US History

Colonization and Settlement (1585-1763)

This collection uses primary sources to explore the motivations and realities behind life in the American colonies.

A collection of accounts of cases prosecuting Quakers for refusing to pay religious fees, London, 1736.

A critical summary of Quaker beliefs and practices, from a letter to a member of the House of Commons, London, 1736.

A pamphlet defending the position of the Quakers on religious fees, London, 1737.

A map showing the British colonies in North America in the eighteenth century.

A printed statement to Sir Robert Walpole, First Commissioner of the Treasury, about the role of colonies in the British Empire, London, 1731.

A 1755 essay about the relationship between England and her North American colonies, London, 1755.

A 1734 drawing showing the plan for Georgia Colony.

A map of the county of Savannah, 1735.

A map of New Ebenezer, Georgia, 1747.

A sketch of New Ebenezer, Georgia, 1736.

A map of Yamacraw Territory, 1745.

A letter from Henry Ellis, Royal Governor of Georgia, in Savannah, to the headmen and warriors of the Creek Nation, May 26, 1760.

Transcription: 

Friends and Brothers,  
Robert Frenchis just come from your Nation and reports that several Traders in the Upper Towns have, at the Instigation of our Enemies, been killed by some of your mad People. I hope you remember, Brothers, that in our Treaties with you it is agreed that if the red or white People shall have anything to complain of each other they are in a friendly Manner to apply for Redress; the red People to me, and I to the Head Men of your Nation. If you have any real cause to be dissatisfied with the white People I desire you will let me know it to the End that it may be removed and not suffer your mad People to go on killing our Traders as Frenchsay they have done. Hearken to me, Brothers! I advise you as your true Friend not to throw away the white People, but hold them the faster by the Hand the more our Enemies endeavour[endeavor] to separate Us: And though some of your People may have done a mad Thing yet Friends may overlook it and make all strait [straight] again: Which that we may the sooner do, send down on head Man with your Answer to me who shall meet with no Harm but return safely to you; and you may be assured that though there are many of your People now amongst Us none of them shall be molested for we love to live in  
 
*[page 2]*
 
Peace with the red People. Brothers, Do not throw away this Talk of your Friend.  
Given under my Hand and Seal at Arms at Savannahin the Province of Georgiathe twentysixth [twenty-sixth] Day of May 1760.  
[Signed] Henry Ellis  
To the Mico's Head-Men and Warriors of the Creek Nations, The Governour [Governor] of Georgiasends Greeting --


Questions

1. According to the [accounts of cases prosecuting Quakers](http://dp.la/primary-source-sets/the-colonies-motivations-and-realities/sources/248), the [summary of Quaker beliefs](http://dp.la/primary-source-sets/the-colonies-motivations-and-realities/sources/249), and the [pamphlet defending the position of the Quakers](http://dp.la/primary-source-sets/the-colonies-motivations-and-realities/sources/250), what were the key beliefs and practices of the Quakers that brought them into conflict with British authorities? How were these Quaker actions addressed by British officials? 

2. Using specific examples drawn from the [summary of Quaker beliefs](http://dp.la/primary-source-sets/the-colonies-motivations-and-realities/sources/249) and the [pamphlet defending the position of the Quakers](http://dp.la/primary-source-sets/the-colonies-motivations-and-realities/sources/250), summarize the arguments for and against the rights of Quakers in England.

3. According to the [letter to Sir Robert Walpole](http://dp.la/primary-source-sets/the-colonies-motivations-and-realities/sources/252), what did the term “balance of trade” mean? Why was it important to the role of the colonies within the British Empire? How did Henry McCulloh describe the relationship between the colonies and England? How did he think that relationship could be improved?

4. Describe the colony of Georgia from the five visual sources presented. Include in your descriptions rivers, other natural features, English towns, and Native American settlements. Does the information in your description help you to understand the meaning of the [letter from Henry Ellis](http://dp.la/primary-source-sets/the-colonies-motivations-and-realities/sources/259) to the warriors and headmen of the Creek Nation? What is at stake in this discussion?


Activity

Divide students into groups of four or five. Drawing on these materials and other information covered in the course, have groups consider the various motives for colonization. Have some groups determine the reasons individual colonists had for journeying to North America. Have other groups determine the reasons behind the English government’s support of colonization. In whole group discussion, have students’ representatives report their group findings. Then have students as a class predict the tensions that will arise from these distinct goals.

Teaching Guide: Exploring the Motivations and Realities of Life in the Colonies

Resources

1. [Colonial maps](http://dp.la/search?page_size=100&provider%5B%5D=David+Rumsey&q=colonies&subject%5B%5D=American+Revolution&utf8=%E2%9C%93), David Rumsey, Digital Public Library of America. 

2. [Colonial and Early America](http://www.loc.gov/teachers/classroommaterials/themes/colonial-america/exhibitions.html), the Library of Congress. 

3. [Families in colonial North Carolina](http://www.learnnc.org/lp/editions/nchist-colonial/4107), LEARN NC, UNC School of Education. 

4. [Experience the Life](http://www.history.org/almanack/life/), The Colonial Williamsburg Foundation. 

5. [Mayflower and Mayflower Compact](https://www.plimoth.org/learn/just-kids/homework-help/mayflower-and-mayflower-compact), Plimoth Plantation. 


Overview

The English colonists who settled in North America were motivated to leave Europe for a variety of reasons. From the earliest seventeenth-century English settlements, some colonists, including many in the Chesapeake region, hoped to find great fortune in the New World, while many in New England sought religious toleration. The British government, meanwhile, hoped to generate profits and power by establishing and maintaining a global empire. Many of these themes are documented in the inexpensive pamphlets that were produced to help win support for various positions. This set of documents allows students to explore three key themes relating to colonization in the eighteenth century: the motivations of the Quakers, those of the British government, and the realities of life in the Georgia colony.

English

The Colonies: Motivations and Realities

colonies-motivations-realities_07_42d42aef0a5793071bb7928ba1559ea3.jpg

Courtesy of Hargrett Library via Digital Library of Georgia.

Jones, George, “His majestys colony of Georgia in America,” Digital Public Library of America, https://dp.la/item/35ba8ad3ad1d03bd967270d5fa70e9a0.

A 1734 drawing showing the plan for Georgia Colony.

Cite this item

Tips for Students

Item 7 of 12 in the Primary Source Set The Colonies: Motivations and Realities