HST 261

English Colonization and the Protestant Reformation

Main Takeaway

English colonization of North America developed from both economic goals and religious conflict. Virginia was founded primarily for profit, while New England colonies such as Plymouth were founded largely by Puritans seeking religious independence. Relations between English colonists and Native Americans involved trade, cultural exchange, military alliances, conflict, and eventually displacement. Colonial society also saw the gradual development of racial slavery and representative government.

The Protestant and English Reformations

Protestant Reformation

• Began in 1517, associated with Martin Luther.

• Luther criticized the Catholic Church’s sale of indulgences:

• Indulgences were documents sold by priests that supposedly absolved people of sin.

• Luther argued that salvation could not be purchased.

• He taught that people needed to repent and accept Jesus through faith.

• Luther promoted the “priesthood of all believers”:

• Individuals should be able to read and interpret the Bible for themselves.

• The Bible should be translated and printed in the language of ordinary people.

• The Protestant Reformation divided Europe into Protestant and Catholic countries by the mid-1500s.

John Calvin and Calvinism

• In 1536, John Calvin published Institutes of the Christian Religion.

• Calvin emphasized:

• Absolute sovereignty of God

• Salvation by faith alone

• Predestination—God had already determined who would be saved.

• Religious liberty—members of a church should help govern it rather than rely on distant church authorities.

• Calvinist ideas strongly influenced the Puritans.

• Puritans sometimes interpreted material success—such as being a successful farmer or professional—as a possible sign of God’s favor.

English Reformation

• The English Reformation began in the 1530s under Henry VIII.

• Unlike Luther’s movement, it was motivated primarily by political and personal issues, not theology.

• Henry VIII wanted an annulment from Catherine of Aragon, who had not produced the male heir he wanted.

• The Catholic Church refused to grant the annulment, partly because Catherine was related to the king of Spain, an important papal supporter.

• Henry VIII responded by separating England from the Catholic Church.

• Parliament passed legislation establishing the Church of England.

Church of England / Anglican Church

• The monarch, rather than the Pope, became head of the church.

• Church rituals were conducted in English rather than Latin.

• The Anglican Church retained some Catholic features while incorporating Protestant elements.

• Elizabeth I helped establish and consolidate the Church of England during her reign, 1558–1603.

Puritans

• Puritans wanted to “purify” the Church of England, not revive or reform the Catholic Church.

• They opposed Catholic characteristics within Anglicanism, including:

• Bishops

• Archbishops

• Other hierarchical traditions

• Their goal was a more thoroughly reformed Protestant church.

English Colonization of North America

• Class Activity: Pizarro's Conquest of the Inca

• Task: Identify and explain three reasons for Pizarro and the Spanish success in conquering the Inca Empire.

• Requirement: Detailed rationale explaining the importance of each reason.

• Discussion Points Raised:

• Superiority of Spanish weaponry (e.g., steel, firearms).

• Internal dysfunction within the Inca Empire.

• Dissatisfaction among segments of the Inca population.

• Note: Historical understanding has primarily relied on Spanish chronicles, which may be biased.

• Central Question: How did a small Spanish force conquer the vast Inca Empire?

• Documentary: The Great Inca Rebellion / NOVA Introduction

• Objective: To offer new insights into the Spanish conquest of the Inca, moving beyond traditional Spanish accounts.

• Key Question: How did fewer than 200 Spanish men conquer the vast Inca civilization?

• Potential Factors Explored: Spanish weaponry, European diseases, and other elements.

• Inca Empire Characteristics:

• Most advanced civilization in South America.

• Known for engineering, extensive road systems, and gold craftsmanship.

• Described as the "Romans of the New World" for their organizational and conquest capabilities.

• Recent Archaeological Discoveries in Lima, Peru (Puruchuko suburb):

• Context: Investigation of a suspected Inca cemetery in preparation for a new highway.

• Researchers: Archaeologist Guillermo Carr and colleague Elena Goicocea.

• Initial Findings: Test trench revealed approximately 20 graves, confirming the site as a cemetery.

• Observed Anomalies at Puruchuko Site:

• Standard Inca Burial Pattern: Bodies buried in a crouched, sitting position facing east.

• Observed Anomalies (in upper layers):

• Bodies stretched out, facing west (contrary to orientation rules).

• Deviation from the standard burial pattern.

• Significance: These anomalies suggest a potential shift in understanding the conquest.

• Discussion on Documentary and Historical Methods:

• Student Observation: The documentary utilizes archaeology, anthropology, and forensic science to understand history, supplementing written primary sources.

• Critique of Primary Sources: The Spanish chronicles are acknowledged as potentially biased.

• Student Engagement: Participants are asked for their thoughts on the documentary.

• Student Points:

• Surprise that indigenous people fought on the side of the Spanish, seeking revenge.

• Mention of a figure named Jesus, Francisco Pizarro's concubine, and the impact of her actions.

• Surprise at the Inca Emperor being shot.

• Appreciation for allowing excavations that provide historical insights.

• Observation about Inca burial practices resembling Egyptian mummification, relating to a concept of rebirth.

• John Rolfe and Tobacco:

• Discovered and cultivated a marketable strand of tobacco in Virginia.

• Tobacco became the colony's primary economic driver, essential for profit.

• By the 1620s, widespread cultivation led to expansion and new towns.

• Headright Policy (1618):

• Instituted by Edmund Sands to increase colony population.

• Granted 50 acres of land per shareholder who paid for their passage to Virginia.

• An additional 50 acres awarded for each indentured servant brought to the colony.

• Enabled wealthy individuals to control tobacco production through land and labor acquisition.

• Indentured Servitude:

• A contractual agreement where individuals worked for a set period (typically 5-7 years) in exchange for passage to the colony.

• Poor individuals from England would indenture themselves, often to ship captains or planters.

• Upon completion of the contract, survivors gained freedom and the remaining portion of the contract.

• Provided a means for individuals unable to afford passage to reach the New World.

• Establishment of the General Assembly/House of Burgesses (July 30, 1619):

• Replaced the earlier, draconian Dale's Laws (implemented around 1611).

• Dale's Laws imposed severe punishments, including the death penalty for theft and desertion to live with Native Americans, and mandatory church attendance.

• The General Assembly/House of Burgesses created a representative government modeled on the English Parliament, with an upper and lower house.

• Voting rights were restricted to property-owning men.

• Arrival of Africans in Virginia (1619):

• Approximately 20 Africans arrived on a Dutch ship, traded for supplies in Jamestown.

• Initially, these Africans were treated similarly to white indentured servants, signing contracts for 5-7 years with the potential for freedom afterward.

• Some, like Anthony Johnson, achieved middle-class planter status after their indenture.

• The treatment of these first Africans was not immediately synonymous with chattel slavery, and the legal framework for slavery developed over time