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
188 ■ Unit 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.
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 3-2.190 ■ Unit 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
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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.
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.
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.
192 ■ Unit 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.
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 5 ■ 193
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 asentence about the Puritans.
3
TIME LINE In what year did John Endecottlead the first Puritans to New England?
4
ECONOMICS In what ways were the people ofthe Massachusetts Bay Colony able to get the goods they needed?
5
CRITICAL THINKING—Analyze How was aPuritan 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