Class notes

American History 1700-031 Class Notes

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Course
History 1700-031

Institution
University Of Utah

Explore the rich tapestry of American history through comprehensive notes from the University of Utah's history class. Delve into the intricacies of key events, influential figures, and socio-political movements that have shaped the nation. Gain a nuanced understanding of the diverse components tha...

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Uploaded on December 16, 2023
Number of pages 22
Written in 2023/2024
Type Class notes
Professor(s) Julie
Contains All classes

auroraferguson Member since 1 year 2 documents sold

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Main Topics, Subtopics, Questions

(06/08)
Indigenous America, pre-European contact
Image of the city layout observations:
Cahokia
- It’s organized
- Hierarchy
- Agriculture
- Strategically located
- Religion Y
- City Planning
- There is a protective barrier. (Geopolitical Rivalries)
Town of Pomeiooc:
- Looks like more of a fortress
- It's much smaller than the Cahokia
- More advanced than the other village (different available resources)
- Geo-political divisions
- Strategic Location
- Ritualistic
- Smaller Community

The Complexity of Indigenous Societies:
Pre-1492 the structure of Indigenous societies varied widely:
● Intense political rivalries
● Far-reaching diplomatic alliances
● Societies formed, grew, adapted, and collapsed for centuries before (and after) European arrival.
Structural Diversity:
● Some were civilizations on par with Europe at the time
● Others were smaller bands in small villages

Cultural Commonalities
1. Land use
- Land held in common, no “ownership”
2. Diplomacy/economy
- Gift exchange economies build alliances and establish authority within the tribes. You
exchange the equal value so they know the boundaries.
3. Gender
- More equality between men and women. Women had more possession of things and
equal authority in households or relationships.

European Settlement and Colonization of North America:
Why did the Europeans come to NA in the first place?
- They wanted quicker trade routes to Asia

Spanish (1492)

,Main Topics, Subtopics, Questions

● Key commodities: gold, silver, the introduction of Catholicism
Franch1500
● The key commodity: Fur trade
British 1600
● Key commodities: Tobacco and sugar

How were European powers able to maintain a presence in the Americas?
Multiple explanations:
1. Europeans are absorbed into Native American political alliances.
2. When wars broke out, Europeans had deadlier weapons.
3. Disease.
POPULATION 1500: Who came to British North America
57.2 M- Europe During the 17th century, exodus out of England
55 M - America -180,000 go to Ireland
1650: -180,000 to the Caribbean
75 M - Europe -120,000 to Virginia/Maryland
6 M - America -23,000 to New York, New Jersey, Pennsylvania

Chesapeake Bay (Virginia/Maryland)
Jamestown (1607)
- Founded by a joint stock company
- 140 men and 4 boys arrive in May 1607

Kuppermans main argument:
I think that some of the main ideas that she was talking about were the colonization effort in Jamestown
with the native Americans but also the diseases and issues that were brought forth with them. It also
mentions a lot about leadership.
Q’s:
● How did the people at the time explain the starving time? - Negative Connotations or a test from
god. Broken Fever.
● Identify the three groups of men who were sent to Jamestown. - The ordinary, the skilled, and the
laborers.
● Why did they refuse to work? - They were just lazy and unproductive.
● How do Kupperman and other historians explain the starving time? - With negative connotations.
●
Tobacco: Virginia's Cash Crop:
● 1609-1614: War between English settlers and Powhatan Confederacy
● John Rolf Introduces a new strain of tobacco (a common crop among indigenous people in the
Americas)
● Represents a major economic shift for the Chesapeake Bay region.
○ Encourages indentured servitude
● Reforms of 1618
Indentured Servitude
● Why the need?

, Main Topics, Subtopics, Questions

○ The intensity of growing tobacco
● Headright system
○ Offers-50 actors to settlers who pay for the passage of an indentured laborer ( many of
these were young men with a small percentage of women)
○ 75% percent of servants were migrants.
○ Worked 6 days a week 16-18 hours a day, owners were allowed to beat servants but not to
death.
● Push/Pull factors out of England and to British North America.

(06/09)
Secondary Reading Answers:
1: The problem that the author is addressing was women's segregation and women's right to vote and act
on their own. They talked about the many women that participated in the parade and event and how that
affected them after.
2: The author's thesis is to share information on the women's movement for the right to vote.
3: They used specific examples of women that participated such as Mrs. Wu riding the float near the front
of the parade.
4: She also wanted to point out the segregation that was still happening even in a movement like this.

New England Colonies
Puritanism:
Where does it come from?
- Followers of John Calvin
- Jesus died, not for all humankind, but only for God’s elect.
Two groups:
- Congregationalists (puritans)
- Wanted to reform the Church of England rather than abandon it
- Separatists (Pilgrims)
- Believed it could not be salvaged. The only way to purify it was to start anew.
Life in New England:
1620, Plymouth
- Mayflower, 100 people, 30 separatist
1630, Boston
- 700 people, led by John Winthrop
Puritan Covenant Theology
- Works
- Grace
- Evidence of sinning
Life in New England:
Family Demographics
● Puritans typically moved to America in family groups
● The population could immediately begin to reproduce itself
● A healthier climate also helped
Life Expectancy

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