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- QUESTION
English Colonization and the Road to Revolution The graduate analyzes the colonial experience and the foundations of the American Revolution.
Citing MindTap
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APA in-text citations for your MindTap course should use the following format:
(Norton, 2015)
APA reference page citations for your MindTap course should use the following format:
Norton, M.B. (2015). A people & a nation. Retrieved from https://lrps.wgu.edu/provision/53540310
Citing course videos
If you use information from the course videos, you will need to cite them.
For an in-text citation, you will include the title of the video, and the year it was created, which is 2016. So, for the European Colonization video, your in-text citation would look like this:
(European Colonization, 2016)
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WGU (2016) "European Colonization." [Video] Retrieved from https://wgu.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0d256771-0236-4efe-ab76-8dccf0bee0f
Citing Bootcamps/Study Guides
If you gather information from one of the study guides, you will need to appropriately cite the study guide.
So, for the first study guide, the in-text citation would be:
(WGU, 2018)
Also, for the first study guide, the reference citation would be:
WGU (2018) "Competency One Study Guide" Retrieved from https://sites.google.com/wgu.edu/historystudyguideone/
The format above can be applied to the other study guides.
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Economic Systems
Social Characteristics
Political Systems
Massachusetts Bay
Virginia
The Carolinas
References:
Please include any resources that you referenced while making this table. You do not need to include in-text citations, but you should include at least one reference in APA format to indicate a resource used to gather the required information.
| Subject | History | Pages | 8 | Style | APA |
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Answer
The Colonial Experience and the Foundations of the American Revolution
Question A:
1: Political Motivation for English Imperialism
The political motivation for English imperialism emanated from the need to dominate over other neighboring nations. In the early 16th Century, countries across Europe were scrambling for wealth and national powers. In a bid to dominate over their competitors, most influential countries such as England, Spain and the Netherlands attempted to improve their economic positions in Europe (Bliss, 1993).
The primary reason for early exploration was to create the Northwest route that would enable European countries to directly access goods from Asia and Africa bypassing Venetian and Muslim merchants. Government officers argued that controlling required assets would allow them to have a high economic position that consequently would improve their political stance (Bliss, 1993). These officials claimed that imperialism would enable England to find gold and silver in America. Due to the Spanish success, the initial colonists thought that silver and gold existed in larger quantity in the Americas. Therefore, the early colonists toured America to look for precious metals. Indeed, settling in America could provide them with the materials that they were unable to grow or obtain in England, while at the same time creating more markets for trade. During the early 17th century, political and religious freedom were the primary reasons that made Europeans move from their country and start a new life in another world. Reports have indicated that the English colonists formed the need for colonists to formulate their unique laws and colonists differed significantly with the monarchs of Europe.
2: Social Pressure and English Imperialism in North America
For about fifteen decades after 1530, partly because of the importation of farm product from America, the population of English increased significantly. This increase made the citizens to put a strain on the available clothing, food, as well as, other goods thus leading to inflation. During the same period, there was a decline in wages because of a high supply of employees, and this compelled a good number of employees to become weaker. These, together with other factors made English officer believe that the new North American colonies would be the most desirable place to offload most of their extra citizens. Besides this, many ordinary citizens made a personal decision that they would enhance their standards of living by moving to the new world. Reports have indicated that these citizens were looking for a place where they would succeed and get more freedom of worship and interaction. However, the situation was different when they arrived.
Question B:
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Economic Systems
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Social Characteristics |
Political Systems |
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Massachusetts
Question #C: During the American Revolution, numerous events steadily defined colonists as Americans. Enlightenment was a key event. Prior to its occurrence, colonists hardly doubted their respect and submission to the King of England, despite being very far. The enlightenment led to the emergence of a period of questioning, curiosity, and knowledge through reason. The colonists started questioning most of the things that they initially thought were right. Although colonists were struggling to understand the ideas behind Enlightenment, their frustrations were growing due to the regular rise in taxation that the British government was imposing on them. Many colonists, including a Boston social club, started opposing these taxes, especially the Stamp Tax Act. Another group known as Sons of Liberty protested against the Stamp Act until 1779 when the act was annulled. Similarly, the colonists believed that they were not adequately represented and therefore wanted to elect their representatives who would fight for their interests. Many people in England thought that parliament was sufficient representation for the colonies, and therefore, there was no need for more. During this period, colonies were attempting to overcome. However, with a new Prime Minister, a new Act known as Townshend Acts were introduced. These Acts were a further elaboration of Navigation Acts that had been into existed for more than ten decades. The principal aim of these acts was to regulate how trade was flowing among the colonies, England, as well as other states. The frustrations that colonies had with Britain intensified, forcing them to establish a Committee of Correspondence to go against Britain. It was no longer critical for the colonists to continue obeying the British laws because they believed that they had attained their civilization. As a result, they required their liberties, this piled pressure among colonists that result in the emergence of the American Revolution (Eales, 1996). Question #D: The culmination of the American Revolution changed how various people were handled. For instance, for several years, the Native Americans had been right trading parties with persons from England. In particular, they supplied colonists with food when they could not cultivate theirs. Nonetheless, due to the Revolution, these persons were perceived as just barriers to widening the American colonies. Intuitively, Americans believed that they should do everything within their means to enlighten these persons whom they thought were quite primitive. Critical attempts during civilization encompassed teaching the locals how to cultivate land because English perceived hunting as a recreational activity and not a means of getting food. Moreover, they sought to change notions that farming was an activity carried out by women because the role of English men was to work in the fields while women performed household chores and care for children (Smith, 2016) Secondly, there was a different way of viewing women. Following the concepts including the Enlightenment, the rights of women become one of the subjects that women were discussing almost daily. Before the revolution, women were regarded as inferior beings as they were denied legal rights as compared to their counterparts. They were not allowed to have political, civic, or economic independence. However, after the revolution, there was equality among sexes. African Americans also changed from being globally viewed as objects to be purchased and sold, only regarded as necessary provided that they were required. However, following the revolution, many countries abolished slavery, while others made it extremely challenging to set free slaves already in custody. Due to this, some people started cultivating crops as opposed to tobacco because growing vegetables required less labour. While many slaves were being released, the way they were being treated was quite different from others. As a fact, they were denied their voting rights, isolated from white people, and not allowed to testify against a white person in any court, especially in South Carolina (Nelson, 1978). Bay |
The economic framework of Massachusetts Bay was regarded as a joint-stock organization. Most people obtained their livelihoods through farming and were able to move their products more quickly as they could access water more efficiently. In addition to families who cultivated their crops, African slaves were significant sources of labour.
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The migrants of Massachusetts Bay were majorly Puritans who ran away from harsh treatment in England for opposing the English church. Families in the north appeared to have a longer life span than those living in the south because of good harvest, reduced drought and diseases. Further, girls assisted their mothers in doing house chores while boys helped their fathers in the fields. Upon marriage, the family from the boy side provided land while those from the lady side provided household products. |
The colony was ruled by a governor and had two legislative houses. Due to religious intensity within the governance, everyone needed to attend church. Besides, men were required to be church members for them to have the opportunity to vote. Similarly, women were required to understand their roles in family and society as well as clearly.
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References
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Bliss, R. M. (1993). Revolution and Empire: English politics and the American colonies in the seventeenth century. Manchester University Press. Eales, J. (1996). A Road to Revolution: The Continuity of Puritanism, 1559–1642. The Culture of English Puritanism, 1560–1700, 4(2), 184-209. Doi: 10.1007/978-1-349-24437-9_7 Nelson, P. D. (1978). British Conduct of the American Revolutionary War: A Review of Interpretations. The Journal of American History, 65(3), 623. Doi: 10.2307/1901416 Smith, A. K. (2016). The road to revolution. British women of the Eastern Front, 2(1), 12-30. doi:10.7765/9781526100023.00013
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