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1625 –1645

1750 1625

The Massachusetts

Bay Colony

L

ess than ten years after the Pilgrims founded Plymouth, another group of religious settlers founded an English colony in North America. Like the Pilgrims, these settlers disagreed with many practices of the Anglicans (AN•glik•anz), or members of the Church of England. Unlike the Pilgrims, however, they did not want to separate from the church. They wanted to change some religious practices in order to make the church more “pure.” For this reason, they were called . The Puritans set up a community in North America so they could make money and live by their Christian ideas.

A City on a Hill

In 1628 a group of Puritans joined other people in England to form the New England Company. That year King Charles I granted the company a charter. A is an official paper in which certain rights are given by a government to a person or business. The king’s charter allowed the Puritans to settle in the region Captain John Smith had named New England.

In 1628 John Endecott led the first group of Puritans to sail to New England. There they built a settlement named Salem on a bay they called Massachusetts Bay. The word Massachusetts means “at the big hill” in the Algonquian language. The follow-ing year the company became the Massachusetts Bay Company,

and the king granted a new charter. charter Puritans VOCABULARY Puritan charter common specialize town meeting public office SUMMARIZE

As you read, summarize facts about the Massachusetts Bay Colony.

BIG IDEA A group of English colonists, called Puritans, founded the Massachusetts Bay Colony.

Focus Skill

188Unit 3

Salem was the Puritans’ first settlement in the Massachusetts Bay area. Its name comes from the Hebrew word shalom, which means “peace.”

King Charles I is shown in the top left corner of the Massachusetts Bay Company Charter. O B J E C T I V E S

p. 188

p. 188

p. 190

p. 190

p. 192

p. 192

public office

town meeting

specialize

common

charter

Puritan

SEE READING AND VOCABULARY TRANSPARENCY 3-2 OR THE WORD CARDS ON PP. V37–V38.

B A C K G R O U N D

Protestant Reformation

Before

the 1500s, many Europeans were

members of the Roman Catholic

Church. The Catholic pope was

responsible for leading all church

officials and church members. In the

early 1500s, however, a movement

called the Protestant Reformation

began. Protestants wanted to allow

all church members, not just priests,

to participate in religious activities.

Although the Anglican Church was

Protestant, the Puritans wanted

even greater freedom from church

R E A C H A L L L E A R N E R S

Below-Level Learners

To help students better

understand the main idea

and details in this lesson, have them

make an idea map of each section.

The section’s main idea should be

in the center of the map, with

details extending from it like

branches. This will enable students

to understand how the details

sup-port the main idea.

Lesson 1

PAGES 188–193

Describe the accomplishments of

significant colonial leaders such

as John Winthrop.

Identify examples of

representa-tive government in the American

colonies.

Understand the political,

religious, social, and economic

institutions that evolved in the

colonial era.

Summarize

pp. 187, 189,

191, 193, 206

Focus Skill

When Minutes Count

Have pairs of students work

together to find the answers to the

subsection review questions.

Vocabulary

Quick Summary

This lesson describes the founding of

the Massachusetts Bay Colony and the

people who lived there.

Motivate

Set the Purpose

Big Idea

Make sure that students

understand the meaning of

founded

as

used in the Big Idea statement.

Access Prior Knowledge

Ask students to list some of the

rea-sons people left their home countries

in the 1600s to settle in North America.

(2)

Massachusetts Bay ATLANTIC OCEAN M e rrim a c k R i v er Hu ds o nR iv e r Charles River Cape Cod Boston Salem Haverhill Plymouth VERMONT NEW YORK NEW HAMPSHIRE RHODE ISLAND MASSACHUSETTS CONNECTICUT N S E W 0 50 100 Miles 0 50 100 Kilometers

Albers Equal-Area Projection

Present-day border

Massachusetts Bay Colony

In 1630 John Winthrop brought a second and much larger group of Puritans from England to settle along Massachusetts Bay. Winthrop served as the governor of the Massachusetts Bay Colony. In fact, he would serve as gover-nor of the colony several times during the next 20 years. In that time more than 20,000 newcomers, mostly Puritans, settled in the colony.

Winthrop said that Puritan cities should be models for Christian living.

For we must consider that we shall be as a city upon a hill. The eyes of all people are upon us. . . .

Chapter 5 ■ 189

Location In 1630 John Winthrop (far right) led more than 700 Puritans to Massachusetts Bay. They soon settled on the Massachusetts coast north of Plymouth.

Why do you think most of the settlements in Massachusetts were located near the coast?

He worked to form a confederation to help the colonists better protect themselves from attack.

The Puritans hoped that all their com-munities would become models for good living. They built new villages, many of which were near Boston.

In 1637 Winthrop worked at forming a confederation among the people of New England. He believed a confederation would help them better defend them-selves in case they were attacked by nearby Indian groups or by the Dutch, who had started settlements to the south of New England. Winthrop became the first president of the confederation when it was formed in 1643.

What did John Winthrop accomplish as leader of the Puritans? Focus SUMMARIZE

Skill

R E A D I N G S O C I A L S T U D I E S

S T U DY / R E S E A R C H S K I L L S

Using Maps

Remind students

that maps provide important

infor-mation. Encourage students to

study maps carefully as they read

and to form a mental picture of an

area and the events that took place

in it. Explain that this will help them

link events to the places where they

occurred.

New York

Vermont New Hampshire

Rhode Island Connecticut

Massachusetts

M E N TA L M A P P I N G

State Location

Ask students to

name the five states that border

Massachusetts today without

looking at a map.

Teach

A City on a Hill

Read and Respond

Culture and Society

Encourage a

vol-unteer to remind the class why the

Pilgrims came to Plymouth. Ask

stu-dents to identify ways in which the

Puritans were similar to the Pilgrims.

Civics and Government

Remind

stu-dents that a confederation is a group

of independent states or nations that

work together to help one another.

Q

How does being part of a

con-federation benefit individual

states?

A

The states help protect each other

and they have more power together

than apart. The states also can easily

do business with each other.

Visual Learning

Map and Picture

Direct students to

the map and picture on page 189. Ask

them to locate Plymouth on the map.

Have students follow the coastline

north to Boston and Salem.

CAPTION ANSWER: Settlements in

Massachusetts were located near the

coast because most newcomers arrived

from the Atlantic Ocean. Also, living

near the ocean made it easier to get

supplies from England.

Personal Response

Have students

consider the following question as

they read:

Would it be difficult to leave your

home and move to a new place?

Ask students to write a personal

response to the question after they

have finished reading the lesson.

USE READING AND VOCABULARY

3-2

TRANSPARENCY 3-2.
(3)

190Unit 3

A Puritan Village

At the center of each Puritan village was the , or village green. This was a parklike area shared by all the villagers and used for grazing their ani-mals. At one end of the common was the church, called the meetinghouse. Houses and other buildings lined the other sides of the common.

In time, other buildings that might be found around the common were a gen-eral store, a sawmill, and a blacksmith shop. Blacksmithing is one particular craft in which a person in a village may have specialized. To is to become skilled at one kind of job.

A blacksmith might make nails for a neighbor. In exchange, the neighbor might make barrels for the blacksmith. Specialization allowed the colonists to be more productive. It also made them more dependent on each other as they bartered for goods.

Another building that might be found near the common was a school. Schools were important because the Puritans wanted every person to be able to read the Bible. At first, Puritan children went to schools that were run by women in their homes. Later, villagers began to build schools after the Puritans passed a law stating that every village of 50 families or more must have a school. specialize

common

A CLOSER LOOK A New England Town

Most New England towns were self-sufficient communities in which the people grew or made most of what they needed.

houses well

general store cobbler mill minister’s house fields meetinghouse cooper school blacksmith minister common

Why do you think the common was in the center of the town?

7 c 6 b 5 a 4 0 3 9 2 8 1

1

1

2

4

5

6

7

8

9

A Puritan Village

Read and Respond

Economics

Ask a volunteer to

define the term

barter

. Discuss with

students the kinds of things Puritans

bartered for. Encourage them to

con-sider why and how a barter system

worked so well in Puritan society.

Students may respond that most of

what the Puritans needed was made by

townspeople.

INTEGRATE LANGUAGE ARTS

Speaking

Have students

work with the school

librar-ian to locate copies of John

Winthrop’s speeches. Ask them to

select portions of the speeches

to read dramatically to the class.

Discuss with students what they

know about John Winthrop from

reading and hearing his speeches.

B A C K G R O U N D

Education

The New England

Colonies were the most literate of

the English colonies. By 1750 nearly

90 percent of women and almost all

men could read and write. At the

time, New England had the highest

literacy rate of any area in North

America.

A CLOSER LOOK

A New England Town

Read and Respond

History

Explain to students that

Puritan schools were the first

commu-nity schools in the English colonies. In

villages with fewer than 50 families,

Puritan children often attended

schools run by women in their homes.

Have students carefully examine

the illustration of the town on

pages 190–191. Encourage them to

locate people and places in the

town. Ask students to identify the

business located along the stream.

the mill

Q

What impact do you think

specialization had on

eco-nomic activity in a New

England town?

A

Possible answer: Specialized

workers could make

higher-quality goods. Workers who

specialized traded their goods

with other townspeople.

CAPTION ANSWER: The common

was in the center of town because

it was shared by all of a village’s

people.

(4)

Chapter 5 ■ 191

It made it easier for them to help each other.

Puritan schools were the first commu-nity schools in the English colonies. Some of these schools still exist. They include Boston Latin School, which was founded in 1635, and Harvard College, now Harvard University, which was founded in 1636. Harvard was the first college in England’s North American colonies.

The small size of a Puritan village made people feel they belonged to a commu-nity and made it easier for them to help each other. Village life also made it easier for church ministers to keep their author-ity in the village. The duty of the minister was to make sure people lived their lives

in ways that the Puritan leaders thought were right.

How did the small size of villages help the Puritans?

The Meetinghouse

The meetinghouse was at the center of village life because it was where church services were held. The most important part of the Puritan church service was the minister’s sermon, or his explanation of the Bible’s teachings. The sermon often lasted for several hours. The whole service lasted for most of the day, with a break for a meal at noon.

1

3

4

0

a

b

c

Read and Respond

Culture and Society

Explain that in

the Massachusetts Bay Colony, the

responsibility of teaching morals was

the minister’s. Inform students that the

Puritans were opposed to behavior

such as gambling, swearing, and not

attending church.

The Meetinghouse

Read and Respond

Culture and Society

Explain to

stu-dents that people had assigned seats in

the meetinghouse and were fined if

they did not sit in them. The richest

and most important people sat in the

front of the meetinghouse.

Q

Why do you think this was so?

A

Answers should indicate that it was a

sign of status within the community.

Tell students that people often fell

asleep during the all-day sermons. It

was one person’s job to wake up

people by tickling them with a feather.

Civics and Government

Discuss with

students how the meetinghouse was

the beginning of democracy in

America. Emphasize that laws were

not made unless people voted on

them. Have them compare this to how

laws are made today. Ask students to

think about their elected officials.

What kinds of jobs do they do? How

are those jobs similar to the jobs of

Puritan officials?

B A C K G R O U N D

John Harvard

John Harvard

was a Puritan minister in the

Massachusetts Bay Colony. In 1638

Harvard died and willed half his

estate and a collection of more than

400 books to a nearby college. In

1639 that college was renamed

Harvard University in honor of its

benefactor. Today Harvard University

remains the nation’s oldest

institution of higher learning.

R E A D I N G S K I L L

Focus Skill

Summarize

Remind students that

summarizing the lesson can help

them remember important points.

Encourage students to write a short

summary of each subsection for use

as a study guide.

(5)

The meetinghouse was also where the Puritans conducted all town business. Everyone in the town could attend a

, but only men who owned property could vote. They voted on laws and on matters that affected the whole community. At first, a man had to be a member of the Puritan church to vote. By the end of the 1600s, however, any man who owned property could vote.

Each year at a town meeting, some people were elected to , or jobs for the community. Offices in a Puritan town included constable, town crier, digger of graves, drummer, sweeper of the meetinghouse, and fence viewer. The constable was in charge of maintain-ing order and keepmaintain-ing the peace. The town crier walked around and called out important news and other announce-ments. The fence viewer made sure that the fences around the crops were kept in good repair.

A town meeting held in Haverhill, Massachusetts, once elected a man to run a ferry across the Merrimack River. He could not charge passengers any price

he wanted, however. The town meeting set the charges.

What were some of the public offices that the Puritans could be elected to?

Home and Farm Life

The main room of a Puritan home con-tained a large fireplace, where a fire was always kept burning. All cooking was done in the fireplace. Baking was done in a small oven inside the fireplace. Most food was roasted over the fire or simmered in large iron kettles hung in the fireplace. Kettles were also used to heat water for cooking and washing.

Women and girls spent many hours preparing food for the rest of the family. They used churns to turn cream into but-ter. They dried and preserved fruits. They pickled cabbages and other vegetables grown in the gardens they tended. Pickled vegetables could be eaten throughout the cold, hard winter.

The women and girls also made all the clothing for the family. Sometimes pieces of worn-out clothing were used to make public offices

town meeting

constable, town crier, digger of graves, drummer, sweeper of the meetinghouse, fence viewer, and running a ferry

This reenactment shows how Puritan women prepared meals.

192Unit 3

Home and Farm Life

Read and Respond

Economics

Remind students that the

Puritans seldom let anything useful go

to waste.

Q

What are the advantages of being a

self-sufficient community?

A

Because the Puritans made almost

everything they needed, they didn’t

have to rely on outside sources that

much.

Have students complete a graphic

organizer like the following with items

the Puritans made and items they

obtained from other sources.

Close

Summarize Key Content

• John Winthrop led a settlement of

Puritans to Massachusetts Bay and

served as the colony’s first governor.

• Puritans founded the first

commu-nity schools in the colonies.

• The meetinghouse served as the

center of the village, a place where

church services and town meetings

were held.

Made

Obtained

butter, pickled

sugar, material

vegetables, dried

for clothing,

fruits, clothing,

kettles for

quilts, brushes,

cooking, nails,

candles, shoes,

barrels

tools

B A C K G R O U N D

Leisure Activities

Puritans lived

very strict lives. They believed that

days on which they did not work,

such as the Sabbath, should be

devoted to prayer and worship. Even

feast days, such as Thanksgiving,

were celebrated with restraint. Most

Puritans did not give their children

toys to play with. Still, when Puritan

children had free time they played

games including tag, leapfrog, and

sledding.

R E A D I N G S O C I A L S T U D I E S

Create Mental Images

Encour-age students to use the text to form

mental images of what Puritan life

was like. Ask them to reread the

section

Home and Farm Life,

concentrating on how the

Puritans lived.

(6)

Summary Time Line

1625 1635

1628

John Endecott leads the first group of Puritans to New England 1636 Harvard College is founded 1630 John Winthrop brings Puritans to Massachusetts Bay 1645 Chapter 5193

SUMMARIZE What were the main activities that took place in a Puritan meetinghouse?

1

BIG IDEA Why did the Puritans settle in the Massachusetts Bay Colony?

2

VOCABULARY Use the term in a

sentence about the Puritans.

3

TIME LINE In what year did John Endecott

lead the first Puritans to New England?

4

ECONOMICS In what ways were the people of

the Massachusetts Bay Colony able to get the goods they needed?

5

CRITICAL THINKING—Analyze How was a

Puritan town like the town in which you live? How was it different?

PERFORMANCE—Write a Newspaper

Article Imagine you have been asked to

write a newspaper article about the Puritans of the Massachusetts Bay Colony. Tell about the reasons why they settled there and the kinds of communities they started.

specialize

Focus Skill

wood and their own shoes from leather. They also wore warm clothing from sheep’s wool.

Life was difficult for the early Puritans, but children still found time for leisure activities. Because of the Puritans’ religious beliefs, children were not allowed to have many toys. Instead, they played games and read religious books.

What kinds of crops were grown on New England farms?

This scene shows a New England farm.

new clothing and patchwork quilts for bedding. Nothing useful went to waste.

Puritan farmers grew corn, rye, barley, and wheat. They traded some of these crops for sugar from English colonists on the Caribbean islands. Farmers also grew pumpkins and other kinds of squash among the corn. This method of farming was first used by the Wampanoag Indians.

The Puritans also raised cattle, hogs, and sheep as sources of food, leather, and

wool. They made their own tools from corn, rye, barley, wheat, pumpkins, and other kinds of squash

R E A D I N G S O C I A L S T U D I E S

Personal Response

Make sure

that students support their

responses with details from the

lesson.

USE READING AND VOCABULARY

3-2

TRANSPARENCY 3-2.

A C T I V I T Y B O O K

Use ACTIVITY BOOK, pp. 44–45, to reinforce and extend student learning.

E X T E N D A N D E N R I C H

Research

Ask students to find

out more about John Winthrop.

Encourage them to use primary

and secondary sources to gather

information about Winthrop when

he was governor of the

Massachusetts Bay Colony.

Performance Assessment

Guidelines

Students’

newspaper articles should

be clearly written and informative.

They should include specific reasons

why the Puritans settled in the

Massachusetts Bay Colony and

what their towns were like.

R E T E A C H

Graphic Organizer

Have

stu-dents complete the following

graphic organizer. Remind them

to use their textbook to find

information.

Massachusetts Bay Colony

Who were the Puritans?

How did the Puritans live?

Assess

Lesson 1 Review—Answers

SUMMARIZE

The meetinghouse

was used for church services and

town meetings.

1

BIG IDEA

The Puritans founded the

Massachusetts Bay Colony so they

could freely practice their religious

beliefs and live by their Christian

ideals.

2

VOCABULARY

Many Puritans

specialized

in one particular job.

3

TIME LINE

in 1628

4

ECONOMICS

The people in the

Massachusetts Bay Colony made

many of the goods they needed and

obtained others through a barter

system.

5

CRITICAL THINKING—Analysis

Possible response: The town in

which I live has a city hall similar to

a meetinghouse and a main street

with businesses similar to those of a

Puritan town. Unlike a Puritan town,

my town has many different

churches and other structures.

Focus Skill

References

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