New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here


by: Caitlyn Windhorst

chapter3&4.pdf HIST 201-01

Caitlyn Windhorst
GPA 3.294

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

Colonial America to 1815
Dr. William Bergmann
Class Notes
25 ?




Popular in Colonial America to 1815

Popular in History

This 6 page Class Notes was uploaded by Caitlyn Windhorst on Wednesday February 10, 2016. The Class Notes belongs to HIST 201-01 at Slippery Rock University of Pennsylvania taught by Dr. William Bergmann in Spring 2016. Since its upload, it has received 15 views. For similar materials see Colonial America to 1815 in History at Slippery Rock University of Pennsylvania.

Similar to HIST 201-01 at SRU


Reviews for chapter3&4.pdf


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 02/10/16
Pueblo Responses and Pueblo Revolt  Spanish came in and controlled 1598-1680  Revolt in 1680  Sent over in smaller groups  Precarious situations because of the fringes of authority by Spanish  Environmental factors that led to the revolt o Set of droughts in 1660’s  lead into 1670’s  Lead to Famine  Lead to Increased mortality o Lead to a Decline in labor o These made a cycle that repeated  During periods of drought o Pueblo’s did not have the agriculture to trade o Apache Indians did not get what they needed in trade which lead to war  Popé – leader of a Pueblo movement to get rid of the Spanish o Wanted to take them out by surprise o Went town to town giving the leader a rope with knots  They were told to untie a knot every day, and when the last not was undone it would mean that all of the Pueblos knew about the revolt and they would do it on that day o August 11 1680 – day of the revolt  Tore down churches, sanctified Keevas (or their spiritual places), reclaimed authority, and kicked the Spanish out o Wanted a purification of the Puebloan people  Popé is a millenialist  When Jesus comes, there will be 1000 years of peace.  Removing Spanish and purifying the Puebloan society (get rid of anything Spanish)  Ex) horses (work and war), pigs, cattle, plants, crops, tools, the Spanish Language which unified the Puebloans o Eventually, Popé was removed from power  Lead to a destroyed society, which was more in shambles than it was before the Spanish came  Unsuccessful effort to purify the people Spanish Reconquest of Northern Frontier  Took back in 1693 o French had successfully come into the Mississippian territory, building a strong relationship with the Native Americans  French threatened Spanish claims  took back the Rio Grande River Valley to reestablish power, while trying not to draw the Europeans to the west  Apache and Navaho  challenged silver mining in Northern Mexico o Preserve mining o Native’s welcomed trade but did not want their control taken from them (which eventually happened)  Lead to rebellions to get rid of the Spanish  New effort to start an uprising, the Spanish found out and put the idea out of the Natives mind  The Spanish distributed land among the family’s (Puebloan) o Had to pay taxes o No forced labor  New group of slaves (Gankaros) o Ranked beneath the Pueblos. Labor and Slavery in 17 th Century Virginia  Tobacco  Indentured servants: a source of labor  Freedom dues: enticement for indentured servants  Headrights: enticement for landowners (masters)  Social and economic mobility: rhetoric and limits Tobacco 1612 – attempted and succeeded o West Indies Tobacco (basic market in upper class Europeans – fit their taste better) Some but not many decided to go to Virginia, not much desire to risk life for work o High mortality rates Colonies England Land + - Available land Fixed land Cheap prices High prices Labor - + Lots of Natives, Tons of labor but hard to work More mobile and with. poverished Labor had to be classes. brought in Seasonal work. (problem for staple crops, no labor to harvest) Capitol Have to have no Have to have no matter what matter what Indentured Servants: A Source for Labor  Rivers were the roads  Wasn’t a big market or trade on African slaves yet o Not enough $ to get them  Had to rely on the English o Built on aspiration of an English Colony (they thought best if it was ONLY Englishmen – an all- white colony)  Wanted to draw in indentured servants o Was not created by the Tobacco farmers o Contracted servants – written between free man or women to serve in labor for a number of years o Indentured means contract o Master has to provide and take care of the servants (no salary/ wage) Freedom Dues  Promised freedom dues (would be a payment of some sort)  all negotiated in the contract, it could be anything o Most important – promise of land  MOBILITY . more respected, gain economics, political huge risk on movement (death) 1618-1624 – 4,500 Englishmen move to colony of Virginia 1625 – 1,500 people (most of them had died) o High mortality rates limited movement from England Dues: o Voucher for land o Land office (depends on influence you have) o May not be the best piece of land If you survived and you get your land – most of the time you did not have it to be successful o Wanted to give it to kids to convert into something meaningful…. Most of the time they wanted to do this before they died) Indentured servants are NOT slaves o English law, no Englishmen could be a slave o Africans and Indians were used more often  Unchristianized people  No contract Indentured servants – no race tied to it, they are bound by a contract and protected by it Headrights: Enticement for Landowners (Masters)  Benefit the colonies gave to landowners to pay their servants  Headright: grant of land to who pays for passage of people to a colony o Land for each head  About 50 acres o For each person  So 4 people = 4 headrights o Do not have to give, they can use it as land for themselves  Can sell headrights if their laborers die, some usually turn the land for their farms  Master purchases contract for land  gives to worker  they can go find the land and contract it Social and Economic Mobility: Rhetoric and Limits 1620 -1660’s there was mobility and real possibility for mobility o If they survived: easier to acquire land, decent land o Lack of people in the colony (not a lot of competition for the jobs) o Economic and social mobility  People did rise up once their freedom came about After 1660’s o Mobility and advancements became limited o Access to land dried up (did not want to go to war with the Indians)  Away from rivers – cost more to get crops to the river o Land was not offered as component for indentured servants anymore  Was the most important part  Destroyed mobility and opportunities for government o New people came in that were smart and could have more advantages  Having little education was not good anymore o Landowners want to become more prestigious and climb the social ladder o Price of slaves began to change  Decline substantially  Crystalize life-term slavery


Buy Material

Are you sure you want to buy this material for

25 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Bentley McCaw University of Florida

"I was shooting for a perfect 4.0 GPA this semester. Having StudySoup as a study aid was critical to helping me achieve my goal...and I nailed it!"

Anthony Lee UC Santa Barbara

"I bought an awesome study guide, which helped me get an A in my Math 34B class this quarter!"

Jim McGreen Ohio University

"Knowing I can count on the Elite Notetaker in my class allows me to focus on what the professor is saying instead of just scribbling notes the whole time and falling behind."

Parker Thompson 500 Startups

"It's a great way for students to improve their educational experience and it seemed like a product that everybody wants, so all the people participating are winning."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.