13 colonies - hmhco.com
TRANSCRIPT
IN PARTNERSHIP WITH
13 Colonies
FlourPower
PENN’SPAPERS
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Boston
Charleston
Philadelphia
New Amsterdam
Savannah
ARCTICOCEAN
P A C I F I C
O C E A N
A T L A N T I CO C E A N
500 KM0
500 Miles0
Parallel scale at 45˚N 90˚W
500 km0
0
BostonBostonBoston
CharlestonCharlestonCharlestonCharlestonCharleston
PhiladelphiaPhiladelphiaPhiladelphiaPhiladelphia
New AmsterdamNew AmsterdamNew AmsterdamNew AmsterdamNew Amsterdam
SavannahSavannahSavannah
A T L A N T I CO C E A N
The Seeds of a New NationEarly settlers risked their lives to set up new homes in unfamiliar territory. Every day, they worked to survive. Just a generation later, their work paid off. Thirteen English colonies began to grow and flourish on North American soil. Roads began to connect one village to the next. People learned how to make it through the winter. Trade between the colonies began, and a reliable economy developed. Life was still hard for colonists. Illness and hostile Native Americans still claimed colonists’ lives, and win-ters were still long and harsh in the northern colonies. Survival, however, was no longer a surprise. Families planted their roots, and a new nation began to sprout.
WHEN SETTLERS FIRST
arrived, Native American tribes often started trad-ing with them. Native Americans received European knives, axes, weapons, fish hooks, and cooking utensils in exchange for furs, which the settlers wanted. The Iroquois in the Northeast put more effort into trap-ping so they could trade furs for European goods. Five Iroquois nations that made up the League of the Iroquois struck deals with English settlers.
THE COLONIES’ FIRSTTHE COLONIES’ FIRSTTHE COLONIES’ FIRST
towns and cities towns and cities towns and cities were near the were near the were near the coast. Being able to coast. Being able to coast. Being able to coast. Being able to reach the sea was reach the sea was reach the sea was reach the sea was important for their important for their important for their important for their growth and survival. growth and survival. growth and survival. growth and survival. They relied on ships They relied on ships They relied on ships They relied on ships from Europe to from Europe to from Europe to from Europe to from Europe to from Europe to from Europe to bring supplies and bring supplies and bring supplies and bring supplies and bring supplies and bring supplies and bring supplies and more colonists. It more colonists. It was only after roads were built and the colonies’ populations began to grow that towns and settle-ments could survive further inland.
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u BEING SO
far away from Europe, the col-onies were able to give colonists more democratic freedoms. Many colonists insisted on religious free-dom. Colonists also established
u HOW MUCH DO
you think European governments could control what hap-pened on the other side of the Atlantic Ocean? If you guessed not much, you’re right. In fact, most European governments left control of the colonies to gov-
When creating a new colony, people can create new laws. Let’s say you were setting up a new colony. What freedoms would you want to make sure you had – and why?
trade between colonies in an early example of a free market. In a free market, people can buy and sell things and services with-out the government getting involved or setting prices.
ernors. European monarchs appoint-ed the governors. Men who owned property elected representatives to sit on colonial legislatures. Such an assembly worked both to limit a governor’s power and to help support the colony.
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Founding the New England ColoniesTen years after the Pilgrims first landed at Plymouth, another group set out from England in search of religious freedom. This group called themselves Puritans. Over the course of the next half century, the Puritans played an important role in settling New England. They wanted to
KING CHARLES Iissued a charter, or written grant, allowing Puritans to colonize Massachusetts. More than 1,000 Puritans established
the Massachusetts Bay Colony in 1630. By the mid-1640s, their population had grown to 20,000! In the beginning, only members of their faith were
allowed to vote in the colony. They established laws and policies that reflected their religious beliefs.
John Winthrop told his followers they would be an example of moral living. How is the idea of being a “city upon a hill” still part of American culture today?
practice their religion in their own way, and they didn’t put up with outside opin-ions. Infighting and power struggles were common. New settlements and even new colonies grew out of the disagreements in their group.
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u WHO WERE THE
Puritans? What did they want? Puritanism was a movement for a “pure” Church of England without any similarities to Catholicism. Puritans believed
in a personal con-nection to their faith and disagreed with many Catholic practices. They insisted on plain clothing and didn’t want positions such as bishops in the Church.
r JOHN WINTHROP, a Puritan lead-er, was the first governor of the Massachusetts Bay Colony. In a sermon he gave on the way to North America, he said the Puritans would provide an exam-ple of moral living
l WHAT DO YOU
do when you don’t agree with somebody? The Puritans didn’t want anyone to dissent, or express a different opinion. They forced any-one who disagreed with them to leave the colony. One person they kicked out was Anne Hutchinson, who preached different religious views. Her brother-in-law, John Wheelwright, defended her and was forced out, too. He eventual-ly helped found Exeter, New Hampshire.
u AREAS NEAR
Portsmouth had been settled in 1623 by a group of fishermen under David Thomson. They built a fort and other settle-ment buildings
u AFTER HUTCHINSON
was forced out of Massachusetts, others decided to leave, too. Thomas Hooker and John Haynes left Massachusetts and formed the Connecticut Colony. Hooker is called the “Father of Connecticut.” Both
Hooker and Haynes helped develop the Fundamental Orders of Connecticut. This document was based on a sermon Hooker gave in 1638. The orders were one of the earliest constitu-tional documents in the colonies.
“We shall be as a city upon a hill.
The eyes of all people are upon us. . . .” *— John Winthrop
*Life and Letters of John Winthrop, 1630–1649, by Robert C. Winthrop. Little, Brown, and Company, 1869.
u THE PILGRIMS
were separatists. They wanted to separate complete-ly from the Church of England. The Church of England was headed by the
king. The Pilgrims’ beliefs were seen as treason. Puritans wanted big changes, but still considered them-selves part of the Church of England.
for the rest of the world. He told his listeners the whole world would be watching them.
and named the settlement Pannaway Plantation. Later, Portsmouth com-bined with other settlements to make the New Hampshire Colony.
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Life in the New England ColoniesWhat are winters like where you live? If your home is in New England, you may know how long and cold those winters can be! Colonists in New England faced many hardships. Long, cold winters left many
VILLAGES AND TOWNS in New England were built around a shared open space called a common. Families gathered in the common, and cattle grazed there. It sometimes held the village meeting-house. In the town meetings held there, colonists discussed local issues and laws. They felt civic life was their sacred duty. Town halls and civic engagement are still defining features of New England today.
l THE TOOLS WE USE
for farming might have changed a lot in the last 400 years, but the hard work and long hours haven’t. Colonists tilled the soil, planted seeds, and harvested crops. They also chopped firewood and cared for farm animals. Women helped with the farming, but mostly they made and mended clothes, wove rugs, quilted blankets, cooked the meals, and baked bread. Children were expected to help out, too, where they could.
u WHALING, shipbuilding, and fishing were important indus-tries in New England. Whale oil was shipped from New England to
sick. Mostly, people farmed small plots of land and worked to store enough food for winter. Colonists didn’t have many luxuries, but for the Puritans, a simple life was what they wanted.
England and sold there. The colonies were also rich in naval stores, or resources needed for shipbuilding. England came to rely on naval stores
from the colonies. Industries such as these helped the colonies grow. To this day, fishing remains an import-ant part of New England life.
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A T L A N T I CO C E A N
NORTHAMERICA
West Indies
England
SOUTHAMERICA
AFRICA
EUROPE
Charleston
Philadelphia
New YorkBoston
LondonBristol
tobacco, rice
whale oil, furs, lumber
sugar
rum, iron productsiro
n pr
oduc
ts, g
uns
teas, furniture, spices, luxury goods
gold, enslaved people
enslaved people,sugar, molasses
NORTHAMERICA
EnglandEnglandEnglandEnglandEnglandEnglandEnglandEnglandEnglandEnglandEnglandEnglandEnglandEnglandLondonLondonLondonLondonLondonLondonLondonLondon
EnglandLondon
EnglandEnglandLondon
EnglandEnglandLondon
EnglandEnglandLondon
EnglandEnglandLondon
EnglandEnglandLondon
EnglandBristolBristolBristolBristolBristolBristolBristol
A T L A N T I CO C E A N
NORTHAMERICA
West IndiesWest IndiesWest IndiesWest IndiesWest IndiesWest IndiesWest IndiesWest IndiesWest IndiesWest IndiesWest IndiesWest IndiesWest IndiesWest Indies
SOUTHAMERICA
AFRICA
EUROPE
Charleston
PhiladelphiaPhiladelphiaPhiladelphia
New YorkNew YorkNew YorkBostonBostonBoston
LondonLondonLondonLondonLondonLondonLondonLondonLondonBristolBristolBristolBristolBristolBristolBristolBristol
tobacco, rice
whale oil, furs, lumber
sugar
rum, iron productsiro
npr
oduc
ts, g
uns
teas, furnitureeeeeeee,,,, sspices, luxury goodss
gold, enslaved people
enslaved people,enslaved people,enslaved people,enslaved people,enslaved people,enslaved people,enslaved people,enslaved people,enslaved people,enslaved people,enslaved people,enslaved people,sugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molassessugar, molasses
l HOW DID GOODS
and people get to and from the 13 colonies? Merchant ships traveled back and forth across the Atlantic in a pattern called triangular trade routes. The col-onies shipped resources to Europe. Europe sent luxury goods back. Both Europe and the colonies sent goods to Africa. In Africa, enslaved people were put on ships and sent to North America and the West Indies.
u PURITANS
believed everyone should know how to read the Bible. Boys and girls were taught to read and write. If a village had enough
u THE GROWTH
of the colonies threatened Native Americans in the area. The Pequot people resisted the expansion of Puritan colonies
What skills do you learn in and out of school? What skills would you want to learn if you lived in colonial New England?
families, a school would open for little kids. Boys might then go on to grammar school, but girls usually did not. Boys and girls learned a lot at
home, such as how to farm and care for animals. Girls learned how to sew, cook, and run a household.
into Connecticut. This resistance turned into the Pequot War of 1637. A neigh-boring tribe, the Mohegan peo-ple, sided with
the English. The colonists and Mohegans nearly wiped out the entire Pequot nation.
Trade Routes
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Founding the Middle Colonies Countries across Europe were looking to build as many colonies as they could. Colonies meant riches and power for monarchs and for those loyal to them. Companies in Europe also wanted to do business in the colonies. Some individuals wanted the freedom to practice religion in their own way. Others wanted wealth and power. These varied motivations led to the growth of four Middle Colonies that soon flourished.
THE FIRST ENSLAVED
Africans arrived in New Netherland in 1626. Not all Africans in the Middle Colonies were enslaved, however. The laws in the region allowed some to
buy their freedom. Others escaped slavery and fled to large cities. A few were granted their freedom by their owners. Free Africans, however, did not enjoy the same rights as
European colo-nists. Some areas applied slave laws to free Africans as well. Free Africans were also at risk of being kidnapped and sold into slavery.
u THE DUTCH WEST
India Company invested in fur and trade in New Netherland. Soon, New Amsterdam
grew from a trading post to a bustling city. The Dutch West India Company named Peter Stuyvesant governor of the colony in 1647. The former soldier expanded it into what is now New Jersey. In 1655, he also took over the small New Sweden colony in Delaware.
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1609: Henry Hudson discov-ers the Hudson River.
1626: The Dutch establish New Amsterdam; Dutch rule of the area begins.
1638: New Sweden is founded in what is now Delaware.
1655: New Sweden becomes part of New Netherland.
1660: The first Dutch settlement in New Jersey is part of New Netherland.
1664: The English take over New Netherland and establish New York; English rule of the area begins.
1681: William Penn founds Pennsylvania.
r KING CHARLES IIof England want-ed control of the entire eastern coast of North America. He gave New Netherland to his brother, the Duke of York, even though it wasn’t his to give. The Duke of York sent English war-ships to take over New Netherland.
After Governor Stuyvesant sur-rendered in 1664, New Netherland became New York and New Jersey.
u WILLIAM PENN
was a leader of a religious group called the Society of Friends, or Quakers. King Charles II of England granted Penn a charter for a colony. The king named the land Pennsylvania after Admiral Penn, William’s father. Penn created a colony for Quakers based on Quaker beliefs. He called it a “holy experiment.”
r THE DUKE OF
York gave Delaware to William Penn. Delaware provided easier access to the sea. At first, Delaware and Pennsylvania were given one government, but the two colonies
d THE DUKE OF
York gave New Jersey to his friends Lord John Berkeley and Sir George Carteret. Berkeley and Carteret were named proprietors, which means they were in charge of the colony. Berkeley and Carteret wanted people to move to New Jersey, so they sold land at low prices.
did not get along well. Colonists in Delaware were unhappy with the situation and felt overshadowed by the larger colony. Penn eventually allowed Delaware to set up its own legislature under a shared governor.
They also wrote the New Jersey Concession and Agreement to give colonists religious freedom. This inspired Quakers, who were being treated unfairly in England, to settle in New Jersey. They obtained rights to land there from Berkeley and set up North America’s first Quaker settlement.
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Colonial Town at a GlanceIn only a few generations, scattered settlements had grown into bustling cities with thriving economies. Colonists set up many features of the life they had known in Europe. Towns had courthouses, coffeehouses, post offices, churches, markets, shops, colleges, and harbors. Weapons were stored in a magazine, or armory. In the meetinghouse, people discussed local laws and issues. Roads linked towns together, and people traveled and traded between colonies. What could sometimes be a harsh and dangerous place had become home.
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Life in theMiddle ColoniesTrade in the Middle Colonies grew rapidly. Port cities like New York and Philadelphia had large populations. Merchants and sailors came and went, bringing foods and goods from all over the world. The people in these towns came from many countries and had many different beliefs. This diversity, or variety, helped make colonists in these areas more accepting of unfamil-iar people and new ideas. Some rights that Americans have today were first introduced in these colonies. Trial by jury was one of them. The right to a trial by jury means that anyone accused of a crime has the right to present a defense and be judged by a group of fellow citizens.
u THE QUAKERS
believed in equality among all people. They refused to fight wars. They also believed in religious tolerance, or acceptance of different beliefs.
Women had more rights in Pennsylvania because of Quaker beliefs in equality. Women could serve as Quaker minis-ters. In the second half of the 18th
u NEW YORK HAS
long been a mul-ticultural city. The first settlers were not just Dutch.
Belgian, Danish, French, Italian, Spanish, and Jewish settlers also joined the
colony. So did freed Africans. With an active port linking New York to the rest of the
world, the city has remained a home for people from all over the world and all walks of life.
century, Quakers began voluntari-ly freeing their enslaved people in order to prac-tice their belief in equality more fully.
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13l PENNSYLVANIA, Delaware, New York, and New Jersey earned an important place among the other colonies. The fer-tile land in these colonies allowed farmers to grow large crops of wheat. Farmers sold their flour to the other colonies. The Middle Colonies became known as the “breadbasket colonies.”
l MINISTERS
such as Jonathan Edwards believed that many people were no longer living by religious principles. He often preached about people having a direct relationship with God. His preaching sparked the Great Awakening. George Whitefield (left)was another min-ister who preached during the Great Awakening. Large groups of people gathered to hear emotional sermons preached by the Great Awakening ministers. The established
r WILLIAM PENN’Scommitment to justice can be seen in the Pennsylvania Frame of Government. Penn wrote the docu-ment to describe how Pennsylvania would be run. In it, he wrote, “Any government is free to the people under it . . . where the laws rule, and the
Why do you think it was important that colonists were able to go out and buy flour? How might this have changed colonial life?
people are a party to [can help make] those laws.”* He set up a gen-eral assembly in Pennsylvania to give colo-nists the right to self-govern.
*William Penn. Charter to William Penn and the Laws of the Province of Pennsylvania. Lane S. Hart, State Printer, 1879.
churches didn’t accept the new beliefs. Yet, as religious groups split into more branches, religious tolerance grew in the colonies. That’s because no single belief system had an overwhelming majority anymore.
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Founding the Southern ColoniesIn 1607, the first permanent English settlement in North America was founded at Jamestown, Virginia. The success of this colony led the Pilgrims to set sail 13 years later on the Mayflower. Other Southern Colonies wouldn’t be established for some time after Jamestown. As people from Virginia began settling further south and new proprietors took over, the Southern Colonies began to grow. They soon developed their own unique economy and culture that set them apart from the colonies to the north.r LIKE THE PURITANS and Quakers, Catholics expe-rienced harsh treatment in England. The Calverts, a wealthy Catholic family, wanted to set up a colony for Catholics in North America. The head of the family held the title of Lord Baltimore. King Charles I gave the Calverts a charter for a new colony along the Chesapeake Bay. The Calverts named the colony Maryland.
ENGLISH COLONISTS
began spreading out as their num-bers grew. Many settled south of Virginia. King Charles II creat-ed a new colony called Carolina to cover the area that stretched from Virginia down to Spanish Florida. The large colony proved too big to govern, however. In 1712, Carolina split into North and South Carolina.
l RELIGIOUS GROUPS
weren’t the only ones looking for a fresh start in North America. James Edward Oglethorpe, a social reformer in England, had an idea for a new
l COLONISTS started small tobacco farms all over North Carolina’s hilly regions. The new colony attracted former indentured servants (unpaid workers) from the North. These small farms did not rely much on slavery. As a result, the northern
region’s culture became different from that of the southern region. In South Carolina, the swampy land wasn’t good for growing tobacco. However, rice, sug-arcane, and cotton grew well. Big plantations based on slave labor brought in huge profits there.
colony. He wanted to create a place where debtors could build a new life. In England, debtors were put in prison if they could not pay money they owed.
Oglethorpe hoped that “By such a Colony, many fam-ilies, who would otherwise starve, will be provided for, and made masters of houses and lands.”* He named
the new colony Georgia after King George II.
*James Oglethorpe. Origin, Settlement, and Progress of the Colonies in North America, Vol. 1, collected and printed by Peter Force, 1886.
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New Bern
Norfolk
Williamsburg
Jamestown
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Baltimore
Wilmington
PA
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Pee Dee River
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James River
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r THE COLONIES
kept growing, and soon settlers began to push further and further westward. The wilderness that lay west of the colonies was called the backcountry. At first, settlers followed old Native
1663: Carolina Colony is formed.
1634: First colonists arrive in Maryland.
1607: First permanent English settlement is established in Virginia.
1712: Carolina splits into North and South Carolina.
1733: Colonists arrive in Georgia.
The Great Wagon Road
American trails. As more and more settlers made their way into the back-country, the trail widened enough to allow wagons through. It became known as the Great Wagon Road.
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Life in the Southern ColoniesGood weather makes farming easier and more profitable. The Southern region has mild weather all year long. That made it easy for planters in the Southern Colonies to raise crops such as tobacco, indigo, rice, sugarcane, and cotton. But they didn’t do
it alone. The slave trade brought in tens of thousands of enslaved Africans. Using slave labor, a single landholder could farm large areas and make lots of money. Southern planters grew very rich, but enslaved peo-ple saw none of the profits of their labor. The lives of wealthy planters were very different from the lives of enslaved people.
LARGE SOUTHERN
plantations some-times looked like small villages. The main building on a plantation was the planter’s house. The planter owned the plantation.
l FARMS AND
plantations were not the only indus-tries that profited from slave labor. Enslaved people worked in the lumber and naval stores indus-tries, too. Slavery became institution-
The overseer, who supervised enslaved work-ers, often had a house on the plantation as well. Cabins housed the enslaved people. Other buildings
might include barns, blacksmith shops, warehouses, stables, and out-buildings used for carpentry, weaving, or other tasks.
alized, or part of a formal system, as the backbone of the South’s econo-my. A select group of landholders grew richer and richer off of the forced labor of others.
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r ONLY A SMALL
group of Southern farmers ran large plantations. Most had small farms. These farmers never grew as wealthy as planta-tion owners. They worked their own fields and lived in small houses with little or no furniture. Some small farm-ers had one or two enslaved people, but they shared in the work.
u VIRGINIA GREW
to be the largest English colony in North America. In 1699, it moved its government to Williamsburg. Virginia’s House of Burgesses was
the first legislative, or law-making, assembly in the colonies. It played an important part in the move toward indepen-dence. Elected members such
as Patrick Henry, Thomas Jefferson, and George Washington went on to play defining roles in the birth of a new nation.
u MARYLAND HAD
been formed as a safe haven for Catholics. Yet the colony accepted other Christian denominations. The Toleration Acts of 1639 and 1649 granted religious freedoms to most other Christians.
l THE SLAVE
trade continued to bring enslaved Africans to the English colonies. People enslaved on plantations were treated harshly: they were overworked and neglected. They were seen as replaceable by planters who claimed owner-ship of them and
refused to recog-nize their humanity. The main goal of the planters was making a profit. The less money they spent caring for the people they enslaved, the more profit they kept to grow their businesses and live lives of luxury.
Political and reli-gious struggles arose in the colony for the next 60 years or so. Even so, Maryland remained a home for those looking for freedom to live according to their beliefs.
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Activities
Choose a scene from daily life in the Southern Colonies that you read about, such as a large plantation. Think about what life would have been like for the people who lived and worked there. Draw a picture of the scene, and write a caption that describes what it shows about life in a Southern Colony.
William Penn established good relations with Native American tribes as he creat-ed the Pennsylvania Colony. How did he accomplish this? What did he do to gain the respect and cooperation of the native people living there? Write a report with facts and details explaining how Penn accomplished this.
WRITE A RESEARCH REPORT
DRAW A SCENE
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HSS 5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.
5.2.3 Trace the routes of the major land explorers of the United States, the distances traveled by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.
HSS 5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.
5.3.3 Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip’s Wars in New England, the Powhatan Wars in Virginia, the French and Indian War).
HSS 5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.
5.4.1 Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the loca-tions of the colonies and of the American Indian nations already inhabiting these areas. 5.4.2 Identify the major individuals and groups respon-sible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore,
Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts). 5.4.3 Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania). 5.4.4 Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion. 5.4.5 Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems. 5.4.6 Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institution-alization of slavery in the South. 5.4.7 Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.
Historical and Social Sciences Analysis Skills:
Historical Interpretation4. Students conduct cost-benefit analyses of historical and current events.
CALIFORNIA STANDARDS
• The major trading centers of the Middle Colonies were the port cities. Merchants bought cattle and crops from farmers and sold them in cities like New York and Philadelphia.
MAKE CONNECTIONS WITH THESE RELATED TITLES
Early SettlementsAmerica – a newly discovered land with robust resources and new opportunities. European nations such as Spain and Britain were eager to settle this land and claim it as their own. Discover the early settlements of New Spain and New England, as well as colonies such as Jamestown.
Declaration of IndependenceIt’s hard to believe that just over a thousand words could change world history, but one document – only 1,337 words long – did just that. The Declaration of Independence shook up the mighty British Empire. It launched a new nation. And it is still greatly admired today.
American Revolution“No taxation without representation!” That was the response of many colonists to Britain’s taxation of the colonies. From the Boston Massacre to the Boston Tea Party, explore the events that led the colonists to revolt against Britain. Learn about the battles, key figures, and outcomes that gave birth to America’s independence.
LEARN MORE ONLINE!
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ON THE COVER: A Puritan Assembly in Massachusetts Bay Colony: Wood Ronsaville Harlin, Inc.: Ron Spears.
PICTURE CREDITS: Alamy: North Wind Picture Archives: p.5 bottom right (Puritan couple); p.5 top (John Winthrop); p.5 center (Anne Hutchinson); p.7 bottom left (colonial schoolroom); p.7 bottom right (Pequot War); pp.10–11 (colonial Philadelphia); p.13 center (Swedish colonists farming); p.14 lower center (cultivation of tobacco); p.16
bottom (lumber industry in the south); p.17 top left (slave auction); p.17 middle left (settlers planting crops); Mark Goodreau: p.5 upper right (Odiorne Point State Park); Archivart: p.6 top (Boston Common); bilwissedition Ltd. & Co. KG: p.8 top right (Peter Stuyvesant); Niday Picture Library: p.9 top left (King Charles II); Falkensteinfoto: p.9 top right (William Penn); Classic Image: p.12 top right (Quaker meeting); 19th era: pp.12–13 bottom (George Whitefield); Lanmas: p.13 top (William Penn ); Mary Evans Picture Library: p.17 bottom left (House of Burgesses); Ivy Close Images: p.18 top (William Penn); Universal Images Group: p.18 bottom (tobacco production); Richard Cummins: p.19 top left (Jamestown Settlement Museum); Heritage Image Partnership Ltd: p.19 top center (Declaration of Independence); Niday Picture Library: p.19 top right (Washington crossing the Delaware); Lanmas: p.19 bottom (New York City Hall and docks). Bridgeman Images: Emanuel Gottlieb Leutze: p.14 upper center (founding of the colony of Maryland). Connecticut State Library: Yale University Press: p.5 lower center (Fundamental Orders of Connecticut). Granger Collection: p.6 bottom left (colonial farming); p.6 bottom right (18th-century shipyard); p.9 center (Philip Carteret); p.16 center (cotton plantation). iStock: Duncan1890: p.3 lower right (colonial market, Boston). Maryland State Archives: p.17 right (Maryland Toleration Act). Shutterstock: pio3: p.12 bottom left (NYC subway); Aimee M Lee: p.14 bottom left (James Oglethorpe monument).
ORIGINAL ILLUSTRATIONS:Brobel Design: Inset Map, p.2; Map of Trade Routes, p.7; Inset Map, p.15.
Michael Kline Illustration: Cover cartoons; Monarch with a Megaphone, p.3; Pilgrims and Puritans, p.5; William Penn with Pennsylvania and Delaware, p.9.
Wood Ronsaville Harlin, Inc.: Rob Wood: Map of Original 13 Colonies, pp.2–3, Map of the Original Carolina Colony, pp.14–15; Ron Spears: Puritan Assembly, pp.4–5, African Craftspeople in the Middle Colonies, pp.8–9.
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