Colonial Identity

Since the founding of the Thirteen Colonies, the colonists enjoyed a degree of autonomy and self sufficiency from the mother country, England. The colonies had colonial assemblies, which were more democratic than England’s and were independent governments. British mercantilist laws were not strictly enforced due to the policy commonly referred to as salutary neglect. However, as the British increasingly ignore the problems the colonies faced, the colonies began to look for a common government to lead them. This eventually led to three distinct efforts at intercolonial cooperation and union: The New England Confederation, Penn’s Plan of Union, and The Albany Plan of Union. Therefore, although there were unsuccessful attempts to unite the

Written documents proved to be a major influence on the unification of the American colonies. Beginning as early as 1620, when the Separatist Pilgrims left the jurisdiction of the Church of England and escaped the “Dutchification” of their children in Holland to go to the New World, the establishment of self-government through the Mayflower Compact became present. It was heavily based off of the Magna Carta of 1215 which provided the foundation of the rule of law. Created and signed by the adult males onboard, the document stated that the Pilgrims would “combine [themselves] together into one civil body politic, for [their] better ordering and preservation” (Document 1). It went on to declare that they would abide by the newly formed laws and elect officers. This led to the creation of town meetings, places of direct democracy where men could work together with each other to create laws.

These factors not only produced differences between the colonies and England, but among the colonies themselves. Brinkley writes that, “Many distinct societies developed in the colonies, but the greatest distinction was between the colonies of the North and those of the South” (81). This resulted in the colonist not only developing their own identity from that of England, but in many ways from each other. The same distinct factors such as population, economics, and society and religion, and political ideas that differed between the colonies and England, were the same factors that differed from each of the colonies. Although, while it is true that the colonist differed from each other they were always more alike than they were with England.

Within the time frame from 1750 to 1781, historical evidence, as well as many documents, suggests that although the colonists at this time had developed a strong sense of unity, they had a weaker sense of identity. Leading up to the eve of revolution, the colonists had began developing bonds among them through unified acts against English taxes, the stamp act congress, and Townshend acts; also, organizations such as the sons and daughters of liberty had emerged. The colonists began to realize that if they all worked together, they could ultimately be a free nation, and they wouldn't have to be controlled by they English government in which they were not represented. Unity however, is not the same as identity. A sense of identity was harder

American colonists mainly descended from England and were loyal to the British Crown, however, politically the decisions made in the Continental Congress and the stopping of salutary neglect angered the colonists, socially, as a result of unfair taxes, colonists from all the colonies began to rebel and thus have their interests aligned which developed a sense of social unity, and economically after many unjust acts were carried out by the British Empire, the colonies began to help one another, therefore between 1750 to 1776 colonists began to cease their loyalty towards England and develop an independent American identity.

Attempts at colonial unity through official committees and congress’ in the colonies began in Albany, New York in 1754. Colonials sensing the need to resolve differences among themselves gathered in Albany to lay plans for mutual defense. It was called the Albany Congress and the delegates endorsed a proposal for a colonial confederation that called for a Grand Council to represent all colonial assemblies. This Grand Council would be able to create policies regarding military and Indian affairs, and also demand funds for the colonies. Although this attempt at unity was decently organized, it amounted to nothing because no colonial legislatures wanted to give up powers of taxation. However, this congress would lay ground for the next colonial

American settler colonialism is no different than the colonialism in South Africa, Australia and Algeria because the similarities between them: indigenous populations were depleted, indigenous resistances arose, and colonizing culture religion becomes the dominant culture. Indigenous population was depleted in two way: through human involvement and also by biological diseases. Biological diseases killed the vast majority of Indians in the 16 century.

It states “...where a people are gathered together the Word of God requires that, to maintain the peace and union of such a people, there should be an orderly and decent government established according to God (Doc. 2). This action shows how they were banding together to form a democratic government like the Mayflower Compact but they do this in a different way. The Fundamental Orders bands together for the specific reason of God and they do everything according to God while the Mayflower compact does not. The Albany Plan of Union is also a great action which used the ideas of representative like a democratic government when it states, “...and a Grand Council, to be chosen by the representatives of the people of the several Colonies met in their respective assemblies,” (Doc. 5). This maybe similar to the other documents and the Fundamental Orders of Connecticut but the Albany Plan of Union is getting its power from the crown while the rest were just from the colonies itself and had nothing to do with Britain.

The Albany Congress was met on June 19, 1754 held by legistaures from colonies between New York and the Mohawk nation. They were part of the Iroquois Confederation. Many government officials contributed together to published uncomfired plans for unifying the colonial governments of North America. Delegates selected acceptant to the plan for a union of 12 colonies. Different assembly would be sent in to a “grand council” that has a legitative power. After, they started noticing the power and authority to control the colonists. This resulted to colonies being unified. The plan gave the Grand Council control and power. They also taxed things for their own benefit. Although, this did not last, people and other government started to notice, which

The Mayflower Compact and the first constitution of Pennsylvania were both very important in maintaining peace and order in their respective colonies. Despite the fact that both documents are written by religious men, the difference in the number of religious references sets the two apart. In addition to this, the way they both address the English government is contrasted in both of these official documents. Despite these differences, the underlying theme that the best way to govern the colonies is through a form of self-government, ties both the Compact and the Constitution together. Although similar in many ways, it is their differences between the Compact and the first clause of the Pennsylvanian Constitution that makes them unique.

It was known that unifying the colonies would be beneficial to every aspect which already existed or was being created within the colonies. It would provide a stronger and more organized government, which could potentially lead to the establishment of an intimidating presence to foreign nations. However, the unification of the colonies would have to also combine the issues of European immigrants with those of American Colonists in order to achieve freedom from the taxes enforced by Britain. “We do by these present, solemnly and mutually, in the presence of God and one another, covenant and combine ourselves together into a civil body politic, for our better ordering and preservation and futherance of the ends aforesaid; and by virtue hereof to enact, constitute, and frame such just and equal laws, ordinances, acts, constitutions, offices from time to time as shall be thought most meet and convenient for the general good of the colony.” (Document 1)

While they may not have had a sense that they were united, they knew that they were no longer Europeans and deserved the right to govern themselves. When the events such as the Boston Tea Party, the Boston Massacre, and Lexington & Concord broke out, the colonists were united in their outrage against the British, giving credence to the idea that at least some sense of nationhood existed.

The 13 Colonies struggled for independence from Great Britain. The British passed many laws that the colonists thought were unfair. The American colonists took action to defeat the British.

However, when forming this unity, it is important to understand the colonies’

The long era of the residential school system in Canada is officially over, with the last school having closed its doors nearly two decades ago, in 1996. Yet, the problematic legacies of the residential schools and the colonial mindset behind these schools continue to haunt the Canadian education system, frustrating and undermining its attempts to educate, engage and empower aboriginal students. Strong traces of the racist attitudes and institutional disadvantages continue to inform, however subtly, integral features of the “mainstream” Canadian society. Many Native people in Canada today are met with the contradiction of being simultaneously discriminated against and patronized as historical victims. However, as Robin R.R. Gray observes, “While many of the negative learned behaviors associated with colonization, White racist culture and residential schools have been passed on to the children of [residential school system] survivors, so has a tradition of resiliency, survival, and strength” (Gray, 2011, p. 11). It is these latter traits possessed by today 's post-residential school youths, inherited from parents and grandparents who likely did attend residential schools, that educators must focus on in crafting curricula and pedagogical strategies that take seriously the continuing project of decolonizing aboriginal education.