Lesson 4 - American colonialism, slavery and the origins of the USA
Colonialism
Colonialism can be defined as the practice of one power establishing control over a territory and its people, often involving the exploitation of resources and the imposition of political, economic, and cultural systems. It is not just about settling in new lands, but about domination and extraction of value for the benefit of the colonising power.
Colonialism can be defined as the practice of one power establishing control over a territory and its people, often involving the exploitation of resources and the imposition of political, economic, and cultural systems. It is not just about settling in new lands, but about domination and extraction of value for the benefit of the colonising power.
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The Spanish and Portuguese had a monopoly of the East Indies spice trade until destruction of the Spanish Armada in 1588 by the British, which permitted the British and the Netherlands to seek their share of this wealthy import business.
The British formed the East India Company in 1600. The Netherlands founded two important trading companies: - the Dutch East India Company (1602), (Dutch: Verenigde Oostindische Compagnie or VOC) and the Dutch West India Company (1621). The British and Dutch East India Companies acted like colonial powers in the 18th century because they took over land and used military force to control people. |
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The British East India Company (EIC) became powerful in India. The Dutch East India Company (VOC) controlled areas like Java and the Spice Islands, forcing people to sell spices only to them. Both companies had their own armies to fight local rulers and keep control. They also made laws, collected taxes, and acted like governments in the regions they ruled. The map below shows the global influence of the Dutch.
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Tea and spices were its most important commodities. They were the first-ever multinational corporations, financed by shares that established the first modern stock exchange. Spices were imported in bulk and brought huge profits due to the efforts and risks involved and seemingly insatiable demand. Spices, at the time, could only be found on these islands. Spices such as pepper, ginger, nutmeg, cloves and cinnamon could bring profits as high as 400 percent from one voyage. To finance the growing trade within the region, the Bank of Amsterdam was established in 1609, perhaps the world's first central bank central bank.
Amsterdam's dominant position as a trade centre was strengthened in 1640 with a monopoly for the Dutch East India Company (VOC) for trade with Japan through its trading post on Dejima, an island in the bay of Nagasaki. From here the Dutch traded between China and Japan and paid tribute to the shōgun (see Matu 6). |
Activity 1 - The rise of Dutch and English imperialism
North American colonisation
After Columbus landed in America the Spaniards and Portuguese claimed that all of North and South America belonged to them. (See earlier work on Pizarro). But other countries did not accept this. The French took control of Canada and the valley of the Mississippi river from New Orleans. The English took control of the east coast of North America.
After Columbus landed in America the Spaniards and Portuguese claimed that all of North and South America belonged to them. (See earlier work on Pizarro). But other countries did not accept this. The French took control of Canada and the valley of the Mississippi river from New Orleans. The English took control of the east coast of North America.
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The early colonial activities of European powers in the Americas reveal a complex interplay of ambition, competition, and exploitation.
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European state |
Colony location(s) and colonial motivation. |
Spain |
Caribbean: 1492 onwards. Exploration, conquest, extraction of resources, conversion to Christianity. Mexico: 1519-1521 Extraction of gold and silver, expansion of territory. Peru: 1532-1572 Extraction of gold and silver. Florida: 1565 (St. Augustine) Block French ambitions, protect sea lanes . New Mexico: 1609 (Santa Fe) |
England |
Roanoke Island: 1585. Initial attempt at colonisation, ultimately failed. Jamestown (Virginia): 1607. Economic gain, tobacco cultivation. Plymouth (Massachusetts): 1620. Religious freedom for Pilgrims. Massachusetts Bay Colony: 1630. Religious freedom for Puritans. Maryland: 1634. Refuge for Catholics, commercial venture. Carolina: 1670. Economic ties with West Indies, slave trade. Georgia: 1733. Buffer zone, defence against France and Spain. |
France |
Quebec: 1608. Base for North American Empire. Louisiana (Mississippi Valley, New Orleans): 1718 (New Orleans) fur trade, particularly beaver pelts, French Catholic missionaries, particularly the Jesuits. |
Netherlands |
New Netherland: 1624-1664. New Netherland was established by the Dutch West India Company in 1624 (fur trade) with the founding of Fort Orange (present-day Albany) and was taken over by the English in 1664. |
Portugal |
Brazil: 1532 onwards. Extraction of resources and strategic interests |
Activity 2. - North American colonisation
Using the information above, what were three main motivations for colonisation which were common amongst a number of European powers?
Using the information above, what were three main motivations for colonisation which were common amongst a number of European powers?
Masters, servants, slaves and native Americans.
A small but powerful ruling class dominated colonial society. This elite consisted of wealthy landowners, merchants, and professionals who held significant economic and political power. In the South, large plantation owners formed the core of this group. In the North, wealthy merchants controlled trade. This ruling class made up a tiny percentage of the population, perhaps around 1 to 5 percent. They often sought to recreate European social hierarchies and controlled most of the wealth and political offices.
More than half the colonists who came to North America in the colonial period arrived as indentured servants. Indentured servants were individuals who agreed to work for a master for a set period, usually four to seven years, in exchange for passage to the colonies and the promise of "freedom dues" upon completion of their service. These dues might include clothing, tools, corn, and sometimes land. Many servants did not survive their indentures, with approximately 40% of those arriving in the mid-17th century dying before the end of their service. White servants were unruly, and there was a fear of mutinous ex-servants. Planters needed a more dependable source of labor, and they couldn't force native Indians to work for them. The growth of plantation agriculture, especially tobacco and rice, created a high demand for workers. African slaves, already established as a labour force in other colonies, were seen as the solution.
The first documented arrival of enslaved Africans in North America was in 1619, when twenty slaves were brought to Jamestown. Slaves were a crucial part of the transatlantic trade system, where they were exchanged for goods in the Americas, contributing to the economic growth of both the colonies and Europe. (see map below) The slave trade grew, with both Dutch and English merchants participating, and by 1795 Liverpool had over one hundred ships involved in the trade. As we will study later, the slave trade was essential to the growth of the British Empire and one of the key reasons to expain why the industrial revolution began in Britain first. (Matu 4 - Lesson 1)
By 1800, an estimated 10 to 15 million Africans had been forcibly transported to the Americas, a horrific loss of life and liberty. The dehumanisation of enslaved Africans was a crucial aspect of the system, with the enslaved being seen as 'human cattle' rather than people. See the Steven Spielberg's powerful depiction of the notorious 'Middle Passage' of the Triangle Trade System from his 1997 film Amistad.
More than half the colonists who came to North America in the colonial period arrived as indentured servants. Indentured servants were individuals who agreed to work for a master for a set period, usually four to seven years, in exchange for passage to the colonies and the promise of "freedom dues" upon completion of their service. These dues might include clothing, tools, corn, and sometimes land. Many servants did not survive their indentures, with approximately 40% of those arriving in the mid-17th century dying before the end of their service. White servants were unruly, and there was a fear of mutinous ex-servants. Planters needed a more dependable source of labor, and they couldn't force native Indians to work for them. The growth of plantation agriculture, especially tobacco and rice, created a high demand for workers. African slaves, already established as a labour force in other colonies, were seen as the solution.
The first documented arrival of enslaved Africans in North America was in 1619, when twenty slaves were brought to Jamestown. Slaves were a crucial part of the transatlantic trade system, where they were exchanged for goods in the Americas, contributing to the economic growth of both the colonies and Europe. (see map below) The slave trade grew, with both Dutch and English merchants participating, and by 1795 Liverpool had over one hundred ships involved in the trade. As we will study later, the slave trade was essential to the growth of the British Empire and one of the key reasons to expain why the industrial revolution began in Britain first. (Matu 4 - Lesson 1)
By 1800, an estimated 10 to 15 million Africans had been forcibly transported to the Americas, a horrific loss of life and liberty. The dehumanisation of enslaved Africans was a crucial aspect of the system, with the enslaved being seen as 'human cattle' rather than people. See the Steven Spielberg's powerful depiction of the notorious 'Middle Passage' of the Triangle Trade System from his 1997 film Amistad.
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Pre-revolutionary USA had 20% enslaved individuals, with an additional 5-10% indentured servants, forming 25-30% of the population. This was similar to the slave states of ancient Greece. Classical Athens (remember 9e?) and Revolutionary USA both relied on coerced labour.
Classical Athens |
Pre-revolutionary USA |
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Percentage enslaved |
30-40% |
20% |
Indentured/Similar Class |
10-20% (metics) |
5-10% (indentured servants) |
Total Unfree/Dependent |
40-60% |
25-30% |
The treatment of Native Americans was characterised by dispossession, violence, and cultural destruction. Colonists, driven by a desire for land and resources, often resorted to violent means to displace Native populations. The colonists' superior technology and the Indian's ability to live off the land became a source of frustration leading to violence against them. Colonists plundered Native American land, burned their villages, and destroyed their cornfields. They also engaged in trade with some tribes, creating a system where some Native Americans were enslaved by other tribes to be sold to Europeans for goods. This practice of enslaving Native Americans was widespread, with South Carolina becoming a major exporter of Native American slaves. Many Native Americans were sold to the West Indies to ensure they could never escape.
The relationship between the colonists and Native Americans was complex and varied, but it was generally marked by conflict and exploitation. Despite some early instances of cooperation, the relentless expansion of colonial settlements led to a series of wars and conflicts that resulted in significant losses of life and land for Native populations. This dispossession and violence were often justified by the belief in European cultural superiority.
The relationship between the colonists and Native Americans was complex and varied, but it was generally marked by conflict and exploitation. Despite some early instances of cooperation, the relentless expansion of colonial settlements led to a series of wars and conflicts that resulted in significant losses of life and land for Native populations. This dispossession and violence were often justified by the belief in European cultural superiority.
Activity 3 - American social classes