Chapter 4 Democracy in Colonial America

In Europe all religion was run through an ——- ——- all citizens must be ——- and pay ——- to support the church. This idea was brought to the —— ——-.

established church, members, taxes, new world

For the French, Spanish, and Portuguese the —— ——- ——- was the established church

Roman Catholic Church

In NY and the southern colonies the —— ——- was the established church

Anglican church

In the New england colonies the —— —— was the established church

Congressional church

In the middle colonies no —— church was established due to many —— —— groups

single, different religious

The different countries trying to establish colonies in the new world fought for —— and —— reasons but their differing ——- worsened these conflicts. Even within the established colonies different religious groups ——- each other.

political, economic, religions, persecuted

Back then religious freedom meant whatever a —— —— believed it to be for example puritans thought you had to worship their religion they thought about the term only in relation to ——-.

particular group, themselves

Each colony had differing —— —— often if you refused to follow that religion you would be —— if you returned you would be sent to —— or put to ——-. an example of this would be ——— ——— who was a ——- who was hanged in Boston when she returned to protest the persecution of the quakers.

religious views, exiled, jail, death, Mary dyer, quaker

*—— ——— founded Rhode Island he dared to fight against —— ——- the colony of RI soon became a ——- for religious freedom. Here there was no —— —— church and ——- was kept separate, you couldn’t be —— to support the church and no one had to attend a church in order to ——.

roger Williams, religious intolerance, symbol, established church, government, taxed, vote

The colonies of ——- and ——- also had basic principals of religious toleration and it became part of the ——. Maryland established the Religious Toleration act of 1649 which said that any who believed in —- —- could settle in Maryland. In PA anyone who believed in —— —— could live there but only ——- could vote.

Maryland, PA, law, jesus christ, one god, Christians

because all of the colonies were ——- ventures they wanted to make the most ——- possible. An increased population resulted in increased profit. This is why —— —— spread because the colonies didn’t want to turn away new ——- based just on ——-. This lead people of different religions to settle —— by ——-.

business, profit, religious toleration, settlers, region, side, side

Colonist did not care about the religion of —— —— they thought if they were taught Christianity then they might ——. Some masters taught their slaves —— and included them in family ——. Later —— ——- urged slave owners to teach their slaves Christianity. The ——- established yearly religious —— for blacks. Those blacks who did join the church had to sit ———.

black people, rebel, Christianity, worship, Anglican missionaries, quakers, meetings, segregated

As —— —— grew the established church ——-. They had less —— and lost —— within the colonies. However they continued to exist in the new england colonies except for —— —- and the ——- colonies until after the revolutionary war.

religious toleration, weakened, funding, power, rhode island, southern

The ——- of —— and ——- was a movement to destroy the privileges position of —— ——-.

separation, church, state, established churches

The —- ——- was a movement where visiting ——- from ——- came to the colonies to spread the message that people did not have to attend an —— —— to be able to ascend to ——- after death.

great awakening, ministers, england, established church, heaven

Two famous ministers who helped with the Great awakening are —— ——— and —— ——-. ——- —— was a local preacher who joined their efforts to strengthen the ——- forces in colonial America

george whitefield, john wesley, jonathan edwards, democratic

Freedom to ——, ——, ——- and ——- freely are very important for democracy. These freedoms were very —— in Europe and only —- of wealthy families were thought to need a formal education. This idea was then brought to the —— ——.

learn, think, speak, publish, limited, sons, new world

Wealthy colonial families highered —— for their —— and had enough funds to buy —— or newspapers. some families even sent their sons to —— —— and —— in new England.

tutors, sons, books, private schools, colleges

*—- colonial colleges were established before the —— —- with the purpose to train young men to be ——- they were modeled after the colleges in —— and offered the same subjects. They all required —- and ——.

9, revolutionary war, ministers, england, latin, greek

*—— in the new world changed traditional ideas about education. Wealthy plantation families ran —— so they wanted their —— to learn more about practical business affairs. Now some colleges offered courses in ——, ——, law, and ——. The people of the new world realized they lived in a rural ——- society and it would be easy for their kids to grow up —— and no better than the poor. There was a scarcity of —— in the new world so —— established small libraries

conditions, businesses, sons, languages, accounting, navigation, isolated, ignorant, books, merchants

Colonists who were not —— didn’t have the means to educate their children they were focusing all their energy into making a ——. Many did know how to —-, —- and do basic ——. Some taught their —— these same skills. Most of these families were artisans and their children would become —— and learn a —— sometimes their masters would be kind enough to teach them ——, —— and —— as well. There were very limited ——- ——- for poor children.

wealthy, living, read, write, arithmetic, children, apprentices, trade, reading, writing, math, elementary schools

In the ——- and —— colonies there were a few elementary schools lead by ——. But children of —— —— couldn’t get an education in any of the colonies. the ——- and —— offered some simple schooling to black people and very rarely a slave master would teach them to —— and ——.

middle, southern, churches, black people, Anglicans, quakers, read, write

*——- ——- was a quaker who opened a school for blacks in Philadelphia

Anthony benezet

*—— ——- was a slave child who was taught english, latin, geography and astronomy by her —— and as a teenager she wrote —— —— that were later published and praised.

phyllis wheatley, master, lyric poems

In —- —— you could more easily get an education than in any other colony. The ——- believed that people were more likely to become god-fearing and law abiding if they could read the ——. They were determined to not let this ability —— in the new world

new england, puritans, bible, die

The —— ——- —— of ——- ensured that every town with —- households or more had a —— for reading and writing and every town with —- households or more must provide a —— to prepare young men for ——. These services were paid out of —— ——-. All families able to pay the town for funding were ——- to do so but if you couldn’t you children’s tuition would be paid out of —— ——.

Massachusetts education law, 1647, 50, teacher, 100, school, college, town funds, required, town funds

The Massachusetts education law was not always —— among towns and was sometimes ——- however if was a ——- in the history of education and it expressed a new idea that education was a —— ——- and was the beginning of —— —— in America

popular, neglected, landmark, public responsibility, public education

The town schools were one of Americas —— ——- to modern civilization and free public education remains a strong root of ———.

greatest contributions, democracy

The quality of education in the colonies was not always ——. Teachers were not much better educated than the ——- they taught. Classes were often located in a —-, —— —- or —— ——. Teaching materials were ——- ——- except one book called the ——- ——— ——— .

high, children, church, town hall, private house, barely available, new England primer

The new England primer taught school children three things: to be ——-, to be —— —— citizens and to —— ——

obedient, law abiding, worship god

Many children who grew up on the ——- their education came from ——-. They were taught to think for ——— and to —— ——-. They had to be practical, ——, self-sufficient and ——-. Few books reached the frontier but many families owned copies of the —— or ———.

frontier, experience, themselves, problem solve, inventive, flexible, bible, almanacs

almanacs were books that contained a wide variety of ——- like advice in ——-, recipes, ——- and harvesting, —— and religion, and selections from great ——- writers. They urged farmers to be ——-, obedient, thrifty and industrious.

information, medicine, planting, politics, European, content

farmers received some intellectual stimulation from —— —— and ——

public meetings, church

*—— had more opportunities than —— for formal education. In addition to regular schools private schools opened at night to teach —- —- after they worked all day. Townspeople could also obtain —— more easily than those on the ——-. New conditions changed the way people thought and learned by also changed attitudes toward ——.

artisans, farmers, young men, books, frontier, women

Women played an important role in the —— of the colonies but were not considered —— to men. Men were seen as the —- of the family. Men were given —— over their children. Married women could not —- ——. Wadges a women earned belonged to her —— or ——-. Most girls did not receive education past —— ———.

formation, equal, head, authority, own property, father, husband, elementary school

women in america had more ——- than those in Europe. they were a —- part of the colonial population than men which lead to greater ——-. There was a —- —— so some women became involved in —- ——-. Women established ——- taught ——- and cared for the ——-. Colonial women enjoyed higher —— and more —— than women in Europe.

opportunity, smaller, influence, labor shortage, running businesses, churches, children, sick, status, independence

*—— lead the way to representative government by creating the —- —- ——-.

Virginia, house of burgesses

*—- of the 13 colonies were royal colonies administered by the ——. who appointed governors and counselors. The counselors administered ——, sat as a —— —— of justice which acted as the —— —— of the law making body

8, king, laws, high court, upper house

*—— a law making body

legislature

*—— the lower house of the legislature ——- elected by qualified voters made the —— and could then be —— by the king

assembly, representatives, laws, vetoed

*——- was the first colony to adopt a written constitution known as the —— —— —- ——-. It was regarded as a written constitution even though it could be —— or —— by a simple ——- of legislature. The 11 orders were a detailed guide for organizing the ——- and electing ——-. When disputes arose written —— not ——- of the law makers was to be used for resolving the issues. Established the principle of government under a —— ——-.

Connecticut, fundamental orders of Connecticut, revoted, amended, majority, government, officials, law, opinions, written constitution

Adult males had to own a significant amount of —— to vote those who wanted to run as an —- —- had to own even more. These regulations kept many men from voting and most officials were —— and ——- men.

property, elected official, wealthy, influential

The conflict between the ——- and ——- colonies occurred because those who lived near the coast were wealthier and controlled the ——- so they voted for laws that ——- them. Those on the ——- were made since they had a limited —— in the assembly and the laws often —— their interests

seaboard, fronter, assemblies, protected, frontier, voice, harmed

*—— ——- was a conflict occurring in Virginia between the —- and ——. The settlers were mad at —— ——- and claimed they were not fairly represented. taxes were —— the price of tobacco was ——. They claimed the wealthy would not protect the farmers from the —— since they had good —— —— with them. After an Indian attack ——- ——- gained the force of many men and they wiped out a —— ——- ——. He then sized ——- and gained control over the ——- to pass laws favoring the —— ——-. He soon died and his rebellion was then crushed by —— ——- and the —— owners.

bacon’s rebellion, ordinary, wealthy, governor Berkely, high, low, Indians, fur trade, Nathaniel bacon, friendly Indian tribe, Jamestown, legislature, ordinary people, governor Berkely, plantation

In the New England Colonies the Main form of government was —— ——-.

town meetings

The colonies with the most self government was the —— —— ——-

new england colonies

In town meetings colonists would discuss problems considering ——, —— and ——-. Here the discussions would get heated because colonists were free to ——.

taxes, laws, elections, speak

*——- the principal town officers whos job it was to administer the laws the colonists voted upon in town meetings.

selectmen

In the southern colonies the main form of government was the ——

county

*——- —— —- ——- was an officer in the county who carried out the laws, acted as a judge, and collected taxes and determined where town funds went.

justice of the peace

*——- ——— was an officer in the county who was in charge of defending the colony against attacks by the indians and solving disputes among people within the colony.

county lieutenant

In the middle colonies the government was a —— of a county and town style. The town was popular in —— —- and the county was popular in ——— In the self governing colonies (RI and Connecticut) the gov was split into the —— —— and the ——- built of —— ——-.

mix, new york, PA, royal governors, assembly, colonial representatives

Most —— were selected because they were friends of the King. Colonists often had a different —— as the royal officials. Most officials used their positions to increase their own ——-. Colonists didn’t want to —- —— to the officials when they had different interests and some were just bad at their job. The colonists controlled the —— —— which allowed them to persuade the governors since they controlled the governors ——-.

governors, viewpoints, wealth, pay taxes, purse strings, pay