to explain the reasons why the French and the Spanish governments involve themselves in the American Revolution, on the American side. Secondly, you're going to be able to explain how key battles and acts of leadership served as rallying points for the Colonial cause, during the Revolutionary War. And finally, you're going to be able to describe the battle 00:00:25 of Yorktown and the reasons for the end of the Revolutionary War. Instruction Section 1 00:00:01 So the big question we're taking a look at is, how did the American colonists win the Revolutionary War. We're first going to take a look at the alliances they were able to secure with France and Spain, especially after the Battle of Saratoga. Secondly, we're going to look how they were marching toward victory slowly. Finally, we're going to look at General Cornwallis' 00:00:22 surrender at the Battle of Yorktown. But first, let's look at how they secured the alliances of Spain and France. Section 2 00:00:02 Let's take a look at some of these foreign alliances that were really critical in allowing the Americans to successfully fight the British. Now, the Continental Congress had sent Benjamin Franklin to France to secure an alliance, obviously, from the French. However, the French did not believe that the Americans could beat the British. So, because of that, they only gave aid in secret. 00:00:24 They sent advisers, some supplies. However, after the Battle of Saratoga the French were convinced that, yes, the Americans can actually beat the British, and they signed up form alliance in 1778. Let's take a look at the Spanish now. They were mainly led by this man, Bernardo de Galvez. And he, in 1779, join the war against the British. Now he was the governor in the Louisiana Territory to the 00:00:52 west of American colonies. Now what he was able to do was, he let American forces uses the port of New Orleans, and he captured British forts along the Mississippi River and the Gulf Coast. So let's look at some of the motivations, first with the French. The French, to begin with, they had a long history of intense rivalry with the British. 00:01:17 They were constantly fighting against them through numerous wars. And they had lost the war to Britain in the French and Indian War of 1763. So they wanted to weaken the British and slow the expanse of their empire. Now jumping over to the other ally of the Americans, the Spanish, they solve Britain as a rival, all right? 00:01:38 And they wanted to expand its own territory in North America. So both sides had distinct reasons why they chose to join the American cause for independence. Section 4 00:00:01 We just took a look at Fernando de Galvez, who was a great help for the Spanish empire. Now let's look at a great leader from the French. His name was Marquis de Lafayette. And what he was, he was a nobleman who joined the Continental Army, came all the way from France, and he became a very close friend to George Washington. And he convinced the King of France to send troops to help 00:00:24 Washington. He participated in the Siege of Yorktown, and finally, he was called the Hero of Two Worlds, obviously the one world being Europe and the second world being America. And how would France and Spain help? Let's take a look, especially naval wise. Now, Britain was a naval world power. So if you look at this, the continentals, they only had 00:00:46 about 20 ships. So each ship symbolizes 10 ships. Now, let's take a look at the British Empire and their navy. Wow, had a whole lot more ships and was much more dominant. So by having France and Spain on their side, it helped level the naval playing field, if you will. Section 6 00:00:01 The big question we're looking at is, how did the American colonists win the Revolutionary War? Now, we already took a look at after the Battle of Saratoga, how the United States was able to secure French and Spanish aid, especially a formal alliance with the French. Now, that was critical, especially in the naval sphere, where the American navy was greatly outnumbered by the British navy. 00:00:24 So now we're going to look at marching toward victory, where in 1779, the Americans begin to push toward victory. But it was not as easy as it seemed. Section 7 00:00:02 So although the American navy was much smaller than the British, they still had some very feisty captains on some of those ships. One of those was John Paul Jones, who was a captain of a Continental ship called Bonhomme Richard. Now, he emigrated to America from Scotland. And during the Revolutionary War, he volunteered his services as a captain. 00:00:23 And his famous story was when he captured the British ship the HMS Serapis in 1779. Now, his ship was greatly outgunned by the Serapis. And when the Serapis's captain yelled to John Paul Jones, "Will you surrender?" he famously replied, "I have not yet begun to fight," when he was asked to surrender. And he went on to defeat the Serapis and take it as a prize. 00:00:49 And this helped rally the American cause and really made a dent on this high and mighty British navy. Section 9 00:00:01 Now although John Paul Jones gave some great news and really rallied the American cause, let's take a look at one that really set back the American cause. And this is the tragic story of Benedict Arnold, who was a very successful general in the Continental Army. He won a number of battles and was instrumental in winning the battle in Saratoga. However, he felt he was not rewarded enough for his 00:00:24 achievements, with high enough rank or with status. And in 1779, he actually switched sides. He became a traitor and fought for the British against the Americans. And he actually plotted to surrender West Point to the British. West Point was the American military college. And he became a symbol of betrayal in the war. 00:00:44 Now, a real world connection to that is that, as his name, to this day people will call you a Benedict Arnold if you suddenly switch sides on a team. You may have heard that when you're playing sports. So, a very tragic story about him. Now, that tragedy for the Americans really continued into the South. Now after being defeated in the North, in Saratoga, the 00:01:07 British turned their attention to the South, where in 1780, they fought. And they moved into the Southern colonies, where in the battle of Charleston, 5,000 Americans surrendered to the British. And again, 3,000 Americans that remained in Camden were defeated by a superior British force as well. Now, the Americans here were generaled by Horatio Gates, 00:01:32 apparently the hero of the Battle of Saratoga. And now after these defeats, General Gates would never take on another command. And it took another general, Nathanael Greene, to really rally the American cause in the South. Now, he fought at the Battle of Guilford Courthouse, and they fought, the Americans did, with such ferocity that a British soldier actually said "the Americans fought like 00:01:57 demons." So you can really see how Nathanael Greene was effective in turning the war in the South. And he was so effective against General Cornwallis down there and fought with such ferocity that General Cornwallis had to abandon his campaign in the South and move to the coast, specifically a town called Yorktown to resupply. And that's where we'll take up our story next. Section 11 00:00:02 So we've seen the main question continually is, how did the American colonists win the Revolutionary War? We've already looked at how they were able to secure the alliances of both France and Spain against Great Britain. We've also seen them marching toward victory, which was quite difficult, especially after the defeats at Camden and the like. And the eventual need for Nathanael Greene to almost to 00:00:25 bail out the Continental Army. Now let's look at the surrender of Cornwallis, which took place at the Battle of Yorktown. Section 12 00:00:02 So being forced out by General Nathanael Greene and forced to the coast, General Cornwallis, a British general, made a tragic mistake when he set up on the coast of Yorktown, which was on a peninsula. It was surrounded by three sides by water, so there's only one way out. And by camping his army there, Cornwallis had effectively trapped himself with only one way out. 00:00:27 Realizing this, General Washington and his French allies converged on this area. And you'll see here, the American and the French force marched south, while the French naval force-- remember, the Americans did not have a very large naval force-- sailed south and north, and essentially bottled him in. So there was no way to escape by sea or by land. Lafayette and General Rochambeau led American and 00:00:55 French troops. And they all converged and began bombarding Yorktown 24/7 with cannon, rifle fire. Not just from land, but also from the sea as well. And like we said, Cornwallis was completely cut off and unable to resupply and unable to escape. So he had two choices. He could either fight to the death, or he could surrender. 00:01:19 He chose the latter and he surrendered. Now the French fleet, like we said, prevented his escape and his resupply from sea. The artillery fire bombarded the city constantly. And Cornwallis's army, it ran low on food and ran low on water. And he had to surrender on October 19 in 1781. Now, you'll look at this picture here of General 00:01:44 Washington's second in command right here. And General Cornwallis's second in command. And they are receiving the surrender of the British. Here's General Washington over here. And if you notice, the flag, the white flag here, was a sign of surrender by the British. So you can see the surrender of Yorktown, and effectively, the end of the Revolutionary War. Section 14 00:00:02 Now, with the end of the Battle of Yorktown and the victory that the Americans and their French allies were able to secure, the British were forced to sign a peace treaty in Paris. And it was signed in 1783, and it officially ended the Revolutionary War. Now what if it was three main things. Number one-- 00:00:20 Great Britain recognized the United States' independence. It was no longer under the British control of the King. In addition, Britain gave up its territory from the East Coast all the way to the Mississippi River. And finally, the Americans agreed that the loyalists-- the people who did not rebel against the British-- that they would be treated fairly. Summary Section 1 00:00:02 Well congrats, we're completely done with the lesson. Before we get into the quick summary, remember, the main question we looked at is, how did the American colonists win the Revolutionary War. Section 2 00:00:02 Well, let's have a review of everything that we took a look at today. Number one, after the Battle of Saratoga, it had huge implications for the alliances that the Americans were able to get from Spain and from France. Now, France had secretly been giving aid to the Americans. However, after the Battle of Saratoga, they officially made a formal Franco-American alliance in 1778. 00:00:24 The Spanish also joined in 1779, and we learned that Bernardo de Galvez, he captured many British forts along the Mississippi River. In addition, France and Spain, they really wanted to weaken the British Empire, so they provided ships, training, and money. And finally, we learned that Marquis de Lafayette joined Washington's army and was a huge help. 00:00:45 Let's take a look at some of these battles. Number one, we saw how John Paul Jones successfully defeated the HMS Serapis by yelling, "I have not yet begun to fight" as a high point in the American War. However, we soon learned that there was a low point in the South where the Continental Army was defeated in South Carolina. Another low point happened in 1780, when Benedict Arnold 00:01:06 betrayed the Americans and he successfully escaped to the British side. All was not for loss when General Greene came and inflicted huge losses on Cornwallis's forces in the South, and forced him onto the peninsula of Yorktown. And in 1781, General Cornwallis surrenders to Yorktown, and this effectively ended the war. Let's take a little bit closer look at 00:01:29 that battle of Yorktown. You'll recall the picture to your right. And this American victory in Yorktown was the last battle of the Revolutionary War. And the effect of it is that Britain recognized the United States as its own nation in the Treaty of Paris.

The Ratification Debate

Welcome to class, scholars. Today we're going to be looking at the ratification debate for the United States Constitution. Now, if you at this picture right here, you'll see it's the final vote for the Constitution and the vote for the delegates saying, yes, we agree with this. However, all the delegates had to return to their states where they had to get the Constitution ratified. 00:00:22 So that's what we'll looking at today-- the ratification, the arguments, for the Constitution and the arguments against them. So, welcome. Section 2 00:00:01 So as we've looked at this in prior lessons, the writers of the Constitution, they had many questions to answer. So let's take a look at some of these questions that they really had to figure out. Number one was how should power be divided? Another one was how should Congress be organized? You'll remember the two different plans that were put forth. 00:00:19 And also, would enslaved people be counted in the population? So let's check out the solutions to these three very important questions. Number one-- a strong, three-branch national government with checks and balances where power would be divided. And even with that, it would still be checked amongst the 00:00:36 various branches. In addition, to the question on how would Congress be organized-- one would be based on population. It was sort of reminiscent of the Virginia Plan. And one house, we've got equal representation, which helped out the New Jersey Plan. And finally, enslaved people would be counted as 3/5 of a 00:00:53 person to help solidify the Southern vote. So let's look at the first major debate. And ratification was the next step. They finished the Constitution in Philadelphia, and then it went out to the states for ratification. And so the technical term, what this term actually means is the act of formally approving something or making it valid. 00:01:14 And so the states were asked to approve or ratify this brand new Constitution. They all had to sign up for it. And this ratification process, it set off a flurry of debates between the people who were pro-Constitution and the people who were against the Constitution. So let's take a look. The federal government, which is what this new Constitution 00:01:35 created, was that power was shared between the national government and the state governments. So the national government had more power under the Constitution than it did under the Articles of Confederation. However, it was still shared in this. So for example, the national government can print money, but the state governments can create licenses. So for example, your driver's license is through your state 00:02:01 government. Section 4 00:00:01 Let's take a look at these lesson objectives. So by the end of this lesson, you definitely going to be able to-- explain the arguments presented by supporters of the Constitution in the Federalist Papers. You'll also be able to analyze Anti-Federalist objectives to the Constitution and to a stronger federal government. Finally, you're going to be able to describe the obstacles the Constitution faced during the process of ratification. 00:00:24 So let's get started. Instruction Section 1 00:00:01 All right, the main question we're taking a look at today, and through this entire lesson, is-- what issues shaped the debate over ratification of the Constitution. So, the ratification debate. Now, there were two sides to it-- the Federalists, who argued for ratification. They were pro-Constitution. 00:00:18 They wanted the states to pass it. And the other ones were the Anti-Federalists. They argued against ratification. They did not want the Constitution. They did not want a strong central government. But it was up to the states to vote. So no one really knew who would win out in this debate, the Anti-Federalists or the Federalists. 00:00:38 But let's check out the arguments that the Federalists had first. Section 2 00:00:01 Let's start off by looking at what did the Federalists believe. Now remember, they favored the Constitution. They wanted it to be passed and ratified. So to begin with, they believed in a strong central government. They were tired of the Articles of Confederation, which was weak-- no power to tax. 00:00:17 They wanted a strong central government. However, with it being strong, they wanted the power to be diverse, to be separated, between legislative, executive, and judicial branches of government. In addition, they wanted to have a standing army, meaning they want to have an army present even during peacetime. Section 4 00:00:01 So the Federalists had some real heavy hitters on their side. To begin with, George Washington was a Federalist. But in addition, they also had Alexander Hamilton, the first Secretary of the Treasury; James Madison, the Father of the Constitution; John Jay, who was the first Supreme Court Justice of the United States; in addition, John Adams. 00:00:22 All of them were Federalists. Now to get their point across, they came together and they wrote a series of papers called the Federalist Papers, which were mainly written by Hamilton, Madison and Jay. Let's take a look at these Federalist Papers. Now, what they were is they were a set of papers that appeared in the New York newspaper, and they argued for ratification, for the passage of the Constitution. 00:00:46 They promoted a separation of powers between the federal branches of government, as we saw before. In addition, they promised to respect the state governments, to not tread on their power because, again, of the federal government. In addition, they also promised citizens' rights would be protected under this brand new constitution, that it would not be so powerful that it would crush the rights 00:01:09 of the citizens. Now, you will find that they argued against the Bill of Rights, of spelling out of these are the specific rights of the citizens and because they felt the Constitution was not taking away any right from the citizens. It was only giving them rights. In addition, they believed that if you wrote out a Bill of Rights-- 00:01:29 it was not necessary, since the rights that were written out were already in the Constitution. So let's take a look at this. This is James Madison writing this in Federalist Paper number 37 where he explained why a strong central government was important. He says, "Stability in government is essential to national character and to the advantage is annexed to it, as 00:01:52 well as to the repose and confidence in the minds of the people, which are among the chief blessings of society." So what he was trying to say is that the central government would make the American's confident in government. In addition, it would improve America's reputation. So if you had a weaker government, it would only harm America's reputation and would make America a weaker place. Section 6 00:00:01 Well, we got the first segment done. Let's move on to segment number 2. Now remember, as were going through this, here's the question you want to keep in your mind-- of what issue shape the debate over the ratification of the Constitution. We just saw what the Federalists believe and who they were-- the people who were pro-Constitution. 00:00:17 They wanted to ratify the Constitution of the United States of America. Now let's jump to the other extreme and look at the Anti-Federalists, the ones who argued against the Constitution. Section 7 00:00:02 Let's take a look at what the Anti-Federalists believed. Now again, they were opposed to ratification of the Constitution. They did not want it to become the law of land. They believed that a strong central government would have too much power. They had just kicked out a strong power in Great Britain. Why would we bring back another one? 00:00:21 In addition, they believed that the Constitution would not protect the individual rights of people. They demanded a Bill of Rights. Finally, they did not believe in having a standing army. They were scared of a standing army, would only subjugate the people. So let's take a look. The Bill of Rights and the Anti-Federalists. 00:00:38 Now, the Bill of Rights was extremely important for the Anti-Federalists. They believed that a strong national government would only take away the rights of the individuals, not protect them. And they felt that this Constitution that was written did not guarantee those rights. So consequently, they wanted a Bill of Rights added to the Constitution. Section 9 00:00:01 Now, the Anti-Federalists had quite a lineup too. Let's look at the four main Anti-Federalists who we found. The first was Samuel Adams. Another big time Anti-Federalist was George Mason. In addition-- Patrick Henry, who you may recall said "give me liberty, or give me death." And they also had James Monroe, who 00:00:19 would later become the fifth President of the United States. So all of them wrote essays supporting their opinions which was against the Constitution. Now, let's take a look at them. They were anti strong national government. They were scared that a national government would oppress their people. 00:00:39 They thought that the Constitution did not give enough local control or state control, that too much power was concentrated in the national government. And they said it had too much risk of losing their freedoms. So let's take a look at this quote over here on the right, which was written by a prominent Anti-Federalist. It says, "I had rather be a free citizen of the small republic of Massachusetts, than an oppressed subject of a 00:01:05 great American empire." So talking about not enough local control and being oppressed by a strong national government was the point of that article right there. So like the Federalists, they also wrote the Anti-Federalists papers. And they published these essays which argued against ratification. However, they were not organized as well like the 00:01:28 Federalist papers were, and they were often written by anonymous authors using pen names, disguising who they actually were. And these were called the Anti-Federalist papers. Section 11 00:00:01 Well, all right. We're on the third and final segment. So well done. So let's take a look at this question again. Remember, it's what issue shaped the debate over ratification of the Constitution. We saw the pro-Constitution arguments done by the Federalists. 00:00:16 And then we also just talked about the Anti-Federalists arguments against the Constitution. However, now that the Constitution was passed, it went out to the states. So let's take a look at how the states voted on the Constitution. Section 12 00:00:02 So in the Constitution, it stipulated that 9 out of the 13 original States need to ratify or approve the Constitution for it to become the law of the land. So the Federalists, they needed 9 states, obviously, to vote yes to the Constitution. While the Anti-Federalists needed 5 to vote no, which would give the Federalists one less than they needed for the Constitution to become the law of the land. 00:00:28 Let's take a look at the Northern States first. Now, they were pretty equally divided. Some states worried about giving too much power to the national government. Remember, Rhode Island never went to the Constitutional Convention. And the debate between the Federalists and Anti-Federalists, it really begin in New York. 00:00:47 However, most Northern states were expected to ratify the Constitution. Now, lets jump from the Northern states into the Southern ones. The Southern states, it was a real question of what they were planning on doing. Virginia, which was one of the larger states at this time, was home to many prominent Anti-Federalists such as 00:01:06 Patrick Henry and George Mason who we looked at in the last segment. North Carolina, South Carolina, and Georgia were very unhappy with Three-Fifths Compromise, which you'll recall. They wanted an enslaved persons to count as 5/5 or as one person. And North Carolina was concerned about the absence of 00:01:24 a Bill of Rights. So it really was up in the air. They did not know whether or not the Constitution would be ratified or not. Section 14 00:00:02 Well, after all the back and forth, the arguments for, the arguments against, the vote went to the states. And after much debate, it turned out to be a resounding Federalist victory. The states had their own Constitutional Conventions. So those voting in favor of the Constitution were-- in December of 1787, Delaware, Pennsylvania, New Jersey, Georgia, and Connecticut voted for ratification. 00:00:27 In February, Massachusetts joined. In April, Maryland joined. In May-- South Carolina. And in June-- New Hampshire. So in June, it was official. The Constitution was the law of the land. 00:00:39 Because, as we looked before, only nine States had to ratify the Constitution. So in 1788, it became law. However, it was not supported by all the states. Remember, only 9 of the 13 had signed on. The key was that Virginia and New York had not signed it. These were the two largest states by population. So it was critical to have those two states sign on to 00:01:02 the Constitution. So what happened was that there was a call for a Bill of Rights. In summer of 1788, New York and Virginia each ratified the Constitution with conditions, saying, OK. We'll sign on this, but you better do the following. Virginia asked for Amendments protecting individual rights, while New York wanted a Bill of Rights. 00:01:24 They actually submitted 25 specific rights they wanted protected. And the Bill of Rights was actually added in 1791. It was one of the first actions done by the brand new Congress in the brand new United States of America under the Constitution. But we also have to remember that, even though Virginia and New York signed on, that left two others. 00:01:46 And so the Constitution said that only those states that had ratified it had to obey the laws within it. So as of July 1788, 11 out of the 13 states had ratified the Constitution. However, by 1790, North Carolina and Rhode Island finally ratified the Constitution, and it was the law of the land in the 13 states. If you take a look at this picture right here, you'll see 00:02:11 "United We Stand. Divided We Fall." So you'll see all the states that have ratified the Constitution here. But you'll see North Carolina and then Rhode Island here that are tipping the scale and falling because they had not ratified it. But as we just saw, they did ratify it, and it became the law of the land of the United States of America. Section 16 00:00:02 So the Constitution and the ideas and the rights guaranteed it continue today. The debate still continues. And so, sort of, what goes on is the debate between individual rights. And the two questions that are still being debated today that were being debated way back during the 1700s was-- do citizens have the right to own a gun-- 00:00:22 a huge idea which is protected by the Second Amendment and the Bill of Rights, the right to bear arms. And does the freedom of speech include words that are hateful against others? So in your First Amendment rights, you have the freedom of speech. But do you have the freedom say hateful words? So those debates are still present today. Summary Section 1 00:00:01 Congratulations, you've reach the end of the lesson. So before we do it, remember, we were looking at the ratification debate. And remember the key question, which is right here, is what issue shape the debate over ratification in the Constitution. Section 2 00:00:01 All right. Only two slides left. Let's take a look at the ratification debate and just have a quick summary of everything we looked at today. So there were two groups that argued over the ratification or the approval of the Constitution, the Federalists, who supported ratification. They wrote the Federalist Papers. 00:00:18 They believed in a strong national government and felt a bill of rights is unnecessary. On the opposite side, though, you had the Anti-Federalists. They opposed ratification. They did not want a new constitution. They wrote the Anti-Federalist Papers. They did not trust a strong national government. And they wanted a bill of rights. 00:00:38 Now, let's take a look at the ratification vote. So it took place in state by state, beginning in December 1787. So at the beginning, as we looked at, the states were divided. Most northern states were pro-ratification. While the southern states were anti-ratification. Nine states ratified it. 00:00:56 We saw. And the Constitution became law. But a lot of the states had requests. Virginia and New York said, we'll ratify it. But you must add a bill of rights. So ratification became unanimous. 13 out of 13 sign onto it. And by 1799, as we said, all 13 had ratified the United 00:01:15 States Constitution. Assignment Section 1 00:00:00 TEACHER: Recall that as the nation debated whether or not to ratify the Constitution, you had two major sides leading the arguments. You had the Federalists, who were for ratification or for the Constitution. And you had the Anti-Federalists, who were against the Constitution. And they argued their different points 00:00:22 in published pieces in local newspapers. And in this assignment, you're read parts of these essays, and you're going to be able to answer questions about the arguments they are making. We're going to begin by looking at the Federalist No. 46. Now remember, was this for the government, or for the Constitution, or against it? 00:00:44 That's right. It was for the Constitution. So Federalist 46 explained why national and state governments are different. And you can see from right down here, it was written by James Madison, and it argued that the national and state governments should have different powers. 00:01:04 It also argued that each should work together. Now, come on over here, and let me take a look at this piece on the right side of the screen, where it says "the federal and State governments are in fact"-- there it is-- "different agents." Now when they're talking about agents, they're talking about people who want to represent you in either the state government or in the national government. 00:01:34 He goes on to say, "and trustees." Again, that word speaking about representatives. So "the federal and State governments are in fact different agents and trustees of the people, constrained with different powers, and designed for different purposes." Well, what he's trying to say is what we just spoke about here-- is that, in fact, the national and the state governments, 00:01:59 they have those different powers. And he also argued that they should work together. Now it's your turn answer a question about Federalist No. 46. Section 3 00:00:02 Let's take a look at another one of these Federalist Papers, number 51. What it is, it argues that government and its citizens must watch over each other. Now, we're not sure whether or not Alexander Hamilton or James Madison wrote this. It also argued that people need government to help society. 00:00:19 However, it also conversely argued that people must control government in return. Let's take a look at this quote over here. It says, "If men were angels, no government would be necessary. You must first enable the government to control the governed, and in the next place, oblige it to control itself. 00:00:36 A dependence on the people is the primary control of the government." So what this is saying is that human beings are not perfect. We're not angels. And we need government to sort of act as a controlling factor for us. But the challenge is to create a government that governs people, but also does not abuse or take advantage of 00:00:58 those people in return. Now, that is sort of played out in our Constitution in a system of checks and balances, where one part of the government, let's say the Executive, cannot become too abusive to the people, because their power is checked by the Legislative and the Judicial. Section 5 00:00:02 Now we've seen some of the writings in the Federalist Papers. Let's jump to the other side and see some of the arguments that the Anti-Federalists put up. This is called "A Maryland Farmer," and it's an Anti-Federalist essay. Now, we're not sure who wrote it, or if it was one of the four people we looked at before. 00:00:19 But, as we said, a Maryland farmer is an essay about the dangers of a strong national government. And it was written in 1788 by someone called "A Farmer." And what it argued is that the national government will hurt the states. Let's take a look at this. It say, "In a national government, unless cautiously and fortunately administered, the disputes will be deep 00:00:39 rooted differences of interest, where part of the empire must be injured by the operation of general law." So again, sort of older English. What that's basically saying is that anything that the national government does, a strong national government does, will harm the local government. It will harm the states. And that, as we can recall from the Anti-Federalist 00:01:01 arguments, was their biggest issue, their biggest problem they had the Constitution. Section 7 00:00:01 Let's take a look at another prominent Anti-Federalist, George Mason, who you'll recall wrote this Anti-Federalist essay in 1787. And it talks about the concerns he had with the new Constitution. And like we said, he was extremely worried about the lack of individual rights that are spelled out in the Constitution. 00:00:20 So much so that he became known as the Father of the Bill of Rights, a huge proponent of a written out Bill of Rights. And he argued that Americans deserve to have their rights declared clearly. So let's take a look at what he says here. "There is no declaration of rights. Nor are the people secured even in the enjoyment of the 00:00:39 benefit of common law. It is at present impossible to foresee whether [the Constitution] will, in its operation, produce a monarchy or a corrupt, oppressive aristocracy." So what he's talking about here is that there is absolutely no declaration of rights, meaning a Bill of Rights spelling out what the individual people, the 00:00:59 individual citizens, the rights they have. And when he says common law here, he's talking about a law that is passed down from generation to generation. In the second part, he's saying it's impossible to see, in the future, whether or not this Constitution is going to bring a corrupt monarchy or an oppressive aristocracy, a rule by an elite. And so what he's saying is if we don't have a Bill of 00:01:26 Rights, the revolution we just fought against Great Britain to get rid of an oppressive monarchy, we are only going to bring back unless we have a stipulated Bill of Rights.

Battles of the Revolutionary War

Well welcome to class, scholars. Now if you take a look at this picture on the left, you'll see the man on the white horse is General George Washington, and this picture is supposed to be during the Battle of Princeton. And it really demonstrates Washington as a larger than life character. And for a lot of people, especially during this time, 00:00:19 he really was. Now, what we're going to be looking at today are the battles of the Revolutionary War. But before we get into the battles, let's take a step back and look at the lead ups that really led to the beginning of the battles. Section 2 00:00:02 You'll learn that a war doesn't just happen. There is a path or events that lead up to the war. So let's take a look at some of those. The first was, as we already looked at in prior lessons, in 1775, the Battle of Concord where the British tried to capture supplies that the colonists had been procuring and holding on to. Then came the Siege of Boston in the winter of 1775 to 1776, 00:00:27 when George Washington was the Continental commander during this time. In addition, Thomas Paine published Common Sense, which really brought the American cause for independence to head. And the final event that took place was on July 4, 1776, Thomas Jefferson wrote the Declaration of Independence, which solidified the independence movement and made 00:00:51 war inevitable against the British. Section 4 00:00:02 Here are the objectives that you're going to be able to know and be able to do at the end of this lesson. Number one, you're going to be able identify the steps taken by the 13 colonies to fund and organize the war effort. Secondly, you're going to be able to explain how the battles of Trenton and Saratoga inspired colonial resistance and rallied the Continental army. And finally, we're going to be able to describe the hardships 00:00:29 that the Continental army faced at the beginning of the Revolutionary War. So let's get started. Instruction Section 1 00:00:02 Well, if you look at the slide here, you'll notice the big question that we're going to be taking a look at throughout this entire lesson. What were the major events and battles at the start of the Revolutionary War? Now, we're first going to start with the preparing for war. How did the colonies and this young nation prepare for war? 00:00:20 Secondly, we're going to look at the early battles of Trenton, and Princeton, and Saratoga, and we're going to finish with the turning points. What eventually turned and allowed the colonies, this young nation, to succeed? But first, like we said, let's look at how the colonies prepared for war. Section 2 00:00:02 Before you start a war, you really want to have as many advantages on your side as possible. Now both sides had distinct advantages. Let's take a look at the British first. Now they had a very large, well-trained force. The Red Coats were an elite fighting force, the best in the world at this time. In addition, they had the financial support of the 00:00:21 British Empire. They had plenty of money to help pay for their troops. But that doesn't count for everything. Let's look at the American side. Number one, they had popular support. Remember King George's rejection of the Olive Branch Petition to prohibit Tory acts. They had thousands of American citizens on their side. 00:00:40 In addition, they knew the terrain, which was invaluable. They knew where to hide. They knew where to find goods, where to store goods in the colonies. And in addition, they had George Washington's leadership, which was invaluable. Let's look at a modern day example of this importance of leadership. 00:00:58 Now it can really make the difference between success and failure. The Continental Army and the American independence-- it could be argued that it would not have succeeded without George Washington's leadership, which provided unity and inspiration. And the same could be argued for Dr. Martin Luther King and the civil rights movement. 00:01:19 And he was able, again, to unify the Americans around the call for civil rights. So a modern-day example of the key role that leadership can play. But let's go back, and let's take a look at some more of the struggles that the colonists had. The biggest problem they had was raising money. The colonists and the colonial government was hesitant to tax 00:01:42 their citizens. Remember, they're fighting a war over what they saw as an issue of taxation, unjust taxation. So they sold war bonds. In addition, the Continental Congress printed money. You can see an example of that on the right here of continental money during this time period. But they printed that money and it caused inflation. 00:02:05 In addition, the colonists would need help from foreign governments. They needed aid from the French and Spanish specifically, which we're going to be taking a look at coming up. Now, let's look at another issue they had-- especially George Washington had-- of leading this polyglot group of all these colonists from different areas. 00:02:24 He faced several challenges. Number one, the continental army was extremely small, and it depended on state militias to help supplement the ranks. However, these state militias, as well as the continental army, they were not very well trained. He had trouble recruiting new soldiers. The pay was very low. And a lot of times the pay didn't come at all. 00:02:48 And when it did, it was in continental money, which was essentially worthless. And in addition, they were short enlistment times as well. Many soldiers would only list for a year. And for many, it you take that long to just train them. So all of these issues really combined to make leading an army extremely difficult for George Washington. Section 4 00:00:01 During this time, there was a huge amount of people that both sides-- the British, and the new Americans wanted to do attract to their cause And those were the enslaved people. Now, you can see on the right side of an enslaved worker as well as a white soldier, at that time, standing side by side. And this, ideally, both sides wanted. 00:00:25 Now, what happened, especially, was that the royal governor in Virginia, the one appointed by the King and the British, he promised freedom to any enslaved person who joined the British. And again, that rallied American support against the British because that was a huge, huge fear of the Americans. And so what he was able to do, this royal governor, he 00:00:46 recruited 800 enslaved people to actually fight for the British cause. And that lost all Southern support for the British-- where they thought they would have this support, they actually ended up losing it because of this act by the royal governor. Section 5 00:00:02 As a reminder, the question we're taking a look at today is, what were the major events and battles at the start of the Revolutionary War. Now, we just finished taking a look at how each side was preparing for war. The advantages both had, and especially the trials, and especially the challenges that George Washington faced in training this new Continental army. 00:00:22 Now, let's move on and take a look at some of the early battles that took place during this time. Section 6 00:00:01 Well during the summer of 1776 things really start accelerating in the cause for independence and issues with it. And especially the British, they wanted to crush the colonial real idea of independence. Because if the colonists could declare independence, why couldn't the rest of the British Empire declare independence? 00:00:21 So to begin with, the Declaration of Independence was signed. And the British, as we saw, they retreated from Boston, but they came back to New York City, which was a hotbed of loyalist support. Washington knew this, and he sent his troops to New York to defend it. And the first battle of the Revolutionary War, the first 00:00:41 big battle, was waged along Long Island. So let's take a look at that battle. At first, Washington was easily defeated, and he retreated to Manhattan, where his troops were actually able to defeat the British at the Battle of Harlem Heights. However, under the command of General Howe, the British were successfully able to push Washington out and defeated him at Chatterton Hill. 00:01:07 And he also took a fort that was built there called Fort Lee in New Jersey, as well. Consequently, Washington was unable to hold New York City and had to withdraw to Pennsylvania. The British, however, they set up winter quarters in New Jersey. Now let's take a look-- Washington was feeling extremely down on himself. 00:01:27 And you can really see that December 1776, where he wrote, "I think the game is pretty near up, owing, in great measure to the insidious arts of the Enemy-- but principally to be accursed policies of short enlistments, and placing too great a dependence on the militia." So let's take a look at this quote right here. When he's speaking insidious arts, he's actually talking about, obviously, the British-- 00:01:55 where he's saying they're sneaky and the behavior. He also is pointing out a major challenge that he faced, which were short enlistments-- remember, only about a year-- and the dependence on a militia. He wanted a strong continental army to fight against this British force. Section 8 00:00:02 Now, we already saw on that last quote of how down Washington felt about himself as well as the morale of his troops. Well, let's take a look at this, these 10 crucial days. And Washington knew he needed to completely turn the tide of the war or he would lose it right there in 1776. So on December 25, on Christmas night, when it was freezing cold, he crossed the Delaware River and staged a 00:00:27 surprise attack on the British forces in Trenton. He successfully defeated them there. However, the British were able to recapture Trenton. But they were unable to capture Washington's troops, which escaped. Now, Washington with his troops, they escaped. They defeated the British at the Battle of Princeton on January 3. 00:00:49 So this dramatic turn of events had huge implications for the independence movement. Number one, it boosted morale of his troops that were already there. Number two, it encouraged enlistments, where suddenly, people were saying, wow, the Americans-- we can do this. Let's join this force. 00:01:08 In addition, it prompted France to supply the Continental Army. Remember, we learned about one of the shortcomings was that they never had enough supplies for their army. So those are the three things that came out of these very important victories. Section 10 00:00:02 Now we only have one more section to go. Now, we've already seen how in 1777, things were really heating up, and we already saw how the colonies were preparing for war. In addition, the British were as well. The advantages of them both, the Siege of Boston. We also took a look at the early battles of the defeats at New York, however, the colonists coming back and be 00:00:28 able to defeat the British at Princeton and Trenton, and how that really rallied the colonial cause for independence. Now let's look at the turning points that took place. Section 11 00:00:01 Let's take a look at Britain's next move, or two major troop movements that took place during this time. The first was the British plan to cut off New England, basically, to pull the colonies apart by occupying that and splitting New England off from the rest of the colonies. Now there were going to do this by General Burgoyne, who was coming from Canada and was going to invade south. 00:00:27 And like we said. He was going to cut off this entire area from the rest of the colonies. In addition, General Howe-- who was in New York, and we already took a look-- was going to sail South, and he was actually going to meet the Americans at the Battle of Brandywine. And these two attacks were intended to really crush the 00:00:47 colonists from the beginning. So let's take a look at the first one of General Howe in the South. Number one, General Howe easily defeated Washington's troops at Brandywine Creek, which was right outside of Philadelphia which was, in fact, the American capital at this time. The British troops moved into Philadelphia and occupied it. 00:01:09 The Continental Congress had to flee. Quite the embarrassment when they take over your capital. And Washington's troops, unable to stay the winter in the nice city of Philadelphia, had to move out to Valley Forge, which ended up being an extremely trying and difficult period for the Continental Army. Let's take a deeper look at Valley Forge to begin with, which was between 1777 and 1778. 00:01:34 And the harsh conditions included harsh weather, a horrible, horrible snow consistently was falling during this winter. And you can see it on the picture on the right. In addition, there was not adequate clothes or food. You see this soldier right here has no boots. So he's walking around in snow. He has no boots, there was not enough clothing. 00:01:57 In addition, disease was rampant and a terrible problem during this time period. Desertions were frequent. People were just fed up, obviously so, and would leave the camp. Now, but that wasn't just the bad news. Let's go north to where John Burgoyne was fighting against the Americans. 00:02:16 In the summer of 1777, Burgoyne had moved his troops South from Canada, which was part of the British Empire, again, to split the Americans away. His plan was to meet Howe in the city of Albany for reinforcements. However, Howe's troops were delayed. And so what happened was that Burgoyne going, who was depending on reinforcements from General Howe, they never 00:02:42 received them. And what happened was that Howe was completely surrounded by Americans who came from all sides. And he was forced to surrender at Saratoga. Now this was a crucial victory for the Americans. It turned out to be a turning point in the war. And let's look at why. To begin with, France finally officially entered the war 00:03:07 because they were able to see the Americans could win a big battle. So you can see this picture here of Benjamin Franklin, who is right here. He was a huge advantage, and the Americans had him in France. And what he did was he was able to secure French support and supplies for the Continental Army. 00:03:28 In addition, France prepared a Naval fleet, and they were prepared to send army forces to the colonies. And finally, they officially signed a Franco-American treaty and declared war on the British in 1778. Summary Section 1 00:00:01 Only a little bit left, so great job. We got through it. So again, the main question that we were looking at today-- well, what were the major events and battles at the start of the Revolutionary War? Section 2 00:00:01 Here we go. Just a quick summary-- so to begin with, the sides, both of them had to prepare for war. Let's focus on the colonies. They needed to-- organize and train an army was essential. You can't fight a war without having an effective army. 00:00:16 They had to find a way to pay for this war, and especially the soldiers, who you can see on the right. In addition, the army had some advantages. One of them is they knew the land. So wherever they were going, they knew exactly where they were. The British did not have that advantage. In addition, they had incredible leadership by 00:00:34 General George Washington. Now let's take a look at some of the battles as well. Now, the events in 1776 were crucial during this time period. To begin with, at the end of it, Washington's troops, we learned, were pushed out of New York through New Jersey and into Pennsylvania. However, it wasn't all bad news. 00:00:54 Washington was able to surprise the British at Trenton and Princeton. And that really rallied the American cause. And finally, there were a couple turning points. To begin with, the British troops drove the Continental Congress out of Philadelphia, where Washington and his troops had to hunker down in Valley Forge during that terrible winter and all those conditions 00:01:17 that we learned about. Again, not all bad news, though. The Continental troops were able to defeat the British forces at Saratoga. And the effect of that was that it gained a Franco-American treaty. And France officially entered the war on the American side.

Growing Infrastructure

Well, take a look at this picture. You can see it's a picture of a railroad. And starting in the early 1800s new transportation methods, like the railroad, are going to have dramatic effects on American society and especially the economy. In this lesson we'll be learning about those effects. It's called growing infrastructure. And let's get started. 00:00:20 What exactly is infrastructure? Section 2 00:00:00 So what exactly is infrastructure? Well, infrastructure is the system of public resources in a city, state, or nation. And infrastructure includes all kinds of things, like roads and bridges, schools and hospitals, and even electricity systems or water systems. Now, because they're public resources that means that they're owned by the people. 00:00:20 And the government pays for their construction and pays to maintain them. In fact, our government spends billions of dollars every year on things like this, building new roads or bridges. Or even new dams to control flooding or generate electricity. Now, think about what it must have been like in the early 1800s, however, when there is no 00:00:39 infrastructure in the country. It was certainly needed. But our first leaders were starting to wrestle with big ideas about government. First, is it fair for the government to spend money on a road that not everyone can use because they were too far away? And second, does the Constitution even allow them 00:00:55 to do that? So we'll be learning about these issues as we get started in this lesson, growing infrastructure. Section 4 00:00:00 But first, let's take a look at our lesson objectives. By the end of the lesson, you should be able to describe the improvements in infrastructure proposed in Henry Clay's American System, explain how transportation innovations and infrastructure improvements affected the US, and evaluate the effects of inventions or innovations of the era on life in America. Instruction Section 1 00:00:00 Well, now let's take a look at our lesson question. How did technology change America during the Jacksonian period? Well, you now what infrastructure is. It includes things like roads and bridges. And you know that government leaders face many questions about whether or not to invest in infrastructure. So of course these questions were posed to our leaders in 00:00:20 the early 1800s, including a man named Henry Clay who had an idea that we could improve our nation's economy if we invested in infrastructure. And he called his plan the American System. You'll learn all about it in this segment. Section 2 00:00:00 Well, in the early 1800s not everyone agreed that it was a good idea to spend tax dollars on new roads that would only benefit a small portion of the population. And one reason why is because of the sharp divide in economic activities that we see by region. So let's take a look at this map. It shows you around 1820 where most economic activities are located. 00:00:22 And we're going to start with manufacturing. Now, manufacturing is just starting to develop in the 1820s. And you can see it's primarily here in the New England area in states like Massachusetts and Connecticut. We also have cash crops, food crops, other types of agriculture dominate the rest of the country. So first we have cash crops. 00:00:44 And remember, that includes things like cotton, tobacco, rice. That's grown here throughout the south. We have food crops. That's grown here in the midwest, including states like Ohio and Illinois. And then we have a couple of states here that are growing both food crops and cash crops, depending upon what 00:01:03 geographic area of those states that you're living in. Section 4 00:00:00 Now remember, in the 1820s, American manufacturing is just getting started. It's been going on in Europe for decades. In Britain, for example, the first industrial revolution had happened some time before. So American manufacturing is lagging behind its European counterparts. So the American System is designed to catch America up. 00:00:21 To bring the country together in order to grow that economic base. Now of course they're talking about growing the entire economy as a whole, but there's no doubt that the idea here is to grow manufacturing. So by linking different regions of the country together, it's easier to ship cotton from the South to textile mills in the North. 00:00:41 So it was a very important part of the vision that the leaders had about the growth of the American economy. So let's take a look at the elements of the American System. First, protective tariffs, or taxes on trade. Now what this does is any imported goods, say a bolt of cloth from England, would have a tax put on it as they entered the country. 00:01:02 That would make American made cloth cheaper and more affordable. So you can see that's good for industry. It's good for manufacturing. What it's not good for is consumers, because consumers are going to pay more for that cloth, as a result of the tariff. Next it included a National Bank. 00:01:20 And the National Bank-- and you have to think about the banking system is very different than what we have today. There aren't hundreds of banks around every town. There aren't that many banks. So a National Bank would allow the government to deposit its tax dollars somewhere, which could then be loaned out. It could stabilize currency prices, and keep the economy 00:01:40 growing at a good pace. Then finally, and most importantly, transportation improvements. Because again there aren't a lot of roads. There's no canals. It's very difficult to move goods around the country. And so the transportation improvements were designed to make that easier for everyone. 00:01:58 Now the American System was in place from about 1815 to 1830. And the champion of the System was a man named Henry Clay. Now he was the speaker of the House, and he was from Kentucky. And he's given a nickname called "the Great Compromiser." That's because he was excellent at getting different groups together in the House to come together in something they could all agree on. 00:02:21 He ran for president on several occasions, but always lost. And he was also a well known orator. He was a great speaker, and has widely been regarded by historians as one of the greatest speakers in American history. He's also known for transforming the speaker of the House position from a ceremonial one to one of true 00:02:43 power, and so he's a very influential leader for that very reason. Section 6 00:00:01 While although the American System did have some successes, not everyone was in favor of its many provisions. And one of those who was against much of Henry Clay's program was Andrew Jackson. Now, Andrew Jackson was elected in 1828 and became president in 1829. And his party, the Democratic Party, opposed the American System. 00:00:22 And primarily they opposed it because they believed that the government should have a limited role in the economy. They didn't think that the government should have so much say in what was going on economically, in providing money for funding bridges and canals and so forth. And as a result, they repealed some of the elements of the American System. They were especially opposed to the creation of a national 00:00:44 bank, and that also went away during Jackson's presidency. Section 7 00:00:00 Well, let's take another look at our lesson question. How did technology change America during the Jacksonian period? Well, you now know about Henry Clay's American System, a plan designed to improve manufacturing by investing in infrastructure across the country. Now, not everyone agreed with the American System. But important improvements to transportation were made 00:00:20 during this time period. Let's take a look. Section 8 00:00:00 Well, before the 1830s, most people living in the West, especially farmers, depended upon rivers to get their goods to market. So let's take a look. We're especially looking at these people here in this region, the Ohio River Valley. You can see, and then also here in this part of the country, it's much quicker to actually load their stuff onto 00:00:22 a river and then float it down on barges to get it to market. So you can see the rivers here. There are several that are important, including the Ohio River, which is this river here, the Arkansas River, and the Illinois. And all of these rivers flow into the Mississippi until they reach the ocean here at the port of New Orleans. So again, in the 1830s, farmers are very dependent 00:00:47 upon river transportation to get their goods to market. Section 10 00:00:00 Now, in general, infrastructure improvements are good for an economy. That's because the cost of transporting something goes down if you have good roads that you can use or if you have bridges that can cross rivers. So Henry Clay believed that investing in infrastructure by building bridges and roads and canals that he would help to improve the American economy. 00:00:22 Now, what this meant is that farmers in the South and West could bring crops to the cities of the Northeast much more quickly and much easier. Northern manufactured goods could also be sent to the rest of the country much more quickly, also reducing their cost. So as a result, it's going to improve people's lives because they can afford more things because the 00:00:41 cost is going down. But it's also going to help the economy grow and improve. So let's take a look at some of the infrastructure improvements made under the American System. And the first is the Cumberland Road. Now, the Cumberland Road connected the Potomac and Ohio rivers. And you can see here, the Potomac River is here. 00:01:02 And it flows into the Chesapeake Bay. And here's the Ohio River, remember. And it flows all the way into the Mississippi and then down to New Orleans. And so the Cumberland Road here connected Wheeling, which is today in West Virginia, and Cumberland, Maryland, together. So now, all a farmer had to do was get to the river. 00:01:19 And then they could make their way to that road. So it was very good for transportation. Now, what it does is opens up this whole area to trade. Again, because the price of transporting goods into this region has declined. And this is the very first road constructed by the federal government using federal tax dollars. Now, later the road's going to be extended, first to Illinois 00:01:45 and then later even to St. Louis. And it is called the National Road at that point. Now let's take a look at a very famous improvement done under the American System. And that's the Erie Canal. And you can see the Erie Canal pictured here. Now, canals are man-made waterways. And they run like rivers. 00:02:04 And they connect different bodies of water. They connect two rivers together or a river and a lake. And the Erie Canal connected the Great Lakes with the Hudson River, which then flowed down to New York City. Now, this has a very important effect for New York City. It makes it a very important manufacturing and trade center. 00:02:24 And again, it's reducing the cost of transporting goods. And I cannot express to you how significant it is. Because it's cutting it to about 10% what it used to cost to ship something to Ohio. Now it costs only 10% of what it used to cost. So it's making all sorts of things more affordable to people living in the interior of the country. So let's take a look at the Erie Canal. 00:02:48 And you can see here we have the Great Lakes. Here's Lake Ontario and Lake Erie. And then you can keep sailing this way into Lake Michigan, Lake Superior, and so forth. So once you get here to Lake Erie above Niagara Falls, you can go for hundreds of miles in this direction. So here is the Erie Canal. And it's going to connect the Great Lakes to the Hudson 00:03:08 River, which flows into New York City and out to the Atlantic Ocean. And again, not only increasing the speed by which goods can be moved around, but greatly reducing their costs. Section 12 00:00:00 Well, now we're going to talk about a very important invention that's going to lead to a dramatic change in not only transportation but also manufacturing. It's called the steam engine. And a steam engine uses heat and water to power mechanical tasks. And the first steam engine was patented in England in 1698 by a man named Thomas Savery. 00:00:23 It would then be improved a few years later by a man named Thomas Newcomen. But it's the invention of James Watt-- the innovation of James Watt, I should say. He was a Scottish inventor who then improved the steam engine where it could be used in a much more practical manner. He made it much more efficient. And by 1765, we start to see all sorts of machines using 00:00:46 steam power. So James Watt's design led to a revolution, not only in manufacturing but also transportation. And one of those innovations was the invention of the steamboat. Now again, steamboats run on steam engine power. And they're going to make river travel much more faster and much more reliable. 00:01:05 That's because remember, rivers flow in one direction. So rivers-- the water's always going towards the ocean. And as a result, if you need to go this way, you need a very powerful engine to get you up the river. And you can do it by sailing, but it's very, very slow. And it takes a very, very long time. So steamships are going to make that travel up the river 00:01:28 much, much quicker and much more cheaply, of course. Now, American inventor John Fitch patented the first working steamboat. But again, it's the man who makes it work and makes it very reliable, Robert Fulton, who gets all the credit. He's going to design the first commercially successful steamboat. And you can see a picture of that steamboat here. 00:01:48 You can see the smokestacks. They are the smokestacks that used the steam engine. And then it uses a paddle to turn the water to move that boat up the river. Now, steamships are going to replace sailing ships on rivers and on the ocean, as well. Now, on top of this, steam engines are also finding a new type of transportation that they're going to be inspiring. 00:02:15 And that is the railroads. Now, the first railroads were very, very small. And they were pulled by horses on rail tracks. And you can see that here. And it's going to take a while for steam power to come to the railroad. They really won't be too successful until the 1850s. But then, of course, they take off. 00:02:31 By 1860, there are 30,000 miles of railroad track in the United States. Now, all of these inventions-- the canal, the steamboat, the steamship, the railroad-- are all together called the Transportation Revolution. Because you have to think about the dramatic change that has occurred. Because prior to this time, people are 00:02:53 using horses and carts. And all of these new inventions make it so much easier to transport goods. So it has very important effects on America-- first, the rise of the market economy. And a market economy is a large-scale economy based on buying and selling goods using the principles of supply and demand. 00:03:12 So this is the type of economy that we have today. People buy and sell things every day. And that's called a market economy. Next, the increase in interstate trade. And interstate trade just means that it's trade that is crossing borders. But generally what we think about when we hear that term interstate trade--it means that goods are traveling a 00:03:33 very long distance. And we certainly see that after the Transportation Revolution. Now, here are the really big, important things. First, an increase in goods available for purchase in the interior states. So more stuff is going to places like Kentucky and Ohio, far away from the ocean. 00:03:50 A sharp, steep decline in transportation costs-- the cost of transporting goods, again, is going to be a fraction of what it was a few decades before. So of course, that makes goods more affordable. In addition, goods can be transported much more quickly all across the country. So again, it's all going to lead to the growth of the American economy. 00:04:12 And by 1900, America is an economic world power. Section 14 00:00:00 Well, let's take another look at our lesson question. How did technology change America during the Jacksonian period? And you've just got done learning about improvements to transportation and how that improved the American economy and changed American's lives. Well, in this section we're going to take a look at the effects of technology on agriculture. 00:00:18 We're going to see how new inventions changed these economies as well. So let's take a look. Section 15 00:00:00 Well, let's start by taking a look at this timeline, which shows just some of the important inventions of the era. Remember, in 1765 James Watt improved the steam engine. In 1793 Eli Whitney invents the cotton gin. In 1830 the first commercial railroadline starts. In 1834 Cyrus McCormick invents a mechanical reaper. And in 1838 John Deere sells his new plow. 00:00:25 So in this last segment, we'll take a look at three inventions, the cotton gin, the new plow by John Deere, and the mechanical reaper invented by Cyrus McCormick. And let's start by looking at the cotton gin. Now, when the Industrial Revolution began in the 1700s it began in the textile industry. And textiles are cloth. And there was a high demand for cotton cloth. 00:00:49 And so as a result, there was a high demand for cotton. And as mechanization got better in the industry they could produce cotton thread much more quickly. They could produce cotton cloth much more quickly. So that meant they needed more cotton in order to keep those mills running. So demand for cotton is increased, but there's a problem. 00:01:08 Now, when cotton grows on a plant it grows in something that looks like cotton balls like you would use on your face or whatever, but inside are these little tiny seeds. And those seeds had to be separated by hand and was very, very time consuming. Well, Eli Whitney changes all that. He invents the cotton gin. And it's a machine that separates the cotton ball, the 00:01:30 part that's made into cotton cloth, from the seeds. And this is going to have a huge impact in the United States. That's because farmers now plant cotton, because demand is so high. And farmers can grow more cotton. It's going to mean that cotton becomes the most important crop in the south. 00:01:49 And as a result, of course, this is going to increase the demand for enslaved persons, which had actually started to decline in the late 1700s. Now, the next two inventions have to do with farming. And transportation's not the only area to see improvement. We also see it in farming tools and technology, including in 1837 a blacksmith named John Deere is going to design a new plow. 00:02:15 And this plow's going to enable farmers to break up the ground much more quickly. And you've probably heard of John Deere before, the John Deere company is still in existence today. Then in 1834 a man named Cyrus McCormick developed a mechanical reaper that you see here. And this is designed to mechanically harvest crops instead of having to do it by hand, which was very, very 00:02:37 time consuming. Summary Section 1 00:00:01 Well, as a result of your lesson you should now be able to answer your lesson question. How did technology change America during the Jacksonian period? Well, let's take a look at what you've learned. Section 2 00:00:00 Well, first you learned about Henry Clay's American System. Remember, this was an economic plan designed to improve America's manufacturing and try to help America catch up to Europe when it came to industrialization. It included things like tariffs, or taxes on imports, in order to promote American manufacturing. It included a national bank to stabilize prices and the value of currency, and also the building of infrastructure 00:00:25 like bridges and roads in order to improve transportation. Now let's take a look at the improvements made under the American System. Now, remember, many people believe that a strong infrastructure is good for the economy because transportation makes trade easier. And the Cumberland Road, which was completed in 1818, 00:00:43 connected the Potomac and Ohio rivers, opening up the Northwest Territory. And again, this is the very first road built with federal tax dollars in the United States. In addition, rivers and canals were important routes for raw materials and finished goods. And the Erie Canal was constructed in 1825. It was the first canal built in America. 00:01:03 And it connected the Hudson River and New York City with the Great Lakes. Next, we learned about the steam engine. And the steam engine went through many improvements. But Watt's steam engine of 1765 was so efficient that it revolutionized manufacturing and transportation. And remember, Robert Fulton developed the first commercial steamboat, which provided faster transportation, 00:01:27 especially up rivers. Railroads would also use the steam engine, but not until later. In about the 1850s, they would become more widespread across the nation. Next, we learned about new technologies for farming. And there were three important inventions we learned about. First, the Deere Plow, which made farming in the West 00:01:47 easier by breaking up dirt for planting. The McCormick Reaper, a machine that harvested crops made more quickly than doing it by hand. And then finally the cotton gin-- remember, cotton seeds are buried deep inside that ball of cotton. And the cotton gin separated those mechanically, so it was done at a much faster rate. 00:02:06 And this led to cotton becoming the most important crop in the South. However, it did have one important effect as well, and that was increasing the demand for enslaved persons.

Taxes and Protest

boycott: the refusal to support or participate in something as a means of protest smuggling: an illegal trade designed to avoid the payment of taxes Section 1 00:00:00I'm [? Ms. Mirzai. ?] Welcome to our discussion of Taxes and Protest, a lesson which is going to explore the worsening relationship between Great Britain and the American colonies as colonists protested British attempts to tax them in the 1760s. Now, on the screen in front of you, you see an image representing what's known as the Boston Massacre. It took place in 1770. 00:00:24And it demonstrated how severely strained the relationship was between the British government and the colonists in Massachusetts. Now we're going to begin by talking about the continued strained relationship and the worsening of the relationship between Great Britain and its American colonies. But we're going to first start by setting the scene for these events by explaining why the British government imposed 00:00:51taxes on the colonies in the first place. So let's get started. Section 2 00:00:00Why were the British interested in taxing the colonists? Well, from 1754 to 1763, France and Great Britain fought a war on American soil called the French and Indian War. It ended in a British victory, and as a result of this, the British now controlled most of North America east of the Mississippi, so they had widely 00:00:21expanded their territory. The war was very expensive, though, and they realized that protecting their American interests would now be even more costly because they had such a large territory. They felt that the colonists should help to cover some of these costs, help pay for some of these costs. In part because it was their defense that they were helping to pay for, and they also felt that since a lot of the war 00:00:47had taken place on American soil, that the colonists should be responsible to some extent. Well, one of the acts that was passed was the Sugar Act that was passed in 1764, and it was an early attempt by the British to raise money from the colonies. It placed a tax on sugar and molasses that was imported into the colonies from non-British sources. So coming primarily from the French and 00:01:10Spanish West Indies. Now this was great for British merchants because it allowed them to bring their tea into the country without having to pay a tax. It also gave the British new power to end smuggling, or the illegal trade that helped some traders evade these taxes. They were trying to smuggle them in. So if you were a British merchant who wanted to bring 00:01:32in sugar and molasses, you were exempt from this tax. So this is going to cut into some of that black market illegal activity, right? Because now those smugglers are going to lose out because the British merchants can bring their goods in without having to pay the tax. Now the effect is that colonists would have to pay higher taxes on sugar and molasses that came from 00:01:56non-British sources. But if it's coming from a British source, that money is ultimately getting back to Great Britain anyway, so it's really a win-win situation for the British, but many colonists did not like this because they felt like they were in a losing situation. Section 4 00:00:01The result is increasing tension. Now, the Sugar Act was just one of the many new laws that were passed by Great Britain in the colonies. This brought up the issue of taxation without representation. And this is going to ultimately become a rallying cry of many patriots. The colonists felt that it wasn't fair for the British 00:00:19government to tax them because they weren't represented in Parliament. So they weren't being involved in some of the decision-making that was actually affecting them. They thought that there was no way to fight these laws in Parliament. These taxes would lead to protests in the colonies. And they would range from boycotts to ultimately raising 00:00:40revolutionary spirits among colonists. Now, by the end of this lesson, you'll be able to explain the reasons for the Stamp Act and note its effect on the colonies. You're going to analyze the strategies used by colonists to protest British taxes. And you're going to describe the events of the Boston Massacre. 00:00:56So let's get started. Section 1 00:00:00In this lesson, our goal is to answer the question, why did colonists protest against British rule in the 1760s and 1770s? Now, you just saw in the warm-up the effects of the Sugar Act. You know that the British Empire was desperately trying to raise revenue. And they did this by taxing the colonies. 00:00:17The Sugar Act was just the first of many acts that would increase taxes in the colonies. We're also going to talk about the Stamp Act of 1765. We're going to talk about the colonial protest, how they organized, and ultimately, the repeal of the Stamp Act. Later, we're going to look at the Townshend Acts and the Boston Massacre. So first, let's talk about the Stamp Act in detail. Section 2 00:00:00Well, the Sugar Act, that you just learned about, was actually collected from traders. So it was the traders who were paying the tax. Now, consumers of sugar and molasses didn't pay the tax directly, but it did affect them because they had to pay higher prices for the goods. Because since the traders were being taxed they raised the prices on sugar and molasses and then 00:00:21this affected consumers. So the Stamp Act is going to work a little bit differently. Well, first, what was the Stamp Act? Well, it was a tax on papers, pamphlets, newspapers, and cards. And anything that was sold had to bear a stamp that you see on the screen in front of you. This is an image of a stamp, showing that tax had 00:00:41actually been paid. Now, it was very important because it was the first attempt by Parliament to raise money through direct taxation. What does that mean? Well, unlike the Sugar Act, this tax is actually being paid by the consumer. So anybody who goes to purchase a newspaper, for example, is seeing what the cost of that newspaper is and 00:01:01then also seeing that there's a tax on top of it. So they are being asked to pay more for that newspaper including the tax cost. Now, the response by the colonists was they were adamantly against this. There were riots and demonstrations against this Stamp Act. Colonists protested that stamps were expensive, that 00:01:24they were inconvenient, and the tax was basically unfair because they didn't have any representation. This really is going to lay the groundwork for the American Revolution. This is going to stir up even more resentment by the colonists for the British government. Now, in 1765, Patrick Henry of Virginia, he appealed to the Virginia's legislature, the House of Burgesses, to protest 00:01:50the Stamp Act. He's going to be one of the most vocal people who are in opposition to the Stamp Act. He felt that the colonists should have a say over their own taxes and because they don't have representative in Parliament that this tax isn't fair. That rallying cry of no taxation without representation. 00:02:09He argued that Virginians should refuse to pay the tax because they weren't allowed to vote for it so they should not have to bear that responsibility. And he proposed that people simply refuse to pay it. So he's drumming up revolutionary sentiment already. You can see that the divide between the colonists and the British government is widening. 00:02:32Its widening each year as the British government puts more and more restrictions on the colonists and puts more and more taxes on them that they have to pay. Section 4 00:00:00Well, let's talk about the Stamp Act Congress. Massachusetts organized the Stamp Act Congress in 1765. They were following suit of the Virginia House of Burgesses. And they decided to formally protest the Stamp Act. So they called for this meeting, which they called the Stamp Act Congress. It was a meeting of colonial representatives. 00:00:20They met in New York to petition the king. They rejected this idea of taxation without representation. So they were calling for no taxation without representation, meaning it's not fair that they should be forced to pay taxes when they don't have any say. They don't have a representative in Parliament. They don't have any say on some of the policies that are 00:00:39affecting them, or the taxes that are affecting them. They organized a stamp boycott, which is a protest in which people refuse to support or participate in something. Now, remember, the Stamp Act was taxing things like newspapers, pamphlets, and different types of paper goods. And they required that they have a stamp on them to prove that the tax was paid. 00:01:06And this, remember, was one of the first taxes that was going to directly affect consumers. Now, boycotts are something that still exist today. In the past, the colonists refused to buy the products that were taxed. Now, when you boycott something and you refuse to buy those products, that has an impact. It affects the person who's either selling it or, in the 00:01:32case of the colonists protesting the tax, it's going to affect the British government. Because they're not getting that money from the tax. Remember, they needed that money from those taxes. So they're not getting that money because people are refusing to buy those goods. So it can be a very effective way of protesting. Now, boycotting still continues today. 00:01:53People will protest or refuse to shop in certain stores, for example. And it's a very effective means of nonviolent resistance. So you're not using violence to get what you want, but you're using nonviolence. And so this is one way. You may have driven down the street-- 00:02:09I have driven down the street before, and I've seen, actually, people standing outside in front of a business, holding up signs asking people to refuse to shop there for various reasons. Perhaps the treatment they received or perhaps of the quality of goods that they've bought at that store. And you may have seen that yourself, either walking down the street or when you're in a car or on a bus. 00:02:30Because it's something that's still used today. And it's very effective. It gets the attention of the people who are in charge, the people who either own the store or the attention of the government, for example. Now, the colonists also formed Committees of Correspondence. This was a way for the colonists to meet leaders-- colonial leaders to get together and meet to discuss 00:02:52problems with Britain. Now, in Boston, they included Samuel Adams. And then Patrick Henry and Thomas Jefferson were in Virginia. And they led the first committees. These committees were actually the forerunners of the government of the United States. So the people that were important or were part of 00:03:10these committees would later go on to be influential political leaders in the United States. Now, Samuel Adams was a leading political figure in the decades leading up to the American Revolution. He worked as a tax collector in Boston. And he actually led many Stamp Act protests. You can see it's kind of interesting that he's a tax collector. 00:03:30But he was actually protesting some of the taxes because he didn't feel as though those particular taxes, which were enforced by the British government, were fair. He signed the Declaration of Independence. And he served as a governor of Massachusetts. Now, the Sons of Liberty were formed in Boston by workers and shopkeepers who wanted to protest against the Stamp Act. And they were called the Sons of Liberty by a member of 00:03:57Parliament. And he used it as a term in order to mock them. But it actually became something that the colonists embraced. They were proud of this idea. And the term actually stuck. And this group helped to lead colonial rebellion. They used violent and nonviolent tactics in order to 00:04:18get their points across. The Stamp Act was ultimately repealed by Parliament. The protests actually harmed British trade. And the sale of goods dropped as colonists refused to buy them. The Stamp Act was repealed in early 1766. Parliament repealed it, or they withdrew it, because they were actually begin to lose money. 00:04:41And they realized that they were angering the colonists. So they repealed that act. Parliament, though, then passes the Declaratory Act. And what this act is basically saying is, Parliament has the right to tax the colonists. So this is the act where Parliament is taking a firm stand and saying, we are well within our rights. We're in charge of you. 00:05:03The British government has the right to control the colonists. And that's what they're saying. And I bet you can guess that this is going to incite anger among the colonists. Section 6 00:00:00Now, the Stamp Act caused a sharp reaction in the colonies. And Parliament ultimately responded by repealing the act. In this lesson, we're going to see a pattern of harsh British law that's going to be followed by colonial anger and protest and then resulting in a British repeal of the act. Now, we're going to look at the Townshend 00:00:21Acts in more detail. This is going to help us answer our lesson question, why did colonists protest against British rule in the 1760s and 1770s? Section 7 00:00:00Now despite the repeal of the Stamp Act, that didn't mean that the British had solved their financial problems. They still had to increase their revenue. So in 1767 they passed the Townshend Acts, named for Charles Townshend who was instrumental in passing these through. They placed taxes on imports of lead, glass, paper, paint, and tea. 00:00:20And they started a new ways of collecting those taxes, forcing colonists to pay. The British government gave their agents search warrants to allow them to go in the homes American colonists and look for smuggled goods, other illegal goods. And then, if they found someone who was refusing to pay taxes, they also created punishments for those people. Now the Townshend Acts were seen as a direct threat to 00:00:45colonial self-rule. And many colonists resented it. It actually weakened the relationship even more. Remember, prior to some of these acts-- the Sugar Act, the Stamp Act, the Townshend Act-- the American colonists were really able to live somewhat autonomously. They really had control over their day-to-day. 00:01:06They had control over their day-to-day economies, of society, and the colonial governments. There wasn't a lot of oversight and involvement by the British government, who practiced indirect rule. Now the British government is starting to get more and more involved in the day-to-day. And the colonists really resent this. Now they resisted. 00:01:27And opposition to the Townshend Acts really is going to center in Massachusetts. In 1768, merchants in Boston reached a non-importation agreement. And they vowed not to import any British goods. They're basically boycotting the importation of British goods. Now other colonial cities are going to follow Boston's lead. 00:01:46So the British government is thinking, who's responsible for all of this? All of these problems? Who's causing people to start to resist us? And they think that it's a Boston problem. So they send troops to Boston to keep order. Now the Daughters of Liberty was one way that women could be involved in these protests. 00:02:09They were a successful colonial American group that were established between 1769 and 1770. They participated in the boycott of British goods. They would do things like serve coffee in their homes instead of tea. They were making active choices in order to support the Patriot cause. Section 9 00:00:00As the Stamp Act had hurt British interests, so too had the Townshend Acts. So the British repealed most of the Townshend Acts on March 5, 1770. But they did keep the tax on tea, which angered many colonists. They also lifted the Quartering Act, which was a law that forced colonists to allow British troops to stay 00:00:20in their homes. And they also removed British troops from Boston. But there were events of that day that would cause a sharp spike in the tension between the colonies and the British. Section 11 00:00:00Now we've talked about the Stamp Act and the Townshend Acts. And the Townshend Acts led, again, to a rise of tension between the colonists and the British. They were repealed in 1770, in March of that year. And they really seemed to offer an opportunity at decreasing the tension between the colonists and the British government. 00:00:20And now we're going to look at an event that rekindled that fire, if you will, that really created even more tension between colonists and the British government-- Boston Massacre. This is going to help us answer our lesson question, why did colonists protest against British rule in the 1760s and 1770s? So let's get started. Section 12 00:00:00What was in the situation in Boston on March 5 of 1770 that is going to change the course of history? Well, the repeal of the Townshend Acts called for the removal of British troops from Boston, but this is going to take some time. It's not going to happen instantaneously. So on March 5 of 1770, soldiers had not yet the left the city. 00:00:20Tensions between soldiers and the townspeople were high, and this tension was going to ultimately lead to bloodshed. So what happened? Well, the Boston Massacre took place on March 5 of 1770. Now it's interesting. Pay attention to the title Boston Massacre. Who do you think is giving it this title? Well, what you're going to find out is fighting broke out 00:00:42between soldiers and colonists. Colonists had been taunting British soldiers and throwing snowballs at them and other things. And as a result, the soldiers opened fire on the colonists. Now Crispus Attucks, who was a former slave and a sailor, and four other colonists were killed in the fight. Now these numbers, five people, it's very sad that five people lost their lives, but this is not typically the 00:01:10kind of situation where the term massacre might be used. So obviously you can tell that the word Boston Massacre is coming from colonists who are calling it that. The British certainly are not giving it a title like that's. It's important to keep those kinds of things in mind, the perspective when we're studying history. Now Samuel Adams described the massacre as a fight for American liberty, and he's really going to drum up 00:01:38anti-British sediment at this time. Now, the British soldiers were going to be put on trial, and Sons of Liberty member John Adams, who is a second cousin of Samuel Adams, agreed to fairly defend the soldiers in court. It doesn't mean that he necessarily believed that they were innocent, but what it does show is that he had extreme respect for the law, even in a situation where his 00:02:04personal beliefs, or he realizes that it might be very difficult to defend someone in this situation. And certainly it's not going to be very popular choice at the time. All but two of the British soldiers were freed, and the remaining British soldiers, those two were who were not freed were given very light sentences. The massacre became a rallying point for anti-British 00:02:31feeling, and it's going to spread throughout the colonies. Now remember, this is isolated to Boston, but other colonies are starting to wonder if the same kind of thing could happen in their hometowns, in their cities and their ports, because they now realize that they feel as though the British government is not necessarily representing their best interests as colonists. 00:02:54So we see continued fracturing of this relationship, and many American colonists are starting to drum up this anti-British sentiment because they feel like their government is not looking out for them. Section 14 00:00:00A revolution was brewing at this time. Many colonists' attitudes towards Britain changed greatly. And this political cartoon, this image here, really shows that. Here we see colonists who are tarring and feathering a British customs agent in Boston. They're forcing him to actually drink some tea. 00:00:23You can see a teapot that they're forcing down his throat. And in the background here, you might notice colonists dumping tea over the edge, signifying the Boston Tea Party. So really, there's a growing divide between the colonists and Great Britain. Many colonists had once viewed 00:00:44themselves as loyal to Britain. But they were not feeling so much a part of that government, so much a part of that society anymore. Because laws and taxes were creating anger in the colonies. And many colonists felt that there was not going to be any other solution but armed conflict. The colonies were on a path to Revolutionary War. Section 1 00:00:00--lesson we answered the question, why did colonists protest against British rule in the 1760s and 1770s? Now let's review some of the big ideas that we talked about during this lesson. Section 2 00:00:00We talked about the Stamp Act, and we said that after the French and Indian War, the British Empire was in debt. And they needed a way to refinance. So they directly taxed the colonists via the Stamp Act, which put a tax on things like newspapers and pamphlets. Colonists were angry and protested these taxes, but Parliament was forced to repeal the Stamp Act. The Townshend Acts were passed shortly thereafter, so the 00:00:27victory from the Stamp Act was short lived. They were taxing many common goods that were imported. Things like lead and glass, and tea. They created also new punishments for colonists who refused to pay, such as tar and feathering. Now there was widespread revolt, which forced Parliament to ultimately repeal these acts, but the one act that they did leave was the tax on the tea. 00:00:52Now, women were also involved in this, and one thing that they did was boycott or join the boycott of many British goods. And one way they did this, for example, was serving coffee in their home instead of British tea. The Boston Massacre took place on March 5 of 1770. The British soldiers had arrived in Boston to keep order in 1768 because they felt as though the problem in 00:01:15the colonies was really isolated to Boston. That Boston were the troublemakers. That they needed to be kept down, kept under the British thumb. Soldiers began firing at the colonists who were taunting and throwing objects at them, such as snowballs. Five colonists were killed, and others were wounded. Now, many soldiers were freed after a trial in which John 00:01:37Adams, who was a Sons of Liberty member actually defended, he was the defense lawyer for some of the soldiers. Now, the Boston Massacre was going to become a point, a rallying point around which many American colonists gathered in order to support the American cause. They're already now on the path to the Revolutionary War. The relationship between the American colonists and the 00:02:05British government for many people is now broken.

The New England Colonies

Hello, and welcome to the lesson on the New England colonies. In the 17th century, settlers from Europe arrived in North America in what is now considered the United States. English colonists began settling in the Northeast, and they called it New England. Take a look at this picture. This is a picture of the First Thanksgiving, which celebrates 00:00:25 the friendship between the colonists and the Native Americans. In this lesson we're going to talk about why they came and what life was like for colonists once they got there. Section 2 00:00:02 The Protestant reformation was a religious movement in the 16th century that divided the Catholic Church. It was started by Martin Luther in Germany, but quickly spread to all of Europe. The result was the creation of different religious groups that wanted to worship in their own way. But this would cause a lot of conflict. The conflict between Protestants and Catholics 00:00:26 would take thousands of lives between the late 1500s and the mid 1600s. Now in England, King Henry VIII would establish his own church called the Anglican church, or the Church of England. While it was Protestant in practice, they had a lot of beliefs and rituals that were similar to Catholicism. And after his death, England would go back and forth 00:00:51 between Protestant and Catholic rule, until Queen Elizabeth would try to end the religious conflict by forbidding any more change within the Anglican church. Now, in the late 1500s and early 1600s, there were many English Protestants who were OK with how the church was going. However, there were a few groups who protested what was happening within the Anglican church or the Church of 00:01:20 England and began to question religious leaders. One of those groups was the Puritans, who wanted to purify the church, or get rid of all the Catholic elements within the church. Their complaints and demands eventually angered Queen Elizabeth. And they would all be tried for treason. The other group were Separatists. 00:01:42 And this group believed that the church could not be purified. And they wanted to split from it completely. Both of these groups would suffer lots of persecution. And eventually they would seek religious freedom in the New World. Section 4 00:00:01 By the end of this lesson, you should be able to describe the founding and settlement of Plymouth and Massachusetts Bay colonies. Explain how religion affected colonial society in New England. Describe political and social challenges faced by the early New England colonies. And analyze the relationship between colonists and American 00:00:22 Indians in New England. Instruction Section 1 00:00:01 So what were the founding principles of the New England colonies? We've already learned that the Protestant reformation led to religious conflict within England, and how two groups within that England were persecuted because of that conflict-- the Puritans and the Separatists. In this particular segment, we're going to talk about how 00:00:22 the colonies were founded by these two groups, how religion played a role in their public lives, what life was like for them in the colonies, and how they interacted with American Indians. First, let's look at how religious persecution led to the founding of these colonies. Section 2 00:00:01 Now, the Plymouth colony was established in 1620 by English Separatists. To escape persecution and arrest in England, these Separatists moved to the Netherlands, where they were able to experience religious freedom and practice how they wanted. However, because of a peace treaty between the Netherlands and Catholic Spain that was about to end, they were afraid 00:00:25 that they would get pulled into a religious war. So as a result, they decided to go to the New World on a ship called the Mayflower. After a long voyage, they ended up in what is now considered Cape Cod in Massachusetts. This is the first English settlement in New England. Now because the Pilgrims were outside of English territory, they weren't really sure what laws applied to them. 00:00:54 So before they came ashore, Pilgrim leaders drafted the Mayflower Compact. This was a document that was based on church covenant and outlined certain roles and responsibility of colonists. It was signed by almost all the adult male passengers. And the settlers agreed to abide by the laws of this compact for the good of the colony. This would also be later framework for government when 00:01:23 they began to write the Constitution in 1787. Let's have a look at the Mayflower Compact, shall we? "Having undertaken, for the Glory of God, and advancements of the Christian faith in honor of our King and Country, covenant and combine ourselves together into a civil body politic; to enact, constitute, and frame, such just and equal laws, ordinances, acts, constitutions, and offices, from time to time, as shall be thought most meet and 00:01:57 convenient for the general good of the colony; unto which we promise all due submission and obedience." So let's drill down into that. When we look at what's important to the Separatists here, we see that the glory of God and Christian faith are very important, because they mention it. They also think it's important to create a civil body politic, which is basically saying, we're going to create 00:02:26 a government to help support our colony. They also talk a lot about covenants, which are agreements that they feel like are important to agree amongst themselves on the laws that are going to govern them. And, in addition, they also discuss having just and equal laws so that everybody can feel like they have rights within the colonies. These things are going to be important when the colonies 00:02:53 begin to govern themselves. Section 4 00:00:01 William Bradford was one of the first authors of the Mayflower Compact. He was also elected the first governor of the Plymouth Colony, and he governed for 30 years. During that time, he organized the first Thanksgiving and he promoted things like voting rights for free men and town hall meetings to voice concerns. He also wrote A History of Plymouth Plantation, which was 00:00:25 a firsthand account of life in the colonies. The second religious group to find refuge in the New World was the Puritans. Remember, the Puritans wanted to purify the Church of England, removing all the Catholic elements from worship. Because of this view, they faced persecution in England. They decided to create a joint stock company called the 00:00:51 Massachusetts Bay Company. This colony in the New World would be a haven for Puritans so that they could practice their religion openly and freely. John Winthrop was elected governor there in 1629, and he helped to found Boston. He also wrote a sermon called "A Model of Christian Charity," where he thought that Boston would be a good 00:01:19 example of how to live a godly and Christian life, and referred to it as a city on a hill. He also supported the expulsion of people who didn't have the same beliefs as the people in Boston Colony. Let's look at an excerpt from his "Model of Christian Charity" sermon. "For we must consider that we shall be as a city upon a hill. 00:01:45 The eyes of all people are upon us. So that if we shall deal falsely with our God in this work we have undertaken, and so cause Him to withdraw His present help from us, we shall be made a story and a by-word through the world." When we look at this, we can tell that the city upon the hill means that he believes that all the eyes of the people are watching them. 00:02:10 So they have to be the best example possible for other Christians on how to live a godly life. Section 6 00:00:01 So what were the founding principles of the New England colonies? By now, we've learned that the first two New England colonies were founded for religious reasons. Separatist pilgrims established the Plymouth colony, and Puritans established the Massachusetts Bay colony. Now let's look at the role of religion in daily life in New 00:00:22 England colonies. Section 7 00:00:01 The Great Migration of the 1630s brought thousands of colonists to the Massachusetts Bay colony, which caused it to grow at a very rapid rate. Because there were so many people, many had to leave in order to find enough land. In addition, others who had slightly different religious practices than the dominant form of Puritanism left so that they could practice their religions more freely. 00:00:27 These factors led settlers to establish the colonies Rhode Island, New Hampshire, Connecticut, and Maine. Puritans wanted a colony where they were free to organize their life around their religious beliefs, so they created a government based on those religious principles. This is called a theocracy. And even though it was a theocracy, it had democratic principles. 00:00:54 For example, adult males that were church members were allowed to vote for representatives in their legislature. The governor was elected by representatives. All towns had their own governments, called town meetings. The role of religion was very important. In the Massachusetts Bay area, there were strict laws that 00:01:18 governed behavior and there was no tolerance for any other religions. Those who opposed the laws or church teachings could face civil penalties. This meant that they could be jailed or thrown out of the colonies because of what they believed. One such man who was persecuted because of his beliefs while in the colonies was Roger Williams. 00:01:44 He was born in London and he became a Puritan minister. He brought his whole family to the Massachusetts area because he wanted to be a minister in Salem. While he was there, he spoke out against the king who he felt didn't have the right to grant land to those in America. Eventually, because of his beliefs, he fled Massachusetts and founded his own colony in Rhode Island called 00:02:11 Providence. In addition, one of the two important ideas that came from those colonies were religious tolerance for all people and separation of church and state. He also believed that Native Americans should be paid for the land and not just have it taken from them, so he was an advocate of the Native American as well. Another such woman who was persecuted for her beliefs was 00:02:39 Anne Hutchinson. Anne had religious beliefs that were contrary to most of Puritan beliefs. Her popularity and her preaching were also seen as a threat and it challenge the role of women in the colonies because many men believed that women should not be allowed to interpret the Bible. She was put on trial for her beliefs and during her trial, 00:03:04 she said that she was doing God's will. As a result of her beliefs and her statement, she was convicted and then banished from the colony. She later relocated to Rhode Island and, after her husband died, on to New York colony where she was killed by a raid with American Indians in 1634. Roger Williams of Providence, Rhode Island was the first colony to practice religious tolerance. 00:03:35 When we say tolerance, we mean the willingness to accept people despite their different views or beliefs. The Constitution granted that freedom of religion to us just as Williams did in his colony in Providence. Section 9 00:00:01 By now, we've learned why the New England colonies were founded and how religion played a major role in those particular colonies. We've also learned that Plymouth and Massachusetts had laws about religion, but that Massachusetts kept the separation of church and state. Now we want to look at what day to day life was like in the colonies for settlers. Section 10 00:00:01 Agriculture was the first industry in the New England colonies. After all, they had to grow their own food, right? But remember, most colonists were not originally farmers, so they were unfamiliar with farming practices. This also included an unfamiliarity with the things like weather and soil conditions. In addition, their European crops that they brought over 00:00:26 did not always grow well in the Americas. Now, on the education side, education was a very big deal in the New England colonies. Settlements with 50 families or more had to hire a teacher. Reading the Bible was extremely important for these Separatist and Puritan colonies. So they required boys and girls to go to school long enough to learn how to read and write. 00:00:53 In addition, Puritans wanted to make sure that they always had enough ministers, and they created colleges for their ministers. One such college is Harvard University. Section 12 00:00:01 In terms of commerce, the colonists focused on two major things-- feeding themselves and exporting raw materials. The raw materials were to repay investors who'd originally funded their move to the colonies. Now, timber was a major export in New England and was used for English shipbuilding. In addition, colonists also worked in fishing and whaling, 00:00:26 and sent back salted fish to England and other colonies. New Englanders, especially in Plymouth, had a hard time with sending raw materials in the beginning, because they were so focused on the day-to-day life of surviving in the colonies. In terms of imports, England really discouraged colonists from manufacturing or making goods on their own, because they wanted the colonists to purchase goods from them. 00:00:55 Things such as glassware, linens and other cloths, tools and machinery, and tea, silver, and household goods were among the things that the English government wanted the colonists to purchase directly from them. Now, as the colonies grew more established their towns became centers for trade. Places like Boston, which was the capital of the Massachusetts Bay Colony, had the largest town and the 00:01:24 biggest port. In addition, Providence, Rhode Island and New Haven, Connecticut also had rather large ports and were centers of trade. Now, Plymouth would lag behind all of these other three because their port was not as good. But in general, the cities provided goods from places like England, Africa, Caribbean, and the southern 00:01:49 colonies, and were major centers of trade. Section 14 00:00:01 In previous lessons, you've learned how colonies were founded and what life was like for them. You've also learned that colonists were farmers, but relied heavily on trade and production of raw materials. In addition, we've talked about how education and religion were important in colonial life. Now we're going to explore the relationship with Native Americans that colonists had. Section 15 00:00:01 Pilgrims were not prepared for the harsh conditions that they would meet in New World. As a result, many of them died because of disease and starvation. Colonists desperate to find food began stealing corn from a nearby Wampanoag Native American tribe. A Wampanoag named Squanto learned English and helped to develop a relationship between the colonists and his tribe. 00:00:28 The Wampanoags were able to share food with the colonists and Squanto was able to teach the settlers how to survive in the New World. The very first Thanksgiving was a celebration of that relationship. In 1621, the colonists and Native Americans had a feast. The feast celebrated the good harvest that had come, the cooperation between the two groups and the friendship that 00:00:53 they were building. Today, we celebrate Thanksgiving every fourth Thursday in November. The relationship between colonists and Native Americans were oftentimes complex. There were conflicts between the two groups. Colonists believed that they could just move on to Native American lands without permission. 00:01:15 They also thought that Native Americans should obey English laws instead of laws that they'd already established within their tribes. There were also cooperations. The Plymouth Colony and the Wampanoags is a very good example of how the Native Americans and colonists cooperated together. In addition, the Massachusetts Bay and Providence colonies 00:01:39 allied with the Narragansets against the Pequots in a war. The Pequot War is a good example of the complex relationship between colonists and Native Americans. A trade dispute led some Pequots to kill an English trader. This conflict would eventually boil over, and in 1637, in English militia would attack a Pequot fort at Mystic. As many as 700 women and children were killed. 00:02:10 This is just an example of the complex relationships that happened between Native Americans and settlers in the New World. Summary Section 1 00:00:01 The New England Colonies. What were the founding principles of the New England colonies? Section 2 00:00:01 Plymouth and Massachusetts Bay colonies. Separatists, also call Pilgrims, founded Plymouth. Puritans founded the Massachusetts Bay Colony. Both groups had been persecuted in England and chose to leave for the New World. Each colony set up forms of self government and elected their leaders. Religious life in the colonies. 00:00:24 The Puritans established a theocracy that made laws about daily life. Those who opposed the church were banished, including Roger Williams and Anne Hutchinson. Williams founded the Rhode Island colony and promoted religious tolerance and separation of church and state. Daily life. 00:00:45 Most colonists were farmers, but they also produced raw materials for England, including timber and fish. England discouraged the colonies from manufacturing their own goods. New England's population grew quickly, and towns like Boston became major trade centers. Relations with American Indians. In Plymouth, American Indians such as Squanto helped the 00:01:09 colonists learn to survive. As time passed, however, conflict became more common. One example is the Pequot War. Assignment Section 1 00:00:02 For this assignment you'll do a close reading of selections from the Mayflower Compact and the Fundamental Orders of Connecticut. Both of these documents are important. They influenced the Constitution of United States more than 130 years later. As you read, look for key ideas such as freedom of religion, a religious state, voting and majority rule, 00:00:27 collective good, and individual rights. Be ready to make connections with the principles that govern the US today.

Colonial Life

Hello. I'm glad you could join me. In this lesson we'll be looking at what life was like in the 13 colonies, why the different regions were so important, and how each region developed its own culture. Section 2 00:00:02 Not all of the 13 colonies were the same. They were divided up into three regions. Each region developed a culture based on how it was settled. For example, the New England colonies were settled based on religious freedom. The middle colonies were settled based on making a profit and religious freedom. 00:00:23 And the southern colonies, they were settled based on making a profit. Now, all of the regions had distinct societies that varied from their daily life to their government. Let's look at the similarities and differences of these colonies. Section 4 00:00:01 At the end of this lesson, you should be able to compare the social characteristics of different American colonial regions, describe how democratic principles and self-government were established in the colonies, explain the British government's management of its colonial holdings, including the principle of salutary neglect, and describe the colonists' early conflicts and relationships with American Indians. Instruction Section 1 00:00:01 We've learned in the warm-up that the 13 colonies were not all the same. So what was life like in the colonies? We'll have a chance in this lesson to look at colonial society, colonial democracy, conflicts with Britain, and American Indian relations. Let's start with colonial society. Section 2 00:00:01 New England's geography helped define the economy and the society. It had rocky soil, which limited that large-scale farming that you'd see in the South. Farmers here mostly farmed just to support their families. The natural harbors encouraged trade among the colonies and international trade. 00:00:22 In addition, the ocean promoted the growth of fishing and whaling industries, which was also good for trade as well. The forests provided timber for the shipbuilding, and New England became a center for shipbuilding throughout the colonies and internationally. The settlements of New England were organized around towns and cities. 00:00:46 These towns and cities all had something called a common, which was a piece of land for public use. Farmhouses, a school, a meeting house, and shops were all clustered nearby. This would help to create a diverse economy. Because of the tight formation of the cities and commons, they were able to have a strong economy based in those places. 00:01:11 Each family had a small plot of land with a home and a small garden. In addition, families who had larger family plots were located outside of the town. Section 4 00:00:01 The Middle Colonies' geography was similar and different to that of the New England colonies. Unlike the rocky soil of the New England colonies, the Middle Colonies' soil was rich and able to support cash crops such as fruit, vegetables, and grains. Also, the Middle Colonies' growing season was much longer than that of the New England colonies. However, they were similar in the sense that both of them 00:00:26 had natural harbors that encouraged trade, and the ocean, which promoted fishing. The cities of this area, like New York and Philadelphia, developed along waterways. Unlike Boston, Philadelphia was planned along a grid system. William Penn hoped that it would become a bustling rural town and not a large city, so he made the streets wide so 00:00:50 that colonists could import and export goods. The Middle Colonies were unique. Settlers came from many different countries, but they shared similar reasons for settling. Immigrants included skilled Dutch and German farmers and French, English, Scottish, and Irish settlers. All of them came for land. Some of them came for religious freedom. 00:01:18 The skilled German and Dutch farmers helped the colonies become crop-producing regions. The people stayed together in their ethnic and religious groups, and they carried their own cultures with them. Section 6 00:00:02 In the southern colonies the rich soil and good climate encourage the planting of cash crops. Crops such as tobacco, rice, indigo, and later on, cotton, were grown on large plantations. These plantations would develop a wealthy upper class within southern colonies. And they used enslaved workers in order to meet the intense demands of the labor in the southern colonies. 00:00:30 Different social classes would spring up all throughout the colonial regions. The gentry were the upper class. They consisted of doctors, lawyers, merchants, and wealthy planters. The middle class included skilled workers and farmers who owned their own land. The lower class consisted of farmhands, unskilled laborers, 00:00:52 and indentured servants who often owed a debt to a land owner and worked to pay it off. Women also had a role in the colonies. They worked both in and outside of the home. Inside the home many women cooked, cleaned, and cared for their families. In the cities, women worked outside the home as seamstresses, nurses, or domestic servants. 00:01:17 They cared for people, cooked and cleaned homes, worked as midwives who delivered babies, or took over their husbands businesses if they happened to die. In the country, women worked on the family farm. They did the farm work such as planting and harvesting crops, making candles, soap, clothes, and even looking after the farm animals. During this time the African population in New England and 00:01:45 the middle colonies increased in the 1700s. Free African Americans worked as both skilled and unskilled laborers, usually on merchant ships. In the South, most Africans were enslaved and they worked in the fields as field hands or domestic servants. Section 8 00:00:02 You've seen how the founding of each region played an important role in its culture. As the colonies progress, regions participated in the early principles of democracy and self-government. Seeds of democracy were being sown all over the colonies, throughout New England and to the South. Section 9 00:00:01 William Penn was the founder of the Pennsylvania colony, and he also wrote "A Frame of Government of Pennsylvania." in this frame, it protected the rights of Englishmen, protected religious freedom, called for fair trials, and separated government powers. It also provided some important ideas which were included in the US Constitution today. New England was also practicing democracy. 00:00:30 They had a representative assembly that shared in decision-making for the colony. They had the only colony, Massachusetts Bay, without a royally appointed governor. Freemen elected the governor, magistrates, and representatives there. They also had some separation of church and state. Ministers were not allowed to run for office, and the 00:00:52 government was not allowed to interfere in church policies. Section 11 00:00:02 Another important aspect of democracy is freedom of the press. Freedom of the press was established in the colonies before it was even guaranteed in the US Constitution. In 1734, a journalist named Peter Zenger was accused of libel. Libel is printing information that damages someone's reputation. 00:00:22 Before Zenger's case, printing harmful information about a colonial governor was against the law, even if the information was true. The standards set by Zenger's case still govern freedom of the press today. Let's talk about the case a little bit. Zenger was an indentured servant to a printer in New York. 00:00:44 He printed a paper against the colonial governor in 1733. In 1734, when he refused to stop printing the paper, he was arrested and jailed. His case went to trial but the jury acquitted him, which means they found him not guilty, because the charges were based on fact. This changes the existing law for freedom of the press within the colonies. Section 13 00:00:01 Let's look at democracy in the South. In the Southern colonies, Virginia's representative assembly would be called the House of Burgesses. It was the first representative body in the colonies. It was headed by a governor, usually a British official, but the 11 settlements of Virginia elected two delegates to represent their interests. 00:00:24 In the Carolinas, Commons House was the representative assembly there. Like their fellows in Virginia, colonists too elected officials to represent them. This would become one of the more powerful colonial assemblies in the colonies. Section 15 00:00:02 What was life like in the American colonies? The principles of democracy and freedom were established early on in the colonies. This democratic self governing would give colonists the feeling of independence. This feeling of independence would cause strain between the colonies and Britain. Section 16 00:00:01 Even though England owned the colonies in North America they were still very far away. With over 3,000 miles to travel from here, to here, it took weeks, and sometimes months to get information. This meant that the king had a poor idea of what was going on in the colonies. The conflict between the colonies and the English crown would begin in the 1680s. 00:00:25 King James II gave colonial governors more power. This meant that the representative assemblies lost power. Remember, this is important because the colonists had voted for these representative assemblies to look after their interests. This would create conflict between the colonists and the rulers because colonists felt that their interests were not 00:00:50 being represented correctly. Now, not only was King James II not liked in the colonies, he also wasn't very liked in England, and in 1688 Parliament replaced him with his daughter Mary and her husband William. This peaceful overthrow was known as the Glorious Revolution. British citizens won new liberties in the English Bill 00:01:15 of Rights, which included freedom of speech and freedom from cruel and unusual punishment. Now after the Glorious Revolution, England ruled the colonies under a policy called salutary neglect. Now let's look at what that means. Salutary means producing a good or positive effect. Neglect means to overlook or ignore. So in essence, salutary neglect means an active 00:01:43 overlooking or ignoring that which produces positive results. So the British relaxed enforcement of colonial rules, especially trade laws. This meant that colonies grew richer and more independent without having to worry about Britain looking over their back. Section 18 00:00:01 As a result of the salutary neglect policy, Britain believed that colonists would trade with other countries, spend more money on British goods, and continue to provide Britain with raw materials. However, all of these expectations were not met. There were some unintended results because of this policy. Britain thought that they would benefit from the 00:00:24 increase in wealth of the colonies. Instead, the policy created a feeling of independence in the colonies. Colonists were able to trade on their own, and they made their own political decisions. This would be the beginning of an American identity in the colonies, and would cause even more conflict between Britain and the colonies. Section 20 00:00:02 So we've talked about how colonists at first saw themselves as part of Britain, and over time, through self-government, they became more independent. This independence and sense of ownership would lead to a different type of relationship between the colonists and American Indians. Section 21 00:00:01 In the beginning, relations with American Indians and colonists were good. Colonists and American Indians traded goods with each other and, in early New England, colonists had a friendly relationship with Massasoit, the leader of the Wampanoag nation. However, because of fierce competition for land, they would often come into conflict. 00:00:22 In 1622, during the Jamestown Massacre in Virginia, American Indians killed several hundred people. In 1637, in Connecticut during the Pequot War, colonists would come to a fort and kill between 500 and 600 people. And in 1675, in plantations in Virginia, American Indians would attack several of those plantations. In 1620, the pilgrims had a friendly relationship with the Native Americans. 00:00:54 However, that would soon change. The Wampanoag chief Metacomet, or King Philip, wanted to protect his land from further settlement. In 1675, he led a war against several of the New England colonies. However, King Philip was killed in 1676 and the war ended two years later. The colonists managed to win this war without 00:01:19 any help from Britain. This would help to solidify their independence and it would also begin to help American identity to grow. In the 1680s, William Penn of Pennsylvania made treaties based on trust with the Delaware Indians. However, his son was not really interested in keeping those good relations. In 1737, Penn's son tricked the tribe into 00:01:44 giving up more land. This was called the Walking Purchase because the Indians were forced to give up as much land as a person could walk in a day and a half. However, Penn's son had the trail cleared for the walker and he hired three of the colony's fastest runners. In the end, the fastest runner claimed 70 miles. When the Delaware went to the Iroquois League to complain 00:02:09 about this, they refused to intervene. This would help to continue further decline of the relationship between colonists and American Indians. Summary Section 1 00:00:02 Colonial life. What was life like in the American colonies? Section 2 00:00:01 Let's recap our lesson on colonial life. In New England, towns surrounded a common area. They had diverse economy and many cities and towns. In the Middle Colonies, settlers came from different countries. Farming was the economy and they, too, had many cities and towns. In the Southern colonies, they had plantations and small 00:00:23 farms, and their plantation economy was based on cash crops. They had few cities and towns. Democratic traditions grew in the colonies. William Penn's Frame of Government for Pennsylvania laid out many ideas that were later adopted by the US constitution. Nearly every colony had a representative assembly. 00:00:45 The Peter Zenger case established freedom of the press in the colonies. The relationship between Britain and the colonies began to become strained. The colonies were far away-- over 3,000 miles, making it difficult for the king to respond to problems. As a result, he gives more powers to the governors, but 00:01:07 the colonists don't like having their powers limited. Also, there was salutary neglect. This meant that the British stopped enforcing trade laws. This caused an increased feeling of independence among the colonists, and a separate American identity began to grow. Over time, relations between the colonists and American Indians began to decline. 00:01:31 At first, there was cooperation in many areas-- for example, the Massasoit and the early colonists of New England; also, William Penn's treaties with the Delaware Indians. However, later on, the colonists and American Indians would begin to compete for land. Examples of this is the Pequot War, King Philip's War, and the Walking Purchase.

Early North American Cultures

Hi, I'm your instructor. Before the arrival of Europeans to North America, there were many flourishing American Indian cultures, such as the one you see in this picture. In this lesson, we're going to learn about these early North American cultures as well as how geography influenced them. So first, let's take a look. What is the relationship between geography and culture? Section 2 00:00:00 Well, first, what is geography? Well, geography is the study of the Earth, and it includes all kinds of things. It includes the Earth's natural features like landforms and bodies of water. It includes the characteristics of different people's types of cultures. It includes natural events like weather and earthquakes. 00:00:19 What we find when we study the connections between geography and culture is that the two have a lot in common. Geography influences how people live. It influences the type of clothing they wear. It influences how they get from place to place, the type of food they eat, what they grow, and even sometimes, the types of homes and shelters that they build. Like this particular type of shelter is a very common type 00:00:44 of hunting shelter found in the northern part of North America. Now, historians also study geography because it gives us clues about how a certain type of people might live. Now, no doubt geography also influences you and the types of activities you enjoy. For example, if you live in the mountains you might like skiing like people in Colorado shown here. 00:01:07 If you live near the beach, maybe in Hawaii, beaches and ocean waves encourage activities like surfing. Section 4 00:00:00 Now let's take a look at our lesson objectives. By the end of this lesson, you should be able to identify pre-Columbian American Indian cultures and the regions in which they lived, describe the cultures of American Indian groups in different regions of North America, and evaluate the effects of physical geography and natural resources on the development of early American Indian cultures. Instruction Section 1 00:00:00 Let's take a look at our lesson question. What influenced the development of early cultures in North America? You've been learning about the connections between geography and culture. In this lesson, we're going to take a look at early American Indian peoples and how geography shaped the ways in which they lived. 00:00:19 We're going to start by looking at the Eastern part of the United States, the American Indian peoples of the Northeast, and the Southeast. Section 2 00:00:00 In this lesson, we're going to be looking at the American Indian peoples of pre-Columbian America. What does the word pre-Columbian mean? It refers to the peoples who live in North, South, and Central America before the arrival of European explorers and settlers. So as you can probably guess, the word pre-Columbian comes from two words. 00:00:22 It means pre-, the prefix pre-, which means before. And then Colombian refers to the explorer Christopher Columbus. You may know that he arrived in the Americas in 1492. Therefore, we get the term pre-Columbian. So we're discussing the peoples who lived in the Americas prior to 1492. Section 4 00:00:01 Well you now know there's a strong connection between geography and the development of culture. And this is especially true in pre-Columbian America. So let's take a look at the geography of the eastern half of the United States. And what kind of geographic factors might influence the development of American Indian peoples in this area? So first we have important waterways. 00:00:21 And first we have the Atlantic Ocean, as well as the Great Lakes. And you can see the Great Lakes, here and they're all labeled for you. Next we have a couple of important rivers. We have the Mississippi River, which travels here, and then the Ohio River, which travels this way. We're going to find as we study our first group of 00:00:42 cultures that they tended to live in these areas here around these rivers. Next we have the Appalachian Mountains. You can see them here in brown. And the other important thing that you need to understand is that today, much of the natural forest has been cut down. But during this time, this whole area is 00:01:01 just covered in forest. You have these vast woodland areas. You also have coastal and river wetlands. So that's where all of these little rivers are meeting the ocean. It can be very, very marshy. That's what this means here. So let's take a look at our first group of peoples. 00:01:16 These ancient peoples are called Mound Builders, and this is a name that historians and archaeologists have given many early American Indian cultures, and they share a couple of similar traits. First, these cultures built earthen mounds for burial and ceremonial purposes. And you can see in this picture here a couple of these mounds here. 00:01:37 Mound Builder societies lived very close to rivers. They lived in river valleys, including the Ohio, Illinois, and Mississippi River valleys. So let's take a look at these three main cultures of Mound Builders. The first area called the Adena, and they lived from about 500 BCE to the year 100, and they lived in these areas. Modern day Ohio, Indiana, Kentucky, West Virginia and 00:02:04 Pennsylvania. Next we have the Hopewell cultures, which lived from about 200 BCE to the year 500, and they lived in much of the same area, except they moved a little bit further west into Iowa and Kansas. And a little bit further east into New York. Next we have the Mississippian culture. It existed from about 700 to 1,500, so right about the time 00:02:28 of Columbus' arrival. And again, these people are going to live in about the same areas as the other two groups, except they're going to go a little bit further south into Mississippi, Alabama, Georgia, Arkansas, and into Missouri. Section 6 00:00:00 Well, as the mound building cultures began to decline, new cultures rose up in their place. The Cherokee are one of these. The Cherokee lived in the Appalachian Mountains, especially the Southern half of the Appalachian Mountains-- states like present-day Tennessee, North and South Carolina, and Georgia. The Cherokee actually farmed. 00:00:22 They grew things like squash, corn, and other foods. They also hunted elk, bear, and deer for both food and fur. And they lived in woodland areas. They also built houses out of logs. Another culture that rose after the Mound Builders began to decline were the Iroquois. They were one of the most important 00:00:43 groups in the Northeast. Now, Iroquois is a name given to many people that speak a common or related language. The Iroquois lived in present-day Great Lakes and up into states like New York, northern Pennsylvania, and so forth. They lived in woodlands around the Great Lakes region, and they lived in long houses made out of local trees. 00:01:05 You can see a picture of these long houses here. They also farmed in the same way that the Cherokee farmed. Section 8 00:00:00 Let's take another look at our lesson question. What influenced the development of early cultures in North America? You've learned a little bit about some of the Indian cultures of the East. You learned about the mound building peoples as well as the Cherokee and the Iroquois. Now we're going to take a look at some of the American Indian 00:00:18 groups in the West and in the plains states. Let's learn about them now. Section 9 00:00:01 TEACHER: Well, let's start by taking a look at the geography of the Southwest. The southwest region of North America is characterized by a very dry climate, deserts, mountains, and a few major waterways. So let's take a look at this map, which shows some of the more important physical features of the region. 00:00:19 First, we have the Rocky Mountains, and the Rocky Mountains span all the way from northern Canada down through the United States and into present-day Colorado, New Mexico, and Arizona. There's a major desert in this region called the Sonoran Desert that runs from southern Arizona down through Mexico. And we have two major waterways. First the Rio Grande. 00:00:42 This river forms the border between the United States and Mexico and flows into the Gulf of Mexico. And then we have the Colorado River. And this river today is an important source of water for the southwestern region for states like Nevada, Utah, California, and Arizona. It starts in the Rocky Mountains and flows into the Gulf of California, located here. 00:01:04 Now let's take a look at some of the ancient peoples in this region. And they had a lot in common. First, all three of the groups we're about to look at, they were farming societies, despite the fact they lived in the desert. They also left no written records. So what we know about them is a bit limited. 00:01:21 And all three of these groups had either disappeared or been absorbed by other groups by the time explorers arrived in the Southwest. So let's start by taking a look at the Anasazi. And the Anasazi was one of the most advanced civilizations in the region. And they're known for their construction of pueblos. And pueblos are tall, apartment-like buildings. 00:01:43 Some of them were very elaborate, with up to 100 rooms. And they were made of adobe, which is a kind of mud brick. And these homes were often built into the side of cliffs. And you can visit many Anasazi sites today in the southwestern United States. Now the Anasazi civilization collapsed about 1600, and experts aren't sure why. 00:02:05 They think maybe climate change had something to do with that. The second group we're going to talk about are the Hohokam, and they are known for their creation of canals in order to irrigate crops in their farming villages. And finally, we have the Mogollon. And they are known for their distinctive pottery. You can see an example of it here. It's black and white, and it has some very elaborate designs. Section 11 00:00:00 As older American Indian civilizations collapsed, new American Indian civilizations rose up to take their place. And one of these is the Pueblo. It's named for its permanent settlements called pueblos. And you can see an example of this type of housing here. And many historians believe that the Pueblo, perhaps, had evolved from the Anasazi which you learned about earlier. Now Pueblo villages were independent. 00:00:26 Each village was ruled by a governing council. And the Pueblo people even spoke different languages such as Zuni or Hopi. Now farming was especially important near important rivers. Pueblo Indians they farmed everything from corn to different types of squashes. And hunting was, of course, more important 00:00:45 away from the rivers. So next, let's take a look at the geography of the plains. And the Great Plains is this middle region here in the center of North America. Now this region is semi-arid similar to the Western part that we looked at earlier. It's characterized by warm summers and cold winters especially this northern part of the Great Plains. 00:01:06 It can get very, very cold in the winter time. It is covered in grassland and prairies as well as a couple of important river valleys. So let's take a look at our features. We have the Rocky Mountains here, and then we have two big rivers the Mississippi River, which we discussed earlier, as well as the Missouri River as well. So let's take a look at some of the ancient peoples of the 00:01:30 Great Plains. Ancient people shared many of the same features that we find with Eastern cultures such as the mound builders we discussed earlier. Early groups were very small, sometimes based in family units and relied on hunting and gathering to survive. Now later, however, Plains Villages did grow and more permanent settlements were founded 00:01:54 especially along rivers. Now the climate and soil made it very easy to grow crops, so these ancient villages did do some farming. And, of course, the river provided the water needed for that farming. So let's take a look at a modern day American Indian group, the Lakota. The Lakota, like many American Indian groups today, tries to 00:02:17 keep the heritage of their culture alive. Lakota peoples gather today to strengthen ties and build their communities. And these gatherings are called powwows. And at these events Lakota practice their traditional rituals and dances and even wear costumes and other types of traditional dress. And it's one way that the Lakota people of today still 00:02:41 stay connected to their culture. Section 12 00:00:00 Let's take another look at our lesson question. What influenced the development of early cultures in North America? You've learned about some of the people in the Southwest and the Great Plains. Now let's take a look at some early peoples of the Northwest as well as the North. Section 13 00:00:00 Now, let's take a look at the geography of the northern part of North America. This region lies in and near the Arctic Circle and, as a result, has an extremely cold climate, very short summers, lots of snow and ice and only coastal waterways. So let's take a look at our map. You can see the present day United States is down here. So we're looking at this region here and some important 00:00:25 water features include the Arctic Ocean, the Gulf of Alaska, and the Pacific Ocean. So let's take a look at one group that lived in this region, the Inuit. The people of the Arctic learned to use their resources in order to survive. And the Inuit we're no exception. They fished and hunted different types of animals, 00:00:46 such as caribou, seal, walrus, and whale. They used boats and dog sleds for transportation. And often built igloos, houses made of snow blocks, especially while hunting in the winter. They also built houses built into the ground because the ground would help insulate those houses and keep them warm. In the summer, however, they lived in skin tents and could 00:01:10 then travel to follow game as they needed to. Section 15 00:00:00 Well now let's take a look at the region called the Pacific Northwest. This includes modern day Washington and Oregon. This region has a wet, cool climate, mountains, forests, and coastal inlets and waterways. So let's take a look at our map. We see a very important river, the Columbia river, which is located here. 00:00:23 Puget Sound is this waterway, this region right here, and then we have a very tall mountain, Mount Rainier. And you can see this all lies on the Pacific ocean. So what do we know about this particular climate and its relationship with American Indians? Well, the ancient peoples of the Pacific Northwest lived in this area as long as 13,000 years ago, and the wet, mild climate meant that food was very, very plentiful. 00:00:53 It was much easier to survive here. They had a wide variety of fish, animals, and edible plants. So because groups in the Northwest had many food sources, we also find more elaborate artwork, because they have plenty of time to create this type of artwork, because they're not so busy trying to just survive. So as a result, we see not only complex artwork, but also 00:01:17 very complex societies, and many elaborate traditions. For example, we see totem poles like the one pictured here, and the totem poles are carved with animal images, and you can see that on the photo. Then they had many types of elaborate ceremonies, including the potlatch ceremony, which was an elaborate gift giving ceremony. Section 17 00:00:00 Now for our last region, let's learn about the West. The Western region of the United States is characterized by a mild climate, mountains, forests, coastal areas, as well as broad valleys. So let's take a look at some of the features of the West. First, we have the Sierra Nevada mountains. Now these mountains are very, very tall. And as a result, can be very difficult to 00:00:24 pass in winter months. We have, again, the Colorado River here an important river in the region. As well as, the Gulf of California which lies here in between Baja, California and Mexico. Of course, the Mexican border today is further north of this. So all of this lies in Mexico. 00:00:44 But we are talking about many of the American Indian peoples that lived in this whole region. So let's take a look at the ancient people of the West. Now what's interesting about this part of the United States is that it's home to many microclimates. And a microclimate is a small area that has its own unique climate. And so you can travel just a few miles and have a 00:01:06 completely different climate if you're ever traveling in this region. So let's take a look. Groups created cultures that matched their local climate. So, for example, dry climates people tended to use flint knives and stone tools and hunted small game like rabbits and even stored seeds during the winter months to eat. Now in wet climates, however, they carved slate tools and 00:01:33 could then, therefore, hunt larger game like elk, they could fish and things like that in order to survive. So let's take a look at some of the American Indian peoples of this region. The California groups had very unique traditions and lived in very different regions. And so we don't have the overall culture that we see in some other parts of the present day United States. 00:01:55 People here spoke many different languages, and they didn't answer to any kind of central council or tribal chief. Sometimes they were nomadic if they needed to be to follow wild game. Some groups stayed in one place because there was plenty of land suitable for farming, and they were well known for their baskets. 00:02:14 And you can see an example of this basket here. And some of them are so tightly woven they will even hold water. So this is an important cultural feature of this particular region. Summary Section 1 00:00:01 As a result of your lesson, you should be able to answer your lesson question. What influenced the development of early cultures in North America? Section 2 00:00:00 TEACHER: In this lesson, you're learning about pre-Columbian societies. And this refers to the people who lived in the Americas before the arrival of European explorers and settlers. And we took a look at various groups based on their region. And let's start by looking at the groups in the East. One of the earliest groups in this region were the mound builders, and the mound builders 00:00:22 were known for their construction of large earthen mounds. They built these mounds for burial and for use in ceremonies. Other groups also lived in this region, especially in the region's woodlands. And this included groups like the Creek and the Cherokee in the Southeast, 00:00:37 and the Iroquois in the Northeast. Next, you learned about cultures of the Southwest and the plains. Now remember, in the Southwest, there's a very, very dry climate. But despite this, there are many farming societies, including the Anasazi, the Hohokam, and the Mogollon. This is also a region that was home 00:00:56 to the later culture of the Pueblo. In the plains region-- remember the plains are mostly grasslands-- you have groups like the Sioux and the Cheyenne. And these groups were changed dramatically by the horse, which allowed them to hunt buffalo. Finally, you looked at the cultures of the North and West. In the Arctic, remember there's an extremely cold climate 00:01:18 with very short summers, so people there tended to depend on hunting and fishing. It was home to the Inuit people. Next, the Pacific Northwest, which has a wet, mild climate. Because there's so much food, these societies were increasingly complex. Finally in the West, remember the West had many different microclimates, so very 00:01:38 different conditions, even in very small areas. And as a result, this region was home to many unique groups.

Rights for Women

Oh class, today's lesson is on the rights for women. This image shows the statue in Washington DC of three pioneers of women's rights-- Elizabeth Cady Stanton, Susan B. Anthony, and Lucretia Mott. In this lesson we'll learn more about these women, and the women's movement in general. The desire to improve the status of women in society has its roots in the American revolution. Section 3 00:00:00 In the early 1800s, women faced unequal treatment. Their rights were limited at home, in school, at work, and in the courts. This led some women to protest. One of the most famous protests was at the Seneca Falls Convention, which drafted the Declaration of Sentiments, demanding more rights for women. This led to the creation of many women's movements. 00:00:23 Women created new organizations to demand change, such as the right to vote. By the end of this lesson, you should be able to describe the role of women in the late 1800s, identify legal restrictions faced by women in the early 1800s, explain the significance of the Seneca Falls Convention, and describe provisions of the Seneca Falls Declaration of Sentiments. This is what directly led to the women's suffrage movement. Instruction Section 1 00:00:00 Throughout the lesson, we will answer this question-- how did the early women's movement work to establish women's rights in the 1800s? We've already learned that women faced unequal treatment at this time. So to answer our question, first we must find out what rights women had in the 1800s. Next, we must find out what women leaders 00:00:19 did about these things. First, let's take look at the rights women had in public and at home. Section 2 00:00:00 In the 1800s US society began to develop a true middle class. These included people like lawyers, doctors, businessmen. Middle-class men could easily afford to support their families without their wives having to go to work, unlike today. Many people argued that married women should then stay home and tend to the family as their primary job. 00:00:24 They should not work outside of the home. This creates something known as the idea of true womanhood. In this concept women should be pure and religious, women should obey male authority, women should focus on home and the children, and women should not get involved in business or politics. This of course puts up many barriers to women in the future, if they would like to go on and do other things 00:00:51 aside from just being a wife at home. Section 4 00:00:00 The idea of true womanhood was one concept holding women back. For many years, the education of women was considered unimportant. As public education was improving throughout the 1800s, more women did eventually go to school. However, they were only taught basic reading, writing, and math skills. 00:00:19 More advanced math or writing skills were generally not taught to women. Women's access to higher education was also very limited. New schools were opening, such as the Troy Seminary in 1821, and Mount Holyoke University, pictured here. These institutions generally trained women to be teachers. That was one of the few professions open to 00:00:42 women at this time. Very few law schools or medical schools would admit women to their classes. Women had few job options in the 1800s. Many factories hired young women, young single women, to run machinery. Women were often barred from jobs in medicine or law, though that began to change after the Civil War. 00:01:06 Married women were generally discouraged from working outside of the home. Again, that concept of the idea of ideal womanhood is what is holding women back. Section 6 00:00:00 Today women have many more educational and job opportunities. Women make up more than half of all US college students. Women also make up nearly half of the US workforce, around 47%. On average, however, women get paid less to do the same job as men. This is all due in thanks to many of the women activists 00:00:23 that we will be learning about in the upcoming lesson. Section 7 00:00:00 You've seen how society limited women's opportunities outside of the home. We're starting to see now why women leaders wanted to start the women's movement. Now we'll look at the law and how the law restricted women's rights in the 1800's. We'll see how women's rights to property, representation in courts and in politics, was all restricted by 00:00:23 the laws of the land. Section 8 00:00:00 In the 1800's married women had few property rights. Their husbands controlled almost everything. Married women could not buy or sell property, or enter into business contracts without their husbands approval. Married women also had to turn over all of their cash and wages to their husbands. Unmarried women, on the other hand, had a little bit more freedom. 00:00:22 They could buy and sell property and enter into their own business contracts. They also could keep any money that they earned. Section 10 00:00:00 When women appeared in court, they faced discrimination. Most states limited women's rights to representation in court. They could not work as lawyers, though there were some pioneering women that did. They could not serve on juries to try and listen to cases. And they could not serve as judges since they were ineligible to hold that position. 00:00:20 This, of course, made it very difficult for women to use the court systems for their favor. State constitutions also banned women from voting. This means they could not elect any public officials, which made it very difficult for laws to be passed to give them more rights. Section 12 00:00:00 We learned about the social and legal challenges that women faced in the 1800s. Now we'll see how women's groups started the women's movement. First we'll see their involvements in social reform. Next we'll see the Seneca Falls convention. Section 13 00:00:00 In the 1800s, women got involved in public life through the support of social reform movements. These movements are often about home life or moral standards, an area where women felt they had a greater understanding. They were involved in the temperance movement, which wanted to limit the drinking of alcohol. They were also involved in the abolitionist movement, which 00:00:21 sought to end slavery. Two such women, Lucretia Mott and Elizabeth Cady Stanton, both met at the World Antislavery Conference in 1840. Lucretia Mott was a leader in the abolitionist and temperance movements. She went around the nation speaking throughout the 1820s. She was chosen by her abolitionist group to be a 00:00:42 delegate at the World Antislavery Convention in 1840, but she was not allowed to speak because she was a woman. This angered her greatly, and she helped to organize the Seneca Falls Convention in 1848. She then became a leading advocate for women's rights. Elizabeth Cady Stanton was another member of an abolitionist movement. 00:01:05 She helped to organize the Seneca Falls Convention when she saw Lucretia Mott not being allowed to speak at the World Antislavery Conference. She drafted the Declaration of Sentiments at the Seneca Falls Convention, and became a leader in women's rights movements throughout the nation. Section 15 00:00:00 In 1848, Mott and Stanton called the Seneca Falls Convention. They called it to call attention to discrimination against women, to organize women to fight for their rights as citizens, and to issue a statement of goals and principles for the women's rights movement. Elizabeth Cady Stanton wrote the Declaration of Sentiments at the Seneca Falls Convention. 00:00:24 She described unjust laws against women. She demand equality for women in work and in education. She also demanded for the right to vote. This, of course, was modeled after the Declaration of Independence. Section 17 00:00:00 Many newspapers criticized the Seneca Falls Convention. It wasn't taken very seriously, but it did have some very serious consequences. It led to more women's rights conventions. It helped to inspire the women's rights movement. And it helped to create a series of unified goals for the women's rights movement, most important of which was the right to vote. Section 19 00:00:00 You've now seen how participation in social reform movements led to the Seneca Falls Convention. Now we'll see how these women fought for the right to vote. Section 20 00:00:00 After Seneca Falls, new organizations were set up to fight for women's suffrage. Women's suffrage is the right for women to vote. Two national organizations were created in 1869. Each took a very different approach to gain women's suffrage. The American Women's Suffrage Association was founded by Lucy Stone, a former abolitionist and 00:00:23 women's right advocate. It focused mainly on gaining voting rights for women state by state. It had male officers, and, being a more conservative group, allied themselves with the Republican Party. It tried very hard to change local laws to gain women the right to vote. The National Women's Suffrage Association was formed by 00:00:48 Elizabeth Cady Stanton and Susan B. Anthony. They wanted to get a constitutional amendment that would give all women the right to vote across the nation. For many years, it fought for greater equality for women, more than just for women's suffrage. It sought to create greater ease for divorce, which made it a much more radical group. Susan B. Anthony was a key leader in the 00:01:13 women's suffrage movement. She worked in the temperance and abolitionist movements as well, and co-founded the National Women's Suffrage Association. She was arrested in 1872 for trying to vote in the presidential election. Section 22 00:00:00 The struggle for women's suffrage would last many years. In 1869, the Wyoming Territory granted women the right to vote. In 1890, when Wyoming became a state, women kept that right to vote. In the images is you can see, it shows women voting in 1890 in the state of Wyoming. 00:00:20 This, of course, was a step in the right direction. However, though, by 1912 only nine states had granted women full voting rights. Summary Section 1 00:00:00 In this lesson, you've learned about women's rights and tried to answer the question, how did early women's movements work to establish women's rights in the 1800s? Section 2 00:00:00 In the 1800s, women were encouraged to stay at home and out of the public life. This was referred to as the idea of True Womanhood. Limits were placed on women through education and work. They also had limited property and legal rights. As we have said, women in the 1800s had limited legal rights. Married women had limited property rights. 00:00:25 Women could not serve on juries, or be judges or lawyers. And most importantly, women could not vote. Women began taking part in social reform movements. They used this experience to organize a woman's movement. The Seneca Falls Convention was called to draw attention on the inequality between men and women. The Declaration of Sentiments was drawn up to demand more 00:00:50 legal and social reforms for women's rights. National organizations were then created in 1869 for women's suffrage. The AWSA, led by Lucy Stone, fought for changes in local laws. The NWSA, led by Susan B. Anthony, fought for a national amendment.

New Economies

TEACHER: Greetings, scholars, and welcome to our lesson on new economies. Now, we're going to be talking in this lesson about the 13 original colonies, and how these economies of these colonies grew very rapidly in the mid 1700s. Now, why did this period see so much economic growth? Well, let's go ahead and take a look at the illustration that's on our screen. 00:00:25 What you're looking at is the port at Salem, in Massachusetts, around this period-- the mid 1700s. And you can see evidence of what is causing so much economic growth. Notice the ships coming in and out of the harbor. Notice all of the people working very hard to move these goods on and off the ships. And as well, notice the buildings-- 00:00:48 these buildings are storage facilities that are preparing these goods to then be sold all across the 13 colonies, or even imported outside of the colonies. Now this is one of the ways that the economies of New England were able to grow very rapidly in this period, by hosting ports in places like Salem. But the colonies outside of New England had resources of their own, and specialties of their own, 00:01:14 that allowed their economies to grow. And in many ways, it was based on their geography. So what we're going to do next is take a look at the geography of the 13 colonies, so we can start thinking about how each region will grow economically on its own. Section 2 00:00:00 TEACHER: You may already know that the 13 colonies made up three different regions. New England is the region that you see here. It's in the northeastern-most part of the 13 colonies. And here, you're going to find strong timber and fishing industries. The Middle colonies, which make up these colonies right in the middle of the 13 colonies, 00:00:26 were known for their good farmland and mineral resources. And then finally, the Southern colonies are the colonies that you see at the bottom of the 13 colonies. These have the longest growing seasons. And as a result, the economy down here was absolutely dominated by agriculture. Section 4 00:00:00 TEACHER: Before we go any further, let's take a moment to check in on our lesson objectives. These are the things that we hope to be able to do by the end of the lesson. We want to describe the economies of the Southern, Middle, and New England colonies. We also want to contrast the competing economic views between the British government and the colonists. 00:00:23 And finally, we want to explain the purpose and effects of British laws that restricted trade in the colonies. Instruction Section 1 00:00:00 TEACHER: Let's take a look at our lesson question together. This is the question that's going to guide us as we work to accomplish those lesson objectives. The lesson question reads, how did different economic views lead to tension between the colonies and Britain? So we're going to break the lesson into three parts. In the first part, we'll talk about regional differences. 00:00:23 Then we'll talk about competing goals. And finally, we'll talk about tensions with Britain. But let's begin by talking about how colonial economies were different in each region. Section 2 00:00:00 TEACHER: Let's go ahead and take a look one more time at this map of the 13 colonies. And since we're focusing on the New England colonies first, I want to circle the region that includes the New England colonies on our map. But I want to take a closer look at these colonies. The New England colonies depended on industries other than farming. 00:00:21 This is because the climate, which was cold-- excuse me, is cold six months out of the year-- and the very rocky soil made farming very difficult. But plentiful timber fueled a shipbuilding industry, if you recall that illustration we looked at at the very beginning of the lesson. And fishing and trade were very important because, again, because of all of these ports you 00:00:47 can see along the coastline here. That's going to allow for a lot of importing and exporting to come out of this region. One of the biggest industries in New England early on was whaling, or whale hunting. Whale oil was used to burn in lamps. It kept machines running smoothly. And even though it was very dangerous, 00:01:11 it was also very profitable because it met these needs that people had. It was long before electricity, and so people needed this whale oil, much of the way that we would need electricity today. Section 4 00:00:00 TEACHER: Now, let's take a look at the middle colonies. So once again, we're looking at our map of the original 13 colonies. And the middle colonies are going to include about that region there, which we will take a chance to zoom in on these middle colonies, as well. What we find in the middle colonies is 00:00:17 that land is much more fertile than the land you're going to find in New England. The region has a much longer growing season, and it is very possible, as a result of this fertile land and this longer growing season, to grow what are called cash crops. These are crops raised for sale or for export. So if you've got a farm, and you're 00:00:39 using that farms to feed your family, that is not a cash crop. But if you've got a very large plantation, you're using that farm to feed your family and you're growing produce or agriculture for the purpose of earning money, that is a cash crop. As a result of the viability or the availability of this land for cash crops, we're 00:01:03 going to see that this land becomes much more attractive to newcomers, immigrants coming from outside of the country, as well as farmers coming from other areas. Section 6 00:00:00 TEACHER: Now we're going to talk about the Southern colonies, which include the region that I'm circling here. But like the others, we're going to look more closely at this region. The South is going to have the longest growing season out of all three regions and a very rich soil, which means it's very fertile land. And so cash crops are going to be 00:00:21 plentiful in the Southern regions. We're going to see things like tobacco, rice, and indigo grown on huge farms called plantations. And these crops were often very labor intensive, meaning it required a lot of tedious, dedicated work to develop. It took a lot of manpower, and it was really, really hard work. 00:00:46 And so the demand for very cheap labor, or even free labor, would grow more and more, eventually resulting in the use of enslaved people and indentured servants to harvest these very large cash crops. Section 8 00:00:00 TEACHER: Now that we've had a chance to explore a little more closely the differences between the three colonial regions, we're going to move on to talking about how the colonies and Britain had very different economic goals that led to increasing tension over time. Now, this is going to bring us one step closer to answering our lesson question-- how did different economic views lead 00:00:23 to tension between the colonies and Britain? Section 9 00:00:00 TEACHER: Now let's talk about trade from Britain's point of view. You probably already know that the 13 colonies were part of a larger British Empire. Now, Britain was actually competing with other European nations in order to build a much larger empire. And I want to take a moment now to look at this map here. 00:00:23 It's showing us the 18th century trade empires. And you can see that the map is color-coded. So Britain's empire is noted by the orange. And you can see, obviously, Great Britain, as well as parts of North America, including these original 13 colonies. But notice that other countries have growing empires as well. The Dutch, which is located here in Europe, and the Netherlands, 00:00:51 they're growing an empire in Southeast Asia. The Spanish have a very large empire. You can see it's taking up much of the Western part of North America, including Mexico, Central America, and a lot of South America as well. And then, the French, you can see here, they are growing an empire just west of those 13 colonies. And so England really wants to dominate in this race 00:01:21 for building an empire. And in that process, it does not want its colonies to trade with its competitors, because it sees that as losing, maybe, to these competitors. So we're going to take a moment now and look at how Britain is able to continue this effort to dominate the colonies and basically prevent the colonies from trading with its competitors. 00:01:51 So, you may have heard of an economic system called mercantilism, before. Mercantilism is an economic theory that means colonies exist to benefit their founding countries. So the colonies don't really have any independence or freedom. They exist solely to benefit or bring wealth 00:02:13 to the countries that founded them. And so Britain wanted its colonies to benefit Britain only. So what this is going to do is basically create a system where the colonies don't have opportunities to build wealth on their own, and don't have opportunities to engage with some of these other countries. So we're going to take a moment now and look 00:02:35 at what mercantilism combined with Britain's policies in the colonies mean. Britain's policies are that the colonies should sell its raw goods to Britain only. So remember, we talked about how each of those colonial regions grew or cultivated different things. Well, England wanted to benefit from that cultivation of those raw goods-- the agriculture, the timber, things 00:03:01 like that. And they also wanted the colonists to only buy the manufactured goods from Britain only. So that timber, that agriculture, would be sent to Britain, would be manufactured into some sort of good, and then sold back to the colonists. This is going to have a tremendous effects on the colonies. 00:03:23 First of all, they were not allowed to manufacture many kinds of goods, because that manufacturing was happening in Britain and then Britain would then sell those goods back to the colonies. So they didn't want them to make their own goods, they wanted them to buy the goods that Britain was making. On top of that, the colonies could not 00:03:42 buy from other countries, even if those other countries were willing to sell things at lower prices. So think about this, if you had an opportunity to buy something, and obviously, you saw that it was less expensive in one place, you would probably choose to buy it in that one place. But Britain would not allow that. It only wanted the colonies to buy goods from Britain, 00:04:04 and they would sell those goods at higher prices. Finally, colonies could not sell their raw materials to other countries, even if other countries were willing to pay more. So this would essentially trap the colonies. They weren't allowed to buy goods at cheaper rates. They weren't allowed to sell materials at higher rates. So think about this, what do you think the colonists are going 00:04:28 to do in response to Britain's policies? Section 11 00:00:00 TEACHER: So we know what Britain wanted. Now, let's talk about trade from the colonies point of view. Now, the colonies maybe not surprising, did not believe in mercantilism. They did not want to depend on Britain for goods that they could make themselves. And they could often get these goods at better prices from other nations. 00:00:23 And they could even sometimes import better quality goods from countries that are much closer, like in the west Indies. And you can see here, we're looking at the map again of the different territories that existed at this time. The French territories, the Spanish territories, as well as Dutch territory in the west Indies. 00:00:43 And despite the fact that Britain did not want the colonies to engage in trade with these other countries, the colonists saw these opportunities and decided to do it anyway. So I'm going to ask you another question, how do you think Britain is going to react to the colonies defying their goals and going ahead and trading with some of their competitors? 00:01:07 Think about that, we'll talk about that more a little bit later. But first, let's take a moment to check your understanding of the competing goals of Britain and the colonies. Section 13 00:00:00 TEACHER: Let's fast-forward now a couple hundred years to talk a bit about how the United States trades with the world today. Now, today Britain is part of a larger group of countries called the United Kingdom. And the United Kingdom is still an important trade partner for the United States. As you can see, according to this chart here showing us US 00:00:22 trade by country as of 2011, the United Kingdom makes up about-- let's say about 3%-- 3% of the total trade internationally between the US and other countries. But as you can see, unlike in the colonial era, it is no longer the most important trading partner for the United States. The countries that now lead trading with the United States are Canada, China, and Mexico. 00:00:53 So now we're going to return to our lesson question and start thinking more about the historic time period that we're talking about. What's happening as the colonies are starting to assert kind of their own goals with regard to trade and what that's going to mean for Britain's goals of mercantilism and continuing dominance? So let's check in with our lesson question one more time. Section 14 00:00:00 TEACHER: How did different economic views lead to tension between the colonies and Britain? Now, this is the question that's been guiding us in this lesson. And so far we've talked a little bit about what the colonies had to offer, how different economies differed by region in these colonies, and how Britain took advantage of all of that these colonies had to offer by creating 00:00:24 economic goals that would lead to Britain's increasing world power as an empire. But the colonies began to develop ideas of their own and goals of their own for their own economies. And that's going to lead to tension with Britain, because Britain's trade restrictions basically made it so that the colonies didn't have a lot of independence or freedom, and so the colonies basically 00:00:48 went around Britain to pursue their own goals, and so that tension between the two sides is going to increase. And that's what we're going to talk about next. Section 15 00:00:00 TEACHER: In 1651, the British government passed a series of laws that restricted colonial trade. These laws were called the Navigation Acts, and they were designed to do two things. One, force the 13 colonies to trade only with Britain. And two, to weaken Britain's rivals, particularly the Dutch. Now, these Navigation Acts are going to place limits on how the colonies could 00:00:27 trade with other countries. Heavy taxes were placed on the colonies when they imported certain things from other nations. So this was an effort to get them to only want to buy things from Britain because the taxes would be much lower on those goods. They also placed limits on those imports coming in. Ships from other nations could not 00:00:51 deliver goods to the 13 colonies. So those ships we're essentially blocked from coming in. So they couldn't buy the goods even if they were willing to pay those higher taxes. Finally, the Navigation Acts placed limits on exports. Goods had to be shipped to a British port first. Then they could be sold to other countries. And that means Britain had control over the way 00:01:15 those goods were exchanged or traded from that point. So can you imagine why the Navigation Acts are going to increase tension between Britain and the colonies? Well, let's take a moment now to check your understanding of the Navigation Acts. Section 17 00:00:00 TEACHER: So how do you think the colonists are going to react to the Navigation Acts? If you think they'd be opposed to them, you're absolutely correct. The 13 colonies opposed the Navigation Acts for a few different reasons. One, they made the raw materials that the colonies needed very expensive. 00:00:18 They also make colonial exports to other countries very expensive. And they made colonial imports, things that the colonies were bringing in from other countries quite expensive as well. And on top of all that, it made it very difficult for the colonies to make profits on exports. So all of this really boiled down to an issue about money. The colonies saw what Britain was doing with the Navigation 00:00:45 Acts, and believed that Britain was taking advantage to Britain's gain, but not allowing the colonies to have any gain for themselves. So as you can imagine, the colonists were very frustrated. And they would become even more frustrated when Britain passed the Molasses Act of 1733. Now rum, which was a key colonial export, it was something that the colonies were making 00:01:08 a lot of money by producing, was made by using molasses that they had to import from other countries, particularly from the Dutch West Indies. And so Britain saw this opportunity to make money on what the colonies were producing by passing the Molasses Act, which taxed any molasses that was coming from non-British colonies or non-British areas. So this would stop the import of molasses from other countries 00:01:39 and force the colonists to do business only with British molasses. I want to take a look at an excerpt from the Molasses Act of 1733, because in a moment you're going to take a closer look at this act on your own. This excerpt reads, there shall be raised, levied, and collected, and paid, unto and for the use of his majesty. 00:02:03 And upon all foreign molasses or syrups, which shall be imported or brought into any of the said colonies or plantations, the sum of sixpence of like money for every gallon thereof. Now, this is going to make it even harder for the colonies to earn any profits on what their exporting. So again, I want you to imagine how the colonists are going to react to this and take a closer look at what 00:02:30 the Molasses Act is going to mean to the colonists on your own now. Section 19 00:00:00 TEACHER: So what do you imagine the consequences of these new laws will be? Now that Britain is putting more restrictions on the colonies and the colonies are seeing opportunities to earn money being taken away from them, there is certainly going to be consequences on both sides. Well, piracy and smuggling increase. So people started to sell and buy goods on black markets. 00:00:24 Smuggling was technically illegal, but some people thought it was worth the risk. Resources and goods could sometimes be obtained more cheaply through smuggling. And so for people that were looking to earn opportunities for trade and earn profits, they decided it was worth breaking the law. But how do you think Britain's going to feel about this? Summary Section 1 00:00:00 TEACHER: Congratulations. We've reached the end of our lesson on New Economies, where we work to answer the question, how did different economic views lead to tension between the colonies and Britain? Before we wrap things up, we're going to take one last opportunity to review the main ideas that we explored and make sure that we can meet each of the lesson 00:00:20 objectives that we set at the very beginning of the lesson. Section 2 00:00:00 TEACHER: We began our lesson by talking about the regional differences between the original 13 colonies. We began by talking about New England, which is this region here, which had the worst farmland out of the three regions. But it was able to develop other export industries like timber. Now, also notice how New England has this very large port area. 00:00:24 It was able to develop a very rich importing and exporting industry through those ports. So, despite the fact that it didn't have the rich farmland of the other regions, it was still able to generate a lot of economic opportunities. We then went on to talk about the middle colonies, which is this region here. Now the middle colonies had abundant farmland 00:00:49 and was able to take advantage of cash crops by exporting grain. So the economy of the middle colonies developed very rapidly as well. Finally, we talked about the southern colonies, which include these colonies here. The southern colonies had the best farmland and was able to take advantage of a year-round growing season 00:01:10 and was able to develop very large plantations that demanded a lot of labor-intensive work. So enslaved people and indentured servants were often doing the heavy lifting, and because of their hard work, cash crops developed the economy of the southern colonies as well. So all three regions of these 13 colonies had very, very rich opportunities 00:01:35 for growing economies. And as a result, Britain wanted to take advantage. Britain was trying to grow an empire. It was competing with other European nations. And so it wanted to really restrict all of the colonies' trade with only Britain. So, as you can imagine, and we talked about the colonies and Britain having very different goals. 00:02:00 So let's first talk about Britain's goals. Britain believed in mercantilism, that the colonies existed solely for Britain's benefit. And it thought that the colonies should only trade within the British Empire. But the colonies had different ideas. They did not believe in mercantilism. They did not want to depend on Britain for trade, 00:02:26 and so as a result, tension grew between the colonies and Britain. The Navigation Acts were Britain's opportunity to try to force the colonies to trade only with Britain. They basically passed a series of laws restricting the trade that the colonies could do with countries outside of the British Empire. Colonial imports from other nations 00:02:52 were taxed at a very high rate. And other nations could not deliver goods to the 13 colonies. Colonial exports, as well, had to be shipped to a British port before going to a foreign country. And then after those Navigation Acts were passed, Britain took this one step further by passing the Molasses Act, which 00:03:16 restricted the importing of molasses from outside of the British Empire. And so this is going to lead to increased pirating and smuggling, which is illegal. But many people were willing to take the risk, because they saw Britain taking these opportunities away, and they wanted to increase their opportunities for profit.

The Southern Colonies

TEACHER: Greetings, scholars, and welcome to our lesson on the Southern Colonies. In this lesson we'll be exploring the history and development of the southern colonies, focusing on the period of European exploration and the expansion into the Americas of four states in particular. Now in this map, you can see what 00:00:21 those original southern colonies look like by looking at the region that begins about here, takes us all the way up the Atlantic, and right into the top of the map that you can see, which includes Virginia, which is kind of in the very top there, North Carolina, South Carolina, and Georgia. In a moment we're going to take a closer look at these four colonies. Section 2 00:00:00 TEACHER: This map shows us the southern colonies a lot more clearly. Here you can see those four colonies-- Virginia, North Carolina, South Carolina, and Georgia. Now notice that each colony has its own borders. That was not always the case. Initially, these three colonies-- North Carolina, South Carolina, and Georgia where 00:00:24 actually all part of the Carolina grant. Eventually though they were divided and four southern colonies were created. Now, let's talk a little bit about why these southern colonies were founded. You might already know a bit about the colonies of New England, Maryland, and Pennsylvania which were founded mostly for religious freedom. 00:00:46 The southern colonies were founded for different reasons, mostly for profit in an effort to cultivate the land and get as much profit out of the natural resources that could be harvested in the South, and as well as a strategic barrier against Spain which had conquered Florida. And so they basically wanted to create a buffer zone that protected some of these northern colonies 00:01:12 from the Spanish land in Florida. So before we move on, let's take a moment to check your understanding of the purpose, the original purpose of the southern colonies. Section 4 00:00:00 TEACHER: Before we go any further, it's important that we establish some objectives for the lesson. By the end of this lesson you should be able to do each of the following. Describe the founding and settlement of each southern colony, describe the political, economic, and social characteristics of each southern colony, explain the role 00:00:22 of indentured servitude and slavery in the economy of the southern colonies, and finally, analyze the relationships between colonists and American Indians. Instruction Section 1 00:00:00 TEACHER: Our guiding questions for this lesson is, why were the southern colonies founded and what was life like? We're going to talk about Virginia, the Carolinas, and Georgia. But let's begin by talking about Virginia. Section 2 00:00:00 TEACHER: In 1606 the colony of Virginia was established by the Virginia Company, a private trading company that was set up by King James I of England. A charter was established, which is a grant or guarantee of rights or privileges from the sovereign power of a state or country. So England was ultimately kind of behind the development of the colony of Virginia, even though it was technically 00:00:28 run by this private trading company. The first settlement was located at Jamestown. In 1624, less than 20 years after it was established, the British government decided to take over control of the colony. At this point it became a royal colony, so it was no longer administered by the Virginia Company. Part of the reason was that it was badly managed. 00:00:54 Too many colonists had died from illness and shock from the new climate, and there was a lot of conflict with the local American Indians. And so King James and the British Crown basically decided that it could govern the Virginia colony better than the Virginia Company had. One of the ways that Virginia developed was through the development of tobacco, its chief crop. 00:01:23 Tobacco was in high demand in England. It made the colony profitable-- so it brought in the money that these colonies were established in the hopes to gain-- and it required a very large number of workers. It's what we call labor intensive. And here you can see a photograph of tobacco plants being grown. Now because it was such a labor intensive crop, 00:01:54 there was a demand for workers. A lot of people were needed to cultivate tobacco. And at first, most of those workers were indentured servants. These are people that work for a set number of years-- usually somewhere in the range of four to seven years-- in exchange for the transportation from Europe to the New World, food, and lodging. 00:02:17 Usually they were not paid for this work. Now by 1619, the first Africans started to be brought into Virginia. Now some of these early Africans were used as indentured servants, which meant once they worked off their debt, they were free. But soon, these Africans were brought in for the purpose of slavery. 00:02:42 So we went from seeing people working as indentured servants to people being enslaved, in most cases for their entire lives. And their children were enslaved as well. There was also a big issue with the relationship between colonists and Native Americans. Tobacco farming often lead to conflict with Native Americans because tobacco destroyed the soil that 00:03:07 was being cultivated for other things. It used up a lot of the land that Native Americans had been using themselves, and it destroyed the soil within a very short period of time. So you can imagine the frustration of the people that had been there for many generations with the people that were new coming in. As a result, new land was needed because the soil was destroyed, 00:03:32 and the colonists wanted to continue to grow tobacco so they could continue to make money on this cash crop. And so they started to try to move into other American Indian land, which led to conflict with these Native Americans that wanted to protect their land. It resulted in American Indians attacking Jamestown and the colonists that had settled there in 1622. Section 4 00:00:00 TEACHER: Let's talk now about the structure of the Virginia colony's government. Technically, the British government controlled the Virginia colony, but England was very far away. So the day-to-day administration for the colony was run by the Governor and his council and an elected body called the House of Burgesses. Now there were 22 members of the House of Burgesses 00:00:28 because there were two burgesses from each of the 11 settlements. So 2 times 11 gives us 22. The House of Burgesses was the first elective governing body in a British colony. So it really kind of set the standard for colonies that would follow. Its representatives-- remember there 00:00:49 were 22 of them-- were elected by Virginia colony landowners. At this time, you had to own the land in order to be able to vote. The house had the power to pass laws, and the governor of the colony could veto those laws. So if this sounds familiar, it's because this system would go on to partly influence the establishment of the United States' government that we live in today. 00:01:18 Now the House of burgesses was significant for many reasons. It provided an example of a representative government, and it allowed the colonies a certain amount of self rule, even though technically they were still controlled by Britain. It gave the colonists an opportunity to practice democracy. And it would influence the structure 00:01:39 of the US Senate, which today has two members representing each of the 50 states. And so today, there are 100 senators in the United States. Section 6 00:00:00 TEACHER: By 1676, the Virginia economy was in trouble. As freed indentured servants started to seek wealth, they were encroaching onto American Indian land and this led to conflict with the local tribes. The governor of the Virginia colony, William Berkeley, wanted to avoid armed conflict with the American Indians, but others in the colony were willing to take matters into their own hands. 00:00:27 Against the governor's orders, Nathaniel Bacon, who you can see leading a charge in this illustration here, created a militia to attack American Indian settlements. This militia was made up of mostly former indentured servants of both African and European backgrounds. They attacked friendly and hostile American Indians and attacked and burned Jamestown to the ground. 00:00:56 The consequences of Bacon's Rebellion were important. One, 23 men were convicted and hanged, and Governor Berkeley was fired. He was relieved of his duties. It also demonstrated that poor blacks and whites could unite against the government. And because indentured servants were such a big part of this event, demand for indentured servants 00:01:22 begins to decline. And because of the fear of future rebellion and the union of blacks and whites in this future rebellion, that fear led to the growth of race-based slavery in the colony. Section 8 00:00:01 TEACHER: "Why were the southern colonies founded, and what was life like?" This is the question that we're exploring in this lesson. So far we've had a chance to explore the question as it relates to the Virginia colony, which is in the purple here. Now we're going to talk about the Carolinas, which is today North Carolina and South Carolina. 00:00:24 And you can see that the Carolinas, together, include the region in green. Section 9 00:00:00 TEACHER: The Carolinas were establishment when King Charles II granted eight men a charter to develop land between Virginia and Florida, which would be basically this land right in here. They named the province Carolina after King Charles. They planned to sell the land in the Carolinas to people that were already living in the colonies. Initially, this was a colony that ruled itself. 00:00:31 It would govern through a representative assembly. But eventually it became a royal colony just like Virginia, which meant they were ruled by the British government. Now today, we know of the Carolinas as being two separate states. Initially though, it was unified into one colony, but it was always kind of divided. 00:00:58 It was split between northern and southern as the assembly was located in the north, this part here, and the Governor lived in the south, this part here. By 1712, the split between the two colonies became official, and North Carolina and South Carolina became separate colonies. Section 11 00:00:00 TEACHER: Like Virginia, slavery was established in the Carolinas and it was actually much more common than indentured servitude, particularly in South Carolina. Now remember, the Carolinas were established with the idea in mind that the land would be sold to the people, the colonists, that were already established in the New World. 00:00:21 And a lot of those colonists that started settling in the Carolinas were actually coming from the Caribbean, particularly the island of Barbados. Now these colonists from Barbados had a lot of experience running sugar plantations. And the land in South Carolina, particularly, was well-suited for these type of plantations. 00:00:41 So sugar plantations became very plentiful in the Carolinas. As a result, these plantations, again, being very labor intensive, needing a lot of workers, started to depend on slavery. So these colonists brought enslaved workers with them and they established slave laws to make sure that this new economic system would not be challenged. Now what this is going to lead is a divided society. 00:01:11 As the population of South Carolina particularly grew including large numbers of Scots-Irish immigrants coming into the region, we're going to start to see a widening gap between the rich and the poor. The wealthy are the plantation owners, the people that own large plots of land, people that own slaves, and are gaining a lot of profit 00:01:37 from the cultivation of the natural resources on their plantations. The small farmers, which include a lot of the immigrants and the formerly indentured servants, they're going to not have as much access to wealth and thus this gap between the rich and the poor continue to widen and this is going to have a pretty big impact on Carolina society. Section 13 00:00:01 TEACHER: At first, Carolina settlers got along well with local American Indian tribes. But over time, tensions grew because colonists began taking American Indian land, they began kidnapping and enslaving American Indians, and interfering with American Indian trade. Now, all of these things would eventually lead to major tensions and a conflict known 00:00:25 as the "Tuscarora War." Section 15 00:00:00 TEACHER: Let's take one more look at our lesson question. "Why were the southern colonies founded, and what was life like?" At this point we've had a chance to review this question as it relates to the Virginia colony as well as the Carolinas that would eventually be divided into two separate colonies, North Carolina and South Carolina. 00:00:24 Now let's talk about the last southern colony, the colony of Georgia. Section 16 00:00:00 TEACHER: Let's take a look at this map here. This shows us the original borders of the Georgia colony, which as you can see provide a physical barrier between the new Spanish colony of Florida, which was growing much closer to the Carolinas as you can see here. And this may England very nervous, because Spain and France had allied together against Britain. 00:00:26 And so Britain wanted to create a physical barrier between Carolina and Florida to protect its colonies. And so Britain founded the colony of Georgia to provide that physical barrier that it was looking for. But Georgia was founded for other reasons as well. In 1732, a man named James Oglethorpe, who you can see illustrated here, established a fresh start for Britain's poor debtors in the Georgia colony. 00:00:58 People that owed money at this point were being thrown in prison. And Mr. Oglethorpe believed that if they could be given a new opportunity in Georgia colony. They could do very well for themselves. And so he was granted this charter to start the colony of Georgia, which would conveniently serve as that physical buffer that we just talked about 00:01:19 as well. But according to this charter, the founder of the colony, which included James Oglethorpe along with some other people, they could not get any profit from it. So they could not earn any money. And so this meant that Georgia was founded by a different set of rules. 00:01:38 It was founded for humanitarian reasons, which meant it was not allowed to have a representative assembly. There was no alcohol allowed. And slavery was actually prohibited. And as we just talked about, its founders were not allowed to earn any profit. Section 18 00:00:00 TEACHER: Let's talk a bit about the relationships between Georgia colonists and American Indians. James Oglethorpe worked hard to establish good relationships with local American Indians. He negotiated treaties to keep Georgia safe from attack, and he made American Indian trade an important part of Georgia's economy. Now this made the Georgia colony in many ways 00:00:24 very different from the other southern colonies where tension between American Indians grew and grew, in some cases, eventually resulting in conflict. But in other ways, the Georgia colony became more like the other southern colonies. Georgia's colonists did not like the restrictions that were placed on them. 00:00:43 Soon those early rules were abandoned, and slavery was legalized in 1751. Within 20 years, half of Georgia's population included enslaved people. Summary Section 1 00:00:00 TEACHER: Congratulations. You've reached the end of our lesson on the southern colonies, and at this point you should feel confident that you can answer this lesson question. "Why were the southern colonies founded, and what was life like?" Let's go ahead and do a quick review before we wrap up. Section 2 00:00:00 TEACHER: The first southern colony we talked about was Virginia, which was founded by the Virginia Company, a private trading company. It would later go on to become a royal colony governed by the British monarchy. The primary export of Virginia was tobacco, which was very labor intensive. 00:00:18 And so indentured servants and later slaves were required to run these tobacco plantations. Virginia was also known for creating the House of Burgesses, the first elective governing body in a British colony. Now one of the major events that took place in Virginia was Bacon's Rebellion, which had very serious consequences including ending the system of indentured servitude 00:00:42 and putting more focus on slavery. We want to talk about the Carolinas, which were founded by charter, but like Virginia would eventually become a royal colony. Plantations were much more common in South Carolina. And settlers from the Caribbean would establish sugar plantations in South Carolina. And like tobacco plantations in Virginia, 00:01:09 these are very labor intensive. And thus, an established system of slavery was created to run these sugar plantations. Eventually, the Carolinas were split into two colonies, North and South Carolina. And in these colonies like in Virginia to the north, tense relations with Native Americans would eventually lead to armed conflict and war. 00:01:35 The last colony we talked about was Georgia. Georgia was founded as a military barrier against Florida as well as a charity colony for the poor. Georgia prohibited a representative government, alcohol, and slavery. Although those rules would eventually change. And unlike the other colonies in the south, Georgia had a positive relationship 00:02:01 with local American indians. Congratulations you've reached the end of the lesson. And now you're ready to explore your understanding of the southern colonies further.

Religious Revival

TEACHER: Greetings, scholars. I'm so glad you could join me as we talk about religious revival. Now what you're looking at on the screen is an illustration. And the person who I want to point out is the person that I've just circled. His name was George Whitefield. And he was one of the leaders of the Great Awakening 00:00:20 that took place in the American colonies in the 1730s. Now what we're going to find in this lesson is that the role of religion in the American colonies was quite crucial to their development. And we're going to talk about the role of religion, as well as the effects of religious revivals that took place leading up to the American Revolution. So I'd like you to join me as we move on 00:00:44 to talk a little bit more in detail about religion in the colonies. Section 2 00:00:01 TEACHER: You probably already know a bit about the origins of the United States. Before it was a country that was independent from England, it was considered the New World. And many colonists sought the New World and established the 13 colonies for the sole purpose of seeking religious freedom for themselves. Not all religious groups that were 00:00:24 leaving Europe were facing persecution-- many of them wanted to actually spread religion to other parts of the world. The three groups that did face persecution are the three groups that we see here on the screen, and we'll talk just a little bit about each of them in detail. The pilgrims you're probably familiar with, as they are responsible in many ways for the origins 00:00:47 of the Thanksgiving holiday that we celebrate here in the United States. They were persecuted by the Church of England. And through their ambition to find a place to practice their religion freely, they established the colony at Plymouth Rock in 1620. The Quakers-- as well, persecuted by the Church of England-- would establish the colony 00:01:12 at Pennsylvania in 1682, and they would be led by William Penn. Finally, the Puritans-- they were actually not persecuted at first by the Church of England. They were actually a part of the Church of England initially, but they called for change to the Church. They wanted to purify the Church, hence the name "Puritans." 00:01:35 And because of those calls for change, the Church of England decided to persecute the people who identified as Puritans. And so in 1630, they left to establish the Massachusetts Bay Colony. Section 4 00:00:00 TEACHER: Now again, not every group that came into the New World was persecuted. As a matter of fact, Anglicans who are members of the Church of England, they also came to the colonies. Now if you recall the Church of England was responsible for persecuting groups like the Pilgrims and the Quakers. 00:00:18 So this is a group that's not necessarily coming to the New World because of persecution, but religion is important to them as well. They established churches like the one that you see in this illustration here in Boston that was built some time in the 18th century. Now they did not come to the colonies because of religious persecution, but they did maybe 00:00:40 see an opportunity to spread their religion in this new world. So we want to keep that in mind as well. No matter what the reason, religion often played a really important role to the establishment, or the development of these colonies. Now before we move on let's take a moment to look at our lesson objectives. 00:00:59 What do we hope to accomplish by the end of this lesson? Well, we hope to explain how changing Puritan beliefs affected the colonists of New England. We also want to describe the role of Quakerism, Anglicanism, and religious tolerance in the middle and southern colonies. And finally, we want to explain the effects of the Great Awakening on colonial society. Instruction Section 1 00:00:00 TEACHER: Let's take a look at our lesson question together. It reads, how did religion shape life in the 13 colonies, particularly New England? Now we already know that the pursuit of religious freedom is one of the biggest reasons why the so-called New World was originally colonized in the first place. We're going to break our exploration of this lesson question into three parts. 00:00:25 In the first part, we're going to talk about Puritanism in New England. Then we're going to talk about religion in the Middle and Southern colonies. And finally, we'll talk about the Great Awakening. But let's go ahead and get started with Puritanism in New England. Section 2 00:00:00 TEACHER: So what exactly is Puritanism? Well, Puritanism was an English Protestant reform movement in the 1500s and 1600s. Now, the name Puritanism comes from what their ultimate goal was. They wanted to purify the Church of England of its Catholic ways. So essentially, what they wanted to do 00:00:22 was eliminate any remnants of Catholicism that still remained within the Church of England. Now, people that believe that they were taking this maybe a little bit too far actually came up with the name Puritans. It was actually originally a very negative connotation that was used to mock the beliefs of the people who subscribed to these ideas. Now, the Puritans would eventually adopt this name 00:00:49 and use it very proudly. And so it's interesting to think about how its origins maybe didn't necessarily meet what it would eventually become. And because they were mocked, and they were seen as basically deranged and extreme, that led to persecution. And that persecution lead thousands to leave England to go settle in New England in the 1630s. 00:01:17 Now let's talk a little bit more in detail about the Puritans and their beliefs. So first of all, who were the Puritans? They were people that came from all ranks of English society. Most, though, were merchants and tradespeople, so probably what we would call middle class today. And ultimately, when they fled persecution in England, they would go on to found the Massachusetts Bay 00:01:39 Colony in 1630. Now, what they believed is that the Bible was the only religious authority, that humans could not hold the same authority as the Bible. And as a result, they emphasized Bible reading, prayer, hard work, and proper behavior. To that end, they believed that all children should learn to read and write. 00:02:08 And this was because they believed that if all children learned how to read and write, they would be able to read the Bible. And that would allow them to become, and continue to work toward, being good Puritans. And they actually folded this belief into their system. Any area that had 50 or more people was required to have a school and a teacher 00:02:31 so that these children could learn. So now let's take a moment to check your understanding of the Puritan belief system. Section 4 00:00:00 TEACHER: Because religion was at the forefront of colonial development, particularly in these New England colonies, religion is going to play a very important role in trade and commerce in New England. Puritans believed that laziness was sinful and that moderate profit was OK, but not at the expense of the community. 00:00:23 As a matter of fact, this quote that comes from John Higgerson from "The Cause of God and His People in New England," written in 1662, really emphasizes this point. It says, "...this is never to be forgotten, that New England is originally a plantation of Religion, not a plantation of Trade. Let merchants... 00:00:46 remember this... that worldly gain was not the end and design of the people of New England, but religion." So it really again emphasizes this point that while it's OK to earn some profits and to continue working as a merchant, your primary focus should be on your religious development and working hard and following the Bible's word. 00:01:14 And so as you can imagine, this religion is going to have a big impact on government as well. The Puritans created a representative government in which religion played, again, an important role. Male church members were the only people who could vote at this time, and they voted for a representative assembly and the colony's governor. 00:01:36 This was very similar to the system we have today. Ministers could not hold positions in government. That was one way that they kept some separation between the church and the government. However, through the community and the government rules were set for behavior, and laws were very strict. So, for example, there were laws against blasphemy and for cursing one's parents. 00:02:06 Now you might be familiar with something called the Salem witch trials. We're going to talk about those in a moment. But, first, let's really establish what it meant to be opposed to anything the Church said. Anyone who challenged the Church would be banished. And you may have learned about, or you may learn about later. Two people, Roger Williams and Anne Hutchinson. 00:02:27 They were banished from the Massachusetts Bay Colony for speaking out against the church. And outsiders-- basically anybody that didn't conform to Puritan beliefs-- were often discriminated against. That type of very strict view of beliefs and behavior and keeping in line with the Puritan system is going to lead to in the 1690s a group of young women being 00:02:53 accused of being witches. The persecution that they faced as a result of this accusation led to 19 people being executed. Section 6 00:00:00 TEACHER: Following the Salem witch trials, we started to see a decline of religion in New England. Now, this is partly because the region that was formerly separate between the Massachusetts Bay Colony and the Plymouth Colony combined into one royal colony known as Massachusetts in 1691. As well, property ownership replaced church membership as a requirement for voting. 00:00:28 So instead of having to be a member of the Church, you just had to be a property owner. And so that's going to lead to less church influence in government. As well, religious tolerance actually increased, especially for Anglicans, members of the Church of England that, although weren't persecuted in England, as well wanted to establish 00:00:51 a presence in the new colonies. And perhaps because of the persecution that the other groups faced in England, the Anglicans faced similar persecution in the colonies. But by the 1700s, that persecution had decreased as a result of religious tolerance increasing. So that's pretty interesting. The role of religion is going to decrease 00:01:14 in the early 1700s in New England. And that's actually going to lead us into the Great Awakening, which we'll talk about a little bit later. Section 8 00:00:00 TEACHER: We're trying to answer the question how did religion shape life in the 13 colonies, particularly New England. So far, we've had a chance to talk about Puritanism in New England. And we found the Puritanism affected not only people's religious beliefs and spirituality, but as well impacted the way people looked at commerce, 00:00:20 the way the government worked. And due to this extreme religious belief, and really no room for any outside beliefs or thoughts, 19 people were executed during the Salem witch trials. Now, perhaps because that was such an extreme event, we start to see, in the late 1690s and early 1700s, a move away from religious extremism. Religious tolerance is going to increase. 00:00:47 And there's less emphasis of religion in government. Now we're going to return to this idea of religion having a big impact on the way people are living their lives outside of the church later on. But for now, we're going to move on to talking about religion in the middle and southern colonies. Section 9 00:00:00 TEACHER: Let's take a look at this great map together that shows us the colonial regions. So we just spent a lot of time talking about the New England colonies, which are everything that's in green here. Now we're going to be talking about the middle colonies-- everything that's in this kind of yellowish-orangish color. And what's interesting about the middle colonies is that religious beliefs here were quite diverse. 00:00:23 You had Anglicans, Catholics, Jews, Lutherans, Quakers, and Presbyterians all living within this pretty small region here. And as a result of all of these people of different beliefs coming together, there was actually a lot of religious tolerance within the middle colonies. William Penn, who you see in this image here, granted religious freedom when he founded the Pennsylvania colony in 1682. 00:00:51 As we talked about at the very beginning of the lesson, it was actually created as a haven for Quakers. So despite the fact that was created for one specific group of people, the leader really wanted to allow people of all beliefs to settle here. Another colony where we saw religious freedom and tolerance emphasized was Maryland. 00:01:13 Maryland passed something called The Toleration Act in 1649, which granted religious freedom to everybody who lived in Maryland. But let's go back to the Quakers. I want you to think about what it is that set the Quakers apart from the Puritans. And we're actually going to see that the Quakers had, in many ways, very different beliefs from the Puritans. 00:01:38 Now the Quakers were also known as members of the Religious Society of Friends. They lived in the colony of Pennsylvania and in other parts of the middle colonies, and many of them were shopkeepers and tradespeople. So, again, maybe people we would identify as middle class today. Now what is it that the Quakers believed? Well, they believed that ordinary people 00:02:01 could receive the spirit of God and be saved from sin. So you didn't need a leader, you didn't need the Pope to be the intermediary for you or be in the middle between God and you. You could receive that spirit of God all by yourself. They also believed that people's internal spiritual lives were more important than public practice or ritual. So what you really had inside was 00:02:26 more important than showing up at church or standing up and saying something out loud in front of other people. And this is one of the biggest differences between the Quakers and many of the other groups of the time-- women and freed slaves were allowed to speak freely at Quaker meetings. So now that you have a better understanding of what set the Quakers apart from some of the other groups, 00:02:51 let's go ahead and check your understanding of the Quaker beliefs. Section 11 00:00:00 TEACHER: Let's talk a bit about religion in the southern colonies. Now in the 1600s most of the colonists in the southern colonies were Anglicans, but most people lived on plantations, which were really far away from one another. And because everything was so spread out in these southern colonies, people rarely attended church. 00:00:22 A priest might visit a certain area once or twice a year to perform a baptism or a wedding, but for the most part people didn't really go to church very often, and so religion did not play a large role in daily colonial life. This is very, very different than what's happening up north in New England with the Puritan colony. 00:00:45 Virginia is a little different than the other southern colonies. All of the immigrants in Virginia were required to be members of the Church of England, or required to be Anglicans. Now this church was supported with taxes, and priests were supposed to be trained in England. So this meant that there weren't enough 00:01:08 priests to serve all of the people. So despite this effort to make religion a very big part of life in Virginia, the way it was set up made it really hard for that reality two develop. So the southern colonies, despite efforts in places like Virginia, did not see religion play as vital a role as it would in the northern colonies. So now, before we move on, let's take a moment 00:01:34 to check your understanding of religion in the middle and southern colonies. Section 13 00:00:00 TEACHER: So now we understand a bit more about the role of religion in the middle and southern colonies, which we found was much more religiously diverse than the New England colonies, but we also saw that religion did not play as vital a role in everyday experiences for colonists in these middle and southern colonies. That might change though once the Great Awakening begins. 00:00:24 And what we're going to talk about next is what the impact of the Great Awakening is on the colonies and that's going to bring us one step closer to answering this lesson question, how did religion shape life in the 13 colonies? Section 14 00:00:00 TEACHER: Now as we've already talked about, by the early 1700s, the role of religion in the colonies was starting to decline. But that all started to change within about 20 years, when the first Great Awakening, a powerful religious revival, began in the colonies. And lasted for about 20 years, from 1720 to 1740. And the Great Awakening was really marked, or excuse me, 00:00:24 the first Great Awakening was really marked by these traveling preachers, who gave lively sermons, and drew very large audiences. And there were even some women and enslaved persons that we're active in giving these sermons. Now what exactly was the cause for this big religious revival, especially after a long period of decline? Well there were really two causes 00:00:50 that led to the first Great Awakening. The first is that a lot of colonists had grown complacent, or just very relaxed, with their worship. And ministers, as a reaction to people being less, kind of, enthusiastic, begin to bring more emotion into their worship services. Let's take a look at this illustration, here. Here you can see the minister pointing 00:01:13 at this very large audience. You can see that there are lots and lots of people in the audience. And if you look at the people in the front, they look like they're just really focused. One person even looks like she's physically feeling the effect of this emotion that's being brought into these services. 00:01:32 And that's really going to lead to a new interest in worship and religion. Section 16 00:00:00 TEACHER: One of the most famous ministers of the first Great Awakening was Jonathan Edwards. So you see in this illustration here. He was known for his fiery sermons, which we'll take a look at an excerpt from one in a moment. And his work contributed very significantly to the first Great Awakening. He published works that both brought about and defended 00:00:23 the Great Awakening. So he really pushed for people to not be so complacent in their religious beliefs, and really pursue religion with more vigor. And one of his most famous sermons was one he called "Sinners in the Hands of an Angry God." And like other preachers of this time period, he used his sermons to evoke terrifying images 00:00:48 for his listeners. We're going to take a look at an excerpt now from this sermon, "Sinners in the Hands of an Angry God," which he delivered in 1741. It reads, "O sinner! Consider the fearful danger you are in. Tis a great furnace of wrath, a wide and bottomless pit, full of the fire of wrath that you 00:01:11 are held over in the hand of that God. You hang by a slender thread with the flames of divine wrath flashing about it, and ready every moment to singe it, and burn it." So imagine what it was like to be one of these people standing in front of Jonathan Edwards, hearing this sermon. Maybe it's going to encourage you to fall back in line with religion, religion that for quite some time, 20 00:01:40 or 30 years leading up to this point, wasn't as much of an important part of your life. Section 18 00:00:00 TEACHER: Now the name George Whitefield might be familiar to you. We talked a little bit about Mr. Whitefield at the very beginning of the lesson. We saw an illustration of him leading a group of people. Now he was, perhaps, the most famous leader of the First Great Awakening. Originally, he was an English preacher 00:00:20 who was invited to tour the colonies and was, as well, known for his very dramatic preaching style. He was also known for calling on listeners to repent their sins and seek salvation through repentance. This was a very new religious idea in the colonies. Up to this point, people, for the most part, believed that salvation was predetermined. So before you were even born, it was determined whether or not 00:00:46 you were going to go to heaven. What he believed is that through hard work, through prayer, through repenting for sins you could seek salvation that way. So it is not, necessarily, predetermined. Now before we start wrapping up the lesson, I want to just take a moment to talk about some of the impact of the Great Awakening. 00:01:07 And we're going to talk about a few different categories of effects. First of all, we should talk about divisions in groups. The First Great Awakening is going to cause pretty intense divisions in religious groups where some people supported the revival and others didn't support it-- so even members of one particular group. We're going to start to see a separation within those groups. 00:01:32 Religious tolerance is going to be broadened in many ways. There's a broader tolerance of religious diversity, perhaps because of some of these divisions within groups that we see. Educational centers are going to develop more rapidly as a result of the Great Awakening-- the growth of universities to train new ministers to deliver these ideas that are now really starting 00:02:00 to spread more quickly. And as well, new churches are going to develop because now you've got these new ministers that need a venue to spread their ideas. So we're going to see the growth of Baptist and Methodist churches specifically. And then, finally, it's really going to lay the groundwork for the next revival. 00:02:20 The Second Great Awakening would occur between 1800 and 1830. So now let's take a moment to check your understanding of the effects of that first Great Awakening. Summary Section 1 00:00:00 TEACHER: Excellent work, scholars, on our lesson on religious revival. Now at this point, you should feel confident that you could answer our lesson question-- how did religion shape life in the 13 colonies, particularly New England? In this lesson, we talked about religion and its impact on life in the New England colonies, 00:00:20 in the middle colonies, as well as the southern colonies, and what impact of the First Great Awakening was on all of these colonies and the way religion was perceived in all of them. Now, we're going to go ahead and take a moment to review the main concepts that we explored together, just to make sure you really have the understanding to answer this lesson question. Section 2 00:00:00 TEACHER: We began our lesson by talking about religion in New England. The Puritans were one of the largest groups in New England, and they emphasized things like Bible reading, prayer, hard work, and so-called proper behavior. They even had laws against blasphemy and cursing one's parents. In their effort to encourage Bible reading, 00:00:22 all children had to go to school so they could learn to read the Bible. As a matter of fact, any community that had 50 or more people was required to hire a teacher and build a school. The Puritans established a representative government where church members were the people allowed to vote. And that's part of the reason why the church and religion 00:00:42 continued to have a very large influence in government. They went so far as to banish anyone who challenged the church's authority, and in the 1690s 19 women were executed for witchcraft in Salem during the Salem witch trials. But by 1700, the role of religion in New England was in decline. And as a result of people being less strict or less extreme 00:01:09 about their religious belief, religious tolerance began to increase. We then talked about the role of religion in the middle colonies. We found that there was a lot more religious diversity in the middle colonies. And as a result, perhaps, colonial governments were much more tolerant of religious differences. 00:01:31 Pennsylvania, developed by William Penn, was home to a large Quaker community but, like Maryland, also made sure to emphasize religious tolerance. Now within the Quaker community, we're going to see something very different than some of the other groups where women had a larger role within the Quaker church. We talked about the southern colonies last, 00:01:53 and we found that most colonists in the southern colonies were Anglicans. Colonists in Virginia were actually required to be members of the Anglican church, which is the same as the Church of England. Now this church was supported with taxes, but, because people lived very far apart, it was often difficult to attend church services. 00:02:17 And so in the southern colonies, religion did not play as big of a role as it did in some of the other regions. But that all began to change during the First Great Awakening which began in the 1720s. This was a religious revival in the colonies. Ministers like Jonathan Edwards and George Whitefield preached that Americans should avoid sin. 00:02:42 And by avoiding sin and by working hard, you can seek salvation. This awakening had important effects, including the growth of the Baptist and Methodist churches, as well as, in many ways, creating a division between some members of the same groups. So now at this point, we've gone over the main ideas that we've explored in the lesson, 00:03:07 and now you're going to take one more opportunity to review the main ideas on your own before we wrap up.

The Enlightenment

natural rights: the rights people are born with and not granted (or denied) by a government separation of powers: the theory that government should be split into three branches so no branch will acquire too much power social contract: the agreement of a people to form and obey a government 1 00:00:01Hi. I'm your instructor. And in this lesson we're going to be talking about the Enlightenment. This is time period in world history when new ideas about government, politics, and religion begin spreading across the world and influencing government. Take a look at our picture. 00:00:16It shows a group of Enlightenment thinkers meeting together to discuss the politics of the day. So let's get started. And first, let's talk about the way government was in Europe prior to the Enlightenment. Section 2 00:00:00Well for most of European history, monarchies ruled the countries of Europe. Now, a monarchy is the rule by a king or a queen. And that means that most of the power is in the hands of a single individual.Ordinary people like you and me had very little say in government, very little say in what the law was, or how those laws were enforced. 00:00:20And on top of that, people tended to have very few freedoms like freedom of speech or freedom of religion, things that we have come to enjoy as Americans today. Now, that began to change in Europe in 1215. In 1215, English nobles forced the English king to sign a document called the Magna Carta.Now, the Magna Carta did a couple of things. First, it guaranteed certain rights to English citizens. 00:00:46And then secondly, it established what is called rule of law that even kings and queens have to obey the law. Now, what we start to see happen as the Enlightenment begins is that people start to think about government. They begin ask some important questions about rights. Are people born with special rights that must be respected? Should citizens have more say in what their government does? 00:01:11And do people have the right to overthrow an unjust government?Well, we'll be learning more about these ideas in this lesson. Section 4 00:00:00But first let's take a look at our lesson objectives for this lesson.By the end of this lesson, you should be able to describe the impact of the Glorious Revolution and the English Bill of Rights on the colonies, to identify the political principles supported by a new thinkers in the Enlightenment, and explain the contributions of Enlightenment thinkers to political ideas in the colonies. Enlightenment peroid Monarchies- ruled by king and queen until 1215 - Magna Carta -rule of law rights -people start thinking about gvernment -are people born with rights -should sitizens have a say in government -do people have right to overthrow an unjust government * magna carta limited the power of the king and influenced later political thinkers late 1600's Glorious Revolution and Enlightenment Well, in this lesson we're going to answer this question by looking at two important events in Europe. The first is the Glorious Revolution in England. And the second is the Enlightenment. So let's start and take a look at what's going on in England in the late 1600s. Section 2 00:00:01Well, by the late 1600s, a new king had come to the throne. His name is James II and he believed that the American colonies were growing too independent, so he wanted more control over the colonies. Now in order to achieve that, he created something called the Dominion of New England. Now this combined the New England colonies with New Jersey and New York under a single body. 00:00:25It took away some of the colonies' rights to govern themselves. Now on top of that, he appointed a man named Sir Edmund Andros to become the royal governor of the Dominion of New England. And Andros was very, very unpopular in the colonies for many reasons. First, he took away many of the rights of self-government 00:00:45that the colonists had enjoyed. He created new taxes and land ownership laws. He limited town meetings, and we know how important those were to New England life. And he even held a Church of England service in a Puritan church without permission. Now as a result, the colonists are very happy and they feel that his actions were unfair. 00:01:05Now the reason why they felt they were unfair were for two reasons. First, they threatened the colonists' rights to property, to govern themselves, and to worship freely. And then second, they violated rights protected by the Magna Carta, which you learned about in the warm up. Section 4 00:00:00Now James II was extremely unpopular in England as well. And one reason why is because he was Catholic, and they felt that many of his policies supported Catholics in government too much. And so James is facing a great deal of opposition at home. He understands that people are considering raising an army to overthrow him. So he decides to flee England. 00:00:21And in his place, Parliament invites his Protestant daughter Mary, along with her husband, a Dutch nobleman named William of Orange, to rule England. Now this event is called the Glorious Revolution. It occurs in 1688. And the reason it's given this name is because there was no actual revolution. There was no bloodshed or fighting. 00:00:41Instead, it was a peaceful revolution. William and Mary become the joint monarchs of England, and the Glorious Revolution brought about an end to the Dominion of New England. Remember, that was that organization that was so unpopular back in the colonies. Now something else happens along with the Glorious Revolution. 00:00:59In order to prevent future abuses by the monarchy, Parliament passes a set of laws called the English Bill of Rights. Now these laws are designed to limit the power of the monarchs-- not just William and Mary, but all future monarchs to come. Now this set of laws made Parliament, which represented the English people, the main ruling body of England. 00:01:21And it limited the power of monarch by requiring Parliamentary approval to do things like tax, raise an army, or suspend laws. Finally, it also granted freedom of speech to Members of Parliament as well as freedom of elections. Section 6 00:00:00Now these events shape the colonies in a couple of key ways. First, the Glorious Revolution ended the Dominion of New England in 1689. And the English Bill of Rights provided a model of representative government. Now, both of these events supported the idea that citizens have rights that the government has to respect. Section 8 00:00:00Let's take a look at our lesson question. How did the Glorious Revolution and the Enlightenment affect ideas about government? Well, in our last segment we talked about the Glorious Revolution and how it resulted in the English Bill of Rights. So colonists now had some expectation of rights that every citizen should have and that the government must respect. 00:00:18Now we're going to turn our attention to the Enlightenment. Let's take a look at how these new ideas about government are going to shape the colonies and their ideas about representative government. Section 9 00:00:00Well, first let's talk about this question. What what the Enlightenment? What is it all about? Well, the Enlightenment is a period of European history during the 1600s and 1700s. And you have to think about what's going on in Europe during this time. The Scientific Revolution is underway. 00:00:16So new sciences and technologies are being invented. And as a result, people are starting to learn a lot more about the world around them, the way the human body works, the way nature works, even what's going on in outer space with regard to the planets and the stars. And so what they're finding out is that what they're learning is very different from what 00:00:35everyone had always believed. So what they start to do is also question society, and government, and everything going on about the way society should work. So they start to use reason and scientific methods in order to understand the way the world works, as well as how society works, and how we can improve society and improve life for everyone. 00:00:57So one big thing that Enlightenment thinkers did was start to ask questions about government. And they asked three key questions. The first is, where does the government get its authority? Well, remember, during this time there are kings and queens. So people believed the authority came from God, because God chose which person was born into which family and 00:01:17who, therefore, would become the king. But Enlightenment thinkers start to question, well, is this the best way to do it? Just because we've always done it this way doesn't make it the best or the right way. Next they start to ask, what kind of rights do humans have? So what this means is, what kind of rights are we all born with? 00:01:35What kind of rights does everyone have the right to have? Does everyone have the right to live their life? Does everyone have the right to move wherever they want in order to find work? These are the kinds of questions that they're asking. And then finally, if human beings do have these rights, does the government have a 00:01:52responsibility to respect them? So one of the most important Enlightenment thinkers is a man named John Locke. And he was an Englishman. And he wrote many important works. But one of the most important is Two Treatises of Government. And there are two big ideas that come from this work, that 00:02:07we're going to talk about now. Now, John Locke, throughout his writings, had big ideas about democracy. And he wrote about those ideas. And these went on to influenced American government. But the big idea he is known for is that everyone is born with certain individual rights. 00:02:24So let's talk about these two big ideas that John Locke put forth. The first idea is the idea of natural rights. This means that everyone is born with certain rights. And John Locke believed that they were given to them by God. Now, as a result, they are not given by the government, and they can't be taken away from the government. 00:02:43And those natural rights are the rights to life, liberty, and property. And you've probably heard of these rights before. Thomas Jefferson included them in the Declaration of Independence. So what this means is that people have the right to live their lives the way they want them. They have the right to liberty. 00:03:01That means you can't be put in jail for no reason, that the government must justify why they take away someone's liberty. You also have the right to own property, keep property, And, again, the government can't just take what you own, without a good reason. Now the second big idea that John Locke put forth is called the social contract. 00:03:21And this means that there is an agreement between the government and the people. And let's talk about how that works. First, people agree to obey the government. So we agree to follow the laws, as long as the government defends our natural rights. Now, the government protects our rights. And if the government fails to protect our right to life, 00:03:41liberty, and property, we have the right to overthrow the government because it is unjust. So these ideas are very important, and they're going to set the stage for the American Revolution. Section 11 00:00:01Well, now you've learned about John Locke and his ideas of natural rights. Let's take a look at three other philosophers from the Enlightenment period. And let's take a look and see how they influenced American democracy. Now, the first is a French philosopher named Jean-Jacques Rousseau. 00:00:16Now, he wrote many works, including one called The Social Contract.z And you know that The Social Contract was first put forth by John Locke. And it means that people and their government have a contract whereby the people agree to obey the law, and in return, the government protects our natural rights. Well, Rousseau went a little bit further. He argued that government gets its authority from the consent 00:00:38of the people. Now, what this means is that people have the right to have a say in their government, in the laws that the government are passed, and how those laws will be enforced. And then if the people don't approve those laws, then the laws are likely unjust. So why this is important is that this is where we get our ideas of representative government. 00:00:58Right now we elect people to state legislatures. We elect people to Congress. And they have our consent to write laws for everyone. And again, if we don't like the laws that they've written, we can work to have those laws overturned. Or we can vote those legislators out of office. Now, the next individual we're going to take a look at is another Frenchman. 00:01:19His name is Baron de Montesquieu. And he wrote a document called The Spirit of Laws. And it supports separation of powers, which says that the government should be split into branches so that no one branch or no one person has too much power. Now, think about how revolutionary this must have been for the time. During this time period, we have these monarchs in Europe 00:01:43with absolute authority, with no one telling them what to do. And Montesquieu says, hey, wait a minute. That's not a good idea. There's a better way out there that if we want laws to be fair and just, we should split power amongst more than one person. Now, let's take a look at what he proposed. 00:02:01He proposed three branches of government. The first would be the legislative branch that makes the laws. The executive branch would enforce the law. And then, finally, the judicial branch interprets the law. Now, if this looks familiar, it should. Because this is exactly how the Founding Fathers set up 00:02:18the US Constitution and our government. Right now our federal government has three branches set up in exactly this manner. Now, finally, let's take a look at our last philosopher. He's known as Voltaire. He was also French. And he argues in favor of religious toleration. Again, this is revolutionary for the time. 00:02:38At the time throughout Europe, if you lived in England and the monarch was a member of the Church of England and the head of that church, everyone was expected to worship at that church. If you were French, you lived in France, where the official religion was Roman Catholicism. Everyone was expected to be Roman Catholic. Well, Voltaire says that's not a good idea. 00:02:57He believed that everyone should be free to worship as they wanted, without persecution. And, of course, this is going to be very influential on the American colonists, especially men like Thomas Jefferson. Section 13 00:00:00Let's take another look at our lesson question. How did the Glorious Revolution and the Enlightenment affect ideas about government? Well, we now know what the Glorious Revolution was. It was a revolution in which James II was overthrown. William and Mary were put on the throne. But the most important thing is that a new bill of rights, the English Bill of Rights, were passed that limited the 00:00:20authority of the monarch and ensured certain rights were given to all citizens. The next thing we learned was the Enlightenment, how this philosophical movement started to spread new ideas about the authority of government, where government gets that authority, how government should be set up, and what kind of rights all people should have. Well, now let's take a look at how these events affected 00:00:43political thinking and ideas about government in the colonies. Section 14 00:00:00Well, you now know about some of the important ideas that came out of the Enlightenment. Let's take a look at how they affected American political thought. Well first, remember John Locke said that everyone was born with certain natural rights. Well Locke's ideas convinced many colonists that individuals were born with natural rights, as well. 00:00:18So one colonist who was affected was Thomas Jefferson. He called natural rights, however, unalienable rights. And you can see them in the Declaration of Independence. And Thomas Jefferson said that everyone was entitled to these unalienable rights. And among these were the right to life, liberty, and the pursuit of happiness. Next, we also believe that the government should represent 00:00:43the people. Remember, these ideas came from Locke as well as Rousseau. They argued that the government gets its power from the consent of the governed. So what that means is that we give our consent to the government. And we do it by electing officials to represent us. 00:00:58So that means that we have a say in the laws that get passed in this country and the laws that we are forced to follow. And one example of colonists using this idea was the ideas behind no taxation without representation. Now remember, this is one of the main ideas that's going to come up in the Revolution. Colonists said that because they had no representation in 00:01:20Parliament, that Parliament had no right to tax them. Next let's take a look at religious freedom. Remember, this idea came from Voltaire. And that is found in the First Amendment of the Constitution. The government in the United States is forbidden from establishing a religion. And people's right to practice their own religion is guaranteed. 00:01:41Next let's talk about an unjust government. Remember that Locke said that if a government is unjust, people have the right to overthrow that government if it doesn't protect people's life, liberty and property. And an example of this is the Glorious Revolution. John Locke wrote those ideas about the same time as the Glorious Revolution. And this is going to influence the colonists. 00:02:03Because they believe that they're being treated unjustly, that the government back in Britain is not protecting their rights, especially their right to property, the right to be free from taxation without representation. So colonial leaders are going to say the king had violated that right, and therefore they have the right to overthrow that government by the king, and the king had lost his 00:02:24right to rule them. Finally we will take a look at one last power. And that's that the government's power should be balanced. Remember, this came from Montesquieu, who said that separation of powers was essential to just government. And it's going to influence how the American government is organized. 00:02:42The US Constitution, for example, created a government modeled on his separation of powers. Remember, Montesquieu said that there should be three branches of government, an executive branch, a legislative branch, and a judicial branch. And we see this in the US Constitution. We have a legislative branch, the Congress. We have an executive branch headed up by the president. 00:03:04And then we have a judicial branch headed up by the US Supreme Court. The dominion of New England removed the rightsof colonial self-government. King James II unpopular in England -English protestants were upset that his policies supported catholics Glorious Revolution 1688 peaceful and brought end of Dominion of New England. -William and Mary became joint monarchs. Mary was Kings JAmes daughter they took over. English Bill of Rights made parliament the main ruling body of England, limited royal power to tax and granted freedom of elections and speech for parliamanet -influenced colonists in america as well as citizens in England. impact of the Glorious Revolution and the English Bill of Rights upon colonies. 1 the dominion of New England was overthrown 2. colonists were shown that an unjust king could be overthrown 3. idea that citizens have rights that government cannot take away gained more support Enlightenemnt - 1600's-1700's scientific revolution is happening, body outerspace, so they start to question society and government They want to imporve life. John Lock -english philosopher, everyone is born with cirtian natural rights given by god. life liberty property Rousseau - french philosopher wrote The Social Contract argued that government gets authority from the consent from people Montesqieu - french elightenment thinker -wrote the Spirit of Laws -proposed separation of powers rousseau - social contract between people and their government Montesquier argued that government should have a separation of powers Voltaire wrote in favor of religions toleration Section 1 00:00:00Well now as a result of your lesson, you should be able to answer your lesson question. How did the Glorious Revolution and the Enlightenment affect ideas of government in the American colonies? Section 2 00:00:00Well, first you learned about the Glorious Revolution, which showed the colonists that unjust governments could be overthrown. Remember, Congress rejected the dominion of New England. And the English Bill of Rights provided a model of representative government that also provided for a limitation on the monarch's powers. Next we learned about the Enlightenment. 00:00:20And the ideas that came out of the Enlightenment influenced American government. Now John Locke argued that people were born with natural rights. And remember, he called these life, liberty, and the right to property. Both Locke and Jean-Jacques Rousseau wrote that government was based on a social contract with citizens, and citizens 00:00:38have the right to have a say in government, which influences representative government in the United States today. Baron du Montesquieu supported the idea of separation of powers between different branches in a representative government. And Voltaire argued for religious tolerance for all faiths. 00:00:55Finally we discussed how Enlightenment ideas affect the colonists and government in America. They convinced many colonists of new ideas, including the idea that people have natural rights. Thomas Jefferson included that idea in the Declaration of Independence. Also that government should represent the people, which affects how our government is set up today. 00:01:14Unjust governments could be overthrown. And, again, the colonists used this as a model to overthrow the government of Great Britain, leading to the American Revolution. And finally that government power should be balanced. And we see this in the US Constitution, how it is set up amongst the three branches of government. The Dominion came to an end when James II was overthrown in the Glorious Revolution. The Dominion of New England was created to give the king of England more control over the colonies. The Glorious Revolution was the name given to he nonviolent overthrow of James II by William of Orange. The Glorious Revolution was significant because it showed colonists that citizens had a right to overthrow an unjust government. For each of these questions, choose the right document from the drop-down menu. Which American document was influenced by John Locke's ideas of natural rights? the English Bill of Rights ✔ the US Constitution the social contract

Key Content Review: A New Nation

After the Revolutionary War ended, the United States continued to become entangled in foreign affairs. For example, a long, simmering conflict with Great Britain led to the War of 1812, a scene from which is shown in this picture. This lesson will review the issues the new nation encountered. Let's begin by reviewing what happened in the United States 00:00:22 after the Revolutionary War. Section 2 00:00:02 In October 1783, the British surrendered at the Battle of Yorktown, and Britain recognized American independence. The image on the right shows the British surrendering to George Washington. In 1787, national leaders wrote a new constitution establishing a new government for the United States. General George Washington became the country's first 00:00:22 president with full support from congress and the US people. In this lesson, we'll explore the challenges Washington and the leaders that would follow him would face in the nation's early years. They had to lead a new government. They needed to figure out what powers it had and what role it should play in the life of the country. 00:00:41 They had to guide a young and growing nation, helping it discover its identity and work through political differences in a productive way. They also had to deal with foreign powers-- keeping the nation safe and protecting its interests while it was still young and weak. The image you see here shows Washington and his four cabinet members. 00:01:01 These people would play leading roles in the early years of the young nation. Section 4 00:00:01 By the end of this lesson, you should be able to do the following. You'll be able to describe the foreign and domestic challenges facing the nation's first president, you'll be able to explain why the first political parties formed, you'll be able to identify the causes of the War of 1812 and explained its effects, and you'll be able to describe the acquisition of new territories that occurred 00:00:21 in the early 1800s. Instruction Section 1 00:00:01 How did America change in its first decades after independence? In the warm up, you reviewed some of the changes and challenges that faced the United States after the Revolutionary War. First, we'll review what you've learned about the changing politics of this new nation. Section 2 00:00:00 TEACHER: Washington's presidency would establish a pattern that later leaders would follow. Washington created the first cabinet. This was a group of advisers that would help the President on issues. Some of the most notables of the very first cabinet were Thomas Jefferson and Alexander Hamilton. Washington also established a strong central government. 00:00:20 Here, you can see Washington leading forces to put down the anti-government Whiskey Rebellion in 1795. This action shocked many Americans, including Thomas Jefferson. Washington also sought to stay neutral in foreign entanglements or affairs such as the growing problems between Great Britain and France in Europe. As he prepared to leave the presidency, Washington warned 00:00:44 the nation against political parties. He saw this division that could prove to be decisive in America and lead to some certain issues. He also wanted to stay out of foreign entanglements and alliances. And he foreshadowed all this in his Farewell address, which has led to prove of Washington's wisdom as a leader. 00:01:04 Now, within Washington's cabinet, there's two different views of government that began to appear. Thomas Jefferson on one side who wanted a small federal government or more powers to the States. He favored a strict constructionist view of the Constitution. That's where only what's written in the Constitution is only what you can do. 00:01:23 He also favored France in this battle of Europe, and wanted a nation of farmers. Alexander Hamilton took the other side. He wanted a strong federal government. He favored a loose constructionist view of the Constitution. That's where you can kind of get into some implied powers, things that aren't quite written in the Constitution, 00:01:42 but you can interpret them that you can do this such as creating a national bank. He favored Britain in the Battle of Europe, and he supported banking, trade, and manufacturing. Now, these two gentlemen with their distinct views, led to some of the earliest political parties and created what we have today in political parties. Section 4 00:00:01 Out of the dispute between Alexander Hamilton and Thomas Jefferson in their view of government, the first political parties formed. A political party is a group of people with similar goals and believes who want to work to get and maintain power in the government. The Federalists were led by Hamilton. They shared his views. 00:00:20 The Democratic-Republicans were led by Thomas Jefferson. In 1796, the nation chose a successor to George Washington. It was the first contested election, or the first one that had two presidential candidates. Federalist John Adams defeated Democratic-Republican Thomas Jefferson. Adams, [? our hero ?] 00:00:40 of the Revolutionary Era and Washington's vice president, is shown here. Under the Constitution's system at the time, Jefferson became the vice president. The Constitution did not account for political parties. And its rules stated that the person who got the most electoral college votes would become president, and the second-place finisher would be vice president. 00:01:02 Adams's term was marred by sharpening political division between the two parties. Four years later, the election of 1800 once again pitted John Adams against Thomas Jefferson. By now, however, Adams was very unpopular. Another change from 1796 was that each party chose an official running mate who was meant to be the vice president. 00:01:24 This would avoid the problems that occurred after the 1796 election. John Adams ran with Charles Pinckney and Thomas Jefferson ran with Aaron Burr. The campaign was hard fought, but the Democratic-Republicans received the most votes, beating out John Adams. Jefferson and Burr received the same number of votes. Thus it fell to the House of Representatives to select the 00:01:46 winner, and Jefferson was chosen over Burr. In spite of the problems, the election was a success in this regard. It was the first transfer of power between two politically opposed groups in US history. This was an event that often brought war in other parts of the world. Here, it happened peacefully. 00:02:06 The election of 1800 also led to the 12th Amendment, which changed the election process. With the amendment, parties would nominate candidates for president and vice president. Members of the electoral college would then vote for the president and vice president separately. The amendment reduced the chances of ties, or situations in which opposing party members were elected. Section 6 00:00:01 In the early 1800s, the Supreme Court helped define the role of the federal government. There were three cases which were key. In Marbury v. Madison, the court asserted the power of judicial review or the power of the courts to declare a law unconstitutional. In McColloch v. Maryland, the court declared the Constitution implied powers the federal 00:00:22 government could use. In Gibbons v. Ogden, the Supreme Court said the federal government had certain key powers over state governments, such as the power to regulate commerce that affected multiple states. Section 8 00:00:01 How did America change in its first decades after independence? In the previous segment, we learned about the changing politics of the newly formed nation. Now we'll look at foreign affairs. In this segment, you'll learn about how arguments over America's foreign policy during the French Revolution contributed to the rise of political parties in America, 00:00:21 and how conflict with Britain led to war. Section 9 00:00:01 In its early years, the United States faced difficult foreign policy troubles. In 1793, France and Great Britain went to war. This was in the aftermath of the French Revolution, which began as a challenge to royal power, but became a bloody civil war. The image you see on this page shows some of the chaos that resulted in this conflict. 00:00:21 President Washington tried to keep the United States neutral, but Federalists tended to side with the British. They included wealthy merchants from New England who depended on trade with Britain. They were led by Alexander Hamilton. The Democratic-Republicans, many of whom were plantation owners like Thomas Jefferson, tended to 00:00:40 sympathize with the French. As the United States tried to stay neutral, both France and Britain were pressuring the United States to take sides, and also took steps to block US trade. Neither side wanted the United States to supply the other. President Washington sent John Jay, shown here in this picture, to negotiate with Great Britain over these trade conflicts and other issues. 00:01:04 The result was Jay's Treaty of 1794. Both the French and the Democratic-Republicans were angry over this treaty. To smooth relations with France, the US government sent a peace mission in 1797. Three French officials known as agents X, Y, and Z, insulted the American officials, and demanded a bribe and loans for France. 00:01:29 The British cartoon shown here shows French officials bullying and rudely treating America, who is represented as a woman. Many Federalists were furious. Only with difficulty was now president Adams able to resist the calls of war from his own party. But the a Federalist congress did pass the Alien and Sedition Acts. 00:01:51 Let's read more about those controversial acts now. The Alien and Sedition Acts of 1798 were aimed at the French. They were also aimed at the Democratic-Republicans, whom the federalists increasingly distrusted. The Naturalization Act increased the residency requirement, that is, the amount of time a person has to live in the US before becoming a citizen, from 5 to 14 years. This meant that many immigrants, who often 00:02:18 supported the Democratic-Republicans, had to wait longer before they become a citizen and vote. The Alien Enemies Act made it possible for the president to imprison or deport any noncitizen that the president deemed to be dangerous. To deport means to be sent out of the country. The Sedition Act made it a crime to say or write anything that was insulting or false about the president, Congress, 00:02:45 or the government. All of these acts were designed to hurt the Democratic-Republicans. In response, they wrote the Virginia and Kentucky resolutions arguing that a state can ignore federal laws that they believe are unconstitutional. Section 11 00:00:01 Ongoing conflict between France and Great Britain in Europe continued to trouble the US in the early 1800s. Both France and Great Britain were limiting and interfering with US trade. The British Navy often stopped American merchant ships and seized their goods and impressed American sailors. That is, they forced them to serve in the British Navy. This picture shows a battle that occurred between American 00:00:24 and British ships in 1807, which resulted from these British tactics. The US also suspected Great Britain of aiding American Indian attacks in the Northwest territory. After a period of rising tension, war broke out in 1812. In the war, neither side was able to defeat the other. Both won and lost key battles. 00:00:47 War ended without a clear victor in 1814 with the Treaty of Ghent. Before the news of the treaty arrived, the US won a major victory in the Battle of New Orleans. The Battle of New Orleans gave the impression of US victory. US pride and patriotism surged. This image shows the American flag that was flying above Fort McHenry in Baltimore, Maryland during the British 00:01:10 bombardment. It became the inspiration for the patriotic song, the Star Spangled Banner. Though the war did not have a clear victor, the War of 1812 with Britain did have many effects. Internationally, the US was now seen as a greater military power and commanded greater respect in Europe. Internally, the war increased the US economy, leading to 00:01:33 growth in cities, transportation such as railroads and steamboats, industry, and improvements in farming. The Federalists who had opposed the war were discredited and destroyed as a political party. The war was also a disaster for many American Indians, whose support of the British left them weakened. The Monroe Doctrine, issued in 1823, clearly demonstrated the 00:01:59 nation's growing sense of its strength and place among the world's great nations. In a speech in December of 1823, James Monroe who was the president, clearly stated the United States would not interfere with European affairs or conflicts, would not interfere with any existing European colonies in the Western Hemisphere, and would oppose and view as a hostile act any European attempt to colonize any nation 00:02:26 in North and South America. The Monroe Doctrine thus declared that the Western hemisphere was closed to new colonization, and declared US dominance in the region. Section 13 00:00:01 How did America change in its first decades after independence? In the previous segment you reviewed about foreign affairs, the War of 1812, and the Monroe Doctrine. In this segment, you'll learn how the United States expanded into the West. Section 14 00:00:00 TEACHER: Since independence, the United States had been expanding steadily into the west. The Northwest Ordinance of 1787 established guidelines for the government of the West. It outlawed slavery, which led to a rise of sectionalism and granted religious freedoms. New States and territories were established. So you can see here, this map is of 1804, and you can see 00:00:22 this is as far as America's gone. We also have a division between slavery. We have like North Carolina, South Carolina, which are slave States, Pennsylvania New York, which are free States, which is going to lead to some issues later on down the road. Now in 1803, the United States bought the Louisiana Territory from France for $15 million. And right here is the Louisiana Territory. 00:00:50 This is what was bought for $15 million. It encompasses over 800,000 square acres of land. The primary reason is the United States wanted access to New Orleans, a port city which would greatly reduce travel and other things. Because if you're a farmer here in Ohio, you could just jump on this river, catch up to the Mississippi, and sale right down to New Orleans. 00:01:13 This is a reason to make travel easier, because remember, we have the Appalachian Mountains right here, and you cannot cross them very easily because we didn't have interstate highways. We basically just had dirt trails, which made travel very, very strenuous and difficult. So in 1804, Lewis and Clark were sent to explore this new territory. 00:01:36 They surveyed and recorded natural wildlife and geography of the country. They reached the Pacific Ocean in 1805. Now, when they reach there, here's the Pacific Ocean right here, you can see on their map. This is their drawing of the United States. This right here would be the Rocky Mountains, which they crossed. 00:01:52 When they hit the Pacific in 1805, they spent the winter there, and then in 1806, they made the trek back to tell everybody what they had seen. Section 16 00:00:01 Despite the expansion westward, the new nation was still concerned about European influence in North America. Great Britain still had a strong military presence in Canada near the great lakes. Americans feared that the European rivals would encourage American Indian attacks or threaten US soil themselves. The treaty of 1818 between the United States and Great 00:00:23 Britain set the US-Canadian border at the 49th parallel, where it is today. This was the most important part of the treaty. It meant more land to the west that was clearly part of the US. Also established a joint control of the Oregon country for 10 years. The second influential treaty was the 00:00:42 Adams-Onis Treaty of 1819. Spain gave Florida to the US and the US gave up any claims on Texas which Spain feared the US might later try to take. Summary Section 1 00:00:01 In this lesson we've been working to answer this question. How did America change in its first decades after independence? We've learned about changing politics after the creation of the constitution, US entanglement in foreign affairs, and American expansion in the West. Let's begin our review by looking at the changing 00:00:19 politics in the nation. Section 2 00:00:01 Washington faced disagreement in his cabinet about what the government had the power to do. These disagreements led to the formation of the first political parties. Alexander Hamilton and the Federalists favored strong relations with Britain and government support of commerce and manufacturing. Thomas Jefferson and the Democratic-Republicans favored 00:00:21 strong relations with France and a small government. Early elections caused challenges. Federalist president John Adams and his rival, Democratic-Republican Thomas Jefferson, ended up being his vice president. This resulted in the Twelfth Amendment, where the president and vice president would be chosen as a team. In the early 1800s, the Supreme Court helped define 00:00:44 the role of the federal government. These three cases were key. In Marbury v. Madison, the court asserted the power of judicial review. This is where the courts can determine is a law us unconstitutional. In McCulloch v. Maryland, the court declared that the Constitution gave implied powers that the federal 00:01:02 government could use. In Gibbons v. Ogden, the Supreme Court said the federal government had certain key powers over state governments, such as the power to regulate commerce that affected multiple states. Conflict between France and Great Britain had its impact on the US, and these dominated the foreign policy of the United States in the early years. 00:01:25 Fear of immigrants, especially the French, in conflict with the Democratic-Republicans led the Federalists to pass a series of anti-immigration laws in 1790s, the Alien and Sedition Acts. The situation with Britain began to worsen leading in 1812 to the outbreak of war. This war was inconclusive, but did signal that the United States was becoming a significant power. 00:01:50 In a speech in 1823, President James Monroe issued the Monroe Doctrine, which clearly stated that the Western hemisphere was closed to European colonization, and asserted the place of the United States in the world. The United States expanded greatly in the late 1700s and early 1800s. In the late 1700s, the United States organized new territories and states in the Northwest territory. 00:02:16 In 1803, the United States acquired a vast amount of land from France in the Louisiana Purchase. President Jefferson sent explorers Lewis and Clark on an expedition to the Pacific coast to study plants, animals, and geography of this growing nation. In the Treaty of 1818, the United States solidified the border of Canada with Great Britain. In the Adams-Onis Treaty of 1819, Spain gave the US 00:02:43 Florida, and the US gave up any claim to Texas.

Early Immigration

00:00:00 TEACHER: Take a look at this photo right here. It shows a number of German immigrants that are boarding a boat in Germany to come to the United States. You can see it's pretty hectic. People are grabbing their mattresses, they're getting up the gangplank so that they can get ready to start a brand new life in the United States. 00:00:20 This lesson is going to focus on the immigration time period between 1820 to 1850, but before we get started, let's take a quick look at some of the immigration waves that happened before this time period. Section 2 00:00:00 TEACHER: In the history of America, there have been numerous ways of immigration, even before the United States became a country. Like in the 1600s, with the first wave that brought British, German, and Dutch immigrants, as well as enslaved Africans. Following that, in the 1700s, immigration actually slowed due to new laws, as well as wars, 00:00:25 but it would continue afterwards. Finally, the one we're talking about today is in the 1800s, which was the third wave, mostly of German as well as Irish immigrants. The different waves of immigrants, they came to this country for different push and pull factors. Let's look at these in turn. 00:00:45 A push factor, well that causes people to leave a particular, place, and this could be because poverty, mistreatment, war, famine, or lack of jobs. Those could be the issues in their native country, and because of war, because of poverty, that pushes them out of their country. The various pull factors, these draw people 00:01:12 to a brand new place, in this case to the United States. And some of the reasons why people were leaving their native countries and coming to the United States was because in the United States there was religious and political freedom, there were available jobs, as well as affordable land. So you can obviously see why so many people wanted 00:01:37 to come to the United States. Section 4 00:00:00 TEACHER: By the end of this lesson, you should be able to do a couple things. First, you'll be able to identify the causes for new waves of immigration seen in the 1830s as well as the 1840s. Secondly, you'll be able to compare and contrast immigrants of the early 1800s to those that arrived in earlier time periods. 00:00:22 Third, you'll describe the effects of increased immigration on American society, and, finally, students, the fourth thing, you'll be able to explain the reasons for the discrimination faced by many immigrants in the early 1800s. Instruction Section 1 00:00:00 TEACHER: Let me draw your attention to the top of the screen, where you'll find our lesson question, what were the causes and effects of immigration from the 1820s to the 1850s. Recall that during the 1600s most immigrants to the colonies during that time period came from Great Britain and from France. That would change in the early 1800s, 00:00:22 and we're going to begin by looking at the causes or why immigrants were coming to the United States. Then we'll look at their experiences once they got to the United States and, finally, the effects that these new immigrants had on American society, but we're going to begin first by looking at the causes. Section 2 00:00:00 TEACHER: I guess a question you could be asking yourself, is, this new wave of immigrants from 1820 to 1850, where were they coming from. On this part, we're going to be looking over here, but I'm also going to be comparing the map on the right side of the screen. Let's start over on the notes, where from 1820 to 1850 almost 2.5 million immigrants came to the United States. 00:00:26 Nearly half of those were from Ireland--you can see over 800,000. About a third were from Germany, . over 500,000. The other largest groups were from the United Kingdom as well as France. The United Kingdom is right here and France is down here. Most of them were male as well as young adults, 00:00:49 and, finally, most of them were skilled laborers, skilled workers, as well as farmers. So there you can kind of get an idea of where these immigrants from 1820 to 1850 were coming from. Let's check your understanding. Section 4 00:00:00 TEACHER: We just looked at a map that showed where these immigrants were coming from. Let's shift our attention to the actual volume. How many immigrants were arriving, and you'll see it really changed dramatically based on the decade. It increased greatly over time. In fact, the number of immigrants more than tripled every 10 years starting in 1830. 00:00:25 That's an incredible increase in immigration. This high volume of immigrants meant that they would have a different experience than earlier immigrants because of the sheer number. Let me draw your attention over here, where we have the year and the immigrants becoming residents. In 1820, just over 8,000. Now, take a look at this increase, 1830 over 23,000, 00:00:52 10 years later over 84,000, 10 years after that, in 1850, over 300,000 immigrants were becoming residents in the United States, an enormous increase. Section 6 00:00:00 TEACHER: We just finished talking about the volume of immigrants. Now let's take a look at, specifically, where some of them came from, beginning with the Irish immigrants. From 1845 to 1849, there was a potato crop in Ireland that failed. Now, almost half of Ireland's population 00:00:21 depended on those potatoes for food, so obviously there's not enough food in Ireland. The effect of this was a famine, and there was over one million people who died from starvation or other illnesses. This picture right here shows exactly that. You can see this group of Irish people, who clearly look emaciated. 00:00:46 They look like they have not had enough to eat. So because there was famine, an effect of that famine--and because of that starvation and illness--is that hundreds of thousands migrated to the United States. How about Germany? Why did so many people come here from Germany? Well, they left Germany for a number of different reasons. One, there were economic problems as well as 00:01:11 unemployment in Germany. There were political problems in Germany as they desired more freedoms, and, third, there was a failed revolution in 1848. You can see a number of Germans trying to get on this boat to come to the United States. Sort of a personal anecdote is that my family--we can track our family back to this time period, when my great, great, 00:01:36 great, however many great grandfathers actually left Germany on a boat like this and came to the United States. It was fascinating having this personal connection to history. Finally, there were other push factors that were causing people to leave their native lands, and some of those were economic hardships, like we talked before of. They couldn't find jobs. 00:02:02 There was persecution or unfair treatment, many times based on someone's religious beliefs, overcrowding, which were taking place in their native cities and homes, and it also became easier and cheaper to immigrate to the United States, like these people are right here. There was brand new shipping technology that made ships cross the Atlantic much faster and much 00:02:29 safer, and because of that and a combination of that, it really, like we said, allowed it to not only be easier, but also cheaper for people to pack up their things in their native country and try to start a brand new life in the United States. Section 8 00:00:00 TEACHER: Wonderful work, students. You just finished the first part of the lesson, on to the second part. Great job. Let's take a look at that lesson question again at the top of the screen. What were the causes and effects of immigration from the 1820s to the 1850s? 00:00:18 We just finished looking at some of the causes of famine for many of the Irish or unemployment for many of the German immigrants that came to the United States. Now, let's shift our attention to the experiences that many of these immigrants had once they arrived on the shores of the United States. Section 9 00:00:00 TEACHER: After leaving their native countries, immigrants came to cities. The reason why they were drawn to these big cities were because the jobs were there, the predominant amount of jobs. However, the cities, they were not very prepared for so many migrants. Remember the number from earlier in the lesson, 00:00:21 how it was tripling every 10 years, and because of that, these cities, they didn't have enough services, and they didn't have enough housing as well Finally, it forced immigrants to live in dirty and in crowded conditions. You can see some of that in this photo right here. Especially, take a look at the crowdedness 00:00:42 of all of these people packed into these really small areas. So obviously that had a major effect on the life of the immigrants in these cities. Because they faced numerous challenges, some of them worked long hours for very low pay. They were often treated poorly or sometimes they were looked down upon. They were often blamed for a lack of jobs in the cities. 00:01:11 So the natives would actually say, these people are stealing our jobs. They're taking lower pay. This is a job I could do. And, finally, they were sometimes blamed for cities becoming too crowded. Again, take a look at this photo right here to really see where some of those ideas came from. Section 11 00:00:00 TEACHER: As you can imagine, when many immigrants came to the cities and realized it was so close, they were working these long hours, they didn't have enough space, many of them began to immigrate west. Mainly those groups were Germans and Scandinavians. Those were the ones who moved west. Some of the reasons for this is that they 00:00:19 wanted to own their own land. They wanted to have something that was their own, that they could call their property. They often had better experiences than immigrants in the cities, and, finally, sometimes they were more accepted by Americans. This photo right here shows a number of immigrants in a western town, and you can clearly 00:00:41 see that it's a bit of a jovial atmosphere. They definitely seem to be a lot happier in this photo than they were in the one we looked at earlier in the lesson. Section 13 00:00:00 TEACHER: Have you ever moved to a new town, or a new city, or even a new state? Did you face a number of challenges? Did you have to meet new people? Maybe your family had to find a new job. You didn't really understand. You almost felt like you didn't fit in. Immigrants during this time period, 00:00:17 they felt many of those similar challenges that you may have experienced. Many of them, they didn't know American customs. They didn't understand the celebrations. They didn't understand how Americans acted. Many of them did not speak American English. What I mean by that is, people coming from Great Britain--if you've ever met someone from Great Britain--they speak 00:00:40 differently. They have a different accent. They have different colloquialisms. Third, some of them faced religious prejudice. Some of them were Catholics, and many times they were looked down upon by Americans that had already been living in the United States. And, finally, some of them struggled to find work. 00:01:02 So the big takeaway here is that immigrants coming to this country, they faced a number of challenges. Section 15 00:00:00 TEACHER: Look at that. We are 2/3 of the way through this lesson. Great work. Again, to the lesson question. What were the causes and effects of immigration from the 1820s to the 1850s? We've already looked at some of the causes of why people were coming to the United States. 00:00:18 There was famine or there was unemployment in their home countries. We just finished looking at the experiences that many of them had once they got here and many of the challenges that they had to overcome. In this third part, we're going to look at the effects of this massive immigration wave that came to the United States in the early 1800s. 00:00:42 Let's keep going. You're doing great. Section 16 00:00:00 TEACHER: There's a saying that history repeats itself, and that's definitely true in the arguments of nativism. In 2013 and 2014, the immigration debates that we're going on, you'll hear the exact same debates, the same arguments that are being made during that time period as were being made from the 1820s to the 1850s. Let me show you what I mean. 00:00:24 The first one is fearing job competition of immigrants. Secondly, disagreeing with immigrants' beliefs or traditions and sometimes languages. And, finally, believing immigrants did not fit in with American society. These were all three arguments that were made during the 1800s that are still made in the 2000s. All of these arguments, they led to the idea of nativism, 00:00:53 or favoring the native citizens over the immigrants' needs. Let's pause real quick to check your understanding about nativism. Section 18 00:00:00 TEACHER: The beliefs in nativism actually led to the creation of the Know-Nothings, which was a political party that was created in 1849, and they came from these secret nativist societies, and they had a couple stances. First, they believed that native-born Americans were superior, that people born in the United States were better than those coming from Germany, or England, 00:00:28 or from Ireland. Secondly, they believed--and they were anti-Catholic and anti-immigrant. Many of them felt that if you were Catholic, your allegiance would not be to the president or not to the United States. It would be to the pope in Rome. That's what many of them believed during this time 00:00:50 period. And, finally, the third thing is they wanted to restrict immigrants' abilities to become voting citizens. If you look at this image over here, this is something that the Know-Nothings believed was the ideal American. Notice how he looks, how he dresses. 00:01:08 It says citizen right down here. There's the American flag that is clearly draped. There's the eagle at the top, very patriotic. By looking at this, it would really spur some patriotic feelings, and this is what the Know-Nothing parties thought was the ideal American, and they believed that these new immigrants would never fit that mold of the ideal American. Section 20 00:00:00 TEACHER: Tragically, many of the nativists as well as the Know-Nothing party, they had campaigns against immigrants, and these were not peaceful. The immigrants' experiences, they were made more difficult because of these campaigns against them. There were personal attacks, which obviously could lead to injury. There were insulting political cartoons, 00:00:23 and there was exclusion from jobs. Take a look at this ad. Imagine if you opened a local newspaper and went to the classified section, where they list the jobs, and you came across this one right here, grocery cart and harness for sale. In good order, one chestnut horse, eight years old, excellent saddle horse. 00:00:43 Can be ridden by a lady. Also, a young man wanted from 16 to 18 years of age. Now look at the next line. No Irish need apply. Can you imagine seeing that nowadays of it's clearly stipulating this person, this ethnic group, does not need to apply. We do not want them. 00:01:05 So obviously they're excluded from jobs, but this would not--all of these campaigns would not stop immigration to the United States. The next wave of immigration was even larger. From 1881 to 1920 more than 23 million immigrants came to the United States. Many of them experienced similar challenges as the ones who came between 1820 to the 1850s, 00:01:35 but these immigrants, they continue to strive for acceptance. You can see some of them coming through Ellis Island right here, and what's incredible is that through all of these challenges, millions of these immigrants not only strive for acceptance, but they actually thrive in the United States, their new home. Summary Section 1 00:00:00 TEACHER: Wonderful work, students. We've reached the end of the lesson together. I'm really proud of you. Take a look at the lesson question one more time, which is at the bottom of the screen. What were the causes and effects of immigration from the 1820s to the 1850s? And take a look at this image right here 00:00:18 that we looked at, at the beginning of the lesson, and you can see these German immigrants that are really excited to get on this boat and come over to the United States. Before I let you go, let's take a look at some of the key concepts that we looked at in this lesson. Section 2 00:00:00 TEACHER: What you need to understand is that there were many different causes of immigration from 1820 to 1850, and people left their countries, like we said, for many different causes, for example, economic hardship, famine. We looked at this photo earlier of the Irish famine that clearly looks like they're starving. There was over-population in the home country, political unrest 00:00:24 in Germany, persecution for religious and political reasons, and better travel helped more immigrants come to the United States. And once those immigrants came the United States, many of them had different experiences, often-time based upon where they lived. Let's first explore the immigrants in cities. Many times they lived in dirty and very crowded conditions. 00:00:50 They worked long hours for very low pay. Many times they faced discrimination and were blamed for lack of jobs as well as overcrowding. When you compare that over here to immigrants in the West, many of them took advantage of the opportunity to own their own land. They were often better off than those who remained in cities. And, finally, many times they faced less discrimination 00:01:19 since they were self-supporting farmers. Let's finish up by looking at some of the reactions that took place to immigration that we discussed in this lesson. The first one was nativism, which is a policy of favoring native inhabitants. The second one, you saw the creation of the Know-Nothings, which was a political group that really stood and they were anti-immigration. 00:01:48 And the third, and final one, is led by many times this feeling of nativism as well as the Know-Nothings. We saw campaigns against immigrants. So by now, students, you should really understand about the wave of immigration that happened between 1820 to 1850 and really be able to understand the experiences 00:02:13 that those immigrants had, the causes or why they came to the United States, and, finally, the effects that happened after they came to the United States.

Key Content Review: War of Independence

00:00:01 Well, welcome to class, scholars. If you take a look at this picture right here, it was George Washington crossing the Delaware River on December 25, on Christmas Day, in 1776. And his ability to cross the Delaware River and his final ability to win the battles of Trenton and Princeton really rallied the cause for American independence which eventually led to the independence of the States. 00:00:26 So in this lesson, we're going to review the American independence and the creation of the Constitution. But first, let's start with how the War for Independence began. Section 2 00:00:01 Now you'll recall that the road to war was not immediate. It didn't just start. So let's take a look at some of these lead-ups that lead the colonists to fight against the British. To begin with, there was great resistance to the British laws such as the Stamp Act, which was a tax on stamps, and a tax on tea and the Intolerable Acts. All of these raised tensions between 00:00:24 colonists and the British. Finally, it came to where in 1774, the First Continental Congress issued a protest against the British, claiming you can't do this do us. You cannot tax us without representation. In addition, finally it all reached a head in 1775, when colonial troops began amassing guns and gun powder. The British in response, sent troops to capture these 00:00:50 supplies and colonial leaders, and fighting officially began in Lexington and Concord in 1775. Section 4 00:00:01 By the end of this lesson, you're definitely going to be able to do five things. So let's take a look at them. Number one-- you're going to be able to analyze the nature of the grievances outlined in the Declaration of Independence. The second thing we're going to take a look at is we're going to be able to explain how key battles helped bring 00:00:17 and end to the Revolutionary War. The third thing you'll be able to do is discuss the failures of the Articles of Confederation, the first form of government. The fourth thing you'll be able to do is explain the arguments for and against the ratification of the Constitution. And finally, you're going to be able to identify the 00:00:35 freedoms provided to all citizens by the Bill of Rights. So let's get started. Instruction Section 1 00:00:02 If you take a look at the question above me, it says, "how did Americans throw off British rule and establish an independent republic?" Now in the warm up, we learned about some of the reasons why the Americans started rebelling against the British. In this first section, we're going to be looking at the Declaration of Independence and the start of the Revolutionary War. Section 2 00:00:01 As we've learned, in 1776, the Declaration of Independence was written. In the picture on the right, you can see them drafting the actual Declaration of Independence. And what it included were the colonials' complaints against the British government. It also set forth the principles of a new kind of government that they were planning to establish, and 00:00:22 also declared that the colonies would be independent from Great Britain. You could almost think about this is a break up letter between the colonists and the British. Now let's move on to what influenced the Declaration of Independence. And it was a variety of sources that really the writers of the Declaration of Independence looked at when 00:00:41 writing this. The first was the English Bill of Rights, which set up a freedom of elections and a freedom of speech, which was essential for the colonists. Secondly-- the Enlightenment was a huge influence on this-- the idea of a social contract, that the people will give up some of their rights in order for the government to protect the vast 00:01:01 number of their rights. Thirdly was the Virginia Declaration of Rights, which was written by Thomas Jefferson. And it sort of expounded on the English Bill of Rights. What it did is it set out a freedom of press, trial by jury of peers, and a freedom of religion. And finally, and the fourth influence in the Declaration of Independence, was the writing of Common Sense by 00:01:23 Thomas Paine, which was a set of arguments for American independence. Section 4 00:00:01 Well, after the Americans declared their independence from Great Britain, the British thought, this can't be happening. So they sent forces to America to force the Americans to join back with them to become a part of the British Empire. Now let's take a look at some of the confrontations between the American forces and the British. At the very beginning of the Revolutionary War, the British 00:00:24 did an excellent job of defeating the Continental Army led by George Washington. You'll recall the battles of New York, where the Americans were easily defeated. However, George Washington-- we saw this in the first slide-- successfully crossed the Delaware River in a sneak attack where he won the battles of Trenton and 00:00:44 Princeton in New Jersey. However, that good news did not last too long, because he lost the battle in Philadelphia in 1777, where Washington was forced to retreat to Valley Forge, and where he faced a very harsh winter. We talked about some of the conditions they faced. But not all bad news. Let's go up north in the state of New York, where in the 00:01:06 summer of 1777, the British troops under the command of John Burgoyne invaded from Canada. Their idea was to split the American colonies. So what happened was that the American forces met John Burgoyne in Saratoga, and the British forces were forced to surrender for a number of reasons. Their supply lines were stretched, he was unable to get supplies, nor was he able to get 00:01:32 reinforcements from the British. This was a major turning point in the war, and let's see why. We're talking right now about the American allies. Now, at the start of the war, France did not think that the Americans could win. You could recall that Washington had lost in New York. They really thought that the American colonies were never 00:01:52 going to gain their independence. However, after Saratoga, they realized that, hey, maybe, in fact, the Americans could win this battle. And after that, France signed a Franco-American treaty. And in addition , Spain joined on the American side as well. So the battle of Saratoga was critical to the American cause for independence. Section 6 00:00:02 Unable to achieve success in the northern part of the colonies-- we just talked about in Saratoga-- the British turned to the South, where in 1781, the American and the French troops, they cornered the British in the Virginia town of Yorktown on this peninsula. The British, under General Lord Cornwallis, they were forced us surrender. 00:00:23 They were completely surrounded. And this effectively marked the end of the Revolutionary War. And two years later, the British officially recognized an American nation with the Treaty of Paris. Section 8 00:00:01 The Americans just did an incredible thing. They had just beaten the premier world superpower, the British Empire, and had gained their independence. Well, let's take a look at this lesson question again of "how did the Americans throw off British rule and establish an independent republic?" We already took care of the first part of that question. Now, let's look at how they established a government. 00:00:22 And we're really going to look into the Articles of Confederation, which was the government that ruled the Congress during the Revolutionary War, and the issues with it. Section 9 00:00:01 Well, let's take a deeper look at the Articles of Confederation, which was the government during the Revolutionary War and immediately after it. Now, obviously the American leaders worried about giving too much power to a strong, central, national government. They had just fought a war against a strong, central government, the monarchy of King George III. So the Articles of Confederation were 00:00:23 intentionally extremely weak. And it created one branch of national government, only the Congress. And the national government had only three powers. It had the power to conduct diplomacy, to declare war, and to issue currency. That's it. All the other powers were reserved to the states. 00:00:43 Now, even with those obvious weaknesses, it did have some successes. So for example, the Land Ordinance of 1785. It divided land in the west into townships to be sold to settlers. Then, in 1787, there was the Northwest Ordinance, which set up the policies and processes for how territories were to become states. 00:01:06 But even with those success stories, there were very serious issues and weaknesses. Let's take a look at the failures of this Confederation government. To begin with, it did not have enough power to solve some very distinct problems. Number one, it could not collect taxes to pay the Revolutionary War soldiers. 00:01:26 The second thing is it could not deal with threats from foreign powers. Now, the first bullet was really emphasized with Shays' Rebellion, which showed a complete weakness of the national government to assert any bit of control in the United States. Section 11 00:00:01 Well, realizing the major problems with the Articles of Confederation, delegates came to Philadelphia to have a convention. And they realized that the Articles of Confederation, the old form of government, was not working. So they had a Constitutional Convention in May 1787, and here, the delegates decided to create a new plan of government. 00:00:22 So let's take a look at this new government they were going to create. Its framework was based on having three branches of government-- a legislative branch, an executive branch, and a judicial branch. And this new government would have much more power than the older Articles of Confederation. Now, while the delegates agreed on the framework, they 00:00:45 had serious disagreements on some other major issues. Let's take a look at one of those. The first was over population-- whether or not based on a state's population, they would have more representatives or equal representatives in Congress. And a compromise existed, called the Great Compromise. What it did was set up two houses in Congress. 00:01:07 One house would be based on population-- the House of Representatives-- so if your state had more people living in it, you'd have a greater number of representatives. The second house-- the Senate-- would be equal representation for each state, so every state would receive two senators. 00:01:25 Now, the second compromise was the Three-Fifths Compromise. Now, Southerners wanted enslaved people to count one for one-- one enslaved person to count for one part of the population. Northerners said no way, that's not going to happen. We want enslaved people to count for zero. So the compromise that happened was that each enslaved person would count as 3/5 of a person. 00:01:49 So these were the two great compromises that came out of the Constitutional Convention of 1787. Section 13 00:00:01 After the delegates had made these compromises and written the Constitution, it still had to be ratified by the states or approved by the states. Now, there were two main sides, the Federalists and the Anti-Federalists, the ones who were for ratification and the ones who were against. Let's take a look at there arguments. Now, the Federalists who were for the government, they 00:00:23 supported ratification. They wanted the Constitution to be passed. They believed in a strong national government, and they also thought that a bill of rights was completely unnecessary. Let's jump to the other side of the Anti-Federalists who opposed ratification. They did not want the Constitution to pass and they 00:00:41 did not trust a strong national government, and they wanted a bill of rights that would limit a national government. Now, they both wrote a series of papers, but it was ultimately up to the states. Let's see the result. In the end, the Constitution said that only 9 out of the 13 states had to ratify it for it to become law, and that only 00:01:04 the states that signed it had to obey the laws in the Constitution. Now, as of July 1788, 11 of the 13 states had ratified the Constitution. The only two who had not were North Carolina and Rhode Island. But finally, in 1790 both North Carolina and Rhode Island, they ratified the Constitution and it became the 00:01:27 law of the land. Section 15 00:00:01 Well, let's take a look at this lesson question again. It's how did Americans throw off British rule and establish an independent republic? We looked at the signing of the Declaration of Independence and the battles and the war that ensued, the treaty of Paris. Now, we also looked at the problems of the Articles of Confederation and the creation of a brand new form of 00:00:22 government called The Constitution. Now, let's see about creating the US Constitution. So this will be the third segment. So let's get started. Section 16 00:00:01 Well, we've already chatted about some of this in the last segment, so it should be a bit of a review. But let's go ahead and check out how the government is structured. Now, the Constitution creates three branches of government. The first is the legislative branch-- the Congress. They create laws. They write laws. 00:00:18 Now, the executive, or the President-- he enforces the laws that Congress has just created. And finally, the judicial branch interprets the laws, and says whether the laws that Congress has created, the President has signed-- whether those laws abide with the Constitution. Whether or not they are constitutional. Now let's check out the main principles of the 00:00:42 Constitution. Now, there are a couple of these. Now, popular sovereignty-- the power comes from you and me. Power comes from the people of the United States. Limited government. We, the people-- you and I-- only give the government the power that we 00:00:58 allow it to have. So government is limited. In addition, there's a separation of power. We saw that a third of the power went to legislative, a third to the executive, a third to the judicial. In addition, there are checks and balances, where each of those sections of government-- each of those branches of government-- 00:01:16 check each other's power. Finally, federalism, which is in the sharing of power between the national government and the state governments. Now, because the founders realized that the Constitution would change over time, they established a policy and procedures in Article 5 of the Constitution where it could be amended or changed, and additions could be made. 00:01:41 Now, there are two major steps to amending the Constitution. The first way is for both Houses of Congress-- the House of Representatives and the Senate-- to vote on the new amendment, and to get a passage of 2/3 of them have to vote yes, we think this should be an amendment to the Constitution. But that's not it. After it passes Congress, then it goes to the states, where 00:02:05 3/4 of the states have to vote yes, we think this should be an amendment to the Constitution. If that happens, it becomes a brand new amendment. And you can see that in over the 200 years of the United States history with this Constitution, there has only been 27 amendments or changes to it. Section 18 00:00:01 Well, you saw in the last slide that there have been 27 amendments to the United States Constitution. Now, let's take a look at the first ten, which are referred to as the Bill of Rights, which you can see on the picture on the screen. Now, the Bill of Rights protects individual rights. Those are the rights that you and I have, and they are protected in the Bill of Rights. 00:00:21 It also limits the power of government. Now, let's take a look at the first three Amendments to the Constitution which protect the rights of all US citizens. The First Amendment guarantees the right to freedom of expression. Now, as a reminder, those are the freedom of religion, the freedom of speech, the freedom of press, the freedom of assembly, and the freedom to petition your government. 00:00:43 The second one guarantees the rights to bear arms, or the rights to own a gun. The Third Amendment prevents housing of soldiers in private homes during peace time. Now, let's move on to the next one. The next five amendments protects the rights of people accused of crimes. Now, the Fourth Amendment protects against unreasonable 00:01:02 search and seizure. The Fifth protects people from having to testify against themselves in court, also gives you due process, meaning a trial. The Sixth Amendment covers the rights of the accused that are related on trial. The Seventh protects people in civil cases. And finally, the Eighth limits what can be done to people who 00:01:26 are accused or found guilty of a crime. Now, we've only got two more so let's take a look at them. The next, to limit the power of the United States government, the Ninth Amendment says that Americans have rights that are not included in the Bill of Rights. OK? And now, the final one. 00:01:42 Drum roll, please. The Tenth Amendment gives powers to the states and to the people. So those are the Bill of Rights. Summary Section 1 00:00:01 Well, congratulations, you've reached the end of the lesson. Now, again, this lesson was on the War of Independence. And the big question we were looking at, if you look below, is, how did Americans throw off British rule and establish an independent republic? So let's have a quick review of everything that we learned today. Section 2 00:00:02 Well, we've seen throughout this lesson that when protests against the British government failed the American government declared their independence by writing a declaration of independence. Now, at the very beginning of this war for their independence, Americans lost a number of their battles. However, we saw that after the Battle of Saratoga the Americans were able to get allies in France and Spain. 00:00:25 Now, utilizing these allies they were able to defeat the British at the Battle of Yorktown and two years later in 1783 the Treaty of Paris was signed, which officially recognized the new United States of America. However, we realize that that new United States of America needed to have a form of government They had the Articles of Confederation, but there were many issues with that form of government. 00:00:50 So like we said, it needed a new form of government and some of the issues with the Articles of Confederation was that I created just a one branch of government and that the states had most of the power. It was a very weak government and it could not solve the horrible economic problems that faced this young republic. So seeing those issues, the United States called delegates 00:01:15 to come to Philadelphia to revise the Articles of Confederation. However, once they arrived they realized these articles, they can't get fixed. We need to get rid of them. And they created a brand new form of government, the US Constitution. What it set up was three branches of government, a 00:01:33 legislative, an executive, and a judicial. The five basic principles of this brand new government would be popular sovereignty, power comes from you and me, a limited government, separation of powers, checks and balances, and federalism. In addition, they created a way for amendments or changes to be passed to this brand new constitution. And finally, they created a Bill of Rights which was the 00:01:58 first ten amendments to the United States Constitution, and they guaranteed rights for the Americans.

The Bill of Rights

00:00:02 Well, welcome to class, scholars. Today we're going to be taking a look at the Bill of Rights, or the first 10 amendments or changes to the United States Constitution. Now, if you take a look at this picture right here, you'll see people exercising rights that are clearly given to them in the Bill of Rights. So let's take a look over here. 00:00:19 You'll see people marching. And number one, they are exercising their right to assembly peacefully. They are exercising their right to free speech. And they are also exercising their right to petition the government. So let's take a deeper look at the Bill of Rights. Section 3 00:00:02 So hopefully you'll recall from a prior lesson from me that you learned that during the Constitutional Convention there was a great deal of arguments over yes or no to having a Bill of Rights added. So sort of the question was of, why was the Bill of Rights created? Well, let's take a look at the answer. It's to protect certain rights of citizens from government 00:00:22 interference. And states called for in their ratification of the Constitution. You'll remember especially Virginia and New York did this. And James Madison actually supported adding the Bill of Rights. And where did these ideas come from? 00:00:38 Where did the ideas of these 10 amendments to the Constitution come from? They actually originated from earlier documents that protected rights of people and limited the rights of government. For example, England's Magna Carta, and finally, Virginia's Declaration of Rights. Section 5 00:00:02 Well, by the end of this lesson, you're definitely going to be able to do these three things perfectly. To begin with, you'll going to be able to identify the freedoms provided to all citizens in the Bill of Rights. Number two, you're going to be able to describe the legal protections given by the Bill of Rights to the accused and the imprisoned. 00:00:19 And finally, you're going to be able to explain how the Bill of Rights protects additional rights and powers of states and individuals, like you and me. Instruction Section 1 00:00:02 If you take a look above me, you'll see the main lesson question that we're going to be covering today of how does the Bill of Rights protect the rights of the citizens? Now, we're going to break the Bill of Rights down into three separate sections. Amendments one through four protects the rights of all American citizens, like you and me, your teacher, the person sitting next to you. 00:00:21 The second part are Amendments five through eight. And they protect the rights of the accused, people who are being accused of committing a crime. And finally, Amendments 9 and 10 protect the rights not mentioned. And they protect the rights by limiting the national government. But first, let's take a look at Amendments one through 00:00:42 four, which protect the rights of all American citizens. Section 2 00:00:02 Well, let's begin at the very beginning, or the First Amendment, possibly the most important amendment in the entire Bill of Rights. And what it does-- it guarantees five individual liberties that you and I have. Number one, you have the freedom of religion. You can practice whichever religion you want. You have the freedom of speech. 00:00:23 You have the freedom of press. You have the freedom of assembly. And finally, you have the freedom of petitioning a government. Now, we're going to take a look at each of these in turn. But let's start with the freedom of religion. So what this stipulates is that there is a separation, a line between church and state, or the government. 00:00:43 So what that means is that no church or any religious organization can play a role in the government. And government cannot make laws about religion. They cannot establish a national religion. It is against the Bill of Rights. And it is against your common rights. So you can practice whichever religion you seem fit. Section 4 00:00:00 Now let's really dive into the second part of the First Amendment, which is the freedom of speech. And it guarantees the right to free speech. As you can see, the protesters to the side, they are exercising their right to free speech. But speech also includes things that are not just said. It also includes blogging or putting things on the internet, wearing certain clothing as expressing your 00:00:24 freedom of speech, and other ways of expressing yourself. So is it speech? The courts have actually weighed in and decided on this. However, there are limits on free speech. You can't just go off and just say whatever you want, and say oh! it's a freedom of speech. Now let's check out some of the limits that you are not 00:00:43 able to do. Number one, you cannot speak in such a way that incites or starts violence. That is a limit on free speech. You cannot falsely ruin a person's reputation. You see this a lot in the press when a newspaper will say something about a politician that is blatantly untrue. 00:01:03 The politician can sue the newspaper and actually win. And the newspaper cannot claim oh! Freedom of speech. In addition, you cannot say things that are obscene. Now this has been quite contentious in the courts. In addition, you cannot say things that harm national security, things that will bring threats to the United States. 00:01:24 And so these limits, they come from court decisions that have taken place since the beginning of this great nation. So let's talk about students-- you-- and free speech. My question is do students have the same rights to free speech as other Americans? 00:01:40 Now some people have claimed no. You give up some rights when you walk through that school door. However, on the conversely, other people have said no, no, no, no, no. That's not right at all. You as a student have the same rights as a citizen outside the school, as you do inside the school. 00:02:00 So let's take a look at a very important court case involving this issue of freedom of speech. So it was called Tinker v. DeMoines Independent Community School District. Kind of a long name, but let's take a look. The case is that students-- they wore black armbands to protest the Vietnam War. But the school thought that this would disrupt the 00:02:25 educational process. They said you're distracting other students from learning. You have to take them off. The students refused to remove these black armbands, and the school suspended them because they did not remove them. They took the case to the courts and eventually appealed to the Supreme Court. And what the Supreme Court actually said is while the 00:02:48 schools have a lot of discretion with students' rights, in this case, the students' First Amendment-- the freedom of speech-- was more important than the school's concern. So kind of an interesting way that students exercised their freedom of speech by wearing black armbands. Section 6 00:00:01 Let's move on to the final three parts of the First Amendment. Let's start with the freedom of the press. Now the freedom of the press applies to most media, newspapers, internet sites, and publishers. So with the freedom of the press, the government cannot force the press to publish anything. They cannot come to The New York Times and say "you need 00:00:21 to write an article about this." Not allowed. They have the freedom of press. They cannot stop the press or punish it for publishing truthful information. So if the press gets wind about a government program and they publish an account of it, the government cannot punish that press organization, because they are protected under the freedom of the press. 00:00:44 Finally, the government cannot force journalists to reveal their information sources. If they heard this from an Army colonel, the government cannot say "who is this colonel? We must know." They cannot reveal it, because the journalist has the freedom of the press. Let's jump to another one. The freedom of assembly, which you can see people obviously 00:01:01 assembled to the right. And that is to meet or gather. And it's peacefully, for any reason whatsoever. It could be something silly, but you have the freedom of assembly. And assemblies can include meetings, protests, strikes, and marches. And assemblies are limited if the group is violent or 00:01:22 presents immediate danger. So if they are attacking people or anything like that, that is violent, they are unable to exercise their freedom of assembly. They can actually be arrested for that. Now let's jump to the final one, which is the freedom to petition the government. So what that means is the citizens, you and me, have the 00:01:42 right to ask the government to fix a problem. And this can include many forms. It's not just knocking on your congressman or congresswoman's door. It can include picketing or protesting, as you see in this picture here. It could include letter or email campaigns. You can email your congressman or congresswoman for 00:02:02 something to change. It can include lawsuits or suing the government for a specific change, or ballot initiatives, which are where you ask the citizens of the United States a question, and they will vote on it. So these are all different, very important areas of the First Amendment that we've taken a look at today. Section 8 00:00:03 Well, we're going to finish this first segment by looking at the Second, the Third, and the Fourth Amendments. But let's get started with the Second, which is a very contentious issue. And it guarantees the rights to bear arms, which means the right to own a gun. Now, this has been interpreted several different ways by Americans. 00:00:22 The first group says there should be no limits on owning or using guns. If you want a gun, you should be able to have it, carry it wherever you want. However, other people say that states, they can make gun laws, but the national, the federal, government, they cannot. They cannot touch this right. 00:00:38 And finally, the last group says that bearing arms or having a gun is only for the purpose of having a state militia or having a state army. So there are the three interpretations. Now, let jump over to the Third Amendment. Now what this does is it prevents government from housing soldiers in private homes in peace time. And it's called quartering. 00:01:00 Now you'll recall, during the Revolutionary War, that the British government forced Americans to quarter or to keep British soldiers in their houses. Now, this does not applied to a modern-day soldier who just lives at a home. This is when the government is forcing a citizen to house a soldier. That is illegal. 00:01:22 Now, let's jump to the Fourth Amendment. Now what this does, it protects against unreasonable search and seizure by the government. So to conduct a search of your property, the government must-- or the police, in this picture here-- have a search warrant to search private property. They also must identify the property to be searched and 00:01:45 identify what they are looking for. Finally, they must have probable cause or reasonable suspicion that a search is necessary to solve a crime. So these are some more checks on the government that you'll see. Section 10 00:00:02 Well if you look above me, the main question we keep looking at today is "how does the Bill of Rights protect the rights of the citizens?" Now, we just looked at Amendments number one through four, and they protect the rights of all American citizens-- you and me. We looked at all those incredible rights that you and I have. 00:00:19 Let's move on to Amendments five through eight. And these protect the rights of the accused. The ones who have been accused of committing a crime, what rights do they have? Well, let's take a look. Section 11 00:00:01 Well, let's first take a look at the Fifth Amendment. Now what this allows us is that people can plead the fifth or refuse to testify against themselves in court. In addition, it says two other things in the Fifth Amendment. It's says a person cannot be punished without due process of law. What that means is that you cannot be thrown in jail for 15, 20 years without first going to trial. 00:00:27 Secondly, it says that a person cannot go to trial twice for the same charge. What that is called is double jeopardy. So if you steal a candy bar on Monday, you cannot be charged twice for stealing the same candy bar on that Monday. Section 13 00:00:00 TEACHER: Let's shift our attention now to the Sixth Amendment. And it protects the rights of people on trial in criminal court. And this includes the rights to four main things. The first is a speedy and a public trial. The second is to be told what crime they are accused of. The third thing that this does is you're allowed to question 00:00:21 witnesses against the person being accused and to call witnesses for your own defense. And, finally, being given the option of being represented by a lawyer. These are some of the things that the Sixth Amendment protects. The next one following the Sixth, well, is obviously the Seventh Amendment. 00:00:41 And the Seventh Amendment protects the rights of people on trial in civil or noncriminal court. So on this one this is in cases over $20, a trial by jury is guaranteed. Now, you may say, well, if it's $20, that seems like such a small amount. But remember, this Seventh Amendment was written hundreds of years ago when $20 was much more than it is today. 00:01:09 And finally in the Seventh Amendment jury cases cannot be retried except as allowed by common law and rules to make sure that the courts are fair. So that's an overview of the Sixth and the Seventh amendments. Section 15 00:00:02 The Eighth Amendment-- what this does is it limits punishments for people accused or guilty of a crime. And what this does is the government may not have excessive bail and fines. They are not allowed. And what bail is is money that a person will pay to get out of jail during their trial. And also, cruel and unusual punishment is banned. 00:00:27 Now, it does not specifically spell out what cruel and unusual punishment is. That has actually been left up to the Court and is an extremely contentious issue in today's society. Section 17 00:00:01 Well, we're on to the third and final segment. But before we move on to the third one, let's take a look at the lesson question above me, which is-- how does the Bill of Rights protect the rights of the citizens? We looked how amendments 1 through 4 protect the rights of All-American citizens, you and me. Then, we looked into amendments 5 through 8, which protect the rights of the accused. 00:00:22 Now, let's take a look at amendments 9 through 10, which protect the rights not mentioned and protects rights, by limiting the government. So let's get started. Section 18 00:00:02 Now you may recall from prior lessons, during the Constitutional Convention there was a great amount of debate of whether or not to add a Bill of Rights. And a lot of people did not think it was necessary or wise to list the rights that the citizens of the United States would have. They said that by listing some rights may make Americans think that other rights not listed were not protected. 00:00:25 Let's take a look at this quote by James Madison. He says "By enumerating particular exceptions to the grant of power, it might follow by implication that those rights which were not singled out were intended to be assigned in the hands of the General Government." What he's talking about here is that in the Bill of Rights, if you say, for example, that the citizens of the United States have these three rights, A, B, and C, that the government 00:00:51 would actually have the rights to D, E and F. But what he's saying is that in the Ninth Amendment, that the Ninth Amendment protects these unnamed rights. And that they are protected from infringement by the United States government. So let's take a look at this Ninth Amendment. It says that the Bill of Rights are not the only rights that Americans have. 00:01:15 It also limits the power of government. And in addition, it's been used to protect personal privacy and other rights like that. Section 20 00:00:01 Let's take a look at the last and final amendment to the Bill of Rights, the 10th Amendment. And what this does-- it clarifies the limits on power of the federal government. And it says that any powers not given to the federal government belong to the states or to the people. So it really addresses the concerns of states rights. So if you look at the diagram, you'll see that all rights-- 00:00:27 the federal government-- the rights are given in the Constitution. Those are the only rights it has. And if it's not named in the Constitution, then all of those rights that are unnamed belong to the states or to the people. Summary Section 1 00:00:02 Well, congratulations. We've reached the end of the lesson. So let's take a look at this lesson question again. And it's underneath me. It says, "how does the Bill of Rights protect the rights of the citizens?" So before I let you go, let's have a quick review of everything that we learned today. Section 2 00:00:01 Well, let's have a quick look at all the 10 amendments that make up the Bill of Rights. So the first four amendments protect the rights that everyone has. Amendment Number One protects freedom of religion, speech, press, assembly, and petitioning the government. The Second Amendment protects your right to bear arms or to own a gun. 00:00:19 The Third Amendment protects and limits quartering of soldiers or being forced to house soldiers in your house. The Fourth Amendment protects against unlawful search or seizure. Moving onto Amendments Five through Six. These amendments protect the rights of those accused of crimes. So the Fifth Amendment says that you do not have to 00:00:40 testify against yourself in court. It also requires due process or a trial. The Sixth Amendment guarantees your right to a speedy and a public trial, and that you know the charges and you face the witnesses. It also gives you the right to a lawyer. Amendments 7 through 8, these amendments respect the rights of those accused and the ones that have been found guilty. 00:01:05 The Seventh Amendment is a jury trial in a civil case. It says that cases cannot be retried. The Eighth Amendment says no excessive bail, which you'll recall is a fee that you pay to get out of jail during the trial. It also says that there can be no cruel or unusual punishment. Moving on to Number Nine and Ten Number Nine and Ten, they 00:01:30 protect the unnamed rights of the people. Number Nine stipulates that just because some rights are listed, does not mean they are the only rights that the people have. The 10th Amendment says that the rights not given to the federal government are held for the states and for the people. So to sort of finish up is that these amendments help 00:01:51 determine Americans' rights and the government's powers. So thanks for joining us today. Assignment Section 1 00:00:01 Well in this assignment you're going to be writing an editorial where you will consider First Amendment issues and whether the First Amendment rights have limits. You'll learn more about one of the Supreme Court cases that involve these first amendment rights. And then after that you're going to write your editorial about a free speech issue. So let's take a look at this case. 00:00:24 It's a case study of Schenck v. United States. During World War I Charles Schenck published antidraft fliers, meaning he was against the draft of bringing people into the military. And he was charged for violating the Espionage Act. Now this Espionage Act, it banned, it was illegal to interfere with military recruitment. His case went all the way to the Supreme Court. 00:00:52 And so the question was is, did the Espionage Act, which banned the ability to publish anti-military fliers violate his freedom of speech? The Supreme Court said no. And it said that certain speech can be limited to protect the country. So let's take a look. And this is the Supreme Court Justice Oliver Wendell Holmes 00:01:14 who said, "The question is whether the words used are used in such circumstances and are of such a nature as to create a clear and present danger." So what he's saying here is that if your speech violates, or it brings, or it could bring violence or a national security threat, then in that case your freedom of speech is in fact limited.

Expanding Democracy

Hi, I'm your instructor. Well let's take a look at this painting. Here you see the White House with a crowd of supporters standing outside. They're there to celebrate the election of Andrew Jackson to the presidency. What's interesting, had Andrew Jackson lived a few decades earlier, he likely wouldn't have gotten the support to win 00:00:18 the presidency, because he was supported by the common man, the average American citizen out there, who didn't have the right to vote prior to the 1820s. So in this lesson we'll talk about the ways in which more Americans were granted the right to vote in the 1820s to the 1840s. This lesson is called Expanding Democracy. Section 2 00:00:00 Well to start, let's take a look at voting rights as they existed in the 1820s. Before 1820, only white men who owned property and paid taxes could vote. There were no official political parties the way that we have them today, where you are a registered member of the Republican Party or the Democratic Party which gives you a right to vote in primaries for example. 00:00:22 Men voted by saying who they wanted to vote for, not by secret ballot the way we do it today. State lawmakers chose representatives for the electoral college. And this body in turn chose the president. Ordinary Americans had very little say on who the president would be. And then finally, voter participation was very low. 00:00:41 Less than 30% of adult white males had the right to vote. In some states, New York, it was even less, only about 20%. Well all this begins to change. Let's take a look at how. Section 4 00:00:00 Well first, let's take a look at our lesson objectives for this lesson. By the end of the lesson, you should be able to identify the changes in democratic participation that occurred during the Jackson era, to explain how the "corrupt bargain" of 1824 led to the formation of a new political party, and then finally, to describe the factors that influenced the election of 1828. Instruction Section 1 00:00:01 Let's take a look at our lesson question. How did American democracy change in the 1820s? Well, you now know that prior to 1820, very few people had the right to vote. In fact, less than 30% of all adult white men in the country could even cast a vote for the Senate or the House of Representatives. Well, all that begins to change, and in this segment, 00:00:21 we're going to take a look at how democracy began to expand, and more men are given the right to vote. Section 2 00:00:01 TEACHER: Well prior to 1820, the average American didn't have a lot of say in government. They had a very small role in elections. And that's because voting rights were limited. Typically in order to have the right to vote, you had to own property. And while many Americans did own property, there were still many others, far more who did not. 00:00:20 So as a result, the number of people participating in elections is relatively small. On top of that, voters are tending to follow the lead of these wealthy, powerful families. So we have a small percentage of the American population deciding who's going to become president, who's going to serve in Congress. And as a result, candidates didn't feel a need to appeal 00:00:41 directly to the voters, to the population in order to get their ideas out there. Instead, it was really considered to be not socially acceptable, it was impolite for a presidential candidate to go out and give a speech to a group of voters. All that's going to change in 1819. And that's because the country is going to experience an economic crisis. 00:01:04 And this crisis is called The Panic of 1819. Now, a panic is simply an old fashioned term for the word recession. And this may be a word that you are familiar with. A recession is simply a time when an economy experiences a downturn. And that might result in affecting people negatively financially. 00:01:26 Things like higher unemployment, that means it's harder to find a job. People might not be earning as much for the goods that they produce, so they experience a financial difficulty that way. And back in the 1800s, historians called these panics. And during this particular panic, many people are losing their homes, and losing their farms. 00:01:46 So this is causing a great deal of anxiety in the American population. And as a result, people wanted to be able to elect politicians who would help them during this crisis. And they demanded an end to property requirements for voting. So we're going to see a dramatic change occur in who is participating in elections. 00:02:04 As a result of these demands, states are gradually extending the right to vote to all adult white men. And that's an important point to note as well. States that are entering the Union in the 1800s, are not automatically giving the right to vote to free African Americans. Instead they're restricting the right to vote to white men only. 00:02:23 And those restrictions wouldn't be lifted until after the Civil War. So let's take a look at this map, which shows the growth of voting rights. So first, we take a look at 1800. And we see there's all kinds of qualifications-- property or residency, property and tax paying. We can see that just a few states like Kentucky, New 00:02:43 Hampshire, and Vermont don't have any restrictions at all. You just have to live in the state and you could vote. But by 1830, most white men have the right to vote. So let's take a look at this map. We can see all these states in the Northeast like New York, and Maine have no qualifications any longer. States like Florida, and Alabama, as well as these state's here in the West-- 00:03:08 Missouri, Illinois, Indiana, and Kentucky. So we see many of the restrictions are going away. And we see just a few states still have property requirements for voting including Virginia, South Carolina, and Tennessee. Section 4 00:00:00 Now, you just learned that the size of the voting population's starting to increase. More and more white men are getting the right to vote. Now, this is important. Because as a result, we need to make some changes in the voting process to accommodate this larger size of the electorate or the voting population. So first, more polling places had to be created. 00:00:21 And they stayed open longer because people have to have time to vote. We have to make sure that we can accommodate all the voting public. Next, voters no longer are simply yelling out their vote. Instead, they're writing them down so they can be counted later. So we're starting to make progress 00:00:35 towards a secret ballot. Next-- now, nominations for president, for example, used to be done in back rooms. And some powerful people would get together and decide who they were going to nominate for president. Well, no longer. Now public conventions are held, not only to nominate the 00:00:51 president, but other candidates for public office. And people now have the right to vote for members of the Electoral College. So now they're having a say for the first time in who will be the new President of the United States. Section 6 00:00:00 Well as a result of the reforms made way back in the 1820s, we enjoy some of these new processes that make our votes secure, safe, and give us a say in our government. First, we have local polling places, so we typically only have to go to a place in our neighborhood. We don't have to travel too far away in order to vote. We use written ballots, because there are millions of voters today, hundreds of millions of voters, and as a 00:00:26 result, those votes can be tallied later, often by a machine like the one you see here. We use popular nominations. Everyone has the right to vote for the candidates, for everything from governor to mayor, to president of the United States. And we also elect members of the electoral college. And we vote built for specific individuals with the 00:00:45 understanding they will vote for our candidate for president. Section 7 00:00:01 Let's take another look at our lesson question. How did American democracy change in the 1820s? Well you now know that during the 1820s, more people got a right to vote. And those people started to have a say in candidates, from everything from the House of Representatives, all the way up to the presidency. Well, in the election of 1824, those new rights 00:00:21 would be put to a test. That because the very popular Andrew Jackson will be running for president against this man, John Quincy Adams. Quincy So let's see what happens. Section 8 00:00:00 Well, let's take a look at what's going on in American politics in 1824. Well, after the War of 1812, the United States went back to having just one official political party. That's because the Federalist Party had collapsed. Federalists had supported the British. They were against the war. And as a result, they lost support after the United 00:00:19 States defeated Britain in the War of 1812. Now, on top of that, the remaining political party, the Democratic-Republican Party, was split on many issues. First, its leaders disagreed about slavery and what should be done about slavery in the West. Some resented the selection process for presidential candidates. People were concerned that practically every president 00:00:39 had come from either Virginia or Massachusetts. And others were tired of well-connected politicians, the wealthy men running the country. So they were ready for a change. And into this situation steps a man named Andrew Jackson. Now, Andrew Jackson was born in the Carolinas and even fought in the American Revolution when he was just 13 years old. 00:01:00 Later, he'd moved to Tennessee. And he'd become both a lawyer and a politician for the state. He was known for his win against the British in the Battle of New Orleans. He commanded the American victory in that very famous battle. And he also spoke out again against that Eastern 00:01:16 aristocracy, that group of wealthy men along the East Coast who were running the country. Now very quickly, Jackson's going to capture the imagination of Americans. They believed he had what is called a cult of personality. And what this means is that this person is extremely charismatic. For some reason, we want to follow them. 00:01:36 We believe what they tell us. And there've been all sorts of these types of personalities in American history. And there's no doubt that Jackson was one of them. His simple background made him very popular among the common man, this group of people that are just now getting the right to vote. First, he was born in a log cabin. 00:01:53 He wasn't very, very rich and wealthy. He was a soldier and a war hero. And he was also a hot-tempered lawyer. For example, he once got in a duel with a man who insulted his wife, Rachel. He was also a well-connected champion of the common man. He had lived in Tennessee. He had lots of contacts there. 00:02:12 And his wife was actually from a very wealthy family. So he had the political connections. And he also had that thing that would get the common man to support him. And as a result, he's going to win the nomination for president. So let's take a look at Jackson's rise through the ranks. 00:02:28 He started out as a delegate to the Tennessee constitutional convention and then became Tennessee's first member to the House of Representatives and then later a senator. He was then appointed governor of Florida in 1821 and then returned back to Tennessee, where he ran again for the Senate. He won that election and then was nominated for 00:02:50 president in 1824. Section 10 00:00:00 Well, Jackson's opponent in the election of 1812 was his political and personal opposite. This man's name is John Quincy Adams. And he came from a very wealthy Boston family. He's the son of President John Adams. He served as a statesman and a politician. He was a senator from Massachusetts, as well as serving as Secretary of State. 00:00:22 He's considered by many to be a brilliant but cold man. He certainly didn't have the electric personality that Jackson had. He was also Democratic-Republican but was known for having an independent streak. He tended to want to do things that were best for the country instead of what his party always preferred. So let's compare our two candidates. 00:00:40 Now there are actually four candidates running for office in 1824, but only two have a chance of winning. And that's Adams and Jackson. Now John Quincy Adams favored a strong federal government. And he actually favored expanding the role of government. He wanted to put a tariffs on imports in order to build a national university system and to build roads and canals to 00:01:01 help the economy grow. He also opposed slavery. So you can imagine this is going to cost him support in the South. And he also, again, disliked party politics. He was more interested in doing what he saw as best for the nation. Now Andrew Jackson, on the other hand, favored the rights 00:01:16 of the states and the common man. So again, he's going to appeal to this large electorate of voters who are voting for president for the first time in many cases. He opposed high tariffs. And he was not only a slave holder, but he also supported slavery, which is going to help them in the South. Section 12 00:00:00 Well, now let's take a look at the results of the election. Now four men ran for president and no one won a majority of the electoral vote. Remember, in order to win the presidency you have to wait at least 50% of the electoral vote. So let's see what happened instead. First, on the popular vote you can see that Jackson here in blue got the most of votes. 00:00:20 He got 43%. Trailed quite significantly by John Quincy Adams, who got 31% of the popular vote. Next, let's take a look at the electoral vote. Jackson got 38% of the electoral vote. But remember, to win the presidency he needs 50% plus one vote. John Quincy Adams is second at 32%. 00:00:40 So you see the election is coming down to these two men. And do note that Jackson got the most popular votes as well as the electoral vote. So let's see what happens. Now, when there is no clear winner in the electoral college Congress, the House of Representatives, gets to decide the election. Now at this time Henry Clay, one of the four candidates for 00:01:01 president, is the speaker of the House. And he doesn't like Jackson. So he starts to collect votes for John Quincy Adams. John Quincy Adams wins the presidency and in return Adams makes Henry Clay his Secretary of State. Jackson is outraged. He accuses Adams and Clay of making a corrupt bargain. So a lot of times historians call this election the Corrupt 00:01:25 Bargain of 1824. Now, it's important to note that in the past this is the way it was always done. This is how presidents were chosen. But this time in 1824 Americans have participated in this election and they are outraged. And they're going to demand something be done. Section 14 00:00:00 Let's take another look at our lesson question, how did American democracy change in the 1820? Well, we just learned about the Corrupt Bargain of 1824. And Americans are outraged. They felt like most of them had voted for Jackson, and their will had been thwarted. So how did the supporters of Jackson, and Jackson himself, react to this election? 00:00:21 Well, let's take a look. We'll learn about that next. Section 15 00:00:00 Well as you can imagine, Jackson was very unhappy with the deal struck by John Quincy Adams and Henry Clay. He called Adams an aristocrat and began to fight Adams and his policies from the very beginning of his presidency. He also decided to form his own political party, the Democratic Party. Now this is the same Democratic Party that exists today. 00:00:22 So it was started in 1824 although it's beliefs and policies have changed dramatically over time. He also did something that no one had ever done before. He and his campaign began to appeal directly to the American people for support. They held speeches. They held barbecues. And they started gearing up for the 1828 election as soon 00:00:43 as the last election was over. Section 17 00:00:00 Well, the in his own opinion John Quincy Adams' presidency was a failure before it even got started. It seemed like every time he tried to achieve something or do something that measure was blocked or he couldn't get it passed through. For example, his efforts to increase tariffs in order to pay for road construction or other infrastructure improvements was blocked by Congress. 00:00:21 His American Indian policies wear unpopular. John Quincy Adams actually supported maintaining treaties with American Indians and respecting their property rights in the west. But, of course, those measures were very unpopular with settlers who wanted to move into those lands. His attempts to acquire Texas from Mexico failed. And he also tried to increase trade with Great Britain in 00:00:42 the British West Indies, but those measures also failed. So by the time the election comes around in 1828 John Quincy Adams is very, very unpopular. And Jackson is going to wage a very aggressive campaign. He has no intention of what happened the previous election to happen again. And as a result, you can see here he wins very handily, in both the electoral and the popular vote. 00:01:05 You see John Quincy Adams only wins a few states in the northeast and along the Atlantic seaboard. So let's take a look. Why is this important? Why is this election, the election of 1828, one that is so significant? Well, there's a couple of reasons why. First, he is the first president from the West, the 00:01:23 first president not from Virginia or Massachusetts. He's the first to use a direct campaign. He's going to appeal directly to voters for the first time in speeches in order to get their support. Not for his candidacy, but also for his policies. He's one of the few with a limited education. He was primarily self-taught. He didn't go to fancy boarding schools along the eastern 00:01:46 seaboard like so many of the other presidents up until that day. And he was the first president from the working class. Remember, he was a soldier. His dad was an Irish immigrant. He certainly wasn't from one of those wealthy families back east. Summary Section 1 00:00:00 Well, as a result of your lesson, you should now be able to answer your lesson question-- how did American democracy change in the 1820s? Section 2 00:00:00 Well, first you learned that after the Panic of 1819, people begin to demand voting rights. And as a result, most states gave the right to vote to all white men. On top of that, voting became easier. More polling places were open. And it also became more secret as people began to write down their votes instead of just raising their hand or calling 00:00:19 out their vote. The process of nominating candidates also was turned over to the people. People had a bigger say in who would become president. So let's take a look at the election of 1824. Remember, during this time, war hero Andrew Jackson rose to political fame. And he ran against John Quincy Adams in the 1824 00:00:39 presidential election. The problem was that neither man got a majority of the electoral votes. And as a result, the election was thrown to the House of Representatives, where the Speaker of the House, Henry Clay, started collecting votes for Adams, throwing the election to Adams, even though Jackson had won a larger portion of the popular vote. 00:00:59 Jackson called this a corrupt bargain because in return, Henry Clay was named Adams's Secretary of State. And in response, he formed his own political party, the Democratic Party, and vowed to run again in 1828. So let's take a look at the election of 1828. Jackson became the first candidate whose campaign appealed directly to voters for support. He attacked Adams as an aristocrat. 00:01:23 He made Adams's life miserable. And as a result, Jackson won the election in a landslide. And this is particularly important. Because for the first time, we have a man of the people being elected to the president. He's the first president from the West. He's also the first to have a very limited educational background. 00:01:40 And he's the first from the working class.

English Exploration

Hi, I'm your instructor. Well take a look at this photo. These are reproductions of the type of ships used by explorers in the 1600s. Imagine what it must have been like to cross the Atlantic in one of these tiny ships. Well despite the dangers, hundreds and hundreds of colonists are going to descend upon the shores of 00:00:20 Jamestown, Virginia in the early 1600s, forming the first of England's colonies in the New World. So let's take a look at this lesson: English Exploration. Section 2 00:00:00 Now remember back in 1492, an Italian explorer named Christopher Columbus, who was sailing for the country of Spain, discovered an area that today we call the West Indies, and this starts a race to explore, colonize, and settle in the New World. And you can see Columbus's route here on this map and here are what we call the West Indies. Next, a few years later in 1497, England, she was going 00:00:27 to sponsor an expedition, they're going to send a man named John Cabot to search for land and claim it for England. And he is going to try to find what is called the Northwest passage. And this is a belief that there was a way through this continent in order to reach the Pacific Ocean and therefore China. So Cabot is going to be one of many, many explores looking 00:00:50 for this particular route to the Pacific. Now let's turn our attention to a man named Richard Hakluyt, and he was a writer who encouraged England to settle North America. He wrote some books and in his books, he argued that a colony would help spread the Christian religion because, again, most people in England at this time are Christian. He said that colonies in the New World would make England 00:01:14 stronger, would make them richer, and offer opportunity to England's poor to own land for themselves. And in 1607, England is going to take his advice and found its first colony in the New World. Section 4 00:00:00 Well, now let's take a look at our lesson objectives. By the end of the lesson, you should be able to describe the reasons for the failure of early English settlements, identify the goals of the Virginia Company, and evaluate the successes and failures of Jamestown. Instruction Section 1 00:00:00 Well, now let's take a look at our lesson question. Why did England try to establish a colony in Virginia? And to answer this question, we're going to take a look at three topics. First, we're going to take a look at early English exploration and the failure of the first settlements in the New World. 00:00:15 We're going to take a look at the first permanent English settlement in Virginia, the settlement of Jamestown, and then we're going to take a look at the growth of Jamestown and what allows this colony to finally succeed. But first, let's take a look at our early English explorations and journeys to the New World. Section 2 00:00:00 Well, in the 1500s, England, too, began exploring in the New World. And there are two significant explorers. The first is Sir Martin Frobisher. And you can see his journey here. He was primarily looking for gold and trying to explore this part of Canada, but didn't find gold and also did not find any kind of Northwest Passage. 00:00:20 The other one is Sir Francis Drake, who made a great name for himself raiding Spanish ships filled with gold and stealing them. He also, then, is the first Englishman to sail around the world. He's not the first person or expedition to accomplish this feat, but he is the first Englishman. So he's one of your more famous English explorers. 00:00:41 And next we have Sir Walter Raleigh. Now, unlike the other explorers who were looking for gold or something else, Sir Walter Raleigh believed that England should begin settling in the New World. Now, he was a favorite of the English queen, Queen Elizabeth I. And he, along with her blessing, is going to send expeditions to explore the coast of North America. Now, he is the one who named Virginia Virginia. 00:01:07 He named it after a nickname for Queen Elizabeth. And he sponsored several attempts to create new settlements. Let's take a look at these. In 1585, he made his first attempt to settle in the New World. He sponsored an early colony. And this colony failed very quickly after conflicts with 00:01:26 American Indians. And the colonists abandoned their colony. Now, the more famous of his attempts is the colony he founded in 1587. Now, this particular expedition was led by a man named John White. And they're going to land on Roanoke Island off the coast of Virginia. 00:01:42 Now, what's interesting about this particular colony is that 100 settlers did make landing. They built their colony. And their leader, John White, went back to England for supplies. And it took him a couple of years to get back, about three years. And when he got back, he could not find any 00:02:00 trace of the colonists. The colony had been abandoned. It was in ruins. There were no bodies. And so no one quite knows what happened to the colonists. The only clue that was left, and you can see it carved into the post here, was a word, Croatoan. And no one knows what that means. 00:02:17 And there are all kinds of theories. Some historians believe that the colonists ran out of food. They had to abandon their colony and join up with local American Indians. And maybe Croatoan is an American Indian name of some sort. Other historians believe maybe a hurricane came through and wiped out the colony, and that's why there's no trace of 00:02:37 bodies or anything else. But historians don't quite know. It's one of the great mysteries. And sometimes that happens in history. We have theories about what happened, but we don't have any set answers. Section 4 00:00:00 Let's take another look at our lesson question. Why did England try to establish a colony in Virginia? We know that England did attempt to establish a couple of colonies, both of which failed. The one that is more famous is the colony at Roanoke Island, which mysteriously disappeared. Now we're going to take a look at England's first success 00:00:20 story, the colony of Jamestown. And even though it's going to end up a success, the road getting there is going to be very, very difficult. Let's learn about Jamestown. Section 5 00:00:00 Well, a couple of years after the failure of the Roanoke colony, the English are ready to try again. So plans to establish a colony in Virginia, pick up tempo again in 1606. Now for this to occur the king-- King James I, who assumes the throne after Elizabeth dies-- issues the Virginia Charter. And a charter is simply a legal agreement. 00:00:23 So this is a private company called the Virginia Company. Only by signing this agreement with the king they have been given permission to settle in these lands here, owned by England. So let's take a look. The company is going to pay for and govern the colony that they establish. And they're going to run that colony in 00:00:40 order to make a profit. They're in this to make money. And that's because the Virginia Company is what is called a joint stock company. So what exactly is a joint stock company? Well, what it means is this is a company that sells stock to investors the same way you can go to the stock market and buy shares in big American companies like Apple or 00:01:01 Coca-Cola or McDonald's. So the Virginia Company sold stock. And again, a stock is a piece of ownership in a company and they're going to sell it to lots of investors. And these investors expect to make profit off of the money they're investing. So they expect to get their investment back plus more. Now the company's going to create an expedition. 00:01:21 And the funds from selling the stock pay for that expedition. Because you have to buy ships and you have to buy supplies and you have to pay leaders to lead the expedition. So it was very, very expensive. But this way the risk is shared by all the investors as opposed to one person putting up all the money for the expedition. If everyone contributes a little bit, then people won't 00:01:41 lose all of their savings if something goes wrong. Now the company plans to profit from the expedition. And investors, as a result, are going to receive a piece of the profits. And the more money that the expedition makes, the more profit that the investors get. So let's take a look at the Virginia Company and its goals. 00:02:01 Now its main goal, of course, is to make money for those investors. In order to do this, it planned to build colonies along the North American coast. And again, find that northwest passage, that route to the Pacific Ocean in order to trade with China. So we, today, knowing what we know about the geography of North America, we know there's no water route through the 00:02:24 middle of the United States. It doesn't exist. There's not going to be any way to get through the continent until the construction of the Panama Canal, which is going to happen much, much, much later. So there is no northwest passage, but people are still looking for it in the 1600s. Their other goal is to establish authority over 00:02:43 Virginia and to stop other European nations from claiming this territory. Because what's going on during this time period is everybody's trying to claim territory. Spain has already claimed just huge-- millions and millions of square miles in Central and South America. The Dutch are trying to claim territory. 00:03:00 The French are trying to claim territory as well. And so of course England wants to say, this is ours. And it doesn't belong to anyone else. And they want in on this expedition as well that we're seeing happen all throughout the New World. So let's take a look at their first colony. That's the Jamestown colony. And they're going to send three ships 00:03:22 to America in 1606. The settlers reach the Chesapeake Bay Area in 1607. So here let's take a look at our map to see where we're talking about. This is present-day Virginia. This is about where present-day Virginia is. This is present-day Maryland. And it's kind of shaped liked this. 00:03:39 And here is Delaware. So we have Delaware, we have Maryland, and then present-day Virginia. And then North Carolina is down here. So that'll give you an idea of the area that we're talking about. And what the settlers are going to do is they're going to sail up the James River, which of course they name in 00:03:56 honor of the king. And they're going to find a place that they think is going to be easy to defend from the Spanish. Because remember, there are Spanish colonies to the south. Now they are several hundred miles to the south, but, again, that is going to be England's biggest rival, they think, in this part of North America. Now they're going to also, however, settle on lands 00:04:15 controlled by a group of American Indians called the Powhatan. And that, of course, is going to lead to problems. Section 7 00:00:00 Well, let's take another look at our lesson question. Why did England try to establish a colony in Virginia? Well, we now know the answer to part of that question, and that is the English are interested in making money. They have sold stock to a bunch of investors and formed a company called the Virginia Company, and they have established a settlement at Jamestown. 00:00:21 But for anyone to make any money, the colony has to succeed and make profit. So let's find out what happens after the colonists get going in Virginia. Are they going to make a success of it or not? Let's take a look. Section 8 00:00:00 Well, almost immediately after settling in Jamestown, the colonists have problems. They were unprepared for life in the New World. They were much more interested in looking for gold than they were in growing food. And of course, there was simply no gold to be found in this part of Virginia. They weren't used to physical labor. 00:00:18 And as a result, they depended upon the local American Indians for food. But the American Indians weren't always interested in trading, which is going to result in conflict between the settlers and the local American Indian group, the Powhatan. And that is the group that lived in the area. And again, sometimes they were willing to trade and sometimes 00:00:37 they were not. So let's take a look at another big problem in Jamestown. And that's disease. And if you can take a look at this very early painting of the Jamestown area, you can see we have this big river here. And as a result, this whole area is a very, very marshy. 00:00:53 And marshy areas, of course, breed mosquitoes. And mosquitoes especially in this time period, cause disease. So disease-carrying mosquitoes carried all kinds of diseases like malaria, for example. On top of that, the water was not very good. It wasn't safe to drink and there's all kinds of things in that as well. 00:01:12 So we see widespread sickness and just very, very high mortality rate or death rate amongst the first settlers to Virginia. By 1608, of the first 100 or so settlers-- 144-- only 38 were still alive. So everyone is on the brink of disaster. And that's when this man on takes charge. 00:01:32 His name is John Smith. He was an explorer and a soldier. And he takes over leadership of Jamestown in the year 1608 and set up new laws. And he's famous for saying that "he will not work, shall not eat. So what this means is that if you're not willing to get off your butt and help work to bring in food, you're not 00:01:51 going to eat everything. So he basically takes charge. He whips the colonists into shape. And kind of gets them at least starting to recover so they're not going to be just wiped out by everything going on. He's also going to take a tougher stance with the Powhatan. And by a tougher stance, that means he's more willing to use 00:02:08 force if the Powhatan are unwilling to trade. And legend has it that he was captured by the Powhatan's princess. Her name is Pocahontas. And she saved him from execution by her father. And no one knows exactly if this story is true, but this is a story that John Smith told. And of course, Pocahontas is going to become very famous 00:02:28 even in her own day. She's going to marry another English explorer and then move back to England. Now John Smith is forced to leave the colony in 1609 after an injury. And this is going to result in perhaps the worst time in Jamestown's history. This is called the Starving Time. 00:02:45 Now again, remember the colonists are not growing lots and lots of food. Instead they're dependent upon supply ships coming back from England, as well as trade with the Powhatan. Well, the Powhatan realize, finally, that these colonists are not leaving. So they decide they're going to starve the colonists out. They're not going to trade with them. 00:03:03 They're going to destroy their food supplies. They're going to kill their livestock in an effort to try to get the colonists to just go away. And they're going to be very, very successful because many of the colonists are going to die. In fact, of the 500 or so colonists, only about 60 are going to survive this winter, the winter of 1609 to 1610. So the following spring, new colonists arrive. 00:03:28 A load of supplies arrives. And things begin to turn around. But this is probably the worst time in Jamestown history, is this winter called the Starving Time. Section 10 00:00:00 Well, one of those settlers that arrived in the spring of 1610, following the Starving Time, was an Englishman by the name of John Rolfe. And he's very important for a couple of reasons. First, he becomes the first English settler to grow tobacco in Virginia. We'll talk about that in just a moment. But secondly, he's going to marry the Powhatan princess 00:00:19 Pocahontas. And this is going to bring some peaceful relations between the American colonists and their American Indian neighbors. And you can see an image of that wedding ceremony here. Now tragically, however, he's going to take Pocahontas back to England. She becomes very famous. 00:00:35 She's even received at court. But she's going, of course, to catch some European disease. We don't quite know what. And it's going to result in her death. So later, John Rolfe returns back to Jamestown without her and will be killed in a Powhatan raid some time later. After Pocahontas's father passes away, we see those relations between the colonists and the American 00:00:59 Indians begin to deteriorate again, or get bad again. So let's take a look at tobacco and why it's so important. Now, John Rolfe is going to introduce tobacco to be grown in Virginia in 1612. And it's going to result in saving the colony. Now remember, the colony had always been on the brink of destruction. 00:01:17 They depended upon the Indians for food. They weren't making any money. They weren't finding any gold. And this is going to help reverse that trend. First, tobacco was easy to grow. Now, this swampy part of Virginia, which was so bad for trying to grow food, was great for growing tobacco because it was the perfect climate for this type of plant. 00:01:37 Now, tobacco, as you probably know, is used in cigarettes and in cigars, so it was very, very popular in Europe. And as much as the colonists could grow, they could then sell. So very quickly, the colonists are now finding themselves in a good financial position. The colony is starting to make money. The investors are happy. 00:01:55 And it's all because of tobacco. Now, this is going to be very important, because what starts to happen is we see lots of settlements being built in the New World, in Virginia and Maryland, to grow tobacco. We see hundreds of settlers start to pour into the region. And even today, tobacco is still a very important crop for the state of Virginia. Section 12 00:00:00 Now, one important step taken by the Virginia Company in the colony of Virginia was the creation of the House of Burgesses. Now, this is very important. The House of Burgesses was established in 1619. And it's the very first representative government in America. So it's very important that you remember this. 00:00:21 This is something that would come up again and again and again in your academic career. The House of Burgesses-- the first representative government in America. So this is a lawmaking body. And the different settlements in Virginia are going to elect members to this body. And the body will make laws for the colony. 00:00:39 Of course, there is still a governor, and the governor of the colony is in charge and appointed by the Virginia Company. And the governor could overrule the House of Burgesses. But that doesn't make this any less significant. So we start to see the foundations of American democracy way back in 1619. 00:00:56 Now, again, the House of Burgesses is one great success that the Virginia Colony enjoy. But now let's take a look at one of their biggest problems. And that is the continuing conflict with the Powhatan. Now, we've talked about how relations with the Powhatan would get better for a while. Then they'd get worse. They'd get better and then worse. 00:01:15 Well, by the 1620s, conditions are deteriorating. And I mentioned that earlier. Pocahontas's father had passed away. And the new person in charge, which was the Powhatan's brother, is not interested in getting along with the colonists. So what happens in 1622 is an event called the Jamestown Massacre. 00:01:33 It's a sneak attack by the Powhatan. And hundreds of colonists are going to get killed in this attack. And in retaliation, they're also going to attack the Powhatan, killing hundreds of them. And you can see this image depicting this battle. So it's just devastating on the colony. And this failure for the leaders of the colony to 00:01:56 protect the colonists from American Indians, as well as the incredibly high mortality rate, or death rate, among the colonists is going to force the king to step in. So the Virginia Company is struggling. So despite the fact that they're making all this money, they still aren't being able to protect the colonists. And as a result, they can't find enough people to come work on the colony, live in the colony. 00:02:18 And as a result, they're starting to move into bankruptcy because they're running out of money. And as a result, the king is going to step in. He's going to take away the Virginia Company's right to govern the colony. And instead, he's going to make it a royal colony. This means it's under the direct control of the king, James I. And he's going to start appointing his own 00:02:39 government to the colony. And that is what will happen in the future. Summary Section 1 00:00:00 Well, as a result of our lesson, you should now be able to answer your lesson question. Why did England try to establish a colony in Virginia? Well, let's review what you've learned in this lesson. Section 2 00:00:00 First we talked briefly about early expeditions sponsored by the English in order to explore the New World. And we learned that John Cabot discovered lands in North America in 1497. Martin Frobisher and Sir Francis Drake explored the New World in the late 1500s. And in 1587, Sir Walter Raleigh is going to try to establish the first settlement in Virginia. 00:00:23 His first attempt fails. And then he will also attempt a second time with the settlement at Roanoke. And that colony mysteriously disappears. And historians still don't know what happened to the colonists at Roanoke. Next, we talked about the establishment of the Virginia Company. 00:00:40 Now remember, James the First, the King of England, established a charter or legal agreement with this company to establish a colony. And that meant this private company was going to take all the risks. And this company was funded by a group of investors. And as a result, it's called a joint stock company. Now, the joint stock company of the Virginia Company was 00:01:02 trying to make money in the Americas. That's their whole motivation. They want to make profit. And in 1607, they established a settlement at Jamestown. And we know that especially in the beginning the colony struggled to survive. So let's take a look at what happened in Jamestown. First, they struggled. 00:01:19 They weren't interested in growing food. They were dependent upon supplies from England or raiding local American Indian groups called the Powhatan. On top of that, they've got disease because of the swampy conditions. So the death rate amongst colonists is very, very high. Now, in order to try to save the colony, John Smith is going to assume leadership. 00:01:40 And he says, if you don't work, you're not going to eat. So he's going to establish some new laws. However, he's going to get injured. And then the colony is going to struggle again in the winter of 1609 to 1610. And this is called the starving time. However, after the starving time, a new colonist, John Rolfe, arrives and brings with him a new type of tobacco. 00:02:03 And pretty soon the colony is making money as a result of that tobacco. However, they're having problems with local American Indians. Now, there's one important success. That is the House of Burgesses. It's the most important thing that you'll learn in this lesson. 00:02:18 The House of Burgesses was established in 1619. And it's the first example of representative government in America. Now we know, though, in the 1620s, things are getting worse with the Powhatan. We have the Jamestown massacre. Hundreds of colonists and Powhatan are killed. And as a result, the king is going to step in and make 00:02:39 Virginia a royal colony. And the Virginia Company is dissolved.

Spanish Exploration

Hi, I'm your instructor. Well, let's take a look at this painting. This painting shows the Spanish conquistador, Hernan Cortes, meeting the emperor of the Aztec empire. His name was Montezuma the Second. And if we take a look, we see that the Spanish have many things that the Aztec do not. They have armor, they have horses, they have metal 00:00:25 weapons, and they have guns. And so when the two forces end up fighting, it's not going to be a very fair fight, and the Aztec, unfortunately for them are going to be defeated very, very quickly. So in this lesson, we're going to learn about the Spanish exploration in the New World following Columbus, as well as their conquering of these states, the Aztec empire and the Inca empire. 00:00:48 So let's start by taking a look at Spanish motivations for exportation and what's happened in our story so far. Section 2 00:00:00 First, let's take a look at Spanish motivations for conquest, colonization, and exploration. So what brought Europeans to the Americas? You probably remember that Europeans wanted trade with Asia. The land route was very, very slow, and on top of that, it had high taxes because it went through the Ottoman Empire, for example. 00:00:20 And it made goods more and more expensive. So the Europeans wanted to cut out that Ottoman Empire middleman and they wanted to trade directly with China, directly with people in India. So in order to do this, Spain and Portugal send explorers out into the world looking for ocean-going routes to these parts of the world. Of course, the goal is to find Asia, but instead, they find 00:00:44 something else. They discover a new set of land no one knew existed, the Americas. So let's take a look at what's happened so far. Now remember, Columbus arrived in 1492. Now we're going to talk about someone who followed him. His name is Balboa. Balboa led one of the first European 00:01:04 colonies in Central America. The very first colony established on the mainland of the Americas by Spain was in present-day Panama. This occurred in 1510. So it's a little bit after Columbus has made his landing in what is today the Caribbean. Balboa is famous for being the first European to site the Pacific Ocean. 00:01:29 So now what's going to happen is Spain is going to turn their attention to settling the mainland, present-day Central America, Mexico, and South America, whereas before this time, they had focused solely on islands in the Caribbean. Section 4 00:00:00 Well, first let's take a look at our lesson objectives for this lesson. By the end of the lesson, you should be able to examine Spain's religious and economic motivations for colonizing the Americas, describe the conquistador's campaigns to defeat the Aztec and Inca empires, and identify Spain's efforts to spread Catholicism and Spanish culture throughout the Americas. Instruction Section 1 00:00:00 Well, now let's take a look at our lesson question. Why did the Spanish conquer the Americas? Well, in order to answer this question, first we have to look at why Spain was interested in building colonies at all. What were their motivations for conquest? Next, we're going to have to look at how they defeated the dominant empires in the region, the 00:00:19 Aztec and the Incas. And then finally, once all this territory is conquered, how do they incorporate these new lands and new peoples into the Spanish Empire? But we're going to start by looking at the motivations for conquest, which included competition, wealth, and religion. Section 2 00:00:00 Well, starting in the late 1400s, Spain and Portugal became rivals for exploration and colonization throughout the world. Now Christopher Columbus, remember, had really gotten Spain on the map with regard to colonization. Although he was Italian, he sailed for the country of Spain. And he claimed land in the Americas. 00:00:21 Now, Portugal was also exploring the world, but primarily along the coast of Africa. And they had established trading posts along the African coast, as well. So what starts to happen is once a new world is discovered, North and South America, Portugal also wants to begin exploring over there, as well. So the two countries are having a disagreement. 00:00:42 Now, both of these countries were very devout Catholic countries. Their monarchs were Catholic. Their kings and queens. And as a result, the Pope, the head of the Catholic Church, had some authority over them. Now it's important to remember, during this time, the Pope wasn't just a religious figure of the 00:01:00 Catholic Church. He was also a political figure with a lot of power. So he gets the two sides together. And they signed the Treaty of Tordesillas in 1494. Now, the whole purpose of this treaty was to actually divide the world this way, where here we have Africa and then all of these ports and trading posts that Portugal had gotten. Portugal got to claim Africa. 00:01:26 And that left the Americas for Spain. But of course, the problem was, number 1, no one knew how big the Americans was. And then secondly, the line, when it's drawn, no one really knew what South America looked like. So when the line gets drawn, it actually goes through South America. And that leaves this portion of South America for Portugal. 00:01:46 And that is why the colony of Brazil is going to be a Portuguese colony, not a Spanish one. So again, because of this treaty, Spain could explore west of the treaty line. Portugal could explore east of the line. And as a result of not understanding the exact shape of continents or how far things are located from each other, Portugal is kept out of most of the Americas. 00:02:09 But not all of it. They do get to claim present day Brazil. So why are these countries interested in colonies? Why do they want to conquer all this land? What's in it for them? Well first, they are rivals. So they each want to become more powerful in Europe. And we are going to see other countries get involved, 00:02:27 France, Britain, and Holland, for the exact same reason. Number 2, they want great wealth. Remember the Americas are very, very rich. No one knew how rich Africa was, or was not at that time. They wanted trade routes. They wanted to control the trade coming out of Asia. So there is a lot to be gained because the more economic power that you have, the more political power 00:02:50 you have, as well. So all of these countries, not just Spain and Portugal, are interested in colonizing for these very reasons. To increase their wealth and economic power as well as their political power and prestige. Section 4 00:00:00 Now we're going to turn our attention specifically to Spain. And the rulers of Spain, again, are motivated by this desire of wealth. And becoming a wealthy empire will help them become a more powerful empire. So the monarchs, the king and queen of Spain want to control trade with lands in the East. 00:00:19 They're interested in trading with places in India and in present-day China. Throughout Asia spices are particularly valuable because it doesn't take a lot of them to be worth a lot of money. And controlling that trade would be very, very lucrative. The second thing that they want are what they are finding in the Americas including raw materials, all kinds of crops that can be grown there, as well as gold. 00:00:45 And In the beginning, they're not going to find a lot of gold. But all that will change a few decades later. Now let's take a look at the people they send to conquer the land. The people that the Spanish noblemen sent into the Americas to claim land for Spain, to rule for Spain, were the conquistadors. 00:01:03 And the conquistadors are the Spanish conquerors. They also wanted gold and other riches. Many of them were the younger sons of nobility, which meant they did not get any of the family lands back in Spain. So this was an opportunity to earn lands of their own, to provide for their own families. So they are taking this risk of going into the New World in order to achieve that. 00:01:28 They also want glory because, of course, Christopher Columbus became famous. Other conquistadors are going to become famous as well. Let's take a look at what's going on. During the 1500s, Europe is undergoing this dramatic religious transformation. Prior to 1500, virtually everyone is Roman Catholic. But throughout the 1500s we see the 00:01:51 development of new religions. So the influence of the Catholic Church is starting to decline because they're having to compete with Lutheranism, with Calvinism, and all these other religions. So what we start to see happen, as well, is that the head of the Catholic Church, the pope, also wants to expand the body of Catholicism. He wants more people to become Catholic. 00:02:15 And one way he can do this is by encouraging people to convert to the faith. Remember, the pope is not just a religious figure, he's also a very, very, very powerful political figure in his own right, every bit as powerful as a king or queen. And the Catholic Church has this mission of converting people around the world. And he wants the monarchs of Spain to help him. 00:02:38 And he charges them with a mission. As you conquer these new lands, you need to convert these people to Christianity and make them Catholic. And, of course, that will also benefit the Catholic Church. Section 6 00:00:01 Well, Spain had the conquering of the Americas well in hand by 1550. So they had a huge head start on the other European powers. Conquistadors are going to be very effective in conquering the Americas, and explorers are going to start to expand the Spanish empire into what is today the United States before really other people get going. The Dutch and the English, and the French, they too will also 00:00:27 build their empires, but by the time they start to begin, Spain is well ahead of them and has become a very important and influential global power. Section 7 00:00:00 Let's take another look at our lesson question. Why did the Spanish conquer the Americas? You now know that the Spanish are interested in becoming a more powerful empire. They're interested in not just political power. They're also interested in economic power. They're also considering how they can help the Catholic Church to grow. 00:00:19 So that's their motivations for conquest. Now we're going to take a look at the first step in conquering what is today Central and South America, and that is defeating two powerful empires, the Aztec and the Incas. Section 8 00:00:01 Well, when the Spanish arrived in the Americas, remember they are searching for great wealth. And they're going to find it when they conquer two sophisticated civilizations-- the Aztecs and the Incas. So let's take a look at the Aztec first. They lived in what is today present-day Mexico and Central America. 00:00:18 And their civilization was very sophisticated. They had a very strong political structure. The emperor of the Aztecs ruled over a vast empire with outlying areas paying tribute to him, which is money or gifts. So a very, very wealthy empire. And when the Spanish arrive in the Aztec capital of Tenochtitlan, they are very, very impressed with the city. 00:00:44 So that's the first thing you need to understand. However, the Aztecs are missing some important things that the Europeans have. First, they don't have horses because there are no horses in the Americas. They also don't have easy access to iron. So they have not made weapons or other iron objects. So they are at a huge disadvantage. 00:01:03 But I don't want you to think that this is some primitive civilization. Because they are not. They just don't have the ability to fight off the Spanish because the Spanish are so much better equipped than the Aztec are. So let's take a look at the Aztec empire, this wealthy, very powerful empire of hundreds of states who the 00:01:22 Aztec ruled mercilessly. And that's going to be very, very important to our story. So let's take a look at the Spanish conqueror. His name is Hernan Cortes. He is a conquistador. And he came to the Americas seeking adventure and wealth. And for a time he's going to rule in Cuba, but later hears of this very wealthy civilization in 00:01:43 what is today Mexico. And he decides to go looking for this civilization. He brings his men, lands in Mexico, and, legend has it, burns their ships so they are forced to fight and conquer the new lands. Now he's going to claim a vast empire of lands for the Spanish empire. And will become very, very famous even in his own time. 00:02:04 So let's take a look and see what happens. Cortes' forces capture the Aztec empire by doing a couple things. First, they capture the Aztec emperor, Montezuma. And that forces the Aztecs to acquiesce to their rule. And the second thing that they do is they defeat the Aztecs in battle. Now this is very important because the way they do this 00:02:28 is by winning support from many of the peoples that the Aztec had conquered. Remember the Aztec had ruled these people very, very harshly. So they found allies amongst different American Indian groups and brought them with them to defeat the Aztec in battle. And they are successful. 00:02:44 And this is going to be the heart of the Spanish empire throughout the later 1500s, what is today present-day Mexico. Now let's take a look at the second of these empires. That is the Inca. And their empire was located along the Pacific coast of South America. They too have a sophisticated civilization, very strong 00:03:05 political structure. They built palaces, they built temples. But they have the same limitations that the Aztecs have. Europeans had had contact with civilizations all across Asia. So they developed technology much more quickly. The Aztec and Incas were much more isolated. These groups did not trade with each other. 00:03:25 And there's a lot of reasons why. But don't think that they are not very knowledgeable, because they are. They've made great achievements of their own. Now one thing that the Incas are known for is their vast systems of roads. And you can see this road here being cut inside this mountain. 00:03:42 Some of their roads were as long as 2,000 miles long. And they had a system of runners who would be responsible for a couple of miles section. And they would just hand messages off and run. And it was actually a very efficient means of communication. Very, very fast for the Americas. Now let's take a look at what's going on in the Inca 00:04:01 empire when Pizarro arrived. There is conflict within the empire. They were fighting amongst themselves over who should be in charge, who should be the ruler. And as a result, when Pizarro comes into this situation the empire is very, very weak. And they are not in any position to put up any kind of significant resistance. 00:04:22 And here you can see that Inca empire here. This coast of South America. And there's a couple of present-day Peru, present-day Chile, and so forth in this particular region. So let's take a look at Pizarro. So he was a Spanish explorer. He was part of Balboa's expedition to the Pacific. And he is going to conquer the Inca and bring great wealth to 00:04:44 the Spanish empire. The Inca, they had tons and tons of gold. And he too is going to be celebrated in Spain. So he founds the Spanish capital of Lima, Peru. However, he will actually be killed by his own men in 1541. So let's take a look at how he conquers the Inca. Pizarro met with the Inca leader Atahualpa. And Atahualpa knew he was coming. 00:05:13 And so he had kind of prepared himself. But again, he's going to be in the same situation that Montezuma is, because he doesn't recognize Spanish weapons. He doesn't recognize horses and so forth. So it's going to be very, very frightening for him, as well as his people. Now when the Spanish arrive, legend has it that a priest 00:05:35 with the party handed the Inca emperor a Bible and he threw it to the ground in disgust. Because of course he doesn't even know what a book is. None of these people have written language. And he's going to, of course, reject Christianity. He's going to reject coming under Spanish rule. And as a result, he's going to be captured and he's going to be killed. 00:05:55 Pizarro is going to launch this surprise attack and conquer the Incas actually quite easily. As a result, Atahualpa is killed. And now the Spanish also control the Inca empire. And between the Inca empire and Aztec empire, we're going to see great amounts of wealth be sent back to Spain. And that's going to help Spain grow into this vast, vast empire. Section 10 00:00:01 Let's take another look at our lesson question, why did the Spanish conquer the Americas? Well you now know that the Spanish were interested in building their empire. They were interested in building up political and economic power, and making their empire very, very wealthy. Well, now we're going to take a look at how that empire 00:00:18 began to spread across what is today north and south America, and we're also going to take a look at how Spanish colonization and conquest affected the American Indians. But first, let's take a look at some other Spanish explorers. Section 11 00:00:00 First, let's take a look at the explorers who helped the Spanish empire to expand in the early 1500s. First we have Ponce de Leon. He explored and seized Puerto Rico for the Spanish. He also made several expeditions to Florida. Next we have de Soto who explored Peru and Central America as well as this area here in North America, the Mississippi River area. 00:00:27 Finally we have Francisco de Coronado. He explored the American Southwest and what is today Northern Mexico, present-day New Mexico, and Texas. Now let's take a look at the Spanish mission system. Spanish colonists, remember, have been charged with the pope, the head of the Catholic Church, to spread Christianity. And missions are one way that they accomplish this. 00:00:53 Missions were designed to provide food, clothing, and housing for American Indians, as well as make them part of the Spanish empire, make them subjects of the Spanish empire and create, again, religious converts, people who were strong in the Christian faith. Let's take a look at a mission and what missions did. Missions were built all across the Spanish colonies. Whenever a new settlement formed, generally a priest 00:01:21 came along with that settlement. And a mission was constructed. The missions offered protection to American Indians. It offered them food. It also offered them a Christian education. So in addition to learning about Christianity and becoming a good Roman Catholic, they also learned 00:01:37 the Spanish language. This is very important. The way that the Spanish conquering of the Americas occurred, they are the only country to go in and intentionally bring American Indians into their empire. Say congratulations, you are now a member of the Spanish empire. You need to learn how to read and write Spanish. 00:02:01 You need to speak Spanish, and so forth. They are the only group that really does this. They even intermarry and have children with American Indians. So we see the development of a brand new culture, the merging of American Indians and Spanish culture in this region. Again, the people that the American Indians who come to 00:02:21 the missions are going to learn the Spanish language. And in exchange, American Indians are going to work for the colonists. They're going to work for their Spanish lord as they become part of the empire. Section 13 00:00:00 Along with converting American Indians to Christianity and teaching them the Spanish language, we also have a system of labor and government that develops in the Spanish colonies. It's important to remember that at the time, feudalism is starting to die out in Europe. You remember feudalism. It's a system whereby a nobleman would be given a 00:00:29 tract of land and he would be given the people on the land. And he would govern the land and he would tax the land. Then, of course, he would give some of that to the king. And it was an individual relationship between a nobleman and the king. What we see happen in New Spain and these colonies in the New World is a very similar system begin to develop. One big reason this system develops is because of the 00:00:51 need for workers. So if we're going to have these sugar cane plantations, if we're going to have these mines, we need people to work them. So American Indians are going to be part of this system. So this feudal system that develops in the New World is called the encomienda system. So the colonists, these Spanish noblemen, are given 00:01:11 control of big tracts of land as well as the people who live on them. And in exchange, the colonists are expected to provide for these American Indians. They're supposed to provide protection. They're supposed to teach them how to be good Christians. But of course, they're not always doing what they're supposed to do. 00:01:28 It was often going to be used as a form of slavery. That's going to be a big significant issue as the 1500s progress. So let's take a look at the labor system that goes along with this. It's called the repartimiento system. It's a way for the colonists to use the American Indians for forced labor. 00:01:50 So colonists are going to make requests for American Indian workers, and then those Spanish noblemen are going to provide them, and then the American Indians are forced to work. So there's two systems, the encomienda system and the repartimiento system, both of which are designed to use American Indians as labor in the Spanish colonies. Summary Section 1 00:00:00 As a result of your lesson, you should now be able to answer your lesson question, why did the Spanish come to the Americas? Let's review what you've learned in this lesson. Section 2 00:00:00 First, you learned about Spain's motivation for conquest. And they have three main reasons. First, competition-- to gain more power, economic power and political power, then their rivals. Wealth, in order to make money, as well as religion-- to spread the Christian religion in the Americas. 00:00:18 Next, you learned about the conquest of the Aztec and Incas. And these were two very powerful empires in the Americas at the time of the arrival of the Spanish. However, they were at a severe disadvantage. They didn't have horses, they didn't have weapons, and, of course, they were also vulnerable to European diseases. 00:00:36 So the Aztecs controlled a powerful empire in Mexico. They were conquered by Hernan Cortez. The Inca controlled a powerful empire in present-day South America. They were conquered by Francisco Pizarro. Next, we learned about the expansion of the empire. Explorers continued to travel throughout the Americas, and claim more and more land for Spain, giving them a 00:00:59 gigantic head start on the other European powers. Missions were created to convert American Indians to Christianity. In addition, they also taught American Indians the Spanish language. Colonists often forced American Indians to work, and there were two systems-- the encomienda system, which was similar to the European 00:01:18 system of feudalism, and the repartimiento system, which allowed colonists to ask for workers in order to help them mine, or farm, or whatever activities that they needed a labor force to complete. Assignment Section 2 00:00:00 Well, in your assignment, you'll be reading from the works of Bartolome de las Casas. He was known as the Protector of the Indies because he spoke out against the mistreatment of American Indians that he saw in the region. He saw conquistadors who treated their American Indian subjects just horribly and spoke out to defend them and their rights. 00:00:24 He's going to write an eyewitness account-- so this is a firsthand account-- of what he sees about this brutality, and he also makes an argument that it's wrong to enslave American Indians. So let's take a look at his work. It's called A Brief Account of the Destruction of the Indies. And it describes what he sees in the Americas, and it also describes the interactions between Spanish and American 00:00:46 Indian peoples. And here's an example of the kinds of things he's talking about. You see here some conquistadors burning American Indians at the stake for refusing to not submit to Christianity. So these are the kinds of things he's talking about. This book is extremely influential and is going to 00:01:03 encourage Spanish leaders to institute reform with regards to the treatment of American Indians throughout the Spanish Empire.

Explorers and American Indians

Hi, I'm your instructor. Well, take a look at this drawing. Pictured here is Sir Francis Drake who was an explorer who not only explored the coast of North America but also eventually became the first Englishman to circumnavigate the world. And this drawing is his arrival in what is today present day South America. 00:00:20 And we can see the clash of cultures that are occurring. We have American Indians here who seem to be fascinated with the hats of the Europeans. You can see that they're carrying bows and arrows and long spears while we have much more formidable weapons being carried by the Englishman and other Europeans. They have long pikes. They have weapons. 00:00:41 And it shows you the clash of cultures that's going to occur as the two people begin to interact with each other. So in this lesson, we're going to talk about this interaction. It's called Explorers and American Indians. And let's start by taking a look back at what happens when the first European arrived in the new world, Christopher Columbus. Section 2 00:00:00 Well, remember Columbus arrived in the Americas in 1492. And most of his interaction with American Indians occurred on the island of Hispaniola. And you can see in this photo here we have Columbus arriving along with a Spanish missionary who is there to convert American Indians to Catholicism. Now at first, the native people, the American Indians, 00:00:23 were very, very friendly. They wanted to trade. And Columbus described them as simple, especially with regard to military tactics. So it's obvious that Columbus immediately is thinking about how difficult it was going to be to conquer these people. And of course he felt that it would not be difficult at all. And one big reason why is the weapons that the Spanish 00:00:45 have-- like the sword that you see here, they had horses, they had guns. Very, very different from the weapons used by the American Indians on Hispaniola. So the American Indians are at a huge disadvantage. Now on top of that, Columbus believed that they could be converted to Christianity. And we know this is an important part of Spanish 00:01:03 colonization. And what we'll be talking a bit more about that in your lesson today. So let's take a look at what else Columbus did. He is going to order his crew to capture some of the American Indians on the island and take them back to Spain. Now the reason he wants to do this is so they can learn Spanish and he can take them back with him on later voyages 00:01:25 and use them as translators. Remember, a translator is someone who can speak two different languages and can help people communicate because they know both languages that the parties are speaking. So Columbus is going to enslave the Taino. This is the group of American Indians on Hispaniola. He's going to also make them work to find gold. 00:01:49 And of course we know that's going to have disastrous consequences. They're going to work these people very, very harshly. And Columbus is actually going to be imprisoned for his treatment of the American Indians on Hispaniola. He's also going to start sending more and more enslaved Taino back to Spain. Section 4 00:00:00 Well, now let's take a look at our lesson objectives. By the end of the lesson, you should be able to explain the effects of Spanish missions on American Indians and their cultures, analyze the reasons for hostility between eastern American Indian groups and English settlements, and describe French trade and settlement along the St. Lawrence River and the effects on American Indians in the region. Instruction Section 1 00:00:00 Now let's take a look at our lesson question, what effect did European contact have on American Indians? So in this lesson what we're going to do is compare the treatment of American Indians amongst three groups; the Spanish, the English, and the French. And we're going to see how the different approaches by these three groups are going to impact American Indians in each region. 00:00:24 So we're going to start by looking at Spanish explorers and missionaries, then we'll look at English colonists, followed by French trappers and traders. But we're going to start by reviewing what we know about Spanish explorers and the missionaries, and their treatment of American Indians. Section 2 00:00:00 Well, let's start by taking a brief look at Spanish exploration. Remember, in the late 1400s, Spanish explorers called conquistadors went to the New World. And these are generally the sons of noblemen. And they're coming to the New World looking for gold primarily but also to spread Christianity and win glory for themselves and for their nations. 00:00:22 Now, of course, the impact of the Spanish is going to be very, very severe. Because they are going to enslave American Indians and exploit them. And exploit means to take advantage of them. They are going to spread deadly diseases. That's going to result in some very significant population declines as a result of those diseases. 00:00:44 Because remember American Indians had no immunity to those diseases. And they're also going to replace American Indian cultures with their own. And that's really what we're going to be learning about now. That's the focus of our study. How did the Spanish put their own culture 00:01:01 onto American Indians? And how did the American Indians' culture change as a result? Section 4 00:00:00 Now, by the 1500s, the Spanish are starting to colonize the mainland of the North and South American continent. And they've built settlements in present-day Mexico, in present-day Latin America. So they're interested in expanding their territory as much as possible. So starting in the 1500s, we see Spanish explorers starting to arrive in what is today the United States to 00:00:22 claim lands for Spain. So let's take a look at some of these explorers. We have Ponce de Leon in orange and Narvaez in green. They both explore and claim parts of Florida for Spain. We have Hernando de Soto, who goes on an extensive journey in the American Southeast. And they are claiming what is today present-day Alabama, Mississippi, Georgia-- 00:00:44 this land for Spain. De Coronado, who's going to explore the American Southwest, including states like New Mexico and Arizona. And these expeditions are going to result in conflict with American Indians. But they're not able to settle in these regions at first. They believed it was just too far away from the heart of the Spanish Empire in the Americas, which was located in 00:01:06 present-day-- Mexico City was the largest colony. And so they felt that it probably wasn't possible to do under these circumstances. So they needed a new system. And that was the Spanish mission system. Now, missions, in order to encourage settlement in these rather remote regions, had to be self-contained. 00:01:26 That meant that they had to provide all of their own goods and services because it was simply too far to trade. So they had their own churches, schools, and farmland. And they had three goals-- first, to convert American Indians to Christianity. Now, the Spanish monarchs in the 1500s and 1600s were devout Roman Catholics. 00:01:45 And they believed it was their Christian duty to convert American Indians to this particular faith. So that's a very important charge of the missions, to encourage American Indians to become good Christians and good Catholics. They also-- and this is very, very important-- want to teach the American Indians the Spanish language. 00:02:07 Now, the Spanish approach to American Indians is very different from what we see the English and the French do. The Spanish are interested in making subjects of the American Indians. They want them to become citizens of the Spanish Empire. And to do that, they had to be able to speak Spanish. They had to be Catholic. 00:02:24 And this is part of the goal of the mission system. They also, again, want Europeans to settle in these areas. So they have to be able to provide them with some kind of living. They needed farmland. They needed an economy. They need to be able to trade. 00:02:37 And so to do this, they're going to promote creating food and other goods and services. So let's take a look at the mission system. Now, in the missions-- they're going to start building these missions in the 1500s. But they really don't pick up until much, much later in the 1600s and 1700s, even. 00:02:55 They're going to build these missions across the United States, especially in-- not across the United States. But across the southern part of the United States you can see here, especially California, which is known for its mission system, and in Florida. And these are the two areas where we see a lot of Spanish settlement in this time period. 00:03:15 Now, again, they're going to do this in order to colonize the Americas in order to claim more land for Spain. But again, their other big goal is to help American Indians assimilate into the Spanish way of life. And assimilate means you're going to embrace another culture in order to fit in to a society. And that's what American Indians are being asked to do-- 00:03:38 to learn Spanish, to become Christian, and abandon their own beliefs and their own culture so they can function more appropriately in Spanish society. So let's take a look at how American Indians are attracted to the missions. The missions are going to offer food, clothing, and shelter, as well as protection. And in return, American Indians agreed to observe 00:04:03 Spanish customs, work at the mission, and again, learn about and convert to Christianity. So as a result, when American Indians came to live at the mission, they would receive instruction in the Catholic faith. Again, they'd learn to read and write in Spanish and attend religious services. So they attend daily mass, for example. 00:04:24 On top of that, they also needed to work. So they might be asked to work in the field or learn a trade like carpentry. So let's take a look at the impact of the missions. So of course, there are both positive and negative effects of the mission life. And the one big interesting fact about this is that the American Indian culture is going to be disrupted. 00:04:46 And in many cases, it's going to be abandoned altogether. So what happens is American Indians and Spanish colonists are going to intermarry. They're going to have children. And we have the creation of a new ethnic group called the mestizo group. And this particular group that dominates this region of the world today-- 00:05:06 Central and South America-- have Spanish heritage, and they also have American Indian heritage and some other European countries as well-- Portuguese and Dutch and so forth. So we see the creation of this new culture altogether that blends American Indian cultures with European culture, such as the Spanish culture. So that's one very interesting fact. 00:05:30 But as a result, the American Indian culture that had existed prior to the arrival of the Europeans has been almost decimated. Very few groups of people still practice traditional American Indian ways of life. And full-blooded American Indians make up a very small portion of the population of this part of the world. On top of that, of course, we know that American Indians 00:05:54 were very susceptible to European diseases. And as a result, some historians estimate that the population of the Americas-- the American Indian population declined as much as 90%. So this, of course, is another very important and significant negative impact of this particular way of life. Section 6 00:00:00 Well, the mission system can still be seen in the United States today, especially in the state of California. Now, take a look at this road. It was called El Camino Real. And it meant The King's Road. It ran along the coast of California and connected 21 missions on or near this particular road that were constructed between 1769 and 1833. 00:00:24 Now, on top of that, many modern cities were named after missions, including San Francisco, San Jose, and San Diego. Section 7 00:00:00 Well, let's take another look at our lesson question. What effects did European contact have on American Indians? Well, you now know that the Spanish assimilated American Indians into Spanish culture. They taught them Christianity. They taught them how to speak and write Spanish. They even intermarried. 00:00:19 Well, this is very different than what we see happen in the English colonies. Let's now learn what happened as English colonists landed and came into contact with American Indians in what is today the United States. Section 8 00:00:00 Now let's take a look at the English settlement patterns. Now remember, the first permanent English settlement was in a location called Jamestown in Virginia. And the English colonists in North America, no matter where they settled, tended to settle in and build English-style homes and forts, they planted and harvested crops, and they established a government very similar to what they had back in England. 00:00:24 They also produced goods that they sent back to England as well. Now colonists are going to establish their settlements all along the East Coast of what is today the United States. And as a result they're going to force American Indians off their land. And this is the pattern we see in the English colonies. 00:00:43 As the English colonies' population increases-- here's the coast of the United States-- as these settlements begin to increase, they're going to just move further and further west, and the American Indian groups are also forced further west as well. And we see this pattern continue. In colonial times, we see it in the 1700s, we see it in the 1800s. 00:01:05 It just continues until there's frankly nowhere left for American Indians to go. And it happens over, and over, and over, and over again. American Indian groups are pushed further and further and further inland. Now, on top of this, we also have the effects of European diseases. And this pattern is true all across the New World. 00:01:24 Wherever Europeans come into contact with American Indians, if someone in that European party is ill, that disease generally is going to get passed on to those American Indians. And generally with devastating results. So let's take a look at English settlers and their relations with American Indians. Now first, unlike the Spanish and to some extent the French, 00:01:45 the English had very little desire to convert American Indians to Christianity. Now course, there were a few English missionaries here and there, but we don't see the widespread conversion of American Indians like we see in New Spain, for example. They did not try to assimilate American Indians into the English way of life. They had no interest in this at all, except as, again, a 00:02:09 novelty here or there. Marriage between American Indians and English settlers was rare. That doesn't mean it never happened, but again we're not seeing any of these things happen to the same extent that we saw in the Spanish colonies, where it was very, very common. Now let's take a look at American Indians. 00:02:27 One of the issues that we see is that American Indians did not own land, and see land ownership in the same way that English settlers do. That's going to cause a great deal of confusion, and conflict between American Indians and English settlers. Because American Indians didn't think you could own land, the same way, how do you on the sky? How do you own the air that you breathe? 00:02:49 And that big cultural difference is going to cause conflict. American Indians also practice farming, but they didn't do it in the same way that the Europeans did. And of course American Indians want to protect their hunting grounds. So we see conflict constantly between English settlers and the American Indians. 00:03:07 It is ongoing, because again as the English begin to expand, they're going to encroach on American Indian territories, and generally conflict is going to result. Section 10 00:00:00 Well, now let's take a look at some times of cooperation between settlers and American Indians. I don't want to give you the impression that there was only war between colonists and American Indians and only conflict, because that's certainly not true. There are peaceful time periods in many colonies between their American Indian neighbors. And one group are the Powhatan. 00:00:23 They lived in what is today Virginia and often came into contact with the settlers at Jamestown. And of course, pictured here we have the famous Powhatan princess, Pocahontas. So when they were not in conflict, because of course that did happen too, the Powhatan and the settlers at Jamestown did cooperate. The Powhatan traded the food that they had produced for 00:00:46 metal tools. They also gave the colonists gifts. And of course everyone knows the story of the first Thanksgiving, where the Wampanoag people helped the Plymouth settlers survive. And then together they celebrated with a great feast. This particular relationship-- the Wampanoag taught settlers how to fertilize crops and how 00:01:07 to survive. Helped them hunt, helped them fish, and even created a peace treaty. So let's take a look at what some of the provisions of that peace treaty were. First, let's take a look and see where this primary source is coming from. You see it's from William Bradford. 00:01:21 He was the leader of the Plymouth colony. And he wrote a book called the History of Plymouth Plantation. And in this book he describes the provisions of this peace treaty. So he says, "with Chief Massasoit"-- who is the leader of the Wampanoag, he said they met, they had some friendly entertainment, and they also gave gifts to each other. 00:01:41 And then they made a peace with him. So what are the terms of the peace? "That neither Chief Massasoit or any of his"-- so any of his means any of his group of American Indians, of the Wampanoag-- "should either injure or do hurt to any of their people." And that's the English settlers. And it said "that if anything were taken away from any of 00:02:05 theirs"-- so if anyone has anything stolen-- "he should cause it to be restored; and by causing it to be restored"-- means he should give it back-- "and they should do the like to his." So basically what this is saying is that there is a peace treaty between the English settlers at Plymouth and the Wampanoag. 00:02:23 And the leader of the Wampanoag, whose name is Chief Massasoit, has agreed that, number one, that we're not going to hurt each other. That's the first thing. And secondly, we're not going to take anything of each other. And if something gets stolen, it's up to the leaders to make sure that those goods are returned. Section 12 00:00:00 Now although the settlers did on occasion have peaceful relations with local American Indian groups, there was also often widespread conflict. And now we're going to take a look at the same two groups of Indians-- the Powhatan and the Wampanoag-- and take a look at times of conflict. So let's look at Virginia first and the Powhatan. 00:00:17 And again, one of the big issues occurs with the introduction of tobacco. Tobacco made the land worthless after just a few seasons. And so the settlers are constantly looking for new land. And they are encroaching on Powhatan's land. So eventually the Powhatan are going to fight back. 00:00:34 And the most significant event occurs in 1622. The Powhatan leaders are going to attack the Jamestown settlement. Sometimes in colonial literature it was called the Jamestown Massacre because 1/4 of the colony's population was killed. Of course, in retaliation the colonists are going to attack Powhatan Indian villages and hundreds of Powhatan are 00:00:59 killed as well. And the conflict will go on for about 10 years. And fighting again will resume in 1644. So fighting between colonists and American Indians was all too common. The most significant of these conflicts, however, is called King Philip's War. Now it was called King Philip, this was the English name 00:01:19 given for the Wampanoag chief whose name was Metacomet. And this war is going to result in significant impacts on both sides. The Wampanoag start raiding English villages and settlements in Massachusetts, so the colonial militia are going to attack Wampanoag villages. And as a result, about 600 settlers and more than 3,000 American Indians are killed. 00:01:45 So this is one of the more significant conflicts between settlers and American Indian groups. And again, this is King Philip's War, which occurred in the 1675 to '76 in Massachusetts. Section 14 00:00:00 Well now let's take another look at our lesson question. What effects did European conflict have on the American Indians? And you now know how the Spanish treated American Indians. They assimilated them into Spanish culture. And you now know that the English settlers often came into conflict with American Indians primarily over land. 00:00:18 Well now we're going to take a look at the French approach to the American Indian groups in their area. How is this different from what we see with the Spanish and English colonies? Section 15 00:00:00 Well, the French too are going to explore in the present-day North America. And they are going to claim land throughout southern Canada, the American Great Lakes region, as well as down into what is today Missouri, Illinois, and that region of the central United States. Now a man named Champlain founded a settlement at Quebec in 1608. 00:00:21 And you can see him pictured here. And the French are going to build their colony on the trade of furs. Now in order to accomplish this, French fur traders-- called coureurs des bois-- are going to travel into the interior of New France and they're going to make contact with local American Indian groups. 00:00:39 And they're going to trade French goods-- things like glassware, cooking wear, and even weapons-- for animal furs, primarily beaver which are very, very lucrative back in Europe because they can be made into hats. Now in order for this relationship and this trading to expand and to work well, the French had to get along very well with their American Indian groups 00:01:03 that they traded with. So in order to do that, they are actually going to learn American Indian custom. They're going to learn American Indian languages in order to facilitate the growth of this relationship. Because remember, the colony's success depended upon having good relations with American Indians. Now we're going to see this same approach taken by 00:01:23 missionaries. Now Jesuit missionaries-- these are French. Again, they are Roman Catholic missionaries-- are going to start to arrive in the 1600s. And you can see a picture here of a Roman Catholic missionary speaking with local American Indians. And they're, as well, going to spread the Christian faith 00:01:43 among American Indian groups. And in order to do that, they're going to join American Indian tribes and they're going to learn American Indian custom and languages. So again, a very different approach to missionary work that we see from the Spanish. Jesuits instead are going to join the tribes. They're going to try to act and fit in 00:02:04 with American Indians. And then also try to convert them to Christianity in that gentler way than we saw what the Spanish did. Section 17 00:00:00 Now let's talk about the impact of what's going on in New France on American Indian groups. Remember, in exchange for furs, the French are trading European goods. And it includes everything from clothing to glassware, metal tools, brass kettles, fabric, guns, and alcohol. And American Indians are going to become very dependent upon this trade because they cannot make these goods themselves. 00:00:23 So as a result, they start competing with each other to provide furs for the French. And they're also, again, making fewer things themselves. So let's see what happens with this increase in competition. So what happens again-- many of these goods are very lucrative amongst American Indians. 00:00:39 So they start competing with each other for furs. And the demand for the furs is going to increase. So as a result, animals become scarce. And so Indian animal hunters are forced to travel further and further and further inland in order to acquire enough animals to trade with the French. And American Indian groups as a result are going to come in conflict with each other for their access to 00:01:03 trade with the French. Summary Section 1 00:00:00 Well, as a result of your lesson you should now be able to answer your lesson question, what effects did European contact have on American Indians? Let's take a look back at what you've learned in this lesson. Section 2 00:00:00 Well, first you learned about the Spanish. And remember, the Spanish arrived in the New World for many reasons, including gold, God, and glory. And remember, the Spanish goal with regard to American Indians is to assimilate them into Spanish culture. In order to do this, they built missions. They taught American Indians Spanish customs. They taught them the Spanish language. 00:00:22 And they asked them to convert to Christianity. And as a result, we see the combining of the two cultures in the New World, creating a brand-new culture. Because marriage between Spanish settlers and American Indians was so very common. Next, we learned about the arrival of the English. And English settlers built towns and began farming large tracts of land, which would lead to conflict with local 00:00:45 American Indian groups in the region. Because the English just want American Indians out of their way. So we see conflict being quite common. Remember, you learned about King Philip's War as an example. They also made very little effort to convert American Indians to Christianity. 00:01:01 And as well, marriage between the two groups was quite rare. Next, you learned about the French. And remember, the French sent Jesuit missionaries, who actually joined American Indian tribes and learned American Indian customs in order to convert them to Christianity. So this was widespread, but we don't know how successful it was. 00:01:21 Of course, it was a little bit. There are some American Indians that converted. But we don't see the widespread conversion of American Indians like we see in Spanish holdings, for example. Next, you learned about French fur traders, called coureurs des bois, who also joined American Indian tribes in order to facilitate the fur trade, in order to get people 00:01:43 to cooperate together. Because remember that French colonies depended upon that trade. So both of these groups, again, are going to learn American Indian languages. They're going to learn American Indian customs. And as a result, American Indians are going to become dependent upon the trade of French goods. 00:02:00 Because they are manufactured goods like pots and kettles, much more handy than anything that the American Indians could make themselves. And as a result, they're going to start to result in conflict amongst American Indian groups over control of trade with the French.

The National Bank

Hi. I'm your instructor. Well, in this lesson you're going to learn about the man pictured here, Andrew Jackson. Now Andrew Jackson is one of the most influential presidents in history. He's going to greatly expand the role of the presidency in the federal government. 00:00:15 He's also known for some of the controversies of his office. And perhaps nothing was more controversy than The National Bank. We'll be learning about that as well as other aspects of his presidency in this lesson. So first, let's take a look at the background of Andrew Jackson. Section 2 00:00:00 Now remember, Andrew Jackson considered himself a man of the people. He became a national celebrity after the Battle of New Orleans and the War of 1812. He championed the common man and expanded the power of the presidency. He also set an example for the role of the president today. And we'll be learning more about it in this lesson. 00:00:19 Now Andrew Jackson is a first for many reasons. He was the first from west of the Appalachian Mountains. Remember, Jackson was from Tennessee. He was the first to appeal directly to the voters in order to become president. And their support with extremely important to him. He's also the first to invite the public to his inaugural ball. 00:00:38 And you can see the crowd gathered around The White House to celebrate his election as president in 1828. Section 5 00:00:00 Well now let's take a look at our lesson objectives. By the end of this lesson, you should be able to describe the accomplishment of the Jackson presidency, explain the impact of the spoils system on American politics, and finally analyze Jackson's decision to veto the national bank. Instruction Section 1 00:00:00 Well now let's take a look at our lesson question. What events defined Andrew Jackson's presidency? Well in this lesson, we'll be looking at Jackson's presidencies and the way he expanded the role of the presidency. And one way he did that was through the creation of the spoil system, a way he rewarded his political supporters. 00:00:19 So let's learn first about the spoil system and what it meant for American politics. Section 2 00:00:01 Now remember, Andrew Jackson portrayed himself as a common man, a man of the people, and an outsider to Washington politics. Now remember, he resented the political influence of what he considered to be wealthy Eastern landowners. He felt it was unfair that this very small group of very rich men had all the say in American democracy. He thought it was bad for the country. 00:00:23 One way he wanted to reform government and reduce that influence was to get rid of the Electoral College. Now remember, under the present system, people vote for electors who then go and vote for the president. Instead, Jackson wanted it to be a popular vote of the people, so a regular election would be held. He also didn't follow the example set by his predecessors on many issues. 00:00:48 He is known for his role in expanding the power of the presidency, and one thing he did was expand the use of the veto. Now presidents had vetoed laws before, but primarily because they thought they were unconstitutional. Jackson, however, vetoed laws just because he didn't like them, and this angered many of the men in Congress. So let's take a look at this phenomenon. 00:01:11 As a result of what's going on in politics during this time, historians have named this time period Jacksonian Democracy. This means more power is going toward ordinary people in government. So some of the characteristics of Jacksonian democracy include an expansion of voting rights, so more men are getting the right to vote. 00:01:30 Of course, those rights aren't yet given to women or African Americans. Direct election by voters, so voting rights are taken out of the hands of wealthy people and put in the hands of voters. Remember, Jackson himself was elected in that way. Openness in the selection of candidates. So instead of these backroom deals like in the corrupt 00:01:50 bargain of 1824, where a president is kind of chosen in secret, instead it's an open process. People can vote for their nominee for president before the first election. And then direct appeal to the public. Remember, Jackson is the first president to get out there and campaign for president, appealing to the voters directly. 00:02:10 Now let's talk about the Jackson presidency. We're going to be looking at this timeline. And you have to understand that there's a lot that happens during his two terms as president, and it's filled with conflict and controversy, And we're going to talk briefly about a couple of events, but we'll only be talking in depth about one. So first, in 1830, in the Jackson administration, 00:02:33 Congress passes the Indian Removal Act. This is the act that removes all American Indians east of the Mississippi, to points west, specifically into Indian territory. Next, in 1832 Jackson vetoes the charter for the National Bank. And in response, we see the formation of a new political party, the Whig Party. 00:02:54 And then finally, the Nullification Crisis occurs. And we're going to be talking more about the veto of the National Bank later in our lesson. Section 4 00:00:00 Now, remember Jackson wanted to reduce the influence of wealthy Eastern landowners in the government. And one way he did that was by the creation of a spoils system. Now a spoils system is a practice in which the winning political party, in this case Jackson and his supporters, gives jobs in government to the supporters. So Jackson is going to start firing government workers and 00:00:24 replacing them with his friends and his supporters, the people who voted for him, the people who campaigned for him during his presidency. Now, one of the supporters, senator William Marcy, famously say, "to the victor belong the spoils of the enemy." So what this means is that if you win a political election then you have the right to fire everyone in the 00:00:44 government. You have a right to appoint your own people in their place to reward them for supporting you through that long campaign. Section 6 00:00:00 Well, let's take a closer look at the spoils system. Of course, not everyone agreed with Jackson's actions. But those who supported the idea said that the spoils system kept the public interested in the political process. You were more likely to get big supporters who would invest their time and their money in your campaign if you could reward them somehow. 00:00:20 They also said that it resulted in a more effective government. I mean, if you are the head of an organization, do you want all your employees to support you? Well, of course you do. So the last thing that you would want are a bunch of people working for you who voted for the other guy, who didn't support your policies wholeheartedly. 00:00:38 Supporters, again, believed that this is the best system for deciding who should have government jobs. Now on the other hand, however, opponents sad that it's wrong to give the jobs based on loyalty instead of job qualifications. Some of the people who lost their jobs and held them for many years. They were very, very qualified and they were replaced with 00:00:57 someone less qualified. That, of course, is bad for taxpayers who want the best government that they can have. Don't you want the best person for the job in each position? Opponents also say that it's going to lead to corruption and abuse of power. And, of course, that means people more likely to take bribes or use that position in order to get financial gain 00:01:17 for themselves. Section 8 00:00:02 Well, the debate over the spoils system continued long after the Jackson presidency. This political cartoon is actually from 1877 and it illustrates some of the concerns raised by opponents of the spoils system to what might occur if it were left to continue. So let's take a closer look at this political cartoon. We see Andrew Jackson here and he's riding a pig. 00:00:22 In political cartoons pigs are often used as a symbol of greed. And here we see there's dollar signs on the pig's saddle and he's crunching over this pile of loot and even a skull. So it's really trying to say that the spoils system has resulted in the bribery and corruption that many of the opponents had warned against. We also see that famous quote from Senator Marcy, "to the 00:00:43 victor belong the spoils." So you can probably guess as a result of this cartoon that it was written and drawn by a person who opposed the spoils system and suggested that perhaps we ought to eliminate it. Section 10 00:00:00 Well let's take another look at our lesson question. What events defined Andrew Jackson's presidency? And we already learned about the spoils system, which was a system introduced by Jackson to reward his political supporters. He was doing this in order to try to eliminate the influence of those wealthy Eastern landowners. But many opponents warned that it would lead to corruption. 00:00:21 Next we're going to take a look at the national bank. And remember, Jackson was willing to veto laws that he didn't like. And one law that he vetoed was the charter of the second national bank. So let's take a look at that. Section 11 00:00:00 Well in this segment we're going to talk about the National Bank. And what you need to understand is the banking system of the 1790s and early 1800s is very different than the banking system we have today. Today, you have lots of choices for banks. There's tons of private banks out there, big corporations, small banks, all kinds of banks, Credit Unions, where 00:00:22 you can deposit your money. But back during this time, they're aren't all those private banks. There's a few, but not very many. That means it's very difficult for people who want to take out a loan, there's no place for people to deposit their cash, and there isn't that much cash in circulation, anyway. 00:00:37 So to try to alleviate some of these problems, the federal government created its own bank, The National Bank, in 1791. Now it was very controversial from the beginning, it was supported by Andrew Hamilton, 10 it was completely rejected by Thomas Jefferson. But the purpose of the bank was to try to pay down the national debt from the American Revolution. 00:01:00 And it would do that by earning interest and making money to help alleviate some of those financial problems at the early Nation was facing. It also helped to establish a stable currency. Remember, it's really bad at the value of a dollar increases too quickly, or decreases too quickly, we want it to stay about the same. And the bank, however, was not supported by everyone. 00:01:21 So when it's charter expired in 1811, the bank closed. However, a few years later, the Second National Bank was chartered, and it was given a 20 year charter to operate. Now supporters of the bank believed that the bank would help pay national expenses, and would help gives some control to state banks. Because during this time, there's all kinds of state banks too. 00:01:43 Virginia has banks, Tennessee has banks, and so forth. And it would help stop the value of money changing too quickly. Remember that's an issue it's called inflation, and it's very damaging to the economy. Opponents, however, say that the bank is unconstitutional, that the Constitution does not give the federal government the right to even to create a National Bank. 00:02:05 That it takes power away from this states, and that it takes money from the common people in their tax dollars, and give it to wealthy people. Because the average man couldn't walk into the National Bank, and get a loan for a farm. Instead, they tended to favor those wealthy industrialists, wealthy landowners, the top people in society at the expense of those who are less fortunate. 00:02:28 So of course, as you can imagine, Jackson is a supporter of the common man. He believed the bank helps the wealthy, and not the people that elected him, so he vows to get rid of the Second National Bank. So when the charter comes up to recharter the bank for another 20 years, Jackson vetoes the bill. And he decides to take federal money and put it into state 00:02:50 banks instead. So when Jackson takes the money out of the federal bank and puts it into the state bank, the federal bank can no longer operate because there's no money in it. As a result, the bank's charter expired. And again, Jackson believes that state banks are more likely to help the common man. They're more likely to help a farmer who needs a loan and as 00:03:10 a result he chose to support those banks instead of the national bank. Section 13 00:00:01 Now remember, Jackson vetoed the rechart of the National Bank because he didn't like it. And as a result, he's going to anger many people in Congress. And no one was madder than Henry Clay. Now remember, Henry Clay and Andrew Jackson have a long history. Henry Clay was part of that corrupt bargain in 1824. And in response to what he felt was Jackson taking on too 00:00:24 much power, doing what he wanted without listening to the will of the people or Congress, he's going to form his own political party, the Whig Party. And he chooses this name because this is the party in England who had oppose the king growing too tyrannical 100 years before. Now again, Henry Clay believes that Jackson is abusing his power. 00:00:46 He's taking too much on himself without supporting the Constitution and the limits placed on the presidency there. Now the Whig Party is unable to defeat Jackson in the Election of 1832. And the party is eventually going to fall apart about 20 years later. Section 15 00:00:01 Well, now let's take another look at our lesson question. What events defined Andrew Jackson's presidency? And you just learned about Jackson's veto of the National Bank. He didn't like the National Bank. He felt it favored wealthy Eastern landowners instead of the common man. And as a result, he vetoed its recharter when it came up. 00:00:22 Now this, of course, is going to anger many in Congress. And they start accusing Jackson of abusing his power, that he's taking on too much power for himself, that he is becoming tyrannical and like a king. And as a result they started calling him King Andrew I. So let's take a look at what happens in response to these accusations. Section 16 00:00:00 Now remember, many in Congress are very unhappy with President Jackson. They think he is misusing his power as president, especially his use of the veto. Now it's important to put what's happening here in context. Today, presidents veto laws all the time, but back then presidents typically only vetoed a law if they felt it 00:00:21 was unconstitutional. Jackson is the first president to start vetoing all kinds of legislation that he doesn't like politically. And so that's causing a great deal of anger in Congress. They believe that the balance of power in Congress and in the federal government is starting to get upset, because of Jackson's use of the veto. Now remember, there's a couple things that Jackson has done 00:00:43 to make people feel this way. First, he allows the Second National Bank's charter to expire by vetoing it's re-charter. He also pushed the Indian Removal Act over the objections of the Supreme Court. The Indian Removal Act forced all American Indians out of the territory east of the Mississippi to the West, and the Supreme Court actually sided with the Cherokee Nation 00:01:07 when they sued the federal government, but Andrew Jackson refused to stop the removal, despite the Supreme Court ruling. So as a result, many people believe that Jackson is acting like a kind. And Henry Clay and other opponents even create a new political party, the Whigs, to oppose him. So let's take a look at this political cartoon. 00:01:28 It's trying to express the frustration that many in government feel with Jackson's veto of the Second National Bank. Now remember, they believe Jackson is exercising too much power by vetoing the bank's renewal. And again, it's important to note that Jackson vetoed more laws then every other president before him combined. And so again, people think that this 00:01:50 is an abuse of power. So let's take a look at this. First, we see the way Jackson is dressed. You can see he has a crown. He's got robs on that appear to be very kingly. He's carrying a scepter. These are all designed to make you feel like Jackson is acting like a king. 00:02:08 He's also stepping on the Constitution, standing on the Constitution here. It's ripped in half, even. And you can see here that this caption says "King Andrew the First." and he's even got a veto in his hand. So this shows you kind of the feeling that many in American government are having towards Andrew Jackson in his use of the veto. Section 18 00:00:00 Well, Andrew Jackson's decision to veto the recharter of the National Bank is going to result in some disastrous economic consequences. First, the country goes into a steep economic decline. This means that there's less spending. People are earning less money and it's harder to find a job. Without a central bank to control the value of money we have inflation, which also weakens the economy. 00:00:24 Now, inflation means that the prices of goods and services increase. So as a result the value of the dollar decreases and your paycheck won't go as far if things cost more to purchase. Next, the public lost confidence in the nation's economy. They began to become concerned that the economy would never recover and inflation and economic decline remain 00:00:45 problems for decades to come. Now, today we don't have a National Bank. Instead we have what is called the Federal Reserve System, which was created in 1913. And it serves many of the same functions as a National Bank, but it doesn't loan money to individuals. However, it does loan money to different banking systems in our country. 00:01:06 Now, the Federal Reserve System regulates banks. That means it goes in and inspects banks and makes sure that they're holding enough currency on hand. It maintains financial stability by setting interest rates to keep inflation low. And it also establishes monetary policy for the nation. Now, not everyone agrees that we should have a Federal 00:01:25 Reserve System and opponents often cite Andrew Jackson in their criticism of the system. Summary Section 1 00:00:01 Well as a result of this lesson, you should now be able to answer your lesson question. What events defined Andrew Jackson's presidency? Well, let's take a look at what you learned. Section 2 00:00:00 Now remember, first we learned about Andrew Jackson. And he's going to reshape the role of the presidency. Now remember, he portrayed himself as a westerner and an outsider who distrusted that wealthy landowning Eastern elite. And he wants to reduce their influence in government. And he's going to do that in a couple of ways. But perhaps the most controversial is his 00:00:21 aggressive use of the president's veto power. And he sets a precedent where other presidents following him are more than happy to veto legislation that they don't like, as opposed to just those laws that they feel are unconstitutional. Now, one thing that Andrew Jackson did to try to increase the power of the common man was to create the spoils system. 00:00:41 Now remember, this is a practice in which the winning political party rewards its supporters with government jobs. Now remember, supporters of the system believe it led to stronger, more effective government. However, opponents believe it led to government corruption and that was unfair because sometimes the best qualified person didn't get the government job. 00:01:00 And we can see one example of a critic of the spoils system from this political cartoon in 1877. Next we learned about the national bank controversy. Remember, Andrew Jackson was more than willing to veto a law he didn't like. He vetoed more laws than all six previous presidents combined. And one of those laws was the recharter of the Second 00:01:21 National Bank. Now in response to that action Congress is very unhappy. And a group, including Henry Clay, form a new political party called the Whigs. They believed that Jackson's use of the veto was unconstitutional and they believed he was exercising too much political power and he was starting to act like a king and a tyrant. 00:01:42 And we see an example of a political cartoon that portrays Jackson this way here on the right.

The Columbian Exchange

Now, in this painting, you see the arrival of Columbus, and this contact between Europeans and the American Indian peoples of the New World is going to set off a vast exchange of goods and ideas that's going to dramatically impact both the old world, Europe and Africa, and the New World of North and South America. So this vast exchange is called the Colombian Exchange, and let's start by taking a brief look at the arrival of 00:00:30 Columbus and his importance to this process. Section 2 00:00:00 Well, you probably already know that Columbus arrived in the New World in 1492 thinking he had reached Asia, but in fact had discovered a brand new continent. Now remember, Spain financed that voyage, and they would continue to finance future voyages. And this is going to have an important effect. It's going to bring the Old World, which includes Europe and Africa, into contact with the New World, which includes 00:00:29 North and South America as well as the Caribbean. And when these two worlds come into contact with one another, we see a vast exchange of goods. And this exchange is called the Colombian Exchange. This exchange of all sorts of things guns, horses, animals, new foods, and even germs that will devastate the population of the Americas. Now this is very, very significant, the Colombian 00:01:01 Exchange, because as a result we're going to see massive changes. We're going to see an empire built, we're going to see massive population increases in Europe, and we're also going to see devastating population losses in the Americas. So let's learn more about the Columbian Exchange in this lesson. Section 4 00:00:00 First, let's take a look at our lesson objectives. By the end of the lesson, you should be able to identify the consumer goods and raw materials that were exchanged between the Americas and Europe, explain the impact of new diseases on the Americas, and describe the cultural values brought to the Americas by early European explorers. Instruction Section 1 00:00:00 Let's take a look at our lesson question. How did the Colombian Exchange impact Europe and the Americas? In the warm up, you learned what the Colombian Exchange was-- this vast exchange of goods and ideas between the Old World, or Europe and Africa, and the New World, the Americas. 00:00:18 So first, let's take a look at the trade goods that were exchanged between the two worlds. Section 2 00:00:00 Well first, let's take a look at a little bit more of the specifics of the items that were transferred from the New World to the Old World, and from the Old World to the New World. So the Columbian Exchange is going to expose people on both sides of the Atlantic to unfamiliar plants and animals. So, for example, Europeans are going to discover maize, or corn, as well as potatoes and llamas, while natives of 00:00:24 the Americas discover horses, cattle, and wheat. And both sides, as a result, are going to begin to move these goods back and forth across the Atlantic. So let's take a look at the goods that are being transferred. So from Europe to the New World, the big significant thing here are domesticated animals. Horses, cattle, sheep, and pigs. 00:00:46 Prior to the arrival of the Europeans, there aren't any domesticated animals like this in the New World. There are no horses, there are no cows. So there's no horses to pull a cart. The only really significant domesticated animal is the llama, and of course, that's native to only certain parts of South America. You also have other important foods like wheat, coffee, 00:01:08 sugar, and rice. And sugar's going to be especially important, because it can be grown in the Caribbean, which has a perfect climate for it. So that's going to be very significant. Next, from the Americas, we have corn, tomatoes, potatoes, chocolate, pineapples, and, of course, gold and silver. 00:01:26 This is very significant because it's going to help build up the country of Spain into an empire. But think about it. Can you imagine Italian food with no tomatoes? Well, prior to the arrival of Columbus, there weren't any tomatoes being used in Italian food. So of course, this is also very significant to the changes that we see on both continents in both regions. Section 4 00:00:00 Well this vast exchange of goods is going to become part of a trading network called the Triangular Trade. And it's called the Triangular Trade because it makes a triangle shape. It's between Europe and Africa and the Americas. And you can see, it's kind of shaped like a triangle. And each part of the leg is going to produce a different type of good that is being shipped. 00:00:23 So again, this trading network links these three regions together and raw materials and goods are going to transfer across the Atlantic from North America, while enslaved Africans are going to be brought over to the New World from Africa, especially following the devastating impact of diseases on Native American populations. As those people began to die, there is a big void for labor need in the New World, and they're going to bring 00:00:51 enslaved Africans over to make up that loss. So let's take a look at the three legs of the Triangular Trade. From the Americas, we get raw materials. Everything from crops like corn to timber, silver, and gold, which is being shipped to Europe. From Africa, we get enslaved people being brought to the New World, again, to work on sugar cane plantations and 00:01:14 other types of labor. And then, in Europe, we have finished goods. So typically things like guns are going to Africa, and to the Americas, finished goods like manufactured jewelry, and clothing, and such, as that is part of this trade network. Section 6 00:00:00 Now, when we look at the big effects of the Columbian Exchange, this is one of the biggest, and that is the way that diets changed following the introduction of new foods. And this is especially true in Europe, where the introduction of the potato is going to be extremely important. And that's because if you're growing crops on a certain amount of land, the amount of people that you can feed with wheat is much less than the number of people that you can 00:00:29 feed with the potato. And as a result, many countries, like Ireland, become almost totally dependent upon this crop. So we see huge population increases in Europe as a result of the introduction of the potato. Next, we see corn and potatoes being introduced in Africa. This is also important. We start to see a population boom there, but that will be 00:00:51 cut short once slavery begins to pick up in the 1600s. And then we'll start to actually see population decreases in this region while the population of Europe is beginning to explode. On top of that, for the first time in America, people are eating beef and pork as a result of the Columbian Exchange. And horses, of course, are going to have 00:01:13 a tremendous impact. This is especially true amongst American Indian populations. American plains Indians did not have access to the horse in the 1400s. It's not until much later that the horse spreads to that part of the world, and we're going to see them dramatically change their way of life as a result of the introduction of 00:01:32 the horse to their communities. Section 8 00:00:00 Let's take another look at our lesson question. How did the Colombian Exchange impact Europe and the Americas? Well, you've now learned about some of the trade goods that are brought from the Americas to Europe including many new types of foods like the potato and the tomato. You've also learned that domesticated animals like the horse are brought from Europe to the Americas, as well as, 00:00:23 enslaved Africans which will also be brought from Africa to the Americas. Well, now let's take a look at a significant, very devastating new thing that's introduced as a result of the Columbian Exchange and that's European diseases that are introduced to American Indian populations for the first time. Section 9 00:00:01 Of all the effects of the Colombian Exchange the most important and most significant is the effect of European diseases on American Indian populations. What happens is, as explorers and colonists from Europe settle in North America, they bring with them many types of diseases including smallpox, malaria, measles, influenza, and yellow fever. Now, too, there are diseases that are brought from the 00:00:29 Americas back to the old world. But we don't see the same devastating effects that we see from these diseases brought in this direction. Let's take a look at a couple of these diseases. The first is smallpox. Smallpox has been roughly it's been eradicated or eliminated from the face of the earth, pretty much. 00:00:48 And as a result, kids today, like you, don't even get immunized against it anymore. But it was a devastating disease in Europe throughout the 1400s, 1500s. And it had a very high death rate. About 30% of Europeans who caught this disease would die. But what we see happen, when this disease is introduced into the American Indian population, the death rate is 00:01:13 somewhere in the neighborhood of 98% or 99%. So if you caught the disease and you are an American Indian, you would likely perish. Another important disease that will be significant is measles. Measles would probably just make a European sick by infecting your respiratory system, causing a fever and a rash. 00:01:32 But again, it would cause devastating consequences to an American Indian. Influenza or the flu, of course, is passed around every season and generally does not result in death for most healthy people. But back then for American Indians it also had a very high death rate. Let's take a look at why American Indians are so 00:01:52 vulnerable to these diseases. The reason why is because they had lived for centuries without them. Europeans had had these diseases in their populations for hundreds and hundreds of years. And as a result, their bodies began to build up immunities to those diseases, which were then passed on from mother to children. 00:02:10 So even though sometimes a European would die from smallpox, most of the time they would get better. But this is not true for the American Indians who had never been exposed to these diseases before and hadn't been exposed to any other type of disease, for that matter. And as a result, their immune systems just weren't as capable at fighting these diseases off as Europeans were. 00:02:32 So again, they had no natural defenses or immunity from diseases. And again, the disease that might sicken a European would likely result in the death of an American Indian. And this particular drawing from the 1500s shows a smallpox epidemic in an American Indian population. Let's take a look at the effects of these diseases. The diseases from Europe and Africa killed millions of 00:02:58 American Indians. And historians are not quite sure exactly how many. But most historians say somewhere in the neighborhood of 100 million American Indians were killed as a result of European diseases. So that's a huge number, 100 million people. In fact, it represents about 90% of the entire American Indian population in the New World. 00:03:24 And they often destroyed entire cultures. So entire groups of American Indians would die as a result of these diseases. A good example is the Taino or the Arawak of the Caribbean. When Columbus arrived, they felt that there was anywhere between 2 million and 8 million people in the Caribbean. When a census was taken in the early 1500s, there were just 00:03:48 200 of these people left. So it was very devastating on this population as well as other American Indian populations throughout the New World. Section 11 00:00:00 Well, very quickly the Europeans are going to dominate the New World despite the fact that they are far outnumbered by local American Indian populations. They're going to establish colonies and build vast empires, and they're able to do this for a couple of reasons. First, they have important weaponry not available to American Indians like guns and cannons, and 00:00:21 they also have horses. Again, we've already discussed how that was also new to American Indians. But, of course, diseases are a powerful ally for the Europeans. Now, of course, they did not intend for this disaster to occur, but what would happen, as contact occurred, over and over and over again between Europeans and new groups of 00:00:44 American Indians, American Indian military power was weakened again, because of this devastating effect of diseases. And civilizations, including the Aztecs and Incas, are going to fall as a result of not only conquest by the Europeans, but also the effects of disease. Section 13 00:00:00 Let's take another look at our lesson question. How did the Colombian Exchange impact Europe and the Americas? You now know that the Exchange impacted both sides because of the vast amount of trade goods that are being introduced. You also learned that American Indians were devastated by the introduction of European diseases. Now, we're going to take a look at other ideas and new 00:00:23 practices that the Europeans bring with them and how they impact the Americas as well. Section 14 00:00:00 Well, one very important idea brought by the Europeans to the New World was religion. Now colonists, especially Spanish colonists, brought with them missionaries from the Catholic church to convert American Indian peoples to Christianity. Now the Spanish believed that their religious views were correct and that American Indians worshiped false gods. They also believed that God wanted them to convert other 00:00:25 peoples to Christianity. And we cannot overstate this enough. Again, the Spanish Empire, the monarchs, were very devout Catholics. They had a close relationship with the head of the Catholic Church who is called the Pope. And they believed it was their mission from the Pope to convert all of these people to Christianity whether they 00:00:45 wanted to convert or not. And this belief is going to be very important in the development of the Spanish Empire. It's also going to be very, very effective. Because even today, the vast majority of Latin America, which includes central and southern South America, are still Catholic. So let's take a look at how this occurred. 00:01:05 Well, colonists built missions and sent missionaries to America. So what is a mission? A mission is a place that is built for the purpose of spreading new beliefs. And in addition, to teaching the American Indians about Christianity, they also taught them the Spanish language, for example. 00:01:22 And a missionary is a person who works to convert others to follow new beliefs. And this is a very important part of Spanish colonization. Every new settlement that was created also had a priest that came along to convert the native peoples to the Christian faith. Section 16 00:00:00 Well now, let's take a look at some of the new practices introduced by Europeans. One of this is the way that Europeans use the land. It was very different than American Indians. Now American Indians use the land much differently. They revered nature. They believed in returning what they had taken from nature, and they did not drastically alter the land. 00:00:22 Now one reason why, of course, is that American Indians didn't have access to things like plows or oxen to pull those plows or any kind of beast of burden like a horse or a cow. And as a result, that wasn't even a capability that they could have used. But what happened with the introduction of European colonists and all of these kinds of things, we see that 00:00:44 Europeans want to get resources and get them very, very quickly. As a result, they're going to mine silver and gold, and they're also going to grow large scale crops sugar cane, as well as other cash crops that could be then turned into wealth. Next, let's take a look at another important practice introduced by the Europeans and that is slavery. 00:01:05 Now in the beginning, European colonists, primarily the Spanish, are going to force American Indians to work in different capacities. The American Indians are going to work mining, fishing, farming, primarily on sugar cane plantations in the Caribbean. Now again, this system is called slavery and it means forced labor. 00:01:28 So these American Indians are being forced to work against their will, and they're being forced to work under very terrible conditions. So very long hours, being treated very badly, often not getting enough food, and so forth. Now what starts to happen, of course, is that they're treated so badly that American Indians are dying as a result of overwork, they are also dying because of the 00:01:49 introduction of these European diseases. So very shortly, Europeans understand they need a new labor force, because there simply aren't enough American Indians around anymore. And, of course, you know this results in the bringing of enslaved workers from Africa to take their place. And again, the vast majority of enslaved Africans are going to sugar cane plantations in Brazil, in the Caribbean, and, 00:02:14 of course, some of them will end up going to the American colonies, the British colonies, as well. But what starts to happen is that this slave trade that begins under the Spanish in the mid 1500s, will last for 350 years. And we see enslaved workers in all types of colonies French colonies, Dutch colonies, English colonies, Spanish colonies, as well as Portuguese colonies. Summary Section 1 00:00:00 As a result of your lesson, you should now be able to answer your lesson question. How did the Colombian Exchange impact Europe and the Americas? Let's take a look at what you've learned in this lesson. Section 2 00:00:00 Well, first you learned about the Columbian Exchange, and how this is the name historians have given the vast exchange of goods between the old world, which was Europe and Africa and the New World, which included all of the Americas. And you learned that many things are exchanged, including trade goods like crops such as potatoes and tomatoes, guns, and domesticated animals like 00:00:22 horses and pigs. Diseases like smallpox and influenza, as well as ideas and practices like Christianity. So let's take a look at trade goods first. Remember, Europe and America traded products across the Atlantic. From the Americas to Europe came potatoes, corn, tomatoes and chocolate. 00:00:41 The Europeans brought many types of domesticated animals like horses, pigs and cows to the New World, as well as crops like wheat and coffee. Now the Columbian Exchange created an international trade network called the Triangular Trade. And remember, soon African enslaved persons are going to be part of that trade network. Next you learned about germs and diseases, and how this was 00:01:05 devastating for American Indian populations. New diseases American Indians never experienced before, like smallpox and influenza, again were devastating because they had little resistance to European diseases. Some historians estimate as many as 90 million American Indians died as a result of these diseases. These diseases would wipe out entire American Indian cultures, and again, one important devastating effect 00:01:34 of the Columbian Exchange. Next we talked about new practices brought by the Europeans, including Christianity. Remember that was an important part of colonization according to the Spanish empire. They brought Roman Catholic missionaries with them to convert American Indians to Catholicism. They built missions, they sent missionaries, and the Spanish 00:01:56 also worked to gain wealth from the Americas very, very quickly. They built sugar cane plantations which needed a large labor force. They also mined for silver and gold. And it's going to be very effective, because we're going to see Spain build a very powerful empire by the mid 1500s as a result of what's going on in the New World. 00:02:15 And finally we learned that American Indians were enslaved, but of course after time all the hard work and the diseases are going to devastate this population, and they will soon be replaced by enslaved Africans.

The Middle Colonies

TEACHER: Hi, students. In today's lesson, we'll be talking about the Middle Colonies. These are colonies that would eventually become part of the United States of America. Now in the image on the screen here, we're looking at the person who found the state of Pennsylvania, William Penn, engaging in a friendly treaty with the indigenous population 00:00:21 that was at the land that would eventually become Pennsylvania. Now, we're going to look at the development of these Middle Colonies. And by the end of the lesson, we should know more about how these colonies were created and what life in those colonies were like. Let's get started. Section 2 00:00:01 TEACHER: In order for a new colony to thrive, it needed settlers. It needed people to develop it. And so the founder of Pennsylvania, William Penn, he placed an advertisement to try to attract potential settlers to the colony. Let's take a look at this advertisement together. It says, "the air is sweet and clear, the heavens serene. 00:00:26 Like the south parts of France, rarely overcast, and as the woods come by numbers of people to be more cleared, that itself will refine. The waters are generally good, for the rivers and brooks have mostly gravel and stony bottoms, and in number hardly credible. The natural produce of the country, of vegetables, is trees, fruits, plants, flowers." 00:00:56 And this was an advertisement, again, that was placed by the founder of Pennsylvania, William Penn, in 1683. Now, take a closer look at this advertisement. He's trying to illustrate the colony of Pennsylvania as being what we call a utopia. This is the idea that it is a perfect place. And he wants to make it sound so good that everyone's going to want to live there. 00:01:23 Now, why don't you take a moment and think about this advertisement on your own? Section 4 00:00:01 TEACHER: Let's take a closer look at the middle colonies. Now, some of these places you might recognize. They include states like Maryland, Delaware, New Jersey, Pennsylvania, which was founded by William Penn, and New Netherland, which would later become known as New York. Now, these middle colonies end up being very diverse places. A lot of different ideas came together in the formulation of these middle colonies, 00:00:29 and that's partly due to people coming from all over the world with different cultural backgrounds and languages and religions to settle in these colonies. Now, the places that are represented in these colonies include countries like England, Sweden, the Netherlands, Germany, and France. Now, before we move on to learn a little bit more about these middle colonies, let's 00:00:54 take a moment to review our lesson objectives. Let's take a look at your lesson objectives. By the end of the lesson, you should be able to do each of these things. First, you'll want to identify the reasons for the founding and settlement of the middle colonies. Next, you'll want to explain the role of religion in the founding of Maryland and Pennsylvania, 00:01:20 including the role of proprietorship. Then, you'll want to explain the effects of the transfer of Dutch colonies to Great Britain. And finally, you'll want to describe the political, economic, and social characteristics of each of the middle colonies. Instruction Section 1 00:00:01 TEACHER: In this lesson, we're examining the question, what forces shaped the development of the middle colonies? And we're going to look very closely at what life in the middle colonies was to better understand how to answer this question. Now, we know so far that the founder of Pennsylvania, William Penn, is using this utopian landscape that he finds in Pennsylvania to attract potential settlers. 00:00:24 And so we are going to talk more about the development of Pennsylvania, but we'll begin by taking a look at the development of Maryland. Then we'll talk in more detail about Pennsylvania. And then finally, we'll take a look at the other colonies. Section 2 00:00:01 TEACHER: Let's begin by taking a close look at how Maryland was formed. Now Maryland is a colony that's formed under the ownership of the Calvert family led by Lord Baltimore. And after Lord Baltimore died, his son Cecil, who we see here, he continues the development of that colony which was basically founded as a response to the religious persecution that people who did not become members of the 00:00:28 Church of England were facing. Now the Church of England is also known as the Anglican Church. And under this church's leadership, everyone in the country was forced to recognize the King of England as the head of the Church. And anybody who did not, faced potential persecution, imprisonment, or torture for not obeying that rule. 00:00:51 And so the Calvert family, who were Catholics, decide to found the colony of Maryland in 1634. Now as a result of their kind of backing of this colony, it ends up being a haven for English Roman Catholics, but it also becomes a potential profit making settlement for the Calvert family. Now ultimately, the colony will be named Maryland after Queen Henrietta Maria, wife of King Charles I 00:01:24 who was also a Catholic. Because Maryland was founded on this concept of religious freedom, it actually becomes one of the first colonies to pass a religious freedom act called the Act of Toleration in 1649. Now this is going to grant religious freedom to all Christians that are settled in Maryland. And it's, like I said, the first law mandating religious 00:01:50 tolerance in the English colonies. And even though it would ultimately be repealed five years later because of the Protestant majority that had assembled in the colony by that time, it does service kind of this precedent because it's seen as the precursor to the First Amendment to the US Constitution which does protect the right to religious freedom. Section 4 00:00:01 TEACHER: Once the colony of Maryland is settled, colonists find themselves turning to developing the economy in order to make this a profit making enterprise. And like its neighbor to the southwest, Virginia, the geography of Maryland is really good for growing tobacco. Now farmers are going to need low-cost labor in order to harvest this tobacco so they end up turning to indentured 00:00:26 servants from Europe to work these fields. But because of outbreaks of diseases like malaria and typhoid, the life expectancy for these low-cost laborers is going to be very low. And so one of the big challenges that's facing Maryland's economy is finding these consistent low-cost laborers to continue to work this land. Section 6 00:00:01 TEACHER: What forces shape the development of the middle colonies? As we're answering this question, we're looking more closely at life in the middle colonies by looking at each colony up close. We've had a chance to look at Maryland. Now, let's take a closer look at Pennsylvania. Section 7 00:00:01 TEACHER: When we talked about the development of Maryland, I mentioned that it was created as a proprietorship for Lord Baltimore. So let's take a closer look at the role of proprietorship in the middle colonies. A proprietorship is formed when the King gives a colony to a person in order to make a profit. Now the way it works is the proprietor does not have to 00:00:24 pay in order to buy this land, however, the King is going to share in the colony's profits without having to invest any money into it. And so we're going to see two men ultimately be given these proprietorships-- Lord Baltimore in Maryland and William Penn in Pennsylvania. And part of the reason William Penn got this proprietorship is because King Charles II, who we see here, have a debt 00:00:54 that he owed to William Penn's father, and this was his way of repaying that debt. So you can see that when a proprietorship is formed, the colony is operated by this proprietor. The King basically gives this land that the country owns to this proprietor, and then the proprietor does all of the investing and all of the leg work in order to make a profit for both himself and his family and the King. Section 9 00:00:01 TEACHER: Let's talk a little bit more about William Penn, who founded Pennsylvania as a refuge for Quakers. Now, you can see an illustration of William Penn here, and a little bit about him includes his decision to become a Quaker as an adult. This is something that really upset his family, because Quakers were heavily persecuted by the English government. 00:00:23 And Penn himself actually was in prison several times for speaking out in favor of these beliefs. However, Penn came from a family of very high social status, and so on the one hand, his family was really mortified by the fact that he had decided to become a Quaker. But on the other hand, because his family had such a high social status, that gave him opportunities, including the 00:00:46 opportunity to start a new colony when he was granted the land of Pennsylvania to pay off a debt that the King owed his father. Now, we know-- we saw this earlier-- that William Penn is going to advertise for potential settlers. He's going to advertise all across Europe with the promise of religious tolerance, or what he called a holy 00:01:09 experiment. Because remember, in most of Europe-- particularly at this time-- you were not finding any sort of religious tolerance. And so here in the New World, you have this opportunity to not only develop new untouched land, but you could practice a religion without being afraid of the government hurting you or imprisoning you for that. 00:01:32 And so we're going to take a closer look at exactly why it was that Quakers were persecuted so heavily against, beginning with a look at exactly who they were. Now, the Quakers were also called the Society of Friends, and ultimately they were persecuted for their religious beliefs in England, because they refused to swear oaths to the monarchy. They believed that all were called to preach, and they 00:02:02 refused to bear arms. And all of these things were basically in line with their own belief system, but were seen as threatening to the monarchy and to the established system of government. And so, by 1685, about 8,000 Quakers have left England in pursuit of this religious freedom that they would find in Pennsylvania. 00:02:27 And up until that point, 10,000 Quakers had been imprisoned in England for their religious beliefs, and over 200 died from torture and exposure to really terrible circumstances while in prison. So a lot of these people that made this journey were afraid for their lives and hoping that they had an opportunity to find freedom in Pennsylvania. Now, one other thing that set William Penn and the 00:02:55 Pennsylvania colony apart from some of the other colonies in the New World was the relationship that they had with the indigenous population, the American Indians. William Penn believed in cooperation with the American Indian groups in the colony, and you can see here an image of these colonists and these indigenous people engaging in a cooperative development here. 00:03:20 He refused to ever attack American Indians, and promoted fair payment for land, and he made-- in conjunction with this belief system of cooperation-- what was called a Great Treaty with the Delaware Indians for use of the land. So this really set the tone for what the principles of the Pennsylvania colony would be, the type of relationship they had with the people that had been living there previously. 00:03:49 Now finally, let's talk a little bit about how cities in Pennsylvania developed, and you might be familiar with one that we'll talk about. First of all, Pennsylvania was full of fertile land that's going to be used for farming and agricultural development, but it's also going to be really helpful in developing trade and the economy, because these important crops-- corn and wheat-- 00:04:11 were highly sought after from other places that maybe didn't have the same type of fertile land. And so trading these goods can increase the economy of this colony. Now Philadelphia-- that's the city I mentioned that you might be familiar with-- is ultimately going to develop into a very large city. 00:04:30 As a matter of fact, in the 17th century, Philadelphia was one of, if not the largest city in what would become the United States. And part of the reason Philadelphia grew so much is because William Penn designed the city on a grid system. So if you live anywhere near a city today, you're probably familiar with a grid system, even if you've never heard of it before. 00:04:51 It's basically the idea that streets are drawn very neatly. You can see them lined up almost on a grid, and anywhere these lines cross, that's an intersection. So think about an intersection anywhere that you know about. And so this is going to help the city to continue to develop things like sewage systems, transportation roadways, things like that. And ultimately by 1750, all of these developments are going 00:05:21 to lead to a really fully functioning city, including a fire department, a library, and a hospital. Section 11 00:00:00 TEACHER: What forces shaped the development of the middle colonies? As we explore our lesson question, we're looking more closely at life in the middle colonies. And in our examination of Maryland and Pennsylvania, we've examined the idea that proprietorships-- this land that is granted to individuals by the King in order to create profit making colonies-- 00:00:22 means two things. We're going to find a lot of religious tolerance and religious and ethnic diversity. We're also going to find this kind of drive to create an economy, a profit making enterprise in these colonies. Now let's take a closer look at the other colonies that make up these middle colonies. Section 12 00:00:01 TEACHER: Many European countries were involved in the settlement and development of these new American colonies. And in 1609, the English explorer Henry Hudson finds a protected harbor with good nearby farmland. And after his discovery, the Dutch West India Company decides to establish a trading post on this little island that they called Manhattan after the name that the indigenous people of the land had called Manna-hata. 00:00:33 Now we're going to take a closer look at the Dutch West India Company and how they were able to establish this settlement by first looking at the company itself. Now the Dutch West India Company was created by wealthy men in the Netherlands, and they used this company to build a trading empire. Within this empire, they traded spices, sugar, fur, and slaves. 00:01:01 And ultimately, they're going to set their sights on the establishment of settlements in the Americas. Now this colony that they establish, which would eventually become known as New York, they initially called New Netherland. And the company was founded in 1624. It attracted new settlers with the promise of free land. And ultimately, it built a very profitable fur trade, 00:01:28 thanks to its good relationships with the American Indians. It's going to appoint colonial governors to oversee this new colony. And eventually, after a power struggle between the British and the Dutch, the colony would be renamed New York. Section 14 00:00:01 TEACHER: Let's take a look at some of New Netherland's powerful governors. Peter Minuit became governor of New Netherland in 1626. And he's known as being the founder of New Amsterdam, which would later become known as New York City. He's also very famous for buying the island of Manhattan from the Lenape Indians for $24 in today's money, a very, very low number. 00:00:27 He also helped to found the first Swedish colony in Delaware in 1638. Now another Peter that had a very big role in the development of New Netherland and New Amsterdam was Peter Stuyvesant. Stuyvesant governed New Netherland for 17 years. He was responsible for the absorption of nearby Swedish settlements, making those part of New Netherland. 00:00:53 And some of the things that he did that maybe people weren't so happy about was allowing slavery to flourish, imposing very heavy taxes, and limiting religious freedom. But other things that helped really develop the new colony was the promotion of commerce, improved city sanitation, and the paving of the streets. So you can see that the Stuyvesant was responsible for a lot of really big ideas in this new colony. Section 16 00:00:01 TEACHER:Let's talk a little bit about what it is that caused New Netherland to become New York. It's going to start with a conflict between Britain and the Netherlands. These are two countries that had enormous stakes in the colonies. You had a number of British colonies. You had this Dutch colony in New Netherland. 00:00:21 And since they shared borders, they shared waterways, there was bound to be a conflict. And the conflict really centered around international trade. And that conflict is really going to intensify when Britain sent warships to New Netherland in 1664. Now the leader of the New Netherland colony was a man named Peter Stuyvesant. 00:00:45 And because the Dutch government didn't really send any back up to help the Dutch colonists out, because a lot of the Dutch colonists were unhappy with the way things were developing in the colony, they kept running into conflicts with the indigenous population and they weren't getting a lot of support from the Dutch government, a lot of people were ready to wash their hands of the colony anyway. 00:01:08 So Peter Stuyvesant surrenders. But he decides he's happy with his life in the colonies and decides that he's going to stay in New Amsterdam. And that would later become New York City. Now let's talk about what happens to the colony New Netherland once it has been relinquished by the Dutch and put into the hands of the British. Well it's going to become two new colonies. 00:01:34 King Charles of England decides to give the colony to his brother James, Duke of York. And at that point these two new colonies are created, New York and New Jersey. Now like the other middle colonies, both of these colonies were ethnically and religiously diverse. And it's something to keep in mind, because as you think about how these middle colonies developed, even as 00:01:58 you think about how they became states. And if you know anything about these states in the present day, you might want to consider this type of history. Summary Section 1 00:00:01 TEACHER: Let's take one last look at our lesson question. What forces shaped the development of the middle colonies? At this point, we should have an understanding of what life in the middle colonies was like. Let's take a quick moment to review what we went over in the lesson. Section 2 00:00:01 TEACHER: We talked first about Maryland and Pennsylvania. And we know that Maryland and Pennsylvania were founded as proprietorships by individuals who had been granted land by the king. Now in Maryland, this colony is founded by Lord Baltimore as a home for Catholics. And he uses the Act of Toleration to create religious freedom in the colony. 00:00:27 Maryland, economically, is going to really depend on tobacco as its main crop. Pennsylvania, founded on a proprietorship by William Penn as a home for Quakers, is going to work really hard to maintain friendly relations with the local American Indians. Now after we talked about Maryland and Pennsylvania, we talked a little bit about the transition of New Netherland 00:00:52 to New York and New Jersey. And we found that it was actually under Dutch leadership initially. New Netherland, founded in 1624, is going to become a very profitable trade center. Now, New Netherland is ultimately conquered by England in 1664. And it's going to be divided into two colonies, New York 00:01:15 and New Jersey. Under English rule, these new colonies are going to see a pretty big change, in that married women are going to lose a lot of their legal rights. But Jewish settlers are going to gain some rights. Now finally, we talked about life in the Middle Colonies, and we looked at life in the Middle Colonies within each colony specifically. 00:01:38 And we found that these colonies were ultimately refuge or safe places for religious minorities to pray freely. As a result, these regions have a lot of ethnic and religious diversity. Land is going to be very fertile and plentiful. And as a result, settlers could become very profitable land owners. 00:02:01 Now it's going to be the location of these colonies that allow them to become very important trade centers. And cities, like New York and Philadelphia, are going to grow very quickly. Now that we finished going over all of the components of this lesson together, it's time for you to check in understanding and work on an assignment on your own.

Adams's Presidency

This painting shows the committee that drafted the Declaration of Independence, presenting their work to Congress. Here you can see John Adams, the shortest standing figure, and Thomas Jefferson, the tallest, standing side by side. Two friends united in their cause for liberty. But this lesson, you will learn how the men's views 00:00:20 differ on challenges facing the new nation. John Adams served as president from 1797 to 1801. He immediately faced a possible war with France and tensions with Britain. War fever ran hot in the young United States. In this lesson, we'll learn how he faced these challenges, and how they affected the country. First, let's understand how John Adams made the move from 00:00:44 George Washington's vice president to president by discussing the election of 1796. Section 2 00:00:01 TEACHER: The election of 1796 was the first real contest for presidency. It pitted two men. First, John Adams, who was a Federalist and pro-Britain-- a Federalist is a little more favoring of the Constitution and a strong central government-- versus Thomas Jefferson, a Democratic-Republican who was pro-France. 00:00:22 Now, Jefferson was a little bit more in favor of more rights to the states and just not quite as strong central government. And the winner is John Adams. He was elected to be the second of the United States. He was the vice president under George Washington. The Constitution called for the president and vice president to be the top two vote getters. 00:00:43 So that means his vice president would be Thomas Jefferson. And they came from different parties, and they had different ideas. Section 4 00:00:01 We've already touched on the tension between the United States and Europe. We'll explore that further in our first objective which is to-- explain how the growing conflict between the United States and France threatened American neutrality. The next two objectives resulted from this tension. And they are-- 00:00:18 the provisions of the Alien and Sedition Acts, which will be able to describe. And we'll be able to identify the provisions of the Kentucky and Virginia Resolutions and explain how they established the principle of nullification. John Adams managed to avoid war, but his efforts hurt his chances for reelection. The end of the lesson will explain how the election of 00:00:41 1800 was a turning point in American history. Instruction Section 1 00:00:01 What challenges did the nation face during John Adams presidency, and how did it respond? That's our lesson question. As you learned in the warm up, John Adams won the presidential election of 1796. Thomas Jefferson is now his vice president. In this lesson, you're going to learn about the political divisions that Adams faced. 00:00:20 First, you'll learn about the foreign affairs issues while he was president, and how the United States faced challenges. Then, you'll learn about two major laws, the Alien and Sedition Acts, and how this created division in America. Finally, you'll learn about the election of 1800, and how it affected America. But first, let's focus on the rocky start to Adams 00:00:40 presidency and the foreign affairs crisis that helped trigger these troubles. Section 2 00:00:01 TEACHER: John Adams was a Founding Father who led the struggle for American independence. He served as a diplomat in Europe during the Revolutionary War. He served as a representative in both Continental Congresses. And he wrote the Massachusetts Constitution. He also served as vice president during Washington's 00:00:19 two terms as president. Now, some international tensions were growing. Britain and France were going to war. The US wanted to trade with both of them. As tensions grew with Britain, some things happened. First, the British were seizing American cargo. The second thing, US sailors were taken by the British Navy to serve in their Navy. 00:00:43 This is called impressment. Now, in 1795, President Washington sent John Jay to Britain to negotiate a treaty. And we can see the cover of the treaty right here. There's the date-- 1795. And this treaty was signed by Britain and the US in 1795. The Jay Treaty solved some problems, but 00:01:05 didn't fix all of them. Some of the solutions were the US paid all their debts to Britain. Britain had paid the US for all the ships it had seized. And Britain agreed to withdraw all troops from American soil. But a couple problems still remained. Britain didn't want the US to trade with France. And Britain refused to stop impressment. 00:01:28 That's what we talked about a little bit earlier. That's where they take American sailors and force them to join the British Navy. Now, some of the reactions to the John Jay Treaty-- two parties were not in agreement with this. There's the Federalists, who liked the treaty because it supported Britain. And they were happy the US had paid all its debts to Britain. 00:01:49 And the Democratic-Republicans who disliked the treaty because it supported Britain. They were more in favor of France. And they felt it didn't ask enough from Britain. Now, France also had some reactions to the Jay Treaty. They were very angered. They believed the US was not thankful for France's help during the Revolutionary War. 00:02:09 And they began to seize US ships at sea. Section 4 00:00:02 To smooth relations with France, the US government sent a peace mission in 1796. After snubbing the American diplomats, three French officials, later known as agents X, Y, and Z, demanded a bribe of $250,000, and they also demanded millions of dollars worth of loans to France. When details of France's actions became public, Americans were outraged. 00:00:26 The scandal then became known as the XYZ Affair. The cartoon on this page was a British response to the event. It shows French officials bullying and treating America rudely, forcing America to hand over piles of gold and jewelry to even have a conversation. America is represented as a woman. The XYZ affair resulted in calls of war in the United States. 00:00:51 In particular, Federalists wanted John Adams to declare war on France. Tensions were so high that the United States fought an undeclared war at sea with France from 1798 to 1800. But many Americans, including the president, did not want a full scale war. In effort to avoid that, Adams sent a mission to France. The French agreed to stop seizing American ships in 00:01:15 1800, and war was avoid. Some Federalists, however, did not agree with Adams's position and how he handled the situation. This is important to remember for later. Even Adams's own party wasn't really happy with the situation here. Section 6 00:00:01 What challenges did the nation face during John Adams's presidency and how did it respond? As you learned in the previous segment, the XYZ Affair aroused strong emotions. Although war was avoided, the affair ended up increasing rivalries between the Federalists and the Democratic Republicans. Strong emotions that led some to call for war and desire for 00:00:23 the Federalists to punish Democratic Republicans would lead to two acts that profoundly influenced government. They were called the Alien and Sedition Acts. Section 7 00:00:02 The conflict with France deepened the divide between the Democrat-Republicans and the Federalists in the United States. The Democrat-Republicans favored France, which was not only at war, but was also facing a revolution that reminded some of the Revolutionary War. The Federalists, on the other hand, deeply feared the French Revolution in its chaos and disorder. 00:00:22 The picture you see here depicts one of the thousands of executions carried out by French revolutionaries on their political enemies. Fear of immigrants, especially the French, and the conflict with the Democrat-Republicans led the Federalists to pass a series of laws in the late 1790s-- the Alien and Sedition Acts. Here's what the Alien and Sedition Acts did. 00:00:45 The Naturalization Act increased the residency requirement-- the amount of time a person had to live in the United States before becoming a citizen from 5 years to 14 years. This meant that many immigrants who often supported the Democrat-Republicans had to wait longer before they'd become a citizen and vote. 00:01:04 The Alien Enemies Act made it possible for the president to imprison or deport any noncitizen who the president deemed to be dangerous. To deport means to send a noncitizen out of the country. The Sedition Act made it a crime to say or write insulting or false things about the president, Congress, or the government. All these acts were designed to hurt the 00:01:29 Democrat-Republicans. Section 9 00:00:00 TEACHER: What was the outcome of the passage of the Alien and Sedition Acts? Well, to start with, 10 Democratic-Republicans, most of them editors or printers, were convicted under the Sedition Act. Democratic-Republicans were outraged by this act. Many members of the public were horrified that the Acts attack on free speech, and freedom of the press 00:00:23 guaranteed by the Bill of Rights, and the abuse of the sixth amendment. There was much controversy about the Acts, and this hurt President Adam's approval rating. And the Democratic-Republicans were not about to take these Acts sitting down. They worked to oppose them as we'll see next. Democratic-Republicans fought back against the Alien and 00:00:44 Sedition Acts. They charge at the Sedition Act violated the first amendment protection of free speech. Two leading Democratic-Republicans help lead the resistance. James Madison secretly wrote the Virginia Resolution. Thomas Jefferson secretly wrote the Kentucky Resolution. At the time he wrote this, Jefferson 00:01:04 was Adam's vice president. So when he wrote this, he wasn't just criticizing the Act, he was also criticizing the president. Both resolutions called for or argued for nullification. That means that this is just totally void. The Act never happened. We need to do away with this. This was a legal idea that a State is not bound to follow a 00:01:27 federal law it deemed unconstitutional. Nullification was a controversial idea, but the controversy faded as opposition to the federalists in Alien and Sedition Acts to the law no longer being enforced, and no one was charged under that Act. Now, one word I want to remember is going to be nullification. We will see that later on in the course. Section 11 00:00:00 What challenges did the nation face during John Adams' presidency, and how did it respond? The Alien and Sedition Acts prompted the Democrat-Republicans to respond. They drafted the Virginia and Kentucky Resolutions and came up with the concept of nullification, the idea that states can ignore federal laws it deems unconstitutional. States' rights would rear its head again in years to come. 00:00:23 However, Adams had more pressing concerns to deal with during the election of 1800. Thomas Jefferson and John Adams again faced off against each other during the election of 1800. The two rivals had competed for the presidency in the election of 1796, which John Adams won. The election of 1800 was hard fought. This time it had a different result as well. Section 12 00:00:01 Like John Adams, Thomas Jefferson played a major role in the movement toward American independence. He had authored the Declaration of Independence, served as Secretary of State during George Washington's presidency, and as vice president during John Adams' presidency. As the leader of the Democrat Republican Party, he sympathized with France and attacked the policies of the 00:00:22 Federalist party who supported Britain. He opposed the Federalist idea of a strong central government. He supported the rights of states. His important role in American history continued as he became the country's third president, but not until after a hard fought election. The election of 1800 once again pitted John Adams and 00:00:41 Thomas Jefferson. This time, however, Adams was deeply unpopular, even in his own party. Another change from 1796 was that each party chose an official running mate who was meant to be the Vice President. This would avoid the problem that occurred in 1796 when political rivals won the two offices. 00:01:02 John Adams was a Federalist with his running mate of Charles Cotesworth Pinckney. Thomas Jefferson, a Democrat Republican had a running mate of Aaron Burr. The campaign was hard fought. The main issues included the following items, the Federalist attacked Jefferson for what they said was his lack of religious beliefs and the support of the French 00:01:23 Revolution. The cartoon you see here attacks Jefferson for his belief that church and government should remain separate in the United States. The eagle, symbolizing the United States, attacks Jefferson, who is ready to burn the Constitution. Democrat Republicans attacked the Federalists for increasing the size and power of the federal government. 00:01:44 For example, expanding the army and the navy. Democrat Republicans also pointed out the abuses of the Alien and Sedition Acts. The contest was close, but not as close as it had been in 1796. Jefferson did receive more votes than Adams. Adams lost, but Jefferson and running mate Aaron Burr both got the same number of electoral votes. 00:02:08 Remember, both were Democrat Republicans. Either way, the party would have a president. Under the Constitution, then, either Jefferson or Burr could become president. The House of Representatives had to break the tie. The House was under the control of the Federalists, who considered Jefferson their enemy. Still, Alexander Hamilton threw his support behind 00:02:30 Jefferson, and the House of Representatives had to vote on who would become president. It took them six days and 36 votes, but they finally came to a decision. Thomas Jefferson would now be the third president of the United States, and Aaron Burr would be his vice president. The election of 1800 marked a critical moment in US history. It marked the first time that power shifted from one party 00:02:55 to another. The peaceful transition of power is something we take for granted today, but at the time it was not a sure thing. The election lessened the power of the Federalist party in national politics. Not only did Adams lose, but the Federalists lost control of Congress. They would never regain Congress or the White House. 00:03:16 The election also led to the Twelfth Amendment. Today we elect presidents in a different way, after the confusion of the election of 1800, where two candidates from the same party ran against each other. Amendments have changed the way the presidents are elected, like the Twelfth Amendment that was soon passed after the election of 1800. The electoral college is still used, which means that we vote 00:03:41 to tell our electors who to actually vote for. A president and vice president are nominated by their party and are chosen together. Summary Section 1 00:00:01 We have looked at three important challenges faced by John Adams during his time as president. These challenges fell into three categories-- foreign affairs, the Alien and Sedition Acts, and his failed attempt at reelection in 1800. Let's review these events now. Section 2 00:00:01 Britain and France were at war with each other. The United States tried to remain neutral in the struggle. However, desire to continue trading with both countries caused tensions with Britain to flare up. The Jay Treaty resolved this threat of war between the United States and Britain. However, it caused hard feelings with France. 00:00:21 Conflict with France and the XYZ Affair almost led to war. The Federalists helped pass the Alien and Sedition Acts. The Acts were designed to promote security, stop criticism of the government, take away power from Democrat-Republicans by limiting immigration and their abilities to criticize the Federalists. These Acts caused major divisions. Democrat-Republicans leaders wrote resolutions in response. 00:00:48 The Virginia Resolution was written by James Madison. The Kentucky Resolution was written by Thomas Jefferson. The resolutions asked states to consider nullifying the acts. Remember, nullify means refusing to follow acts that are unconstitutional, saying that we won't enforce this act in our state because we think it's wrong. In the 1800 Presidential election, Democrat-Republican 00:01:14 Thomas Jefferson defeated Federalist John Adams. Because the electoral college vote between Jefferson and his vice president running mate Burr was tied, the House of Representatives had to select a winner. Jefferson was chosen over Burr. The election was seen as a turning point in US history for it produced a peaceful transition of power and marked a reduction in the Federalists' power. Assignment Section 1 00:00:00 The Alien and Sedition Acts caused great controversy in America. Now let's use that knowledge to take a role of the participant in the debate about the Alien and Sedition Acts. Then you'll write a letter to the editor of a 1798 newspaper to explain your position. In order to write an effective letter to the editor, you're 00:00:19 going to follow these steps. First, read the primary sources relating to the Alien and Sedition Acts. One supports the Acts, one opposes them. Then evaluate those sources. Both argue a different side. Think about the evidence each side uses and the arguments they make. 00:00:38 Then choose which side you will argue. Then come up with good arguments to support your position, and then finally, write your letter. Before you read the primary sources supporting and opposing the Alien and Sedition Acts, let's review the two sides. In general, the for side consisted of Federalists. They were pro-Britain, they feared the chaos and violence 00:01:00 generated by the French Revolution, and they wanted to control criticism of the government. The against side included Democratic-Republicans, who were pro-France. They supported the French Revolution, and they thought efforts to control criticism of the government harmed individual rights.