TAR1 Chapter 04d

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The American Republic To 1877

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Chapter Introduction
Section 1
Life in the Colonies
Section 2
Government, Religion, and

Culture
Section 3
France and Britain Clash
Section 4
The French and Indian War
Chapter Summary
Chapter Assessment
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Chapter Objectives
Section 1: Life in the Colonies
Define the triangular trade and explain how it
affected American society.
Understand how the regions in the colonies differed
from one another.
Understand why the use of enslaved workers
increased in the colonies.
Click the mouse button or press the

Space Bar to display the information.
Chapter Objectives
Section 2: Government, Religion, and Culture
Understand why the Navigation Acts angered the
colonists.
Identify the people who had the right to vote in
colonial legislatures.

Chapter Objectives
Section 3: France and Britain Clash
Explain how wars in Europe spread to the
American colonies.
Understand the purpose of the Albany Plan of
Union.

Chapter Objectives
Section 4: The French and Indian War
Explain how British fortunes improved after
William Pitt took over direction of the war.
Describe how Chief Pontiac united his people to fight
for their land.

Why It Matters
Independence was a spirit that became evident
early in the history of the American people. The
spirit of independence contributed to the birth of
a new nation, one with a new government and a
culture that was distinct from those of other
countries.
The Impact Today

Americans continue to value independence. For
example:
The right to practice ones own religion
freely is safeguarded.
Americans value the right to express
themselves freely and to make their own
laws.

Guide to Reading
Main Idea
Each region developed a unique way of life.
Key Terms
subsistence farming
triangular trade
cash crop
diversity
Tidewater
backcountry
overseer

Guide to Reading (cont.)

Reading Strategy
Classifying Information As you read Section 1,
re-create the diagram shown on page 100 of your
textbook and describe the differences in the economies
of the New England, Middle, and Southern Colonies.
Read to Learn
what the triangular trade was and how it affected
American society.
how the regions in the colonies differed from one
another.
why the use of enslaved workers increased in the
colonies.

Section Theme
Economic Factors Ways of earning a living varied
among the colonies.
Colonial spinning wheel

New England Colonies

Immigration was an important factor to the
growth of the colonies.
Between 1607 and 1775, almost a million
people came to live in the colonies.
The colonies also grew as parents had larger
families, more babies survived childhood
diseases, and people began living longer.
(pages 100103)
New England Colonies (cont.)

Most New Englanders lived in towns.
Each town had a meetinghouse facing a green,
or common, where cows grazed and the army
trained.
The meetinghouse was used for both town
meetings and church services.
(pages 100103)

The soil in New England made farming
difficult.
Farming produced just enough to meet the
needs of families. This was called
subsistence farming.
The farms in New England were also smaller
than in the South.
(pages 100103)

Small businesses thrived.
Skilled craftspeople, such as blacksmiths,
furniture makers, and printers, started
businesses.
Women often produced extra candles,
garments, and soup to sell or trade.
(pages 100103)

Shipbuilding and fishing were important
industries.
The shipping trade in America centered in
northern coastal cities.
Northern coastal cities linked the northern
colonies with the Southern Colonies, and
linked America to other parts of the world.
For example, manufactured goods from
Europe were traded for fish, furs, and fruit
from New England.
(pages 100103)

The triangular trade route developed. Ships
brought sugar and molasses from the West
Indies to New England where
the molasses was made into rum.
From New England, rum and other
manufactured foods were shipped to
West Africa.
On the second leg in West Africa, these goods
were traded for enslaved Africans.
On the last leg, the enslaved Africans were
taken to the West Indies where they were sold to
(pages 100103)
planters.

The profit was used to buy more molasses, and
the triangular trade continued.
One of the worst parts of the triangular trade
was called the Middle Passage.
Enslaved Africans endured inhumane
treatment and conditions during the voyage
across the Atlantic.
(pages 100103)
Why were the enslaved Africans forced into such

a brutal existence during the Middle Passage?
Possible answer: The enslaved Africans captors
and the people on the ship did not think of Africans
as people but as cargo. Because the slave trade was
so profitable, these people only thought of enslaved
Africans as a way to make more money. As a result,
the more people they could pack on a ship, the more
money they would make.
(pages 100103)
Space Bar to display the answer.
The Middle Colonies

Farms in these colonies were larger than in New
England. As a result, they produced greater
quantities of cash crops.
The port cities of New York and Philadelphia
became busy with the wheat and livestock that
was shipped from them.
Lumbering, mining, small-scale manufacturing,
and home-based crafts were major industries of
the region.
(pages 103104)
The Middle Colonies (cont.)

Religious and cultural differences existed here.
Immigrants from Germany, Holland, Sweden,

and other non-English countries provided a
cultural diversity not found in New England.
(pages 103104)
The Middle Colonies (cont.)
What was the importance of cash crops?

Cash crops could easily be sold in both the
colonies and in Europe. They brought in
revenue to the seller. The larger the land and
the harvest from that land, the more the
revenue increased.
(pages 103104)
The Southern Colonies

The economies of the Southern Colonies were
dependent upon tobacco in Maryland and
Virginia and on rice in South Carolina and
Georgia.
As a result, commerce or industry was slow to
develop in the South.
Growing tobacco and rice was dependent upon
slave labor.
Rice was even more profitable than tobacco.
London merchants, rather than the local
merchants, managed this southern trade.
(pages 104105)
The Southern Colonies (cont.)

Tobacco and rice were grown on plantations.
A plantation, or large farm, was often on a river
so crops could be shipped easily by boat.
Each plantation was a community consisting of
a main house, kitchens, slave cabins, barns,
stables, and outbuildings, and perhaps a chapel
and a school.
They were in the Tidewater region of the
South.
(pages 104105)

Some people in the South settled in the
backcountry region, toward the Appalachian
Mountains.
Small farms grew corn and tobacco.
The independent small farmers outnumbered the
large plantation owners.
Yet the plantation owners controlled the
economic and political life of the region.
(pages 104105)
Would you have wanted to be a backcountry

farmer or a plantation owner? Give your
reasons.
(pages 104105)
Slavery
Slavery was a main reason for the economic
success of the South.
It was criticized as being inhumane.
Some colonists did not believe in slavery, nor
would they own enslaved people.
Most of the enslaved Africans lived on
plantations.
Many suffered cruel treatment.
(page 106)
Slavery (cont.)
All of the Southern Colonies had slave labor
and slave codes, or strict rules that governed
the enslaved Africans.
Although many enslaved Africans saw their
families torn apart and suffered from harsh
treatment, they also developed their own
culture as enslaved people.
This was based on their West African
homelands.
(page 106)
Slavery (cont.)
Some were given the opportunity to learn
trades and become skilled workers.
If they were lucky enough to buy their
freedom, they developed communities with
other free African Americans.
The debate over slavery later ended in a war
with the North against the South.
(page 106)
Slavery (cont.)
Would you have enforced the slave codes as a

white colonist living in the South during this
period in history?
(page 106)
Checking for Understanding

Define Match the terms on the right with their definitions on the
left.
__
A 1. farming in which only enough
food to feed ones family is
produced
__
C 2. farm crop raised to be sold for
money
__
B 3. a trade route that exchanged
goods between the West Indies,
the American colonies, and West
Africa

Space Bar to display the answers.
A. subsistence
farming
B. triangular
trade
C. cash crop

Reviewing Facts Identify the various economic
activities carried on in the Middle Colonies.
Economic activities in the Middle Colonies were

farming, cash crops, small-scale manufacturing,
lumbering, mining, and trade.

Reviewing Themes
Economic Factors How did New Englands
natural resources help its commerce?
Streams and rivers powered mills and transported

materials; forests provided lumber for
shipbuilding; access to the ocean encouraged
trading.

Critical Thinking
Making Inferences How do you think
plantation owners in the Southern Colonies
justified their use of enslaved Africans?
Possible answer: Owners felt that it was

necessary to keep the economy strong.

Analyzing Visuals
Geography Skills Study the map on
page 103 of your textbook. What goods were
traded from the British Colonies to Great
Britain? From the West Indies to the
British Colonies?
The British Colonies traded rice, tobacco, indigo,
and furs to Great Britain. The West Indies traded
goods and molasses to the British Colonies.

Informative Writing Imagine you live in New

England in the 1750s and are visiting cousins
on a farm in the Carolinas. Write a letter to a
friend at home describing your visit to them.
Guide to Reading
Main Idea
The ideals of American democracy and freedom of
religion took root during the colonial period.
Key Terms
mercantilism
export
import
smuggling
charter colony

proprietary colony
royal colony
apprentice
literacy

Reading Strategy
Organizing Information As you read this section, recreate the diagram on page 108 of your textbook and
identify the three types of English colonies.
Read to Learn
why the Navigation Acts angered the colonists.
who had the right to vote in colonial legislatures.


Section Theme
Continuity and Change The roots of American
democracy, freedom of religion, and public education
are found in the American colonial experience.
From Poor Richards Almanack

English Colonial Rule

In the mid-1600s, the English monarchy saw
Charles II and then James II rule.
James II tried to tighten royal control over the
colonies, but in 1688 he was forced out by the
English Parliament.
Mary, his daughter, and her husband, William,
ruled.
This power of elected representatives over the
monarch was known as the Glorious
Revolution.
(pages 108109)
English Colonial Rule (cont.)

The English Bill of Rights, signed by William
and Mary in 1689, guaranteed certain basic
rights to all citizens.
This document inspired the creation of the
American Bill of Rights.
(pages 108109)

England passed a series of laws called the
Navigation Acts.
The colonies were an economic
resource that England wanted to maintain
control of.
These laws controlled the flow of goods between

England and the colonies.
They kept the colonies from sending certain
products outside of England and forced the
colonists to use English ships when shipping.
(pages 108109)

Some colonists began smuggling, or illegally
trading with other nations.
They did not want to trade only with England.
This illegal trade was the beginning of the

economic conflict between England and the
colonies.
(pages 108109)
How did the economic theory of mercantilism govern Englands

interest in controlling colonial trade?
English manufacturers bought raw materials from the colonies
and used them to make finished goods. These finished goods
were sold to the colonists and to other countries. As a nation
becomes more powerful, it has to export more goods than it
imports. The more England could control the colonies, the more
money it could make from its trade with them. The colonists had
to trade only with England under the Navigation Acts. Trade
with other countries was not allowed. The colonists had to pay
the English price for goods and use English ships to ship their
products. England profited from all angles.
(pages 108109)
Colonial Government
There were three types of colonies by the
1760s:
1) The Charter Colonies of Connecticut and Rhode
Island
- They were established by a group of settlers who
had been given a charter, or a grant of rights and
privileges.
- Colonists elected governors and members of the
legislature.
- Britain could approve the governors appointment,
but the governor could
not veto acts of the legislature.
(pages 110111)
Colonial Government (cont.)

2) The Proprietary Colonies of Delaware, Maryland,
and Pennsylvania
- Britain granted land to proprietors to start these
colonies.
- The proprietors could usually rule as they wished.
- They appointed the governor and members of the
upper house, or the council.
- The colonists elected members of the lower house,
or assembly.
(pages 110111)

3) The Royal Colonies of Georgia, Massachusetts, New
Hampshire, New Jersey, North Carolina, South
Carolina, and Virginia
- They were ruled directly by Britain.
- The king appointed a governor and council.
The colonists elected the assembly.
- The governor and council members usually acted as
Britain told them.
- However, conflicts arose, especially in the assembly,
when officials tried to enforce tax laws and trade
restrictions.
(pages 110111)

Generally, voting rights were granted only to
white men who owned property.
Most women, indentured servants, men
without land, and African Americans could not
vote.
(pages 110111)
How did the colonists involvement in

government prepare them for their eventual
struggle for independence from Britain?
Colonists elected officials and took an interest in
the laws that were passed. They were not afraid
to complain when they did not like the
enforcement of certain laws. They learned about
the ideals of democracy by practicing them.
(pages 110111)
An Emerging Culture
The return of strong religious values in the
1720s through the 1740s led to the Great
Awakening.
Influential preachers like Jonathan Edwards
and George Whitefield inspired colonists in
New England and the Middle Colonies to
reexamine their lifestyles, their relationships
with one another, and their faith.
(pages 112113)
An Emerging Culture (cont.)

The family was the foundation of colonial
society.
Men were the formal heads of the households.
They managed the farms and represented the

family in community matters.
(pages 112113)

Women also participated in decision making
and worked in the fields or on farms.
In the cities and towns, they worked outside
the home for wealthy families, as teachers,
nurses, or as shopkeepers. However, they
could not vote.
Education was valued in the colonies.
Many communities established schools.
By 1750 the literacy rate in New England was
approximately 85 percent for men and 50
(pages 112113)
percent for women.

Many schools were run by widows or
unmarried women who taught in their homes.
Some schools in the Middle Colonies were run
by Quakers or by other religious groups.
In towns and cities, craftspeople opened night
schools to train apprentices.
Harvard was the first college, established in
1636 by Puritans.
The early colleges were founded to train
ministers.
(pages 112113)

The Enlightenment, a movement that began in
Europe in the 1750s, influenced the colonists.
It spread the idea that knowledge, reason, and
science could improve society.
Ideas spread through newspapers, lectures, and
organizations.
(pages 112113)

The foundation for freedom of the press came
when New York Weekly Journal publisher John
Peter Zenger was sued, accused of libel for
printing articles criticizing the royal governor
of New York.
Zenger argued free speech was a basic right of
the people.
The jury based its decision on whether the
articles were true, not offensive.
Zenger was found not guilty.
(pages 112113)
Compare the family roles of men and women

in colonial times to those of today.
(pages 112113)

left.
__
C 1. colony run by individuals or
groups to whom land was
granted
__
E 2. the ability to read and write
__
B 3. colony established by a group
of settlers who had been given
a formal document allowing
them to settle
__
D 4. assistant who is assigned to
learn the trade of a skilled
craftsman
A 5. a good sold abroad
__
A. export
B. charter colony
C. proprietary colony
D. apprentice
E. literacy

Reviewing the Facts Identify some
contributions of women inside and outside the
home.
Possible answer: Inside the home women

contributed cooking, making clothes, tending
livestock, and working in the fields. Outside the
home women contributed by working as maids,
cooks, nurses, teachers, seamstresses, or
shopkeepers.

Reviewing Themes
Continuity and Change Why did the
Navigation Acts anger the colonists?
The acts restricted trade with all nations except

England and limited the ships they could use.

Critical Thinking
Drawing Conclusions Why did Andrew
Hamilton defend John Peter Zenger and free
speech?
Hamilton believed that free speech was a basic

right of English people.

Analyzing Visuals
Picturing History Examine the printing press
on page 112 of your textbook. Who established
the first printing press in the colonies? How do
you think the colonists communicated their
ideas before printed material was widely used?
Stephen Daye established the first printing press
in the colonies. Before printed material was
widely used colonists may have communicated
by writing by hand, posting notices, lectures, and
talking in public places.

Government Draw a chart that shows the

structure of a royal colony, a proprietary
colony, and a charter colony.
Guide to Reading
Main Idea
Rivalry between Great Britain and France led to a
long-lasting conflict.
Key Terms
Iroquois Confederacy
militia


Reading Strategy
Organizing Information As you read the section, recreate the diagram shown on page 116 of your textbook
and describe the events that led to conflict in North
America.
Read to Learn
how wars in Europe spread to the American
colonies.
about the purpose of the Albany Plan of Union.


Section Theme
Continuity and Change American colonists and
Native American groups were drawn into the clash
between France and Britain.
Powderhorn, French and Indian War

British-French Rivalry
The French and British rivalry grew as both
countries expanded into each others territories.
In the 1740s, the British fur traders built a fort

at Pickawillany in the Ohio River country.
In 1752, the French attacked this fort and
drove the British out.
The French built several more forts along the
Ohio River valley to protect what they claimed
to be their fur-trading territory.
(pages 116118)
British-French Rivalry (cont.)

Also in the 1740s, French troops raided towns
in Maine and New York.
The British captured the French fortress
at Louisbourg, north of Nova Scotia, in
retaliation.
Later they returned Louisbourg to France.
Many Native Americans helped France since the
French and Native Americans
had a better relationship.
The Native Americans often raided British
settlements.
(pages 116118)

The Iroquois Confederacy was the most
powerful Native American group in the East. It
consisted of five nations:
-
the Mohawks
the Seneca
the Cayuga
the Onondaga
the Oneida
They remained independent until the mid1700s when the British gained certain trading
rights in the Ohio Valley.
(pages 116118)
Why did the British and French rivalry grow?

The rivalry grew as a result of each country
wanting to control the territory that they
claimed and each country infringing on the
others territory.
(pages 116118)
American Colonists Take Action

In 1753 the Virginia governor Robert
Dinwiddie sent George Washington into the
Ohio Valley to push the French out.
He was not successful against the French.
In the spring of 1754, Washington returned as a
lieutenant with a militia of 150 men to build a
fort near present-day Pittsburgh.
He found the French were already there building
Fort Duquesne.
Washington established Fort Necessity nearby.
(pages 118119)
American Colonists Take Action (cont.)

The French surrounded Washingtons soldiers
and forced them to surrender but later let them
go back to Virginia.
Even though he was defeated, Washingtons
fame spread throughout the colonies and Europe
because he stood up to the French.
(pages 118119)

A group of representatives met in Albany, New
York, to discuss the possible war threat and to
defend themselves against the French.
The representatives adopted the Albany Plan
of Union suggested by Benjamin Franklin.
But none of the colonies approved the plan
because no colony wanted to give
up any of its power.
(pages 118119)

The series of clashes that occurred was called
the French and Indian War by the colonists
because they were fighting two warsone with
the French and the other with the Native
Americans who were allies of the French.
(pages 118119)
Why did the Albany Plan of Union fail?

It laid out a plan that would unite the
colonies, but none of the colonies wanted one
government to rule them. They were not
ready to give up their powers.
(pages 118119)

left.
__
B 1. a group of civilians trained to
fight in emergencies
A. Iroquois
Confederacy
__
A 2. a powerful group of Native
Americans in the eastern part
of the United States made up
of five nations: the Mohawk,
Seneca, Cayuga, Onondaga,
and Oneida
B. militia


Reviewing Facts List two reasons the French
felt threatened by British interest in the Ohio
River valley.
Possible answers: The French might have felt

threatened because of the tradition of rivalry
between the two nations, threat to their
profitable fur trade with Native Americans, or
competition over resources, land, and fishing
grounds.

Reviewing Themes
Continuity and Change Why did colonists
consider George Washington a hero, even after
he was defeated by the French?
His bravery in making the first move against the

French made him a hero.

Critical Thinking
Analyzing Primary Sources Re-read
Benjamin Franklins quote on page 119 of your
textbook. What was his reaction to the
colonies refusal to accept the Albany Plan of
Union?
Franklin was frustrated that although the colonies
expressed their desire for a union, they were
unwilling to give up enough power to form one.

Analyzing Visuals
Geography Skills Study the map on page 117
of your textbook. What countries claimed land
in North America? What power controlled most
of what is present-day Canada? If you live in
North America, what country controlled the
region in which you live?
Britain, France, and Spain claimed land in North
America. Britain controlled most of what is
present-day Canada.

Expository Writing Make a list of five questions that

a reporter might have asked Iroquois leaders after they
reluctantly sided with the British.
Guide to Reading
Main Idea
England and France fought for control of North
America. The French and Indian War resulted from
this struggle.
Key Terms
alliance
speculator


Reading Strategy
Organizing Information As you read this section, recreate the diagram on page 121 of your textbook and
describe the effects these events had on the conflict
between France and Britain.
Read to Learn
how British fortunes improved after William Pitt
took over direction of the war.
how Chief Pontiac united his people to fight for
their land.


Section Theme
Individual Action Victory or loss in war often
depended on the actions of a single leader.
Native American maize mask

The British Take Action

Early in the war, the French appeared to be
winning control of the American land.
- They had built forts throughout the Great Lakes
region and the Ohio River valley.
- They had strong alliances with the Native
Americans.
- This allowed them to control land from the St.
Lawrence River in Canada south to New Orleans.
- The British colonists had little help from Britain in
fighting the French.
(pages 121124)
The British Take Action (cont.)

In 1754 Great Britain sent General Edward
Braddock to be commander in chief of British
forces in America and drive the French out.
He was unsuccessful in the battle at Fort
Duquesne, suffered nearly 1,000 casualties,
and was killed himself.
This defeat spurred Britain to declare war on
France.
(pages 121124)

The Seven Years War began in 1756.
French, British, and Spanish forces clashed in
North America, Europe, Cuba, the West Indies,
India, and the Philippines.
During the early years, the British were not
successful.
(pages 121124)

After William Pitt, prime minister of Britain,
came to power, things changed.
- Britain paid for war supplies, which ultimately put
them into debt.
- Pitt sent British troops to conquer French Canada.
- In 1758 the British recaptured the fort at Louisbourg.
- New Englanders, led by British officers, captured

Fort Frontenac.
- British troops forced the French to abandon
Fort Duquesne, which was renamed Fort Pitt.
(pages 121124)
Why did Pitt want to capture French Canada

as well as gain a path to the western
territories?
He wanted Britain to control the lands in
North America.
(pages 121124)
The Fall of New France

The continued British victories led to the
downfall of the French as a power in North
America. In 1759:
- the British captured several French islands in the
West Indies
- the British defeated the French in India
- the British destroyed a French fleet in Canada
- the British surprised and defeated the French army at
the Battle of Quebec
- Quebec was the capital of New France and a place
that was thought to be impossible to attack
(page 124)
The Fall of New France (cont.)

The Treaty of Paris of 1763 ended the war. In
the treaty,
- France kept some of its islands in the West Indies but
gave Canada and most of its lands east of the
Mississippi River to Great Britain
- Great Britain gained Florida from Spain
- Spain received lands west of the Mississippi River
(the Louisiana Territory) and the port of New
Orleans
North America was now divided between

Britain and Spain with the Mississippi River
as the boundary.
(page 124)
The Fall of New France (cont.)
Why was the Battle of Quebec such a great

victory for the British?
It was the capital of New France and thought
impossible to capture because
of its location high on a cliff.
(page 124)
Trouble on the Frontier

The British victory left the Native Americans
without their ally and main trading partner.
The British raised prices of goods, did not pay
the Native Americans for their land, and began
new settlements in western Pennsylvania.
(page 125)
Trouble on the Frontier (cont.)

Pontiac was a chief of an Ottawa village near
Detroit.
He put together an alliance of Native
American peoples in 1763.
In the spring, they attacked the British fort at
Detroit, captured other British outposts in the
Great Lakes region, and led a series of raids
called Pontiacs War along the Pennsylvania
and Virginia frontiers.
The war ended in August 1765 when Pontiac
heard that the French signed the Treaty of
(page 125)
Paris.

To prevent more fighting and westward
expansion, Britain established the Proclamation
of 1763.
The king declared the Appalachian Mountains
as the temporary boundary for the colonies.
This created more conflicts between Britain
and the colonies, especially to those people
who owned or invested in land west of the
mountains.
(page 125)
What could Britain have done differently so as not to

anger the colonists with the Proclamation of 1763?
Possible answer: Britain could have amended the
proclamation when they saw how angry some of the
colonists were or worked out contracts with the
speculators to appease them. The fact remained that
Britain wanted to control its colonies and was not
looking to appease them because of the proclamation.
(page 125)

left.
__
B 1. person who risks money in
order to make a large profit
__
A 2. a close association of nations
or other groups, formed to
advance common interests or
causes

A. alliance
B. speculator

Reviewing the Facts Name the three nations
that were involved in the Seven Years War.
Britain, France, and Spain were involved in the

Seven Years War.

Reviewing Themes
Individual Action How did Pontiac plan
to defend Native Americans from British settlers?
Was his plan successful?
He wanted to join Native American groups

together to fight. He put together a
successful alliance of Native American
peoples.

Critical Thinking
Analyzing Information What did the British
hope to gain by issuing the Proclamation of
1763?
They hoped to stop the fighting between

colonists and Native Americans.

Analyzing Visuals
Geography Skills Study the map of the
French and Indian War on page 123 of your
textbook. What was the result of the battle at
Fort Duquesne? What route did British General
Wolfe take to reach Quebec?
The battle of Fort Duquesne was a French
victory. British General Wolfe traveled southwest
from the Gulf of St. Lawrence to reach Quebec.

Geography Sketch a map showing the land claims of

Great Britain, France, and Spain in North America
after the Treaty of Paris.

left.
__
B 1. farm crop raised to be sold for
money
A. subsistence
farming
__
F 2. colony run by individuals or
groups to whom land was
granted
B. cash crop
__
D 3. the theory that a states or
nations power depended
on its wealth
__
A 4. farming in which only enough
food to feed ones family is
produced
__
G 5. a good bought from foreign
markets
C. export
D. mercantilism
E. charter colony
F. proprietary colony
G. import

left.
__
E 6. colony established by a group
of settlers who had been given
a formal document allowing
them
to settle
A. subsistence
farming
__
C 7. a good sold abroad
D. mercantilism
B. cash crop
C. export
E. charter colony
F. proprietary colony
G. import

Reviewing Key Facts

What immigrant groups settled in Pennsylvania?
Quakers and Mennonites settled in

Pennsylvania for religious freedom.

Reviewing Key Facts

What was Englands reason for the Navigation
Acts?
The Navigation Acts were established to

prevent other countries from profiting from
trade with the American colonies.

Reviewing Key Facts

What was the Enlightenment?
It was a European movement based on the idea

that knowledge, reason, and science could
improve society.

Reviewing Key Facts

What North American land claims were the
French forced to give up in the Treaty of
Paris?
The French gave up all of Canada and lands east

and west of the Mississippi including New
Orleans in the Treaty of Paris.

Reviewing Key Facts

Why did the Proclamation of 1763 cause
friction?
It kept colonists from moving west of the

Appalachians, and some had already bought
land there and were denied access to it.

Critical Thinking
Drawing Conclusions Re-read the People in
History feature on page 109 of your textbook. In
what ways did Benjamin Franklin represent the
Enlightenment way
of thinking?
Franklin acquired and spread knowledge and
was interested in science.

Critical Thinking
Determining Cause and Effect How did
the French relationship with Native
Americans help them in their conflicts with
the British?
Usually Native Americans sided with the French,
who had treated them well and respected their
ways.

Geography and History Activity

Study the map below and answer the questions on the following
slides.

What countries
controlled land on
the continent?
Britain, Spain,
and France
controlled land on
the continent.


What regions were
under Spains
control?
Spain controlled
Mexico, the presentday southwestern
states, Florida,
Central America, and
the western coast of
South America.


Who controlled
the land that is
now Mexico?
Mexico was
controlled by Spain.


What nation
controlled the
Mississippi River?
France controlled
the Mississippi
River.

Standardized Test Practice

Directions: Use the map below to answer the following question.
Standardized Test Practice

According to the map, which of the following statements is true?
F
The Appalachian Mountains divided North Carolina and

South Carolina.
Virginia had the largest population.
Most of Delawares people were English.
Dutch communities were widespread throughout South

Carolina.
Test-Taking Tip Make sure that you look at the maps title and key
so that you understand what it represents. Since the map does not
show total population of the colonies, you can eliminate answer G.
Suppose the colonies had agreed to the Albany

Plan of Union. How might the diverse values and
economies have affected the attempts to govern
and regulate trade in all the colonies?
Friction might have developed over such
questions as the role of religion in government,
slavery, and trade policies.

Explore online information about the topics introduced

in this chapter.
Click on the Connect button to launch your
browser and go to The American Republic to
1877 Web site. At this site, you will find
interactive activities, current events
information, and Web sites correlated with the
chapters and units in the textbook. When you
finish exploring, exit the browser program to
return to this presentation. If you experience
difficulty connecting to the Web site, manually
launch your Web browser and go to
http://tarvol1.glencoe.com
Accents
Nathaniel Hawthorne
Click on a hyperlink to view the corresponding slide.
Language Arts In the seventeenth century, New

Englanders spoke with a Southern accent. This accent,
carried over from England, dominated in America until
the eighteenth century, when Americans in New England
began speaking much like they do today.
Language Arts Nathaniel Hawthorne (1804-1864) drew

on his New England Puritan heritage in writing The
Scarlet Letter and The House of Seven Gables, both of
which are set in the colonial period. One ancestor, Major
William Hathorne (it was Nathaniel who changed the
spelling of the family name), is described in The Scarlet
Letter as a grave bearded, sable-cloaked and steeplecrowned progenitor. The major was a magistrate known
for his persecution of Quakers. His son John, also a
magistrate, presided over the famous Salem witch trials.
Slave Resistance Enslaved Africans found ways to express their

anger and resentment at their condition. Individuals might kill an
overseer, poison a slaveholder, or run away. Some runaways joined
bands of other escapees; some joined Native American groups;
others went to cities where they could lose themselves in the free
African American population. More passive resistance included
pretending illness or following orders too literally. Actual revolts
were less common, but they did occur. In New York in 1712, a
group of about 30 enslaved persons set fire to a building and killed
a number of whites. About 100 enslaved Africans staged the Stono
Rebellion in 1739 in South Carolina, in which approximately 30
whites were killed.
James Wolfe James Wolfes forces at Quebec included

about 200 ships and thousands of soldiers. For two
months they sailed along the cliffs looking for a way to
get at the seemingly impregnable fortress. Then one day
Wolfe noticed women washing clothing in the river and
later saw the clothes hanging to dry at the top of the cliff.
A scout then found the path the women used. It was
attention to detail that solved Wolfes problem.
Cooper, Smith, Wright Many proper names come from

occupations. For example, a cooper was a person who
made wooden tubs or barrels. A smith was a metalworker.
A wright was a person who made something
(wheelwright, playwright).
Colonial Printing
Press
Type is made up of large numbers of single

letters that can be moved and reused.
Life in the colonies often

revolved around local
printers who produced
pamphlets, small flyers,
books, and newspapers. The
first printing press in the
American colonies was
established by Stephen
Daye in 1639.
This feature can be found on page 112 of your textbook.
Colonial Printing
Press
1
A sheet of paper is
fitted into the
paper holder,
which is then
2 platen
folded on top of the
type form.
4
type form
This feature can be found on page 112 of your textbook. Click the
mouse button or press the Space Bar to display the information.
horizontal
lever
1 paper
holder
3
paper
Colonial Printing
Press
2
The platen presses the paper

onto the inked type.
2
platen
type form
horizontal
lever
1 paper
holder
3
paper
Colonial Printing
Press
3
The horizontal lever lowered

or raised the platen.
2
platen
type form
horizontal
lever
1 paper
holder
3
paper
Colonial Printing
Press
4
Type form was slid under the

raised platen.
2
platen
type form
horizontal
lever
1 paper
holder
3
paper
Colonial Printing
Press
5
Paper was put in

the paper holder.
Once the paper
was removed, it
2 platen
was hung up to
dry on clothes
lines. The lines
were called flys
and the printed 4 type form
papers became
known as flyers.
horizontal
lever
1 paper
holder
3
paper
Understanding Cause
and Effect
Why Learn This Skill?
You know that if you watch television instead of
completing your homework you will receive poor grades.
This is an example of a cause-and-effect relationship. The
causewatching television instead of doing homework
leads to an effectpoor grades.

Click the Speaker button to replay the audio.
Understanding Cause
and Effect
Learning the Skill
A cause is any person, event, or condition that makes something
happen. What happens as a result is known as
an effect. These guidelines will help you identify cause and effect.
Identify two or more events.

Ask questions about why events occur.
Look for clue words that alert you to cause and effect, such as
because, led to, brought about, produced, and therefore.
Identify the outcome of events.
Understanding Cause
and Effect
Practicing the Skill
Study the cause-and-effect chart
about the slave trade on the
right. Think about the guidelines
listed on the previous slide.
Then answer the questions on
the following slides.
Understanding Cause
and Effect
1. What were some causes of the development of slavery in the
colonies?
Some causes were colonists need to grow cash crops,
increased demand for tobacco and rice, and the need for a
large labor force to grow rice and tobacco.
2. What were some of the short-term effects of enslaving
Africans?
Enslaved Africans were robbed of basic human rights and
the African American population grew.
mouse button or press the Space Bar to display the answers.
Understanding Cause
and Effect
3. What was the long-term effect of the development of slavery?
Slavery created feelings of injustice and sowed seeds of
regional conflict.
mouse button or press the Space Bar to display the answer.
Voyages of the Slave Trade

Objectives
After viewing Voyages of the Slave Trade, you should:
Know that from the early 1500s to the late 1700s, 12 to 14

million Africans were shipped to the Americas to work as
slaves.
Understand that several European
countries were involved in the
slave trade, and that forts, known
as slave castles, were built on
the west coast of Africa to protect
their investment.
Grasp how deplorable conditions
were for the kidnapped Africans.
Click the mouse button or press the Space Bar to display the information. Click in the window
above to view a preview of The American Republic to 1877 video.

Discussion Question
How many Africans were brought to North America via
the Middle Passage from the 1500s through the 1700s?
Between 12 and 14 million Africans were brought to
North America.


Discussion Question
What were the conditions like in the underground
rooms where slaves were kept before voyages on the
Middle Passage?
Africans were crowded by the hundreds into small
rooms. They had chains on their necks and arms. Human
excrement built up on the brick floors over the centuries.

Indentured servants were higher in social rank.


The clan leaders

governed the
villages.

Canasatego thought the Native Americans lose; the goods the Native
Americans receive for their lands are soon worn out and gone.
End of Custom Shows

WARNING! Do Not Remove
This slide is intentionally blank and is set to auto-advance to end custom shows and
return to the main presentation.

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Presentation Plus!

The American Republic To 1877

Life in the Colonies

Government, Religion, and

France and Britain Clash

The French and Indian War

Click on a hyperlink to view the corresponding slides.

Click the Speaker button

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The Impact Today

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Guide to Reading (cont.)

Guide to Reading (cont.)

Colonial spinning wheel

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New England Colonies

New England Colonies (cont.)

New England Colonies (cont.)

New England Colonies (cont.)

New England Colonies (cont.)

New England Colonies (cont.)

New England Colonies (cont.)

New England Colonies (cont.)

Why were the enslaved Africans forced into such

The Middle Colonies

The Middle Colonies (cont.)

Immigrants from Germany, Holland, Sweden,

The Middle Colonies (cont.)

What was the importance of cash crops?

The Southern Colonies

The Southern Colonies (cont.)

The Southern Colonies (cont.)

The Southern Colonies (cont.)

Would you have wanted to be a backcountry

Would you have enforced the slave codes as a

Checking for Understanding

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Checking for Understanding

Economic activities in the Middle Colonies were

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Streams and rivers powered mills and transported

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Possible answer: Owners felt that it was

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Informative Writing Imagine you live in New

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Guide to Reading (cont.)

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Guide to Reading (cont.)

From Poor Richards Almanack

Click the Speaker button

English Colonial Rule

English Colonial Rule (cont.)

English Colonial Rule (cont.)

These laws controlled the flow of goods between

English Colonial Rule (cont.)

This illegal trade was the beginning of the