Notes on Early American Colonial History: Primary Sources, Exploration, and English Colonization

Course Context and Administrative Details

  • The session is in the history department (Third Floor).
  • Purpose of visit: decide on history major, or grab ice cream; an email about this was sent.
  • Academic Engagement activity / pretest timing: should have been completed by last Friday; a short local-choice quiz tied to GEP_AMH 2010.
  • If you’re enrolled in GEPAMH2010, you have active engagement; if not completed, it could affect federal financial aid. You can still complete it now if you have not done so yet.
  • If you have no federal financial aid, academic engagement is less critical, but you should complete it as soon as possible.

Course Structure: Grading and Assigned Instructors

  • Each student will have the same grader for all course work throughout the semester.
  • Grading assignment by last name:
    • Last name A–G: your grader is Mister Rodriguez.
    • Last name H–R: your grader is the instructor standing in for that segment (name not fully specified in the transcript).
    • Last name S–Z: you will be graded by the instructor (the presenter) for all papers and tasks.
  • The instructor of record remains the overall authority; if there are problems, you can go to the instructor.
  • Office hours are available for all instructors; you may visit any of them.
  • Papers are submitted through WebCourses; exams are also managed through WebCourses.

Paper One: Overview and Primary Sources

  • Paper number one should be available in WebCourses as of the course start time; you have time to work on it.
  • Texts and sources:
    • Bedford Books is used; you have access to the Bedford bookshelf for six months via your access code.
    • Primary sources come from a Bedford-published source: Going to the Source: Colonial America’s Most Wanted (Chapter three).
  • Assignment concept:
    • You are a historian given 16 runaway advertisements (primary sources) and you draw conclusions about colonial American society from them.
    • The advertisements illustrate the difference between servants and slaves and how ads reveal conditions of servitude and slavery.
    • The goal is to interpret the ads and to draw broader conclusions about colonial society, not to summarize each ad.
    • You may read only 16 sources, plus lectures and the textbook for context; additional sources require explicit permission from the instructor.

The Primary Source Approach: Why Ads Matter

  • Runaway advertisements are a key path to understanding people who left little other documentation (servants and slaves).
  • Advertisements often contain reliable details because owners had a financial incentive to ensure accurate descriptions when searching for a runaway.
  • Each advertisement is typically brief (often one paragraph); there are 16 such sources in the assignment.
  • You should read the ads critically and decide what they reveal about:
    • conditions and treatment
    • skills and occupations
    • clothing and appearance (branding, marks)
    • geographic origins and mobility
  • The 16 ads are the primary data; you are free to select at least six to support your arguments.
  • You will not turn in a data-collection table; you will submit an analytic essay (an “asset” that includes your interpretation).

Paper Structure and Writing Guidelines

  • Paper length: approximately 3 to 4 pages of text (excluding cover page).
  • Cover page does not count toward page length.
  • Structure: Introduction with a clear thesis; body paragraphs that develop the argument with evidence from the ads; a conclusion.
  • Focus: Draw conclusions about colonial society from the 16 sources, focusing on differences between Northern and Southern colonies, and differences between servants and slaves.
  • Do not summarize ads; instead, synthesize them to argue a larger point about colonial society.
  • You do not need to use all 16 sources; a minimum of six is recommended to support your argument.
  • Sources allowed: 16 ads, the instructor’s lectures, and the textbook. Do not include other sources unless you have explicit permission.
  • How to frame your argument: In the introduction, state the conclusions you draw from the sources; your body paragraphs should demonstrate how you derived those conclusions.
  • Use quotes where appropriate from ads; citations are required to allow readers to locate the quotes.
  • Citations can be in footnotes, endnotes, or embedded parenthetical style; as long as the sources are traceable by the reader.
  • Do not imitate a particular citation style rigidly; the primary goal is to avoid plagiarism and to allow verification of quotes.
  • Do not use the first-person voice (avoid many sentences starting with “I” or “my”). Your paper is framed as historians presenting interpretations based on the sources.
  • If you quote the ads, cite the source; if you quote a lecturer or the textbook, provide date or source information.
  • AI usage: The instructor discourages reliance on AI for the main paper; use primary sources and lectures to shape your argument; AI use should not substitute for your own analysis.
  • Formatting and submission:
    • Double-spaced; 12-point font; 1-inch margins on all sides.
    • There is no required title page, but a cover page is acceptable if you want one.
    • Do not present a list of documents; present an argument with linked evidence from the sources.
    • A rough draft can be requested for feedback during office hours or via email; the instructor is available to discuss ideas.
  • Timeline and policies:
    • Paper due online via WebCourses by the stated deadline (midnight) on September 11.
    • You can choose to submit two papers for grading; the two highest scores count toward your course grade (three papers total are possible).
    • If you miss Paper 1, you can focus on Paper 2 and Paper 3; the instructor can adjust requirements accordingly.
    • Rough drafts can be read by the instructor or GTAs if requested, often in person or via Zoom during office hours.

Examinations and Course Assessments

  • Exams: The instructor will provide exam questions two weeks in advance; discussion about approach is encouraged during office hours or by appointment.
  • The general pattern is to engage with primary sources and lectures to develop your interpretations; exams test understanding of larger themes and how to apply historical methods to evidence.

Key Historical Concepts and Narrative Threads

  • Primary sources and interpretation
    • Historians use primary sources to draw conclusions about the past.
    • There can be multiple valid interpretations depending on which sources are emphasized.
  • The Bedford primary-source approach
    • The course uses Colonial America’s Most Wanted as a way to access primary advertisements about servants and slaves.
    • The 16 ads provide short, focused data points for analysis.
  • The role of geography and technology in exploration
    • The Atlantic world shaped by coast-hugging trade routes and early colonial settlements.
    • Innovations that enabled exploration: the Caravel, upwind maneuverability, latitudinal navigation (quadrant), and the spreading of printing technology.
  • Motives for European exploration and colonization
    • Push factors: population growth, land scarcity, unemployment, overpopulation on small islands (England).
    • Pull factors: access to gold and silver, trade, and new agricultural wealth (e.g., sugar in the Atlantic), religious freedoms, and escape from persecution.
  • The “plantation” concept and English colonization strategy
    • The term plantation is not only an agricultural unit but a strategy to plant people and establish economic wealth in the New World.
  • National trajectories and key players
    • Portugal: Henry the Navigator; exploration around Africa; Caravel design; Cape of Good Hope; Da Gama’s voyage to India (1498).
    • Spain: Reconquista completed in 1492; Columbus’s voyage; Florida expeditions (1513); conquest of Aztecs (Cortez, 1521) and Incas (Pizarro); early colonial outposts in the Caribbean.
    • France: early outposts in Canada; fur trade; exploration of the Mississippi River; New Orleans (1718) and the French Quarter’s heritage.
    • England: late to colonize; Raleigh’s Roanoke (1584–1587) and the Lost Colony; Jamestown (1607) as the first permanent English settlement; joint-stock financing via the Virginia Company; the shift from lone explorers to organized colonization.
  • Key case studies and narrative moments
    • Roanoke Island: early English attempts; disappearance and strategic missteps; lessons about insufficient support and the need for sustained funding.
    • Jamestown: the leadership crisis, management failures, and the famous leadership motto “He who does not work, shall not eat.”; the challenge of sustaining water, food, and relations with Native peoples; reliance on leadership (e.g., John Smith) to avert total collapse.
    • Population and workforce dynamics in Jamestown: from roughly 105–110 original settlers with initial supplies of ~120; later incorporation of laborers and the social structure surrounding “gentlemen” vs. laborers; the absence of women in the early years and its impact on repopulation.
  • The myth vs. the historical record
    • Accounts about Pocahontas and John Smith reflect the complex interplay between myth and documented events; the lecture notes acknowledge contested interpretations and emphasize evidence from primary sources.

Important Dates and Numeric References (Key Milestones)

  • Population growth context in England: from 3{,}000{,}000 to 5{,}000{,}000 in a century, contributing to migration pressures.
  • Portuguese exploration around Africa and into the Indian Ocean; key date: 1498 (da Gama’s voyage to India).
  • Columbus’s pivotal year: 1492 (Reconquista completion and his voyage).
  • Florida exploration: 1513; subsequent contact and presence in the region.
  • Spanish conquests in the Americas: Cortés and the fall of the Aztec Empire in 1521; Pizarro and the fall of the Inca Empire (early 1530s–1520s range referenced in lecture).
  • First permanent Spanish settlement in the present United States context (lecture’s claim): 1565 (often cited as St. Augustine, though the transcript emphasizes a Tennessee outpost).
  • English attempts before Jamestown: Roanoke expeditions beginning in 1584; Lost Colony revealed by later events in the period up to 1587.
  • Jamestown established: 1607; naming of Virginia after Queen Elizabeth I (the Virgin Queen); the Virginia Company funding via joint-stock structure.
  • The Mississippi River exploration by the French and early New Orleans settlement: exploration in the late 17th century; New Orleans founded in 1718.
  • The English victory over the Spanish Armada in 1588; this marks a shift in naval power in Europe and enables English expansion later in the century.

Why These Points Matter: Significance and Real-World Relevance

  • The 16 advertisements as windows into social structures, labor, and mobility in early America; they illuminate how enslaved people and indentured servants were described and sought after, and how owners valued specific skills and attributes.
  • The paper assignment’s emphasis on evidence-based argument mirrors professional historical practice: you must build a claim that uses primary sources to illuminate broader societal structures (slavery, servitude, economics, and regional differences).
  • The Atlantic world narrative shows how interconnected European politics, economics, and religion were with colonial ventures; understanding these connections helps explain why different European powers pursued different strategies in the Americas.
  • The English settlement story (Roanoke, Jamestown) demonstrates how complex risk management, leadership, logistics, and environmental factors influence the success or failure of colonial projects.
  • The discussion of technology (Caravel, latitude tools, and printing) underlines how innovation enables global exploration and the expansion of empires.
  • Ethical considerations: the course emphasizes careful interpretation of advertising language, critical assessment of sources, and avoidance of plagiarism; it also flags the social and moral dimensions of slavery and servitude in colonial settings.

Citations, Plagiarism, and Academic Integrity

  • Always cite sources so readers can verify quotes and data; acceptable formats include footnotes, endnotes, or parenthetical citations that clearly indicate the source and date.
  • Do not plagiarize; if quoting, include citations to the ads or the lecture/textbook source.
  • The instructor discourages heavy AI reliance for writing assignments; use the primary sources, lectures, and textbook to craft your arguments.
  • In terms of writing style: avoid excessive use of first person; do not start too many sentences with phrases like “I think.”
  • For the assignment, references are to the sixteen ads, lectures, and textbook; other sources require explicit permission.

Quick Timeline Reference (Major Milestones)

  • 1492: Reconquista completed; Columbus’s voyage marked a turning point for European expansion.
  • 1498: Da Gama reaches India by sailing around Africa's Cape of Good Hope.
  • 1513: First Spanish exploration of Florida.
  • 1521: Cortés conquers the Aztec Empire.
  • 1565: (Lecture claim) first permanent settlement in the New World; traditionally cited as St. Augustine, Florida, though the transcript mentions a Tennessee outpost.
  • 1584–1587: Roanoke attempts by England; the Lost Colony.
  • 1588: Spanish Armada defeated by England, shifting naval power in Europe.
  • 1607: Jamestown founded; first permanent English settlement in the Chesapeake region.
  • 1718: New Orleans founded by the French; later grows into a major river port.
  • A century or more: Ongoing sugar economies and Caribbean slave trades become central to Atlantic colonial economies (to be studied further in Thursday’s lectures).

Connections to Prior Lectures and Foundational Principles

  • This module connects to broader themes in early American history: the transition from exploratory voyages to sustained colonization, the emergence of Atlantic trade networks, and the social hierarchies that shaped colonial labor systems (slavery and indentured servitude).
  • It reinforces the historian’s method: start with primary sources, contextualize with lectures and textbook material, and then build a reasoned argument that extends beyond a simple summary.
  • It highlights how technology and geography shape political and economic possibilities for nations in the Atlantic world.

Philosophical and Practical Implications

  • The social costs and moral complexities of European colonization (treatment of enslaved people; forced servitude) require careful ethical reflection alongside historical analysis.
  • The narrative underscores how national ambitions (wealth, religious commonwealth, strategic advantage) can drive cross-Atlantic migration and policy decisions that reshape entire regions.
  • The course emphasizes transparency in methodology and accountability for students’ work, promoting integrity and scholarly conversation over shortcuts or plagiarism.

Scholar’s Toolkit: Key Terms and Concepts to Remember

  • Primary sources: direct evidence from the period under study (e.g., runaway slave advertisements).
  • Secondary sources: later historical analysis that interprets primary sources.
  • Joint-stock company: a firm in which investors buy shares to fund colonization; profits are distributed according to ownership shares.
  • The Bedford bookshelf: a curated collection of primary sources used in this course.
  • The “Going to the Source” approach: using short, primary-source documents to practice historical interpretation.
  • The Atlantic world: the interconnected network of European powers, Africa, and the Americas that shaped exploration, colonization, and commerce.
  • Plantation economy: a system designed to extract wealth through the cultivation of cash crops and the use of enslaved or coerced labor.

Note on lecture content: Some historical details in the transcript reflect teaching narratives that may occasionally diverge from current consensus (e.g., the location of the “first permanent settlement” in the United States). Always cross-check with standard historical sources when preparing for exams.