Free Essay

Comparison of the Chesapeake and the New England Colonies

In:

Submitted By nh224chu
Words 1058
Pages 5
Although the majority of the North American East Coast was settled primarily by English during the 17th century, the way of life and development politically, economically, and socially greatly differed, depending on where one had settled. The New England and Chesapeake colonies, both primarily comprised of English settlers, contrasted in that of their motivation for settlement, as well their style of governance, allowing for the creation and development of two distinct societies. The New England colonies, mainly composed of Massachusetts, Rhode Island, New Hampshire, and Connecticut, consisted of groups that had essentially settled for religious reasons, mainly the Puritans, and Pilgrims. In the Chesapeake colonies, composed of Virginia and Maryland, reasons for settlement mainly alluded to economic advancements and prosperity. The main dividing factors that caused the difference and distinction between the two societies were not limited to the reason for settlement, but in fact were also heavily by the social makeup of the settlers, which varied based on the motivation of the settlements as well. The New England colonies settlement was fundamentally based on religion. The settlers, possessing strong ties to religion, had left England behind due to conflicting views with the Anglican Church. Puritans led their lives based on strong beliefs, such as predestination, believing God already determined belief that one being saved. As they settled, they believed that God had expected them to form moral Christian communities, and become the model that all others would look up to. This is reflected in Document A, as John Winthrop preaches, “We must consider that we shall be as a city upon a hill. The eyes of all people are upon us…” Winthrop mentions that their community is to be looked up to by all, and thus they must set the example, and if they do not, they will be shamed greatly for their sin. Their desire to create “a city upon a hill” demonstrates their motivation to create a permanent religious settlement, and the basing of their laws around their religious beliefs and morals. As religious practices and freedoms appealed more to families, mainly families settled in the New England colonies. (Doc B) As a result, these families often stuck together, forming communities to worship God together and creating more unified settlements. The emphasis on community and unification, combined with religion, formed the set of governance for the New England colonies. The settlers put little emphasis on individual gain or profit, and instead put forth the prosperity of the community as priority. Thus, the focus of living was to live equally under God. This included regulating wages among members of the community, in that “…all tradesmen and laborers consider the religious end of their callings, which is that receiving such moderate profit as may enable them to serve God and their neighbors with their arts and trade comfortably, they do not enrich themselves suddenly and inordinately (by pressing prices and wages to impoverishing of their neighbors) live in the practice of that crying sin of oppression…”(Doc E) The enrichment of one should not come at the expense of their neighbor, do not impoverish others for the sake of wealth, and instead be modest under God so everyone may live equally. As a result, the New England colonies developed in a strongly unified and religious manner, very different from the Chesapeake colonies. The Chesapeake colonies, consisting of mainly Virginia and Maryland, was settled by mainly single young men, (Doc C) who sought profit and wealth in the New World. Their main focus was to “dig gold, wash gold, refine gold, load gold,” (Doc F)
When the Joint Stock Co landed at Jamestown, they were looking for gold to match the success of the Spanish Empire abroad. Though no gold was found, the development of tobacco as a cash crop and Virginia’s practice of the head right system ensured that wealth and profit would continue to shape the Chesapeake colonies and create a mercantilist based settlement, much unlike the modest and religious-centric New England colonies. In addition to different reasoning for settlement, the lack of family made the creation of unity and community incredibly difficult. Individuals came to the region for individual profit. Due to said lack, as well as that there were too few individuals spread amongst too much land, thus making it very difficult when it came defending themselves against an attack by the Dutch in Virginia. Because the prime motivation was wealth, there was reasonable expectation that “single freemen…or men much in debt…upon any small advantage the enemy may gain upon us [would take the opportunity to defect] to them in hopes of bettering their condition by sharing the plunder of the country with them.”(Doc G) With the lack of community came the lack of trust and loyalty to those around them, creating an entirely different environment from the New England settlers, which largely effected their development as a society. In addition to this, the swampy climate in the Chesapeake colonies made creating families increasingly difficult, as the swamp bred malaria and possibly other disease, which greatly shortened the lifespan of settlers in the area, who possessed no resistance to it. With this lack of family and community, religion was not a main concern, allowing for a certain amount of tolerance among settlers in the region and pushing the gain of wealth even more as the main focus for life in the Chesapeake colonies, causing the evolution of a distinct society with many varying differences to the New England colonies. As a result of the geographical conditions of the colonies, the basis and motivation for settlement, and the social makeup of the New England and Chesapeake colonies, the two regions developed quite differently during the 17th century, and eventually evolved into two distinct societies altogether. The settlers of New England were families, coming over together as means of gaining religious freedom from the Anglican Church, while those who settled in the Chesapeake region were looking for profit gain and overall wealth, containing little sense of unity or community, a drastic difference that would completely change the output of the region in comparison to the close knit society of the New England colonies. These variations and distinctions between the regions caused the development of two entirely different societies, despite being largely settled by those of English origins during the 17th century.

Similar Documents

Free Essay

Chesapeake and New England Colonies Comparison

...Chesapeake and New England colonies Comparison During the early 16th century and into the early 17th century, European colonies rapidly colonized the newly found Americas. England in particular sent large groups to the east coast of North America to two separate regions, which would later become known as the Chesapeake and New England areas. The Chesapeake region included Maryland, Virginia, Pennsylvania, and the New Jerseys. The New England region of the colonies included Rhode Island, Plymouth, Massachusetts Bay Colony, New Haven, and Connecticut. Eventually in the late 1700’s these two regions would come together to form one nation. Both regions were very different and did not share many common ideas. They were different in their views and beliefs on religion, economy, and motives for colonial expansion. In 1609 a group of settlers, led by Captain John Smith, founded Jamestown which became the first colony to thrive and prosper in the New World. The main goal of these Chesapeake settlers was to make money by finding gold, silver, or anything else that they could take back to England and make a profit on. Another goal of theirs was to find a northwest passage to Asia. The New Englanders were mostly puritans who first settled in Plymouth and were driven to the New World in hopes of religious freedom. New Englanders wanted to escape religious persecution rather than make money and grow a rich economy. The living situations between the two colonies were extremely different...

Words: 713 - Pages: 3

Premium Essay

Chesapeake And New England Colonies Comparison Essay

...The New England and Chesapeake regions did vary in a number of ways. These differences included economy, population, and religion. The regions were assembled for very contrasting reasons and under different climates. The New England colonies, Maryland, New Jersey, and Pennsylvania were formed and established "as plantations of religion." The first New England colonies, which included New Hamshire, Rhode Island, Connecticut and Massachussets, were all founded in the 17th century, beginning with the landing of the Pilgrims at Plymouth in 1620. All but New Hampshire were founded as havens for various religious groups, including Seperatists, Quakers, and Puritans. The separatist objective was to follow the teachings of John Calvin and separate from both the Roman Catholic and Angelican churches. During the...

Words: 467 - Pages: 2

Premium Essay

Chesapeake Colonies Dbq

...Although the Northeastern and Chesapeake region were largely settled by people of English origin, they developed into two distinct societies by the 1700’s, as their individual approaches to settlement differed, indicated by their unique motives for colonization, the impact of economy on social dynamics, as well as contrasting political structures. The differing original intentions around colonization for the Northeastern and Chesapeake colonies significantly contributed to the distinct development of the two regions, as their motivations impacted the cornerstone of their efforts, allowing distinct aspects of civilization to develop within the two regions. Seeking and desiring religious freedom, the Puritans, or original settlers of the Northeastern...

Words: 957 - Pages: 4

Premium Essay

New England vs. Chesapeake Colonies

...introduction The Chesapeake and New England Colonies: A Comparison Beginning in the 1600s, England colonized the newly discovered Americas. numerous groups came settled in two regions, the Chesapeake and New England. From the beginning, both had very separate motivation and unique identities. These motivations affected the colonies in every way, including economically, socially, and politically. The Chesapeake and New England attracted different types of settlers and, by 1700, the populations differed enormously. Clearly the Chesapeake and the New England regions did differ in numerous ways. These differences included population, religion, and economy. But also the differences were on a wide-scale range involving almost every aspect of the society, they all sprouted from one initial difference between the two: the very reason the colonists came. Life in colonial America was difficult for all, but more so for some than others. While some colonists struggled to scrape by, some managed to live well and be happy. It is very apparent that health, family, and growth helped New England to be more prosperous and a more enjoyable place to live than in its southern neighbor, Chesapeake Bay. History has proven that these factors have a major effect on the quality of life for people, and this instance is no exception. New England New England was north of the Chesapeake, and included Massachusetts Bay Colony, Plymouth, Rhode Island, Connecticut, and New Haven. In Puritan New England, a...

Words: 2131 - Pages: 9

Premium Essay

English Colonization In Colonial America

...and transformation of social structure. Specifically, throughout the settlement process, Indians experienced immense religious influence by the English and conflicted over both land and religious liberties. Also, as individuals emigrated from England to the Americas, challenging liberties concerning economic and societal structure began to surface. Furthermore, by delving deeper into the tensions that accompany freedom, insights involving the reasoning behind English impact arise. When analyzing the English settlement patterns in the Americas, Native Americans were challenged religiously and by the liberty of their land. For...

Words: 1195 - Pages: 5

Premium Essay

Benjamin Franklin

...Pilgrim Biographies Commemorations Pilgrim Memorials Around the World The Society How to Join Society Information SMDPA News Newsletter JR PA Mayflower Newsletter For Teachers & Students Links Contact Membership Info Apply Now Eligibility & How To Join Proving Your Lineage Passenger List About the SMDPA Donate Contact Us Discover History Articles Comparing Plymouth and Jamestown Comparing Plymouth and Jamestown Written by Robert Jennings Heinsohn 1. Introduction Pilgrim families arrived in Holland in the spring of 1608 and in Plymouth in December 1620. In May 1607, 105 men arrived in Jamestown to establish the first permanent English settlement in North America. While the individuals in both settlements were English, the they were different in many important ways. To fully appreciate our Pilgrim heritage, it is important to understand the differences between Plymouth and Jamestown. This essay identifies major differences and explains how these differences affected the settlements during the first few decades of their arrival. 2. Royal Charters and Patents Sir Humphrey Gilbert c. 1539-1583 Early Efforts to Colonize North America Queen Elizabeth granted a patent (Royal Charter) to Sir Humphrey Gilbert (half brother of Sir Walter Ralegh) who led an expedition to Newfoundland in 1583 and claimed it for England. For the next thirty years he tried, but without success, to begin settlements. Eventually he was lost at sea in a storm. A Royal...

Words: 8670 - Pages: 35

Free Essay

What Is the ‘Georgian Worldview’ and How Has This Concept Influenced the Archaeology of Eighteenth-Century North America?

...change in human consciousness—from medieval to modern—and this extended across the Atlantic despite the colony’s increasing political distance from the homeland (Deetz, 1996: 62-63; 2003: 221). Deetz believed that shared artefact form reflected shared thought (2003: 220). The theory has enabled historical archaeologists to recognise a distinctive shift in many areas of material culture which subsequently encouraged a succession of scholars to further this idea by posing key questions: why did the worldview develop, where else was a Georgian worldview visible, how did it present itself in areas outside New England? In the quest for answers to these questions, archaeologists have developed the concept which accordingly shaped interpretations of the material discoveries of eighteenth-century North America. Deetz’s model for the cultural development of New England illustrates that following an interval (1660-1760) of limited English influence on North American material culture, the contemporary homeland culture—which had recently been influenced by the rationality of the Enlightenment—became influential once again in the colony’s artefacts and landscapes (Deetz, 1996: 59-61). In proving his culturalist theory, Deetz focused on the development of academically styled houses (see figure 1) from the original vernacular...

Words: 3625 - Pages: 15

Free Essay

Causes of Revolution

...|[pic] |Syllabus | | |College of Humanities | | |HIS/115 | | |U.S. History to 1865 | Copyright © 2011, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events that have shaped the American scene from colonial times through the Civil War period. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class...

Words: 5001 - Pages: 21

Free Essay

Asdasdasd

...[pic] FIRST ARMY EQUAL OPPORTUNITY REPRESENTATIVE COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or...

Words: 63019 - Pages: 253

Free Essay

Demographic

...2010 Census Demographic Profile Summary File 2010 Census of Population and Housing Technical Documentation Issued August 2011 DPSF/10-4 (RV) U.S. Department of Commerce Economics and Statistics Administration U.S. CENSUS BUREAU For additional information concerning the files, contact the Customer Liaison and Marketing Services Office, Customer Services Center, U.S. Census Bureau, Washington, DC 20233, or phone 301-763-INFO (4636). For additional information concerning the technical documentation, contact the Administrative and Customer Services Division, Electronic Products Development Branch, U.S. Census Bureau, Washington, DC 20233, or phone 301-763-8004. 2010 Census Demographic Profile Summary File 2010 Census of Population and Housing Issued August 2011 DPSF/10-4 (RV) Technical Documentation U.S. Department of Commerce Rebecca M. Blank, Acting Secretary Vacant, Deputy Secretary Economics and Statistics Administration Rebecca M. Blank, Under Secretary for Economic Affairs U.S. CENSUS BUREAU Robert M. Groves, Director SUGGESTED CITATION FILES: 2010 Census Demographic Profile Summary File— [machine-readable data files]/ prepared by the U.S. Census Bureau, 2011. TECHNICAL DOCUMENTATION: 2010 Census Demographic Profile Summary File— Technical Documentation/ prepared by the U.S. Census Bureau, 2011. ECONOMICS AND STATISTICS ADMINISTRATION Economics and Statistics Administration Rebecca M. Blank, Under...

Words: 46226 - Pages: 185

Free Essay

The Origins and Development of the English Language (Textbook)

...THE ORIGINS AND DEVELOPMENT OF THE ENGLISH LANGUAGE This page intentionally left blank THE ORIGINS AND DEVELOPMENT OF THE ENGLISH LANGUAGE SIXTH EDITION ± ± John Algeo ± ± ± ± ± Based on the original work of ± ± ± ± ± Thomas Pyles Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States The Origins and Development of the English Language: Sixth Edition John Algeo Publisher: Michael Rosenberg Development Editor: Joan Flaherty Assistant Editor: Megan Garvey Editorial Assistant: Rebekah Matthews Senior Media Editor: Cara Douglass-Graff Marketing Manager: Christina Shea Marketing Communications Manager: Beth Rodio Content Project Manager: Corinna Dibble Senior Art Director: Cate Rickard Barr Production Technology Analyst: Jamie MacLachlan Senior Print Buyer: Betsy Donaghey Rights Acquisitions Manager Text: Tim Sisler Production Service: Pre-Press PMG Rights Acquisitions Manager Image: Mandy Groszko Cover Designer: Susan Shapiro Cover Image: Kobal Collection Art Archive collection Dagli Orti Prayer with illuminated border, from c. 1480 Flemish manuscript Book of Hours of Philippe de Conrault, The Art Archive/ Bodleian Library Oxford © 2010, 2005 Wadsworth, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including...

Words: 164520 - Pages: 659

Premium Essay

Jared Diamond Collapse

...COLLAPSE HOW S O C I E T I E S CHOOSE TO FAIL OR S U C C E E D JARED DIAMOND VIK ING VIKING Published by the Penguin Group Penguin Group (USA) Inc., 375 Hudson Street, New York, New York 10014, U.S.A. Penguin Group (Canada), 10 Alcorn Avenue, Toronto, Ontario, Canada M4V 3B2 (a division of Pearson Penguin Canada Inc.) Penguin Books Ltd, 80 Strand, London WC2R ORL, England Penguin Ireland, 25 St. Stephen's Green, Dublin 2, Ireland (a division of Penguin Books Ltd) Penguin Books Australia Ltd, 250 Camberwell Road, Camberwell, Victoria 3124, Australia (a division of Pearson Australia Group Pty Ltd) Penguin Books India Pvt Ltd, 11 Community Centre, Panchsheel Park, New Delhi—110 017, India Penguin Group (NZ), Cnr Airborne and Rosedale Roads, Albany, Auckland 1310, New Zealand (a division of Pearson New Zealand Ltd) Penguin Books (South Africa) (Pty) Ltd, 24 Sturdee Avenue, Rosebank, Johannesburg 2196, South Africa Penguin Books Ltd, Registered Offices: 80 Strand, London WC2R ORL, England First published in 2005 by Viking Penguin, a member of Penguin Group (USA) Inc. 13579 10 8642 Copyright © Jared Diamond, 2005 All rights reserved Maps by Jeffrey L. Ward LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Diamond, Jared M. Collapse: how societies choose to fail or succeed/Jared Diamond. p. cm. Includes index. ISBN 0-670-03337-5 1. Social history—Case studies. 2. Social change—Case studies. 3. Environmental policy— Case studies. I. Title. HN13. D5 2005 304.2'8—dc22...

Words: 235965 - Pages: 944

Free Essay

500 Extraordinary Islands

...500 extraordinary islands G R E E N L A N D Beaufort Sea Baffin Bay vi Da i tra sS t a nm De it Stra rk Hudson Bay Gulf of Alaska Vancouver Portland C A N A D A Calgary Winnipeg Newfoundland Quebec Minneapolis UNITED STATES San Francisco Los Angeles San Diego Phoenix Dallas Ottawa Montreal ChicagoDetroitToronto Boston New York OF AMERICA Philadelphia Washington DC St. Louis Atlanta New Orleans Houston Monterrey NORTH AT L A N T I C OCEAN MEXICO Guadalajara Mexico City Gulf of Mexico Miami Havana CUBA GUATEMALA HONDURAS b e a n Sea EL SALVADOR NICARAGUA Managua BAHAMAS DOMINICAN REPUBLIC JAMAICA San Juan HAITI BELIZE C a r PUERTO RICO ib TRINIDAD & Caracas N TOBAGO A COSTA RICA IA M PANAMA VENEZUELA UYANRINA H GU C U G Medellín A PAC I F I C OCEAN Galapagos Islands COLOMBIA ECUADOR Bogotá Cali S FR EN Belém Recife Lima BR A Z I L PERU La Paz Brasélia Salvador Belo Horizonte Rio de Janeiro ~ Sao Paulo BOLIVIA PARAGUAY CHILE Cordoba Santiago Pôrto Alegre URUGUAY Montevideo Buenos Aires ARGENTINA FALKLAND/MALVINAS ISLANDS South Georgia extraordinary islands 1st Edition 500 By Julie Duchaine, Holly Hughes, Alexis Lipsitz Flippin, and Sylvie Murphy Contents Chapter 1 Beachcomber Islands . . . . . . . . . . . . . . . 1 Aquatic Playgrounds 2 Island Hopping the Turks & Caicos: Barefoot Luxury 12 Life’s a Beach 14 Unvarnished & Unspoiled 21 Sailing...

Words: 249855 - Pages: 1000

Free Essay

Networks

...The Wealth of Networks The Wealth of Networks How Social Production Transforms Markets and Freedom Yochai Benkler Yale University Press New Haven and London Copyright _ 2006 by Yochai Benkler. All rights reserved. Subject to the exception immediately following, this book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and except by reviewers for the public press), without written permission from the publishers. The author has made an online version of the book available under a Creative Commons Noncommercial Sharealike license; it can be accessed through the author’s website at http://www.benkler.org. Printed in the United States of America. Library of Congress Cataloging-in-Publication Data Benkler, Yochai. The wealth of networks : how social production transforms markets and freedom / Yochai Benkler. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-300-11056-2 (alk. paper) ISBN-10: 0-300-11056-1 (alk. paper) 1. Information society. 2. Information networks. 3. Computer networks—Social aspects. 4. Computer networks—Economic aspects. I. Title. HM851.B457 2006 303.48'33—dc22 2005028316 A catalogue record for this book is available from the British Library. The paper in this book meets the guidelines for permanence and durability of the Committee on Production Guidelines for Book Longevity of the Council on Library Resources. 10 9 8 7 6 5 4 3 2 1...

Words: 214717 - Pages: 859

Premium Essay

No Paper to Upload

...REGENT UNIVERSITY COLLEGE OF ARTS & SCIENCES UNDERGRADUATE CATALOG 2013-2014 (Fall 2013-Summer 2014) Regent University 1000 Regent University Drive Virginia Beach, VA 23464-9800 800.373.5504 admissions@regent.edu www.regent.edu PREFACE Regional Accreditation Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associates, baccalaureate, masters, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Regent University. National and State Accreditation Regent University’s undergraduate school is accredited or certified by the following bodies:   Council for Higher Education Accreditation (CHEA) (www.chea.org/) The Teacher Education Accreditation Council (TEAC) The Regent University School of Education's educational leadership and teacher preparation programs and the College of Arts & Sciences interdisciplinary studies program, which are designed to prepare competent, caring, and qualified professional educators are accredited by the Teacher Education Accreditation Council for a period of seven years, from January 9, 2009 to January 9, 2016. This accreditation certifies that the educational leadership, teacher preparation and interdisciplinary studies programs have provided evidence that they adhere to TEAC's quality principles. Teacher Educational Accreditation Council, One Dupont Circle, Suite...

Words: 74326 - Pages: 298